Stream 1

WHAT DO CHILDREN WEAR DURING EID?

D Children join the celebration, too. Boys wear dishdashas. Their dishdashas are usually white and
loose. This shows that kids are pure. They wear dishdashas to the many gatherings and prayer
times.

WHAT ELSE DO OMANIS WEAR DURING EID?

E 15 Women often line their eyes with kohl during Eid. They also decorate their hands with henna.
Because Eid is such a special time, women wear their beautiful gold jewelry.

F In conclusion, Eid is a time of love and celebration, and the people of Oman wear special
clothing to mark this special time.

Omani kids
dressed up for Eid

Unit 5: Traditional Clothing An Omani woman with
henna on her hand

138

Reading Comprehension

R5 Match each of the headings (1-3) to one of the paragraphs from DURING READING
the text. Write the paragraph letter, A-F in the given space.

Matching Heading Paragraph
headings 1. Kids Join the Celebration Paragraph _____
2. Beautiful Female Clothing Paragraph _____
Noticing main 3. A Special Celebration Paragraph _____
ideas and details
R6 Read the text and choose the correct answer: a, b, or c.
Noticing
details 1. What is the main idea of the text? 4. Boys’ dishdashas are________.
a. There is a celebration called Eid. a. white and loose
Guessing meaning
from context b. Men and women celebrate Eid. b. pure

c. Omani men and women wear special c. nice
clothes during Eid.

2. During Eid, Omani women put on _____ 5. Women also wear ______ during Eid.
different types of clothes. a. oud
b. jewelry
a. set c. kohl

b. three

c. dress

3. Men wear dishdashas with ___________.
on the sleeves.

a. tassel

b. embroidery
c. headpiece

R7 Decide if the following statements are true or false.

1. T F Omani families gather during Eid.

2. T F Women wear nice clothes to show that they care about Eid.

3. T F Masar is an informal piece of clothing.

4. T F Eid is a celebration for kids and adults

R8 The words in the box are from the text. Read each sentence and choose the meaning
that best fits each word.

respect (paragraph B) loose (paragraph D)

1. If you respect someone, you show / don’t show good manners to them.
2. Loose clothing is tight / not tight.

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Unit 5: Traditional Clothing

Noticing facts vs. R9 Decide if each sentence below is a fact or an opinion.
opinions 1. Fact Opinion "Eid is a special occasion in Oman."
2. Fact Opinion "Men wear masars on top of kumas."
Paraphrasing 3. Fact Opinion "Children join the celebration, too."
4. Fact Opinion "Women often line their eyes with kohl during Eid."
Personalizing 5. Fact Opinion "Children’s dishdashas are usually white and loose."
and evauating
R10 The following sentences are from the text. Choose the best paraphrase for each
sentence.

1. "Children join the celebration, too."

a. Children don’t know about the festivities.

b. Children also take part in the festivities.

c. Children don’t take part in the festivities.

2. "Women often line their eyes with kohl during Eid."

a. Women put a line on their eyes.

b. Kohl is put on eyes during Eid only.

c. Women usually put kohl on their eyes on the days of Eid.

3. "Eid is a time of love and celebration."

a. During Eid, people celebrate and show their love towards each other.

b. Eid is the time of kindness and festivities.

c. Eid is the time for showing gratitude to each other. POST-READING
R11 Discuss the following questions with a partner.

1. What do you usually wear for Eid?

2. Who do you visit during Eid?

3. Do you think Eid clothes have changed or not? Discuss.

Unit 5: Traditional Clothing 140

LISTENING 2

Aztec Clothing

EXPLORING VOCABULARY

L1 Match the words in the box with the correct definitions. You can use a dictionary.

status (n) strict (adj) social (adj) decorate (v) jewelry (n)

Form-meaning 1. _____________ (n) a rank or condition
mapping 2. _____________ (adj) relating to the society
3. _____________ (n) accessories like rings, earrings, and bracelets
Integrating 4. _____________ (v) to make something more beautiful by adding something to it
meaning 5. _____________ (adj) relating to following rules
L2 Use the words from activity L1 to complete the following sentences.
Labeling
a picture 1. Each society has its own rules. For example, it has rules about the position of a person. This
is called _____________ (adj) _____________ (n).
Activating
schemata 2. Some schools follow very _____________ (adj) dress code. Teachers and students need to dress
Reviewing according to some rules.
141
3. It is my brother’s birthday. We are going to________ (v) the living room with some nice items.
4. Women like to wear different _________ (n) in Eid. For example, they wear rings and earrings.

L3 Match the words in the box with their pictures. PRE-LISTENING

loincloth mask feather jewelry headdress

1.___________________ An Aztec man in
traditional clothes

4.___________________

2.___________________

5.___________________

3.___________________

L4 Ask and answer the following questions with a partner.
1. What are some strict rules about clothing in your society?
2. What kind of jewelry do men and women wear on formal occasions?

L5 Study the following listening skill.

Listening Skill: Listening for a Speaker’s Attitude

When you listen to a speaker, it is important to note how they say pieces of information. Do they say
them with a soft, angry, surprised, or excited tone? This is referred to as the speaker’s attitude.

Unit 5: Traditional Clothing

Listening Comprehension

SHORT LECTURE

L6 You are going to listen to a short lecture about the Aztec. Answer the following
questions with a partner.

Predicting 1. What kind of Aztec clothing will the speaker talk about?

Noticing 2. What are some features of Aztec clothing the speaker will mention?
main ideas
L7 Listen to the short lecture and check (✓) the ideas you hear. DURING LISTENING
Noticing main
ideas and details դ 1. There were some rules about the clothes an Aztec wore on special occasions.

դ 2. Children had special clothes.

դ 3. The Aztec had rules about the clothes of the rich people.

դ 4. There were some rules about the clothing of the general public.

դ 5. The Aztec wore masks to frighten people.
L8 Listen to the lecture again and choose a, b, or c.

1. The lecture is mainly about the_______. 4. _________ could only wear masks.
a. Aztec’s middle-class clothing a. The general public
b. Aztec’s beautiful clothing b. The rich
c. Aztec's strict clothing rules c. Both a and
2. The general Aztec people wore clothes 5. The rich Aztec wore clothes made from
made from___________. _________:
a. cloth a. cotton
b. cotton b. leaves
c. leaves c. both a and b
3. Aztec girls started to learn how to make
clothes ________.
a. at an early age
b. when they were adults
c. when they needed to

L9 Listen to the rest of the short lecture and fill out the notes.

Note-taking Decoration Jewelry

- Aztec 1. __________ wore loincloths. - Aztec jewelry was made out of 5. __________,
- Women wore skirts and 2. __________. bones, and stones.
- Normal people couldn’t have 3. __________ - Feathers were 6. ____________. The Aztec
used to decorate their headdresses with them.
decoration on their clothes.
- 4. __________ people could have as much

decoration as they liked.

L10 Discuss the following questions with a partner. POST-LISTENING

Personalizing 1. Do you think the Aztecs had nice clothing? Explain.
and evaluating

2. What things, besides social status, affected the clothing of the Aztecs?

Unit 5: Traditional Clothing 142

READING 2

Mayan Clothing

EXPLORING VOCABULARY

R1 Use the words from the box to complete the following sentences. You can use a
dictionary.

affect (v) ancient (adj) available (adj) light (adj) religion (n)

1. _____________ (v) to make a difference or have an impact on

Form-meaning 2. _____________ (adj) not heavy
mapping
3. _____________ (adj) very old
Integrating
meaning 4. _____________ (n) a system of believing in God like Islam and Christianity

Activating 5. _____________ (adj) ready to be used or easy to find
schemata R2 Match the words from activity R1 with the correct definitions.

Activating 1. The _____________ (n) of Muslims is Islam.
schemata
2. A feather is _____________ (adj). A tree is heavy.

3. Said works all night, and this has started to _____________ (v) his health.

4. Omanis like to eat dates. Palm tree are _____________ (adj) in Oman.

5. Egypt has an _____________ (adj) history. The Pharaohs started it 3000 years ago.

R3 Answer the following questions. PRE-READING

1. What are some ancient people that you are familiar with?

2. Have you heard of the Mayans? How did clothes affect their everyday life?

R4 Look at the picture and answer the questions that follow.

1. From what civilization is this man?

2. What is the man doing?

3. Do you think his clothes are special
in his culture? Explain.

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Unit 5: Traditional Clothing

Reading R5 Look at the illustration above. Describe what each member of the Maya civilization
infographics dressed like.

Skimming R6 Answer the following questions about the reading text.
1. What are the pictures about?
2. Now, read paragraphs A and F and guess what the reading is about.

Unit 5: Traditional Clothing 144

MAYAN CLOTHING

A The ancient Mayans were fascinating people. They lived in northern Mexico and Central America
around 2600 BC. The Mayans had some very beautiful clothing. They were careful in their clothing
choices. Their clothing affected their lives. The Mayans had different clothes for different goals
and occasions.

HEADDRESSES

B 5 Headdresses were important to the Mayan people. Headdresses showed a high social status,
too. The bigger the headdress, the more important the person was. Headdresses were full of
decorations. They used feathers and stones to decorate their headdresses. The rich had the best
headdresses. Headdresses were not easy to make.

JEWELRY

C Mayans wore special jewelry because it was part of their religion. They made jewelry from
10 different things like bones and teeth. However, after they discovered special stones, they made
jewelry out of those. The most common type of stone was jade. Jade is a beautiful green stone.
Most Mayan jewelry was made out of jade. They made earrings, bracelets, and rings out of jade.
They also used jade to decorate their headdresses.

A woman wearing
a headdress

Ancient Mayan necklace

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Unit 5: Traditional Clothing

DANCING CLOTHES

D Music was very important to the Mayans. Thus, they wore special clothing when they danced.
15 Their dancing clothes were usually light, so they could move around freely in them. They also

decorated their dancing clothes with feathers and jade. They kept these special clothes for

dancing only, and they never wore dancing clothes in their daily life.

EVERYDAY CLOTHING

E Ancient Mayan women wore skirts and tops. Men wore loincloths. Men also sometimes wore
capes. A cape was a large square-shaped cloth that men wore on their backs. Most of their clothes

20 were made from cotton. Cotton was easy to find and was available to the Mayans. They wore
cotton in their daily life.

F In conclusion, the ancient Mayans had a lot of different styles of clothing with different cultural
goals.

Two men performing a
traditional Mayan dance

A man in Mayan clothes

Unit 5: Traditional Clothing 146

Reading Comprehension

R7 Match each of the main ideas (1-3) to one of the paragraphs from DURING READING
the text. Write the paragraph letter, A-F, in the given spaces.

Matching Heading Paragraph
headings 1. Beautiful Accessories Paragraph ___________
2. All about the Headpiece Paragraph ___________
Noticing main 3. Cotton Clothing Paragraph ___________
ideas and details
R8 Read the text and choose the correct answer: a, b, or c.
Noticing
details 1. What is the text about? 4. Which of the following is a cape?
a. Mayans wore clothes for different
Guessing meaning purposes. b.
from context b. Mayans were rich, so they wore a.
expensive clothes.
147 c. Mayans wore headdresses. 5. Mayans’ everyday clothes were made of
_______.
2. What does the text mention about the
headdresses? a. animal skin
b. cotton
a. They had to be as big as possible c. both a and b
for everyone.
b. The bigger the headdress, the 6. According to paragraph E, Mayans grew a
more important the person. lot of ___________ trees.
c. Only the rich were allowed
a. coffee
to wear headdresses. b. cotton
c. tea
3. Mayan dancing clothes were _______.

a. colorful
b. heavy
c. light

R9 Decide if the following statements are true or false.

1. T F Mayans did not pay attention to their clothes.
2. T F Mayans used feathers to decorate their headdresses.
3. T F Mayans loved music.
4. T F Mayan women wore skirts and tops for their everyday life.

R10 The word in the box below is used in the text. Read the sentence and choose the
meaning that best fits the word in bold.

fascinating (Paragraph A)

1. When something is fascinating, you show interest in knowing more about it / you don’t pay
attention to it.

Unit 5: Traditional Clothing

Reviewing R11 Study the following reading skill.
Summarizing
Reading Skill: Summarizing

Long texts sometimes have information that a reader does not need. Summarizing helps readers to
focus on main points and ignore information unrelated to what they need to know.
Summarizing is also used to show whether the reader understands the purpose of the text.
When you summarize a text, you need to mention only the main points and exclude the details.

R12 Complete the following summary using the words given in the box. Write letters A-D
from the box to complete the gaps.

Ancient Mayans lived a long time ago, and they built a fascinating civilization. Mayans spent a lot
on clothing because they used it for different 1. _______. For example, Mayans wore a headdress.
This was a(n) 2. _______ piece of clothing. Mayans also wore jewelry made from teeth and bones. In
dancing festivals, Mayans kept a(n) 3. ________ set of clothing that had feathers and jade. Mayans
wore clothes made of 4. ______ in their daily life. Certainly, Mayans had an interesting set of

clothing rules.

A special B important
C cotton D goals

R13 Discuss the following questions with a partner. POST-READING
1. Do you think Mayans enjoyed their clothing? Explain.
Personalizing 2. Do you pay a lot of attention when you select your clothes? Explain.
and evaluating 3. Which clothing from your culture do you like the most? Discuss.

Unit 5: Traditional Clothing 148

SPEAKING

Using Question Intonation, Asking for an
Explaination

S1 Study the following speaking skill.
Speaking Skills: Using Question Intonation

When you speak, it is critical to differentiate between sentences and questions. This is done through
methods like intonation.

There are two different types of questions. The first is “Yes”-“No” questions, and the second is “Wh”-
questions.

The intonation of these two types differs as shown below:

Reviewing “Yes”-“No” Questions “Wh”-questions
At the end of a “Yes”-“No“ question, In “wh”-questions, your voice should fall. Then it
Practicing your voice should rise. should fall at the end of the question.
the skill
Engaging 1. Do you like traditional clothing? 1. Where are you going?

2. Is traditional clothing part of a culture? 2. Which college do you like?

3. Are you going to shop this weekend? 3. What is your favorite dress?

4. Did you visit Muscat? 4. How much is the ticket?

S2 Practice the following dialogue with a partner. Pay attention to question intonation.

A: Hi! What’s up?
B: Not much! I feel bored. Would you like to go to the movies?
A: Absolutely! Do you know what movies they are showing?
B: I think they are showing some comedy movies this week.
A: Oh, I’m not into comedy. How about we visit Muzna/Ali and

watch the latest episode of The Runway Project?
B: That sounds like fun.
A: Let me give her a call and see if she is free.
B: Sure!

S3 Interview two of your classmates. Use the interview
questions below.

Question Name:……. Name:……….

1.Do you like traditional clothing?

2. For what occasions do you wear traditional clothing?

3. Where do you buy traditional clothing?

4. Are you a fan of fashion?

5. Do you like to shop at Avenues Mall?

6. ….

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Unit 5: Traditional Clothing

Reviewing S4 Study the following speaking skill.

Activating Speaking Skills: Asking for an Explanation
the skill
Sometimes, you do not understand what a person is speaking about. You might also have missed an
important point. You can ask for an explanation by asking questions. Below are some common ways
to ask for an explanation:

1. What does that mean?
2. Does it mean “yes” or “no”?
3. Could you explain the first point, please?
4. I am afraid I missed the first idea. Could you explain it again?
Once you understand what the person is saying, you can say:
1. “I understand!” or “I see!”
2. “Thank you for explaining it again.”

S5 Complete the dialogue with a partner using explanation questions. Then take turns
practicing the dialogues.

Dialogue 1: (At the Museum) Dialogue 2: (At the Clothes Shop)

A: So, the museum has five different A: Hello!
sections. I am going to focus mainly
on traditional clothing, weapons, and B: How can I help you?
manuscripts. These different sections will be
covered in thirty minutes and -- A: I would like to buy a fleece sweater, but I
don’t see any here.
B: (raises hand to ask for an explanation)
…………………………………………… B: (asks for explanation)…………………………

A: Sure! I was trying to give you an overall A: I looked around the shop, but I was unable
summary of what we will see at the museum to find a fleece shirt. I like fleece shirts
today. We are going to see five different because they are comfortable.
sections and cultural elements. This will take
us around 30 minutes. B: (understood) …………………………. Let’s go to
the section over there. I’m sure you will find
B: (understood) …………………………… what you are looking for.

A: That’s great! So let’s see the first section
here!

Unit 5: Traditional Clothing 150

GRAMMAR & WRITING

Grammar: past simple aux verb (was,
were), simple past action verbs (regular &
irregular)

G1 Read the following excerpt from Reading 2 and answer the questions that follow.

The ancient Mayans were fascinating people. They lived in northern Mexico and Central
America around 2600 BC. The Mayans had some very beautiful clothing. They were careful in
their clothing choices.

1. Are the underlined verbs in the past or present tense?
2. Why did the author use this tense?

Noticing Mayans wore special jewelry because it was part of their religion. They made jewelry from
language different things like bones and teeth. However, after they discovered special stones, they
made jewelry out of those.
Reviewing
151 3. What is the tense used in the sentences?
4. What is the present form of the underlined verbs?
5. Does the verb form change completely when changing it to the present?

Headdresses were full of decorations. They used feathers and stones to decorate their
headdresses. The rich had the best headdresses. Headdresses were not easy to make.

6. What is the present form of the verbs “were” and “had”?
7. Were the headdresses easy to make? Which word helped you to answer?

G2 Study the following grammar point. Then do the exercises that follow.

Grammar Point What is the focus?

Past simple “be” The verb “be” can be an auxiliary or a main verb in English. “Be” verbs can
verbs [was, were] be used as a main verb in the past simple tense.

- Omaima was at the wedding party last night.
- There were a few students in the class yesterday.

Statements

Pronouns “Be” verb - “Be” verb - Contraction Complement
affirmative negative
He
She was was not wasn’t strong.
It
I were were not weren’t here.
They
We
You

Unit 5: Traditional Clothing

Questions: “Yes” / “No”

“Be” verb Contraction Complement
with you?
he at the party?

Was she
it

I

Were they
we
you

Questions: “Wh” “Be” verb Pronoun Complement
“Wh”-word were you absent?
Why was she from?
Where

G3 Circle the correct verbs in the following sentences.

1. John ___________ an honest person.

a. was b. were c. be

2. His friends ___________ at home. They had an important meeting.

a. was not b. were not c. did not

3. Our parents ___________ in Dubai yesterday.

a. was b. were c. are

Practicing the 4. Why ___________ Suad in London last weekend?
grammar point
a. was b. were c. did

5. Areej ___________ with me in the cinema last Monday.

a. be b. were c. was

6. The school___________ open yesterday because of the heavy rain.

a. was not b. were not c. had not

7. ___________ they from the United States?

a. Was b. Were c. Is

Unit 5: Traditional Clothing 152

G4 Rewrite the following sentences using past simple “be” verbs [was/were].

1. Are they in the office? _______________________________________

2. My sister is a nurse. _______________________________________

Practicing the 3. Where are your friends? _______________________________________
grammar point 4. Said and Saif are happy. _______________________________________
5. Is Maram in your group? _______________________________________
Reviewing
6. The mall is open. _______________________________________

7. How is your test result? _______________________________________

G5 Study the following grammar point. Then do the exercises that follow.

Grammar Point What is the focus?
In the past tense, there are two simple past verb forms: the verb “to be”
Action verbs
(simple past) [was/were] and other action verbs.

Add “ed” at the end of the verb in regular past simple action verbs:

▪ talk talked want wanted

Some irregular past simple verbs have forms that are completely
different from the present simple form:

▪ go went

Some irregular verbs have a slight or no change in the past simple form:

▪ speak spoke put put

Refer to the list of irregular verbs in the appendix (pages 199-201)
We use the past simple for several reasons:
1. When we talk about something that started and finished in the past.

e.g., I went to the cinema last night.
2. When we talk about something that was true temporarily in the past.

e.g., My father lived in England for 20 years.

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Unit 5: Traditional Clothing

Grammar Point Factual information

Spelling rules When we change a verb form from base form to regular past form, we usually
(regular verbs) add “ed” to the end of the verb, as you saw in the examples above. However,
we sometimes have to make slight changes to the verb form:

1. If the verb ends with “e,” we add the letter “d” to it.
▪ live lived

2. If the verb ends with [a consonant + y], we change the “y” to “i” and add
“ed.”

▪ study studied

If the verb ends with [a vowel + y], we just add “ed.”
▪ play played

3. If the verbs end with [a vowel + consonant], we double the last letter and
add “ed.”

▪ stop stopped

Subject Pronoun Regular verbs
Verb - affirmative Verb - negative Complement
I
Reviewing He
She
It worked did not work the right way.
They didn’t work
We
You

Questions: “Yes” / “No” Pronoun Main verb Complement
Auxiliary (helping) verb
I take a long time?
Did they
we
you
he
she
it

Questions: “Wh”

“Wh”-word Auxiliary Pronoun Main verb Complement
(helping) verb to class late?
you come
Why did

Unit 5: Traditional Clothing 154

Practicing the G6 Choose the correct verb form in the following sentences.
grammar point
1. I {visit – visits – visited} my grandparents last weekend.
Editing 2. Did you {enjoy – enjoys – enjoyed} the football match?
3. Sondos {know – knowed – knew} about the accident from her mother.
4. Hayam {doesn’t – don’t – didn’t} want to talk to me yesterday.
5. We {studyd – studyed – studied} hard for the test.
6. Where did Omar {come – came – comed} from?
7. Salim {plaied – played – playd} basketball with his friends.
8. The students {had – haved – haded} a very good time.
9. The team {pland – planned – planed} well for the project.

G7 There are ten verbs in the present tense in the following story. Change the verbs
from present to past tense, as in the example. Note that some verbs are already in the
past.

went
Last summer, I go to Salalah with my family. We left Sohar early in the morning. First, we stop at a

supermarket to buy some snacks and drinks. Then, we drove all the way to Nizwa. My mother tells

us some interesting stories, so we doesn’t feel bored. In Nizwa, we had to stop at a petrol station

to refill the car with petrol and take a break. After that, we continue our trip. My father sings

some traditional Omani songs. It is nice to hear our father singing. We have lunch in a famous

restaurant in Haima. When we reached Thamret, our car broke down. It was not a big problem, so

the mechanic fixes it quickly. Finally, we are very happy to see the green mountains and the lovely

weather in Salalah. We spent a wonderful week there.

155

Unit 5: Traditional Clothing

Reviewing GRAMMAR & WRITING

Noticing Writing: writing a narrative paragraph,
the skill reviewing of paragraph structure

W1 Study the following writing skill. Then do the exercises that follow.
Writing Skill: Writing Using the Simple Past Tense

When you write about the past, make sure to use the past verb form, such as “went,” “allowed,” “took,”
“cooked,” and “bought.”
You can also use some past time phrases to show the past, e.g., yesterday, last week, last night, last
month, last year, two days/weeks/years ago.

W2 Read the following sentences. Then answer the questions.

The ancient Mayans were fascinating people. They lived in northern Mexico and
Central America around 2600 BC. The Mayans had some very beautiful clothing.
They were careful in their clothing choices. Their clothing affected their lives. The
Mayans had different clothes for different goals and occasions.

1. Do the Mayans still exist?
2. Why did the author use past tense verbs in the paragraph?
3. Which phrase tells you that the Mayans are from the past?
4. Write down all the past tense verbs used in this paragraph.

Mayan pyramid in Yucatan, Mexico

Unit 5: Traditional Clothing 156

Practicing W3 Read the paragraph and change the present tense verbs to simple past.
the skill
Our Great Trip

My family 1. __________ (go) on a trip to Wadi Shab last month. We 2. __________ (leave) home
around 8 o’clock in the morning, and we 3. ____________ (reach) our destination at 10 o’clock. My
brothers 4.___________ (decide) to go swimming. Mymother 5.___________(prepare) some snacks for
us to have for breakfast. I 6. ____________ (get) some charcoal and fire liquid to start some fire for the
barbecue. My mother also 7. __________ (help) me to make some lamb and chicken skewers (tikka).
The weather 8. __________ (be) nice, and people 9. ____________ (be) happy. After lunch, my father
10. ___________ (take) a nap. In addition, my brothers and I 11. ____________ (take) some pictures,
and we 12. ___________ (share) them on Instagram. My family 13. ___________(have) a great time
in Wadi Shab.

W4 Edit the following paragraph. Then rewrite it in the space given.

3 mistakes in capitalization

1 punctuation mistake

4 mistakes in verb form

Editing A Football Legend

pele was an amazing football player He grow up in Brazil. he began to play professional
football at the age of 15. When he was 16, he join brazil international team. Pele win three world
cups and scored 1281 goals in 1363 matches. In 1977, Pele stop playing football, and he started
to promote the football game. Pele was the best player ever.

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Unit 5: Traditional Clothing

Re-writing W5 Rewrite the paragraph about Pele below.
Reviewing
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
W6 Study the following writing skill.

Writing Skills: Reviewing Paragraph Structure

A paragraph consists of three main parts: a topic sentence, supporting details, and a concluding
sentence. These parts are also used when your write about the past.

Unit 5: Traditional Clothing 158

Activating W7 Choose the best topic sentence and concluding sentence for each paragraph.
the skill
Ahmed Bin Majid

_________________________________. He was born in the 1430s and grew up in a seafaring family.
He started being a ship navigator at the age of 17. Ahmed was also a writer. He wrote many books
about ships and navigation. Ahmed also traveled around the world and helped people find their
way in the sea. People called him “Lion of the Sea.” Ahmed bin Majid died in 1500. ____________
_____________________.

1. What is the best topic sentence?
a. Ahmed bin Majid traveled to India.
b. Ahmed bin Majid was a writer.
c. Ahmed bin Majid was a famous navigator.

2. What is the best concluding sentence?
a. He was a great sailor.
b. He liked to travel.
c. He built many ships.

Mahatma Gandhi

_________________________________. His full name was Mohan Das Karam Chand Gandhi. He was
born in 1869 in India. He studied law in England. After that, he came back to India and worked in
Mumbai. Gandhi lived a simple life. He helped India to become independent in 1947. Gandhi died
on January 30 in 1948. _________________________________.

1. What is the best topic sentence?
a. Mahatma Gandhi was from India.
b. Mahatma Gandhi was a freedom fighter.
c. Mahatma Gandhi was a lawyer.

2. What is the best concluding sentence?
a. Gandhi did not like violence
b. Gandhi travelled to South Africa.
c. Gandhi was a famous Indian person.

159

Unit 5: Traditional Clothing

Practicing W8 Choose the best supporting-ideas for the paragraph below.
the skill
Albert Einstein
Albert Einstein was a great scientist. He was born on March 14, 1879, in Germany. Einstein’s
family moved to Italy when he was 15 years old. He loved math and physics, so he joined the Swiss
Federal PolytechnicAcademyin 1895. In 1900, 1. ______________________________________. Einstein
came up with new ideas in math and physics. His new ideas helped him to get a job at a university.
In 1908, 2. ______________________________________________. In 1921, he won the Nobel Prize in
Physics. In the same year, he visited the USA. In 1940, Einstein became an American. In 1955,
Einstein got very sick. 3. ______________________________________. Albert Einstein was a genius.

1. The best-supporting idea is ______________.

a. he died because of a heart attack.
b. he graduated with a degree in physics and math.
c. he got married.

2. The best-supporting idea is ______________.

a. Einstein went to study in Germany.
b. Einstein worked as a teacher at the University of Bern.
c. Einstein took some music classes.

3. The best-supporting idea is ______________.

a. He died at the age of 76.
b. He got married.
c. He came up with a new theory.

Unit 5: Traditional Clothing 160

W9 Write sentences about the given information. Use simple past verb tense.

Item Answer Your sentence
Name Steve Jobs
Practicing Born 1955
the skill Nationality American
Job CEO of Apple Inc.
Interests Electronics
Education Reed College
Studies Computer Science
1971 Met Steve Wozniak
Started the company 1976
2001 Launched iPod
2007 Launched iPhone
Death 2011

161

Unit 5: Traditional Clothing

W10 Write the sentences about Steve Jobs in the form of a paragraph below.
Steve Jobs

Practicing Steve Jobs was a computer scientist. ______________________________________________
the skill
___________________________________________________________________________________________
Brainstorming
___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________
W11 Write some information about a popular person who lived in the past. Use simple past

verb tense.

Item Answer Your sentence

Name

Born

Nationality

Job

Interests

Unit 5: Traditional Clothing 162

Writing W12 Write the sentences in the form of a paragraph below.
Editing __________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

✓ WRITING CHECKLIST

I have S, V, and C in my sentences.
I used the necessary capitalization.
I used the necessary punctuation.

MORE WRITING TOPICS:

1. Write about a popular person who was famous in the past.

2. Write about a person who helped you achieve your goals.

163

Unit 5: Traditional Clothing

Modeling STUDYING
the skill
Avoiding Plagiarism, Logging Vocabulary

SK1 Read the sentences and answer the questions that follow.
1. Original text: Many college students do not know what plagiarism is. In fact, a lot of them lose
marks because they are caught plagiarizing. Nowadays, many academic institutions use Turnitin to
detect the rate of plagiarism in an assignment. Thus, students need to understand what plagiarism
is.
Author: Abdullah Said
Book title: College Students and Plagiarism
Published Year: 2005
Publishing House: Blue Bird
2. Plagiarized text: There are many issues that college students face while in college. One of
the issues is plagiarism. Many college students do not know what plagiarism is. In fact, a lot of
them lose marks because they are caught plagiarizing. Nowadays, many academic institutions use
Turnitin to detect the rate of plagiarism in an assignment. Thus, students need to understand what
plagiarism is.
Author: Sami Ali
3. Text with citation: Many college students try to copy from other sources. Most of the time, they
copy materials because they are stressed. Abdullah (2005) states, “Many college students do not
know what plagiarism is. In fact, a lot of them lose marks because they are caught plagiarizing”
(p.22).

Author: Hilal Salim

1. What are the differences in texts 1, 2, and 3?

2. Why are some sentences in the plagiarized text underlined?

3. Are the underlined sentences copied from the original text? Can a student do this in
college? Explain.

4. Why are some sentences put between quotation marks in text 3?

5. Is the 3rd text acceptable?

Unit 5: Traditional Clothing 164

Reviewing SK2 Study the following studying skill.

Activating Studying Skills : Avoiding Plagiarism
the skill
Plagiarism is the act of stealing someone else’s work and claiming it as one’s own. This includes
stealing ideas, words, images, and videos. College students can avoid plagiarism by using:
1. Quotations
2. In-text citations
3. Paraphrasing
4. Plagiarism-checking tools like Turnitin

SK3 Fill out the following survey. Then share your answers with a partner.

Statement Agree Neutral Disagree

Cheating in exams is part of plagiarism.

Using others’ words in my assignments
without citation is a form of plagiarism.
Copying pictures from the internet without
citation is a form of plagiarism.
Hiring someone to write a class essay for you
is a form of plagiarism.

I understand what plagiarism is.

165

Unit 5: Traditional Clothing

SK4 Write the vocabulary items you learned from this unit.

Word Category (v, n, adj, Dictionary meaning Dictionary example
adv, phrase)

Logging
vocabulary

Tip: Play vocabulary board games like Scrabble, Taboo, and Dabble with your friends and
classmates. You can also install some vocabulary apps on your smartphone.

UNIT REVIEW

Check ( ✓ ) to answer. Answer the following questions:

A. I have learned . B. What are the words you are confident using?
___________________________________________________________
| new listening skills ___________________________________________________________
___________________________________________________________
| new reading skills ___________________________________________________________
___________________________________________________________
| how to use intonation in questions
C. What is one piece of information you learned from
| how to ask for an explanation this unit?

| how to write a narrative paragraph ___________________________________________________________
___________________________________________________________
| how to avoid plagiarism ___________________________________________________________
___________________________________________________________
___________________________________________________________

166

Unit 5: Traditional Clothing

Unit 6 ANIMAL
RESCUE

Fossils of a sponge displayed at the Natural History
Museum, Oman

What can you see in the picture?

When did this creature live?

Why do scientists study such
creatures?

Listening : noticing main ideas and details, note-taking, listening for

Skills a speaker’s attitude, listening for support/evidence
Reading : noticing main ideas and details, guessing meaning from

context, summarizing, interpreting infographics
Speaking : telling and reacting to stories, pronouncing past verb form

/ed/, using “was” and “were” negative form contractions

Writing : email writing, reviewing paragraph structure, using transitions

Studying : paraphrasing at the sentence level

Grammar : past continuous + “yes”/”no” questions (was, were),

“wh” questions with “was” and “were”

LISTENING 1

Oman Natural History Museum

EXPLORING VOCABULARY

L1 Use the words from the box to complete the following sentences. You can use a
dictionary.

display (n) items (n) fund (n) solar (adj) stuffed (adj)

Integrating 1. Aliya collected a large amount of _______________ (n). She will give the money to the poor.
meaning
2. This delicious recipe was made from only two __________ (n), which are syrup and chocolate.
Form-meaning
mapping 3. Oman and Saudi Arabia are now planning to generate electricity by using _____________ (adj)
power.
Activating
schemata 4. Salwa is a painter. She always participates in exhibitions with a _______________ (n).

5. When you visit museums, you will usually see animals that look real. These animals are
_______________ (adj). They are not alive.

L2 Match the words from activity L1 with the correct definitions.

Word Definition
1. (n) objects or things
2. (n) a visual set-up that shows off something
3. (n) a collection of money
4. (adj) being filled with materials
5. (adj) relating to the sun

L3 Answer the following questions with a partner. PRE-LISTENING
1. Why do governments set up funds to study endangered animals?

2. Have you ever visited Oman Natural History Museum? What do you think are some of its
popular displays? Have you seen any stuffed animals before?

Oman Natural A stuffed Arabian Wolf
History Museum at Oman Natural History

Museum

Unit 6: Animal Rescue 168

Listening Comprehension

CONVERSATION

L4 You are going to listen to a brother and a sister talking about the DURING LISTENING
Oman Natural History Museum. Listen to the conversation and choose a, b, or c.

Noticing main 1. The conversation is about________. 4. What animals are in the museum?
ideas and details a. the sperm whale
b. stuffed animals a. Whale, leopard, fox, and owl
Note-taking c. a visit to the Oman Natural
Personalizing History Museum b. Whale, leopard, and owl
and evaluating 2. People found the sperm whale in ________.
a. 1968 c. Whale, leopard, wolf, fox,
b. 1980 and owl
c. 1986
3. The whale was found on the _________. 5. The government of Oman will ______.
a. beach
b. island a. build another natural
c. ship museum

b. get more animals

c. work with other governments to
get more animals

L5 Listen to the conversation again and fill out the notes.

1. There is a ____________________ sperm whale in the Oman Natural History Museum.

2. The animals that are in the museum are ________________.

3. Oman Natural History Museum also has a(n) _________________.

4. The new museum will be ___________________ than the current museum.

5. The new museum will have ___________________ floors.

L6 Discuss the following questions with a partner. POST-LISTENING

1. Have you visited a museum before? What did you like most about it?

2. Do museums help people learn more about history and nature? Discuss.

A skeleton of a
sperm whale at
Oman Natural

History
Museum

169

Unit 6: Animal Rescue

1 A bird in
READING 1 Al-Qurum
Reserve
Extinct and Endangered Animals in Oman

EXPLORING VOCABULARY

R1 Use the words from the box to complete the following sentences. You can use a
dictionary.

extinct (adj) fossils (n) analyze (v) habitat (n) method (n) issue (n) reserve (n)

Integrating 1. The natural ______________ (n) of monkeys is forests. It is the best place for them.
meaning 2. A lot of animals around the world are facing death because of pollution.

Form-meaning This ______________ (n) needs to be solved before all animals disappear.
mapping 3. Many species are now ______________ (adj) because they were overhunted. You can’t see

Activating these species anymore.
schemata 4. Putting animals in zoos is a good ______________ (n) for saving endangered animals.
5. Scientists found a big rock full of bones. These bones are called _________________ (n).
Skimming 6. Endangered animals are put in a protected place. This place is called a ______________ (n).

7. Scientists _____________ (v) samples of animal bones. They do this to learn more about them.

R2 Match the words from activity R1 with the correct definitions.

Word Definition

1. (n) a way of doing something
2. (adj) being dead and gone as a group
3. (n) a problem
4. (v) to examine carefully in order to learn
5. (n) old remains like bones or plants found in rocks or under the ground
6. (n) a natural place where living things exist
7. (n) a protected place for animals or plants

R3 Answer the following questions. PRE-READING

1. Which animals in Oman are now extinct?
2. Have you ever seen animal fossils in your life? Where did you see them?

R4 Look at the title, the headings, and the pictures of the reading text and answer the
following questions.

1. What are the pictures about?

2. Now, read the first sentences of every paragraph and guess what the text is about.

Unit 6: Animal Rescue 170

ANIMAL EXTINCTION IN OMAN

A Some animals that lived in Oman do not exist anymore. These animals are extinct. From

dinosaurs to leopards, they no longer live in Oman. However, some animals managed to live.

SAUROPODS

B *Geologists from Sultan Qaboos University found some fossils in Muscat, Oman. The fossils

were for sauropods and were almost 100 million years old. Sauropods were huge dinosaurs
5 with long necks and four legs. Like all other dinosaurs, sauropods went extinct millions of

years ago.

DUCKBILLED DINOSAURS

C The hadrosaurid was a duckbilled dinosaur. It used to live in the mountains of Oman.

Hadrosaurids were 3-20 meters long. When scientists analyzed their fossils, they found that
they had very hard tails. Scientists do not know for sure when this dinosaur went extinct, but
10 it certainly is not around today.

*geologist: a scientist who studies the Earth

A Sauropod
Dinosaur

Fossils of a
Hadrosaur

171

Unit 6: Animal Rescue

ARABIAN LEOPARDS

D Arabian leopards are endangered today. This means that they are not extinct yet, but a large

number of them died. In fact, there are fewer than 200 Arabian leopards alive in the wild, so
it is unlikely that you will see one in Oman. They were hunted, and hunters destroyed their
habitat. If new methods are not put in place to protect them, they will go extinct.

ARABIAN ORYX

E 15 The Arabian oryx went extinct in the wild decades ago, in 1972. However, the government of

Oman reintroduced the Arabian oryx again. This is a popular method for saving a species from
extinction. 400 oryxes were reintroduced. Illegal hunting is the issue. Some hunters catch oryxes
and sell them to private zoos. The government of Oman built the Jidat Al-Harasis Reserve to
protect the Arabian oryx.

F 20 In conclusion, some species in Oman are extinct, and it is sad that so many other animals could

also go extinct. People should know that animals are part of our environment, and they should
protect them.

An Arabian
leopard in a zoo

Arabian oryxes

Unit 6: Animal Rescue 172

Reading Comprehension

R5 Match each of the headings (1-3) to one of the paragraphs DURING READING
from the text. Write the paragraph letter, A-F, in the given space.

Matching Heading Paragraph
headings 1. Saved After Extinction Paragraph _________
2. A Duckbilled Animal Paragraph _________
Noticing main 3. A Huge Animal Paragraph _________
ideas and details
R6 Read the text and choose the correct answer: a, b, or c.
Noticing
details 1. What is the main idea of the text? 4. There are about _________ Arabian
leopards.
Summarizing a. Oman has many animals.
173 a. 200
b. Sauropods are huge animals that lived
millions of years ago. b. 2000

c. Oman lost many animals, and some c. 20,000
other animals are endangered.
5. The main issue that faces the Arabian oryx
2. The fossils of sauropods were about is _________.
_________ years old.
a. illegal hunting
a. 60 million
b. extinction
b. 87 million
c. sanctuary
c. 100 million

3. Which dinosaur lived in the mountains of
Oman?

a. Hadrosaurus

b. Sauropods

c. Cretaceous

R7 Decide if the following statements are true or false.

1. T F Sauropods died thousands of years ago.

2. T F A huge number of Arabian leopards have died.

3. T F The Arabian oryx went extinct in 1972.

4. T F Jidat Al-Harasis was built to protect Arabian leopards.

R8 Complete the following summary using the words given in the box. Write letters from
the box to complete the gaps.

Oman was once home to different extinct and endangered
animals. For example, the sauropods lived 1. _________ of years

ago. Another example was the duck-billed dinosaur. Some
scientists found its 2. _________ in the mountains of Oman. The

Arabian leopard is endangered today because hunters destroyed
its 3. _________ . Oryxes were also extinct, but the 4. _________

reintroduced them again. A habitat

B millions

C fossils

D government

Unit 6: Animal Rescue

R9 The word in the box is from the text. Read the sentence and choose the word
that best fits the meaning.

endangered (paragraph D) certainly (paragraph C)

Guessing meaning • If an animal is endangered/certainly, it may die and disappear.
from context

R10 Look at the infographic. Then discuss the questions that follow with POST-READING
a partner.

Interpreting
infographics

1. What are the animals in the infographic? Where did they live? 174
2. Why do you think they went extinct?
3. Is it important to protect animals from extinction? Discuss.

Unit 6: Animal Rescue

LISTENING 2

The Megalodon

BUILDING VOCABULARY

L1 Match the words in the box with the correct definitions. You can use a dictionary.

giant (adj) data (n) exist (v) strange (adj) possible (adj)

1. ______________ (adj) being massive

Form-meaning 2. ______________ (adj) able to be achieved
mapping
3. ______________ (adj) not usual
Integrating
meaning 4. ______________ (n) information, usually facts or numbers

Activating 5. ______________ (v) to be alive or found
schemata L2 Use the words from activity L1 to complete the following sentences.

1. The whale is a _______________ (adj) sea animal. A whale can weigh 100 tons.

2. Scientists use _______________ (n) to answer their questions. This can include numbers.

3. Dinosaurs don’t _______________ (v) anymore. They died a long time ago.

4. Scientists say that it is _______________ (adj) that they will find a cure for AIDS. It is hard but
not impossible.

5. There are some _______________ (adj) animals in the sea, and they have not been found.
Scientists will find them one day.

L3 Ask and answer the following questions with a partner. PRE-LISTENING

1. What are some examples of giant animals?

2. Why do scientists use data?

A giant
stingray fish

175

Unit 6: Animal Rescue

Listening Comprehension

LECTURE

L4 You are going to listen to a lecture about the megalodon. Look at the pictures and
answer the questions that follow.

The megalodon shark

Predicting

The Mariana Trench. The A 45-million-year-old
deepest point in the ocean megalodon shark tooth

1. Have you heard of the megalodon shark?

2. Look at the tooth of the megalodon shark. How big is this shark?

3. What kind of creatures live in the Mariana Trench?
L5 Listen to part of the lecture and choose a, b, or c.

What is the lecture mainly about?

Noticing a. There are some reasons to support that the megalodon is alive.
main ideas
b. The megalodon shark went extinct millions of years ago.
Noticing main
ideas and details c. The megalodon shark is a dinosaur that lived millions of years ago.

L6 Listen to the lecture again and choose a, b, or c. DURING LISTENING

1. A scientist found a(n) __________-year-old 4. ”The Black Demon of Cortez” was a

megalodon tooth. __________ .

a. 1000 a. ship

b. 11,000 b. beach

c. 111,000 c. monster

2. In November 2017, a picture of a giant sea 5. The megalodon that sailors saw was

animal was taken in the __________ Ocean. __________ feet.

a. Indian a. 58

b. Atlantic b. 80

c. Arabian c. 85

3. The shark caught in the picture was about 6. The megamouth shark is an example of a

__________ feet long. __________ .

a. 70 a. new animal that scientists found.

b. 60 b. shark that died a long time ago.

c. 16 c. fish that lives in the Mariana Trench.

Unit 6: Animal Rescue 176

Note-taking L7 Listen to the lecture again and fill in the gaps.
1. In November 2017, the picture of the giant __________ animal was taken by Google Earth.
Reviewing 2. The Black Demon of Cortez attacked some __________________.
3. The giant squid appeared on _______________ in 2004.
Noticing
details L8 Study the following listening skill.
Listening Skills: Listening for Support/Evidence
Personalizing
and evaluating When speakers talk, they support their ideas with evidence. For example, they use:
1. Data
2. Professional opinions
3. Facts
4. Examples

L9 Listen to two excerpts from the lecture and choose which evidence is used: a, b, c, or d.
You may choose more than one option.

1. Excerpt 1 (“In November 2017…”): the speaker uses __________ to support the main idea.

a. data c. facts

b. professional opinions d. examples

2. Excerpt 2 (“The final reason …”): the speaker uses __________ to support the main idea.

a. data c. facts

b. professional opinions d. examples POST-LISTENING
L10 Discuss the following questions with a partner.

1. Do you believe that some extinct animals are still alive? Support your ideas with
evidence.

2. Would you participate in a research team one day to discover animals or places? Discuss.

Giant whale sharks
Status: endangered

177

Unit 6: Animal Rescue

READING 2

The Dodo Bird

EXPLORING VOCABULARY

R1 Match the words in the box with the correct definitions. You can use a dictionary.

previous (adj) effect (n) similar (adj) damage (v)

1. ________________ (n) a change because of something else

Form-meaning 2. ________________ (adj) being before
mapping
3. ________________ (v) to break or harm something
Integrating
meaning 4. ________________ (adj) being close to the same
R2 Use the words from activity R1 to complete the following sentences.
Activating
schemata 1. Salwa likes to draw people. She can draw paintings that are _____________ (adj) to those
made by famous artists.
Skimming
2. Water pollution is very dangerous for the sea animals. It can _____________ (v) their habitat.

3. When you visit a doctor for treatments, he/she can check your reports from your
_____________ (adj) visits. Checking your past reports helps the doctor to decide the best
treatment for you.

4. Global warming has a huge _____________ (n) on the environment. PRE-READING
R3 Answer the following questions.

1. Why is it important to learn about animals from previous times?
2. What are the effects of overhunting animals?
3. How does overhunting damage the environment?

R4 Answer the following questions about the reading text.
1. What are the keywords in the title?
2. What are the pictures about?
3. Now, read paragraphs A and F and guess what the reading is about.

Unit 6: Animal Rescue 178

LAST SEEN: THE DODO BIRD’S EXTINCTION

A The dodo bird was an odd-looking bird that went extinct in 1681. It went extinct so long ago

that many people do not know very much about this bird. However, it is important to learn
about animals from previous times that went extinct because then we can learn how to save
future animals.

WHERE DID THE DODO BIRD LIVE?

B 5 The dodo bird lived on the Dutch island of Mauritius. The island of Mauritius is in the Indian

Ocean. For a long time, no one visited the island, so the dodo bird lived and grew in a good
environment. The island had forests full of trees. There were no mammals like monkeys and
tigers on the island, only birds.

WHAT DID THE DODO BIRD LOOK LIKE?

C The dodo bird was large. It weighed up to 22 kg. It had a big body and short wings. Its beak

10 was huge. Its feathers were black, white, and gray. It was known for its curved beak, which
was its most unique feature. It also had a curved tail.

Mauritius Island

The dodo
bird in 3D

179

Unit 6: Animal Rescue

WHAT HAPPENED TO THE DODO BIRD?

D Dutch sailors began stopping on the island of Mauritius while they were on long trips. Because
the dodo bird was fat, sailors began to hunt and eat it. Sailors also brought rats on their ships.
These rats had a big effect on the dodo bird. They escaped onto the island and ate the dodo

15 birds’ eggs. The dodo bird had not had any other animal killing it before, so it did not have a
way to survive them. In other words, the dodo birds were not ready to fight other animals.
Only 100 years after sailors went to the island, the last dodo bird was killed.

WHAT CAN WE LEARN FROM THE DODO BIRD’S
EXTINCTION?

E The extinction of the dodo bird reminds us of how easy it is to kill an animal. Animals and the
environment are easy to damage. As humans, we can do a lot of similar damage to our Earth.

20 In other words, if we are not careful, many more animals will go extinct.

F The dodo bird went extinct very quickly once humans came to its island. As humans, we must
respect all the animals of the Earth because once an animal is gone, it disappears forever.

An old ship

Unit 6: AExntiimncatl RAensimcuaels 180

Reading Comprehension

R5 Match each of the main ideas (1-3) to one of the paragraphs DURING READING

from the text. Write the paragraph letter, A-F, in the given spaces.

Paragraph Heading

Matching 1. No Animal Used to Hunt the Dodo Bird Paragraph __________
headings
2. A Description of the Dodo Bird Paragraph __________
Noticing main
ideas and details 3. The Habitat of the Dodo Bird Paragraph __________

Noticing R6 Read the text and choose the correct answer: a, b, or c.
details
1. The best habitat for the dodo bird is 4. ________ ate dodo bird eggs.
_________.
a. Other birds
a. mountains
b. Mauritius Islands b. Sailors
c. deserts
2. The dodo bird was famous for its c. Rats

_________. 5. What is going to happen if people treat
a. heavy feathers other animals in the same way they did to
b. short wings the dodo birds?
c. curved beak
3. Sailors hunted the dodo bird because a. Many animals will disappear.

it_________. b. Sailors will die.
a. made a good meal
b. did not kill the rats on the ships c. People will respect this.
c. had nice feathers

R7 Decide if the following statements are true or false.

1. T F The dodo bird has a different look from other birds.
2. T F The island of Mauritius had a big desert.
3. T F The dodo was not killed by any animals before sailors found the island of Mauritius.
4. T F It is easy to harm the environment.

181

UUnnitit66: :EAxntiinmcatlARneismcaules

R8 The words below are used in the text. Read each sentence and choose the
meaning that best fits each word.

curved (paragraph C) escaped (paragraph D)

Guessing meaning 1. If something has a curved shape, it is straight/round on the edges.
from context 2. When you escape a place, you run away from it / stay there for a longer time.
R9 Complete the following picture by labeling the dodo bird’s body parts.

1.___________________ 2.___________________

Labelling
a picture

3.__________________

R10 Discuss the following questions with a partner. 4.___________________
1. What can people do to save endangered animals? POST-READING
2. What are some endangered animals from around the world?
Personalizing and 3. What can you do to save endangered animals?
evaluating

A view from
Mauritius Island

Unit 6: Animal Rescue 182

SPEAKING

Telling and Reacting to Stories,Pronouncing
Past Verb Form /ed/, Using “Was” and
“Were” Negative Form Contractions

S1 Study the following speaking skill.

Speaking Skills: Pronouncing Past Verb Form /ed/

The ending of regular past verbs is pronounced differently. This depends on the final ending sound
(voiced or voiceless).

/d/ /t/ /id/

Reviewing Ending consonant sound is Ending consonant sound is Ending consonant sound is
voiced (/v, m, n, l, r, g, j, z, b, n/). voiceless (/k, s, p, f, sh, tsh/). voiced (/d, t /)
Activating
the skill arrived advised kicked decided
dreamed robbbed purchased waited
Reviewing warned planned helped
183 traveled laughed
delivered washed
damaged watched

S2 Fill in the dialogue with past tense verbs from the box. Then practice it with a partner.
Pay attention to verb endings.

learned uploaded asked enjoyed recorded needed talked missed

A: Hi, Mazin. A: I see! I should go and see my instructor
today, so I can discuss with him what I should
B: Hey, Walid! What’s up? do regarding my attendance.
A: I 1. ___________ yesterday’s class because I
2. ___________ to see the doctor for a B: That’s a good idea. Actually, the instructor
check-up. What did you do in class? 8. _________ about you, and he is expecting an
B: Our instructor 3. ____________ about the email from you.
geography of Oman! I really 4. __________ the
class because I 5. ____________ many new A: Oh, I should go now and send him an email.
things about my country. The instructor I’ll talk to you later!
6. ____________ the lecture and uploaded it to
Moodle.
A: Oh! I checked Moodle last night, but the
lecture was not uploaded.
B: Maybe the instructor 7. ___________ it this
morning.

S3 Study the following speaking skill.

Speaking Skills: Using “Was” and “Were” Negative Form Contractions

When you use “was” and “were” in negative form in your speaking, it is important to use the contracted
form (was not = wasn’t, weren’t)
e.g.,
I wasn’t happy about my English when I was 10 years old.
My friends weren’t lucky to win the football match last week.
Ali wasn’t watching TV last evening.
Muna and Abeer weren’t teaching in the class yesterday.

Unit 6: Animal Rescue

S4 Do the following conversations with a partner. Take turns.

Activating Dialogue 1 Dialogue 2
the skill A: Hey! Did you know that two men were
A: Hey! What’s up? caught hunting deer in Jidat Al-Harasis
B: Not much! Where were you last night? sanctuary?
A: I was playing a shooting game online.
B: Were you shooting animals? B: No kidding! Was this in the newspaper?
A: No! I wasn’t shooting animals.
B: Was the game nice? A: No, it wasn’t in the newspaper. It was posted
A: It wasn’t fun because the internet kept on our WhatsApp group!
acting up.
B: That’s bad! B: I wasn’t feeling happy about this WhatsApp
A: I know! My friends and I weren’t able to talk group, so I didn’t check it.
much!
B: Maybe you should contact the Internet A: That’s fine!
provider.
A: Yes, that’s what I’m doing next! B: Were the men Omani?

A: No, they weren’t Omani. They were from
another nationality.

B: I see! People should care about the
ecosystem. Otherwise, many animals will go
extinct.

A: That’s right! Let’s go to the canteen and have
some coffee.

B: Let’s go!

S5 Study the following speaking skill.
Speaking Skills: Telling and Reacting to Stories

Reviewing When you tell a story to someone, you need to When you listen to someone telling a story, you
Engaging remember the following: can react to the storyteller by saying:
1. Talk about something you like 1. What happened next?
2. Start with something surprising 2. Were you _______ (adjective) ?
3. Use action verbs 3. That sounds like fun!
4. Use body language 4. Weren’t you afraid/scared/happy?
5. Use the past tense 5. Were you excited/amazed/annoyed?

S6 Fill out the form with information about two stories you would like to tell about
yourself. Then share the story with a classmate. Take turns and react to the stories.

Scenario Question to answer

• What happened? • Who was there?

1 • When did it happen?
• What did you do?
• Where did it happen?

• What happened? • Who was there?

2 • When did it happen?
• What did you do?
• Where did it happen?

Unit 6: Animal Rescue 184

Noticing GRAMMAR & WRITING
language
Grammar: past continuous + “yes”/”no”
questions (was, were), “wh” questions
with “was” and “were”

G1 Read the following excerpt that is adapted from the unit 2nd Reading and answer the
questions that follow.

The dodo bird had not had any predators before, so it did not have a way to survive them.
In other words, the dodo birds were not ready to fight other animals. While the sailors
were discovering the Mauritius Island, the rats escaped from their ships, and started eating
Dodo birds eggs.

1. Were the dodo birds ready to fight other animals?
2. Was your answer for question 1 long or short?
3. Why is “were not” used instead of “was not”?
4. Why did the author use "were discovering the island" not "discovered the island"?

G2 Study the following grammar points. Then do the exercises that follow.

Grammar Point What is the focus?
Past continuous
Past continuous is used to describe an action that happened for a
period of time in the past.

- We were watching a movie at 8.30 last night.

In the example above, the action of watching a movie started before
8.30 and continued after. The following timeline shows a past
continuous action:

Reviewing Subject First, second, and third person plural
185 Pronouns
“Be” verb - “Be” verb - Verb + “ing” Complement
You affirmative negative
We
They were were not reading a book.
weren’t
Subject
Pronouns First and third person singular

I “Be” verb - “Be” verb - Verb + “ing” Complement
He affirmative negative
She
It was were not helping in the production.
weren’t

Unit 6: Animal Rescue

Factual Information
Remember that there are some spelling rules when we add “ing” to the main verb:

1. We double the last letter before adding “ing” if the verb ends in
(consonant + vowel + consonant).
plan planning

2. We delete the “e” and add “ing” if the verb has “e” as the final letter.
live living

Questions: “Yes” / “No”
“Be” verb Pronoun Verb + “ing” Complement Answers

Were you working on the project? Yes, we were. – No, we weren’t.
we Yes, they were. – No, they weren’t.
they

I Yes, you were. – No, you weren’t.
Yes, he was. – No, he wasn’t.
Was he doing the task right? Yes, she was. – No, she wasn’t.
she Yes, it was. – No, it wasn’t.

it

Questions: “Wh” Pronoun Verb + “ing” Complement
“Wh” word “Be” verb helping yesterday?
you
Who were we doing there?
they
What was
I
he
she
it

Practicing the G3 Complete the following sentences with the right positive, negative, or question form
grammar point of past continuous.
Amani was taking (take) photos at sunrise.
1. Rayyan _______________________ (listen) to her favorite sons all morning.
2. Students ________________________ (do) their assignments in the library.
3. My brothers_______________________ (not, have) dinner together.
4. ____________ Salim _______________________ (plan) for his summer vacation?
5. Zakiah ______________________ (not, talk) to her sister on the phone.
6. What ____________ they _______________ (discuss) with the professor?

Unit 6: Animal Rescue 186

Practicing the G4 Write positive and negative sentences as well as questions in past
grammar point continuous using the information below.
Example:
I/not play/PUBG/with my friends I wasn’t playing PUBG with my friends.

1. Amira/prepare/for her visit to the school.
__________________________________________________
2. Be/they/have/a conversation with the manager?
__________________________________________________
3. We/not plan/to travel outside Oman.
__________________________________________________
4. What/be/Azzan/do/in your office?
__________________________________________________
5. Rami/not send/e-mails/ to customers.
__________________________________________________
6. My friends/work/on the final year research paper.
_________________________________________________

187

Unit 6: Animal Rescue