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Published by sea_freedomm, 2019-12-24 20:33:46

Learn English




UNIT 1 Unit 1 focuses on….
FOOD * writing skills
*speaking skills

* completing dialogues
* role play

Dora and her friend are Herbs and spices
enjoying food at a restaurant

Deciding on what to cook! recipes

A. Read and match.

B. Complete the conversation. Write a letter (A-F) for each answer.

A Ok. We won’t have sausages. I know. Let’s have some rice and chicken.
B Let me see…. No, I’m sorry. We haven’t got enough spaghetti.
C That’s a good idea. So it’s chicken,rice and a salad.
D Yes, we all like pizza, but there isn’t enough flour or enough cheese.
E I don’t know. What would you like?
F How about some sausages and a salad?
1. What are we going to have for lunch, Dad ?
2. Can we have spaghetti,please? It’s my favourite.
3. What about pizza then? Can you make us a pizza,please?
4. Ok Dad, what ideas have you got?
5. Er,no thanks. I’ve had too many sausages this week. I had some

on Monday and yesterday.
6. That sounds better. Can we have a salad too,please?
7. Great. Let’s start cooking.

C. Read and order the instructions.

Write it right
A recipe
* A recipe gives instructions so someone can cook something.
* First we include all the food we need. These are the ingredients.
* Then we give careful,numbered instructions about how to cook the

Bread and tomato snack

Ingredients: * Olive oil * 1 piece of garlic
* 8 slices of bread * 1 small onion * Black pepper
* 3 large tomatoes

What you do: When the bread has been
Cover each side of the bread with oil. cooked for 15 minutes,
Take the skin off the garlic and cut it in take it out of the oven. Put
half. some of the tomato mixture
onto each piece of bread.
Then take the skin off the onion and chop Put it back in the oven for
the onion into very small pieces. Mix with another 5 minutes.
the tomatoes and a little pepper.
1 Turn the oven on at 200 d.c.
Rub the garlic over both sides of the bread.
Place on a metal tray and cook for 15 While that’s cooking,take
minutes. the skin off the tomatoes and
then chop them.

D. Pick and write the words

butter biscuit chopsticks jam snack pan sauce popcorn

1. We put this on food to make it taste better. It can be hot or cold.
2. This is something we eat between meals.
3. These pieces of wood or plastic are used for eating.
4. This is made from fruit. We can put it on bread.
5. We use this to cook in.
6. Lots of children like these snacks. They are often round.

Countable and Uncountable Nouns

Can take singular or plural verbs Can not be counted

1. There is a book on the table. 1. There is some water in that
2. Those houses are very big,aren’t they? pitcher.

A. Fill in the gaps with a,an or some. videoplayback.mp4

a. Can I have _________ biscuits and _________ glass of milk,please?
b. I’d like _________ sausages and ____________ eggs,please.
c. I want _____________ cheese and ham sandwich today.
d. Would you like __________ apple or __________ pear?
e. I want ______________ chocolate ice cream with my fruit salad.
f. I’d like __________ steak, _____________ rice and _______ green salad.
g. Do you want ___________ chips with your chicken?
h. Would you like ___________ strawberries or ____________ grapes?
i. I’d like ______________ egg and ____________ cereals for breakfast.
j. Can I have ___________ milk or ____________ juice,please?
k. Would you like __________ beer or would you prefer __________ glass of mine?
l. Would you like ___________ wine? And __________ cheese,too?
m. I want __________ jam and _____________ butter for my toast,please.
n. Do you want _______________ sausages, or would you prefer ________ steak?

Speaking Activity

Ask your friend ten questions. Use these words. Write your friend’s

sweets chocolates pizza vegetables

salads fruit cheese coffee soup

pasta fish eggs meat

A.Reading Comprehension

People in Asia use many different Things you should or shouldn’t do
things to eat with,for example when you eat with chopsticks
hands,spoons,forks, knives and  Do not move your chopsticks
Chopsticks can be big or small. Most  Do not pick food up by making
chopsticks are about 25cm long. a hole in it with your
For cooking,they also use longer chopsticks.
chopsticks,  Do not pull dishes towards you
which can be more than with chopsticks. Use your hands.
50cm long. In Japan chopsticks are  Pull dishes close to you when
shorter and they come to a point eating. Put them back after you
at one end. use them.
 You can lift your dish up to your
mouth to eat small pieces of

1. Chopsticks are always long.


2. They are the same size in Japan

and China. ________________

Chopsticks are made of a number of 3. They are usually made of plastic or
materials,but most are made of
wood or plastic. A long time ago wood. ___________________
they put silver on the end of the
chopsticks. 4. Use them to make holes.


5. Pick your bowl up.



1. Use the following words to complete this conversation.

bill bottle dessert drinks menu
fish and chips hungry non-smoker order table

Guest : A ______________________ (1) for two,please.
Waiter : Smoker or _______________________ (2)?
Guest : Non-smoker,please.
Waiter:Here you go. Would you like to see the ___________________________ (3)?
Guest:Yes,please. We are very __________________ (4).

(The guests look at the menu)

Waiter: Are you ready to ___________________ (5)?
Guest: We’d like ________________________________ (6),please.
Waiter: Would you like any ___________________ (7)?
Guest:An orange juice, a coke and a ____________________ (8) of red wine.

(The guests have finished their meals).

Waiter: Would you like a _________________________ (9)?
Guest: No,thank you. Could we have the __________________ (10),please?

2. Complete the dialogue below.
Girls : Hi ! ________________________________ (1)?
Rosie : Yes, __________________________ (2) hamburgers,please?
Girl : ______________________________ (3) ?
Rosie : Yes, _____________________ (4) chips,please?
Girl : Sure, ______________________ (5) drink?
Yes, an orange juice and a bottle of mineral water,please.

Get into groups of four. Brainstorm your ideas for the
following topic. Present it to the class.

Enhancing Speaking and Presentation skills

Malaysian Street Food Tour in Kuala Lumpur, Malaysia - HUGE Chinese, Indian and Malay Food JOURNEY!.mp4
1. Write three interesting facts that you learned from the


2. Write at least three sentences about your favourite part
of the video.

Children’s daily schedule
 School
 Homework
 Examinations
 Co-curricular activities and sports
 Tuition
 Self-development classes- music,dances,taekwondo

 Hectic life
 Have their hands full
 Require good nutritious meals to help them cope

Healthy meals
 Quick healthy breakfast-cereals

Easy meal to eat-served with milk and fresh fruits,breakfast
cereals ensure a healthy fix to start the morning right
 Snack time-nutritious munchies
Healthy snacking-whole wheat crackers,nuts,cheese,yogurt with a glass of fruit
 Healthy ingredients for meals
For example:nutritious fillings for sandwiches,whole wheat bread crumbs in
spaghetti meatballs
 Fun meals
Rice-based meals and side dish of vegetables like carrots,corn,peas and baked
potatoes,chicken nuggets coated with oatmeal or whole grain bread crumbs,
sliced fruits

1. Based on the schedule,children 3. Which of the following
do not seem to have time for would not be a healthy meals?
A. play B. sports A. cereals for breakfast
C. schoolwork D. examinations B. Rice with vegetables
C.burgers and coke for snacks
2. A child’s hectic life can be moderated D. sandwiches with salad and
if he or she cuts down on ham
A. Meals
B. tuition
C. School
D. homework

Egg Fried Rice - Restaurant Style Egg Fried Rice.mp4

Watch the video and fill up the ingredients below.



Read and write the right words.

Last Saturday Katy decided to make Spaghetti
Bolognaise.Her favourite (1) Italian pasta (2)______________.

First she put some cold water and some (3)______________
into a big pan to boil.

When the water was (4)___________________, she put the
spaghetti into it to cook.

While this was cooking,she made the (5)____________ for it.
She (6)______________ some onions with meat and
(7)_______________________. She added some (8)_____________
but she put in (9)__________________.

When it was ready she put the spaghetti onto a big plate
and put the sauce on top. When she put her
(10)_________________ into her mouth to taste it,it was

1 French Spanish Italian
2 plate dish bowl
3 tea jam salt
4 hot corn cold
5 snack sandwich sauce
6 cooks cooked cooking
7 bananas tomatoes ice cream
8 sugar salt jam
9 too many enough too much
10 pen drive fork cup

Healthy diet means better school performance

Kids who eat better perform better in school,a new study confirms. Students
who ate an adequate amount of fruit,vegetables,protein,fiber and other
components of a healthy diet were significantly less likely to fail a literacy test,
Dr Paul J. Veugelers of the University of Alberta in Edmonton and colleagues

While a healthy diet is generally assumed to be important for good school
performance,there has actually been little research on this topic,Veugelers and
his colleagues note. To investigate,they looked at 4,589 fifth-graders
participating in the Children’s Lifestyle and School-performance Study,875
(19.1 %) of whom had failed an elementary literacy assessment.

The better a student’s eating habits based on several measures of diet
quality,including adequacy and variety, the less likely he or she was to have
failed the test,the researchers found,even after they adjusted the data for the
effects of parental income and education,school and sex. Eating plenty of fruit
and vegetables and getting fewer calories from fat,was also associated with a
lower risk of failing the testTodate, Veugelers and his team say,most research
on diet and school performance has focused on the importance of eating
breakfast,as well as the ill effects of hunger and malnutrition.

‘This study extends current knowledge in this area by demonstrating the
independent importance of overall diet quality to academic performance,’the
researchers conclude’. ‘The consistency of this association across various
indicators of diet quality gives emphasis to the importance of children’s
nutrition not only at breakfast but throughout the day’.

A. Answer these questions on the text.

1. What did the new research confirm about kids’ eating habits?

2. Had this issue been carefully studies before?

3. How was the investigation carried out?

4. Which students had a better test performance?Why?

5. Why was this research different?

‘A Healthy Life’

I am heavy. I weigh 120 kilos. What
should I do?

You should exercise every

What kind of food should I eat?

You should eat vegetables but
you shouldn’t eat fast food.

Thank you.

A. Write some tips for a healthy diet. Use should and shouldn’t in the sentences.
You should……………………………………………………………………………………………………………..
You shouldn’t ………………………………………………………………………………………………………..


Do you know what to say when you are eating out? Below there are
some examples of useful language used in this situation.

Taking notes about the order: Ordering a meal:
*Would you like to order? *Excuse me,waiter,we’d like to order.
*Can I help you? *We are ready to drink,now.
*Are you ready to order? *I’d like a/an/some…and…
*Are you going to try any of our…? *I want a/an/some…..
*I’ll go for a/an/some…
Ordering food *Please bring me a/an/some…
*Would you like a/an/some…?
*What about a/an/some…? To accept/refuse the offer:
*Can I get you a/an/some….? *Yes,please….
*Won’t you go for a/an/some…? *No,thanks.I’d like/prefer

Asking about preferences: Deciding about drinks:
*Do you prefer….? *I’d like….
*How would you like it? *Could you bring me…,please?

Asking about drinks: Asking about the bill:
*What would you like to drink? *Could I have the bill,please?
*Anything to drink? *Could you bring me the bill,please?
*To drink?

Good Table

When you go to eat in a
restaurant,please remember…………..

1. Eat with your knife and fork,not
with your fingers!

3. Eat with your mouth closed!
4. Say ‘Thank you’!

6. Don’t pick your teeth!
7. Do not use your cell phones.
8. Place your napkin on your lap.
9. Wait for everyone to eat.

A Bad Eating Experience

Fioki and Siggy are from Sweden.Last year,they went on holiday to
Spain.One night,they went out for their dinner. They looked for a
good restaurant.Outside one restaurant,they saw a man and a
woman. The man looked cool and he smiled. Fioki and Siggy
greeted him and he answered them in Swedish,their language! He
told them he was Swedish,like them. The restaurant was called ’la
Hacienda’. They asked the man if it was a good restaurant.He
recommended it and said it was excellent! He said it had the best
food in Spain.

Fioki and Siggy trusted the man because he was from their country
and they went in. They sat at a nice table beside the window.They
ordered paella.The waiter brought their dish. It was terrible!There
were only two small prawns in it, the chicken was undercooked and
the rice was sticky and horrible. The wine was like vinegar and the
water was warm.At the end of the meal,the waiter gave them the
bill. It was very big!When they left the restaurant,the Swedish man
was still there. Fioki and Siggy told him he was wrong about the
restaurant,they said it was dreadful,really awful!They asked
him:Why did you recommend it?
‘Because I am the manager,’ he answered.

Are the sentences TRUE or FALSE

1. Fioki and Siggy are Spanish.
2. They went to England on holiday.
3. One night,they went out to look for a good restaurant.
4. A Swedish man was standing outside restaurant called ‘La

5. The man told them that ‘La Hacienda’ was a bad restaurant.
6. Fioki and Siggy believed what the man said.

SHOPPING LIST Keto Shopping List Essentials.mp4

Write down the list of food you hear in the
shopping list below.

1. 11.
2. 12.
3. 13.
4. 14.
5. 15.
6. 16.
7. 17.
8. 18.
9. 19.
10. 20.

Writing Skills

Given a copy of the blank restaurant menu. Students should get into
groups of three and create their own restaurant menu.



___________________________ RM ____________
___________________________ RM ____________
___________________________ RM ____________
___________________________ RM ____________
___________________________ RM ____________

Main Courses

___________________________ RM ____________
___________________________ RM ____________
___________________________ RM ____________
___________________________ RM ____________


___________________________ RM ____________
___________________________ RM ____________
___________________________ RM ____________
___________________________ RM ____________


___________________________ RM ____________
___________________________ RM ____________
___________________________ RM ____________
___________________________ RM ____________

Once the students have finished,explain that they are now going to practice
ordering food and drink in a restaurant using the menu they have created.

Use this numbered prompts to write a restaurant dialogue between two
customers and a waiter.

1. Tell the waiter you would like a table for two.
2. Welcome the customers,sit them down and give them the menu. Ask what

drinks the customers would like.
3. Look at the menu and order some drinks
4. Serve the drinks and ask what starter and main courseeach customer would

5. Order starters and main courses
6. Take the customers order and repeatit back to the customer. Then,get the

food and bring it to the table.
7. Thank the waiter.
8. Check the customers are happy with their food.
9. Comment on the food.
10. Ask if the customers are happy with their food.
11. Order desserts
12. Write down the order and bring the desserts
13. Ask for the bill
14. Calculate the bill and give it to the customers. Then,thank the customers
15. Pay the bill and thank the waiter.


Unit 2 - Love for Languages!

Warm – up Activity

1. Work in pairs. Look at the pictures. How are these help in the development of

2. Read the questionnaire and find the answers in the box.

75 25 98 17 000 171 476

1 000 1 700 25 7 000 6

1. How many English words were created by Shakespeare?
2. How many words are there in the Oxford English Dictionary?
3. How many words are does the average educated native speaker of

English know?
4. How many new words enter the Oxford English Dictionary each year?
5. According to the Global Language Monitor, a new word is created every .

. . minutes.
6. In how many countries does English have an official status?
7. Approximately what percentage of the world’s population is believed to

speak English to some degree?
8. Approximately how many languages are spoken around the world?
9. How many languages are thought to die out every year?
10. How many languages are used by the UN to conduct business?

3. Read the new words below. Are you familiar with the words? Can you
guess what they mean?

affluenza lol unfriend
me time selfie street food

4. Match the words above with the definitions.

a. remove someone from your list of friends on social networking site
b. the bad effects of living in a society where many people are too rich, such

as always wanting new, expensive things or having to work too hard
c. an abbreviation for laughing out loud used in emails and text messages,

when you think something is very funny
d. a photograph that you take of yourself, typically with a smartphone, and

upload to a social media website
e. a meal that is prepared by a vendor in a public place and is for immediate

f. time when you can do what you want to do

Work in pairs. Discuss the
• Where do you think new words

come from?
• Who or what has an influence on

the creation on new words?
• Can you think of any new words

in your language? What do they
mean? Where do they come

Vocabulary – Blend Words Click me!

Affluenza is a blend word made from joining
two words together.

affluence + influenza = affluenza
Blending is a way of creating new words in


1. Work in pairs. Underline the blend words in the sentences.
1. My mum is a real shopaholic. The way she shops makes dad dread to look at
the credit card statement.
2. My choir club rehearses once a fortnight.
3. The police breathalysed the man as they suspect him of driving under
influence of alcohol.
4. Please do not use emoticons when you text me. I do not comprehend the
logic behind it.
5. This picture is so pixelated; I can’t see the image properly.

2. Which two word have been blended together to form the words in exercise 1?

3. Match one word from each box to create blend words.

breath • • drama

emotion • • alcoholic

fourteen • • element

picture • • tourism

work • • analyse

documentary • • icon

agriculture • • episode

web • • night

4. Complete the sentences with blend words. Match and combine one word from
each box to make the blend words.


breakfast smoke

electricity situation


lunch comedy

execute hotel

1. You’re funny! You should have your own sitcom!
2. We had been driving all day, so we stayed in a ____ for a night.
3. Please be careful when changing the plug, I don’t want you to ___ yourself.
4. Hybrid cars can reduce ___ by up to 90% as compared to a normal engine.
5. I am sorry, but I will be having ____ with Sia at around 11 o’clock.

5. Word blending is often used creatively. Look at the photos. Can you identify
what the word blend is?

alphanumeric Brangelina phablet

vlog spork Infomercial

6. Work in pairs. You are going to guess the meaning of the blended words.
Student A: Turn to page 19 and follow the instructions.
Student B: Turn to page 20 and follow the instructions.

7. Work in pairs. Discuss the questions.
o Which were the easiest words to guess?
o Which were the most difficult words to guess?
o Which ones do you like the most? Why?
o Which ones do you like the least? Why?
o Are any of the blend words used in your language?
o How common are blend words in your language? Can you think of any

8. Time to be creative! Work in pairs and create at least four blend words.
Follow the rules.

The blend words should …
o be recognisable and obvious out of

o fit neatly together
o be easily pronounceable
o be fun and creative

9. Share your blend words with the class. Vote on the best ones!
10. Read the articles and complete the gaps 1 – 7 with the words in the box.

app (from application) BTW (by the way)

to unfriend geek chic

to google virus

webinar (from web and seminar)

Where do new words come from?
Language is a dynamic phenomenon and although
English has a core of words which have remained
consistent over centuries, there are thousands of new
words which enter and leave the language all the time.
Some words are tied to concepts which fade in
significance, so we stop using them. Others stay the course, usually because they
represent permanent features of society. Most are old words in different forms
or with fresh functions. Here are some of the most common types of word

Completely new words Clipping
There are few completely new words in
English. They are often based on proper Clippings are shortened form or words,
nouns. For example, sandwich, which
comes from the 18th century Earl of e.g. zoo (from zoological garden), flu
Sandwich, who devised a convenient
way of eating bread and meat. Brand (from influenza) and
names also form new words such as
hoover, to facebook and 2______________________. These words often
originate in specific professions or

environments, for example, in medicine,

education or the armed forces. Over

time, they pass into common usage.

Blending Acronyms and abbreviations
There has been an explosion or these
A blend word is formed by merging the short forms due to the influence of chat
rooms and forums, instant messaging
sounds and meanings of two or more and e-mail. For instance, informal
acronyms such as LOL (laugh out loud),
words, such as Frankenfood BRB (be right back) and
(Frankenstein and food), pixel (picture

and element), staycation (stay and

vacation) and


Affixation Compounding
Over half the words in the English
language have been formed by adding A compound is a word made up of two or
prefixes and suffixes. Examples of this
include semi-celebrity, facebookable more independent words. Some
and 5______________________________.
examples include touchdown,

bittersweet and 6_____________________.

The use of technology means that new meanings for older words such as mouse,
surf the web and 7___________________________________ are now part of everyday
English. The grammatical function of words also changes, such as turning nouns
into verbs e.g. to accessorise, to party.

Of course, for these new words to survive, they have to be used. Because of
the internet, English vocabulary now expands at a much faster rate than ever
before, with new words appearing and disappearing every day. In one
hundred years’ time, will we still be googling for information, using a mouse
to surf the web or LOLing at comments on social media pages? That remains
to be seen.

11. Match words from the text with the definitions.

bittersweet Frankenfood semi-celebrity
staycation touchdown

a. mixing happiness with sadness
b. a holiday at or near your home
c. genetically-modified food
d. when a plane or other airborne vehicle land on the ground
e. someone who is not very famous, but is recognized by some people


1. Work in small groups. Discuss the questions.
• Do you regularly use emoticons? If so, when?
• Do you think there are any negative consequences of
using emoticons?
• Look at the example of emoticons. What do you think
they mean?

2. Read the article in which three experts discuss the use of emoticons. Whose
opinion do you agree with most?
The world’s first emoticon is believed to have been used by
computer scientist Professor Scott Fahlman in 1982 after
finding that colleagues using online messaging often
misunderstood posts and failed to recognise jokes.
The solution came in the form of the ‘smiley’ . Now, emoticons can express
everything from surprise to indifference.
We’ve asked four experts in communication to give their opinion on this means of online


Amazingly, emoticons are having an impact on our brains. Recent research suggests
that the human brain has adapted to react to emoticons in the same way it reacts to
human faces.

In an experiment led by Dr. Churches, subjects looked at images of faces and
emoticons while their brain activity was examined. Churches discovered that similar
face-specific brain activity was triggered by both.

According to the professor, there is no innate neural response to emoticons.

‘Before 1982, there was no reason that “:-)” would activate face sensitive areas of
the brain. Now it does because we’ve learnt that this represents a face. The research was
driven partly by my dislike of emoticons,’ says Dr. Churches. ‘They are a lazy means of
communicating. To really convey emotion, we’d need to write more than three
punctuation marks.’

Despite his negative opinion, Dr. Churches admits they are a new form of language.

‘To decode that language, we’ve produced a new pattern of brain activity. This is an
entirely culturally created neural response. It’s really quite amazing.’


We are limited in the range of messages that can be communicated through
emoticons, but Dr Chris Fulwood believes they do serve an important purpose.

‘Individuals can actively shape technology to suit their needs. One of the appeals
of emoticons is that they help us to compensate for the lack of non-verbal cues in many
online environments. They act as substitutes for traditional facial expressions.’

Dr Fulwood said there was no evidence that text-speak is dumbing down the
younger generation.

‘Research shows that children who use this language tend to have better literacy.
Text-speak can be a creative form of communication and in order to break grammatical
rule, we need to understand them in the first place.’


Professor Fahlman realises that it’s the very idea of the emoticon which most
people object to, saying good writers should have no need to explicitly label their
comments. Shakespeare, for example, managed fine without them.

To a large degree, Fahlman agrees with these critics.

He says, ‘Perhaps the smiley face has done more to degrade communication
than to improve it.’ However, he goes on to defend the idea of the emoticon by
pointing out that ‘we’re talking about casual writing online, not great literature
printed in one-way media and relatively inaccessible to the public.’

He goes on to say that ‘the great authors published their words in a different
medium. If 100 000 copies of a novel were distributed in printed form, and 1% of the
readers didn’t get the joke and were outraged at what they read, there was nothing
these readers could do to spoil the enjoyment of the 99%.

However, if it were possible for each of the 1 000 clueless readers to write a
criticism of the novel and publish it in the same distribution channels as the original
work, imagine the problems this would cause. ‘If the use of emoticons and, in
particular, a smiley face , reduces this problem, maybe they are not a bad idea after

3. Answer the questions below based on the article. Choose from the experts:
Dr Owen Churches, Dr Chris Fulwood, and Professor Scott Fahlman. There
may be more than one answer.

a. Who expresses concern that we are losing the
ability to show compassion to others?

b. Who suggest reasons why skilled writers may feel
the need to use emoticons these days?

c. Who agrees that emoticons enhance online
communication by providing alternative stimuli?

d. Who points out the use of emoticons,
abbreviations and acronyms suggests a greater
knowledge of and ability to manipulate language?

e. Who largely disapproves of the use of emoticons?

4. Work in pairs. Discuss the questions.
a. Do you agree that emoticons are a new form of language?
b. What do you think about the idea that our cultures and
languages are becoming more and more similar because of
online communication?
c. What do you imagine communication in the future will be


1. Choose the correct option to complete quiz about endangered languages.

1. Approximately how many languages are spoken on Earth?
a. 1 700 b. 7 000 c. 17 000

2. What percentage of these languages is used by less than 100 000 people?
a. 19% b. 69% c. 90%

3. How many of these languages have only one single speaker?
a. 46 b. 106 c. 400

4. At what rate do languages become extinct?
a. One language dies every two days.
b. One language dies every two weeks.
c. One language dies every two months.

5. How many languages are currently considered to be at risk of extinction
according to UNESCO?
a. 25 b. 250 c. 2 500

2. Work in pairs. Discuss the questions.

• Did any of the statistics above surprise you? Why?

• What do you think causes languages to die out?

• Why do you think it is important to protect the world’s vulnerable languages?
3. Work in a group of four. Imagine that you are a ‘Language Protection

Committee.’ Your language is under threat and it is your responsibility to
protect it. Prepare a presentation on why your language should be saved.
Think about:
• the history of your language and its connections with your country
• literature, traditional stories and legends
• pronunciation, the way it sounds, songs and music
• the rich vocabulary. Are there words that can’t really be translated?
4. Design a leaflet listing your main arguments.

5. Practise your presentation. Does anything need improving?

6. Perform your presentation for the rest of the class. Answer questions from

the rest of the class at the end of the presentation.

7. Vote on which group delivered the most persuasive presentation. Did you

learn anything new about your own language/ another language? What did

you learn?


Imagine you are one of the last surviving
speakers of your language. It’s very important
that you find ways to preserve your language.
Write a paragraph describing why it is
important for your language to survive. Suggest
ideas on how you can achieve this. Use these
ideas or your own:

• technology • art • music • games
• libraries • literature
• audio recordings


Go online and find the answers to the questions.

1. How many plays did Shakespeare write?
2. Are there more English speakers or Mandarin speakers in the world?
3. When is a language classified as endangered?
4. Who is Alexander Argüelles and why is he famous?
5. Where is Evenski spoken?
6. Who said ‘If you talk to a man in a language he understands, that goes

to his head. If you talk to him in his language, that goes to his heart.


Writing skills – Formal register

1. Match the phrases 1 – 8 with the more formal equivalents A – H.

1. set up A. perform

2. keep going/ carry on with B. several

3. we should … C. I propose

4. rough idea D. perhaps we could…

5. a handful E. outline

6. what about … F. maintain

7. carry out G. create

8. do a gig H. implement

2. Read the proposal and complete the gaps 1 – 8 with the correct form of
phrases A – H in exercise 1.


The intention of this proposal is to give an 1_______________ of ideas for new events to

organise in order to encourage more people to join the English Conversation Club. It

also suggests ways in which we can make our current activities more appealing.

We offer 2 _______________ cultural activities in the English language Club such as the
supper club, which meets on Thursday evenings for dinner and conversation and the
book club, which meets once a month to discuss an English language book. Which
these are reasonably popular, we are failing to attract new members.

3___________ that we organise some different events to appeal to new members. For
example, we could organise trips to see local bands when they 4__________, which we
could then discuss afterwards. I also recommend we 5____________ a regular sports

event. We can get together to watch football or tennis matches then talk about them.
Regarding our current events, 6_______________ alternate the book club with a film club.
Every other month we could meet to watch and discuss an English language film.

We should 7____________________ these suggestions as soon as possible in order to
increase interest in English Conversation Club. We should also 8__________________ the
supper club, as it is one of our more successful evenings. Taking these points into
consideration, I am certain we will be successful in attracting new members.

3. Work in pairs. Discuss the questions.
• Have you ever been on a language exchange programme or would
you like to go on a language exchange programme?
• If you were asked to organise a farewell party for exchange students,
what kind of party would it be?

To: Mr. Watsons
From: Julie Guardians
Subject: Language exchange farewell party proposal
Date: 10th December

As requested, I am handing in the following proposal on ideas for a farewell party for
students on the Form 5 language exchange programme.
Date and Venue
• The exchange students return to France on 20th December. Therefore, I propose

that we hold the party on 17th December. This will ensure that the celebration
takes place at the end of their visit, but leaves time to pack and also fit in another
trip or activity before they leave.
• I strongly recommend using our school’s facilities rather than hiring an outside
venue to save on costs. We could use the school’s hall. This would give us loads of

• I suggest that we use the colours of our countries’ flags for the theme. The party

guests could dress in red, white, blue or yellow or blue, white, and red. This would
be an easy theme for everyone to follow and would also represent our experience.
• If each student brought a dish, this would provide plenty of food for everyone and
again keep our costs down. Hiring outside catering would be very expensive. We
• could coordinate carefully and make sure we have starters, main courses and
desserts. We could also request that students bring something to drink, and then
use the budget to provide plates, glasses, and cutlery.
• Taking all these suggestions into consideration, I strongly believe we can organise
a brilliant farewell party while still keeping costs low.

2. Read the proposal for a farewell party. Does the writer mention any of your
ideas in exercise 1?

3. You are going to write a proposal for an international food festival. Think
• time, date, and venue
• organisation – who will set up, clear up, decorate the venue, etc?
• special guests to give a presentation, etc

4. Write a proposal for the international food festival.
• Use the farewell party proposal as a model.
• Use your notes in exercise 3 and plan the below.
Paragraph 1 – introduce the topic of the proposal.
Paragraphs 2/3/4 – describe your ideas for the festival. Use headings and
bullet points where necessary.
Paragraph 5 – conclude and summarise your ideas.
• Remember to use formal register.

5. Check and correct your proposal.
• Check that you have included all the important points.
• In pairs, swap your proposals and check each other’s work.


\\ Unit 2 page 25 exercise 6 (Student A)

1. Read the definition of the blend words to Student B. They will try to guess the
1) A holiday spent in your home country rather than abroad, or one spent at home
and involving a day trips to local attractions.
2) An estimate based on mixture of guesswork and calculation
3) Rules about the proper and polite way to communicate with other people when
you are using the internet.

2. Now listen to the definitions of the three more blend words. try to guess
what the blend words. Try to guess what the blend words are by combining
two words from the grid.

camping screen relax
glamorous chill out teenager

Unit 2 page 25 exercise 6 (Student B)

1. Listen to the definitions of the three blend words. Try to guess what the
blend words are by combining two words from the grid.

internet guess etiquette
estimate vacation stay

2. Now read the definitions of three more blend words to Student A. They will
try to guess the words.
1) A person in their teens or twenties who has an aptitude for computers and
the internet.
2) Calm down and relax
3) A form of camping involving accommodation and facilities more luxurious
than those associated with traditional camping.

Unit 3


1. Below are the characteristics and functions of products and services. Before
discussing with your friend, try to guess what are the products and services.

Item Characteristics/Functions Products/Services

A • Blocks up to 99% of ultra-violet rays
• Maintains a cooler interior by
reflecting heat from the sun

B • Charges two devices simultaneously
• Maximises the performance of most
power-hungry USB-enabled devices

C • Detects dirt in the air and clean it
• Freshens up the room while masking
unpleasant odours

D • Reduces weight and waistline

• Stimulates blood and lymphatic

E • Provides relaxing seats

• Entertains audiences with various

2. How many products or services have you guessed correctly? What are the key
words which lead you to the correct answers?
3. Which of these products or services have you bought or used?
4. If you were going to sell a product or provide a service, what would you
choose? Why?
5. Did you ever feel unsatisfied with a product or a service? Why? What was your
6. What are the differences and similarities between a product and a service?


A product is an item that you can buy and bring along with you, whereas a service is

something you pay someone to do, but you might end up without an item you can keep

In other words, services are obtained through the work or labour of someone else,

Unlike products, services are not stored: they are only available at the time of use.

Generally, a product description should be able to answer the readers’ questions,

among others: What is this product?, What does it do?, What is special/unique about it?

and What are the specifications? Here is a simple guide in describing a product.

a) The product is identified,

b) Its functions or rather its uses and benefits are explained.

c) Its physical attributes, also known as features (size, colour, shape, materials used,

etc.), are described.

d) Its strengths, which are the characteristics of the product (speed, durability,

effectiveness and ease-of—use), are highlighted.

e) Other information, such as its price, warranty period, expiry date,

availability/product outlets and discounts, are also included.

A service description, on the other hand, is slightly different from a product

description as services do not have physical attributes. Thus, services cannot be
touched, tasted, heard, smelled or seen. The days and hours of operation must be
clearly stated in a service description. Besides that, answers to questions, such as What
type of service is offered?, What makes this service different/better? and Where can I
find this service? should be addressed while describing the service.

Can you differentiate products
and services now?


Study the statements below and state True for the correct statements and False for the

incorrect statements.

True / False

1 Service descriptions focus on physical attributes.

2 Describing a product is exactly the same as describing a

3 Hair styling, childcare and legal advice are all examples of

4 Elements such as ‘Expiry date' and ‘Model No.’ can only be
found in a product description.

5 The statement, ‘Goods sold are not refundable.’ cannot be
found in a service description.

In groups of four or five, draw a picture from the
mystery box of services or products. Another group has
to describe the picture about the service or product
aloud. After that, the group member who drew the
picture has to comment about the description and one
can add additional information about the service or
product. The same group has to make a brochure about
the service or product to promote it further.

How can you describe a product to promote its features? Below is an example on how to
describe a smartphone.

Walkman Pro10 is a feature-packed
smartphone with an 8 megapixels (MP)
camera. This smartphone is not on stylish
but also user-friendly. This newest
addition to our range of smartphones is
without doubt a cut above the rest.

Walkman Pro10 was designed to
give end users the best 0f both worlds—
connecting business life with personal
life. It comes preloaded with Facebook, Twitter, Skype and YouTube
applications which allow end users to stay in sync with their surroundings,
while getting more done in less time. Thus, it is perfect for those who are
always on the move.

Walkman Pro10 also features a 10-cm LED display, which makes viewing
text clearer and sharper. It is rectangular in shape and comes in three colours;
white, black and orange.

Recognising that location is relevant to every aspect of life, Walkman
Pro10 has built-in location-based services (LBS) and boasts the most advanced
LBS experience for a Window mobile phone. No matter where one is going,
getting there is as important as being there. Thus, Walkman Pro10 also comes
preloaded with numerous points of interest, including phone numbers.

Navigation functions are linked to frequently use applications, such as the
Short Message Service (SMS), contact list, e-mail, and Internet browser.
Walkman Pro10 can be easily customized to one’s needs. In addition to the
applications available from the Windows Marketplace, flight status
information, weather forecasts and traffic details are some of the connected
services accessible in this smartphone.

This must-have smartphone is currently unbeatable price and is under
warranty for three years from the date of purchase. Walkman Pro10 is now
available at all SMART shops located in all major towns in Malaysia.

Now, answer the questions follow to see how far you know about the product.

1. What is the product?

2. Who would benefit most form using this product?

3. What are the physical attributes of this product?

4. Describe the strengths of this product.

5. How long is the warranty period for this product?

6. Where can this product be bought?

Crossword Puzzle

Underline the word or phrase which is not suitable to complete the sentences.

1. A wide (selection, choice, range, price, variety) of product is available at our

2. After our signature massage, you will feel completely (relaxed, reinvented
refreshed, rejuvenated).

3. This special (offer, discount, price, gift) is valid only till the end of the month.
4. Our staff are (well-trained, experienced, approachable, reasonable).
5. Our services are available (completely, 24 hours a day, during public holidays,

around the clock

comparing and contrasting

To describe a product or services, comparisons are used to show the similarities of
the products or services while contrasts are used to show the differences. By using
comparing and contrasting, readers or buyers are able to evaluate them and they can
make wise decisions based on the pros and cons.


different unlike

however Key words on the
expressing other
differences hand

but even


a. Jets can fly at a very high altitude but propeller-driven aircraft cannot.

b. Joseph loves reading newspaper every day without miss, unlike his brother,




as both


comparable Key words resembles
to expressing

like same


a. The function of fluorescent lights is similar to table lamps as both provide light

to the room.

b. No mater where one is going, getting there is as important as being there.

Comparative and superlative forms

Comparative Superlative

• Used when two things are • Used when more than two things
compared are compared

• Expressed by the ending –er or • Expressed by the ending –est or
the word more the word most

E.g. newer, more expensive E.g. newest, most expensive

Irregular comparative and superlative adverbs.

Positive Form Comparative Form Superlative Form

1. good better best
2. bad worse worst
3. little least
4. far less farthest / furthest
5. much farther / further most


Fill in the blanks in the table with the comparative and superlative forms.

Positive Form Comparative Form Superlative Form

1. good

2. bad

3. little (amount)

4. much/many

5. far (place + time)

6. far (place)

7. late (time)

8. near (place)

9. old (people and things)

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