Student's Book and Workbook - NET

Patricia Chappell and Claire HartPaul Ashe and Matthew Hancock

Year 2

Hello!New

2

Workbook

English for Secondary SchoolsYear 3

Hello!NewNew

Student’s Book and WorkbookStudent’s Book and Workbook

Contents

Module 3 Reaching your potential

Unit 7 The meaning of success 6

Great Expectations Chapter 7 12

Unit 8 Work experience 16


Unit 9 Starting again 26


Revision 3 36

Module 4 Finding your culture

Unit 10 Places of cultural interest 42


Unit 11 Finding your culture 52


Unit 12 Myths and fables 62


Revision 4 72

Language Review 78

Scope and sequence

Skills Language Life Skills, Values and Issues

Mod

ule

3: R

each

ing

your

pot

enti

al

7 The meaning of success Page 6

Reading: An article about achieving success despite challenges

Writing: An invitation to an event

Listening/Speaking: A short lecture about what successful people have in common; Research, plan and give a presentation about a successful person

Present perfect simple versus present perfect continuous

Adverbs and adjectives

Life Skills: Critical thinking – Evaluate the meaning of success; Problem solving – How to achieve set goals

Values: Perseverance – Determination to achieve goals; Objectivity – Identifying and valuing success

Issues: Non-discrimination against people with special needs – Appreciating and supporting people with special needs; Entrepreneurship – Preparing and giving powerful presentations

Great Expectations: Chapter 7 page 12

8 Work experience Page 16

Reading: A student CV; An excerpt from Notes on Nursing: What it is, and What it is not by Florence Nightingale

Writing: A CV; An online professional profile

Listening/Speaking: A presentation on finding the right work experience; Role-play an interview for an internship

Passive forms Life Skills: Self management and Productivity – Setting goals and making achievable plans

Values: Honesty – Being realistic about your own skills and ability; Independence – Preparing for life beyond study

Issues: Entrepreneurship – Setting and achieving goals


9 Starting again Page 26

Reading: Three texts about people who have experienced a big change in their lives

Writing: An opinion persuasive essay on the contributions of older people to modern society

Listening/Speaking: An interview with a businessman who helps entrepreneurs to start their own companies; Discussions on what we can learn from older people in society

Quantifiers: a few, few, a little, little, none, each, every, all

Life Skills: Resilience and agile thinking – 'Failing better'

Values: Work ethics; Tolerance and acceptance – Valuing the experience of others

Issues: Entrepreneurship – Seeing change as positive


Revision 3 Page 36

Skills Language Life Skills, Values and Issues

Mod

ule

4: F

indi

ng y

our

cult

ure

10 Places of cultural interest Page 42

Reading: A web page about places of cultural interest

Writing: A survey about places of cultural interest; A descriptive essay on one of the ancient wonders; A review about places of cultural interest

Listening/Speaking: A tour of a historical site; Discussing places of cultural interest

Speculating about the past: must/can/can't have + past particple

would for past habits

Life Skills: Critical thinking – Interpreting research

Values: Curiosity – Understanding of the wider world; Respect for diversity

Issues: National unity; Loyalty and belonging – Celebrating traditions and cultural diversity


11 Finding your culture Page 52

Reading: A text about how to support multilingual children; An article on the benefits of being multilingual; A text on Egyptian culture; A classroom forum

Writing: An opinion essay; Introduce reasons; A text about our cultural influences

Listening/Speaking: A talk about cultural heritage; Planning a multicultural festival

Compound adjectives

Relative clauses and so and such

Life Skills: Communication – Listening to and politely responding to other views; Empathy – Understanding why other people might have different opinions; Critical thinking – Learning from the past

Values: Cooperation – Learning about and from other people; Respect for diversity – Tolerance and acceptance

Issues: National unity


12 Myths and fables Page 62

Reading: A myth and a fable from different cultures; The legend of King Arthur from The History of the Kings of Britain by Geoffrey Monmouth; The Legend of Setanta

Writing: A myth/fable

Listening/Speaking: A radio programme on the relevance of myths in modern society; Debate on the relevance of myths in modern society; Re-tell a story

Reported speech

Life Skills: Critical thinking – Learning from the past; Empathy – Understanding our origins and those of other people

Values: Respect – Understanding different cultures through their story-telling

Issues: National unity – celebrating cultural values


Revision 4 Page 72

Lesson 1UNIT

7 The meaning of success

Reading An article about achieving success despite challengesWriting An invitation to an eventListening A short lecture about what successful people have in commonSpeaking Research, plan and give a presentation about a successful person Language Present perfect simple versus present perfect continuous, adverbs and adjectives (review) Life skills Critical thinking: Evaluate the meaning of success; Problem solving: How to achieve set goals

2 Read the article. What challenges did each person have to overcome? Write R for Rehab, A for Angela or N if neither of them faced this challenge. 1 Being different to other people in terms of

her height. A2 Having a physical problem with her leg. 3 There weren’t a lot of women who had the

career that she wanted to have when she started.

4 Not having a family who supported her as she was growing up and starting out in her career.

5 People believing that she couldn’t have the career that she wanted to have because of something that made her different to other people.

Before you start● Work in pairs. Think of someone you

know who is successful. What makes them a success? Then compare with your partner. Do you both think the same things are signs of success?

having a difficult childhood. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Guess the meanings of these words. Then check in a dictionary.

FOC

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OCABULARY

Reading

1 Work in pairs. You’re going to read about two successful people who have overcome challenges. Brainstorm possible challenges and write them on the diagram.

Challenges

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6

Overcoming challenges Rehab Ahmed enjoyed watching powerlifting on television while she was growing up, but she rarely did any sport herself. After she completed her studies, she met the Egyptian powerlifting team’s coach at a gym and soon developed a strong interest in the sport. Rehab is disabled, but she hasn’t let this stop her lifting weights. In fact, her disability has probably been the least significant challenge that she’s had to overcome. At first, Rehab wasn’t sure if she could successfully combine powerlifting with being a mother to her young daughter. Powerlifting is also seen as a male sport and there aren’t many role models for female powerlifters. Rehab has now become an inspiration to other young women due to her achievements, which have included winning gold at the 2019 World Para Powerlifting Championships and silver at the 2016 and 2020 Paralympics.

Angela Bachiller comes from Valladolid in Spain. She was born with Down’s Syndrome, which usually results in people having a learning disability and not being as tall as the average person. However, Angela’s family has never treated her any differently because of this. They saw no good reason why Angela shouldn’t grow up with the values of the importance of hard work, trying your best and trying to help other people. After working as an administrative assistant at the town hall in Valladolid for two and a half years, a position as a town councillor became free. Angela won the vote and since 2013 she has performed the role of town councillor in the same way as another person doing that job. Her strong character and determination not to be treated differently have helped her to change people's minds about people with Down’s Syndrome and accept her as someone who can do a responsible job.

Lesson 1 7

WORKBOOK PAGE 2

Language

3 Complete the sentences about Rehab and Angela with the correct adjectives and adverbs.

different hard hardly inspiring normal quickly

1 Rehab had . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ever done any sport before she started doing powerlifting. 2 Rehab became enthusiastic about her new sport very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Rehab’s achievements are very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for other women who are interested in powerlifting. 4 Angela didn’t receive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . treatment from her family because she had Down’s Syndrome.5 Angela’s parents encouraged her to work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and this helped her to achieve an important

position at work. 6 Angela is able to do her current job in a perfectly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . way.

4 Discuss the questions about the article in small groups. 1 What three challenges did Rehab overcome?2 How can you describe Angela’s family?3 Whose achievement do you find the most inspiring? Why?

Research

5 Choose another person who has overcome challenges to become successful in their chosen sport or career. Do some research to find out more about their life, the success they have had and the challenges they have overcome. Use the information to write a short article.

hardly

Rehab overcame the challenge

of her physical disability. She

also…

7

7 Lesson 2

Before you startWork in pairs. Discuss the question. ● Which qualities do successful people share?

Listening

1 Listen to a lecture about the qualities of successful people. Make notes on the four qualities in your notebook. Does she mention any of the qualities that you discussed?

2 Listen again. Are the sentences true (T) of false (F)? Correct the false statements. 1 There is only one answer to the question of what qualities successful people have. F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 You’re more likely to achieve a goal if it isn’t too specific.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Successful people are always looking for new opportunities to learn and develop their skills.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 If you want to be successful, you need to work hard for a few weeks or months and then take a break.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 Don’t expect to achieve success immediately because it sometimes takes a long time.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Speaking

3 Work in pairs. Discuss the questions. 1 If you are to order the qualities of successful people, which

would be on top? Why?2 What other qualities do you think successful people have? How do

these qualities help them to achieve things? 3 What everyday successes have you achieved so far this month?4 How did these little successes make you feel?

Language

4 Complete the sentences about success with the words in the box. There are some extra words you don’t need.

been come coming for since tried trying

1 There has . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . some discussion about what exactly success is. 2 Some of our successful athletes have been . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . here to train for more than ten years. 3 She has only had success as an author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . she was about forty-five. 4 Recently, I’ve been . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to enjoy all of the little successes I have every day. 5 After studying the research, I’ve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to the conclusion that there are many different

definitions of success.

2.01

2.02

There are many different answers to the question of what qualities successful people have.

been

SKILLS FOR LIFE

8

5 Choose the correct verb form to complete the sentences. 1 Where have you been/have you been

being? We’ve waited/been waiting for you for half an hour.

2 We’ve thought/been thinking about learning Spanish for a while, but we haven’t found/haven’t been finding a good course yet.

3 How much time have you spent/have you been spending on the geography project over the last two weeks? I haven’t had/haven’t been having very much time to work on it recently.

4 I’ve learned/been learning to play the drums for three years now and I’ve never enjoyed/never been enjoying playing as much as I do at the moment.

Writing6 Read the tips for writing effective notes

while you’re listening to a lecture. Answer the questions in your notebook.

Study skills: Taking notes Notice signposting words and phrases These are words and phrases that the speaker uses to let the listeners know that he/she is going to talk about a subject (e.g. I will talk about three ways that …) and then to show when one part of a lecture has finished (e.g. That’s all I have to say about …) and what the next part of the lecture will be about (e.g. Now, I’d like to move on to …). Speakers may also use signposting language to highlight important information, which will usually be information that you need to write down (for example, What I find particularly important is …). Know when to quote, paraphrase or summariseYou can quote what the lecturer is saying by writing a whole sentence that he/she says, but only do this if you think that you need to mention the whole sentence, exactly as the speaker said it. If you don’t need to remember the lecturer’s exact words, only the information, you should paraphrase it by using some key words from the speaker to write what he/she said in your own words.

1 What are signposting words and phrases? 2 Which phrase would you expect to hear when a

speaker wants to start talking about a new topic? A It’s very important to remember that …B In this talk, I will explain three different ways in which this can happen.C Now, I’d like to move on to the second reason for this.

3 When should you quote something that a lecturer says? 4 What do you do when you paraphrase information from a lecture?

7 Listen to the lecture again. Make short notes on what the lecturer says in your notebook. 2.03WORKBOOK

PAGE 3

FOC

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ANGUAGE

We use both the present perfect simple (have/has + past participle) and the present perfect continuous (have/has + been + verb -ing) to talk about actions or situations which started in the past but are still connected to the present. The actions are still happening, they finished a very short time ago or they have a direct effect on the present.

● We use the present perfect simple to focus on the result of an action. For example: I’ve read a large number of research studies on this topic. (The result of the reading is that you know a lot about the topic and that’s what the speaker wants to focus on.)

● We use the present perfect continuous to focus on the activity itself. It is usually an activity that someone has been doing either all the time or regularly for a specific period of time. For example: A very successful colleague of mine who researches Egyptian history has been taking Arabic classes since she came to Egypt.

● We use the present perfect continuous to focus on the reason. For example: He is very busy because he has been researching ways of achieving success.

(Here, the result is that he is busy and the reason is that he has been researching ways of achieving success.)

Note: You can’t use the verb to be and sense verbs in the present perfect continuous tense: Eman has been loving her job since she started working in December.

LPresent perfect simple and present perfect continuous

LANGUAGE REVIEW PAGE 78

Lesson 2

9

7 Lesson 3

WORKBOOK PAGE 4

Before you startWork in pairs. Think of a successful person you know well. Tell your partner the following information about this person: ● Name, age and where the person is from● What this person has achieved in his/her life ● Why you think this person is successful

Listening

1 Listen to Youssef’s presentation about a successful person. Answer the questions about the person Youssef chose. 1 What is the person’s first name and when was

he born? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 When did Youssef see him? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Where is he from? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 According to Youssef, what lesson does Mahmoud’s story teach us?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Match the techniques you can use to make your presentation sound more interesting (1-5) with the example sentences and questions (a-e). 1 Asking a rhetorical question (a question that

you don’t expect to get an answer to).2 Comparing one thing with another thing to

explain the first thing. 3 Pausing for a few seconds after saying

something that you want the audience to remember.

4 Telling a story about something that happened to you which is connected to the topic of your talk.

5 Using a photo, picture or diagram to show the audience something that you’re talking about or some information about it.

a When she walked into the room she looked as beautiful and elegant as a swan.

b She was the first … Paralympic athlete in her weight category to lift such a heavy weight.

c If you look at this diagram, you can see how his company’s profits have increased significantly over the last fifteen years.

d When I was younger, I also dreamed of being an actor, but she didn’t just dream about acting as a child, she was in some famous films and TV shows at a young age.

e So why did he decide to become a professional tennis player?

2.04

His name is Mahmoud and he was born in 1999.

3 Listen to Youssef’s presentation again. Tick (✓) the techniques that Youssef uses to make his presentation sound more interesting.

Technique

1 Rhetorical questions

2 Comparing things

3 Pausing for a few seconds

4 Telling a story

5 Using visual aids

2.05 Speaking

4 Choose a successful person to give a presentation about. Prepare a presentation which is 2-3 minutes long. ● Do some research to find out more about this person’s life

and their achievements. ● Use the information to plan your presentation. ● Decide which techniques you will use to make your

presentation sound more interesting. Plan how and when you will use these techniques.

● Give your presentation – either in class or in a group. ● Ask other students for feedback on how clearly you

communicated, how interesting your presentation was to listen to and whether your vocabulary and grammar were correct.

10

Lesson 4 7

WORKBOOK PAGE 5

Before you startWork in pairs. Discuss these questions. ● When was the last time you received an invitation? ● What type of event was the invitation for?● How did you receive the invitation? For example,

in a letter, in an email, in a text message, while you were talking to someone face-to-face, etc.

Reading

1 Read the two invitations that Dina received. What two events is she invited to?

2 Read the invitations again. Answer the questions with A or B. 1 Which invitation is in a letter? B2 Which invitation is from someone that

Dina knows well? 3 Which invitation was sent not long

before the event? 4 Which invitation makes it clear exactly

what two things will happen at the event? 5 Which invitation asks Dina to return a

form to reply to the invitation? 6 Which invitation uses shorter words

and less complicated grammar?

3 Match the phrases from the invitations (1-6) with the phrases (a-f) that have the same meaning. 1 It’s a bit short notice 2 The plan is that3 Let me know4 It is our pleasure to invite you to5 We trust that6 The attached RSVP form

Writing

4 Now plan two invitations. 1 One invitation is from you to a friend you want to invite to your

birthday party next Saturday. 2 One invitation is from the head teacher of your school to all the

students. The head teacher wants to invite all students to an event to celebrate the opening of a new school library. Make notes on:

● the phrases you could use to start and close the email ● possible details of each event and the phrases you’re going to use to give them● how you’re going to find out if the people you’re inviting can come to the event

Video

A

Hi Dina, We’re organising a surprise 50th birthday party for Aunt Soha on Saturday evening. I know it’s a bit short notice, but do you think you can make it? The plan is that we all meet at her favourite restaurant at 6.45. Then Aunt Soha walks in with Uncle Sami at 7.00 and finds us all there! Let me know by tomorrow evening if you can come. Hope to see you there! Cousin Reem

Dear Dina Osman,It is our pleasure to invite you to the awards ceremony for young sports people in our area. The evening will begin with a dinner at the Sporting Club and after that prizes for sporting achievements over the last year will be given out to the winners. We trust that this will be a very enjoyable evening where we can celebrate your sporting achievements and, we hope, inspire you to continue to perform at such a high level over the year to come. Please use the attached RSVP form to indicate whether or not you can attend and send it to Mrs Noha El Taweel at the Club office by 14th June. Yours sincerely, Magdy El Sayed

B

a This is what we would like to do b A reply letter to say whether you can go to an event. c We would like you to come to our event d We hope e There isn’t much time before the event f Tell me

RSVP comes from a French phrase: Répondez s’il vous plaît.

REMEMBER!

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7 Lesson 5

Chapter 7 Early the next morning, at the gate to Miss Havisham’s house, I had an unpleasant surprise. Orlick let me in. He told me that he was Miss Havisham’s gatekeeper now. I felt worried and I went to see her at once.

As I entered her room, I found that neither she nor her house had changed at all since my last visit more than a year ago.

Then I noticed an elegant lady sitting next to Miss Havisham. When she looked up and I could see her face, I realised it was Estella!

She was more beautiful than ever, but she made me feel like a poor working boy again.

‘Has Estella changed much, Pip?’ asked Miss Havisham.

‘Yes, at first, I didn’t recognise her,’ I began. ‘But now I can see…’

‘What? Please don’t say that she is the Estella you knew!’ Miss Havisham said, annoyed. ‘That Estella was proud and rude to you. Don’t you remember?’

‘Well, perhaps, but it was a very long time ago,’ I said, not quite sure of myself.

Estella agreed with Miss Havisham that she had been unkind to me.

‘Has Pip changed?’ Miss Havisham asked her.

‘Very much,’ Estella replied.

Miss Havisham laughed, and told us to walk together in the garden.

‘As you have become a fine gentleman, I expect you have new friends,’ Estella said.

Before you read● What has happened so far?● What do you think might

happen next?

Chapter 7 character listOrlick a man who works for Joe Gargery at the blacksmithEstella Miss Havisham's adopted daughterMiss Havisham a rich, elderly ladyMr Jaggers a lawyerHerbert Pocket a relative of Miss Havisham; Pip's friend in LondonMatthew Pocket Miss Havisham's cousin; father of Herbert Pocket; Pip's teacher in London

12

13

Lesson 5 7‘The ones you had in the village wouldn’t be good enough now, would they?’

I agreed with her. And at that moment, I made the decision not to see Joe again.

‘Do you remember when you were cruel to me?’ I asked Estella.

She looked at me in surprise.

‘You made me sad then,’ I told her.

‘I don’t remember,’ she replied. ‘But, you know, I have no heart; I am neither kind nor good!’

As she spoke, she reminded me of someone, but I did not know who it was. I forgot the idea, thinking instead how beautiful she was. But she was still so cold!

Later, when I was alone with Miss Havisham, I told her that everyone must love Estella.

Then she whispered, ‘I’ll tell you what real love is! It is giving your heart to someone completely – just as I did!’

She fell back in her chair with a loud cry. As I tried to help her, there was a knock on the door and Mr Jaggers entered. I did not know why he had come, but Miss Havisham recovered almost at once.

‘Do come in, Mr Jaggers,’ she said.

She was obviously expecting him, and thanked him for arriving on time.

That evening, as we all ate dinner together, I noticed that Mr Jaggers did not look at Estella at all. But she looked at him often. It gave me a strange feeling.

As soon as possible, I told Mr Jaggers how worried I was to see Orlick again. I was sure that Miss Havisham was not safe with him as her gatekeeper.

‘Leave it to me!’ he replied, and he promised to dismiss Orlick.

Estella planned to visit London soon, and I had agreed to meet her off the coach when she arrived. I was secretly delighted and could not sleep that night. I was now sure that Miss Havisham wanted me to marry Estella.

In the morning, as I took a walk through the village, I saw several people that I knew. I did not speak to any of them, however; I was too proud of myself and my new life. I also kept away from Joe, but feeling guilty that I had not seen him, I sent him a present before I left.

On my return to London, I told Herbert about my feelings for Estella. ‘I adored her before, but I adore her twice as much now!’ I said.

‘She will make you unhappy,’ he replied. ‘You should try to forget her!’

I knew that would be impossible.

When Estella arrived in London, some weeks later, I thought once again that she reminded me of someone.

‘But who could it be?’ I asked myself.

Estella climbed out of the coach. In her new coat, she seemed more beautiful than ever before.

She stood outside the inn while I brought her luggage to her. Then I asked where she was going.

‘I am going in a carriage to Richmond,’ she answered, ‘and you are coming with me. You must take this purse and pay for everything!

We are not free to do what we want, you know; we have to follow our instructions.’

She did not seem annoyed that I was going with her, however.

While we waited for a carriage to arrive, we went into the inn to drink some tea. The room that we sat in was dark and gloomy,

13

7 Lesson 5

but I was happy because Estella was with me. Then Estella told me that she would be staying with a wealthy lady, who would be paid to introduce her to suitable people in London.

‘Do you like your teacher, Mr Matthew Pocket?’ she asked, after a few moments.

‘As much as I could like anyone who is not you!’ I replied.

‘You silly boy!’ said Estella, ‘how can you say that? To return to Mr Matthew Pocket; I am sure that he is a much better person than some other members of his family! They are Miss Havisham’s relatives, you know, and they are jealous of you. I have heard them complain about you! But Miss Havisham refuses to discuss you with them, so they cannot influence her.’

A carriage soon arrived, and we set off to Richmond.

On the way, we saw the walls of Newgate Prison. I told Estella that Mr Jaggers visited his clients there, and knew all the secrets of that terrible place.

‘He knows the secrets of every place, I think!’ Estella replied. ‘I have known him for most of

my life, but I know him no better now than I did when I was a small child. How well do you know him?’ she asked.

‘I have had dinner at his house,’ I said.

‘That must be a very interesting place,’ replied Estella.

Just then, our carriage passed under a street light and I knew again that she reminded me of someone.

We continued our journey, passing Mr Matthew Pocket’s house in Hammersmith on the way. I invited Estella to visit me there, and she told me that I was expected to call on her, in Richmond.

‘And, Pip,’ she sighed, ‘Miss Havisham wants me to write to her often, to say how I am, where I have been, and what I have worn. She has given me nearly all of her jewellery, you know!’

This was the first time that Estella had called me Pip!

I was delighted, and thought it would be wonderful if I married Estella and lived in Richmond with her. But in my heart, I knew the truth; Estella would never make me happy.

14

Lesson 6 7

WORKBOOK PAGES 12–13

Before you startWork in pairs. Discuss the questions.

● Why is Pip shocked when he sees Estella again?● Why does Pip decide not to see Joe again?

What do you think about his decision?

Vocabulary

1 Complete the sentences with these words from the story.

adore client dismiss elegant gatekeeper influence jealous keep away from

leave it to me recover whisper call on

1 My sister looked very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in her new long, black dress.

2 I’m very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of my cousin because she’s just got a new tablet.

3 I was so shocked when we won the competition. I needed a few minutes to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 The job of a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . is to open and close a gate, to decide who can enter the property.

5 I absolutely . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . my aunt. She’s one of my favourite people.

6 Don’t worry about anything at all. Just . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 You don’t have to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , no one can hear us.

8 We were warned to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . that part of the city at night.

9 Sara is a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of mine. She comes to my salon every week to get her hair done.

10 We’re planning to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Robert from his position because he isn’t doing a very good job.

11 I’m going to decide for myself which job I want to do and I won’t let anyone else . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . me.

12 I will . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . my aunt to see if she is OK.

Reading

2 Number the sentences in the order that the events happened in this part of the story. a Pip tells Herbert that he cares for Estella and

Herbert responds that she won’t make him happy. . . . . . . . . . .

b At dinner, Mr Jaggers promises to dismiss Orlick as Miss Havisham’s gatekeeper. . . . . . . . . . .

c Pip goes to visit Miss Havisham for the first time in a year and sees Estella again. . . . . . . . . . .

d Pip finally feels sure that Estella won’t make him happy. . . . . . . . . . .

e Estella and Pip travel to Richmond. . . . . . . . . . .f Pip takes a walk in the village, but doesn’t talk

to any of the village people and keeps away from Joe. . . . . . . . . . .

Speaking

3 Work in pairs. Discuss the questions. 1 How does Estella explain the way she

behaved towards Pip? 2 What does Pip decide about Joe? 3 Pip says Estella reminds him of someone, but

he doesn’t know who. Who do you think it might be?

Literature

4 The writer doesn’t only tell us what Pip does and says, but also what he’s thinking and feeling. This is called the character’s inner voice.

As she spoke, she reminded me of someone, but I did not know who it was. I forgot the idea, thinking instead how beautiful she was. But she was still so cold!

Find another sentence or sentences in the text where the writer uses Pip’s inner voice. Write them in your notebook.

5 Which verbs or verb phrases does the writer use in Exercise 4 to show that he’s describing Pip’s inner voice?

Writing

6 Read this part of the text again. We continued our journey, passing Mr Matthew

Pocket’s house in Hammersmith on the way. I invited Estella to visit me there, and she told me that I was expected to call on her, in Richmond.

Write another sentence in your notebook describing what Estella’s inner voice might be telling her at this moment.

15

Lesson 1UNIT

8 Work experience

Reading A student CV; An excerpt from Notes on Nursing: What it is, and What it is not (1859) Writing Write a CV and an online professional profile Listening A presentation on finding the right work experience Speaking Role-play an interview for an internshipLanguage Passive formsLife skills Self-management and productivity: Setting goals and making achievable plans

OB

JEC

TIVE

S Before you startWork in pairs. Discuss the questions.● How do you think you could gain

work experience?

Vocabulary

1 Match the words and phrases in the box with the definitions.

candidate curriculum vitae (CV) full-time human resources (HR)

intern internship part-time

1 a person who is working at a company for a short time, sometimes without pay, to get work experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 a job someone does for the whole of the working week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 a job someone only does for some of the working week . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 when someone works for a company for a period of time to get work experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 a person who is interested in getting a specific job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 the department who finds people to work and organises training at a company . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 a summary of a person’s education, experience and skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reading

2 Read the CV of a student from the UK who’s applying for an internship. Complete the CV using the headings to help you.

Contact information Education Personal statement Interests and hobbies Skills Work experience

3 Read the CV again. Complete the sentences about Emma with the correct word or words. 1 Emma can be contacted by post, on the

phone or . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 While at school, Emma studied three

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 While at school, Emma received a prize for

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Emma’s second job was working as a

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Emma has experience of working on

international . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Emma is able to create a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 While at school Emma played the

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 In her free time, Emma helps to look after

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

intern

by email

Curriculum vitae (CV)‘Curriculum vitae’ is a Latin phrase and means ‘course of life’.

REMEMBER!

fff f ffffff ff ffff

16

WORKBOOK PAGE 8

Lesson 1

Writing 4 Think about a job you would like to do, then write your personal

statement in one or two sentences. Include information on your skills, the reason you are applying for the position and your future goals. Use positive words.

Speaking 5 Discuss in pairs and take notes. Compare your ideas with another pair.

1 Is there any information you think that Emma should not have included in her CV? Is there any information you think she should have included?

2 Is her CV clear and easy to understand? 3 Do you think Emma has presented herself well as a candidate for an internship in digital marketing in

this CV? Give reasons.

I don’t think she should have included her hobbies. Companies aren’t interested.

I’m not sure. It can help companies understand you

better.

I'm a hard-working, motivated and organised individual with a real interest in digital marketing.

Use positive language that shows your interest in the job opportunity.

REMEMBER!

Emma Day1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Oak Lane, Manchester, M1 3AL 07159 135 118 [email protected] am currently looking for an internship in digital marketing in the Manchester area.

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . an organised person, with a good understanding of social media.

3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .September 2013 – July 2021 Bridgetown High School, Manchester ● 3 Advanced level qualifications at grade A in Business Studies,

Economics and English ● Awarded the school prize for excellence in Economics in my

final year

4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .March 2020 – Present Social media assistant, Manchester Evening News (part-time) ● Designing social media posts for news stories ● Working with colleagues to develop a social media strategy for

the newspaper ● Participating in a project to research social media habits with

colleagues from other countries

January 2019 – December 2019 Waitress, Clive’s Café (part-time) ● Worked as part of a team ● Developed customer service skills

5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

● Able to design and build websites ● Skilled photographer● Able to give presentations to large audiences

6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .● Playing the violin in the school orchestra● Volunteer in an old people’s home at the weekend● Taking photographs and making videos

Contact information

8

17

8 Lesson 2

Before you start Imagine you want to do an internship during the school holidays. What should you consider when deciding where to apply?

Listening1 You’re going to listen to a presentation on

how students can find the right internship. What advice do you think the speaker might give? In pairs, compare and discuss your ideas.

2 Listen to the presentation. Which three pieces of advice for finding the right internship does the speaker give?

3 Work in pairs. Listen to the presentation again. Make notes on your answers to the questions and then discuss them with your partner. 1 What activities or school subjects do you really

enjoy doing? Say why.2 What type of company culture do you think

you’d feel most comfortable working in? Why? 3 Do you think you would prefer to work for a large,

well-known company, or a smaller company where people know each other well? Why?

Language4 Read the comments that students wrote

after watching the presentation online. Look at the verb forms in bold. Write P if they’re passive or A if they’re active. 1 It’s great if you base your internship on

something you really enjoy. 2 In my opinion, all companies are organised in

basically the same way, so I think it’s a bit of a waste of time to research this.

3 I was offered a job at the company where I did an internship and this seems to happen often, so you should definitely think about that when you’re applying.

5 Tell your partner whether you agree or disagree with the comments in Exercise 4 and say why.

6 Choose the correct verb form for each sentence.1 All of the candidates’ CVs are read/read by members of our human resources team.2 I am/was invited to an information evening about internships at that company, but I couldn't go. 3 We are offered/offer all of our interns the chance to take part in our training programme. 4 This company is seemed/seems to be very popular with students who are looking for work experience. 5 Before I returned home, the email had been/was being sent.6 A lot of roads had/have been paved recently.

2.09

2.10

●

If your choice is based on these factors … Decisions are made in a company about how work will happen there.

●

Try to find out if a permanent job was later offered to the last person who did work experience with them.Maybe you were awarded a prize for maths.

●

The report hasn’t been deliveredyet.

I have already been offered a new job as an accountant.

●

After all my questions had been checked, I got high marks.

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ANGUAGE LANGUAGE REVIEW PAGE 79 L

The passive with different tenses

18

Lesson 2 8Listening

7 You’re going to listen to the presentation again and evaluate how good it is. Tick (✓) the things the speaker does and mark the things the speaker doesn’t do with a cross (✗).

Good presentation techniques ✓ / ✗

1 Telling the audience what you’re going to talk about at the start of the presentation. ✓

2 Letting the audience know when you’re moving on to the next part of the presentation and making links between these different parts.

3 Speaking fluently without many stops and starts.

4 Explaining ideas or processes that you’re talking about with examples.

5 Communicating with the audience, for example by asking them questions or checking their understanding of what you’ve said.

6 Having a conclusion at the end of the presentation which summarises what you’ve talked about.

8 Work in pairs. Imagine your partner is the presenter and you’re giving him/her some feedback on the presentation. Use information from Exercise 7 to practise giving your partner feedback.

Reading

9 Work in pairs. You’re going to read part of a book which gives advice to people who want to be nurses. This part is about being ’in charge‘. Tell your partner what you understand by being ’in charge‘ and what you think this could mean if you’re a nurse.

10 Read the text. Use the context to work out the meaning of the words and match them with their meanings. 1 colossal2 disasters3 in charge4 measures

a big problems or accidentsb being responsible for c ways or proceduresd very large

11 Read the text again. Answer the questions about the writer’s beliefs. 1 When things go wrong, this is usually because ...

A the person who’s ‘in charge’ is doing a very bad job.

B nobody is in charge or there is no leader.C a lot of little accidents have happened and

caused problems.

2 What do you do when you’re ‘in charge’? A You do everything that needs to be done

yourself.B You educate other people so they know what

needs to be done. C You do what needs to be done and check

that other people do that too.

Speaking

12 Work in pairs. Discuss the questions. 1 Do you agree with the writer’s understanding of what being ‘in charge’ means? Why? 2 Would you like to be ‘in charge’ in your future career? What could be the advantages and

disadvantages of having responsibility for other people at work?

2.11

WORKBOOK PAGE 9

From the most colossal disasters, down to the smallest accidents, results are often poor because someone ‘in charge’ was not ‘in charge’ or did not know how to be ‘in charge’.

To be ‘in charge’ is certainly not only to carry out the proper measures yourself but to see that everyone else does so too.Notes on Nursing: What it is, and What it is not (1859) (Florence Nightingale)

19

8 Lesson 3

Before you startWhat do you think candidates can do to make a good impression on the interviewer during a job interview?

Listening

1 A student has applied for an internship at a company. Listen to his interview. What topics does the interviewer ask Nabeel about?

2 Listen again. Complete the interviewer’s notes about the candidate with the correct word or words.

2.12

2.13

WORKBOOK PAGE 10

● Name: 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .● Interested in an internship in the

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . team

● Favourite school subject:

3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

● Recently took part in a 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to develop a start-up idea

● Some experience of working in

5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .● Very good at helping

6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . but needs to spend

less time 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to them.

Nabeel El Gamal

Language

3 Complete the sentences with the passive forms of the verbs in brackets. 1 I believe that customers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(should/listen to) 2 I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (could/persuade) to move abroad to do an internship for six months. 3 I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (might/ask) to play for the youth basketball team next year. 4 I’m . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .(hope/offer) a permanent job at the company.

Speaking

4 Work in pairs. Prepare to role-play a job interview. Then watch another pair and give feedback.Student A: You are the interviewer. Choose three topics from Exercise 1 and write a question for each topic. Then think of possible follow-up questions. Student B: You are the candidate. Look at all of the topics from Exercise 1 again and make notes.

should be listened to

The successful candidate will be offered an internship in the new product team. The successful candidate will be selected next week.

●

Some of these tasks could be done from home.We’ve noticed that interns often have to be given quite a lot of attention and support.

●

I suppose your team is hoping to be chosen as one of the finalists for this competition?

I’ve learned a lot about how to deal with customers and what needs to be done if a customer is unhappy.

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The passive: future, modal verbs and infinitive

20

Lesson 4 8Before you startWork in pairs. Discuss these questions.

● Why do people put information about their education and work experience online?

● What do you think you should do when you’re writing an online professional profile? Think about the information you choose to include in it, how you present it and the style which you write in.

Reading

1 Read an online professional profile. Answer the questions in your notebook. 1 What is Youssef’s career goal? 2 Why does he want to achieve this goal? 3 What is he trying to do to help achieve his goal?

Mention three things. 4 Why does he think he can become successful

in the career he wants to have?

2 Work in pairs. Read the online professional profile again. How clearly and appropriately has Youssef written his profile and presented the information in it? Use examples from the profile to support your opinion.

Speaking

3 Work in pairs. Discuss the questions. 1 Think of a time when you set yourself a goal

that was difficult to achieve. What happened and what did you learn from this?

2 Think of something that you would like to achieve in the future. What small goals can you set to help you achieve this?

Writing

4 Now plan your own online professional profile. Make notes on the following points: ● What you would like to achieve in your career ● What you’re doing right now to achieve your

career goals ● What you have achieved at school, including in

your classes and in other school activities

WORKBOOK PAGE 11

Youssef El Badawey

I’ve recently graduated from secondary school and I’m currently looking for an internship at a multinational company where I can learn more about international project management.

My long-term goal is to have a successful career as a project manager where I work on projects with teams from many different countries. I’ve had some experience of working on and managing projects at school and I enjoyed the experience so much that I decided that this was the only career for me.

While I was at school, I was awarded a prize for excellence in foreign languages. The fact that I’m able to speak several different languages will help me to succeed in an international role. I also have very good organisational skills and I’m a great team player, after spending seven years playing volleyball at school and playing for my school for five of those years.

420 connections

Message …

●

●

SKILLS FOR LIFE

Video 21

8 Lesson 5

Chapter 8I did not understand Estella, or my feelings for her. My future in London and what my expectations might bring were also uncertain. I knew that I had changed, and not for the best, since I had met Mr Jaggers and learnt that I was to become a gentleman. I sometimes wished that I had never met Miss Havisham.

I also felt guilty for two reasons: I had not visited Joe, and I had been extravagant, encouraging Herbert to spend more money than he should. We had both become members of The Finches – an expensive gentlemen’s club where we ate large dinners and had discussions with some of the other members – including Bentley Drummle. Herbert and I often returned to our lodgings after midnight, and woke up late.

After visiting my teacher in Hammersmith, I often went to Richmond so that I could see Estella. I still hoped that she would like me, but I usually felt unhappy when we were together.

Once, when I took Estella to visit Miss Havisham, they had a terrible argument. I had felt sorry for Miss Havisham as she sighed

and complained to me that Estella was a proud, hard woman, with a cold heart.

‘You should know,’ replied Estella, ‘because I am what you made me!’

If Estella had a cold heart, she hid it well. The wealthy woman, who Estella lived with in Richmond, had introduced her to many people in London and she now had many admirers. I was jealous of them all, especially Bentley Drummle. He was stupid, arrogant and ugly, and I was sorry that she knew him. One day, I told her how sad I was that she encouraged Drummle to visit her.

‘You know that I want to trick all of my admirers,’ she replied. ‘All of them, apart from you!’

At least Herbert and I were good friends, even though we were often in debt. As soon as we had paid off our old debts, new ones appeared. As Herbert had less money than I did, he soon owed more than me.

Our extravagant life was interrupted one day when news came that my sister had died. Because she had been ill for so long and now lived so far away, I had almost forgotten about her; and although I was not sad, I was angry

Before you read● What makes a good, or a nice,

person? ● Is Estella a good person? Why?

Why not?

Chapter 8 character listEstella Miss Havisham's adopted daughterHerbert Pocket Pip's friend in LondonBiddy friend to PipMr Jaggers a lawyerMr Wemmick Mr Jaggers' clerkMr Clarriker a businessman; Herbert Pocket's employerMagwitch the convict Pip helped to escape

22

23

Lesson 5 8that her attacker had not been caught. And when I thought of Orlick, I wanted revenge.

I returned home for the funeral and found the house full of neighbours, all dressed in black. As my sister was buried beside my parents, a bird sang high above us.

Soon afterwards, Joe, Biddy and I were alone together. Joe was as good to me as ever, and Biddy was kind and patient. I was sorry that I had not visited them sooner.

That evening, I went for a walk with Biddy.

‘What will you do now, Biddy?’ I asked her, affectionately. ‘If you want any money…’

‘I’ll tell you, Mr Pip,’ she replied quickly. ‘I’m going to be the teacher at our new village school! I know that I will enjoy it. After all, I learnt such a lot when I helped you with your lessons at my grandmother’s school.’

I was pleased for her. Then I asked about Orlick.

‘I am not sure what he does now,’ she replied. ‘But I saw him by that tree on the night your sister died. I think I saw him there again tonight! But he has gone now.’

So Orlick had attacked my sister, and now he was frightening Biddy!

I promised that I would try to make Orlick leave the village. ‘And I will come to visit often,’ I said. ‘I am not going to leave you

and Joe alone!’

‘Are you sure that you will come often?’ she asked, in a very quiet voice.

I was hurt. But in my heart, I was not sure that I would keep my promise.

As I said goodbye to Biddy and Joe the next day, I realised that they knew me better than I knew myself.

It would soon be my twenty-first birthday. I hoped that I would receive all of my fortune then, and discover the name of my secret benefactor.

But when the day arrived, Mr Jaggers gave me a very extravagant present of five hundred pounds. He told me, however, that he could not answer any questions about my secret benefactor, nor could I send my thanks. He also said that he did not know when I would meet my benefactor.

I realised then that it might be years before I would know the truth.

By now, I was worried about Herbert. He did not earn enough money to pay his debts, and so I decided to use my five hundred pounds to help him.

Mr Wemmick suggested that I used some of my money to help a merchant, called Mr Clarriker, with his business. In return,

23

8 Lesson 5

Mr Clarriker agreed to meet Herbert and offer him a well-paid job. Herbert was delighted, and accepted at once. When I saw how happy he was, it seemed that my expectations had done some good at last.

Two years passed. Herbert and I moved to our new lodgings next to the river, and as I did not need a teacher any more, I no longer visited the Pocket family in Hammersmith. Herbert often travelled abroad for Mr Clarriker, and I missed him and hoped that he would soon return.

One dark and stormy evening, when Herbert was away in France, I was reading by the fire in our lodgings. As the clock struck eleven, I shut my book. And then I heard it – a strange noise outside on the stairs.

I held up a light and ran to see what it was.

‘Is someone there?’ I called out.

‘Yes’, came a man’s voice, ‘I’ve come to see Mr Pip.’

‘Is there something the matter?’ I asked, worried now.

‘Nothing’s the matter,’ said the man as he came towards me.

And then, I saw him: a man of about sixty, with dark, grey hair and a heavy, rough coat. He was clearly delighted to see me. I invited him in and he looked around.

‘I’m glad you’ve grown up, my boy!’ he said.

Suddenly, I realised that I knew him.

It was as though the wind and rain had washed away the years since we had last met, in the graveyard where I had given him Joe’s file and some food. He was Magwitch, the convict from the marshes all those years ago.

‘I have never forgotten what you did for me that day, Pip!’ Magwitch said. ‘I was sent to Australia for life when they caught me afterwards. I’ve been a sheep farmer there ever since, and have made a fortune.’

‘Your friend kept his promise,’ I said. ‘He found me and brought me this.’ Then I showed him the shiny new coin I had been given years before by the stranger at the village inn. Magwitch smiled and nodded.

‘I wanted to find you as soon as I arrived back in England,’ Magwitch said, ‘so I wrote to Mr Jaggers and was given your address.’

Seeing my astonished face, he said, ‘Yes, Pip, I’ve made a gentleman of you! When you gave me the food and that file all those years ago, I decided that if I ever became rich, I would make you rich, too! I’ve worked hard in Australia ever since, so that you won’t need to work. I’m your second father, Pip. You mean more to me than any son!’

I didn’t know what to say.

24

Lesson 6 8


Before you readWork in pairs. Discuss the questions.

● Why do you think Pip doesn’t understand how he feels about Estella?

● Pip celebrates his 21st birthday. Do you think he will find out who his benefactor is?

Vocabulary1 Match the words and the definitions.

1 admirer

2 arrogant

3 astonished

4 extravagant

5 pay off

6 rough

7 sigh

8 apart from

9 funeral

a something that has an uneven surface, not smooth

b someone who thinks they’re better or more important than they really are

c someone who spends too much money

d someone who likes a particular person

e extremely surprised f give someone the

money you owe them

g a ceremony held after a person’s death

h except for

i to breathe in and out making a loud sound

Reading2 Re-read this part of the story. Complete the

summary using the words and phrases in the box.

benefactor doesn’t tell him who it is except for him

means more to him than a son neither of them believe that he will

uncertain

Pip feels that he doesn’t understand his feelings for Estella and his future in London also seems 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . In spite of this, he often visits Estella in Richmond and she tells him that she wants to trick all of her admirers 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Then Pip learns that his sister has died and he travels home for the funeral. He promises Biddy and Joe that he will visit them often, but 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Pip’s 21st birthday arrives and Mr Jaggers gives him a present of £500 from his benefactor but 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pip uses the money to help his friend Herbert. Then, one night, Pip meets Magwitch again and he is astonished to find out that he is actually his 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . He has made a fortune as a sheep farmer in Australia and wants to share his money with Pip because he 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Speaking3 Work in pairs. Discuss the questions.

1 Which of the events in this part of the story surprised you the most? Why?

2 Do you think the events in this part of the story will have a positive or negative impact on Pip in the future?

3 Looking back, were there any clues in the story which suggested who Pip’s benefactor was?

Literature4 The writer uses adjectives to give more

details about a) the characters, b) the characters’ thoughts and feelings and c) places. What do the adjectives in these examples from chapter 7 add more details about? 1 I had an unpleasant surprise.2 Then I noticed an elegant lady sitting next to

Miss Havisham. 3 The room that we sat in was dark and

gloomy, ...

5 Re-read this part of the story and look for other examples of adjectives the writer has used to add more detail. Make notes on what each adjective adds for the reader.

Writing6 Imagine you are Pip. In your notebook write

a diary entry about when you found out who your benefactor is. Describe:● what happened today● your reaction to the news you received● how you feel about this news now and what

effect you think it will have on your future.

25

Lesson 1UNIT

9 Starting again

Reading Read three texts about people who have experienced a big change in their lives Writing Write an opinion persuasive essay Listening An interview with a businessman who helps entrepreneurs to start their own companies Speaking Discussing the lessons that can be learnt from older peopleLanguage Quantifiers: a few, few, a little, little, none, each, everyLife skills Resilience

OB

JEC

TIVE

S Before you start● Work in pairs. Discuss the questions. ● Do you know anyone who has changed

jobs and now does something different? ● How easy or difficult do you think it is to

change your life later on? ● Why do you think some people don’t

become successful at work or famous until they’re over 50?

Vocabulary

1 Choose the correct definition for each word, then check in a dictionary.

1 contribution2 common sense3 (career) direction4 employment5 life experience6 life-changing7 reinvent (yourself)8 wisdom9 working knowledge10 banking procedures

a a basic level of understanding to make good judgments and behave well

b when someone is paid to do a job c to change who you are, e.g. by starting a different jobd the way that someone is changing or developing their career e a simple understanding of how something works f an important thing that results in your life being different g doing something to make a difference to a situation h personal qualities that help distinguish the wise from the unwisei steps that workers need to follow to complete a process in a bank j events or activities that help you gather knowledge and skills

Reading

2 Read three texts about people who have experienced interesting changes in their lives. Which story could have the title: ‘Changing jobs to find the right career’? Think of titles for the other two texts. 26

3 Read the three texts again. Answer the questions. 1 Which person has used a mistake earlier in his/her life to have a positive impact on other people?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Which person didn’t know their job existed until someone told him/her about it? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Which person questioned whether or not he/she was doing the right job? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Which person now uses their experiences as a young person to help others? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Who had to study in order to achieve what they wanted to achieve? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Speaking

4 Work in pairs. Discuss the questions about the three people’s stories. 1 Whose story do you find the most inspiring? Why? 2 Which person’s life do you think has changed the most? Why?

Language

5 Look at these sentences and write the correct form of verb in brackets.1 I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . always . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . writing stories. (love)2 When my children grew up, I realised that I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . any writing for years. (do)3 My mum .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . always . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . me to do my homework, but I just wanted to

play football. (tell)4 I got the job and I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . there ever since. (work)

Sami

WORKBOOK PAGE 14

Lesson 1 9Nabila, 52 I’ve always loved writing stories, but I never thought that writing was something that I would get paid to do. In my twenties, I got married and had children, which kept me very busy. When my children grew up, I realised that I hadn’t done any writing for years. I decided to take a creative writing class and a year later, at the age of 49, I won first prize in a short story competition. Then I started writing my first novel and, much to my surprise, quickly found a company that wanted to publish it. The whole experience has been life-changing and I like to think that I can share some of the wisdom I’ve gained over my life through my books. 5

Amira, 39 A week after I left school, I started working in a bank and gained a good working knowledge of banking procedures. Although I enjoyed helping customers, I never felt that banking was the career for me. I started thinking about what I really wanted to do and I realised it was teaching maths, so I decided to change direction and go to university. It was a huge change in my life and I had to reinvent myself several times, but after having completed my first year as a teacher, I don’t regret it at all. 7

Sami, 28 Up until I was sixteen, I didn’t work very hard at school. My mum was always telling me to do my homework, but I just wanted to play football. Then a teacher told me that I can study sports science at university and become a sports teacher or a football coach, both of which sounded like perfect jobs to me. After that, I tried a lot harder at school and I got into university to study sports science. Now I teach sports at a school and my contribution to my students’ lives is to inspire them to enjoy sports. However, I use my life experience to show them that, even though sport is amazing, you also need to work hard at school. 4

27

9 Lesson 2

Before you start Work in pairs. Discuss the questions.

● Would you like to start your own company one day? Why?

● What do you think you need to do to start your own company?

Listening

1 Work in small groups. You’re going to listen to an interview with Magdy El Geyoushi who helps people to start their own companies. Brainstorm ideas about the things he might enjoy and the challenges he might face.

Things he enjoys

Challenges helping other peopleDifficult to believe in success

2 Listen to the interview and compare your ideas from Exercise 1 with the ideas in the interview.

3 Listen again and choose the correct options.1 Magdy has been helping people reinvent themselves for three/five years. 2 If people are interested in working with Magdy, he contacts them/they contact him. 3 Magdy still spends/doesn’t spend any more time with the people he works with when their

company is in business. 4 A small/large number of the people Magdy works with think their business ideas are better than they

really are. 5 Magdy thinks that some great ideas don’t succeed/succeed because the entrepreneur can’t find

enough money.6 According to Magdy, people who have business experience are/aren’t always more successful as

entrepreneurs than people who don’t have it.

4 Make notes on the answers to the question. According to Magdy, what factors increase the chances of a new company becoming successful?

Language

5 Study the quantifiers in the box. Write them in the correct column.

a few few a little little none each every any some much many

Only used with countable nouns

Only used with uncountable nouns

Can be used with both countable and uncountable nouns

a few

2.18

2.19

ooo ooo

28

Lesson 2 96 Read and choose the correct

answer.1 Magdy still spends a little

/a few time talking to entrepreneurs every day.

2 People who don’t have little/much passion don’t succeed.

3 But I imagine that not every/all idea is going to work.

4 There are always going to be any/some people who think they have a new idea.

5 If there’s little/few chance that the idea will succeed, the entrepreneurs need to know quickly.

6 Not a few/many entrepreneurs succeed unless they’re prepared to work hard.

7 Little/Much of creative people’s ideas can be turned later into successful businesses.

8 Having many/much business experience is not why people succeed. There are other reasons, too.

7 Complete the sentences with a suitable quantifier. 1 Old people usually have

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . experiences in life.2 There is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . chance to

catch the train. You are too late!3 Amany and Leila were busy:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . has a separate task to do.

Speaking

8 Work in pairs. Discuss the questions. Use quantifiers in your answers. 1 How much free time do you

have during the week?2 How interested are the students

in your class in football? 3 What ingredients do you need

to make your favourite meal? Use some quantifiers from the Language box.

WORKBOOK PAGE 15

● A few people wanted to start their own company.

● Few people understand how much work is involved in starting a company.

● I spend a little time talking to them.

● There’s little chance that your idea will succeed.

● None went back to their old jobs.

● There isn’t much work in factories for people to do at the moment.

● Many / A lot of unemployed peopleare interested in working with me.

● Each person who comes to me gets a lot of my attention.

●

● some ideas for my business.

● We want to open a new shop, but we don’t have any money for that at the moment.

FOC

US

ON

ANGUAGE LANGUAGE REVIEW PAGE 80-81L

Quantifiers

ooo

29

9 Lesson 3

Before you startWork in pairs. Discuss the question.

● What do you think younger people can learn from older people?

Listening

1 Listen to a discussion between Magda and Heba. Read the arguments they make and decide who makes them: Magda (M) or Heba (H). 1 Younger people can’t learn anything from older people because they don’t know how to use technology. H2 Younger people can’t learn anything from older people because older people are the ones who

need help from younger people. 3 Younger people can get useful advice from older people. 4 Older people aren’t the only ones who can give younger people useful advice. 5 Some older people have led lives that aren’t very interesting so young people can’t learn anything

from their life experiences. 6 Older people are able to help younger people just because they’ve been alive for a lot longer.

2 Listen again. Choose the correct option to complete the sentences about the discussion. 1 One of the speakers thinks that few/many older people know how to use the Internet. 2 Magda knows a few/a lot of older people who use the Internet. 3 Magda got a little/a lot of help from her grandmother last year when she was having a tough time. 4 Sometimes/Every time she has a problem, Heba’s brother helps her to find solutions. 5 One of the speakers thinks that younger people can’t learn from the life experiences of some/any of

the older people who have had boring lives.

Speaking

3 Work in pairs. Tell your partner which arguments from the discussion you agree or disagree with. Give reasons for your choices.

4 Work in groups. Read the following situations. Think about what advice an 80-year-old might give the young people in each of the situations. Discuss your ideas. Give reasons why. 1 Recently, I’ve been spending all of my time studying, and working in a restaurant at the weekends. I

haven’t had any time to see my friends or play football, which is my favourite hobby. 2 I’m not sure if I want to go and visit my grandparents in the summer holidays. I really miss them, but

I’m afraid if I stay with them they might work too hard to make me feel at home. 3 I’ve always wanted to be a long distance runner and run in the Olympics. I’ve been training for the last

five years, but recently I haven’t had very much motivation to go to the gym. I’m starting to think that maybe running isn’t the sport for me after all.

Writing

5 Make a list of five things you think young people can learn from older people.

6 Compare your list with another student’s. What are the most useful things on the lists?

2.20

2.21

WORKBOOK PAGE 16

Things young people can learn from older people

12345

30

Lesson 4 9Before you startWork in pairs. Discuss these questions.

● Why might some people think that people over seventy can’t contribute to society?● What is your opinion? Can people over seventy still make a contribution to society?

Reading

1 Read the comments on an article posted on social media which said that people who are over seventy can still make a contribution to society. Match the opinions (1-3) with the comments (A-C). 1 Some factors make it harder for older people

to contribute to society, but they can still have a positive impact on it. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Older people can’t do anything to help society even if they wanted to, so there’s no reason to discuss whether or not they do this. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Our ideas about who is old and what old people can do have changed with the result that we now see them in a more positive light. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Read the comments again. Use the phrases in the box, which you could use in an opinion essay, to complete the sentences about the writer’s opinions.

A further reason From my point of view Owing to We cannot ignore

The first thing to consider

1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , older people who remain active are the exceptions among people their age.

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . their age, most people over seventy are not able to contribute to society by going to work.

3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . is that being over seventy years old does not necessarily make you an ‘old person’ any more as many people now remain active into their seventies.

4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . why we should see older people as still able to make a contribution to society is that they often use their free time to do volunteer work or help with their grandchildren.

5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the fact that some people who are over seventy are not as healthy and, therefore, not as active as younger people.

Speaking

3 Work in pairs. Decide whether you agree, agree to some extent or disagree with the statement ‘People aged seventy or over can still contribute to society.’ Think of three reasons for your answer. Take it in turns to present your opinion and the reasons for it to your partner.

Writing

4 Now plan an opinion essay with the title ‘People aged seventy or over can still contribute to society.’ To what extent do you agree with this statement?

From my point of view

WORKBOOK PAGE 17

A @raufb: It’s great that the writer’s grandma is still able to do volunteer work and learn new things, but I don’t think she’s typical of most people of her age, who just want to stay at home and take it easy. Our society is organised in such a way that the over-70s are asked to stay inactive and not to do much work. They retire and try to enjoy life. So I think the discussion about whether or not this group contributes to society is a bit pointless.

B @silvo: I really enjoyed this article. It was so refreshing to hear an optimistic story about a member of the older generation who’s keeping active and still looking for new challenges and adventures. Maybe in the past, people thought that you were old when you were over 70, but now it isn’t seen as being very old any more and most people have to work until they’re 67 or even older anyway.

C @thomato: I think it’s an interesting debate whether or not people can still make a contribution to society when they’re older. One big advantage that many over-70s have is that they don’t have to work any more so they can spend their time on things that they’re passionate about and many of them help to look after their grandchildren too. Of course, most people aren’t as physically active as they used to be at that age, but they can still contribute in other ways.

Video 31

Lesson 5

Chapter 9 Magwitch pulled my gold watch out of my pocket, and looked at the ring on my finger, and at my clothes and books.

‘What a fine gentleman you are now, Pip!’ he said, happily. ‘Did you not think that I might be your benefactor?’

‘No, never!’ I replied, horrified.

‘Only Mr Jaggers knew,’ Magwitch continued. ‘But all the time I was in Australia, I was planning to return home – to see my gentleman!’

My heart sank when I heard this news. Miss Havisham was not my benefactor after all, and so Estella was not meant for me! And this convict had made me leave Joe for a new life in London! I felt sad and ashamed.

But worse was to come. Magwitch came close to me, and whispered, ‘The problem is, my boy, that I have a life sentence. If I am caught here, I will be put back in prison!’

Before you read● What is Pip’s opinion of Magwitch?● What is your opinion of Magwitch?

9

Chapter 9 character listProvis the convict Pip helped to escape, previously known as ‘Magwitch'Night watchmanMr Jaggers a lawyerHerbert Pocket Pip's friend and roommate in LondonCompeyson a dishonest personArthur Compeyson's friend

32

33

Lesson 5 9What would I do with Magwitch? Where could he stay? I was upset by these and other questions that night while Magwitch slept well in Herbert’s room.

On the way downstairs to get a light, I fell over something. It was a man, crouching in the corner! When I asked him what he was doing he didn't reply and ran outside. I followed him, but the street was empty.

I told the night watchman what had happened, and we looked for the man together. But we found no one.

‘We haven’t had many visitors tonight, because of the storm,’ the watchman said. ‘But I saw your visitor arrive at eleven. He had another man with him, I think.’

‘What did that other man look like?’ I asked.

The night watchman did not know exactly, but thought he wore a dark coat.

In the morning, I asked Magwitch if he had brought a man with him. He denied it, but said that someone could have followed him into the building.

‘We’ll turn you into the best gentleman in London, Pip!’ he said proudly, and threw a purse full of money onto the table. ‘Everything I have is yours! And there’s a lot more where that came from!’

He then told me to call him Provis from now on. That was his name in Australia. When Provis said he had returned permanently, I went to see Mr Jaggers at once. Unfortunately, he confirmed that Provis was my benefactor, and advised me to be careful.

I was sure that Provis would be caught. Even with the new clothes that I had bought him, he still looked like a convict. We did not go out for several days while I wondered what to do.

Then Herbert returned. Provis told him not to tell anyone that he was there, and Herbert, who was as scared as I was, immediately agreed.

‘We’ll make you a gentleman, too, my boy!’ Provis laughed.

I was grateful to Provis because he had done so much for me, but at the same time, I also disliked his behaviour.

He boasted that he had made me a gentleman, and he thought that I would be happy with a wealthy new life in London.

Now that I knew the truth, however, I was horrified. My benefactor was a criminal! I knew that I could not accept any more money from him in the future.

Herbert and I knew that Provis would be caught if he stayed in England. As he had been so good to me, I felt it was my duty to help him escape. After that, I never wanted to see him again.

The next day, Provis told Herbert and me about his life. He did not know where he was born, or who his parents were. He had been alone for as long as he could remember.

As a child he was always hungry, so he stole and begged to survive. As he grew up, he continued to steal and spent more and more time in prison. However, when he was not in prison, he sometimes worked for a short time. He learnt to read and write from people that he met as he travelled around the country. He even got married and it seemed that his life was finally improving. Then, one day, he met a man called Compeyson.

At first, Provis thought that his new friend was a gentleman; he wore fine clothes and spoke well. But then Provis discovered that Compeyson was really a dishonest person.

33

Lesson 5

He found out that Compeyson and his friend, Arthur, had been very successful in the past, and had even tricked a rich, young woman out of most of her money. They had now spent almost all the money and needed to get some more. Arthur could not help because he was too ill, but he also felt guilty for what he had done in the past.

So Provis began to steal for Compeyson, and soon they were both caught. However, Compeyson told everyone in court that Provis was responsible for all the crimes.

Because Compeyson looked and behaved like a gentleman, the court believed him. As a result, Provis was given a longer prison sentence than Compeyson.

The two men were both sent to the same prison ship, far out on some marshes. One day, after they had had a bad argument, Provis dived off the ship and swam to land. It was while he was hiding in the graveyard nearby that he met me.

Compeyson had also escaped from the ship that day. When I had met the second convict on the marshes and had told Provis that there was a second man, he had started to search for him. When the two men met, they began to fight. It was then that they were found by the soldiers and taken back to the prison ship.

I remembered that Joe and I had walked with the soldiers that day, and that we had seen what had happened. When the convicts had returned to the prison ship, Compeyson was put in leg-irons for trying to escape. However, Provis got a life sentence and was sent to Australia.

‘Well, you can see that I didn’t stay there for life. I had to come back to see you, Pip,’ he said. ‘I wanted to see you as a gentleman.’

At that moment, I began to feel sorry for Provis, but I was horrified by him, too.

‘Is Compeyson still alive?’ I asked.

‘I don’t know,’ he replied. ‘But if he is, I am sure that he will want to kill me!’

Just then, Herbert showed me a note that he had written. It said,

Miss Havisham’s half-brother was called Arthur. Compeyson is the man who took Miss Havisham’s fortune and deserted her!

When I read this, I feared for Provis. Compeyson would certainly kill him if he found him. Herbert and I both knew now that Provis must leave the country as soon as possible. I felt that I must go with him, to help him escape, and I did not know how long it would be before I would return.

9

34

Lesson 6 9


Before you readWork in pairs. Discuss the questions.

● Who does Pip think his benefactor is? What do you think?

● What do you think it’s like to dislike someone and to feel like you should help them at the same time?

Vocabulary1 Complete the sentences with words from

the box.

confirm crouch to desert fear for My heart sank night watchman

permanently

1 We’re going to move back to France . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . because I have a new job there.

2 I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . down next to my 3-year-old son so we could talk more easily.

3 The ship captain did not expect his crew .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . him when the ship was sinking.

4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . when I opened the letter with my exam grades, they weren’t very good.

5 There’s a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . who walks round the buildings at night.

6 We really . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ahmed because he’s going to try a really dangerous new trick on his bike today.

7 I’m not sure whether the event will still go ahead, but I’ll check and . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . with you.

Reading2 Are these sentences true (T) or false

(F)? Correct the false sentences in your notebook.1 After discovering who his benefactor is,

Pip believes he won’t marry Estella. 2 Provis admits that he had brought

someone else with him and this is the man Pip saw on the stairs.

3 Provis says that he also wants to help Herbert to become a gentleman.

4 Provis met Compeyson and Arthur and began to steal with the two of them until they were all caught.

Speaking

3 Work in pairs. Discuss the questions. 1 What do we learn about Provis’s past? 2 What does Pip’s reaction to Provis tell us

about Pip? 3 Is Provis telling the truth? What tells you he is

or isn’t? 4 The text tells us that Pip didn’t know how

long it would be before he would return. Why might Pip think this and what might happen while he’s trying to help Provis leave the country?

Literature

4 In this part of the story, the writer uses several words and phrases to show that two things were happening at the same time. Read these sentences and find the words or phrases that the writer used for this reason. a My heart sank when I heard this news.b Even with the new clothes that I had bought

him, he still looked like a convict. c We did not go out for several days while I

wondered what to do. d I was grateful to Provis because he had done

so much for me, but at the same time, I also disliked his behaviour.

e As he grew up, he continued to steal and spent more and more time in prison. It was while he was hiding in the graveyard nearby that he met me.

5 Read the sentences in Exercise 4 again and answer the questions. 1 Which part of the sentence are the words and

phrases in?2 Which words and phrases do you already use

in your writing?

Writing

6 Write a summary of the information that Pip found out in this part of the story, which he will want to remember in the future.

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Lesson 1REVISION

R3Before you startLook at the photo. Discuss the questions in pairs.

● What do you think she is doing?

● How do you think she is feeling?

Reading

1 Read the blog post. Which sentence best describes the writer’s opinion? a This advice is helpful for some people, but it

can’t help young people very much. b This advice is unhelpful and can lead to people

not doing things that are good for them. c This advice is helpful for people who know what their passion is at a young age.

2 Read the article again, and write True (T) or False (F). Correct the false ones.1 Social media and other online sources often advise people to stop following

their passion. . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Most people today do the same job before they retire. . . . . . . . . . . . . . . . . . . . . . . . . . .

3 If you focus on a single job, you could miss out on many other job options. . . . . . . . . . . . . . . . . . . . . . . . . . .

4 All young people have a passion. . . . . . . . . . . . . . . . . . . . . . . . . . .

5 People need time and experience to be able to determine what their passion is. . . . . . . . . . . . . . . . . . . . . . . . . . .

Vocabulary

3 Complete the sentences with the words in bold in the article. 1 Travel is wonderful, I think you can gain a lot of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . by visiting different places. 2 I know I want a job where I can make a positive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , like doctors or teachers do. 3 My grandfather has a lot of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , so he gives me advice. 4 First, you need to decide what . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . you want to go in, then look for a job. 5 My mother trusts me to do things on my own because she knows I have a lot of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 My aunt had to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . herself last year when she lost her job and now she does

something completely different. 7 Writing is my . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I want to become an author.

Speaking

4 Work in pairs. Discuss the questions.1 Do you have a passion for something? 2 Do you agree or disagree with the writer’s

opinion about following your passion? How will you decide what career direction to take?

I have a passion for designing on the

computer. Should I try to make a career in this?

F

experience

Lesson 2 R3

37

Before you startDiscuss the questions in pairs.

● Have you ever applied for a job or an internship before?● How can you make a good impression at an interview?

Listening

1 Listen to a job interview. Answer the questions. 1 Where is Fatima applying to do an internship? 2 What four things does the interviewer ask Fatima about? 3 What will happen after the interview?

2 Listen again. Are the sentences true (T) or false (F)?1 Fatima responds to the interviewer’s greeting in a polite and friendly way. . . . . . . . .

2 The library is near where Fatima lives. . . . . . . . .

3 Fatima doesn’t like working at a desk indoors. . . . . . . . .

4 Fatima isn’t sure if she would describe herself as a team player. . . . . . . . .

5 Fatima hasn’t had a part-time job while she’s been at school. . . . . . . . .

6 The interviewer ends the interview after asking Fatima when she could start the internship. . . . . . . . .

Speaking

3 Work in pairs. Discuss the questions. 1 What was the biggest mistake that Fatima made in this interview? 2 How could she have improved her answers to the questions below to make a better impression on

the interviewer?a The place where she wants to work?b The subjects she likes at school?

c Whether she’s a team player?d Whether she’s had a job while she was at school?

Language

4 The interviewer sends Fatima some feedback on her performance in the interview. Read the feedback and choose the correct options.

Dear Fatima,

Thank you very much for coming to our interview last week. On this occasion we 1 have decided / have been deciding to choose another candidate for the internship.

I can see that you’re a team player and I’m sure you work very 2 hard / hardly to support the teams you play sports with. However, I thought that your interest in our library wasn’t really 3 clear / clearly enough. In fact, you seem to have 4 few / little interest in books in general. I feel that you might be happier doing an internship that 5 connected / is connected with sports instead.

Kind Regards, Sara El Gamal

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38

Lesson 3R3Before you startWork in pairs. Discuss the questions.

● What does success mean to you?● Do you think your friends and family would agree? Why?

Reading

1 A student asked six friends and relatives for their definitions of success. They each wrote their answers as notes on pieces of paper. Read the definitions and answer the questions. 1 Which people agree with each other? 2 Who chose a definition of success nobody else chose?

2 Match the people with the things they see as signs of success.1 Omar2 Tarek3 Eman4 Nehal5 Hassan6 Zeinab

Speaking

3 Work in small groups. Share your definition of success with the group.

4 Think about how similar or different you and others’ definitions of success are and think of possible reasons for this. Make some notes.

5 Work together with a new group. Use your notes from Exercise 4 to tell each other about you and your first partner’s definitions of success and compare the two definitions.

a Having enough time for the people you care about. b doing a good job and informing people.c Having a happy family who enjoy their time together and are there for each other. d Having as much money as possible. e Having time for relaxing and doing hobbies. f Having a job which shows that you’re responsible for something or some people

Omar

I feel like I’m a success when I look at my wife and my children. We’re all healthy and happy and we have a nice home to live in. We make each other laugh and support each other.

Tarek

For me, success is about my job title. So, if you have a job title that shows you have a lot of responsibility, like ‘Senior manager’, that shows people that you’re a success.

EmanI think you know that you’re successful when you have a lot of money in your bank account. Then you can buy and do anything you want.

Nehal

When I think of success, I think of being successful in the area I work in. I’m a news presenter, so for me, it’s reporting the news and writing good news stories which tell people what is going on in the world.

Hassan

Success is something that’s difficult to define, but for me, it’s about having a good work-life balance. I need to work, but I also want to have enough time for my friends and family.

ZeinabA lot of people think that success is working as hard as you can, but, in my opinion, it’s about being able to take a day off to relax or to do your favourite hobby.

My partner said that his definition of success was to be healthy and have a family who care about you. That is like my definition because I also think that if you’re healthy, you’re successful, but our definitions are also different

because for me, success is also about doing well at school.

Lesson 4

39

Before you startWork in pairs. Discuss the questions.

● What is the purpose of an opinion essay?

● What do you need to decide before you start writing?

Reading

1 Read an opinion essay. Which statement is the writer discussing? a Young people aren’t able to make

the best decisions about their future careers on their own.

b Young people’s parents should play a greater role in giving young people careers advice at school.

c Young people should choose their career with the help of their parents. However, they should make their own decision in the end.

2 Read the essay again. Complete the plan that the writer of this essay made before writing.

Introduction Young people should listen to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , but also make their own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reason 1 Parents have more . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . than young people.

Reason 2 All parents want their children to be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reason 3 There are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to how helpful parents can be.Young people need to find a job they like and are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . at.

Conclusion Pay attention to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , but make final decision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The purpose of this essay is to discuss the extent to which parents should have an influence on young people’s career choices. In my opinion, young people should listen carefully to their parents’ opinions and take these views into account, but they should also use their own ideas to make their final decisions. An important reason why young people should listen to their parents is that their parents have more life experience than they do. They have usually seen the consequences of doing a specific training course or taking a particular job so they can use their wisdom to give their children helpful advice.Furthermore, young people should listen to their parents because these are the people who are most interested in helping them and really want them to succeed in life. Consequently, they will put a lot of effort into advising their children.However, as I mentioned earlier, there are limits to the helpfulness of parents’ career advice. Each young person has to decide for themselves which career to choose because they will have to work in this area for years. Therefore, they need to find a career direction which allows them to do the work they enjoy and they are good at. Parents may also have their own hopes and dreams regarding their children’s careers and advising them to do a specific job because they had wanted to do or because they see a particular job as a good one to have. In conclusion, I would state that although young people should pay attention to their parents’ advice, they should make the final decision independently.

Speaking

3 Work in pairs. Read the statement: ‘Too many people believe that you need to have a responsible job and a high salary in order to be successful in life.’ ● Tell your partner whether or not you agree

with this statement.● Give reasons for your answer.● Think of examples to support your point of view.

Writing

4 Write an opinion essay which discusses the statement from Exercise 3. Make a paragraph plan like the one in Exercise 2 before you start writing.

R3

40

Vocabulary1 Choose the correct answer from a, b, c, or d.

1 That worker was always late so we had to . . . . . . . . . . . . . him. a whisper b award c miss d dismiss

2 Just sit down and . . . . . . . . . . . . . . I’m quite good at cooking, Mum!.a leave it to me b tell me about it c leave it alone d let it go

3 He didn’t want anyone else to hear the instructions, so he . . . . . . . . . . . . . them to me. a disappeared b explained c whispered d expected

4 Everyone in my family . . . . . . . . . . . . . my aunt Heba because she’s a wonderful person. a reminds b dislikes c influences d adores

5 My uncle is very . . . . . . . . . . . . . , and he spends a particularly large amount of money at holiday time. a spectacular b extravagant c careful d arrogant

6 He’s an excellent writer, so I’m not surprised that he has a lot of . . . . . . . . . . . . . .a merchants b admirers c convicts d gatekeepers

7 He was wasteful. He failed to . . . . . . . . . . . . . . his debts.a pay off b see off c borrow d owe

8 People don’t like it if you act in an . . . . . . . . . . . . . way because it looks like you think you’re better than them. a uncertain b arrogant c obvious d elegant

9 We thought we were going to win, but our hearts . . . . . . . . . . . . . when they announced the winners and it wasn’t us. a flew b sank c drowned d went

10 You can’t see the hole in the floor from up there, you need to . . . . . . . . . . . . . on the floor to see it. a recover b remove c crouch d fly

11 Do you think that you’ll live in Cairo . . . . . . . . . . . . . or only stay for a short time? a temporarily b quickly c thoroughly d permanently

12 We all . . . . . . . . . . . . . our grandfather because he was extremely ill and the doctors weren’t sure if he would get better. a fear for b look for c blame on d insist on

13 She is a kind woman. She always helps others . . . . . . . . . . . . . . a foolishly b rarely c affectionately d badly

Reading2 Match the people with the sentences that describe what happens to them in Chapters 7-9.

1 Pip a finally achieves something that he/she has wanted to do for a long time. 2 Magwitch/Provis b explains the true meaning of love. 3 Miss Havisham c gives extravagant presents to someone. 4 Estella d makes a discovery which changes how they see life. 5 Mr Jaggers e needs help because he/she is in a lot of debt. 6 Herbert Pocket f makes someone feel confused about his/her feelings.

3 Match characters from Exercise 2 with the things they said in Chapters 7-9.1 ‘What? Please don’t say that she is the Estella you knew!’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 ‘We’ll make you a gentleman, too, my boy!’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Great Expectations: Chapters 7–9R3

Great Expectations: Chapters 7–9 R3

41

3 ‘You should know, … because I am what you made me!’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 ‘She will make you unhappy,’ he replied. ‘You should try to forget her!’ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Answer the questions. 1 How does Pip feel when he sees Estella again at the start of Chapter 7?

a proud of the gentleman he’s become b like a poor boy who has nothing2 Pip decides never to see Joe again because of something that which person said to him?

a Miss Havisham b Estella3 What does Pip realise at the end of Chapter 7?

a Marrying Estella won’t make him happy. b Estella won’t ever agree to marry him.4 In Chapter 8, Pip feels guilty about encouraging Herbert to do what?

a believe he’ll receive a great fortune b spend large amounts of money5 What does Estella tell Pip about the men she spends time with?

a She isn’t sure which one she wants to marry. b He’s the only one that she’s honest with. 6 Why does Pip return home to the village in Chapter 8?

a To go to his sister’s funeral b To visit Miss Havisham 7 How did Magwitch find out where Pip lives?

a He followed him to his lodgings. b Mr Jaggers gave him the address.8 Why is Magwitch in danger in London?

a Because the thieves he used to work for want to kill him.

b Because he has to stay in Australia for the rest of his life.

9 What does Pip decide to do after finding out that Magwitch is his benefactor in Chapter 9?a To not take any more money from him. b To tell the police that he’s back in London.

10 What does Pip discover about Miss Havisham’s ex-fiancée?a He was also a thief and a convict. b He told Magwitch to help Pip financially.

Speaking

5 Work in pairs. Read the quotations and discuss the questions. 1 On the way, we saw the walls of Newgate Prison. I told Estella that Mr Jaggers visited his clients there,

and knew all the secrets of that terrible place. ‘He knows the secrets of every place, I think!’ What does the information that Pip finds out about Mr Jaggers make Pip and the reader feel about this character?

2 After visiting my teacher in Hammersmith, I often went to Richmond so that I could see Estella. I still hoped that she would like me, but I usually felt unhappy when we were together. How can you explain the mixed feelings that Pip has for Estella?

3 I felt that I must go with him, to help him escape, and I did not know how long it would be before I would return. Why do you think Pip feels that he has to help Provis? Why is Pip unsure about how long it will be before he can return? Give reasons.

Writing

6 Imagine that you are a newspaper reporter. You do an interview with Pip. You want to show your readers what effects the events in Chapters 7-9 have had on Pip. Write some questions to ask Pip and write the answers you think Pip would give to the questions.


Lesson 1UNIT

10 Places of cultural interest

Reading A web page about places of cultural interestWriting A survey about places of cultural interest; A descriptive essay on one of the ancient wonders; A review about places of cultural interest Listening A tour of a historical siteSpeaking Discuss places of cultural interestLanguage Speculating about the past: must/can/can’t have + past particple; would for past habitsLife skills Critical thinking: Interpreting research; Respect for diversity: Celebrating traditions and diversity

OB

JEC

TIVE

S

Before you startDiscuss the questions in pairs. ● Which famous tourist sites

have you visited in your country recently?

● Which places would you like to visit in other countries?

Vocabulary

1 Use the words in the box to complete the fact file about London. Then listen and check.

column heritage sites landmark monument myth picturesque port remains temple tourist attraction

Speaking

2 In pairs, put the five attractions you would most like to visit in order. Do you agree with your partner? Tell the class.

Writing

3 Write a fact file about your town or region, using the words in Exercise 1.

Fact File

Visiting London? Here are ten interesting facts you might not know …

1 The most popular . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in London is the British Museum.

2 Notting Hill in London has some very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . streets with houses painted in pretty colours.

3 The clock called Big Ben is perhaps the most famous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in London and is known round the world!.

4 The Queen's House is one of many . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .in Greenwich, south London, which includes the Royal Observatory.

5 A statue of a famous sailor, Admiral Nelson, stands on a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in Trafalgar Square that is 52 metres high.

6 The London Mithraeum, an ancient Roman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of Mithras, was discovered in 1954.

7 The Port of London on the River Thames is the third largest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in the UK.

8 A popular . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . is that when the Union Flag is flying over Buckingham Palace, the Queen is at home. (This is not actually true; it means she is not at the Palace.)

9 The most impressive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of London’s Roman city wall can be found just outside the entrance to Tower Hill Underground Station.

10 You can go up the 62-metre-high tower in Fish Street, which is a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . marking the place where the Great Fire of London started in 1666.

tourist attraction

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Reading4 Discuss the questions in pairs.

● Do you recognise these places?● What do you know about them?● What can you guess when you see the

photos?

5 Read the web page for tourists and check your answers to Exercise 4. Make notes in the table. Refer to your dictionary for unknown words.

How old? Why was it built? Why is it important?

Bibliotheca Alexandrina

Fort of Qaitbey

El Sawari Column: Pompey’s Pillar

Lesson 1

WORKBOOK PAGE 24

1 2 3

Top tourist sites in AlexandriaBibliotheca Alexandrina Alexandria is a Mediterranean port city in Egypt. During the Hellenistic period (between 323 BCE and 31 BCE), it was home to the Great Library of Alexandria, which was dedicated to the Muses (the nine goddesses of the arts) and it was one of the largest and most important libraries of the Ancient World. Because of the Great Library, Alexandria became known as a centre for knowledge and learning. Built in around 300 BCE, there are many myths surrounding the destruction of the library, but unfortunately there are no archaeological remains. In its place today is the impressive modern Bibliotheca Alexandrina, built between 1995 and 2002. It is one of Egypt’s most important contemporary landmarks and the cultural heart of the city. Apart from its huge library and reading room, containing more than eight million books, there are many museums where you can explore Alexandria’s history and heritage.

Lighthouse of Alexandria The Lighthouse of Alexandria was known as one of the Seven Wonders of the Ancient World. It was the tallest structure in the world until the Eiffel Tower was built in 1889. Built in 280 BCE, the lighthouse stood until hundreds of years later, when a powerful earthquake destroyed it. In 1968, the remains of the lighthouse were discovered under water. Other expeditions in future years uncovered more ruins of the lighthouse. Today, on the site of the lighthouse stands Fort Qaitbey which has guarded the port of Alexandria since 1480. It’s a very popular and picturesque tourist attraction.

El Sawari Column: "Pompey’s Pillar" This single stone pillar, which is more than 20 metres tall, stands on a rocky hilltop in the middle of Alexandria. Built in 292 CE, it marks the site of what was once a huge and elaborate temple, the Temple of Serapeum, built during the reign of Ptolemy III Euergetes (246-221 BCE). It is one of the best-known ancient monuments still standing in Alexandria today. Underneath the column, steps lead downwards to the ruins of the Temple.

6 Read the texts again and put the sites mentioned in the order they were built. Which of them can you still see today?Bibliotheca Alexandrina El Sawari Column: Pompey’s Pillar

Great Library of Alexandria 1

The Lighthouse of Alexandria Temple of Serapeum Fort Qaitbey

Writing7 What do you think the other Seven Wonders of the Ancient World are? Check online or with

your teacher and research one of them online. Write an essay about your findings in your notebook. Tell your class about it.

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10 Lesson 2


● What kind of things do archaeologists find? What do they tell us about history?

● Why is archaeology important? ● Would you like to be an archaeologist? Why?

Reading

Archaeology news round the world

Virú, Peru Virú, Peru Ancient wall painting discovered in PeruAncient wall painting discovered in PeruArchaeologists in northern Peru have found a 3,200-year-old mural – wall painting – painted on the side of an ancient temple that is thought to show a Spider God, associated with rain. Experts say that because of the location of the temple near the river, it must have been a temple built in honour of the water Gods. It is thought that it might have belonged to the extinct Cupisnique people, who inhabited the northern coast of Peru between 2,000 and 1,000 BCE.

Alexandria, EgyptAlexandria, EgyptMummies with gold tongues unearthedMummies with gold tongues unearthedArchaeologists have dug up ancient mummies – bodies preserved by a special process – with gold tongues left in their mouths. These mummies, found in a temple in the port city of Alexandria, are believed to be 2,000 years old. It is thought that the Ancient Egyptians might have given the mummies gold tongues so they could speak to the god Osiris.

Saxony-Anhalt, GermanySaxony-Anhalt, GermanyThe police have found ancient treasures in a farmhouse, after the owner offered to hand in two old guns from the Second World War (1939-45). They came across 13 sculptures, dishes and cups which are 1,500 years old and are worth around €100,000 in a plastic bag with the guns. They are from the Mayan Civilisation of Mexico and Guatemala. The owner of the farmhouse had picked up the treasures cheaply in a market. It’s unclear why he buried them in the cellar of his farmhouse, but he can’t have known their real value. It is thought that the original owner may have bought them while travelling in South America.

1 Read the archaeology news items and answer the questions in your notebook. Refer to your dictionary for unknown words.1 Which of the three discoveries is the oldest?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Why do people think the temple in Virú, Peru was perhaps devoted to the water Gods?3 What was interesting about the mummies found in Alexandria?4 How did the police happen to come across the treasures? 5 How did the Mayan treasures end up in Germany?

2 Look back at the texts and find the prepositions which go with these phrasal verbs. Then match them with their meanings. 1 come .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 dig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 pick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

a find something by diggingb find something by chancec buy something cheaplyd give something to someone in authority

The ancient wall painting is the oldest.

across

44

Lesson 2103 Ask and answer in pairs. Give details.

1 Have you ever picked up a bargain (something on sale cheaper than its real value) in a market?

2 Have you ever dug up something interesting?3 Do you always hand in your homework on

time?4 Have you ever come across something

valuable or old in a strange place?

4 Read these sentences from the news items. For each sentence say whether the writer is a) sure about what happened, b) sure that it’s not possible that it happened, or c) thinks it’s possible that it happened. Write S (sure), NP (not possible) or P (possible). 1 It must have been a temple built in honour

of the water Gods. 2 The Ancient Egyptians might have given

the mummies gold tongues so they could speak to the god Osiris.

3 He can’t have known their real value. 4 The original owner may have bought them

while travelling in South America.

Speaking

5 Work in pairs. Look at the photos. Make deductions about the historical sites. Think about the following questions:● Why were they built?● Who built them? ● How did they get the stones in place? Where

did they move them from?Use the verbs in the box to help you with the modals may / might, must or can’t / couldn’t:

build carve create move use

They might have moved the stones with horses.

WORKBOOK PAGE 25

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We can use modal verbs for making deductions about the past or guessing if something is true based on the information we have. ● Use must have + past participle

when you are sure about what happened. It must have been a temple.

● Use can’t or couldn’t have + past participle when you are sure it is not possible that something happened. He can’t have known their real value.

● Use might / may (not) have + past participle when you think it is possible that something happened, but you aren’t sure. The owner may have bought them while travelling in South America.

LANGUAGE REVIEW PAGE 81 L

Using modal verbs for making deductions about the past

Video

s

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10 Lesson 3

WORKBOOK PAGE 26

Before you start Discuss the questions in pairs.

● Why is it important to preserve a country’s culture and heritage?

● What do you think are the most interesting aspects of your culture to people from other countries?

1 Before you listen, check the meanings of these words in a dictionary.

dam dedicated elaborate gateway healing preserved

2 Listen to the tour guide taking some tourists around the Philae Temple Complex. Study the map and complete the key with the correct numbers, as you listen.

3 Listen again and answer the questions.1 Why did visitors come to the site in

ancient times?2 Why was the Philae Temple moved?3 Where can you see the God of the Nile

with a snake around his body?4 Which temple did many artists come to

paint in the nineteenth century?

Language

4 Study these sentences and answer the question. Do they refer to a) the present b) the past or c) the future?1 Visitors would come in large numbers to

show their respect to the mysterious Isis.2 Here are the remains of the rooms where

the temple priests and guards would live.

Writing

5 Choose a place you know well or research a tourist attraction near you, and write a short tour guide for tourists in your notebook. Use would to include some interesting details about the past lives of the people associated with the place. In groups, act out your tour guide’s speech.

2.27

2.28

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We can use would to talk about repeated past actions or habits that don’t happen any more. I would always get up early on Saturdays. (= I always used to get up.)Would in this example means the same as used to, but it is a little more formal. We don’t use the negative or question form of would when using it to talk about past habits. I didn’t use to get up early on Saturdays. NOT I wouldn’t always get up early on Saturdays. We can use used to for actions that continued for a period of time in the past, but no longer is happening.I used to live in Cairo, but I moved to Alexandria last year.(Here, we can't use would because living in Cairo wasn't repeated again.)

LANGUAGE REVIEW PAGE 81 L

Talking about repeated past actions

N

Nilometer

WestColonnade

modern landing

PHILAE

NILE RIVER

5 43

21

67

KEY TO MAP

Entrance to the Main temple

Temple’s East Court Yard

Birth House

Temple of Isis

Hadrian’s Gate

Temple of Hathor

Kiosk of Trajan

1. . . .

. . . .

4. . . .

. . . .

2

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

46

Lesson 4


● How often do you read travel reviews?● Why do people read travel reviews?● Why is feedback important in tourism?

Speaking1 In pairs, discuss the tips for writing a travel

review. Which do you think are the most / least important?

Reading2 Read the travel review of a tourist site in Cairo.

Underline the details in the tip box which are included.

3 Read the review again and answer the questions in your notebook. 1 What inspired the writer to visit the museum?2 What did the writer like most about the museum?3 What helps visitors find their way around the museum?4 What can you see in the main part of the museum?5 Why do you think the museum would be especially

interesting to someone visiting?

4 Read again and complete the table with information from the review.

Name of tourist site

Location

Cost

Opening times

Facilities

Best time to visit

5 Match the bold phrases in the review with their meanings below in your notebook. a highly recommended as worth seeing b beneficial c essential d emotional e best part f man-made objects of cultural interest g a set of things put somewhere so people can see

them h a box in which a dead person is buried

6 Plan a review of a place of cultural interest you have visited or know something about. Make notes. Think about: ● the highlights of your visit● what you liked/disliked● what you learned from your visit

WORKBOOK PAGE 27

Tips for writing a travel review:1 Give the main idea in the title.2 Say why you visited.3 Summarise your experience.4 Say what you liked or disliked. 5 Comment on the services and facilities.6 Share helpful tips. 7 Include a photo.

A new modern museum in Old Cairo

I decided to visit The National Museum of Egyptian Civilisation after watching a YouTube video of the spectacular Pharoah’s Golden Parade. This was a grand procession in which 22 mummies of Ancient Egyptian rulers were transported from the old Egyptian Museum to the new National Museum of Egyptian Civilisation in the ancient city of Fustat. It was one of the most 1moving sights I have ever experienced; so much heritage and culture in one single parade! The museum, which opened after the parade in May 2021, is very beautiful and impressive. The mummy section, located in the Royal Mummies Hall beneath the main hall, is 2not to be missed. For me, it was definitely 3the highlight. The 4displays contain 18 kings and four queens that ruled Ancient Egypt over 3,000 years ago. Visitors can follow the direction arrows on the floor to go through the passages, tour the entire hall, and see all the mummies, which are displayed next to the 5coffins they were found in. In the main museum you can see more than 50,000 6artefacts, showing Egyptian civilisation from prehistoric times to the present day.

The museum is an absolute 7must-see for anyone travelling to Egypt. It’s open from 9 am to 5 pm, but it’s 8well worth visiting early in the morning, so you can appreciate the museum best when it’s quiet. Entry tickets cost 60 LE for Egyptians and 200 LE for non-Egyptians. There’s a small café that sells tea, coffee and sandwiches. Make sure you go early, since traffic can become difficult after 12 noon.

P Samer

6

4.5 29 reviews

Excellent 10Very good 8Average 3Poor 1Terrible 0

National Museum of Egyptian Civilisation

8

10

47

10 Lesson 5

Chapter 10 Estella had left Richmond, and was now living with Miss Havisham again. I decided to visit them immediately. Herbert offered to look after Provis while I was away; it was only to be for one night.

On my way to Miss Havisham’s house, I stopped at the nearby inn and found Bentley Drummle there. He boasted that he was having dinner that evening with a young lady, and he looked pleased with himself. When he left on his horse, I noticed a man outside the inn who reminded me of Orlick.

I went to see Miss Havisham at once. She was in her room, wearing her wedding dress. Estella sat next to her. She was knitting.

‘Why are you here, Pip?’ Miss Havisham asked. I could see that she was surprised to see me.

‘You will not be surprised – or sorry – to know that I am very unhappy,’ I replied. ‘I know now who my benefactor really is. And I realise that until now, I have misunderstood everything! I thought that Mr Jaggers …’

‘Mr Jaggers,’ Miss Havisham interrupted, ‘has nothing to do with this. He is my lawyer. The fact that he is also your benefactor’s lawyer is a coincidence, and that is all! He is a lawyer who works for many different people.’

‘But you misled me!’ I said. ‘I made a mistake and you let me continue to believe it. That isn’t kind, Miss Havisham..’

Before you read● Do you think that Pip is happy

to have discovered who his benefactor is? Give reasons.

Chapter 10 character listEstella Miss Havisham's adopted daughterMiss Havisham a rich, elderly ladyBentley Drummle someone Pip knows in LondonMr Wemmick Mr Jaggers' clerkCompeyson a dishonest person; Miss Havisham's ex-fiancéHerbert Pocket Pip's friend and roommate in LondonProvis Pip's benefactor, previously known as `Magwitch'Mr and Mrs Whimple, Clara Whimple the family that Provis lives withMr Wopsle a friend of Joe GargeryMr Jaggers a lawyerMolly Mr Jaggers' housekeeper

48

49

Lesson 5 10‘Yes, I have misled you, Pip,’ Miss Havisham said. ‘But why should I be kind?’

‘You were kind to me as a child,’ I replied. ‘You paid for my apprenticeship with Joe. However, when you allowed me to believe that you were my benefactor, you were unkind to your family too.’

‘You believed what you wanted to believe.’

‘I have lived with your relatives, Herbert and Matthew Pocket, in London,’ I said. ‘They are kind, and they helped me because they thought you were my benefactor. They wanted to make you happy, but you have misled them, too. They are both good people – not like some of your other relatives!’

Miss Havisham thought for a moment. Then she turned and asked, ‘Then tell me, what can I do to thank Herbert and Matthew Pocket?’

‘Miss Havisham, please use your money to help Herbert,’ I replied. ‘Two years ago, I secretly arranged for him to get a better job so that he could pay his debts. But now I must go abroad, and I cannot help him any more.’

Miss Havisham nodded. I turned to Estella, who was looking down at her work.

‘Estella, you know that I love you!’ I cried.

She did not move.

‘I have loved you since we first met,’ I continued. ‘I thought Miss Havisham wanted us to get married.’

Estella looked at me coldly. ‘I do not share your feelings,’ she said. ‘Don’t you remember? I warned you long ago that I have no heart.’

‘I saw Bentley Drummle just now,’ I told her. ‘Surely you don’t love him?’

‘We are going to marry,’ she answered.

I left at once. Unable to think clearly, I walked all the way back to London. It was late that

evening when I reached the edge of the city. Near my lodgings, a young boy was waiting. When he saw me, he stopped me and gave me a note from Mr Wemmick, warning me not to return home.

I went to a hotel, but I was unable to sleep that night. The next morning, I visited Mr Wemmick and asked what had happened. He explained that while I was away, he had visited Newgate Prison. Someone there had warned him that Provis, Herbert and I were being watched. Mr Wemmick had also heard that Compeyson was alive, and that he was in London.

Herbert had already been warned by Mr Wemmick, so he had found Provis some new lodgings in a house by the river. Mr and Mrs Whimple lived there, together with their daughter, Clara.

I left Mr Wemmick and went to see Provis at the Whimple’s house. Provis already knew that he was in danger, and agreed to escape abroad with me. Herbert and I decided that we would keep a boat on the river, close to the Whimple’s house. We could use it to escape when the time came.

I began to take the boat out from the Whimples’ house regularly so that I could practise rowing. I went out on the river every day, whatever the weather was. Sometimes Herbert came with me. The weeks passed slowly. Nothing happened, but Herbert and I feared for Provis. We felt that someone was permanently watching us.

I was sure that Estella had become Bentley Drummle’s wife. One evening in February, to take my mind off my sad thoughts, I went to the theatre. Mr Wopsle, a friend from home, was now working in London as an actor. I watched him perform and went to congratulate him afterwards.

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10 Lesson 5

When I saw him, Mr Wopsle told me that he had seen a man in black sitting behind me and watching me during the play. ‘Mr Pip, do you remember that day when you were a child and some soldiers came to the door?’ he asked.

‘I remember it well,’ I replied.

‘Well, it is very strange, but the man in the theatre today seemed very familiar. When I saw his face, I remembered our walk across the marshes with the soldiers to find the convicts who had escaped. I am sure that the man I saw today was one of those convicts.’

I was sure that the man was Compeyson, but there was nothing I could do.

Herbert, Provis and I waited. I felt we were going to have to wait for some time.

***

Mr Jaggers, Mr Wemmick and I were eating dinner at Mr Jaggers’ house, and we had just been talking about Miss Havisham. She wanted me to visit her the following day.

‘So our friend, Estella, has married!’ Mr Jaggers said.

Mr Jaggers continued, ‘Bentley Drummle is strong, but he is not intelligent. He may find it difficult to be married to Estella. I do not think they will have a happy marriage.’

He looked at Molly, his housekeeper. She quickly put some food on the table. I realised then that her hands, her eyes and her hair all reminded me of Estella! I was sure that they were related.

As we were walking back home that evening, I asked Mr Wemmick to tell me Molly’s story. He explained that when she was young, Molly had been a homeless criminal.

‘She was once married,’ said Mr Wemmick, ‘to a man who used to spend a lot of time in prison. One day, she was accused of

murdering two people. She was acquitted by the court, however, thanks to Mr Jaggers. She became his housekeeper afterwards. This all happened more than twenty years ago. Mr Jaggers is very good at what he does.’

Could Estella be Molly’s daughter? I wanted to find out, and hoped to get an answer from Miss Havisham the following day.

To my surprise, Miss Havisham seemed almost afraid of me now.

‘You have asked me to help Herbert Pocket, and I will,’ she said, as soon as I entered her dressing room. ‘I will pay for him to continue working for Mr Clarriker.’

I was pleased. But then I thought of Estella, who was no longer there.

Miss Havisham asked if I was very unhappy.

‘Yes,’ I said, ‘for many reasons, which I cannot discuss.’

Then she asked, ‘Is there nothing I can do?’

‘I do not think so.’

‘Oh, what have I done?’ she cried, over and over again. Her eyes were full of tears.

‘Is Estella married?’ I asked.

‘Yes,’ she said. ‘Forgive me, Pip! I used her to break your heart. But if you knew my story, you would pity me!’

Then she told me everything.

50

Lesson 6 10Before you startGo back and skim the chapter. Discuss the questions in pairs.

● What happens to make Pip feel sad? ● What happens to make Pip feel frightened?

Vocabulary

1 Complete the sentences with the correct form of these words from the chapter.

acquit coincidence criminal lawyer murder related rowing

take my mind off tear

1 After she finished university, she trained to be a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 He bought his own boat because he liked . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . so much.

3 We hadn’t planned to go to the theatre on the same night as my sister; it was just a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 No one guessed they were . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . because they looked so different.

5 The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . was told he would go to prison for twenty years.

6 I couldn't stop the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . from falling when it was time to say goodbye for the last time.

7 They knew who had . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the old man, but they didn’t know how.

8 Five months ago, she was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . on the charge of murder.

9 If I’m worried about something, I usually play music to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . it.

Reading

2 Complete the gaps with the name of the correct person from the words in the box

Compeyson Drummle Herbert Molly Wopsle

In Chapter 10: 1 Pip finds out that Estella is going to marry

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 He realizes that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . may be

Estella’s mother. 3 Pip asks Miss Havisham to help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Pip discovers that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . is following him.

5 Pip goes to watch .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . at the theatre.

3 Read again and put the events of Chapter 10 in the correct order. a Pip went to visit Miss Havisham to tell her he

knew who his benefactor was. b Miss Havisham asked Pip to forgive her. c Mr Jaggers, Mr Wemmick and Pip had dinner

at Mr Jagger’s house. d Pip went to see Provis at the Whimple’s house. e Herbert and Pip bought a boat. f Pip spent the night in a hotel.

4 Answer the questions in your notebook.1 How did Miss Havisham mislead Pip?2 What does Estella say when Pip tells her he

loves her?3 Why did Pip and Herbert get a boat?4 Who was sitting behind Pip at the theatre?5 What makes Pip think that Molly is Estella’s

mother?

Speaking

5 Discuss the questions in pairs. ● In what ways do Herbert and Wemmick show

their loyalty towards Pip? ● Are you surprised that Miss Havisham seems

to feel sorry for Pip? Explain your answer.

Writing

6 Write a paragraph of around 100 words saying what you think will happen to Provis. Compare your ideas with your classmates. Do you agree?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


1

51

Lesson 1UNIT

11Finding your culture

Reading A text about how to support multilingual children; An article on the benefits of being multilingual; A text on Egyptian culture; A classroom forumWriting Write an opinion essay; A text about our cultural influences; Introduce reasons Listening A talk about cultural heritage Speaking Plan a multicultural festival Language Compound adjectives; Defining and non-defining relative clauses; So and suchLife skills Respect for diversity: Value your own culture and respect other cultures

OB

JEC

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Vocabulary

1 Match the words with the definitions. 1 bilingual2 dominant3 identity4 mother tongue5 multicultural6 multilingual7 raise

Before you startDiscuss the questions in pairs.● How many languages are spoken in Egypt?● Do you think it is important to know more

than one language? Why?

a the first language you learn as a babyb including people with many different customs and beliefsc to help a child grow up d more powerful and noticeable influencee characteristics which can be used to show that a person is

unique and like no one else.f able to speak a number of languagesg able to speak two languages fluently

52

Lesson 1 11

WORKBOOK PAGE 30

Learning to speak in a Learning to speak in a multilingual homemultilingual homeIn some countries, it’s common to learn two or more languages at home. In fact, some people grow up in places where four or more languages are widely spoken, Switzerland and Belgium are examples. In some countries, there may be one dominant language - the one used by the government, schools and the community - and it’s obviously important to learn this language.However, for many parents in multicultural families, it’s also important that their kids learn their mother tongue, the language of their parents. Mohamed Hassan, who left Egypt to live in the UK in the 1970s, loves his first language, Arabic. ‘Languages are precious and being Arab and Egyptian is so deep seated in me that I couldn’t imagine not teaching the language to my children,’ he says.The benefits of being bilingual are clear cut; it is a well-known fact that being bilingual can improve some brain functions, like the ability to focus attention and perform mental tasks, as well as provide a window to another culture and a second cultural identity. Whether you want your child to speak Italian, French or Arabic, here are some tips for raising a well-balanced bilingual child:1 Start speaking to your child in two languages from birth.

Some researchers say that children learn languages best under the age of three.

2 Don’t worry if they mix their two languages, it will almost definitely be a temporary thing.

3 Play music in your child’s other language, read them books in it and buy games in that language too.

4 Speak to them in your first language. If you speak English as a first language, and the other parent speaks Spanish, stick to those languages when you each speak to them at home.

5 Most important of all, don’t worry if your bilingual child starts speaking a little later than other children. They are learning two languages, so bilingual children often take a bit more time before they can speak.

Reading2 Read the text quickly. Who is the article

written for?a Teenagers who live in multilingual homes. b Parents of babies or young children who

speak more than one language.c Bilingual grandparents.

3 Read the text again and answer the questions. 1 What are many parents in multicultural

families keen to do?2 What are two advantages of being bilingual?3 What advice is given to parents who each

have a different first language? 4 What two issues might bilingual children

experience?5 Do you think bilingual children might face

some other language problems? If yes, what are they?

Speaking4 Discuss in groups.

1 Do you know anyone who is bilingual? 2 What do you think about the tips in the

article? Is this good advice? Why?3 Add one more tip.

Language 5 Study the words in the boxes. Match the

words to form compound adjectives. Check in the text.

6 Write Some definitions to these compound adjectives. Use your dictionary to check.Swap sentences with a classmate.

seated spoken well (x2) cut

balanced clear deep known widely

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● Compound adjectives are made up of two or more words. These are often: adjective or adverb + past participle, e.g. well-known.

● Use a hyphen to link the words together if the adjective is before the noun: It is a well-known fact that languages can improve some brain functions.

● Don’t use a hyphen if it follows the noun it describes: English is widely spoken all over the world.

LANGUAGE REVIEW PAGE 81-82

LCompound adjectives

Hello

Ni hao

Hola

Buongiorno

Dia dhuit

53

11 Lesson 2

Before you startDiscuss the question in pairs.

● How many different dialects do you know that are spoken in Egypt? You can use your dictionary for difficult words.

Reading1 Read the text and answer the questions.

1 According to the article, what characteristics give Egyptians a unique identity?

2 What makes Egyptian food special?3 In what ways can Egypt’s history be

described as ‘rich’?4 Why is tourism important?

The unique cultures of Egypt If you are visiting Egypt for the first time, what can you expect? English journalist Ben Crosby, who lives in Luxor, explains that tourists will experience hospitality, great food and an amazing history!

Egypt has a rich history which dates back thousands of years. The Egyptian culture, which is one of the oldest in the world, benefited from its strategic position on the Nile whose soil is so rich that it was ideal for farming. Over the years, Egypt was able to blend all the many cultures that lived on its lands to create a unique Egyptian identity.

Egyptians are such friendly people that they are famous for their kindness and hospitality. They are so friendly that you will probably be invited to their homes, too. Here you find that they have such a good sense of humour that you will laugh a lot!

Traditional Egyptian food, too, is so delicious! There is a distinctive way of cooking food, which often includes special spices. So many of the desserts which you find use traditional recipes dating back hundreds of years, for example Umm Ali, Zalabia and Basbousa. Egyptians often have traditional food at celebrations, and they love to gather at this time to share special meals prepared for the occasion.

Of course, tourists hear so much information about Egypt’s amazing monuments that they want to visit. Many of these are found in Nubia and the Nile Valley, where you will see monuments to commemorate such famous Pharaohs as Khufu, Djoser, Amenhotep III and Khafre.

Egypt has so many amazing natural, historical and cultural attractions which tourists find breathtaking. Tourists leave the country fascinated by the places they visited and the hospitable people they met.

FOC

US

ON

ANGUAGE

Use relative clauses to give more information about someone or something. ● Use who to refer to people, and which to

refer to things. Ben Crosby, who lives in Luxor, speaks

about the amazing hospitality in Egypt. There is a distinctive way of cooking food,

which often includes special spices.● Use whose to refer to possession or

relationship, where to refer to places. The Egyptian culture benefited from its

position on the Nile whose soil is so rich. We visited Nubia where we saw wonderful

monuments. ● Relative clauses can be non-defining,

which give more information, or defining, which give essential information to explain who or what you are talking about.

Tourists, who leave the country, are fascinated by the places they have visited. (non-defining)

Egypt has a rich history which dates back thousands of years.(defining)

● Use so + adverb/adjective (+ that …). They are so friendly that you will probably

be invited to their homes. We can also use so much + uncountable

noun (+ that) or so many + plural noun (+ that …).

Tourists hear so much information about Egypt’s amazing monuments that they want to visit.

We can use such in the same way but always before a noun.

● Use such + (adjective) + uncountable/plural noun (+ that …).

Egyptians are such friendly people that they are famous for their hospitality.

● We can also use such a + (adjective) + countable singular noun (+ that …).

They have such a good sense of humour that you will laugh a lot.

LANGUAGE REVIEW PAGE 82

LRelative clauses and so and such

54

Lesson 2 1

WORKBOOK PAGE 31

112 Complete the fact sheet with the correct

relative pronouns.

3 Circle the correct words to complete the sentences. 1 Hungarian is so/such a difficult language that

is it very hard to learn.2 There were so much/many people queuing

to get into the museum that we decided not to go.

3 That film was so/such boring!4 The computer costs so much/many that we

couldn’t buy it.5 This area has so/such poor internet that you

can never get online.

Writing4 Discuss the following in groups.

1 Do you think minority dialects should be taught in schools? Why? Make a note of the different opinions in your group.

2 Read these ideas and divide them into two groups: a) For and b) Against.

5 Write an opinion essay on the topic, using your ideas from Exercise 4. Write about 200 words.

Listening6 Discuss the questions in pairs.

1 What does multiculturalism mean?2 Can you think of examples of multiculturalism

in your society? 3 What do you know about these cultures?

Think about food, language, films, traditions and festivals.

Armenian Bedouin Berber French Greek Italian Nubian

7 Listen to this Australian teenager talking about the National Multicultural Festival held in Canberra. Answer the questions.1 When does it take place?2 What is the purpose of the Festival?3 Why do people like it?4 What does the speaker like in particular

about it?

8 Plan a Cultural Festival to hold in your town. Write a timetable of events and activities in your notebook. Present your ideas to the rest of the class.

2.33

Video

Fact File

What languages do they speak in Egypt?

1 Egypt, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . population is around one hundred million, has more Arabic speakers than any other country.

2 There are sixteen other dialects spoken round the country, for example in Nubia, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . people speak Nobiin.

3 Some people also speak Siwi, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . is spoken in parts of the north of the country.

4 People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . speak Bedawi are often from the Sinai Peninsula or the Eastern Desert.

whose

It helps preserve the culture.

Learning too many languages is confusing.

Languages help you value your heritage. Learning another language takes time away from other important subjects like Maths.

It protects the language from disappearing.

Whe

n a

lang

uage

die

s, s

o do

es th

e lin

k to

the

cult

ural

or

his

tori

cal p

ast.

Studying languages improves thinking and memory skills.

Learning a minority language slows down your progress in other main languages.

55

11 Lesson 3


● What do you know about the history of your family and where they came from?

● Where were your family born?

Vocabulary1 Look at the tips for people who have

moved to live in another country. Complete the gaps with the following words. Use your dictionary if you need to.

ancestors embrace identity pride roots

2 Work in groups. Which of the ideas do you think are most important? Can you think of other ways to keep in touch with your cultural roots?

3 Listen to these two teenagers, whose families have moved away from the places where they were born. Where did their families come from and what cultures do they belong to? Where do they live now?Speaker 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Speaker 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.34

WORKBOOK PAGE 32

5 ways to stay connected with your cultural roots

● Speak it – try to learn some of the language.

● Eat it – you can learn a lot about the culture through its food. Cook it and share it with others.

● Learn it – Read about your heritage. Knowing about your family’s 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . helps build a sense of 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ., and brings you closer to older relatives.

● 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . your culture – take 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in your family identity. That’s the beauty of life; we are all different.

● See it – Travel to where your 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . come from.

Listening4 Listen again. Which of the ways of keeping

in touch with their culture from Exercise 1 do they mention?

Fatma Aderfi

Speak it ✓

Eat it

Learn it

Embrace it

See it

Speaking

5 Discuss the questions in pairs. ● What aspects of your culture are you most

proud of?● What are your favourite traditions?● What are your favourite meals?● In what ways do you try to stay connected to

your roots?

2.35

roots

5 ways to stay connected with your cultural roots

● Speak it – try to learn some of the language.

● Eat it – you can learn a lot about the culture through its food. Cook it and share it with others.

● Learn it – Read about your heritage. Knowing about your family’s 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . helps build a sense of 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ., and bring you closer to older relatives.

● 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . your culture – take 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in your family identity. That’s the beauty of life; we are all different.

● See it – Travel to where your 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . come from.

56


● How would you describe Egyptian culture to someone from a different country?

● What aspects of international culture can you find in your society? (e.g. films, books, music, restaurants)

● What cultural influences do you share with your classmates? Discuss the similarities and differences.

Reading

1 Work in pairs. What do you know about Chinese and Irish culture? What languages are spoken in these countries?Do you know any famous books or films from these countries?

2 Read the post quickly and underline any information you can find about these cultures.

3 How have these cultural influences shaped the writer’s life?

Language

4 Read the text again and study the phrases in bold which introduce reasons for a situation. Which of them a) give the reason first or b) give the situation first? Which are followed by a noun, and which are followed by a clause?

5 Complete the sentences with the correct words. Use the bold phrases in the text to help you. In some cases, there may be more than one possible answer. 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to your help, I got full

marks in my maths test. 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . hard work, he’s reached

the top of his profession. 3 My parents spoke to me in English from the

day I was born, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I am lucky to be fluent now.

4 I am interested in Greek culture, not only . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . my grandmother came from Greece, but also because it is a fascinating country.

5 I found it difficult to make friends in the US . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to the culture gap.

6 He is very open-minded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . he comes from a multicultural family.

Speaking

6 Discuss the following questions in pairs or groups. Use the following words and phrases.

Thanks to …I am lucky to … I am fortunate to …due to …because (of) …not only, … but

● What are the most important cultural influences in your own life?

● How have they shaped your personality and your likes / dislikes?

Thanks

Class forumPlease leave your comment

My father is Irish and my mother is Chinese, so I am fortunate to have two cultures to explore. The best thing about being part of a multicultural family is that we tend to be open-minded about new cultural experiences. My parents have shaped me into the person I am today, and the cultures they have shared with me have a big impact on how I see the world and what I am passionate about.

My mum says that I am definitely my father’s daughter because we both love soup and rock music, which are popular in Ireland, and we share the same Irish sense of humour. I’ve never been to Ireland, but I’ve read a lot about it. One of my favourite authors is Roddy Doyle, an Irish writer, who makes me laugh. Through his books, I’ve learned about the typical Irish sense of humour.

Thanks to my mum, I am lucky to have grown up using chopsticks and eating rice. I am familiar with the traditions of the Chinese culture, not only because my mum celebrates them, but because my parents introduced them to me at an early age. I have also started to learn Cantonese due to my mum, who is from Hong Kong.

What are your main cultural influences?

Lesson 4 11

WORKBOOK PAGE 33

57

11 Lesson 5

Chapter 11 When Miss Havisham’s fiancé left her, her heart was broken. As time passed, however, she wanted to take revenge on men. She decided to adopt a daughter so that she could teach her how to break people’s hearts. When she told Mr Jaggers that she wanted to adopt a little girl, he brought Estella to her. He told her that Estella was an orphan.

‘It is my fault that Estella is so cruel. Forgive me, Pip!’ Miss Havisham cried.

I told her that there was nothing to forgive; I knew that I would always love Estella, even if she was cruel to me.

Miss Havisham was crying more now. I did not know how to help her, so I thought that I should leave. Before I went, I walked for a while in the untidy garden. It was so full of memories!

I was thinking of Estella, and my first meeting with Herbert, when I suddenly had a terrible feeling. I was sure that something bad had happened to Miss Havisham, so I ran back to her room.

I quickly opened the door. Miss Havisham was still in her chair, but she was screaming. A spark from the fire had fallen on her wedding

dress, and now it was burning fiercely. I was wearing a thick coat, so I took it off and used it to cover her and put out the flames. I also pulled the tablecloth off the table in the dining room and used that. The spiders ran away in all directions. I didn’t notice that I had burnt my hands until the fire was out and we were lying on the floor of the black and burnt room.

Miss Havisham was badly injured and unable to move. The doctor came, and then I waited for Miss Havisham’s relatives to arrive. It was late in the afternoon before I opened the gate to leave. As I left, I heard Miss Havisham crying out, again and again, ‘Forgive me! Forgive me!’

I was in pain when I reached my lodgings that night, so Herbert washed and bandaged my burnt hands. If I sat quietly and rested, my mind immediately went back to the terrible fire. Herbert noticed this and did his best to talk to me about other things. As he worked, he told me that he had had a long conversation with Provis, and had learnt much more about his past.

‘About twenty years ago, Provis was in love with a young woman called Molly,’ Herbert

Before you read● What is your opinion of Miss

Havisham? Give reasons.● What do you think Pip’s opinion

of Mis Havisham is? Chapter 11 character listMiss Havisham a rich, elderly ladyCompeyson Miss Havisham's ex-fiancéMr Jaggers a lawyerEstella Miss Havisham's adopted daughterHerbert Pocket Pip's friend and roommate in LondonProvis Pip's benefactorMolly Mr Jaggers' housekeeperMr Wemmick Mr Jaggers' clerkOrlick a man who worked at the blacksmith'sStartop Pip's friend

58

59

Lesson 5 11

said. ‘They were married and had a daughter. Provis loved the child very much, but one day, after an argument, Molly disappeared with the little girl. Provis was afraid that his daughter was dead. Oh, sorry, did I hurt you? Is the bandage too tight?’

‘Not at all, Herbert. You are very gentle. Please continue the story.’

‘After several months, Provis heard that Molly had been accused of murder. Some people thought that she had killed the child, as well as an older woman. Provis was very upset and did not go to the court. Mr Jaggers worked as Molly’s lawyer and she was acquitted. But Provis does not know what happened to Molly, or their daughter, after that.’

‘Herbert!’ I cried, ‘This is incredible. Provis is Estella’s father!’

I went at once to Mr Jaggers, and told him that I knew that Molly and Provis were Estella’s parents. He explained that when Molly left Provis, she had hidden Estella. Because the little girl suddenly disappeared, Molly was accused of murder. Miss Havisham wanted to adopt a little girl at that time, so he took Estella to her. And once Molly was free from prison, he asked her to become his housekeeper.

‘Now that you know the truth, I advise you not to repeat it to anyone,’ Mr Jaggers said. I promised that I would not tell anyone.

Soon afterwards, two letters arrived. One was from Mr Wemmick, telling Herbert and I that it was time to help Provis escape. The second letter did not say who it was from. It promised that I would find out more about Provis if I went that night to an old house, on the marshes near my village.

I thought this was probably important, so I decided to leave at once. But first I left a note for Herbert, telling him what had happened.

It was dark and wet as I walked to the old house on the marshes that evening. The pale light of a candle, in a downstairs window, helped to guide me there. I knocked on the door, but nobody came. Then I tried the handle and found that the door opened easily. As I went into the building, however, I was hit by something. ‘Who is this?’ I shouted. ‘Help! Help!’

A man’s strong hand held me against the wall. With my burnt arms, I could not fight. Then I was tied up. By the light of the candle, I recognised Orlick.

‘Now I’ve got you!’ said Orlick, in a loud voice. Then he shouted, ‘I am going to stop you. You have always spoiled things for me. I lost my job at Miss Havisham’s because of you! And you told Biddy not to trust me!’

I knew that calling for help would make no difference because the house was too far from any other building. As I stood there, tied up against the wall, I thought of all the people who would suffer if I died now: Provis would think I had deserted him; Herbert would be sad; Joe and Biddy would never know how sorry I was for my behaviour towards them.

‘I’m going to tell you something,’ he said quietly. ‘You made me angry and jealous, so I took my revenge!’

59

11 Lesson 5

Now I knew what had happened. Orlick had found Provis’s leg-irons, years ago, when they were forgotten on the marshes. So Orlick had deliberately left the leg-irons in the kitchen when he attacked my sister! Nearly everyone who saw it thought that a convict had committed the crime.

But now, Orlick was going to kill me! He ran towards me, and I fainted.

When I opened my eyes, Herbert was next to me and Orlick had gone. When I left my house that morning, I had dropped Orlick’s letter in the entrance hall to our rooms. After I had left, Herbert had found my note and the letter and he had started to worry. He had met Startop, our friend from Hammersmith, and together they had followed me to the marshes. He arrived with a group of men from the village and this had saved my life.

But now there was no time to look for Orlick. We had to help Provis escape; any delay would be very dangerous for him.

Herbert and I had already made plans to help Provis escape. I was to go with Provis abroad, so I quickly packed a suitcase and took it with me to the river, where Herbert and Startop were waiting by our boat. We didn’t know exactly

where we were going, but we had to get Provis out of the country without anyone else seeing us.

The sun shone as we rowed slowly along the river so that no one would notice anything strange about us. Provis joined us in the boat when nobody was watching, and we went further down the river.

Late that evening we tied our boat up and spent the night at a nearby inn. We continued our journey the next day until we came to the place where steamers took on passengers. Then we stopped our boat in deep water and waited.

About an hour later, the steamer to Hamburg appeared. We thought that this boat would be our best opportunity, and we felt confident that nothing was going to go wrong with our plan.

Provis and I said goodbye to Herbert and Startop, and stood up. But as we did so, another boat stopped next to ours. In it were some police officers and an older man.

It was Compeyson! My heart nearly stopped in surprise. But Provis was the most surprised of all of us. He wasn’t expecting things to end like this at all.

‘Abel Magwitch, also known as Provis!’ a police officer shouted. ‘You must come with us!’

60

Lesson 6 11Before you startIn pairs, discuss a time when …

● you felt guilty about something. ● you regretted the way you behaved towards

someone.

Vocabulary

1 Match the words with their meanings. 1 scream

2 tight

3 deliberately

4 guide 5 faint

6 handle

a too small or uncomfortable

b show someone how to get somewhere

c part of a door that you turn to open it

d with intentione to suddenly lose

consciousness f to shout loudly because you

are afraid

2 Complete the summaries of the chapter with the correct form of words in the box.

bandage burn fiercely incredible tie up spark

spoil steamer

1 A fire started when a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . fell onto Miss Havisham’s wedding dress, causing it to burn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Orlick, who thinks Pip has . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . everything for him, tricks Pip into going to an old house on the marshes where he is trapped and . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Pip finds out the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . truth that Provis is Estella’s father.

4 Pip and Provis try to escape on a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . leaving for Hamburg.

5 Pip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . his hands in the fire and Herbert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . them while Pip thought about the terrible fire.

Reading

3 What do we learn about the characters in this chapter? Read and match.1 Pip

2 Miss Havisham3 Orlick

4 Herbert

a is very concerned for Provis’s life

b saves Pip’s lifec is very angry and tries

to take revenge on Pipd is very sorry about the

way they treated Pip

4 Are these sentences true (T) or false (F)? Correct the false sentences. 1 Miss Havisham adopted Estella because

she had always wanted a daughter. 2 Pip returned to Miss Havisham’s room

because he heard her screaming. 3 When Pip arrived at the old house on the

marshes, he had to break down the door to get inside.

4 Herbert and another friend rescued Pip from Orlick.

5 Provis and Pip never got on the steamer which was going to Hamburg.

Speaking

5 Discuss the questions in groups. ● What does Orlick blame Pip for? ● In this chapter, Miss Havisham feels guilty

about her actions. What does she feel guilty about? How do we know?

● How have Miss Havisham's actions affected other characters in the novel?

● Which other characters in the novel feel guilty? Why?

Writing

6 Imagine you are a newspaper reporter. Write a clear and easy-to-understand news report on the fire at Miss Havisham’s house in your notebook. Include quotes from the people involved in the incident.


61

Lesson 1UNIT

12Myths and fables

Reading A myth and a fable; Two legendsWriting Write your own myth/fableListening Listen to guests on a radio show discussing the relevance of myths in modern day societySpeaking Debate about the relevance of myths; Re-tell a story Language Reported speechLife skills Empathy: Learn from the past and understand our origins

OB

JEC

TIVE

S Before you start● What do you think a myth is?

Do you think myths are important? Why?

Vocabulary1 Read the definitions of myths, legends and fables.

Myths are stories that were made up by people who wanted to explain how our world works, such as how natural events occurred. They are a bit like our ancient ancestor’s version of science. These myths are generally passed on from one generation to the next. The word myth actually comes from the Greek ‘mythos’ meaning ‘word of mouth’. Myths were shared among different groups of people throughout the world, and some became a big part of their community.

Legends are also stories that people made up. However, legends are usually about real-life people and what they did. Generally, although the person really did exist, the events never happened like they did in the story. The facts are exaggerated to make the story more interesting and exciting.

Fables are also stories that are passed down from one generation to the next. However, their overall purpose is to teach a lesson or ‘moral’. They are often about animals, plants or forces of nature.

2 Make a note of the similarities and differences. Can you think of examples of a myth, legend and a fable from Egypt?

3 Match the words in the box with the definitions.

cheer chop fed up flood look back steady stretch out tear (n)

1 extending your arms and legs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 give a shout of encouragement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 look at something behind you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 keeping the same regular pace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 annoyed or bored . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 cut into pieces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 cover land with a large amount of water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8 drop of liquid which comes from the eye when you are sad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

stretch out

62

Osiris was the king of Egypt. He had a wife called Isis and a son called Horus. Osiris’s brother, Seth, was very jealous. He said, “I want to be king myself”. In a fit of angerfit of anger he killed his brother Osiris, turned him into little pieces and threw him into the Nile. Isis managed to find the pieces and she brought them to her good friend Anubis, who was very clever. He said, “I could put the pieces back together again, but I don’t have the power to bring him back to life”.When Osiris’ grandfather Ra found out what happened, he was furious. He said, “I’m going to give Osiris a new job”. He made Osiris the god of the dead. Finally, Osiris’s son Horus defeated Seth and became the ruler of Egypt. From then on, Isis travels to the banks of the Nile every year, and remembers her husband, crying tears into the Nile. This is why the Nile rises each year, and sometimes floods.

Lesson 1 12Reading

4 Read the stories quickly. Are they a legend, a fable or a myth? Justify your answer.

The Hare and the Tortoise All the animals were fed up with Hare boasting about how fast he could run. One day, Slow and Steady the tortoise said, “I can challenge you to a race now”. It was a hot day. All the animals had gathered to watch. Hare ran along the road for a while, then paused and looked round. He said, “I’m getting bored”. He looked back at Slow and Steady and shouted, “You'll never win this race when you are walking at your slow pace”. Hare stretched out in the sun to have a little sleep thinking, “There is plenty of time to relax”. While Hare was sleeping, Slow and Steady kept walking. He never stopped until he came to the finish line. The animals cheered loudly for the tortoise. Hare woke up and saw the tortoise crossing the finishing line.

5 Read the stories again and answer the questions. 1 Why were the animals annoyed with Hare?2 Why was the end of the race surprising?3 How did Anubis help Osiris? 4 Why does the Nile sometimes rise and flood

every year according to the myth?

●

The tortoise said to Hare, “I can challenge you to a race now”. (Direct)

●

Hare said, “I’m getting bored”. Hare said that he was getting bored.

●

Anubis said, ”I could put these pieces back together again, but I don’t have the power to bring him back to life”.

Anubis said that he could put these pieces back together again, but he didn’t have the power to bring him back to life.

●

FOC

US

ON

ANGUAGE LANGUAGE REVIEW PAGE 83-84 L

Reported statements

Speaking

6 Discuss in groups. 1 What natural event does the myth of Isis and

Osiris explain? Do you think people nowadays still believe this myth? Why?

2 What does the story of The Hare and the Tortoise teach us about hard work, perseverance and a little motivation? Think where you can apply these lessons to your daily life.

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12 Lesson 2

Before you start Discuss the questions in pairs.

● Have you heard of the legend of King Arthur? What do you know?● Have you seen the film The Sword in the Stone? What kind of film

do you think it is?

Vocabulary

1 Check the meanings of these words in a dictionary.

eternal evidence causes honourable humble chivalry knights

Legend of King ArthurHave you ever heard of the legend of King Arthur? King Arthur is a legendary king in ancient Britain. The story of King Arthur is based partly on myth and partly on fact. Many people think King Arthur did exist and there are many ideas about who he was, but there isn’t enough evidence to prove if any of them is correct.

In ancient times, stories about King Arthur were told aloud. Later, in the Middle Ages, authors began to write the stories down. The first story was written by Geoffrey of Monmouth in the 12th century book History of the Kings of Britain. The stories about King Arthur usually centre around a few main characters: King Arthur, Queen Guinevere, and the Knights of the Round Table who helped King Arthur fight for good causes and protect the weak. Knights were fighters in Europe during the Middle Ages. They rode horses and carried swords, and wore heavy armour. Knights also followed a code of behaviour called chivalry. This asked knights to be brave, humble, honourable, generous and polite, especially to women. One of the greatest knights was Sir Lancelot, who was such a brave knight that he defeated many monsters and dragons.

The reader might ask, “How has King Arthur become such a legend?”According to one story, a wise old man called Merlin put a sword in a stone, and said that whoever pulled the sword out would be the king of England. Arthur pulled the sword out and that’s how he became king. He was only fifteen years old and many people said he was too young to be king, so they refused to obey him.

A French poet called Chretien de Troyes wrote five stories about King Arthur in the 1100s. He introduced the ‘Holy Grail’ into the legend, which was a cup that was so powerful that it could bring eternal youth and happiness. In the 1400s, an English writer, Sir Thomas Malory, wrote The Death of Arthur, which became famous, and in the 1900s, another English writer, T. H. White, wrote four novels based on Malory’s books. There were also two very well-known films made about King Arthur in the 1960s; a musical called Camelot, and The Sword in the Stone, a Walt Disney film.

2 Read the information about the Legend of King Arthur. Answer true (T) or false (F).1 Some people have found proof that King Arthur did exist. F2 In the beginning, stories about King Arthur were passed on verbally. 3 Although the many stories were different, the characters were usually the same. 4 Knights had to follow certain rules about how to behave. 5 The authors who wrote about King Arthur all came from England.

3 Read the information again and make notes in your notebook explaining in your own words what or who the following are.1 Geoffrey of Monmouth 4 The Holy Grail

2 Knights of the Round Table5 Sir Lancelot

3 The Sword in the Stone6 Chretien de Troyes

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Lesson 2

4 Choose the correct option to change this sentence into reported speech: People said, "How did this young man become king?" A People wondered how that young man has become king.B People said how that young man had become king.c People wondered why that young man would become king.D People wondered how that young man had become king.

Speaking

5 Discuss the questions in groups.1 What modern heroes do you know from books, TV, video games or films? Do any show some or all of

the virtues of chivalry? 2 Read the quotation below. What do you think it means? Do you agree/disagree? "A person who lives by the code of chivalry in today’s world allows everyone to see their best qualities

reflected in his or her shining armour."

Writing

6 Describe one of your favourite characters from a book or film in your notebook, or one of the characters you discussed in Exercise 5. Write about 200 words.Does the character demonstrate any of the qualities of a knight? Describe what sort of person they are and what their character is like. Are they a good person? Use the following adjectives:

brave generous humble honourable polite

WORKBOOK PAGE 37

●

●

●

●

●

The reader said, “How has King Arthur become king?” The reader asked how King Arthur had become king.●

The writer said, “Shall we read the story?” The writer asked if/whether we should read the story.

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ANGUAGE LANGUAGE REVIEW PAGE 83-84 L

Reported questions

Video

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12 Lesson 3


● Do you think mythology is interesting or relevant today? Why?● What do you think we can learn from myths?

Vocabulary

1 Circle the correct words to complete the facts about myths and legends. a Myths often have fantastic, unreal creatures/wild animals in them.b Myths and legends tell stories with modern/universal themes. c They help us understand the perspectives/humour of people from the past. d They are entertaining/boring with wonderful plots and characters. e They don’t relate to/reflect the culture of the country in which they were written.

Listening

2 Listen to the radio show. Check your answers to Exercise 1.

3 Listen again. Answer true (T) or false (F). Correct the false sentences in your notebook. 1 The author, Scott, thinks that myths and legends are out-dated and old-fashioned. F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Their only purpose is to educate people. 3 They also teach us about other cultures. 4 Japanese myths are always about islands.

Speaking

4 In groups, read the following statement. Brainstorm ideas for or against the statement. Myths have no relevance in today’s modern society.

5 Decide if you agree or disagree with the statement. Make notes to support your opinion. Join with another group which has the opposite point of view. Have a debate. Use the language in the box to help you. Can you add some more phrases?

Useful phrases for discussion and debatingAs we see it, … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

In our opinion … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

We don’t quite agree with that. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

That’s one way of looking at it, but … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

What do you mean by that? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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2.44

The author, Scott, doesn't think that myths and legends are out-dated and old-fashioned.

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● Which well-known stories do you remember from your childhood?

1 Read the story about giraffes quickly. What is the main purpose of the story?1 To explain something in the natural world.2 To teach a lesson about right and wrong.3 To teach us about a different culture.

2 Read the story again and answer the questions.1 Where is it set? Who are the main

characters? What are they like?2 Is it a sad, tragic or funny story?3 What did the long-necked giraffes do to

help their friends?4 Do you think the short-necked giraffes

could do something to survive? If yes, what would it be?

Speaking3 In groups, brainstorm ideas for your own

myth or fable. Discuss the following, then present your ideas to the class.1 Is your story going to explain something in

the natural world or teach a lesson?2 What ideas can you include? Your myth can

be funny, imaginary or unreal.3 What will your characters be like? Will you

use direct or indirect speech? Why? 4 Will it include any monsters or animals?

Where is it set?5 Think of an ending, which explains why the

story is related to the present day.

Why do giraffes have long necks?A very long time ago, in Africa there was a family of giraffes with short necks. There was another family of giraffes that had taller necks. The two families lived together in the grasslands near a river. It was very hot there, but there were open spaces where the giraffes could move quickly and drink the water they needed. The giraffes ate grass and fruits of some trees which were not very tall. There were also some tall trees with even more delicious leaves and more tasty fruits.

The giraffes with long necks were able to eat the green leaves and tasty fruits high above, while the other giraffes with shorter necks were able to eat only grass and the leaves which were close to them. When winter came, there was very little grass, and the second family found little to eat. Sometimes it was very dry and it never rained and grass rarely grew.

Day after day, the giraffes with the shorter necks became weaker and weaker, as the grass and shorter trees were never enough to them. The giraffes with longer necks tried to help their neighbours. One giraffe from the long-necked family said, “We should do something to help. Our friends are suffering. They can't reach taller trees. What can we do?”

They agreed to collect as many leaves as they could and deliver them to the short-necked giraffes, but this was not enough. The long-necked giraffes could not bend their necks much to give the food they collected to their friends.

After many, many years, the number of giraffes from the family with longer necks increased over time, while the opposite happened to the short-necked giraffes. Until one day there were no giraffes with the shorter necks. The giraffes with the long necks were the only ones surviving in the area.

Lesson 4 12

●

●

The giraffe said, “Find a way to help the other giraffe”.The giraffe urged/told them to find a way to help the other giraffes.The giraffe said to her friends, “Don’t let the giraffes with the shorter necks suffer”.The giraffe asked/told her friends not to let the giraffes with the shorter necks suffer.●

“Let’s do something to help our friends,’ said one giraffe from the long-necked family.One giraffe from the long-necked family suggested doing something to help their friends.

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Reported orders, suggestions and advice

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12 Lesson 5

Chapter 12 Provis suddenly jumped up and leapt into the police officer’s boat. He grabbed Compeyson and pulled him to his feet. The crew of the steamer could not stop the ship and it passed close by us moments later. A large wave swept over us. There were shouts as our boat filled up with water, and then began to sink.

I was struggling to swim, and was pulled out of the river by the police officers. Herbert and Startop had already been rescued, but Provis and Compeyson were missing. Then we saw a dark shape in the water. It was

Provis! He had been hit on the head by the steamer as it passed by. We pulled him into the boat, too, and I sat with him. Compeyson did not come back up. Provis had struggled with him under the water and pushed him away. He did not see what happened to him after that.

Provis lay in the bottom of the boat and I held his hand. He had been so kind to me! I looked at him now, and felt only pity. He had left Australia to return to England for me, and now he might have to pay with his life.

‘You can become a gentleman without me, my boy,’ Provis said, weakly.

‘I will not leave you,’ I replied.

Provis was taken to the prison hospital, where I visited him every day. I could not leave him now, but my debts were growing. Herbert had a new job in Egypt, and Mr Clarriker had asked if I would also like to work for him there. He had agreed to give me some time to consider his offer.

When Provis appeared in court, he was found guilty. To my horror, he and

Before you read● If you were a police officer,

would you believe Provis or Compeyson? Why?

● What do you think will happen next?

Chapter 12 character listProvis Pip's benefactor; Estella's fatherCompeyson a dishonest manHerbert Pocket Pip's friendStartop Pip's friendMr Clarriker a businessman; Herbert Pocket's employerJoe Pip's friend, the blacksmith who was married to Pip's sisterMiss Havisham a rich, elderly ladyMatthew Pocket Pip's teacher in London, Herbert's fatherOrlick worked at the blacksmith, attacked Pip's sisterUncle Pumblechook Pip's uncleBiddy Pip's childhood friendEstella Molly and Provis' daughter, adopted by Miss Havisham

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Lesson 5 12thirty-two other criminals were all given life sentences at once. Some were crying, but Provis was calm. He knew that this might happen.

I visited Provis in the prison hospital for one last time. He was very weak.

‘Provis,’ I said, ‘Your daughter is still alive! She is very beautiful, and I love her!’

Provis looked at me affectionately. Then his hold on my hand became weaker, and he died.

I was very tired, and worried about my debts. Soon I became very ill, and I did not know what day or what time it was. The illness gave me strange dreams. I heard voices talking to me and frightening memories of the fire at Miss Havisham’s house came back to me. One morning, however, I opened my eyes and saw Joe. He had been looking after me, like a child, for weeks. He was so kind!

When I was feeling better, Joe had some news for me. Miss Havisham had recently died, leaving most of her money to Estella. She had also left some money to Mr Matthew Pocket, because I had told her she should help him. I was very pleased to hear that I had been able to help him.

I also found out that Orlick was in prison! With some other men, he had broken into Uncle Pumblechook’s house and tried to rob him, but Uncle Pumblechook had recognised him.

Joe continued to look after me and I became stronger and healthier each day. One morning, I was surprised to find that Joe had gone, but he had left a letter for me. It said that he had paid all my debts, so now I would not go to prison. The letter was signed: ‘Your best friend always, Joe.’

I knew then that I must go back to the blacksmith’s very soon to thank him. I also felt that I must see Biddy. I wanted to tell her how sorry I was that I had hurt her in the past and I hoped now that she might marry me.

It was a beautiful summer day when I returned to the blacksmith’s. Nobody was in the house when I arrived, but after a few minutes, I saw Joe and Biddy together in the street. They were delighted to see me, and Biddy began to cry.

‘It’s my wedding day, Pip!’ Biddy said, happily. ‘Joe and I have just got married!’

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12 Lesson 5

They welcomed me back to the blacksmith’s, and although the news surprised me, I was glad that I had never told Joe that I hoped to marry Biddy.

‘You have the best husband in the world, Biddy!’ I said. ‘And Joe, you have the best wife!’

I asked them to forgive me. They both told me they would, but they also said there was nothing to forgive.

It was time for me to leave. Within a few weeks I had sold everything I had in London. Then I travelled to Egypt, to work for Mr Clarriker. After some years there, Herbert and I both became managers in Mr Clarriker’s business.

Eleven years passed before I saw Joe and Biddy again. They were very happy at the blacksmith’s

and had two children, a little boy and a little girl. Joe told me that his son was called Pip, after me. He and Biddy welcomed me warmly, and it felt as though I had never been away.

‘What kind people they are,’ I said to myself. ‘I am so lucky to know such good people.’

That night, I went to the place where Miss Havisham’s house used to be. It was no longer there; instead, I found a large, untidy garden.

As I walked in this strange place with the stars shining brightly above me, I thought of Estella. She had been very unhappy with Bentley Drummle. He had been cruel to her, and so she felt she had no choice but to leave him. Several years ago Drummle had died in an accident with a horse, and I did not know if Estella had married again.

And then I saw her. Estella was no longer beautiful. She was older, of course, but she looked tired, and her eyes were sad. But she still fascinated me.

I called to her, and we sat down to talk.

‘I have not been here for many, many years,’ Estella said. ‘But I have returned tonight to say goodbye to this land. I have sold it now.’

Then she said quietly, ‘I have often thought of you, Pip.’

‘You have always had a place in my heart,’ I replied.

‘I have been hurt, just as much as I hurt you,’ she said, ‘and now I understand how you felt. Please tell me that we are friends, Pip.’

‘We are friends!’ I said at once.

‘And we will continue to be friends, even when we are apart,’ she added.

As we left the untidy garden, I felt sure, however, that we would never be apart again.

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Lesson 6 12Before you start Go back and skim the chapter. Discuss the questions in pairs.

1 What happens to Compeyson in this chapter? 2 How would you describe the relationship

between Pip and Estella at the end of the book? What do you think might happen?

VOCABULARY

1 Complete the sentences with the correct form of the words from the box.

apart break into consider fascinate struggle

1 The sea was rough and they . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to get him back into the boat.

2 He went to prison because he had . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . someone’s house and taken some jewellery.

3 She.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . his offer of marriage very seriously, but in the end she said no.

4 Egypt is a country which has always . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . me.

5 They spent a lot of time.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . as they were working in different countries.

Reading

2 Complete the chapter summary with the correct names of the characters. Pip and Provis tried to escape, but 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . fell in the water when a wave made the boat sink. 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . was hit on the head by the steamer. 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . died in the prison hospital, but before he died, 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . told him that his daughter was still alive. Pip became ill, and 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . looked after him until he was better. 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . died and left most of her money to 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and Joe got married. Pip went to Egypt to work with

9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . He didn’t see Joe and Biddy for 11 years. When he saw them again, they had two children. Pip meets 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . who is no longer married. 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . had died in an accident. 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . has changed a lot and is now much kinder towards Pip.

3 Are the sentences true (T) or false (F)? Correct the false sentences in your notebook. 1 The police officers rescued Provis and

Compeyson from the river. 2 Provis was still alive when they pulled

him out of the water. 3 Pip was offered a job abroad. 4 Provis died in the prison hospital. 5 Joe was very confused while he was ill. 6 Pip went to Joe and Biddy’s wedding. 7 Estella had been happily married to

Drummle before he died. 8 Pip meets Estella in Miss Havisham’s old

house.

Speaking

4 Work in pairs and discuss the questions.1 What were Pip’s ‘expectations’ or ambitions at

the beginning of the novel?2 What does he do to try and achieve his

ambitions? 3 Does he achieve any of his goals?4 What does he learn?

Writing

5 Study the following essay title. Do you agree or disagree with the statement? Compare your views with a partner. Plan and write a response to the essay title. In view of Pip’s hopes and expectations at the beginning of the novel, Pip seems to end the novel as a failure. Discuss.


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Lesson 1REVISION

R4Before you startLook at these different words for ‘Hello’. Can you guess what languages they are?

Match them with the following languages.

Basque Hawaain Quechua Breton Welsh Cherokee Swahili

Reading

1 Read the article about saving the Welsh language and answer the questions. 1 Why was the Welsh language dying out?2 What has helped to increase the number of Welsh

speakers?

2 Read the article again and answer true (T), false (F) or not mentioned (NM). Correct the false statements in your notebook. 1 A generation ago, Welsh was the dominant

language in Wales. F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Tony Evans was raised by bilingual parents. 3 These days most people speak Welsh at home. 4 All TV programs are in Welsh. 5 Many people in Wales come from

multicultural families. 6 There is more interest in Welsh culture now.

Speaking

3 Discuss in pairs● Why is it important to save dying languages? ● What ways can you think of to ‘preserve’ a dying a

language? Think about the following:

language classes using social media road signs radio and TV school

Writing

4 Research one of the languages in Exercise 1. ● How many people speak the language?● What are people doing to save the language?● Is the number of people speaking the language

increasing or decreasing?

Welsh was not the dominant language in Wales.

Kaixo Helo Aloha Allillachu

habariDemat Salamu rasmi Osiyo

Welsh saved from extinction

Just a generation ago, the Welsh language was on the point of dying out completely, joining the hundreds of other languages which are no longer spoken. Growing up in West Wales in the 1950s and 1960s, Tony Evans was very aware that his native language was not relevant. ‘Although I was born and grew up in a Welsh-speaking area, at school we were taught mostly in English; everything around us was in English. It was being predicted that there would be no Welsh speakers by the end of the century.’

Thanks to politicians and public action groups like the Welsh Language Society, Welsh is widely spoken in Wales today, and has even become ‘cool’. There are many children who have been raised to speak Welsh as their first language, and only speak English outside the home. The number of speakers has risen from 726,000 in 2008 to 874,700. The vast majority are bilingual. The government in Wales has set a goal of one million Welsh speakers by 2050, out of a population of around 3.5 million. Road signs are in Welsh and English, and there are Welsh-language TV channels.

There certainly seems to have been a cultural change in the country; young people today have pride in being Welsh. People are embracing Welsh culture, streaming pop bands such as Alffa and singers like Gwenno. TV dramas such as Hinterland, which were originally produced for Welsh speakers, have become popular with wider audiences through streaming services. The well-known Welsh comedian Kiri Pritchard-McClean was born in Wales in 1986, but is only now learning the language. ‘I love the country, I love the countryside, I love the history. But I can’t speak the language … I feel like I am missing part of my own identity by not speaking it.’ She is just one of many Welsh people who are taking pride in their culture and choosing to celebrate what makes them different.

Wales

Lesson 2 R4

73


1 Do you prefer to read realistic stories that could have happened to real people and take place in real places, or unreal ones which take place in an imaginary world?

2 Can you think of examples you have read of each type of story? What did you like / dislike about them?

Listening

1 Listen to two students talking about what they like to read. Which student prefers real stories and which student prefers unreal imaginary stories? Speaker 1 prefers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Speaker 2 prefers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Listen again and complete the sentences.1 I love unreal stories, which . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 My favourite is the one about Prometheus, who . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 I like to be immersed in worlds that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 I like stories which take place in a world where . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 You can understand better the situations and problems that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Speaking

3 Work in pairs. Discuss the questions. Which of the speaker do you agree with? Can you recommend a book which you think each of the speakers would like?

Writing

4 Complete the sentences so they are true for you. 1 I like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . stories which . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 My favourite story is the one about . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , who

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 I like to be immersed in worlds that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 I like stories which take place in a world where . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 I don’t like stories whose main characters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 I like plots which . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 Ask and answer with a partner, using the sentences from Exercise 4.

2.48

2.49

What kind of stories do you like?

I like stories which are imaginary and funny.

74

Lesson 3R4Before you startDiscuss the questions in pairs.

● Do you live in the town or the country?● What are the differences between life in the

country and life in the city?

1 Look at the book cover. What can you guess about the story from the illustration and the title?

2 Read this popular Aesop fable quickly and choose the best moral. A Dreams can come true if you work hard. B It’s better to live a simple life and feel safe

than live in luxury and feel afraid. C It’s healthier to live in the country because

the air is clean and the food is good for you.

Listening

3 Listen to another version of the fable and make a note of the similarities and differences in your notebook.

Speaking

4 Discuss the questions. ● Which version of the fable did you like

most? Why?● Which do you think is most suitable for

young children? Why? ● In pairs, take turns to re-tell the story.

Writing

5 Rewrite a story you were told when you were younger. What moral or lesson did it tell?

2.50

Town mouse and country mouseOnce upon a time there were two mice who were cousins. One mouse lived in a small simple house in the country. The other mouse lived in a large grand house in the city. One day the city mouse went to visit his cousin in the country. The country mouse was very happy to see the city mouse. He invited him to lunch. He served a simple meal of fresh peas and corn. As they were eating, the city mouse became less cheerful. Suddenly he said, “Dear cousin, don’t you get fed up with such simple food?” “I’m sorry, cousin but this is what we eat most of the time in the country”. The city mouse invited the country mouse to the city. “We have such wonderful food in the city that I’m sure you won’t want to return to the country.” So the city mouse and the country mouse set off to the city. They arrived that evening. The country mouse saw that his cousin lived in a very grand house. “Quiet please’, the city mouse said as they entered the house through a tiny hole in the wall. ‘We don’t want anyone to hear us.” He took his cousin into the dining room and climbed up on to a huge table, where there were the remains of a delicious meal. “This is how we eat every day in the city” said the city mouse. There was enough food to feed a hundred mice; grapes, chocolate cake, cheese and special bread. I’ve never eaten such fine food. I’m too full to eat another thing. ” said the country mouse. Then both mice suddenly heard a noise. An angry looking cat appeared in the dining room. The two mice ran quickly and escaped just in time. The country mouse was so frightened that he couldn’t speak. He had never been in such danger before. He thought about his simple house in the country and realised how much better he would like it there. So he left the big house and went back to the country where he felt safe and happy.

Lesson 4 R4

75

Before you startLook at the picture of the Gardens of Babylon. Discuss in pairs.

● Who do you think might have built them? Why?● What do you think might have destroyed them?

Speaking

1 Work in groups and brainstorm ideas to complete the first two columns of the table.

Hanging Gardens of BabylonWhat I know What I want to know What I learned What I still want to know

2 Read the fact sheet and complete the third column of the table in Exercise 1.

3 Ask and answer the questions in pairs. 1 Why do we think they might have existed?2 Where do most people believe the Gardens were?3 Who might have built the Gardens?4 How could they have watered the plants?5 What might have destroyed the Gardens?

4 Discuss your own ideas about the Gardens of Babylon.

5 Complete the fourth column of the table in Exercise 1.

Myths about the Hanging Gardens of BabylonThe Hanging Gardens of Babylon are thought to have been built in the ancient city of Babylon. Even though there is no proof that they actually existed, they are considered to be one of the Seven Wonders of the Ancient World. Why do we think they might have existed? Several ancient Roman and Greek writers wrote about the gardens. They wrote about why they were built, how they were built, and the size of the gardens. They even described how the gardens were watered. One Greek historian named Diodorus Siculus described the gardens as being 400 feet wide and 400 feet long. He said that the walls were more than 80 feet high. If this was the case, the water must have been transported to the top of the gardens by some kind of irrigation system (a system to supply the land with water so plants will grow). There were lots of different views on why the gardens were built and who they were built for. The most popular idea was that the gardens were built by King Nebuchadnezzar II to make his wife happy. If they did exist, what happened to the gardens? Some historians think they might have been ruined by war. Others believe that they could have been destroyed by earthquakes. Although we might never know the truth about the Hanging Gardens, we can certainly say that if they did exist, they must have been the most beautiful man-made gardens ever created.

We think they might have existed because King

Nebuchadnezzar II wanted to make his wife happy.

76

Before you startHow much do you remember? Do the quick quiz.

1 Who is Pip’s tutor in London?3 Who was responsible for the attack on Mrs Joe? 5 What happens to Drummle after he marries

Estella?7 Who was Molly?

2 Who paid off Pip’s debts?4 Where does Pip first meet Magwitch?6 Which country did Magwitch go and live in? 8 What happens to Biddy and Joe at the end of

the story?

Vocabulary

1 Complete the sentences with the correct form of the words from the box.

coincidence criminal find guilty murder related tie up steamer

1 Before Molly worked for Mr Jaggers, she had been a homeless . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 It was a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . that Mr Jaggers was the lawyer of both Miss Havisham and Provis. 3 It turned out that Provis was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to Estella. He was her father. 4 People thought that Molly had . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . her daughter. 5 Orlick nearly killed Pip when he tricked him into going to a house on the marshes, and

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . him .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Pip tried to help Provis escape on a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . which was going to Hamburg. 7 Orlick was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of breaking into Uncle Pumblechook’s house.

Reading

2 Read the sentences from chapters 1-12 and choose the best answers A, B or C. 1 Five of Pip’s brothers and sisters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A had died when Pip was very young

B lived with Pip C lived in the same village

2 On Christmas morning Pip went back to the graveyard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A to visit his parents’ graves B to take the escaped convict

some foodC to help the escaped convict

take off the leg-irons3 When Joe visited Pip in London he felt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A embarrassed B very happy C angry4 On the marshes a fight took place between . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A two escaped convicts B Joe and the soldiers C the soldiers and the escaped convicts

5 Joe wasn’t happy that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A Pip didn’t have any friends B Pip didn’t like Mrs Joe C Mrs Joe was unkind to Pip

6 Estella made Pip sad because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A she wouldn’t play with

himB she wouldn’t put the food

and drink in his handsC Estella was crying

7 Pip thought the large dark-haired man visiting Miss Havisham was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A a relative B a doctor C a neighbour

Great Expectations: Chapters 10–12R4

Great Expectations: Chapters 10–12 R4

77

8 When Pip grew up, he wanted . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A to be an apprentice B to improve his position in life C to earn a lot of money

9 Joe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A was angry about Pip

taking an afternoon’s holiday

B didn’t mind Pip taking an afternoon off work

C let Orlick have an afternoon off work as well

3 Match the characters with the best pair of adjectives. Then give reasons for your choices with examples and quotes from Chapters 1-12.1 Estella 2 Joe 3 Herbert Pocket 4 Pip

a friendly and optimisticb loyal and forgiving c cruel but honestd caring but unrealistic

4 Choose two adjectives to describe the following characters, giving your reasons. ● Biddy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

● Miss Havisham .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

● Magwitch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Speaking

5 Read the quotes from Chapters 1-12, then work in pairs to answer the questions for each quote.

1 Who says this? 2 Which chapter does the quote come from?3 Who are they speaking to?4 Explain what the speaker means. 5 What do we learn about the speaker from this?

Writing

6 Rewrite the final paragraphs of Chapter 12, using Estella as the narrator. Start with the following sentence. As I returned to the place where I had lived for so long with Miss Havisham, I thought of Pip.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

‘… I realise that until now, I have misunderstood everything!’‘It is my fault that Estella is so cruel. Forgive me, Pip!’‘I am going to stop you. You have always spoiled things for me.’ ‘You can become a gentleman without me, my boy.’ ‘I have been hurt, just as much as I hurt you … and now I understand how you felt.’


Language Review

7878

Adjectives and adverbsUse an adjective to describe a noun. An adjective always comes before the noun it describes in a sentence: an inspiring storya male sport

young womenthe average person

a good reasona responsible job

Use an adjective after verb to be and sense verbs:

Tamer is angry; what has happened?Come and have lunch with me; the food tastes nice.

Use an adverb to describe an action. ● An adverb usually comes after a verb:

Nobody treats her differently to the other employees.● An adverb can also come before a verb to emphasize the verb.

I wasn’t sure if I could successfully combine my job with playing handball. ● Adverbs usually end in –ly, but some adverbs are irregular.

I found a job very fast. Ahmad has always worked hard. Heba can swim well. I won the race easily.

Use an adverb to add information about (modify) an adjective: He is extremely successful now.

The Present perfect simple versus the present perfect continuousBoth the present perfect simple (have/has + past participle) and the present perfect continuous (have/has + been + verb -ing) are used to talk about actions or situations which started in the past, but are still connected to the present. The actions are either still happening, they finished a very short time ago or they have a direct effect on the present.

The present perfect simple ● The focus is on the result of an action in the

present: I’ve worked here for a long time, so I can show you what to do. The action is ‘to work’ and the present perfect simple is used to focus on the result of ‘working’ in the present, which is that this person can show someone else how to do something.

The present perfect continuous● The focus is on the activity itself and this is usually an

activity that someone has been doing either all the time or regularly for a specific period of time. You can

Adjectives and adverbsUNIT

7

NOTE:When we use the present perfect simple, we don’tsay when an action happened, but we can say howlong an action that it still happening has happened,for example, since 2018 or for five years.

NOTE:You can’t use the verb to be and other verbs like know in the present perfect continuous tense. So we say “I have known him for years” (not I have been knowing him for years.)

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The passiveUNIT

8Use the passive to focus on the action or activity, rather than the people doing the action. If you don’t know which person, the only option is to use the passive. Sometimes you want to say who did the action in a sentence and then you use by + the person at the end of the sentence.

The present simple passive● You form the present simple passive with am/is/are + past participle. ● Use the present simple passive for facts, regular activities or processes that are always the same:

Cotton clothes are made in Egypt.

The past simple passive● You form the past simple passive with was/were + past participle.● You use the past simple passive for actions, activities and processes that were completed in the past and

aren’t happening now: The competition was stopped because of a technical problem. Ali and Yassar were awarded a prize by a teacher at their school.

The passive with will and modal verbs● You use will/modal verb + be + past participle to form the passive with will and modal verbs:

I will be given some more responsibility at work next month. All of these sports can be played at your local sports centre. I may be awarded a scholarship for university if I do well in my exams.

The passive infinitive ● The passive infinitive is a passive form of verbs which are always followed by to, for example have to, has

to, need to, etc. ● You form the passive infinitive with to be + past participle:

All of these reports have to be written before we can go home.

The present perfect passive

You use have/has been + past participle to form the present perfect passive. You use the present perfect passive to talk about recent actions and events that have results. New schools have been built recently.

The past perfect passive

You use had + been + past participle to form the past perfect passive. You use the past perfect passive to talk about actions that happened before other actions in the past. After the problem had been discussed, we reached a reasonable solution.

also use time expressions with since or for to say how long an action has been happening. We’ve been interviewing a lot of people about their experiences. Mohammad has been doing some research in that area.

I’ve been working on this project since January. Use the present perfect continuous to focus on the reason. He is tired because he has been working all day.

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Language Review

Quantifiers Quantifiers are words or phrases that we use before nouns to show how much of something there is. Consider whether the noun you want to say the amount of is a singular or a plural noun and whether it’s a countable (i.e. you can use a number directly before it) or an uncountable (i.e. you can’t use a number directly before it) noun.

Quantifiers to show that there’s nothing or a small amount ● None is used with countable and uncountable nouns to say that there’s nothing:

None of the books I ordered have arrived yet. Despite her illness, she lost none of her enthusiasm for life.● A few is used with countable nouns and it means a small number:

A few of my friends thought that I was too old to become an actor.● Few is used with countable nouns and it means a very small number:

Few people know what job they want to do when they’re still a child. ● A little is used with uncountable nouns and it means a very small number:

We only need a little help from our teacher and then we can finish the project. ● Little is used with uncountable nouns and it means a very small amount of something with the negative

meaning of ‘not enough’: There’s little hope that they’ll arrive before 4 p.m.

Quantifiers to show that there’s a large amount ● Much is used to refer to uncountable nouns in negative sentences and questions:

There isn’t much chance of me going to work on a farm. ● Many / A lot of is used with countable nouns for a large number of people. They can be used in positive

sentences, negative sentences and questions: Many / A lot of people don’t find their perfect job until they’re over thirty.

● In affirmative sentences, we sometimes use much and many in more formal styles: There is much concern about development projects in Egypt. The manager has sent many emails to customers recently.

Quantifiers that refer to one thing in a group● Each is used with countable nouns to focus on one person or thing in a group:

Each student in this class has their own special qualities.● Every is used with countable nouns to focus on all of the people or things in a group and usually shows

that something happens regularly or something is true for everyone: After finishing secondary stage, every student hopes to join the faculty they want.

● Some and any are used with countable and uncountable nouns. Some is used in positive sentences. I have some novels to read. Note: We can use some in questions when we make offers or requests. Would you like some tea?

QuantifiersUNIT

9

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Language Review

Modal verbsUNIT

10Modal verbs for making deductions about the past: must, can’t/couldn’t, may/mightMust ● Use must + have + past participle when you are sure about what happened.

It must have been very difficult to live without computers in the past.

May/might/could ● Use might / may / could + have +past participle when you think it is possible that something happened

but you’re not sure. She might’ve told him about the accident, I’m not sure.. They may not have understood you properly; she did the opposite!

Can’t/couldn’t ● Use can’t or couldn’t have + past participle when you are sure it is not possible that something happened.

He can’t have known that the pool closed at 7pm or he would be here by now. They couldn’t have arrived before us because they didn’t leave until 6pm.

Would + infinitive for talking about past habitsWould/wouldn’t● Use would + infinitive to talk about past habits and typical behaviour in the past. My grandmother would tell me a story every night before I went to bed. His brother wouldn’t ride a bicycle very often. Note: Use used to to talk about actions that continued for a period of time in the past and are no longer true. We used to live in the country, but now we live in the city. (Here, we can’t say would live: used to is used

to talk about situations which are no longer true.)

Adjectives and relative clauses

Use compound adjectives (adjective or adverb + past participle) to describe a noun. Put the compound adjective before the noun it describes. Use a hyphen to link the two parts of the adjective together. She is a very well-rounded person. Spanish is a widely-spoken language.

Compound adjectives and relative clauses

UNIT

11

Can I have some more sugar? Any is used in negative sentences and questions. I don’t have any plays to read. Did you buy any toys?

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Don’t use a hyphen if the compound adjective follows the noun it describes. Smart phones are widely used all over the world. The Arabic language is widely spoken in all the villages.

Relative clauses ● Use relative clauses to give more information about someone or something. ● Use who or that to refer to people, and which or that to refer to things.● Use Whom to refer to an object (then whom is followed by a subject.) My cousin whom I visited in the hospital is getting better now. Manal who won the gold medal is over the moon! ● Use whose to refer to possession or relationship, where to refer to places, and when to refer to time. This is the honest man whose job is to guard our cars. The park is the place where I usually spend a nice time with my friends. July is the month when we spend our summer holiday outside Cairo.● Put the relative clause immediately after the noun you are talking about: Mr Sami works at a bank. He is loved by all. Mr Sami, who works at a bank, is loved by all.● Use non-defining relative clauses with commas, to give further (non-essential) information about

something or someone. (In this type, that can’t replace who, whom and which.) The ancient temple, which was mentioned in the guide book, was difficult to find.

Mr Kamel, who is 50 years old, is the new manager. Aisha, whose father is a famous doctor, is my best friend.● Use defining relative clauses, without commas, to give essential information to explain who or

what you are talking about. In this type, that can replace who and which. He is the writer who/that wrote these interesting articles. The place where we used to live was very noisy.

So and such

We can use so to mean very, often to emphasise or to give a reason for something.● Use so + adjective/adverb (+ that …) The novel is so interesting. The novel is so interesting that I decided to read it again. Sami behaves so politely that all his friends respect him.● We can also use so much + uncountable noun + (that) … or so many + plural noun + (that) … He has spent so much time working that he felt exhausted. Hala has so many tasks to do that she can’t go to the club with her friends.● We can use such in the same way but always before a noun.● Use such + (adjective) + uncountable/plural noun + (that) … Egypt has such amazing monuments that a lot of tourists enjoy seeing them.● We can also use such a/an + (adjective) + countable singular noun + (that) … It is such a nice film that I watched it twice. Gamal is such an honest man that all people trust him.

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Direct speech and Indirect speechUNIT

12● Direct speech is a way of saying what someone said, using quotation marks. Jack said, “I visited Luxor last week”.● Indirect /Reported speech is used to report what someone has said without using quotation marks.

Jack said that he had visited Luxor the week before.

Reported statements

In reported statements, ...● we use told instead of said to. Said remains as it is. We can use other reporting verbs instead of said such

as stated, declared, explained …etc.● we can use that between the reporting verb and the statement.● we usually move verb tenses one step back and change pronouns according to the meaning. {Present simple ➞ past simple / present continuous ➞ past continuous / present perfect ➞ past perfect

/ will go ➞ would go…etc.} “I will visit my relatives in Tanta,” Leila said. Leila said that she would visit her relatives in Tanta.● we usually make changes to time and place words and phrases: tomorrow ➞ the next / the following day

- yesterday ➞ the day before/the previous day- this week ➞ that week / here ➞ there …etc. She said to me, “I bought a new mobile last week”. She told me that she had bought a new mobile the week before.● past perfect verbs and past modal verbs don’t change. Yasmeen said, “I could solve the problem after I had discussed it with my parents”. Yasmeen said that she could solve the problem after she had discussed it with her parents.● we don’t change the tense when we report a fact and when someone says something now or around

now. Adel says, “I am ready for the trip”. Adel says that he is ready for the trip. “Mercury is the smallest planet in the Solar System,” the teacher said. The teacher said that Mercury is the smallest planet in the Solar System.

Reported questions

In reported questions, ...● we use asked instead of said to and we use asked, inquired or wanted to know instead of said.● for Yes/ No questions, we add if/whether between the reporting verb and the question. She said, “Do you like reading short stories?” She asked if / whether I liked reading short stories.● we change tense verbs, pronouns and time / place words as we do in reported statements.● in wh-questions, we don’t use if / whether: we use the same question word.● we change the word order. Question marks are not used. Tamer said, “What are you doing now?” Tamer inquired what I was doing then.

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My friend said, “When did you return from London?” My friend asked me when I had returned from London.

Reported orders, suggestions and advice● We usually report orders, suggestions and advice with a reporting verb + object + (not) to + infinitive.● Verbs which are followed by object + (not) to + infinitive: advise, ask, encourage, instruct, order, tell, urge, and warn The teacher said to us, “Revise the lesson again”. The teacher advised us to revise the lesson again. The policeman said to me,”Don’t drive so fast”. The policeman instructed me not to drive so fast.● Suggest and recommend are followed by verb + -ing or that + subject + infinitive without to. Rami said “Let’s go to the library”. Rami suggested going to the library. Dalia said to me,”You should follow the doctor’s advice”. Dalia recommended following the doctor’s advice. I said to Heba ,”You should avoid repeating mistakes”. I suggested that Heba avoid repeating mistakes.

Punctuation marks● Punctuation marks are signs such as full stops, commas and question marks. We use them in sentences

to make the meaning clear.

Sentence endings

Full stop● Use a full stop (.) at the end of declarative, imperative and conditional sentences: Yasser and Peter went to the club an hour ago.● Use a full stop (.) after abbreviation: My grandson Ahmad was born in Jan. 2020.● Use full stops in initials for personal names: T. S. Eliot (Tomas Stearns Eliot) was a great poet. Let’s find an A.T.M. so I can withdraw some money.● In British English, full stops are placed outside the final quotation mark. The general manager said,”This is a great day for the company”.

Question mark● Use a question mark (?) at the end of direct questions (interrogative sentences and tag questions). When did Amani leave for the supermarket? You seem busy now, don’t you?

Exclamation mark● An exclamation mark is used after a command, an interjection, or what shows surprise or anger. “Look out behind you!” she yelled. I’m so excited to go to the park tomorrow! What an amazing place!

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Note:We sometimes use a full stop after a command when we don't focus on interjection, surprise or anger.Sit down.

Capital letters ● Use capital letters to mark the beginning of a sentence. We went to London last summer.● Use capital letters at the beginning of proper nouns. Proper nouns include personal names (including

titles before names), nationalities and languages, names of countries, continents, days of the week and months of the year, public holidays as well as geographical places.

Dr Adel Fahmi is the consultant at Cairo Hospital. Rami and Fadi can speak Japanese although they live in South Africa.● Use capital letters for the titles of books, magazines and newspapers, plays and music. ‘Oliver’ is the main character in ‘Oliver Twist’ written by Charles Dickens.

Pauses or breaks● The comma, semicolon and colon are used to indicate a pause in series.

Comma● Use a comma (,) to show a separation of ideas or elements within the structure of a sentence.● Use a comma after yes and no, and before please in sentences. We sometimes use a comma after Please

at the beginning of a sentence. Yes, it’s a quarter past three, Samir. Could I have more cake, please? Please, allow me to use your camera.● You also use a comma before or after the name of the person you are speaking to. Omar, you have done an excellent job.● Use a comma to separate two complete sentences: When I was doing the housework, a stranger knocked on the front door.● Use commas to separate lists or elements within sentences. Huda bought two kilos of sugar, a packet of tea, a bottle of oil and five loaves of bread. ● Use commas to separate a list of similar words, adjectives or phrases. It’s important to write in clear, simple, accurate words.● Use commas to separate words or phrases that mark where the voice would pause slightly, (after

transitions.) I can’t tell you now. However, all will be revealed tomorrow at midday.● Use a comma to separate the direct speech from the rest of the sentence. The comma comes before the

quotation mark. Tamer said, “I have already tidied my room”.● Use commas to mark non-defining clauses. (The clauses which add extra / non-essential information). The police officer, who arrived after just five minutes, arrested the criminal. ● Use a comma to set off a tag question from the rest of the sentence. She is your sister, isn’t she?● Use a comma to separate parts of the date.

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Tuesday, May 2, 2016, was when I graduated.● Put a comma at the end of the direct sentence in case the speaker is placed after that sentence. “I’m coming home late tonight,” my father said.

Colons (:) ● Use colons to introduce lists There are three main reasons for the success of the government: challenging work, determination and

patience.● Use a colon between sentences when the second sentence explains or justifies the first sentence. Try to keep calm during the interview: this will cause a good impression.

Semicolon (;)● Use the semicolon between two independent clauses linked by a transitional expression (e.g., accordingly,

consequently, for example, nevertheless, so, thus).● Heavy rain had continued to fall at the airport; consequently, all flights were canceled.

Apostrophe ● Use an apostrophe with an s (’s) to show who owns something. The’s is added after singular nouns or

names. This is our aunt’s house.● When a name or a singular noun ends in -s, either add an apostrophe or an apostrophe as well as another

s. This is Charles’s phone. These are James’ books My father is at his boss’s party

● For plural nouns that end in -s, put the apostrophe after the -s. Miss Leila is marking her pupils’ work. ● When plural nouns do not end in -s, just add’s to these plural nouns. Doctors look after people’s health.● To make a possessive form of two people joined by and, such as Rami and Sameh, or Mary and Anne,

put’s only after the second name. We were at Eman and Ahmad’s party. ● The apostrophe can also be used to show that one or more letters in a contraction have been left out. We’ll come to your party, but Sue won’t be able to come. She’s meeting her uncle at the airport.

Quotation marks (“)● In direct speech, we enclose what is said within a pair of single or double quotation marks, although single

quotation marks are becoming more common. Wael said, “I haven’t put those shelves up yet”. She said, “Where is the nearest fish restaurant?” “I’m coming home late tonight,” my father said.

● We can put quotation marks around titles. Have you watched the famous film ‘Titanic’? ● We can use quotation marks when we mention a word or phrase in a sentence. What does ‘punctuation’ mean?

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Hyphen (-)● Use a hyphen to join two or more words together into a compound term. Do not separate the words with

spaces. My eight-year-old boy loves reading. Do you have sugar-free cookies?● Don’t use a hyphen if the compound adjective follows the noun it describes. English is widely spoken. We use a widely-spoken language.● Use a hyphen to link prefixes to words. These things happened before the pre-enlightenment era.

Paul Ashe and Matthew Hancock

Year 2

Hello!New

WorkbookPaul Ashe and Matthew Hancock

Year 2

Hello!New

Workbook

Year 3

Contents

Module 3 Reaching your potential

Unit 7 The meaning of success 2


Unit 8 Work experience 8


Unit 9 Starting again 14


Revision 3 20

Module 4 Finding your culture

Unit 10 Places of cultural interest 26


Unit 11 Finding your culture 32


Unit 12 Myths and fables 38


Revision 4 44

Practice Exercises 50

2

Lesson 1UNIT

7 The meaning of success

Vocabulary

1 Complete the sentences with the correct word.

impressive inspiration combine councillor administrative

1 Diets are most effective when you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . them with exercise.

2 Haytham got top marks in his exams. That is very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 My brother works as a/an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .assistant for a big company.

4 Successful young people can be a/an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to other young people who want to do well in life.

5 My uncle is a member of a council. He is a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Listening

2 Listen to a talk about the Paralympian athlete Sherif Osman. Who has been his inspiration?

3 Listen again and answer the questions.1 When did Sherif Osman first have a disability?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Where did Osman grow up?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 What problems did he have there?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Why did he first start powerlifting?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 How many gold medals has he won at the Paralympic Games?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 How many hours does he train for?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.06

2.07

When he was aged nine.

4 Complete these sentences with the correct form of the words in brackets. Then listen again to check your answers.1 He caught a disease called polio and since

then he has not been able to use all of his muscles very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (good)

2 He grew up in a small village where there were . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (hard) any facilities for people with disabilities.

3 He wanted his family to feel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (real) proud of him.

4 His . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (inspire) coach, Said Abd El Hafez, thought that Sherif’s powerlifting was very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (impress).

5 Since that time, he has been . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (extreme) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (success).

6 He continues to train . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (hard) for four hours every day.

7 When he was younger, he wanted to send a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (strong) message to the world.

8 He has . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (certain) done that.

Language

5 Choose the correct word.1 Lina is average/averagely height but is very

strong/strongly. 2 Baher hard/hardly ever goes swimming, so I

was surprised to see him in the sea.3 Hoda worked really hard/hardly which is

why she did very good/well in her exams.4 It must be hard being a primary school

teacher, because they are responsible/responsibly for a lot of young children.

5 Good news! The climbing team have successfully climbed/climbed successfully the mountain.

Writing

6 Write about a challenge that you have overcome. It can be big or small, for example, an illness or losing something. Describe what happened and how you overcame the problem. Remember to use adjectives and adverbs correctly. Write an essay of about 200 words in your notebook.

2.08

well

3

Lesson 2 7Vocabulary

1 Complete the sentences with the correct form of these words.

achieve quality signposting quote

1 Tarek has . . . . . . . . . . . . . . . . . . . . . . . . . his goal of becoming a successful computer engineer.

2 Lamia has all the . . . . . . . . . . . . . . . . . . . . . . . . . you need to be a good teacher.

3 I have . . . . . . . . . . . . . . . . . . . . . . . . . some sentences from the presenter’s speech.

4 I use . . . . . . . . . . . . . . . . . . . . . . . . . language to highlight important information.

Reading

2 Read and complete the lecture with the present perfect or present perfect continuous form of the verbs in brackets.

achieved

Scientists 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (study) what makes a successful student for many years. Now, they 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (publish) a report on their results.Firstly, how many times 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (do) the housework? You may be surprised to know that students who 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (help) with the housework are often more successful workers when they become independent adults. These students realise that work is something we all have to do to help each other. So students of parents who 5 . . . . . . . . . . . . . . . . . . . . . . . . . (plan) what time they do everything are likely to be less independent. Students who can make their own choices and plans will be more successful.Students who are able to solve problems with others or on their own are also more likely to achieve success in later life. The most successful students are often those who enjoy a challenge. If a student 6 . . . . . . . . . . . . . . . . . . . . . . . . . (fail) at a task, they don't worry, but sees it as an opportunity. Students should always set goals for the future.So, 7 . . . . . . . . . . . . . . . . . . . . . . . . . this article (inspire) you to become a better student?

have been studying

3 Read the lecture again. Are these sentences true (T) or false (F)? Correct the false sentences in your notebooks.1 Scientists have just started studying what

makes a successful student. F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 It is a good idea for students to do housework. 3 Parents should tell students what to do all

the time. 4 Students can learn to be independent by

making their own choices. 5 Successful children can usually solve

problems and enjoy a challenge. 6 You should not continue with something

if you fail at it. 7 It is a good idea to set goals for the future.

Language

4 Complete the sentences with the present perfect or present perfect continuous form of the verbs in brackets.1 I . . . . . . . . . . . . . . . . . . . . . . . . . (read) five books this month. 2 The ground is wet because it . . . . . . . . . . . . . . . . . . . . . . . . .

(rain) all day.3 Tarek can’t play football because he

. . . . . . . . . . . . . . . . . . . . . . . . . (hurt) his leg.4 I’m tired because I . . . . . . . . . . . . . . . . . . . . . . . . . (study) all day.5 Heba . . . . . . . . . . . . . . . . . . . . . . . . . (do) the housework for

three hours, but she . . . . . . . . . . . . . . . . . . . . . . . . . (not finish) yet.

6 Samir . . . . . . . . . . . . . . . . . . . . . . . . . (ill) since he returned from Italy.

Writing

5 In your notebooks write about successes that you have achieved or goals you have set for the future. Write about 200 words.

They havebeen studying them for many years.

have read

4

7 Lesson 3

Reading

1 Match the techniques you can use to make a presentation sound more interesting (1–5) with the example sentences and questions (a–e).

1 c Rhetorical question2 Comparing things3 Pausing for a few seconds4 Telling a story5 Using visual aids

a The first time I heard Fatma I thought, I want to be an opera singer too!

b She has also done some amazing things …c Have you heard this name before?d If you look at this poster, you can see a list of her awards.e That is like playing football at the world’s most famous stadium.

2 Read the presentation. Add in the missing sentences a–e from Exercise 1.

3 Write a presentation about a person in your family that you are proud of. Write about 200 words.Include the following:● Name, age and how the person is related to you● What this person has achieved in his/her life ● Why you are proud of this person

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Hi everyone. Thank you for coming to my presentation today. I’m going to tell you about the life and achievements of Fatma Said. 1 c Well, she is one of the world’s best opera singers. She started singing lessons at the Cairo Opera House when she was just fourteen. 2 But it is not easy. When she was younger, she worked very hard and studied in other countries. She got a degree in music at a university in Germany. Then, in 2014, she became the first ever Egyptian to sing at the famous opera house in Milan, Italy. 3 4 for example, she has sung for children’s rights to an education for the United Nations and in 2016,

she won Egypt’s Creativity Award, a very important prize.5 These include competitions she has won in Ireland, Turkey and Germany.

And that brings me to the end of my presentation. Does anyone have any questions?

5

Lesson 4 7Language

1 Match to make sentences from two invitations. Which is formal and which is informal? Write I or F.

1 I It’s a bit2 The plan3 Let me4 It is our pleasure5 We trust 6 Please use the attached

a to invite you to our family party.b RSVP form.c short notice, but can you come tomorrow?d that you will have an enjoyable evening.e know if you can come.f is that we meet outside the school.

Reading

2 Read and order the two emails.

3 Read the emails again and answer the questions.1 Why is Nabil’s email short notice?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Who is preparing a picnic?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Why are they organising a picnic?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 What will happen at the university hall?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 When do Mr and Mrs Amir need to reply to the invitation?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing

4 Write two invitations.One invitation is from you to a friend you want to invite to your birthday party next Saturday. Write about 100 words.One invitation is from the head teacher of your school to all the students. The head teacher wants to invite all students to an event to celebrate the opening of a new school library. Write about 100 words.● Remember to use some of the formal or

informal phrases from Exercise 1.● Remember to start and end the

invitations correctly.

Because the picnic is tomorrow evening.

a Let me know by this evening if you can make it. Hope to see you soon!

Best wishes, Nabil b Hi Ali, We’re organising a picnic in the park for my

cousins who are visiting from Australia. It’s tomorrow evening. It’s a bit short notice, but do you think you can come?

c The plan is that we meet at our house at midday. Then we can prepare a picnic and take it to the park.

a We trust that this will be a very enjoyable day where we can celebrate your daughter’s achievements with the other parents and young people at the university.

b Please use the attached RSVP form to indicate whether you can attend and send it to the university office by 1 July.

Yours sincerely, Mrs Magda c Dear Mr and Mrs Amir, It is our pleasure to invite you to your

daughter’s graduation ceremony on 12 July. The day will begin at the university hall, when the certificates will be given out to the graduates. We will then move to the university restaurant for an evening meal for the parents.

Writing tip!For a formal invitation, spell out the dates, addresses and other words that are usually abbreviated. Write in the third person and tell the guests how they should respond.

66

Great ExpectationsChapter 7

1 Match the words and phrases and the definitions.1 e adore a make someone leave their job2 client b feeling unhappy because someone has something you wish you had.3 dismiss c avoid going to or seeing4 elegant d get better from an illness or injury5 gatekeeper e love someone or something very much6 influence f say something very quietly7 jealous g someone who pays a person for a service or advice8 keep away from h to affect the way someone behaves, or thinks9 recover i a person whose job is to guard an entrance 10 whisper j having an attractive and graceful appearance

2 Complete the timeline with these events from the story.

1 c 2 3 4 5 6 7

a Pip and Estella pass a prison while they are travelling through London.b We learn that Miss Havisham has given nearly all her jewellery to Estella.c Pip finds that Orlick is now Miss Havisham’s gatekeeper.d Pip visits an inn in London with Estella.e Pip talks to Estella in Miss Havisham’s garden.f Mr Jaggers promises he will dismiss Orlick from his job as gatekeeper.g Pip has dinner with Miss Havisham, Estella and Mr Jaggers.

3 Circle True or False and correct the false sentences in your notebook.1 Orlick lets Pip into Miss Havisham’s house a month after his last visit. True / False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Pip thinks that Estella now looks very beautiful and smart. True / False 3 Herbert tells Pip that Estella is now kind and good. True / False 4 Pip is sure that Miss Havisham wants him to marry Estella. True / False 5 Pip tells Estella that Mr Jaggers has clients in Newgate Prison. True / False 6 Estella tells Pip that she will visit him at Matthew Pocket’s house. True / False

4 Read the quotations and answer the questions.1 ‘She will make you unhappy. You should forget her.’

Who says this to Pip and why? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 ‘I expect you have new friends. The ones you had in the village wouldn’t be good enough now, would they?’ Why did Estella say this and do you think it is true? Why?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

It is a year.

Herbert says this, because he knows that Estella is still cruel.

Story7

7

7

7

3 ‘If she is cruel, love her! If she breaks your heart, love her! I made her what she is – to be loved!’ Why do you think Miss Havisham wants people to love Estella when she is so cruel? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 ‘We are not free to do what we want, you know; we have to follow our instructions.’ Whose instructions do you think Estella is talking about, and why are they not free? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 Match the people to the descriptions.

Estella Herbert Mr Jaggers Orlick Pip

1 He is unpleasant and might be dangerous. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 He knows many secrets, and Estella has known him for a long time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 She says that she has no heart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 He gives Pip some good advice about Estella. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 He has become very proud of himself and his new life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 Answer the questions.1 Why did Pip tell Mr Jaggers that Miss Havisham was not safe with Orlick as gatekeeper?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Why did Pip decide that he did not want to see Joe again? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Why does Pip feel delighted at the end of the chapter? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Why do you think some of Miss Havisham’s relatives, the Pockets, are jealous of Pip? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 Complete the sentences from the story with the correct adjective.

annoyed elegant gloomy guilty jealous proud unpleasant wealthy

1 At the gate to Miss Havisham’s house, Pip had an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . surprise when he saw Orlick.

2 Pip noticed a/an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . lady sitting next to Miss Havisham.3 Pip did not speak to any people in the village because he was too

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of himself and his new life.4 Pip felt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . that he had not seen Joe and sent him a

present.5 Estella did not seem .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . that Pip was going with her in

a carriage through London.6 Pip and Estella sat in an inn that was dark and . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Estella told Pip that she would be staying with a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . lady, who would be paid to

introduce her to suitable people in London.8 Estella tells Pip that the Pockets are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of him.

8 It is a year since Pip last saw Estella. In what ways has she changed? In what ways is she the same? Write about how Estella’s character has developed. Write about 200 words in your notebook.

Orlick

Because he thinks that Orlick is dangerous.

unpleasant

8

Lesson 1UNIT

8 Work experienceVocabulary

1 Complete the sentences with the words below.

apply candidate full-time intern internship part-time curriculum vitae

1 Tarek has all the right qualifications to make him an excellent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for the job.2 People who are interested in the job should email us their . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 I don’t think I'll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for the job at the bank. I don't have enough experience.4 Our manager started working in the office as a/an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 This is a/an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . job and the hours are 8.00 am to 6.00 pm for five days a week.6 My cousin has got a/an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . with a computer company.7 Mrs Aya works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . at a shop, on Mondays and Wednesdays.

Listening

2 Listen to Fatma and answer the questions.1 What is Fatma going to apply for? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 How did Fatma do in her exams? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 What charity work does she do at the weekends? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 What other things does she do outside school? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 What is she very good at? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Listen to Fatma again and complete the CV for her.

candidate

2.14

2.15

An internship at a dentist’s.

Contact details: 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Education: 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Work experience: 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Skills: 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Interests and hobbies: 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Look at the completed CV. Is there any information you could add to improve it?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing

5 Complete a CV for yourself. Add as much information as you can and include dates where relevant.

Email: fatma@AzizNew CairoFlat 1, 16 Heliopolis Road,Fatma El-Aziz,

9


1 Answer the questions. You can use a dictionary.1 What is the difference between human resources and a human being? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 What is the difference between to be in charge and to be charged? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reading

2 Put the presentation in the correct order.a To start with, remember to always act professionally. b 1 Hello and welcome. Today I’m going to be giving advice about

internships. First, I’ll talk about what most companies will expect from you. After that, I’ll give advice about how best to put yourself in a position where you might be offered a job. My final point will be what to do when your internship finishes.

c Finally, after your internship has finished, try to stay in contact with important people at the company.

d If you hope to get a full-time job at the company where you will be an intern, find out what kinds of skills you will need for the job. If you lack any of these skills, try to improve. For example, if the job wants someone who can give presentations, see if you can practise this by giving talks to your team.

e Watch people at the company, too. Who is successful and why? Ask them how they got their jobs and try to learn from them. Don’t be afraid to ask questions, and don’t be afraid to take on challenges. If something difficult comes up, accept the challenge; employees will like this.

3 Read the presentation again. Circle True or False and correct the false sentences.1 According to the speaker, companies will expect interns to behave in a certain way. True / False2 It is difficult to learn new skills while you are an intern. True / False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 It is best to spend your time with other interns. True / False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Employees will notice you if you take on difficult tasks. True / False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Language

4 Complete the sentences with the passive form of the verbs in brackets.

1 The first fire service 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (create) by the Romans.

2 London 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (damage) badly by fires several times before 1666, when much of the city 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (destroy).

3 In 1824, the first local fire brigade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (establish) in Edinburgh, Scotland.

4 Today, brave fire fighters 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (respect) throughout the world.

5 A new vaccine against covid-19 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (develop) recently.

6 Fortunately, the thief 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (arrest) before he tried to escape.

Writing

5 Write about the responsibilities of a manager. Write an essay of about 200 words.

was created

10

8 Lesson 3

Listening

1 Listen to the start of an interview for an internship and answer the questions.1 What sort of company is the internship for?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 What might interns who have impressed them be offered? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Listen again. Complete the sentences with the correct form of the passive.1 The successful candidate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . an internship in the editorial department of the publishers.2 Basic training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in some of the other skills you will need.3 The job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in our London office, but some of your tasks can . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . from home.4 Work laptops can . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . home for this, but must . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . back at the end of each week.5 Our laptops should not . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to play games or watch films.6 Successful candidates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . travel expenses, but I’m afraid you . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . otherwise.7 Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of all interns that we are impressed with.

Language

3 Match the two parts of the sentences to make complete sentences.1 During the Coronavirus pandemic, many2 A photo should be 3 Interns at the building company will be4 Helmets and protective boots must be5 Candidates for the job at the bank should be6 Most of our applicants want to be given work 7 Interns at the museum will be expected to 8 Although the internship is in a restaurant, food

a worn when visiting the building sites.b dressed smartly for the interview. c at our modern offices that overlook the park.d taken to building sites around the country.e work at weekends, which are our busiest times.f won't be provided to our workers.g interns had to be given training online.h sent with your CV when you apply for a job.

4 Complete the sentences with the passive.1 During take-off and landing, seatbelts must . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 When nobody asks for lost objects on the metro, they will . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 In residential streets, cars need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 That dirty old hotel should . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 My favourite football team are hoping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing

5 Use the questions below to write about the interview you listened to in Exercise 1. Then, in your notebook write some other questions you might be asked and how you could answer them. Write about 200 words.1 Clearly communicated ideas?3 Correct grammar?

2 Appropriate vocabulary?4 Could it be improved? How?

2.16

2.17will be offered

be worn at all times.

11

3 Read the profile again and answer the questions.1 What does Azza want to learn? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 What job does she want to do in the future? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 What made her want to do this job? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 How do we know that she is able to write well? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Is Azza able to show how she has good communication skills? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 What does she do outside school which show she is a good candidate for a job? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing

4 Write up an online professional profile. Write about 200 words. Include the following points:● What you want to achieve in your career?● Why you think you will be good at this?● What you have at school that will help this. Say

how and why this will help.● Any other things you have done that will help

this. Say how and why this will help.

How to write online news stories.


1 Read and match to make collocations.1 c to look a news2 to have a long-term b someone a prize3 to cover c for an internship4 to award d a team player5 to be e a good impression6 to make f goal

Reading

2 Read the online professional profile and write the missing sentences a–d in the right places.a I have some experience of journalism after working on the school’s online magazine.b The fact that I’m able to write well will help me to succeed in journalism.c Finally, I also volunteer at a local charity which helps poor families in the area I’ve recently finished

secondary school.d I've recently finished secondary school.

Azza Nakhla 07159 125 147 [email protected] d I’m currently looking for an internship at a website where I can learn more about writing online news stories.

My long-term goal is to have a successful career as a journalist where I can work on websites covering national and international news. 2 I enjoyed the experience so much that I decided that this was the best career for me.

While I was at school, I was awarded a prize for a writing project. 3 I also have very good communication skills and I’m a great team player, after spending five years as captain of the school basketball team. 4

Writing tip!An online professional profile highlights your qualifications, skills and professional experience. It suggests also what benefits you will bring to the job you apply for.Write clear and concise sentences.Write in bullets or in short paragraphs.Focus on the specific skills you have and expertise you think are relevant to the job you apply for.

1212


1 Complete the sentences with these words.

admirer arrogant astonished extravagant funeral rough sigh apart from pay off

1 The bed was very uncomfortable, with thick, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . blankets.2 Tarek went on holiday and was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to see his neighbour was staying in the same hotel!3 I am a great . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of famous writers from the past, like Charles Dickens.4 The rich guest at the hotel was very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . He ordered the best food and stayed in the

most expensive room. But he was also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . He thought he was better than us.5 After the famous actor died, hundreds of people went to his . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Finally, I managed to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . my debts.7 Ahmed .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . with relief when he saw his test results.8 The room was empty, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . one man who was sitting beside the bed.

2 Circle True or False and correct the false sentences in your notebook.1 Pip loved Estella because he understood how she felt. True / False

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 In London, Estella had many admirers because she had a cold heart. True / False 3 Pip believes that Estella likes Bentley Drummle. True / False 4 Pip was poorer than Herbert and had more debts. True / False 5 Pip learnt who his benefactor was on his birthday. True / False 6 Pip used his birthday money to help Herbert get a job. True / False 7 Pip was home alone when Magwitch visited him. True / False 8 Magwitch escaped from a prison in Australia and is very poor. True / False

3 Match to make collocations.1 d become2 make3 offer4 pay off

a a fortuneb someone a jobc your debtsd a member of a club

4 Match the people with the descriptions.

Bentley Drummle Biddy Herbert Magwitch Miss Havisham Mr Clarriker Mr Jaggers Orlick

1 He had less money than Pip and spent more money at gentleman’s clubs than he should. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Pip thought him arrogant and was jealous of him because he visited Estella. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 She had a terrible argument with Estella. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 She was kind and patient with Pip and was going to be the village teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Biddy saw him when Joe’s sister died and he was watching Biddy from behind a tree. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 He gave Pip a generous birthday present but no information about his benefactor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 He was a merchant who gave Herbert a job. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 He was about sixty with dark, grey hair. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

rough

Pip loved Estella but he did not understand her.

Herbert

Story8

13

8

13

5 Choose the correct spelling of the words in these sentences from the story. 1 Estella wanted to trick all her admirers, a part/apart from Pip.2 Pip learnt that his sister had dyed/died.3 Pip was angry that his sister’s attacker had not been caught/court.4 They decided to berry/bury Pip’s sister next to their parents.5 Pip was not shore/sure that he would visit Biddy often.6 When Herbert went abroad to work, Pip missed/mist him.

6 In your notebook write ten sentences using each of the words in bold from exercise 5. You can use a dictionary.1 A part of my car was damaged by a bicycle yesterday.2 I like most kinds of vegetables apart from onions.

7 Answer the questions. Write in your notebook.1 In what ways had Pip and Herbert become extravagant? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Why did Pip continue to visit Estella in Richmond?3 Why did Pip feel angry and want revenge when he thought of Orlick?4 Why did Pip feel sorry when he visited Joe and Biddy?5 Why did Pip promise Biddy that he would make Orlick leave the village?6 Why was Pip looking forward to his twenty-first birthday?7 Who was the person who had made Pip a gentleman?

8 Read the quotations and answer the questions. Write in your notebook.

1 ‘You know that I want to trick all of my admirers. All of them, apart from you!’ Why do you think Estella says this to Pip?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 ‘I have never forgotten what you did for me that day, Pip!’ Why does Magwitch say this?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 ‘I’ve worked hard in Australia ever since, so that you won’t need to work.’ Why did Magwitch want to do this?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 “Yes, Pip, I’ve made a gentleman of you!” Who made Pip a “gentleman”? How did Pip become a gentleman?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

9 Pip says, ‘I knew that I had changed, and not for the best, since I had met Mr Jaggers and learnt that I was to become a gentleman. I sometimes wished that I had never met Miss Havisham.’ Write about 200 words to explain why Pip thinks this.

They had become members of an expensive gentleman’s club.

14

Lesson 1UNIT

9 Starting againVocabulary

1 Complete the sentences with the correct word or phrase.

contribution common sense careers employment life experience life-changing reinvent wisdom working knowledge banking procedures

1 There were no instructions, so we had to use our . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to work it out.2 If you want to work in the bank, you will need a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of the latest computing systems.3 Albert Einstein’s work has been a major . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to science.4 Tarek decided to change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and became a teacher instead.5 We should all value the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of older people. They have learned a lot throughout their lives.6 Many young people find their first . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . working in shops or cafes.7 Lara worked abroad for four years, which was an amazing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . that she will never forget.8 Judy found that working as a volunteer was a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . experience. She has now decided

to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . herself as a person who wants to help poor and sick people around the world. 9 Please, how can I cash this cheque according to the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

Listening

2 Listen to the radio programme. Which two people had a working knowledge of farming?

3 Listen again and answer the questions.1 What have people been buying for years? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 What life-changing experience made Anna Mary start painting? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 How old was Anna Mary when she died? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 How old was Laura Ingalls Wilder when she started to teach? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Who encouraged Laura to reinvent herself as an author? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 How old was Laura when her first book was published? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Language

4 Write the correct form of the verb in brackets, then listen again to check your answers.1 People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (buy) the paintings of Anna Mary Robertson Moses for years.2 Anna Mary stopped sewing after she . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (start) to suffer from a disease.3 Anna Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (still paint) until just before she died.4 Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (enjoy) Laura Ingalls Wilder’s books ever since they were published.5 Ivan Roitt’s work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (be) very important in helping to stop cancer.

Writing

5 Write about a person that you know. Say how their life experiences have inspired you. Write about 200 words in your notebook.

common sense

2.22

2.23 The paintings of Anna Mary Robertson Moses.

2.24 have been buying

15

Lesson 2

Reading1 Read about a young inventor. How does the

work he does help him to feel?

2 Read the text again. Circle True or False and correct the false sentences.1 Many people invented new things during the

corona virus pandemic. True / False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Suntharalingam Piranawan spent every day for eight months developing his invention. True / False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Everyone uses tuk-tuks to travel in Sri Lanka. True / False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Suntharalingam Piranawan’s family do not have much money. True / False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 The tuk-tuk Suntharalingam invented is made from old pieces of metal. True / False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 Suntharalingam wants to invent many more things. True / False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 His grandfather can help him with money to build a solar-powered car. True / False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8 Suntharalingam knows that the government will give him a lot of money to help his project. True / False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .

Language3 Choose the correct word.

Few people had much time to do this.

Fifty years ago, 1 few/little people in the UK drank bottled water. 2 Any/Some restaurants sold bottled water, but it was expensive. However, 3 many/much public places had water fountains where people could get a free drink if they were thirsty. Later, it became fashionable for everyone to drink bottled water. 4 Every/Many shop and café sold bottled water for only a 5 few/little money. 6 Each/Some plastic water bottles could be recycled, but only a 7 few/little of them were. As a result, 8 much/many plastic water bottles ended up as pollution in the sea. Sadly, 9 none/little of them will ever break down: they will stay in the sea forever. Fortunately, 10 any/some new businesses are finding ways to replace some of our plastic water bottles. For example, you can now buy a water ‘bubble’ made of seaweed. Although they are small, 11 each/much bubble holds a 12 few/little water and you can eat all of the seaweed!

9

Writing

4 Imagine you are going camping in the desert for a week. Write a list of what you will need to take with you using some of the quantifiers above. Write about 200 words in your notebook.

16

9 Lesson 3

Reading

1 Read the article. What is the difference between life for elderly people in Japan and the UK?

How different societies around the world view older peopleYou probably see your grandparents every week, or maybe they live with you and your parents. However, in some countries, young people see their grandparents less often, even though this is not something they enjoy. Let’s take a look at why this is, and how older people are seen round the world.The United Nations has the International Day for Older Persons each October, which celebrates the contributions that older people make to society. In fact, many countries already show their respect for older people in the way they speak to them. For example, many African languages use the word mzee before an older person’s name to show them respect. In Japan, the suffix –san is used in the same way. In Hawaiian, older people are called kupuna, which translates as something like wisdom.In Egypt, many elderly people are cared for by their children or other family members. This is the same in countries such as China, Japan and Korea, where around 75% of elderly people live with their adult children. However, this situation has changed in

recent years. In some countries, many people have migrated to the cities to find work, which means they do not live near their family home. Consequently, some people are not able to look after their parents when they get older the way they would like to.Fortunately, technology has helped younger people who live far away to contact their elderly parents on a regular basis. They can now chat with them through video calls or communicate daily through social media. This is a good way of communication, especially during the coronavirus pandemic, when it was better to take care of the elderly without actually visiting and coming into physical contact with them.

2 Read the article again and answer the questions.1 Why do many Africans use the word mzee before older people’s names?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Why do you think the word for older people translates as wisdom in Hawaii? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Why are some people unable to look after their older parents? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Find words in the passage that mean a moved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . b As a result, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How has social media helped younger people take care of their elderly parents recently?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 Do you think visiting elderly parents during the coronavirus pandemic is a good thing? Why? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing

3 Write an essay describing the most important things we can learn from older people. Write about 200 words.

To show their respect for older people.

17

Lesson 4 9Language

1 Match the phrases with a similar meaning.1 d From my point of view2 The first thing to consider3 A further reason4 We cannot ignore5 Owing to6 To conclude

a In conclusionb In additionc Because ofd In my opinione Don’t forget thatf First of all

Reading2 Read and order the opinion essay.

3 Read the essay again and answer the questions.1 Why does the writer think that Tom Swan continues working? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 What is the second reason the writer gives for why some older people

continue working? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 What reason does the writer give for disagreeing with the statement? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Do you agree with the conclusion? Why? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

He enjoys his work.

Writing

4 Write an opinion essay with the title ’People aged seventy or over can still contribute to society. ’ Remember to use some of the phrases from Exercise 1. Write about 200 words.

Why people over 65 should continue to work

a To conclude, I believe people should be able to continue working if they are able to and want to, but I also realise that this is not possible in some jobs and for some people.

b However, we cannot ignore the fact that it is not possible for all people to continue working, for example, builders. Owing to the physical work they do every day, they would not be able to continue working into their 70s or older.

c The first thing to consider is the job that people do. Many people enjoy their work, so why should they stop when they get to 65? For example, in Scotland, 79-year-old Tom Swan has worked in a shop for 60 years. He enjoys meeting the people who come in.

d A further reason is that work can keep you healthy. Brian Denney from England helps older people with their money, although he is 82! He thinks that he would be less healthy mentally and physically if he stayed at home all day.

e From my point of view, some people aged over 65 should continue to work if they want to – but not all of them. I’ll explain why I think this. 1

Writing tip!In a persuasive personal essay, you can have a personal opinion about a specific topic, and you try to convince the reader of your view point.Start with an introduction with a hook to grasp the reader’s attention. Use a fact, an unusual detail or a question.State your opinion, and give at least three reasons for your position. Introduce both sides of the topic. Balance the pros and cons.End your essay with a restatement of your opinion.

1818


1 Complete the sentences with these words.

confirmed heart sank crouched deserted criminal night watchman permanently fear for commits

1 In the past, a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . was like a police officer, who kept people safe at night.

2 Hamdi got an email that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . that the job interview had been successful. He starts next month.

3 Farmers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the land after three years of no rain.4 Gameela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . near the box to see the new-born kittens.5 My .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . when I was not accepted for the job.6 My mother was a part-time worker at the school, but now she works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , five days a week.7 I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . polar bears if all the ice melts in the Arctic.8 A person who . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a crime is called a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Put the events from Chapter 9 in the order we hear about them.a Pip and Herbert want to help Provis escape the country and from Compeyson.b Herbert shows Pip a note that he had written. c Provis tells Pip and Herbert about a dishonest person called Compeyson.d 1 Provis tells Pip that he always planned to return from Australia to see him.e Pip tells Herbert about Provis and he agrees not to tell anyone he is there.f Provis and Compeyson escape from a prison ship and swim to the marshes.g Pip and the night watchman try to find the man who was hiding in Pip’s house.

3 Answer the questions in your notebook.1 What did Provis learn by looking at Pip’s watch, ring, clothes and books?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Why did Pip feel ashamed by what Provis had told him?3 Why was Pip sure that Provis would be caught if he went outside?4 Why did Pip think he could not accept any more money from Provis? 5 What did Pip plan to do with Provis? 6 Why did Provis first become a criminal?7 Why was Provis given a longer prison sentence than Compeyson? 8 How did Miss Havisham know Compeyson? 9 Why did Pip want to go with Provis? 10 What did Pip used to call Provis? 11 What do you think of the story so far?

night watchman

He learned that he was now a gentleman.

Story9

1919

4 Match the items in column A with those in column B.A1 Magwitch now wants to2 Pip now realised that Estella3 Only Jaggers knew that 4 Provis’s life started to improve5 Compeyson was put in leg-irons but6 Pip began to feel

Ba was not going to be his wife.b sorry for Provis. c Provis got a life sentence.d until he met Compeyson.e Provis was Pip’s benefactor.f be called Provis.

5 Circle True or False and correct the false sentences in your notebook. 1 Provis had to become a criminal because he had a very difficult childhood. True / False 2 Compeyson and his friend Arthur tricked rich old men out of their money. True / False 3 Provis helped Compeyson because Arthur was not good at his job. True / False 4 At court, Compeyson admitted he and Provis had committed the crimes. True / False5 Compeyson probably wants to kill Provis because he knows what he has done. True / False 6 Compeyson tricked Miss Havisham out of her money and deserted her. True / False

6 Complete the sentences from the story with the correct form of these verbs.

boast catch confirm crouch fear sink

1 Pip’s heart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . when he heard that Magwitch was his benefactor.2 If Magwitch was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in England, he would be killed or sent to prison.3 At night, Pip nearly fell over a man who was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in a corner.4 Mr Jaggers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to Pip that Provis was his benefactor.5 Provis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . that he had made Pip a gentleman.6 Pip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for Provis because Compeyson wanted to kill him.

7 Imagine that you are Pip. Write a letter to Joe telling him what you have learned about your benefactor. Write about 200 words.

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sank

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20

REVISION

3 Units 7–91 Choose the correct words to complete the sentences.

1 Mrs Soha’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in education started when she got a job at a primary school. A interview B balance C career D values2 Ali has a disability, but he could . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . many different challenges in his life to

become successful. A overcome B aim for C achieve D jump3 Good friends often share the same . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A employer B debts C valuable D values4 Salma has a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . job at the museum. She only works at the weekends. A full-time B part-time C part D small5 Hassan is a/an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . at a computer company. He hopes to get a paid job

there in the future. A internship B intern C full-time D worker6 The car factory gives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to a lot of people in our area. A unemployment B employment C employer D employees7 We would like to thank Mrs Radwa for her generous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to our charity last

week. A isolation B precaution C revolution D contribution8 Winning the writing prize was a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . experience for Walid, who then became

a famous author. A changing B charging C life-changing D life saving9 Let’s be quick because we don’t have . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . time. A little B many C much D less 10 Fady broke his leg and has to stay in bed, so he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a lot of films recently! A is watching B has been watching C was watching D will be watching 11 Dina lived in England for many years, so she can speak English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A extremely well B extremely good C very good D well extremely 12 Hania . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . all her exams and is going to start at university next month. A has passed B has been passing C passes D will be passing 13 Archaeologists found a beautiful old statue, which . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to a museum in Cairo

next week. A was taken B will take C took D will be taken 14 On the plane, all small bags should . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . under the seats in front of you. A put B be put C are put D to be put 15 It was very sunny and hot, but . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . tourists wore hats or sunglasses. A little B none C few D any 16 There’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . petrol in the car, so we will be able to drive to our friend’s

house. A none B much C a few D a little 17 When you are in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of doing something, you are responsible for it. A debt B trouble C need D charge

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18 You need to . . . . . . . . . . . . . . . . . . . . . . . . . .Mr Adel's meeting tomorrow. Otherwise, he might not come. A dismiss B confirm C achieve D crouch

19 Which of the following is structurally correct? A He is exhausted because he hadn't been working all day. B He was exhausted because he has been working all day. C He is exhausted because he has been working all day. D He is exhausted because he had worked all day.

20 Which of the following is punctuated correctly? A Did you know that our neighbour s son had returned from London on Wednesday, Dalia B Did you know that our neighbour s son had returned from London on wednesday, Dalia? C Did you know that our neighbour’s son had returned from London on Wednesday, Dalia? D Did you know that our neighbour’s son had returned from London on wednesday Dalia?

21 Switzerland is . . . . . . . . . . . . . . . . . . . . . . . . . .European country where four languages are spoken.

A an B a C the D no article

22 Which of the following is used for an informal invitation? A Let me know if you're coming to the party by tomorrow morning. B Please use the following RSVP form to indicate whether you are going to attend the party or not. C It is our pleasure to invite you to our annual donation party. D We trust you will enjoy it.

23 Our players have played seriously and followed the tactics of the coach . . . . . . . . . . . . . . . . . . . . . . . . . . . Which of the following completions shows result?

A , but they lost the match.

B despite losing the match.

C , so they won the match.

D as well as winning the match.

24 Which of the following is part of an opinion essay on “People over seventy can still contribute to society”?

A For example, you need to balance your working hours and the time you assign to your family. B From my point of view, older people who remain active are able to contribute to society, making full use of their experience. C In conclusion, solving the problem of unemployment is the responsibility of the government as well as all sectors of society. D A lot of people believe that the private sector can play a great role in providing work chances for young people.

25 “My heart sank when I heard this news.” The expression “my heart sank” . . . . . . . . . . . . . . . . . . . . . . . . . . . A means that you have the happiest moment in your life. B means that you suddenly feel very worried or disappointed. C expresses a joyful dream you have just had. D expresses a feeling of suspicion at this moment.

R3

R3Read the text and choose the correct answer.

26 Who would receive an email like this? A university students C students who want to study at the university

B students who are going to study at the universityD students who are going to the university open day

27 What do you think the word disciplines means in the context of this email? A a university subject C a type of exam

B a way to punish people who are not successfulD a course for older people

28 There are sinks in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . at the university. A most rooms B a few rooms C all rooms D none of the rooms

29 Learning to respect other students is one of the university’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A courses B skills C awards D values30 According to the passage, what kind of student is going to study medicine at this university? A The students who applied first. C The students with the best exam results.

B The students coming from abroad.D The students who pay the university fees only.

To: [email protected]: [email protected]

You are receiving this email because you have applied to do a course at our university. Places at the university will be given to the students with the best exam results. In addition, in some disciplines such as medicine, a university exam must also be passed before a student is accepted.

Successful new students will be given accommodation at the university for their first year if they want it. You will be shown the rooms on the university open day, which is on July 13th. Many of the rooms have their own bathrooms, and each room has its own sink.

We are extremely proud of our students and we strongly believe that we have some of the best students in the world studying here. Learning to respect other students is just one of our values. We believe that university is a life-changing experience and we want to make sure that ours is the right university for you. So please come to our open day to see if you can make a contribution to our student life in the future.

We trust that you will have an enjoyable day getting to know our wonderful university. Please use the attached form which needs to be completed if you want to come.

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R3

إنحتديدأهدافصغريةستتمكنمنحتقيقهاإذاعملتبجدقديكونحمفزاللغايةويساعدكعىلامليضقدمانحو Aحتقيقأهدافأكرب.

إنحتديدأهدافصغريةستتمكنمنحتقيقهامبساعدةاآلخرينقديكونحمفزاللغايةويساعدكعىلامليضقدما Bنحوحتقيقأهدافأخري.

إنحتديدأهدافخاصةستتمكنمنحتقيقهاإذاعملتبجدقديكونحمفزاللغايةويساعدكعىلامليضقدمانحو Cحتقيقأهدافعامة.

إنحتقيقأهدافكبريةستتمكنمنحتديدهاإذاعملتبجدقديكونحمفزاللغايةويساعدكعىلامليضقدمانحو Dحتقيقأيةأهداف.

31 According to the passage, attending the open day is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A allowed for parents C not optional

B a basic term for a student to be accepted D not obligatory

32 Those who receive the email are students who . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A have applied to do a course at the university B attended the open day at the university C inquire about terms of acceptance D are going to apply to do a course at the university

33 Accommodation in line four is a synonym for . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A evacuation B evaluation C farming D housing

34 What is the main idea of the passage?

A Life-long learning. B Learning to respect other students. C Accommodation at the university is obligatory for accepted students. D Receiving newly accepted students at the university.

35 The underlined word they refers to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A the students who have received emails. B successful new students. C the professors at the university. D the students who are going to apply for the course.

Read the sentences and choose the correct translation from A, B, C and D.

36 Setting small goals that you will be able to achieve if you work hard can be very motivating and help you to move towards achieving bigger goals.

R3

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37 Don’t lose hope if you fail; it is never too late to start again. You should always learn from your mistakes and be ready to have a new start towards success.

38

A Gaining work experience is very important. It helps you acquire skills and perfect what to do. Also, it can be useful for career-charging and people who hope to keep their positions.

B Gaining work experience is easy. It helps you require skills and decide what to do. Also, it can be useful for career-changing and people who are looking for work.

C Gaining work experience is very important. It helps you acquire skills and decide what to do. It can also be useful for career changers and people looking forward to occupying higher positions.

D Gaining work knowledge is easy. It helps you acquire skills and perfect what you are asked to do. Also, it can be useful for career changers and people who look forward to occupying proper positions.

39

A For many ambitious young people, real success does not mean only achieving what you aspire to in life but maintaining the aim of success you have realized and enhancing it as far as possible.

B For many ambitious people, real success does not mean only achieving what you aspire to in life but maintaining the level of success you have reached and enhancing it as far as possible.

C For many ambitious people, imaginary success does not mean only achieving what you aspire to in life but accepting the level of success you have reached and keeping it as much as possible.

D For many ordinary people, real success does not mean only achieving what you aspire to in your career but minimising the level of failure you have reached and trying to make any success as far as you can.

إكتسابخربةالعملأمرهامجدا.فهيتساعدكعىلاكتساباملهاراتوحتديدماجيبالقيامبه،كامميكنأنتكونمفيدةملنيغريونحياهتماملهنيةواألشخاصالذينيتطلعونإىلشغلمناصبأعيل.

بالنسبةلكثريمنالطموحني،النجاحاحلقيقيلهمعانكثريهوهوليسفقطحتقيقماتصبوإليهيفاحلياةبلاحلفاظعيلمستويالنجاحالذيوصلتإليهوتعزيزهبقدراملستطاع.

التفقداألمانإذافشلت؛مليفتأبدااألوانللمحاولةمنجديد.جيبأنتعاوداملحاولةوأنيكونلديكبداية Aجديدةنحوالنجاح.

التفقداألماينإذافشلت؛مليفتأبدااألوانللبدءمنجديد.جيبأنتتعلمدامئامنأخطاءاالخرينوأنيكون Bلديكبدايةجديدةنحوالنجاح.

التفقداألملإذاتمانتقادك؛مليفتأبدااألوانللبدءمنجديد.جيبأنتتعلمدامئامنأخطائكوأنيكونلديك Cبدايةجديدةنحوالطموح.

التفقداألملإذافشلت؛مليفتأبدااألوانللبدءمنجديد.جيبأنتتعلمدامئامنأخطائكوأنيكونلديك Dاإلستعدادلبدايةجديدةنحوالنجاح.

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R340 Write an opinion essay of about 200 words on one of these topics. 1 What does "successful" mean to you? Why? Give reasons. 2 ''You are never too old for a new beginning. It will be hard, but you can do it."

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26

Lesson 1UNIT

10Places of cultural interestVocabulary

1 Match the words to their definition. 1 temple a An ancient story that may or not be true2 landmark b A word to describe something beautiful and possibly old3 myth c An important building or object that is easy to be seen from a distance4 heritage site d A place which has a historic importance5 picturesque e A building used for a religious reason

Listening

2 Complete the tour guide’s talk using the words in the box. Listen and check your answers.

columns heritage site landmark myth picturesque port remains temple tourist attraction

Welcome to this 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . location on the banks of the River Nile. We are now at a very important 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . called Kom Ombo. What is Kom Ombo? Well, it is a 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . dedicated to, Sobek and Horus. You can see images of them on these stone 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Not far away we can see how the 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of the nearby town are mostly buried in sand. Now, here you can see a small water well. Some believe sacred crocodiles were kept in the water here but others think it is just a 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . This is a very popular 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . especially for cruise ships sailing along the Nile between Luxor and Aswan. Although there is no large 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for ships to stop at, you can still get on and off them nearby. UNESCO has classified this monument as a World 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , and I hope you appreciate why.

3 Put the dialogue into the correct order. Listen and check.1 B 2 I 3 4 5 6 7 8 9

2.29

picturesque

2.30

A Yes, I agree. The pyramids are probably the best option, I think.

B Hi Imad. So, are you ready to start with the homework?

C I’m not so sure about that. The museum isn’t as picturesque as the Necropolis in Giza, for example.

D What about the Valley of the Kings?E I don’t agree. Cultural heritage is more important

because this is something that defines a culture.

F That’s a good point. Perhaps we should choose the most beautiful monument.

G Yes, that’s a good suggestion. It’s an important heritage site with so much to teach us but let’s not forget about The Egyptian Museum.

H That’s true. Then what about the pyramids at Giza?

I Hello Taha. Yes, but I really can’t decide what the most important landmark in Egypt is.

Taha Imad

4 Look at the expressions in bold in the dialogue. Divide them into expressions to agree or disagree. Write in your notebook.

27

Lesson 210Vocabulary

1 Substitute the phrasal verb in its correct form with its underlined definition.

come across dig up hand in pick up

1 I remember finding an old coin from the ground as a child in my garden. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Look at these old photos of our grandparents, which I found by chance in the cupboard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 We found an expensive necklace, so we gave it to the police station. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 My grandmother used to love buying old furniture cheaply at the local street market. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Language

2 Choose the correct answer.1 In the past, people must have read / can’t have read a lot more books because they had more

free time.2 It must have been / can’t have been easy to have lived without electricity years ago.3 He must have known / could not have known about the bad news. He seemed very sad.4 Scientist believe that Hatshepsut must / may have died of a tooth infection, but they have no

evidence, so, they can’t be sure.5 The ancient Egyptians couldn’t / mustn’t have built the pyramids without ramps.

3 Read the facts we know about the English playwright, William Shakespeare. Use the

I remember digging up an old coin as a child in my old garden.

Official documents mention Shakespeare being a new baby on 26th April 1564 which was three days after he was probably born.

His father owned a large house in Stratford-upon-Avon and was a Mayor, which was a very well-paid position to have.

King’s New School was a school 400 metres from Shakespeare’s house where children learnt to read, speak and write in Latin.

information to complete the sentences. 1 Might / born / 23rd April. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 May / be born / Stratford-upon-Avon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 couldn’t / be / poor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 must / speak / Latin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 can’t / have / lots of free time as a student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing

4 Search for at least six facts about a famous Egyptian figure in history. Use the facts to make conclusions using the past modals.

Students used to spend between 6 and 8 hours in school six days a week.

He might have been born on 23rd April

28

10 Lesson 3

Vocabulary

1 Match the sentences.

Listening

2 You will listen to a recording about a person who started something which has great cultural importance in Ireland. Listen and choose what the person created.A a museumB a sports associationC a football organisation

3 Listen again and decide if the sentences are true (T) or false (F). Correct any false sentences in your notebooks.1 Carrick-on-Suir is in the north of Ireland. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . F2 Maurice Davin was from Carrick-on-Suir. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Maurice Davin was a famous archaeologist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The letters GAA are short for Gaelic Athletics

Association. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 The Championships of the different Gaelic games happen in

November. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 The finals of the different sporting events are held in the capital

city. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Think of an event, occasion or festival that helped you learn about other cultures. Write a narrative essay of about 200 words.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2.31

2.32

Carrick-on-Suir is in the south of Ireland.

1 e The High Dam opened in 1970 and it2 The Suez Canal is the gateway from the

Red Sea 3 The columns in the temple are important

historic objects because 4 The Champollion Museum in France is

dedicated to 5 In 1899 in Umm el-Baragat, two

archaeologists found

a they show very elaborate figures and hieroglyphics.

b many well-preserved crocodile mummies.c the man who deciphered ancient Egyptian

hieroglyphics in 1822.d to the Mediterranean Sea and Europe.e helps to provide water for agriculture all year.

29

Lesson 4

Reading

1 Read the travel review. Use the checklist to see if the review includes everything it should. Use your dictionary to check the meaning of new words ● The main idea in the title. ✓

● Why the reviewer visited. ● A summary of the visitor’s experience. ● What the reviewer liked or disliked. ● Mention of the services and facilities. ● Useful practical information for other visitors. ● A helpful tip. ● A photo.

2 Read the text again and underline the expression(s) which …1 introduces the summary of the writer’s experience.

All in all2 says why the writer visited the place.3 are specific adjectives to describe the experience. 4 introduces what the writer liked and did not like.5 gives useful and practical information.6 shares a helpful tip.

Writing

3 Think about a place you have visited which is a must-see for visitors to the area. Use the ideas and expressions in the review above to write a review. Write about 200 words in your notebook.

4 Now conduct a survey on other students, or family members, to discover the places of cultural interest they like to visit. Use the steps below to help you.1 Write the questions to collect the information you need e.g.

● The place they like to visit● Its location● How often they like to visit this place

● Why they like to visit this place

2 Conduct your survey on different people and write down their answers.

3 Analyse all the information and categorise it, e.g. 4 people mentioned they like visiting a museum.

4 Write about your results and present the information using text and graphs, e.g. As we can see in the pie chart, of all the people surveyed 60% said they enjoyed visiting the main square.

10

Place of Cultural Interest

Main square

Museum

Old town

Theatre60%25%

10%

5%

3030


1 Write the words and phrase that match the definitions.

acquitted coincidence criminal lawyer murdering related rowing take my mind off tears

1 An adjective to describe that you are part of the same family as another person: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 When things happen at the same time in a way that seems surprising or unusual: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 A person who can help you with legal problems: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Someone who commits a crime: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 A synonym for ‘killing a person’: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 The action of moving a boat on water using long sticks: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 To stop thinking about something which is negative: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 The drops of water which fall from your eyes when you are sad: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 When a person is told officially they did not commit a crime: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Which is the best summary of what happens in this chapter?

Summary 1Pip goes to visit Miss Havisham and she is very happy to see him. He asks her to help his friends and to explain why she did not tell him the truth years ago. Although Estella says she feels the same way about him, she tells Pip that she is going to marry another man. In the theatre Pip sees the convict that is following him and starts to plan his escape by train.

Summary 2Pip is a lot more direct with Miss Havisham and expresses to her how unhappy he is about not being told the truth. Miss Havisham feels bad about this and offers to fulfill Pip’s request to help her relatives, the ones who Pip has been living with. Pip also discovers that Estella is now married. Pip is told that he is being watched and that he should get ready to escape to another country at any moment.

3 Complete the sentences with the words from Exercise 1.1 I need to go out and do some exercise to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . all the exams I have next week. 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . is a very good water sport to make your legs and arms stronger.3 My mum had.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in her eyes while she was watching the sad film.4 I can’t believe we are both wearing the same T-shirt. What a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . !5 Police are looking for a dangerous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , he is accused of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . someone.6 They have been . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . by the court. They had a very good . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 My grandmother told me yesterday that we are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to a famous writer.

4 Circle True or False and correct the false sentences in your notebook.1 Bentley Drummle was sad when he spoke to Pip. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . True / False2 Mr Jaggers is the lawyer of Pip’s benefactor and Miss Havisham’s lawyer too. True / False 3 Miss Havisham told Pip she was his benefactor. True / False4 Miss Havisham wants to compensate Herbert and Matthew Pocket for misleading them. True / False5 Pip tells Estella that he does not love her. True / False6 Provis agreed to escape abroad with Pip in a boat. True / False7 Pip had rowed a boat before and did not need to practise every day. True / False8 Pip went to the theatre with Mr Wopsle to watch a play. True / False

related

take my mind off

Bentley was happy when he spoke to Pip.

Story10

3131

5 Find how these ideas are expressed in the story.I I saw a man outside the inn.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Mr Jaggers has no connection with this. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 I can’t believe you love him. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 They are both kind people but some of your other family members are not kind! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 I’m sorry I misled Herbert and Matthew Pocket. How can I compensate for that? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 I don’t feel the same way about you as you do about me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 Herbert and I were worried that Provis was in danger. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8 One evening in February, to think of something that did not make me sad, I went to the theatre. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 Use the ideas to write sentences using the past modals (modal + have + past participle).1 It was impossible that Pip knew he was going to meet Bentley Drummle in the inn. (can’t)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Miss Havisham clearly expected Pip to be angry when he discovered the news. (must) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Pip thought it was a bad idea for Miss Havisham to mislead him. (should not) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Pip told Miss Havisham that she was not kind to her family and this was not a good idea. (should) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 It was clear that Mr Wemmick knew Pip would be in danger. (must) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 Write the sentences using would to express a past habit.1 When / young / Pip / think / Estella a lot

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Miss Havisham / wear / wedding dress / even though / not getting married . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 When / Pip / young / believe everything / Miss Havisham said . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Pip / often go rowing / on the river . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8 Imagine you are Pip. Write a letter to Biddy. Tell him the different things that have happened to you and how you really feel about the situation. Write about 200 words in your notebook.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

I noticed the man outside the inn …

Pip can’t have known he was going to meet Bentley Drummle in the inn.

When he was young, Pip would think about Estella a lot.

10

32

Lesson 1UNIT

11 Finding your cultureVocabulary

1 Complete the sentences with the words in the box.

dominant raise multicultural clear-cut multilingual bilingual deep-seated identity mother tongue

1 I play in a football team which includes six different nationalities. It is very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 If your mother speaks German and your father speaks Arabic, you are probably . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Our neighbour speaks three languages but Arabic is his . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . language.4 Both languages are so . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in me that I couldn’t imagine speaking only one.5 Adrian’s school has signs in three different languages. It is a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . school. 6 For people in some countries, learning a new language is a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . decision to make.7 If you learn a second language, it is said that you still think and count in your . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 When I have children, I would like to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . them to speak different languages.9 My grandmother says our past has a big influence on our national . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Write sentences using the words given.1 Most people / world / bilingual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Our culture / influence / national identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Your mother tongue / language / dominant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Large cities / usually / multicultural . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reading

3 Read the text quickly and decide on the best summary of the text.A There are lots of advantages to being bilingual

or multilingual.B You should only learn English as a second

language.C Living on an island will help you to speak

another language.

4 Read the text again and decide if the sentences are true (T) or false (F). Correct any false sentences in your notebooks. 1 Papua New Guinea has the largest number

of languages in the world. T2 The majority of people in the world only

speak one language. 3 About 40 - 43% of people on the planet speak more than two languages. 4 Most people in the world speak English as their first language.

multicultural

Most people in the world are bilingual.

832 spoken languages on one island!The benefits of learning another language are well-known, but I was surprised to hear just how common it is to be bilingual or multilingual. I recently interviewed a Language expert called Bill Shannon who explained the advantages of being bilingual and gave me some interesting facts too. He told me that research has shown that about 40 - 43% of the world’s population are bilingual. He also told me that one of the places which speaks the most languages in the world is Papua New Guinea which is reported to use an amazing 832 languages on the island!The most widely-spoken mother tongue is Mandarin

Chinese, followed by Spanish, English and Arabic in the fifth place.But there is no need to learn only these languages to get the benefits of a bilingual brain. Learning any second language is beneficial and will also make learning a third language even easier!However, the benefits are not only limited to learning. Elderly bilingual patients have been shown to suffer from certain mental illnesses, such as Alzheimer’s disease, less than their monolingual peers.All in all, I think the conclusions are clear-cut. Being bilingual brings benefits!

33

Lesson 211Language1 Choose the correct answer..

1 The theatre is a place where / which / when many famous actors have performed.2 The obelisk is a landmark what / that / where can be seen from far away.3 Kareem is my neighbour whose / who / whom is well-known for his generosity.4 The furniture factory is the place which / where / who my friend works at.5 Did you know the old man who / which / whose car was completely damaged?

2 Write sentences in your notebooks using the words given.1 pyramids / tombs / where / kings / buried . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 King Tutankhamen / funeral mask/ discovered in 1922 / located in Egypt3 The Rosetta Stone / stone with writing / discovered / 17994 King Khufu / person / created / Great Pyramid of Giza

Listening3 Listen and choose the correct option. What is the event about?

A The Vikings B Tanzania C A multicultural celebration

4 Listen again and choose the correct answer.1 Where is the event?

A Dublin B Different places each year C Tanzania2 When is the event?

A September B August C July3 What is the name of the event?

A Mountjoy Square Park B Dublin Welcome Visitors C Festival of Nations4 How many countries are represented?

A About 28 B Less than 40 C More than 405 How many people usually attend?

A More than 7 thousand B less than 7 thousand C More than 8 thousand6 How long does the music and dancing last?

A 7 hours B 4 hours C 6 hours

5 Complete the gaps with words from the box. Listen and check.

who where which

1 Mountjoy Square Park is a place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , for the past several years, an event called the ‘Festival of Nations’ has been held.

2 It's a chance for all the different nationalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . live in Dublin to share their culture. 3 Paul McAuliffe, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . is the Mayor responsible for this initiative, says that ever since the

Vikings, the people of Dublin have welcomed visitors to the island. 4 I recommend visiting the Festival of Nations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . makes you feel like you can tour the

world in a few hours.

Writing 6 In your notebook, write 200 words to describe the cultural event you planned in Exercise 9

from the Student’s Book.

Pyramids are tombs where kings are buried.

2.36

2.37

2.38

34

11 Lesson 3

Vocabulary1 Complete the gap with a word from the box.

heritage roots pride ancestors embrace

1 I think every country should try to build a sense of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in their national heritage.2 One of our family’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . helped to create the local museum.3 History can tell us a lot about a nation’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 My grandmother says we should never forget our cultural . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and where we come from.5 For a country to continue to grow, it needs to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . change.

Reading2 Read the blog entry quickly and answer the

question. Who wrote the blog? An Irish immigrant living in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Read the blog entry again and write the answers to the questions in your notebook. 1 When did Robert first arrive in Luxor? 2 What did he do when he first arrived?3 What did he do after two weeks in the city?4 What job did he find? 5 How did he find other Irish people in Luxor?6 What do you think “I was home-sick” means?7 Do you think what Robert did was enough to stay

connected to his culture when being abroad? Why?

Listening4 Listen to another immigrant. What country

does he live in? a Francec England

b Indiad Egypt

5 Listen again and answer the questions.1 Where is Virat from? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Where does he live now? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 How long has he lived there? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 What did he study at university? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 What did he start a few years ago? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 Write the ways Robert and Virat stay connected with their cultural roots.Speak it, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing 7 In your opinion what are the best ways to stay connected to your cultural roots? Write about

200 words in your notebook.

2.39

2.40India

35

Lesson 4

Vocabulary

1 Complete the sentences with the words and expressions in the box.

due to because Through but Thanks to my mum that not only because so I am fortunate

1 My grandparents live with us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to be able to talk to them about my ancestors. 2 He's writing our family tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . he wants to, but for future generations too.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . reading my great-grandfather’s diary, I have learnt a lot about our roots.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I love reading about history so much. She reads a lot.5 My mother says I am very like my grandmother . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . we both laugh a lot.6 My friend lives in Greece but speaks English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . his father being from Scotland.7 I think new ideas are important, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . we must also learn from the past.

2 Divide the sentences in Exercise 1 into the two categories. Write in your notebook.Sentences which give the situation:

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Sentences which give a reason:

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Listening

3 Listen to a conversation between two friends. What are they talking about?A The different places one boy’s grandfather lived.B The different stories one boy’s grandfather told him. C The different people one boy’s grandfather met.

4 Listen again and circle the expressions you hear.1 thanks to my grandfather4 I feel very fortunate to

2 You're very lucky to5 so I am fortunate

3 due to 6 not only because

Writing5 Complete the sentences so they are true for you.

1 I am lucky to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . due to.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 I feel very fortunate to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 Write about what has influenced you to be the person you are today. Use the questions to help you organise your composition into paragraphs. Write about 200 words in your notebook.● Who are you similar to in your family and what do you admire about them and your ancestors?● What cultural influences have influenced your life?● What is the most important lesson you have learned from your ancestors and why?

so I am fortunate

2.41

2.42

11

1 My grandparents live with us so I am fortunate to be able to talk to them about my ancestors.

3636


1 Complete the sentences with words in the box.

screamed spark fiercely tight guide handle tied up incredible spoil deliberately faints steamers

1 I can’t believe how well you draw. This picture is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Well done!2 My mum .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . loudly when she saw a mouse in the kitchen!3 I think I need to go on a diet as these trousers are too . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for me.4 My sister has an extreme fear of injections. She often . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . when she sees the needle.5 The lighthouse helped to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the ship away from the rocks.6 Don’t say anything about Amir’s birthday present. I don’t want you to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the surprise.7 The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of the door broke and I couldn’t get out of the room for a long time.8 You must be careful when having a barbecue. Just one . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . could cause a big fire.9 Somebody started the fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . It burnt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . as the firefighters tried to stop it. 10 In the past, criminals were . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and transported from England to Australia

by . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 How are these sentences expressed in the story?1 I opened the door fast.

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2 Orlick had intentionally left the leg irons in the kitchen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 The fire was burning in a violent way. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 The little girl disappeared quickly and unexpectedly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 We did not row fast along the river. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6 I very quickly decided to visit them. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 You made me furious and envious. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Choose the correct relative pronoun to complete the sentences.1 Molly was the person who/when/where disappeared with her daughter. 2 A rowing boat was the object when/whose/which they used to get to the steamer.3 Orlick was about to attack Pip which/when/where he fainted.4 Orlick, when/which/who used to work for Miss Havisham, lost his job because of Pip.5 It was on the river when/who/where the police caught Provis.6 Where/When/Whose dress caught on fire? 7 Which/Whose/When Pip touched the flame, it was so hot, it burnt his hand.

incredible

I quickly opened the door.

Story11

3737

4 Put the events from the story into the correct order.1 Miss Havisham tells Pip she wanted to use Estella to take revenge on all men.

Provis is caught by the police before he can escape. Herbert and Pip make plans to help Provis escape abroad. Mr Jaggers tells Pip to keep the information about Molly and Pip a secret. Pip saves Miss Havisham by putting out the fire on her dress. Orlick says he took his revenge on Pip for causing him to lose his job. Startop and Herbert follow Pip to the marshes and save him from being killed by Orlick. Pip is attacked and tied up by Orlick. Pip discovers that Provis and Molly are Estella’s parents.

5 Read the sentences. Circle true or false and correct the false sentences in your notebook.1 Miss Havisham had a bad experience in the past but wanted to help men. True / False

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2 Miss Havisham adopted Estella so she could help her real mother. True / False 3 While Pip was in the kitchen he heard Miss Havisham screaming and went to help her. True / False4 Provis had a daughter with Molly but Provis disappeared with the little girl. True / False5 Orlick planned to kill Pip for spoiling things for him. True / False6 Pip was able to escape through the window before he was killed by Orlick. True / False

6 Look at the pictures and write a short paragraph in your notebook to explain what happened in each picture.

7 Revenge is a common theme in this chapter of the story. Write a short paragraph to explain who the following characters might want to take revenge on and why.Orlick: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Miss Havisham: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Provis: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8 Read the questions and write your answer. Write an essay of about 200 words.Miss Havisham tries to give Pip an explanation, but can there be any justification for everything she has done to him, and others, so far? What do you think?

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11

Miss Havisham had a bad experience in the past and wanted to take revenge on men.

12

3

38

Lesson 1UNIT

12 Myths and fablesVocabulary

1 Complete the sentences with words from the list.

boast cheer flood look back steady stretch out

1 It hasn’t stopped raining all week and the river might . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the town.

2 I don’t understand why Adam always has to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . about how big his house is.

3 If we . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . at the past, we see that storytellers were very important people.

4 He was so happy. He wanted to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .when he heard the good news.

5 The knight’s horse was very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . even though it was walking on a stony path.

6 Our cat loves to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . on my bed when I go to school.

Reading2 Read the legend of Setanta and answer the

questions in your notebook.1 Who boasted about his past adventure?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 What did Setanta want to become?3 What did Setanta do to be a member of the

Red Knights? 4 What attacked Setanta outside the castle?5 What responsibility did the Red Knights give

Setanta?6 Do you think Setanta deserved to be one of

the Red Knights? Why?

Language3 Choose the correct option to change this

sentence into reported speech:

The teacher said, "You'll never succeed without hard work".A The teacher told us that we will never

succeed without hard work.B The teacher told us that we had never

succeeded without hard work.

Setanta's father

C The teacher told us that we would never succeed without hard work.

D The teacher told us that he had never succeeded without hard work.

4 Rewrite the following using reported speech.1 “I really want to join them!” Setanta thought.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 “If I keep on walking at a steady pace, I won’t

face many problems,” Setanta thought.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 “You are too young to join us," the Red Knights

told Setanta.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A long time ago, a brave knight had a son who was called Setanta. As he was growing up, he loved to stretch out and listen to his father boast about the different adventures he had had. While he was listening to these stories, they would cheer and laugh. One story was about a group of knights called the Red Knights who were the bravest knights in the country. “I really want to join them!” Setanta thought. He practised hard, even though he was still a young boy, and he had developed many new skills which helped him win hunting and sporting contests. He wanted to join the Red Knights so much that one night he left to find them. He had to walk for a long time and it was dangerous. However, as he had learnt how to defend himself, he thought, “If I keep on walking at a steady pace, I won't face many problems".

Finally, he arrived at the castle of the Red Knights. But they told him, "You are too young to join us". And as he was leaving the castle, he was attacked by a very large and fierce dog. The big dog was not a problem for him and when the Knights saw what had happened they invited Setanta to be in charge of protecting the castle.

39

Lesson 212Vocabulary

1 Complete the sentences with the correct word.

eternal humble honourable chivalry causes evidence knights

1 The prince was very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and did not say anything about how wealthy he was.

2 There was no . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to prove that the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of death was murder.

3 Everyone dreams of good health and . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . youth.

4 The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . rode their horses to the King’s palace.

5 He is strict, but he’s honest and fair too. We think he’s an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . person.

6 The prince was known for his . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . He was brave, humble, and polite, especially to women.

Reading

2 Read Ziad Sabri’s blog post quickly and decide if these sentences are true (T) or false (F). Correct the false sentences in your notebook.1 Mohamed Salah is very generous. 2 He tries to help people in his own country. 3 Mohamed Salah always boasts about his

wealth.

3 Read the blog post again. Answer the questions below in your notebook.1 What reasons and examples does Ziad give

for thinking Salah is a legend?2 What adjectives does he use to describe him?3 What other name do they call him in Egypt? 4 What can Salah’s actions inspire other people

to do?

Language

4 Change the following into reported speech. 1 People said, “Mohamed Salah donated 50

million Egyptian pounds to the National Cancer Association”.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

humble

2 “I’m lucky enough to be able to help people.”

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 “I wish I had more time in the day to help

more people.”

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing

5 Write about a person you consider to be a modern-day legend. Explain why you think this person is a legend and give examples to support your arguments. Write an essay of about 200 words in your notebook.

Ziad Sabri’s daily blog

It's debatable whether a person from the present can also be a legend. Personally, if I had to choose someone today, I’d consider Mohamed Salah to be a legend. He’s an honourable Egyptian footballer and he is also so generous that he has helped lots of people in his country. Although he is famous, he is such a humble person and he has never forgotten his roots. "I am lucky enough to be able to help as many people as possible" he says, "but I wish I had more time in the day to help more people." To reach as many people as possible, he has created a charity and helped with specific projects too. For example, in an emergency, when he saw there were not enough ambulances to bring people to hospital, he paid for a new ambulance centre in Gharbia. Also, he realised that girls in Nagrig had to walk too far to go to school every day so he helped pay for a girl’s school in Nagrig. He also donated 50 million Egyptian pounds to the National Cancer Association. He is well known in Egypt for his charity work and we call him ‘the happiness maker’ and that’s why for me Mohamed Salah is a legend.

photos hobbies about

40

12 Lesson 3

Vocabulary

1 Complete the sentences with words from the list.

universal creatures perspective entertaining relate

1 The children loved reading about the wonderful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in the different myths.

2 It is still easy for us to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to the messages in old fables.

3 Although the tale is over 100 years old, we still have a similar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . on society.

4 The most popular fables are those with . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . themes.

5 The fantastic flying creatures made the tale even more . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for the children.

Listening

2 Listen to the radio debate about myths, legends and fables. Are the statements true (T) or false (F)?1 Old stories have helped people understand

the world. 2 Technology cannot help to collect old

stories. 3 They both agree that some myths, legends

and fables can be entertaining and helpful.

3 Listen again and tick the expressions you hear.1 In our opinion, ✓

2 We don’t quite agree with that. 3 That’s one way of looking at it, 4 As we see it, 5 What do you mean by that? 6 We don’t agree with that,

4 Listen again and complete the sentences with one word from the debate.1 Hany’s group believe that myths, legends and

fables help us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the world. 2 We usually use different tales to help us

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the things we don’t completely understand.

creatures

2.45

2.46

2.47

understand

3 These tales have two purposes. One is to explain the human experience and the other is to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 The Egyptian Records of Traditional Culture have collected . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . hours of old stories.

Writing

5 Write an essay in answer to the following statement. There are more advantages than disadvantages to preserving and sharing ancient stories.Use the essay plan to help you. Write about 200 words in your notebook.

Essay plan: Introduction● Use more than one sentence to introduce

the topic of the essay.● Explain that you intend to talk about both

sides of the argument.● Say that you will include your opinion after

discussing both points of view.● Use expressions like: Many people believe;

While others think; In this essay I intend to discuss

Paragraph 1 – advantages● Explain at least two points in favour of

the argument.● Give at least one example for each argument.

Paragraph 2 – disadvantages● Explain at least two points against

the argument. Use expressions like: On the one hand; On the other hand; One side of the argument is; However,

● Give at least one example for each argument.

Conclusion● Give your opinion and explain your

reasons based on the arguments you have included before. Use expressions like: All in all; In conclusion; In summary

41

Lesson 4

Reading1 Read the fable quickly. Is there a positive

or negative conclusion to the story?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Read the fable again and decide if the sentences are true (T) or false (F).1 The main characters are represented by an

insect and a man. F2 The river was not dangerous for the insect. 3 The bird saved the insect with a leaf. 4 The insect used its sharp teeth to bite

the hunter’s trap. 5 The bird could not escape from the hunter. 6 The moral is that if you help others they

will help you.

3 Read the story again and match the different sections of the fable to its function.

The solution Setting the context The moral The simple conflict

4 Choose the correct option to change the underlined sentence into indirect speech.a The ant said that he is thirsty as he has started

early this morning and has not stopped once.b The ant said that he was thirsty as he has

started early this morning and has not stopped once.

c The ant said the he has been thirsty as he had started early this morning and had not stopped once.

d The ant said that he was thirsty as he had started early that morning and had not stopped once.

12The Ant and the DoveOnce upon a time on a warm sunny day, an ant was working hard to collect food. The ant said, “I’m thirsty as I have started early this morning and have not stopped once”. He saw a river nearby and decided to have a drink before he continued. 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The river was flowing very quickly and although the ant moved slowly towards the water to drink, he slipped and fell into the water. 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . As he was floating down the river, a dove, which was sitting in a tree above the river, saw the ant in trouble and decided to drop a leaf into the river. The ant was able to climb onto the leaf, which floated to the side of the river, and the ant could climb back onto the land to safety. He was very happy to be alive. As he walked back to thank the dove, he saw a hunter under the tree where the dove was sitting. The hunter was making traps to catch the dove. The ant walked quietly closer to the hunter and bit his leg, with his sharp teeth, as hard as he could. As soon as he had done this, the hunter shouted because of the pain and the dove was able to fly away to safety. 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . We can learn from this story that one good action deserves another in return. 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Writing

5 Write your own fable. Use the Before you write advice below to help you. Write an essay of about 200 words in your notebook.

Before you write:● Think of a useful moral all people can learn.● Decide what simple conflict could

illustrate the moral.● Set the context by choosing animals

characters to play in your story and deciding where and when the story will happen.

● Choose a problem the characters have and a solution.

● Use the narrative tenses to write your story.

● When you have finished writing, read and check it is correct.

Setting the context

Tips for writing myths and fables ● Use simple direct language.● Use the past simple, past continuous and

past perfect tenses. ● Avoid long sentences and personal opinions. ● Use these expressions:

Once upon a time … Long, long ago … Far away in …

● Edit your myth (correct spelling and grammar mistakes).

● Include some literary devices such as similes and metaphors to make your story more interesting.

4242


1 Match the definitions with the words in the box.

be apart have a place in your heart fascinated be found guilty consider struggle break into pay with your life

1 To make a big effort to do something: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 To be killed for doing something bad: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 To be known for doing something wrong: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Think about a possibility: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Very interested in something or someone: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Enter a building by force perhaps to steal something: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 You like someone a lot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 To be separated: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 Complete the sentences with the correct word or expression from Exercise 1. You may need to change the form of the word.1 I’m going to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the two university offers I have and decide which is best. 2 The students were . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . by how many languages the teacher could speak.3 The thief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of stealing important objects from a museum.4 The robber . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the house while the family were away on holiday.5 The young man was driving too fast and ended up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . They buried him that night.6 My grandmother is a wonderful woman and will always . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 The students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to understand the English vocabulary, but the teacher helped them.8 My brother is going abroad to university, so we will . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for six months.

3 Change these sentences from the story into reported speech:1 ”Provis," said Pip, "Your daughter is still alive".

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 "You can become a gentleman without me, my boy," Provis said.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 "It’s my wedding day, Pip". Biddy said, happily.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Biddy said, "Joe and I have just got married".

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Complete the sentences using narrative tenses. 1 When I was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (feel) better, Joe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (have) some news for me.2 Pip was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (struggle) to swim, and someone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (pull) him out of the river.3 Pip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (return) to London and in a few weeks he had . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (sell) everything. 4 Pip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (walk) in the untidy garden when he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (see) Estella.

consider

feeling had

Story12

struggle

Pip told Provis that his daughter was still alive.

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5 Put the events from the story in the correct order.a Estella tells Pip that he had always had a

place in her heart.b Provis dies while holding Pip’s hand.c Joe and Biddy get married.d Miss Havisham dies.

e Pip returns to where the house was.f Pip becomes ill and Joe helps him get better.g Pip and Herbert go to work in Egypt.h Provis was given a life sentence.

6 Read the two sentences about the events in this chapter. Tick (✓) the correct one. 1 a Compeyson was in a boat on the river rowing by himself. b Compeyson was in a boat on the river with police officers. ✓

2 a Provis had been hit on the head by the steamer. b Startop had been hit on the head by the steamer. 3 a Mr Clarriker offered Pip a job in Egypt. b Herbert offered Pip a job in Egypt. 4 a Joe was able to pay off Pip’s debts. b Herbert was able to pay off Pip’s debts after a few years. 5 a Joe and Biddy had two children. b Joe and Biddy had four children. 6 a Pip thought that he would never see Estella again. b Pip thought that he and Estella would stay together.

7 Read about the characters in this final chapter and decide which character it is.1 This character tries to help his benefactor who has an accident. He has debts that Joe pays off and

decides to start again in a new place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 This character is very rich and has caused lots of problems for many people as she was unhappy in life

due to problems caused by a man. She dies and gives money to a young lady and to a man she was told needed help. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 This character is a criminal and tried to kill the main character in the story and broke into someone’s house. He is sent to prison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 This character works with metal and he says he is the main character’s best friend. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 This wealthy businessman offers two other characters a job abroad. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 This character is adopted by a rich woman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8 The story of Great Expectations is about Pip’s journey in life. Lots of good and bad things happen to him. What do you think the moral of the story is and what lessons can we learn from Pip’s journey in life? Write your answer in your notebook. Write about 200 words.

9 How do you think the story continues? Write a story about what you think happens next from the point of view of Estella.

Remember to use specific adjectives and adverbs and the narrative tenses: Past Simple for finished past actions; Past Perfect for a past action that happened before another action; Past Continuous for background information; Past Continuous with the Past Simple to show a shorter action happened before a longer one. Write about 200 words in your notebook.

Pip

12

44

REVISION

4 Units 10–12

Choose the correct answer from A, B, C or D.

1 The Giza Necropolis is a well-known .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in Egypt. A column B landmark C remains D myth

2 Amir is not here now, so he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . have gone to the museum by himself. A must B can’t C should D can

3 It . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . easy for the man to walk last week because he had a broken leg. A can’t be B should be C can’t have been D must have been

4 There is a huge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . which controls the amount of water in the Nile. A bridge B ferry C gateway D dam

5 It is highly recommended to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . young children to learn more than one language; this is very helpful.

A arise B raise C rise D risk

6 Large cities are usually very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . as many different nationalities live together. A multicultural B bilingual C mother tongue D limited

7 English is one of the most . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . language in the world, so it’s important to learn to speak it. A widely-spoken B well-known C difficult D unfamiliar

8 We can learn a lot from our . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and we should study our family trees more. A identities B root C ancestors D pride

9 Students know much more about the past due . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the internet. A to B for C in D of

10 My grandfather is the person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . knows most about our family history. A where B when C which D who

11 The temple of Karnak, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . many pillars are very tall, was built over 1,000 years ago. A when B who C whose D which

12 What . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . at 7 pm yesterday? A are you doing B were you doing C have you done D you were doing

13 If the High Dam didn’t exist, the Nile would . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a lot of land. A help B flood C pour D water

14 I lent Hatim the book which I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . enjoyed reading: it is really interesting! A hadn’t B haven’t C had D have

15 Legends are usually about . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . figures who face dangerous situations. A brave B humble C polite D bravely

landmark

45

16 Tourists who come to Egypt are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .by how huge the Pyramids are. A struggled B fascinated C fed up D rescued

17 Choose the correct option to put the sentence into reported speech: My friend said to me, “I don’t know why Ayman has behaved in this strange way”.

A My friend asked me why Ayman has behaved in that strange way. B My friend told me that he doesn’t know why Ayman has behaved in that strange way. C My friend told me that he didn’t know why Ayman had behaved in that strange way. D My friend told me that he hasn’t known why Ayman had behaved in that strange way.

18 Abu Simbel is two massive rock-cut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in the village of Abu Simbel, Aswan Governorate. A myths B temples C hills D caves

19 Kamel said to his sister, "I can’t go out with you because I am busy revising for the exam”. Report what Kamel said to his sister.

A Kamel told his sister that she couldn’t go out with him because she was busy revising for the exam. B Kamel told his sister that he would go out with her because he had finished revising for the exam. C Kamel told his sister that he couldn’t go out with her because he was busy revising for the exam. D Kamel told his sister that he didn’t go out with her because he hadn’t finished revising for the

exam.

20 The man paid for his life. This means that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A he had to protect himself against those who tried to kill him. B he was punished for the crimes he had committed. C he had to pay to let others set him free. D he had to show others that he was not guilty.

21 Which of the following is punctuated correctly? A Wael try to keep calm during the exam: this will let you concentrate more. B Wael, try to keep calm during the exam: this will let you concentrate more. C Wael, try to keep calm during the exam this will let you concentrate more. D Wael. Try to keep calm during the exam. this will let you concentrate more.

22 “Haidy, I can challenge you to a tennis match now!” Reem said.

Reem said that she . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .challenge Haidy to a tennis match then. A can B could C should D will

23 Coronavirus pandemic is still spreading. However, a lot of people don’t care much about this danger. The second sentence shows.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A addition B cause C result D contrast

24 Which of the following is part of an essay on the advantages of learning more than one language? A A lot of people are against teaching young children more than one language at an early age. B In my opinion, I think that modernising education is the most important issue to adopt. Good

education surely leads to building up great generations that can face global challenges. C The benefits of being bilingual are clear cut; it is a well-known fact that being bilingual can improve

some brain functions, like the ability to focus attention and perform mental tasks. D In my opinion, those who are against modernising education believe that they are right because

they need to accept change gradually.

25 A surgeon must have . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . hands to perform a surgery.

A small B steady C vibrating D trembling

R4

R426 Which of the following is structurally correct?

A Having finished work, I returned home and had lunch. B Having finished work, I had returned home and had lunch. C After I had finished work, I had returned home and had lunch. D After I had finished work, I will return home and had lunch.

27 We are proud of our ancestors who made an amazing civilisation thousands of years ago. The antonym for ancestors is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A parents B descendants C grandparents D grandchildren

Read the article and choose the correct answer from A, B, C or D.

Hidden treasuresDo you like visiting the most typical landmarks when you travel to a different city? We all love a selfie in front of famous places, so we can say ‘I’ve been there’. However, there are many places of cultural interest that are not on the lists of tourist attractions but are still very important heritage sites.

One such site can be found in a park on the outskirts of London. For over 170 years the different nations of the world have been celebrating the International Registered Exhibitions (also called the Expo) which are opportunities for different countries to come together to find solutions to the problems of humankind and share the world’s diverse culture in huge pavilions

through cultural experiences. These are often extravagant displays of the country’s culture for everyone to enjoy under one roof.

Back in 1851 the very first Great Exhibition was held in London. Initially, the building which held the event was built in Hyde Park but then moved to an area outside the city. The construction, which was designed by Joseph Paxton, was similar to a giant greenhouse made of iron and glass. The building was unfortunately destroyed by fire in 1936 but the remains can still be seen in the park which is named after the historic building. So, if you want to see a place of cultural interest in London which is not a typical tourist attraction, you might want to visit the Crystal Palace.

28 According to the article, we love to take a selfie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A with well-known

peopleB in front of famous

placesC in London only D with the people

we work with

29 In 1851, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A the giant greenhouse was burnt. B the first Great Exhibition was destroyed. C the International Registered Exhibitions were set up. D the first Great Exhibition was held in London.

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R430 The Expo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A has been celebrated for less than 180 years. B was designed by Joseph Paxton. C was destroyed in 1936. D was opened in 1851.

31 What does the article focus mainly on? A taking a selfie of a famous place. B finding solutions to the problems of mankind. C displays of a country’s culture. D places of cultural interest.

32 The underlined word construction is an antonym for . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A obstruction B destruction C instruction D deterioration

33 According to the article, the reason for celebrating the Expo is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A to throw a party after reaching solutions to the problems of mankind. B to make more propaganda about that place. C to find solutions to the problems of mankind. D to prevent other countries from sharing in that event.

34 According to the article, which of the following is correct? A There are ordinary displays of the countries’ cultures during celebrating the Expo. B The Great Exhibition was held in Paris. C The celebration of the Expo aimed at sharing the world’s diverse languages. D Joseph Paxton designed the building the Great Exhibition.

35 The building of the Great Exhibition was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A similar to a giant greenhouse made of iron and glass. B different from a giant greenhouse made of iron and glass. C held in an African country. D similar to a giant greenhouse made of rock and metal.

Read and choose the correct translation from A, B, C or D

36 Culture and language are inextricably linked: you can't understand a culture without first learning a language. Therefore, it is better to be bilingual to know more about other cultures.

A ترتبط الثقافة واحلضارة ارتباطا وثيقا. ال ميكنك فهم حضارة ما دون تعلم اللغة أوال. من األفضل أن تكون ثنايئ الثقافة ملعرفة املزيد عن تاريخ الشعوب األخري.

B ترتبط الثقافة واللغة ارتباطا وثيقا. ال ميكنك فهم حضارة ما دون دراسة تارخيها أوال. من األفضل أن تكون ثنايئ اللغة ملعرفة املزيد عن تاريخ الدول األخرى.

C ترتبط احلضارة والتاريخ ارتباطا وثيقا. ال ميكنك فهم حضارة ما دون دراسة التاريخ أوال. لذلك من األفضل أن تكون ثنايئ اللغة ملعرفة املزيد عن تاريخ الدول األخرى.

D ترتبط الثقافة واللغة ارتباطا وثيقا، ال ميكنك فهم ثقافة ما دون تعلم اللغة أوال، لذلك من األفضل أن تكون ثنايئ اللغة ملعرفة املزيد عن الثقافات األخرى.

R437 Egypt has wonderful great monuments that reflect its great civilisation throughout history. This

magnificent heritage must be a source of pride for us as well as a motivator to achieve great things.

38

A The World Health Organization announced that COVID-19 - which it calls "Omicron “- is the most contagious between all the virus mutations that have been developed so far.

B The Egyptian Ministry of Health and Population announced that the new Coronavirus mutant - which it calls "Omicron "- is the most contagious among all the virus mutations that have been cured so far.

C The World Health Organization denied that the new Coronavirus mutant - which it calls "COVID"-19 - is the simplest among all the virus mutations that have appeared so far.

D The World Health Organization announced that the new Coronavirus mutant - which it calls "Omicron" - is the most contagious among all the virus mutations that have appeared so far.

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A Not all the secrets of modern Egyptian antiquities have been revealed yet. From time to time, archaeologists surprise us by discovering more unique artefacts that add to the history of the ancient Egyptian civilisation hundreds of years ago.

B Not all the secrets of ancient Egyptian antiquities have been written down yet. From time to time, archaeologists surprise us by discovering more unique artefacts that show the majesty of the Egyptian civilisation thousands of years ago.

C Not all the secrets of ancient Egyptian civilisation have been revealed yet. From time to time, archaeologists surprise us by discovering more unique artefacts that uncover the mystery of the nature of life thousands of years ago.

D A few of the secrets of ancient Egyptian civilisation have been revealed yet. From time to time, geologists surprise us by discovering more unique rocks that uncover the mystery of the nature of the desert thousands of years ago.

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مل تكشف كل أرسار احلضارة املرصية القدمية حتي األن، من حني ألخر يفاجئنا علامء األثار باكتشاف املزيد من القطع األثرية الفريدة التي تزيل الغموض عن طبيعة احلياة منذ أالف السنني.

أعلنت منظمة الصحة العاملية أن متحور فريوس كورونا اجلديد – الذي تطلق عليه إسم "أوميكرون"- هو األشد عدوى بني كل متحورات الفريوس التي ظهرت حتى اآلن.

A متتلك مرص احلضارة الفرعونية العريقة التي تربز أثارها العظيمة عرب التاريخ. جيب أن يكون هذا التاريخ الرائع مصدر فخر لنا وكذلك دافعا لتحقيق أحالم عظيمة.

B متتلك مرص العديد من األثار العظيمة التي تؤثرعيل حضارهتا العظيمة عرب التاريخ. جيب أن يكون هذا التاريخ الرائع مصدر فخر لكل العامل وكذلك دافعا لتحقيق أشياء عظيمة.

C متتلك مرص العديد من األثار الرائعة التي تعكس حضارهتا العظيمة عرب التاريخ. جيب أن يكون هذا الرتاث الرائع مصدر فخر لنا وكذلك دافعا لتحقيق أشياء عظيمة.

D متتلك مرص احلضارة املعامرية الرائعة التي تعكس تارخيها املجيد عرب التاريخ. جيب أن تكون هذه احلضارة النادرة مصدر فخر لنا وكذلك دافعا لتحقيق أشياء عظيمة.

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R440 Write an essay of about 200 words on one of the following topics: a What are the advantages and possible disadvantages of many nations coming together to share

their past and present culture in one place? b A myth, a fable or a legend you have heard of and which has taught you some sort of valuable

lesson. Include some information on its culture, where it came from and the people who created it.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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PRACTICE EXERCISES

4 Practice Exercises 4Choose the correct option from A, B, C or D.

1 The new hotel is very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . It has 200 rooms and three swimming pools by the sea.A impressive B impress C impressed D impression

2 The artist told me that she took . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . from her father, who was also a painter.A ventilation B ammunition C inspiration D respiration

3 Tarek’s grandfather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a long illness, and is back home after many weeks in hospital.A treated B achieved C overdid D overcame

4 Sara is the best . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for the job. She has more experience than anyone else.A intern B candidate C interview D direction

5 A job on the website looks very interesting, you should . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . for it.A supply B reply C apply D imply

6 If you want this job, you need to send your . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vitae.A professional B profile C personal D curriculum

7 He leaned over and . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to my ear, but I didn’t hear what he said.A shouted B whispered C cried D sang

8 The neighbours were . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . with all the noise the dog was making.A cheered up B agreeing C pleased D fed up

9 Osama worked hard in the summer and has . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . his goal of getting top marks in the exams.A gained B scored C won D achieved

10 Mona’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to the family party was to bake some lovely cakes.A contribution B resources C employment D inspiration

11 By this time next month my parents will . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . their new company.

A have started B has started C starting D having started

12 People nowadays no longer believe ancient . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . which used to explain how the world works.

A columns B myths C monuments D ports

13 Some of the most difficult . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . situations make us stronger.

A career B common sense C life-changing D employee

14 Whether we get angry about situations or not depends on our . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . on the issue.

A identity B ancestors C understanding D perspective

15 We should look for the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in every experience we have.

A fable B legend C narrative D moral

16 Choose the correct option to put the sentence into indirect speech: I'd like to share the research I have done to find the secrets to achieving my goals.

A The writer said he likes sharing the research he has done to find the secrets to achieving his goals. B The writer said he would like to share the research he does to find the secrets to achieving his goals.

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4 C The writer said he will like to share the research he has done to find the secrets to achieving his

goals. D The writer said he would like to share the research he had done to find the secrets to achieving his

goals.

17 Fateen’s trip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . really enjoyable because he wrote a long blog about it.

A couldn't have been C must have been

B would have been D can’t have been

18 Which of the following is structurally correct?

A My friend told me that he had obtained a new job in the New Administrative Capital. B My friend said to me that he had obtained a new job in the New Administrative Capital. C My friend told me that he has obtained a new job in the New Administrative Capital. D My friend ordered me that he had obtained a new job in the New Administrative Capital.

19 Choose the correct option to put the sentence into indirect speech: Mark McCormack said, 'Divide your objectives into smaller steps.’

A Mark told to me to divide my objectives into smaller steps. B Mark told me to dividing my objectives into smaller steps C Mark told me to divide my objectives into smaller steps. D Mark told to divide my objectives into smaller steps.

20 The village streets are muddy because it . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . all night. A had rained B had been raining C has been raining D will be raining

21 The novelist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . an award for his last collection of short stories a week ago. A had offered B offered C has been offered D was offered

22 I and my brother usually depend on ….. to face everyday problems. A myself B themselves C ourselves D himself

23 My assistant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . my instruction: he did the opposite! A can’t have been understood C must have understood

B can’t have understoodD mustn’t have understood

24 Most of the plays . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . by Shakespeare were translated to different languages. A which written B were written C written D writing

25 Which of the following is structurally correct? A The poem is too interesting that I read it many times. B It is such an interesting poem, that I read it many times. C The poem is so interesting which I read it many times. D The poem is enough interesting to read many times.

26 There is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . bread left; it isn’t even enough for just one person of the big family. A a little B much C a lot D little

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27 The following is part of a/an.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . essay. A persuasive B opinion C narrative D descriptive

It was my first day on the new job. I was sitting in a badly-furnished office with three other young men. They started asking me different questions to get as much information as they could. The moment one of them asked me if I had known the General Manager, I felt terribly annoyed and said, ”Please, stop inquiring about my life: let’s concentrate on what we are doing”.

28 Which of the following is part of an argumentative essay on “the importance of libraries”? A Moreover, there are other habits that children could practise as well as playing video games. B On the other hand, being bilingual is a good way to learn more and more about other cultures. C In my opinion, it would be a serious mistake to replace libraries with tablets. First, digital books and

resources are associated with less learning and more problems than print resources. D Therefore, it is highly recommended to show our young people how to mix with other cultures,

bearing in mind that they must keep their local customs and moral values.

Read the following passages, then choose the correct option from A, B, C or D.

Azza NakhlaI have recently graduated with a degree in English from Cairo University. My goal is to be a full-time guide for a travel company and I would like to apply for an internship at your company so I can learn more about the job.I have already had some experience of being a guide. During my university holidays two years ago, I worked part-time for a company that took school children round museums in Cairo. There were a lot of young children in each group and they had to be watched carefully to make sure they were safe. I would go with the group leaders to the museum, and then I would take small groups of children round the highlights of the museum. The company must have been pleased with my work, because I was asked to work there again the following year.I have also been working as a volunteer at a local charity that helps children who are in hospital. I visit them once a week to play games with them. The children like to be read to and kept busy. I often read them books of myths and legends that they really enjoy. My peers say that I am a well-rounded and generous person and I take pride in my excellent English skills. I also have a good knowledge of the landmarks, monuments and tourist attractions that your company takes tourists to visit. I think I can make an important contribution to your company as an intern. If you are happy with my work, I hope to be offered full-time employment in the future.

29 The text is from . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A a curriculum vitae.

C a professional profile.

B a job advertisement.

D a museum website.

30 Azza is applying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A for a full-time job.

C to be an intern.

B for a part-time job.

D to take children round museums.

31 the underlined idiom "take pride in" is similar in meaning to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A be responsible for

C be ashamed of

B value something highly

D take turns to

32 In her part-time job, Azza took . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A a few children round the museum’s highlights alone.

4

A

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B a few children round the museum’s highlights with her group leader.

C large groups of children around the museum’s highlights alone.

D children to see landmarks, monuments and tourist attractions.

33 In her voluntary work, Azza helps children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A to be treated for illnesses.

C who must have been very ill.

B to overcome problems.

D who want to be entertained.

34 Who might not be able to tell the company that Azza is an impressive candidate for the job?

A people at the place where she worked part-time

C people that she knows who are the same age as her

B the children at the hospital

D people who work at the city’s tourist attractions

The secrets to my success

I'm sure, like me, you have goals you would like to reach some time in the future. In this blog post I want to share the research I have done to find the secrets to achieving my goals.

First of all I identified my weaknesses by reflecting carefully and asking friends and family. I should have done this many years earlier as I discovered that I was disorganised, scared of failing, and that I get distracted easily. Were there too many problems to solve at once? Well, I started with one at a time and here's what I learnt.

I read a book about organising my room. The author, Sheila Chandra, suggested starting at one place in the room and when you pick things up not to put them down until you find the perfect location for them. Then, the next time you use it, always return it to its home so you'll know where to find it next time, just like you do with your toothbrush!

The next issue was my fear of failing. Mark H. McCormack was the author of a book which advised me to divide my objectives into smaller steps and then set a time limit for each of these steps. He said that if we look at the top of a huge mountain we will be put off climbing it, but if we focus on reaching different points in the mountain, it is less scary. Breaking down bigger goals into smaller objectives with specific time limits helped me focus for short periods of time with greater concentration too.

As you can see, I started by identifying the problems and researching possible solutions, then I put the ideas into practice. I hope the secrets to my success help you as much as they have helped me.

35 The article is about … A the most influential books the writer has ever read. B the importance of being a reflective learner. C how the writer progressed towards his goals. D how to decide on the best research methods.

36 The author says … A he asked the people he knew for advice. C he did not need to ask anyone for help.

B he asked the authors of the books for help.D he will read more self-help books.

37 The author says that … A Sheila Chandra taught him about toothbrushes. B cleaning your room makes you feel more positive. C the toothbrush principle helped him become organised. D it is important to put your toothbrush in the same place.

4

B

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4 38 The message in the second book was that … A big goals are always easy to achieve. B many smaller objectives are lots of fun. C mountain climbing can be very scary. D you should divide bigger goals into smaller ones.

39 The message from the second book helped the author to … A reduce the fear of failing and find a new hobby. B stay organised and reach their goals more quickly. C reduce the fear of failing and improve concentration. D improve the writer's time management problems.

40 The process the writer uses to help him become more successful can be summarised as: A Identify the problems, research the solutions and implement them. B Identify the problems, talk to friends and family and ask for solutions. C Identify the problems, go to the library and find useful books to help. D Identify the friends and family that can help you and ask lots of questions.

Read the sentences then choose the correct translation from A, B, C or D. 41

A I am currently looking for an internship at a website where I can write articles for local news. My professional profile will be put online shortly.B I’m currently looking for an internship at a website where I can learn more about writing articles for

local news. My professional profile has been online recently.C I have been looking for a new job at a website where I can write articles for local news. My

professional profile will be put online shortly.D I want to look for an internship in an office where I can learn more about writing articles for

international news. My professional profile will be put online shortly.

42 Recently, Hassan has been spending all of his time studying for his exams. However, he has not stopped helping at the local charity, which helps elderly people.

I’m currently looking for an internship at a website where I can learn more about writing articles for local news. My professional profile will be put online shortly.

أبحث حاليا عن تدريب يف موقع ويب حيث ميكنين معرفة املزيد حول كتابة املقاالت لألخبار املحلية. سيتم وضع ملف التعريف املهين اخلاص يب عىل اإلنرتنت قريبا.

ىف اآلونة األخرية ، كان حسن يقيض كل وقته يف الدراسة من أجل امتحانه ، ومع ذلك ، مل يتوقف عن املساعدة يف Aاجلمعية اخلريية املحلية ، التي تساعد األشخاص الكبار.

يف اآلونة األخرية ، قيض حسن كل وقته يف الدراسة من أجل امتحانه ، ولذلك ، توقف عن الدراسة ليك يساعد يف Bاجلمعية اخلريية املحلية ، التي تساعد األشخاص الكبار.

قيض حسن كل وقته يف الدراسة من أجل امتحانه يف العام املايض ، ومع ذلك ، مل يتوقف عن املساعدة يف اجلمعية Cاخلريية املحلية التي تساعد األيتام.

يف اآلونة األخرية ، كان حسن يقيض كل وقته يف أداء امتحانه ، ومع ذلك ، مل يتوقف عن املساعدة يف اجلمعية اخلريية Dاملحلية التي تساعد الشباب.

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A The country's wealth has affected places of cultural interest recently. Alexandria is a clear example of great heritage, with its historic places such as the Roman Theatre and Alexandria National Museum.

B Alexandria has affected the depth of the country's civilisation over the years. This city is an example of cultural interest, with its historical places such as the Bibliotheca Alexandria and Alexandria National Museum.

C Places of economic interest have reflected the importance of the country's civilisation over centuries. Alexandria is a clear example of economic interest, with its historical places such as the Roman Theatre and Alexandria National Museum.

D Places of cultural interest reflect the depth of the country's civilisation over the years. Alexandria is a clear example of cultural interest, with its historical places such as the Roman Theatre and Alexandria National Museum.

44 Success in life is measured in terms of the achievements one could carry out throughout their lives. Therefore, many ambitious people aspire to achieve higher levels of success.

45 Hard work and perseverance are your tools to achieving your goals. To what extent do you agree or disagree with this? Write an essay of about 200 words.

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تعكس األماكن ذات الطابع الثقايف عمق حضارة البلد عرب السنني، وتعد االسكندرية مثاال واضحا هلذا الطابع مبا حتظي به من أماكن تارخيية مثل املرسح الروماين ومتحف اإلسكندرية القومي.

A يقاس الطموح يف احلياة من حيث النجاح الذي متكن املرء أن حيققه طوال حياته. ولذلك ، يتطلع العديد من األشخاص الطموحني إىل حتقيق املزيد من األهداف الشخصية يف احلياة.

يقاس النجاح يف احلياة من حيث اإلنجازات التي متكن املرء أن حيققها طوال حياته. ولذلك ، يتطلع العديد من Bاألشخاص الطموحني إىل حتقيق مستويات أعيل من النجاح .

يقاس التقدم يف احلياة من حيث الطموحات التي متكن املرء أن حيققها طوال حياته. ومع ذلك ، يتطلع القليل من Cالشباب إىل حتقيق مستويات أعيل من النجاح.

يقاس النجاح يف احلياة من حيث اإلنجازات التي حياول املرء أن حيققها طوال حياته. ولذلك يتطلع بعض األشخاص Dالطموحني إىل حتقيق املزيد من النجاح طاملا أهنم حيلمون بذلك.

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PRACTICE EXERCISES

5 Practice Exercises 5

Choose the correct option from A, B, C or D.1 The Great Pyramids are one of the most famous tourist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in the world.

A remains B attractions C monuments D heritage

2 Alexandria has always been Egypt’s most important . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . on the Mediterranean Sea.A highlight B port C site D monument

3 We all felt very sad at the end of the play. The story was very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A moving B moved C picturesque D worth seeing

4 Traditional music is part of Egypt’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and we can all be proud of it.A myths B remains C legends D heritage

5 London is very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , with about 250 languages spoken by people who live there.A bilingual B picturesque C multicultural D dominant

6 Nadia now lives in Aswan, but she was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in Cairo.A raised B risen C embraced D cheered

7 My grandmother takes a lot of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in her garden, which always looks beautiful.A place B proud C pride D roots

8 Adam’s family live in Cairo now, but their . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . were farmers in the countryside.A families B ancestors C roots D identity

9 Everyone in the stadium .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . when Egypt scored a goal.A cheered B stretched C won D boasted

10 I was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . with the mess, so I decided to clean my room.A humble B jealous C fed up D pride

11 He is still doing the exercise. He . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . it for two hours now.A has done B has been doing C had been doing D was doing

12 Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . by mum, what delicious meals she makes!A is never made B is always made C was never made D is always making

13 Don’t worry; the problem .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . sooner or later.A was solved B will solve C is going to solve D will be solved

14 The teacher instructed us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the passage and give short answers to the questions.A read B that read C to read D to reading

15 I don’t know the proper time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I can meet the manager; he is always busy.A which B that C when D where

16 When we arrived, the manager . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . an urgent task. We had to wait for a few minutes to meet him.A had done B is doing C was doing D have done

17 All the students answered that question well; it . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . so easy.A had to be B mightn’t be C mustn’t have been D must have been

18 Which of the following is punctuated correctly?

A did you remember to buy all your mother’s things? when you reached the supermarket.

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5 B Did you remember to buy all your mother s things When you reached the supermarket? C did you remember to buy all your mother s things when you reached the supermarket D Did you remember to buy all your mother’s things when you reached the supermarket?

19 Which of the following can’t express contrast?

A althoughC but

B despite the fact thatD in addition to

20 Which of the following could start an essay about “the importance of tourism”?

A Above all, people should know to reflect a bright picture about their behaviour towards tourists. B It's a matter of fact that tourism is one of the most important sources of income for any country. C In conclusion, it is highly recommended to spread national awareness about the importance of

tourism. D However, tourism must flourish for the sake of our national economy.

21 Choose the correct option to change the following into reported speech: Huda said, “Why are you so late, Ahmad?"

A Huda inquired why Ahmad is so late. B Huda inquired why Ahmad was so late. C Huda asked why was Ahmad so late. D Huda inquired why I had been so late.

22 The book is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . interesting that I want to read it again.

A such B so C enough D too

23 Which of the following is part of an essay on “the importance of keeping our national economy during Coronavirus pandemic”?

A On the one hand, we have to stop flights to other countries where Coronavirus pandemic is still spreading. On the other hand,another vaccination campaign must be carried out.

B Protective measures must be followed to face Coronavirus pandemic. Moreover, necessary medicines must be available for free.

C Therefore, more awareness campaigns should be launched on social media to educate people about the importance of taking precautionary measures firmly while staying at home.

D In my opinion, we should go on working at a normal scale to keep the cycle of production and protect our local economy as long as we follow precautionary measures strictly everywhere.

24 Mrs Hughes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a very important author. Everyone wants her to sign her book.

A will be C must be

B could beD must have been

25 Unfortunately, the car . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . checked well before we left our village; it broke down again.

A had B hadn't C had been D hadn't been

26 Grandpa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . do the gardening every morning, but now he is too tired. A use to B should C used to D will

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27 Faten came .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . an amazing article about ancient myths on the internet as she was doing her homework.

A up B over C in D across

28 As the ship was under a lot of sand, they had to dig it . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . carefully. A up B over C in D across

Read the following passages then choose the correct option from A, B, C or D.

Tunis is the capital city of Tunisia and is well worth seeing, and its nearby ancient archaeological remains are not to be missed. The well-known site of Carthage, which is near the Tunisian coast, was added to the UNESCO World Heritage list in 1979.Highlights of the site include Roman baths, remains of Roman villas and temples and an amphitheatre. Little can be seen of the theatre today, which is so ruined that it does not look very impressive. However, it must have been an amazing place in Roman times. Around 36,000 people would visit the amphitheatre at that time to enjoy events. There is also a museum at the site which allows you to look back and learn about the city’s history. Carthage, which means ‘new town,’ is said to have been built in around 814 BCE by the Phoenicians. It must have been a wealthy and safe port after this time, with a castle to guard it and the people were able to trade with countries around the Mediterranean. The city had also become rich from nearby silver mines and the Phoenicians were famous for making excellent beds and furniture.However, although Carthage was rich, its people could not stop the powerful Romans, who crushed Carthage in a war in 146 BCE. The Romans must have destroyed much of Carthage, because most of today’s monuments date from Roman times.

29 Carthage is …

A a city in Tunisia.C an archaeological site.

B a Roman city.D a picturesque port.

30 Most tourists visit Carthage to see …

A the capital of Tunisia.C an important castle.

B picturesque Phoenician buildings.D Roman remains.

31 The amphitheatre at Carthage …

A is very impressive today.C is big enough for 36,000 tourists.

B must have been very impressive in the past.D cannot be seen today.

32 The Phoenicians were …

A good friends with the Romans.C the people who built most of the buildings

you can see today.

B the people who first built Carthage.D people who built silver mines.

33 The Romans won a war against the Phoenicians …

A to get their beds and furniture.C because they wanted their silver.

B because they were too powerful for them.D because they wanted to trade with them.

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A

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34 From the text, find a word that means ‘completely defeated’.

A crushed B ruined C looked back D destroyed

The hidden gems of Egypt

Egypt has a wide range of picturesque places for tourists to visit all year round. The most popular destinations for those wanting to learn more about Egypt's rich cultural heritage include Cairo and Hurghada. Together these two locations welcome over ten million visitors every year. Most of us know about the Pyramids of Giza or the impressive remains in The Valley of the Kings. However, I am a travelling reporter and I have been in search of the cultural heritage below the surface in order to discover Egypt's hidden heritage.

In July 2021 I read a newspaper article about the discovery of hidden ruins in the Nile and I just had to find out more. I managed to speak to Franck Goddio, the French marine archaeologist who made the discovery, and asked him to tell me about this wonderful finding. He said that his team had discovered the 25-metre ship thanks to the latest technology used to scan the bottom of the Nile. He explained to me how the ship, which is over 2,200 years old, had sunk after being hit by huge blocks from the temple of Amun. Franck told me that it had been these blocks which had helped to protect the sunken ship from further destruction which is why it was found in such good condition. Franck and his team also explained to me how much they had learnt about the ancient port of Thonis-Heracleion and the trade with the Greek world because of the discovery.

Speaking to Franck has taught me that there are so many undiscovered treasures which can teach us lots about our cultural history. It is important to learn about our ancestors by visiting the most celebrated tourist attractions however, we mustn't forget we can also find out about our cultural identity in the most unexpected places.

35 The article is written by …

A a TV reporter. B a university student. C a magazine reporter. D an archaeologist.

36 The main idea of the text is that …

A the Nile is very important for Egypt's cultural heritage. B some of Egypt's cultural heritage is under water. C we can learn about our history in surprising places. D Egypt and Greece used to have very strong connections.

37 Which of the following isn’t correct according to the passage?

A Most people know about the Pyramids of Giza or the impressive remains in The Valley of the Kings. B Egypt has a lot of picturesque places for tourists to enjoy visiting, including Cairo and Hurghada. C A French geologist explained how the 2,200-year ship had sunk after being hit by huge blocks. D There are still so many undiscovered treasures in Egypt.

38 Franck Goddio discovered …

A an important pyramid in The Valley of the Kings. B a port which hadn't been used for many years. C the Temple of Amun. D a big ship under the water.

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B

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39 The remains were found in good condition because… A it was very long. B of the use of the latest technology. C some blocks saved it from destruction. D the Nile delta is not very deep.

40 The finding has helped us learn about … A how ships used to be made. B the old port and the connections with Greece. C how people would travel on the Nile. D how important technology is.

Read the sentences then choose the correct translation from A, B, C or D.

41

A Cases of the Coronavirus are currently rising all over the world. The new mutant "Omicron" is raising alarm bells round Africa. Therefore, all precautionary measures must be taken firmly.

B Cases of the delta mutated virus are currently rising all over the world. The new mutant "Omicron" is raising alarm bells round the world. Therefore, all precautionary measures must be taken firmly.

C Cases of the delta mutated virus are no longer rising all over the world. However, the new mutant "Omicron" is raising alarm bells round the world. Therefore, all precautionary measures must be taken firmly.

D Cases of the delta mutated virus are currently rising all over the world. The new mutant "Omicron" is raising alarm bells round the world. However, precautionary measures are still ignored.

42 Some employers prefer experience to the enthusiasm of youth, while many business owners tend to prefer a mix of both to carry out more achievements in any enterprise.

43

A Young people can’t deal with people from other cultures as long as they aren’t able to benefit from what suits them from those cultures and preserve their original values and customs.

B Young people can deal with people from other cultures as long as they are able to benefit from what suits them from those cultures and preserve their original values and customs.

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ترتفع حاالت اإلصابة بفريوس متحور دلتا حاليا يف مجيع أنحاء العامل، ويدق املتحور اجلديد "أوميكرون" أجراس اإلنذار يف مجيع أنحاء العامل. لذا البد من إختاذ كل التدابري الوقائية بحزم.

يفضل بعض أصحاب العمل محاس الشباب عيل اخلربة، بينام يريد العديد من أصحاب األعامل كثريا من اخلربة لتحقيق Aاملزيد من اإلنجازات يف أي مؤسسة.

يفضل بعض أصحاب العمل اخلربة عىل توظيف الشباب، بينام يريد القليل من أصحاب األعامل مزجيا من االثنني Bلتحقيق املزيد من األحالم يف أي مصلحة حكومية.

يفضل بعض أصحاب العمل اخلربة عىل محاس الشباب، بينام يريد العديد من أصحاب األعامل مزجيا من االثنني Cلتحقيق املزيد من اإلنجازات يف أي مؤسسة.

يفضل الكثري من أصحاب العمل اخلربة عىل محاس الشباب، بينام يريد القليل من أصحاب األعامل توظيف الشباب Dاملتحمس لتحقيق املزيد من اإلنجازات يف أي مؤسسة.

ميكن للشباب أن يتعاملوا مع أناس من ثقافات أخري طاملا أهنم قادرون عيل االستفادة من ما يناسبهم من تلك الثقافات واملحافظة عيل قيمهم وعاداهتم األصيلة.

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C Young people can’t travel with people from other cultures as long as they aren’t able to benefit from what suits them from those cultures and preserve their local values and customs.

D Young people can travel with people from other cultures as long as they are able to benefit from what suits them from those cultures, regardless of keeping their original values and customs.

44 I am bilingual, not only because my parents speak different languages, but also because I have lived in two countries. I grew up in Brazil, where they speak Portuguese, but I went to university in Egypt.

45

A The port in the old city was worth seeing. However, it must have been even prettier in good weather, because it was raining when we visited.

B The port in the old city was very old. However, it was even prettier in the past, and it was raining when I visited.

C The harbour in the city was very picturesque. However, it must have been even prettier in the past, because it was busy when I visited.

D The port in the old city was very picturesque. However, it must have been even prettier in good weather, because it was raining when I visited.

46 In a multicultural world, it is very important to know more than one language to be able to communicate and work with others easily. Do you agree or disagree? Write an essay of about 200 words.

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أنا متعدد اللغات ، ليس فقط ألن والدي يتحدثان لغات خمتلفة ، ولكن أيضا ألنين عشت يف ثالث دول، نشأت يف Aالربازيل ، حيث يتحدثون الربتغالية ، وذهبت إىل اجلامعة يف اخلارج.

أنا ثنايئ اللغة ، ليس فقط ألن أصدقايئ يتحدثون لغات خمتلفة ، ولكن أيضا ألنين عشت يف بلدين. نشأت يف الربازيل ، Bحيث يتحدثون الفرنسية ، لكين ذهبت إىل اجلامعة يف مرص.

أنا ثنايئ اللغة ، ليس فقط ألن والدي يتحدثان لغات خمتلفة ، ولكن أيضا ألنين عشت يف بلدين. نشأت يف مرص ، حيث Cيتحدثون العربية ، لكين ذهبت إىل اجلامعة يف الربازيل.

أنا ثنايئ اللغة ، ليس فقط ألن والدي يتحدثان لغات خمتلفة ، ولكن أيضا ألنين عشت يف بلدين. نشأت يف الربازيل ، Dحيث يتحدثون الربتغالية ، لكين ذهبت إىل اجلامعة يف مرص.

كان ميناء املدينة القدمية خالبا للغاية، ومع ذلك ال بد أهنا كانت أمجل يف الطقس اجليد ألهنا كانت متطر عندما زرنا املكان.

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PRACTICE EXERCISES

6 Practice Exercises 6

Choose the correct option from A, B, C or D.1 Ali has a/an . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . at a bank, and he is learning a lot about the job.

A internship B intern C membership D scholarship

2 My mother works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . at a hotel; she has to be at home for four days a week because I have two younger brothers.A continually B full-time C fully D part-time

3 I always get very nervous when I go for a job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , and I forget what to say.A internship B review C interview D citizenship

4 We should look for the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in every experience we have.A fable B legend C myth D moral

5 You should . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . people with kindness and respect.A treat B give C achieve D overcome

6 I have the same .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . as my friends. We all think that we should look after the environment.A inspiration B direction C protection D inspection

7 The Cairo Tower is a famous city . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A landfill B landmark C myth D temple

8 Our teacher is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and can speak four or five languages.A multilingual B bilingual C multicultural D mother tongue

9 Around 250 languages are spoken in London, but English is the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . language.A minor B dominant C second D temporary

10 The columns in the temple which show .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . figures and hieroglyphics are important historic objects.A elaborate B incorrect C illiterate D desperate

11 Only . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . students are present; it has been raining heavily all night.A many B a few C none D little

12 More schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to decrease the number of students in classes.A should build B was built C are going to build D are going to be built

13 Scientists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the side effects of COVID-19 for years; they are still doing this task.A had been researchingB have researching

C have been researchingD were researching

14 Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . due care to prepare them to face the challenges of life.A was given B should give C are to give D are given

15 Choose the correct option to put the question into indirect speech: Are you prepared for the 21st Century?

A The writer asked if we had been prepared for the 21st Century. B The writer asked if we were prepared for the 21st Century. C The writer asked if we will be prepared for the 21st Century. D The writer asked if we are preparing for the 21st Century.

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616 My uncle has lived in his village . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . his childhood.

A for B since C ago D when

17 Eman got the gold medal; she . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . hard lately. A can't have trained B must have trained C shouldn't have trained D didn't have to train

18 The sales manager asked if I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the reply to my complaint the week before.

A had received B have received C was receiving D would receive

19 Which of the following is punctuated correctly?

A I can’t tell you now. However, everything will be explained tomorrow evening. B I can’t tell you now. however, everything will be explained tomorrow evening C I can t tell you now, However, everything will be explained tomorrow evening. D I can t tell you now. However everything will be explained tomorrow evening.

20 Mr Gaber, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . is a sales manager, lives next door to us.

A that B which C who D whose

21 Do you know that the first mobile phone call . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Years ago?

A is made B had been made C was made D was making

22 Which of the following can be used to show reason?

A As a result B Regardless of C Due to D Moreover

23 In an essay about “The importance of keeping cultural heritage”, which of the following sentences can be a topic sentence?

A On the other hand, schools should spread national awareness to keep our cultural heritage. B However, a lot of people are still unaware of the importance of keeping our cultural heritage. C It is taken for granted that cultural heritage is the backbone of the civilisation of every nation all over

the world. D Therefore, it is highly recommended to show our children how to keep the country’s cultural

heritage by all means.

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6A

Read the following passages, then choose the correct option from A, B, C or D.

What skills do you need to have a successful career? In the past, it was common for people to enter a profession at a low level, where they could first learn about the job. Then, over time, as the person got more experience, they could be promoted until, eventually, they had an important position. However, this is not always the case. Many people have started in one career and changed direction completely to be successful in a very different profession. One example is Vera Wang. She was a successful skater, and nearly joined the USA’s Olympic skating team, before becoming an editor of a magazine. She is now one of the world’s most famous clothes’ designers for women.When Taikichiro Mori died in 1993, he was one of the richest people in the world because of his very successful building company. However, he had spent most of his career working for technical schools and universities in Japan, where he was a professor. He only started his building company when he was in his 50s.Other examples include the businessman Richard Branson, whose first job was to sell pet birds, and Jeff Bezos, who started a school summer camp long before he started Amazon.These examples show that it is never too late to change careers or to learn new skills. In fact, today, many companies prefer a job candidate to demonstrate competencies rather than experience in a particular job. Competencies can be defined as the knowledge, skills and abilities of a person to do something well, and in today’s flexible workplaces, people will be expected to show competencies in a range of fields, not just in one job. These people have demonstrated that they could be successful in many different fields. In a world where life-long learning has become increasingly important, it seems that the ability to gain experience in many different fields can be a good thing to put on your CV

24 The main idea of the text is that … A you must have many years of experience in one job to become successful. B it is important to update your CV. C we should continue to study after we leave school. D working in lots of different jobs gives you different experiences which can help you become more

successful.

25 The writer suggests that … A it is unusual to change your career. B having different experiences develops different skills. C you shouldn’t change career. D being successful makes you calm and happy.

26 The writer suggests that Vera Wang’s early career … A is very similar to what she does now. B made her a good editor. C is very different to what she does now. D didn’t make her a good editor.

27 Taikichiro Miro … A started his business selling pets. B was a professor before he started a business. C met Jeff Bezos in 1993. D was a professor before he started selling pets.

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Are you prepared for the 21st Century?

We have heard of a water-proof jacket which protects us from the rain but what about protecting ourselves against the future? Developing the skills now that will be necessary in the future is known as 'future-proofing’.

Even before 2020, when the World Economic Forum produced a report which detailed the skills the workers of the future would need, many Education Ministries, including Egypt's, had already started to teach these skills as they knew they were the ones that would ensure students would become the best candidates for jobs that do not exist yet.

It is very likely that you already have many of the required skills but just do not know that you have them. The first key skill that will be important in the future job market is having a working knowledge of the wider world and the ability to actively take part in the global community. Greater access to the internet can help with this as well as the second key skill, digital knowledge. Digital knowledge, including programming, will be something required in most future jobs. Technology will be used on a large scale, and this is the reason robotics is a popular subject in many schools nowadays.

However, these future skills are not all about learning external knowledge only. The development of more personal abilities will be crucial in the future and many companies are already looking for these in candidates now. They include things like creativity, problem-solving and analytical thinking as well as the ability to cooperate well with others, show kindness and understanding, the ability to lead others and to be able to negotiate with others to find an ideal solution to unexpected problems. Many large tech companies already need teams of workers to work in partnership on projects.

Developing these skills will ensure you will have all the necessary tools to deal with any changes. So, are you future-proof?

30 The article is about . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A the different jobs that will be available in the future. B the importance of technology in the future. C the skills students are learning in school now. D the skills you will need to help you in the future.

31 The text says . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A a mix of personal skills and knowledge is very important. B Creativity is the most important skill. C Large tech companies already have enough workers. D Most students should study robotics in school.

6

B

28 From the text, what does ‘life-long learning’ mean? A Going to school for your whole life. B Learning for a long time. C Acquiring different experiences through life. D Going back to school a few years after you leave school.

29 Which of the following is not a ‘competency’ according to the text? A the ability to do something well B knowledge that you learn in a job C skills that you learn in a job D having a lot of experience in one career.

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32 Digital knowledge according to the text will be necessary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A because technology will do a lot of the work. B because the internet will be unavailable most of the time. C because we will be collaborating in teams more. D because we are not good at working together.

33 The overall message of the text is that . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A we know what jobs will exist in the future. B because the internet will be unavailable most of the time. C we will be using lots of technology in the future. D we will not be working alone in the future.

34 The subject of robotics in schools will . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A help students have fun. B help students learn to negotiate.

C help students learn to collaborate. D help students learn about programming.

35 The report by the World Economic Forum .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A has influenced what is being taught in schools. B includes a list of jobs that will exist in the future. C has helped many people get a good job. D was published over twenty years ago.

Read the sentences then choose the correct translation from A, B, C or D.

36

A Magda has been working as an intern at a car factory for three months. She wants to be given a full-time job there when she has more experience.

B Magda started working as an intern at a spare parts factory three months ago. She was then given a full-time job there because she had the experience.

C Magda started working as an intern at a car factory three months ago. She wants to be given a full-time job as a sales manager when she has the proper experience.

D Magda has been working as a worker at a car factory for three months. She wants to be given a part-time job there when she has given birth to her baby.

37

A Many experts believe that population growth and the increase in prices are among the most important obstacles that lead to instability, especially in developing countries, so the necessary measures must be taken to confront these challenges.

B Many economists believe that overpopulation and unemployment are among the most important obstacles to development and stability all over the world so the necessary measures must be taken to confront these challenges.

C Many experts believe that overpopulation and unemployment are among the most important obstacles to development and stability, especially in developing countries, so the necessary measures must be taken to confront these challenges.

D Many experts believe that terrorism and unemployment are among the most important obstacles to development and stability, especially in developed countries, so the necessary measures must be taken to confront these challenges.

6

تعمل ماجدة كمتدربة يف مصنع للسيارات منذ ثالثة أشهر، فهي تريد احلصول عىل وظيفة بدوام كامل هناك عندما يكون لدهيا خربة أكرب.

يعتقد العديد من اخلرباء أن الزيادة السكانية والبطالة من أهم معوقات التنمية واالستقرار وخاصة يف الدول النامية، لذا البد من اختاذ التدابري االزمة ملواجهة هذه التحديات.

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38 In the legend of King Arthur, a wise man called Merlin had put a sword in a stone. The sword could only be pulled out by the man who would be king of England, and Arthur did this successfully.

39 The Egyptians have witnessed a historic procession of their country's ancient rulers last year. The mummies of eighteen kings and four queens have been transported from the Egyptian Museum to their new place.

40 Write an essay of about 200 words on this topic “In the 21st century, you need to be equipped with advanced skills, updated knowledge and strong values”.

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6A يف أسطورة امللك آرثر ، وضع آرثر سيفا يف حجر، ال ميكن سحب السيف إال من قبل الرجل الذي سيكون األكرث

حكمة يف إنجلرتا ، وقد فعل رجل يدعى مريلني ذلك بنجاح.

B يف حكاية امللك آرثر، وضع رجل عظيم يدعى مريلني سيفا يف برئ. ال ميكن سحب السيف إال من قبل الرجل الذي سيكون ملك إنجلرتا ، وقد فعل آرثر ذلك بنجاح.

C يف مرسحية امللك آرثر، وضع رجل حكيم يدعى مريلني خنجرا يف حجر. ال ميكن سحب ذلك اخلنجر إال من قبل الرجل الذي سيكون ملك إنجلرتا ، وقد فعل آرثر ذلك بنجاح.

D يف أسطورة امللك آرثر، وضع رجل حكيم يدعى مريلني سيفا يف حجر، ال ميكن سحب السيف إال من قبل الرجل الذي سيكون ملك إنجلرتا ، وقد فعل آرثر ذلك بنجاح.

A لقد شهد املرصيون عرضا عظيم حلكام بالدهم القدماء يف العام املاىض. تم نقل مومياوات أربعة ملوك ومثانية عرش ملكات من املتحف املرصي إىل مكاهنم اجلديد.

B لقد شهد املرصيون موكبا تارخييا حلكام بالدهم القدماء يف العام املاىض. تم نقل مومياوات مثانية عرش ملكا وأربع ملكات من املتحف املرصي إىل مكاهنم اجلديد.

C لقد انبهر املرصيون عندما شاهدوا موكبا تارخييا مللوك مرص القدمية يف العام املاىض. تم نقل مومياوات مثانية عرش ملكا من املتحف املرصي الكالسييك إىل مكاهنم اجلديد.

D لقد شارك املرصيون يف املوكب التارخيي حلكام بالدهم القدماء عرب التاريخ. تم نقل مومياوات مثانية عرش ملكا وأربع ملكات من املتحف املرصي إىل مكاهنم اجلديد.

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Acknowledgements – Student’s BookThe rights of Claire Hart and Patricia Chappell to be identified as the authors of this Work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

Acknowledgements-Workbook-The rights of Paul Ashe and Matthew Hancock as the authors of this Work have been asserted by them in accordance with the Copyright, Designs and Patents Act, 1988.

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