Teachers_Manual

3 Culture page

Al-Shallal Theme Park 20
A. Aim: to inform students about a famous theme park,

Al-Shallal Theme Park
• Ask Ss to look at the title of the text and the pictures and

tell you what the text is about (a theme park called Al-
Shallal).
• Ask Ss if they know anything about this theme park and
if they have ever visited it.
• Elicit answers.
• Play the CD and have Ss follow in their books. Tell them
to underline any unknown words at the same time.
• Ask Ss some comprehension questions.
Where is Al-Shallal Theme Park? It’s in Jeddah.
How many people ride the roller coaster every hour?
More than 700.
How big is the Amazon ride? It covers an area of
1800m2.
Where can visitors see a waterfall? At the Amazon ride.

B. Aim: to give Ss practice in identifying specific
information in the text

• Have Ss do the activity.
• Check the answers with the class.

KEY
1. 34 metres high.
2. At a two-floor entertainment building.
3. Life-size models of animals and light and sound

effects. A lake with a waterfall, too.
4. There is also a European village theme area and a

Far East village.
5. Seven.
• Explain any unknown words and choose Ss to read the
text aloud.
• Ask Ss if they know any other theme park in their
country and initiate a short discussion.

50 TM

Places 4

Aims: t o introduce the topic of the module and TM 51
activate Ss’ background knowledge
to present the learning objectives of the module

• Draw Ss’ attention to the title of the module and the main
picture on the page.

• Ask Ss what they can see and elicit an answer (a signpost
in a park with arrows with names of countries on them
pointing in different directions).

• Ask Ss:

Where do you think this is? In a park.
What is written on the arrows? Names of various
countries.
Do you think they are pointing in the right directions?
I don’t know.

• Elicit answers. Use Ss’ L1 when necessary.
• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit

answers.

Suggested answers
• Do you live in a small town or a big city?

I live in a big city.
• What’s it like where you live?

There is a lot of traffic and it’s very noisy, but there
are a lot of things to do here.
• Would you like to change anything about where you
live?
I would like to live in a quieter neighbourhood.

• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.

Then ask Ss to go through the module and find where
the pictures are.

KEY
picture A: p. 58
picture B: p. 54
picture C: p. 52
picture D: p. 56
picture E: p. 50

• Read out the objectives in the In this module you will
learn section.

• Explain any unknown words.

4a Around town • Explain to Ss that they are going to listen to three
dialogues and they must decide where each dialogue is
FUNCTIONS taking place by choosing from the places in activity 1.
Talking about places in a city/town/neighbourhood
Making, accepting and refusing offers • Draw Ss’ attention to the TIP and explain it.
Asking for, giving and refusing permission • Play the CD and have Ss read and listen to the first
Making polite requests
Asking for a favour dialogue. Tell them to underline any unknown words at
Expressing possibility in the present or future the same time.
• Ask Ss where they think this dialogue is taking place.
STRUCTURES • Elicit the answer that it is taking place in a newsagent’s.
Can / Could / May / Might • Ask Ss to tell you which words helped them decide (Daily
News, magazine).
VOCABULARY • Follow the same procedure with the other two dialogues.
Places in a town/city • Check the answers with the class.
chemist’s florist’s hairdresser’s library market
newsagent’s post office travel agent’s KEY
1. newsagent’s (Daily News, magazine)
Other words and phrases 2. travel agent’s (Ponce, Puerto Rico, flights, tickets)
book (v) bring Can I help you? card euro 3. library (card, borrow, book)
flight get a haircut Here you are. I’m afraid not.
Let me check. medicine post (v) shelf stamp • Ask Ss some comprehension questions:
ticket Would you like anything else? You’re welcome.
Has the assistant got the ‘Daily News’? Yes, he has.
Warm-up Does Mr Adams also want to buy a magazine? Yes, he does.
Where does the assistant say the magazine might be?
Aim: to introduce the topic of the lesson On the shelf.
• Draw Ss’ attention to the title of the lesson. Where does Mr Jameson want to go? To Ponce.
• Ask Ss to guess what the lesson will be about. Where is Ponce? In Puerto Rico.
• Elicit answers. How much are the tickets to Ponce? Around 1100 euros.
• Ask Ss to tell you what visitors can see if they walk Why does Mr Jameson want to go to Ponce? He wants
to go to a conference.
around their city/town. Where did the boy leave his card? At home.
• Elicit answers. Can the boy borrow the book without his card? No, he
can’t.
1 Vocabulary 21 What does the man tell the boy to do? To ask one of his
Aim: to introduce some places in a city/town friends to borrow the book for him.
Does the boy like his idea? Yes, he does.
• Ask to read through the sentences 1-8 and check their
understanding. B. Aim: to give Ss practice in identifying specific
information in the dialogues
• Ask Ss to read through the places in the box.
• Have Ss do the activity. • Have Ss do the activity.
• Play the CD and have Ss listen and check their answers. • Check the answers with the class.
• Check the answers with the class.
KEY
KEY 5. travel agent’s 1. F 2. F 3. F 4. T 5. T 6. F
1. newsagent’s 6. chemist’s
2. post office 7. market • Explain any unknown words.
3. library 8. florist’s • Choose Ss to act out the dialogues.
4. hairdresser’s
Post-reading
Language Plus Aim: to give Ss the opportunity to elaborate on the topic

Draw Ss’ attention to the following words: hairdresser’s, of the dialogues
newsagent’s, florist’s, travel agent ’s and chemist’s • Ask Ss:
and explain to them that they take ’s because they
refer to the place and not to the occupation (e.g. What do you usually buy at the newsagent’s? I usually
She’s a hairdresser. BUT: You can get a haircut at the buy magazines.
hairdresser’s). What about your parents and other members of your
family? My parents usually buy newspapers and my
• Help Ss deduce the meaning of any unknown words brother buys sports magazines.
from the context of the corresponding sentences. Is there a lending library in your neighbourhood? If yes,
do you borrow books from it? What kind of books? Yes,
• Ask Ss which of these places they can find in their city/ there is a lending library in my neighbourhood. I borrow
town. one or two books a month. I like reading history books
or novels.
• Elicit answers. What kind of services can a travel agent provide? A
travel agent can find special offers for trips you might
2 Read 22 want to go on, he/she can book tickets and hotel rooms
or hire a car for you. He/She can also suggest an ideal
A. Aims: t o present vocabulary, structures and holiday destination for you.
functions in the context of three dialogues
taking place in different places • Elicit answers and initiate a short discussion.
t o give Ss practice in reading for gist

52 TM

3 Grammar 4a
Aim: t o present Can/Could/May/Might and give Ss
5 Speak
practice in using them in context Aim: to give Ss the opportunity to practise the
• Draw Ss’ attention to the first two rules and the
vocabulary, structures and functions presented in
accompanying examples. this lesson through pair work
• Ask Ss to come up with their own examples of situations • Ask Ss to look at the first picture and guess what the
situation is.
in which one might offer to do something and ask for • Draw Ss’ attention to the speech bubble.
permission. • Make sure that Ss understand that we use Yes, of course.
• Ask Ss to read the third rule and the examples. Make to respond to someone’s request in a positive way while
sure that they can differentiate between making a polite we use Sorry, you can’t. to respond to someone’s request
request and asking for a favour. Point out to Ss that we in a negative way.
use could when we want to sound more polite. Explain • Ask Ss to give you a few more responses (I’m afraid not.
that we do not say May you...? when making requests or I’m afraid you can’t. etc.)
asking for a favour. • Choose a student to act out the dialogue.
• Have Ss come up with their own examples of situations • Ask Ss to look at the pictures and read through the
in which sb would make a request and ask for a favour. speech bubbles.
• Draw Ss’ attention to the fourth rule and the example. • Get Ss to do the activity in pairs and go round the class
Point out to Ss that might is used to express slighter helping them when necessary.
possibility than may or could. • Choose some pairs to act out the dialogues.
• Explain to Ss that could is not used in the negative form
to express sth that is not a possibility e.g. We may/might Suggested answers
not go to the park. 1. Can / Could / May I go to the library, Dad?
• Ask Ss to come up with their own examples of situations 2. Can / Could / May I borrow your car tonight?
expressing possibility in the present/future. 3. Can / Could I have an espresso, please?
• Tell Ss to underline any examples of Can/Could/May/ 4. Can / Could you help me tidy my room?
Might in the dialogues and discuss which functions they 5. Can / Could / May I see your ticket, please?
express (Good afternoon, can I help you? – to offer help. 6. Can / Could you post this letter for me?
Hmm, there may be one on that shelf over there. –
possibility in the present. Good morning, how can I
help you? – to offer help. But I might find some cheap
tickets for June. – possibility in the present. Hello, could
I ask you something? – to make a polite request. Can I
still borrow this book? – to make a polite request/ask for
permission).
• Refer Ss to the Grammar Reference (p. 68).
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. c 2. e 3. b 4. f 5. d 6. a

4 Pronunciation 23, 24
A. Aim: t o have Ss differentiate between the // and //

sounds of the letter ‘c’
• Play the CD and tell Ss to repeat and listen for the

difference in pronunciation between café and cereal (in
the word café the letter ‘c’ has got a / / sound while in
the word cereal the letter ‘c’ has got a // sound).
• If necessary, play the CD again.

B. Aim: t o give Ss practice in differentiating between the
/k/ and /s/ sounds of the letter ‘c’

• Play the CD and pause after each word.
• Ask Ss to repeat each word and tick the sound they hear.
• If necessary, play the CD again.
• Check the answers with the class.

KEY
/k/: welcome, card, haircut, perfect
//: medicine, centre, facilities, voice

TM 53

4b How do I get there? 2 Read 26

FUNCTIONS A. Aims: t o present vocabulary, structures and
Asking for and giving directions functions in the context of a dialogue
Referring to the location of places in a city/town
Reading a map t o give Ss practice in reading for gist
• Ask Ss to look at the picture and tell you what is going
STRUCTURES
Prepositions of place on (Bill and Tom are playing a computer game).
Prepositions of movement • Play the CD and have Ss follow in their books. Tell them

VOCABULARY to underline any unknown words at the same time.
Directions
Go straight on. How do I get to...? Language Plus
It’s on your right/left. Turn right/left at the...
Turn right/left into... Street/Road. The question Need some help? is used in colloquial,
everyday language instead of the standard question Do
Other words and phrases you need some help?
all the time bank bus stop catch footbridge map
Need some help? Now what? pedestrian crossing • Ask Ss the question in the rubric.
petrol station police station robber stop sign • Check the answer with the class.
traffic lights tunnel
KEY
Warm-up He probably does reach level eight
(Level eight here I come!).
Aim: to introduce the topic of the lesson
• Draw Ss’ attention to the title of the lesson. • Ask Ss some comprehension questions:
• Ask Ss to guess what the lesson will be about.
• Elicit answers. Who’s got the same game as the one Tom is playing?
• Ask Ss how they get to school/work, etc. Bill’s brother.
• Elicit answers (on foot/by bus/by car, etc.). What level is Tom on? Seven.
What car is Tom driving? A police car.
1 Vocabulary 25 What does he have to do in order to win? To catch the
Aim: to introduce topic related vocabulary bank robbers.
Are the bank robbers going fast? Yes, they are.
• Ask Ss to look at the pictures and read through the Does Tom drive into a park? No, he doesn’t.
captions. Where are the bank robbers at the end of the game? In
a house behind the supermarket.
• Help Ss deduce the meaning of any unknown words How does Bill know where the bank robbers are? He
from the content of the corresponding pictures. plays the game all the time.

• Ask Ss to tell you what they know about the colours of • Explain any unknown words.
the traffic lights (when the red light is on, drivers must • Choose Ss to act out the dialogue in pairs.
stop until the traffic light turns green, while when they
see the amber light, they must slow down so as to stop). B. Aim: to give Ss practice in identifying specific
information in the dialogue
• Ask Ss if there is a pedestrian crossing in their
neighbourhood and make sure that they understand • Ask Ss to look at the pictures a-e.
what it is (=a path across a road marked with stripes • Have Ss do the activity.
where traffic must stop to allow people to walk across). • Check the answers with the class.

• Ask Ss if they have ever used a footbridge and elicit KEY
answers. a. 3 b. 1 c. 4 d. 2 e. 5

• Ask Ss what drivers must do when they drive through a Post-reading
tunnel (they must turn on their car lights). Aim: to give Ss the opportunity to elaborate on the topic

• Ask Ss what drivers must do when they see a stop sign of the dialogue
(they must stop and check that the road is free of other • Ask Ss:
vehicles before they continue).
Do you play computer games? Yes, I do. I love playing
• Draw Ss’ attention to the sign in the upper right-hand computer games.
corner of the page. Make sure that Ss understand What kind of computer games do you like playing? I like
the meaning of the directions by relating them to the playing puzzle games or action games.
direction of the arrows. Are you good at giving and understanding directions?
Yes, I’m very good at it.
• Play the CD and pause so that Ss can repeat what they
hear.

• Elicit answers and initiate a short discussion.

54 TM

4b

3 Grammar KEY
Aim: t o present prepositions of place and movement
King Road
and give Ss practice in using them in context
• Draw Ss’ attention to the position of the balls in relation LISTENING TRANSCRIPT
GPS Turn left and go through the tunnel.
to the boxes and ask them to read the prepositions of Boy What tunnel?
place. Man This GPS is useless. Get the map out.
• Give an example using an object in the classroom and a Boy OK, where are we?
preposition of place, e.g. The chair is behind the desk, or Man We are on Green Street.
The book is next to the pencil. Elicit a few more examples Boy OK, turn right here, into George Street.
from Ss. Man I can’t. I went past it now, but I can try and turn
• Draw Ss’ attention to the motion of the ball in the
pictures and ask them to read the prepositions of around...
movement. Boy Wait, it’s OK. Go straight on, past the bus stop and
• Explain to Ss that prepositions of movement are used in
combination with verbs denoting motion, such as walk, at the traffic lights, turn right.
go, run, get, etc. Give Ss an example, e.g. He walked into Man OK, but I can’t see a street name.
the classroom. Elicit a few more examples from Ss. Boy Over there. We’re going down King Road.
• Refer Ss to the Grammar Reference (p. 68). Man There’s a pedestrian crossing up ahead.
• Have Ss do the activity. Boy OK, after the crossing, turn left into Sunset Road.
• Check the answers with the class. Man OK.
Boy Is there a footbridge on this road?
KEY Man Yes, there is.
1. next to, at, past, up Boy Good, go straight on and after the footbridge, turn
2. from, down, into, between
right into Elm Street.
4 Listen & Speak 27 Man Great.
Boy The bookshop is on the left.
A. Aims: to give Ss practice in listening for specific Man Yes, I can see it. Well done. Much better than a
information
GPS, eh?
t o give Ss practice in understanding Boy And a much nicer voice, don’t you think?
directions and transferring from verbal to
visual information by drawing a route on a B. Aim: t o give Ss practice in asking for and giving
map directions

• Draw Ss’ attention to the map and point out where the • Ask Ss to read through the phrases in the box.
people are. • Draw Ss’ attention to the speech bubble and check their

• Play the CD twice and have Ss draw the route. understanding.
• Choose a student to act out the dialogue.
Background note
Suggested answer
• A GPS (Global Positioning System) is a system by which A: So, how do I get from the station to your house?
signals are sent from satellites to a special device, used B: Go straight on and then turn right into King Road at
to show the position of a person or thing on the surface
of the earth very accurately. the traffic lights. Go straight on. Go past the bus stop
and turn left into Mint Road. Go straight on and my
• A GPS installed in a car provides useful information house is on your right, next to the newsagent’s and
about the car’s position and the best travel routes to opposite the shoe shop.
a given destination by linking itself to a built-in digital A: Thanks.
map. A monitor in the car shows the relevant portion
of the map. The driver can enter the target location • Get Ss to do the activity in pairs and go round the class
and the computer will calculate the optimal route and helping them when necessary.
display it instantly. It can respond to user preferences
and map a route that avoids either highways or local • Choose some pairs to act out the dialogue.
roads. If the map is detailed enough, it will also provide
the locations of the nearest petrol station, supermarket,
hotel, restaurant, and ATM machine. Nowadays, most
GPS units can issue auditory directions (i.e. ‘Turn left’) to
guide drivers as they travel.

• Check the answer with the class.

TM 55

4c City vs Country 2 Read
Aim: t o present vocabulary, structures and functions in
FUNCTIONS
Making comparisons the context of a quiz
Comparing life in a city with life in the country • Ask Ss to look at the layout of the text, decide what it is
Expressing preference
(a quiz) and where it may be found (in a magazine).
STRUCTURES • Ask Ss if they do quizzes and if so, what they are usually
Comparative forms
about, if they believe in the results they get, etc.
VOCABULARY • Elicit answers.
Types of houses • Draw Ss’ attention to the title of the quiz.
block of flats bungalow caravan cottage farm • Ask Ss what the quiz is about and elicit answers (if you
houseboat tree house
like living in the city or in the country).
Other words and phrases • Tell Ss to read through each question carefully and then
annoying barbecue busy comfortable country
do gardening each other excitement general choose the answer which best describes their attitudes
go for a walk healthy home-cooked ideal kill and feelings. Encourage Ss to guess the meaning of any
lifestyle mouse – mice nature neighbourhood unknown words they may have.
noisy offer (v) peace and quiet peaceful pollution • Point out to Ss that there are no correct or incorrect
prefer relaxed useful Which...? without answers. The point of the quiz is for Ss to form a clearer
picture of which lifestyle they find more appealing.
Warm-up • Have Ss do the quiz. Go round the class helping them
when necessary.
Aim: to introduce the topic of the lesson • Alternatively, Ss can do the quiz in pairs and take turns to
• Draw Ss’ attention to the title of the lesson. ask and answer the questions.
• Point out to Ss that vs is an abbreviation for versus and • Have Ss add up their scores.
• Ask Ss to read through what their scores say about them.
explain that it means as opposed to or against. • Ask Ss if they agree or disagree and initiate a short
• Ask Ss to guess what the lesson will be about and elicit discussion.
• Explain any unknown words.
answers (how life in the city differs from life in the
country). Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
1 Vocabulary 28
Aim: to introduce some types of residence of the questionnaire
• Ask Ss:
• Ask Ss to look at the pictures 1-7 and tell you what they
show (different types of residence). Where do you live? I live in a big city.
What are the advantages and disadvantages of living
• Ask Ss to read through the list of words. there? First of all, there is a lot to do. There is a big
• Have Ss do the activity. shopping centre near my house. I go shopping there
• Play the CD and have Ss follow in their books and check and I hang out with my friends. There are museums and
art galleries we can visit, and a huge park. My friends
their answers. and I usually go there after school and skateboard. On
• Check the answers with the class. the other hand, my neighbourhood is really noisy and
there is a lot of pollution in the city centre. I don’t like it.
KEY Would you prefer to live somewhere else? Why / Why
houseboat 3 not? I like living in the city, but I would like to live in the
cottage 1 country better. There is more peace and quiet there and
bungalow 6 you are close to nature.
tree house 2
farm 4 • Elicit answers and initiate a short discussion.
caravan 5
block of flats 7 3 Grammar
Aim: t o present the comparative form of adjectives and
• Help Ss deduce the meaning of any unknown words
by relating them to the content of the corresponding give Ss practice in using them in context
pictures. • Draw Ss’ attention to the table. Explain that these are the

• Point out that a bungalow is a house with just one level positive and comparative forms of adjectives.
and no stairs. • Ask Ss to read through the example and draw their

• Ask Ss if they have ever lived in a caravan or a bungalow, attention to the words in bold.
if they would live in a tree house or a houseboat, etc. • Ask Ss to tell you what they notice about how the

• Elicit answers. comparative form of an adjective is formed by looking at
• Play the CD again and pause so that Ss can repeat what the first five adjectives in the table as well as the example.
• Elicit the answer that we form the comparative by adding
they hear. -er to the end of one-syllable adjectives and most two
syllable adjectives. We use more with adjectives with
three or more syllables and some two syllable adjectives.
• Point out to Ss that we also use than after the
comparative form of the adjectives.
• Give an example using Ss in the classroom and write

56 TM

it on the board, e.g. Peter is taller than Ben. Elicit a few 4c
more examples from Ss.
• Explain that some adjectives have irregular forms and LISTENING TRANSCRIPT
point them out in the table. Lionel
• Refer Ss to the Grammar Reference (p. 68). I didn’t want to come and live in the country. You see, I
• Have Ss do the activity. like to have lots of shops near my house. OK, it gets a
• Check the answers with the class. bit noisy in the city, but I didn’t mind. I like action. I really
liked our old flat and from my room I had a great view of
KEY 4. cleaner the city. Our new house is not that bad and there’s also
1. more tired 5. better a swimming pool, which is great. But it’s so quiet around
2. cheaper 6. more difficult here. I’m going to miss the city.
3. more 7. more comfortable Paul
Well, there are lots of reasons why I prefer it more here.
annoying It’s much more peaceful than my old neighbourhood,
for one thing. And I think the people are friendlier, too.
4 Listen 29, 30 Everybody knows each other and they like to help out.
A. Aim: to give Ss practice in listening for gist and We don’t live in a big house any more, but I don’t mind. I
like it here because we’re close to nature and there’s no
transferring from verbal to visual information pollution. I don’t get many headaches, like I did in the city.
• Ask Ss to look at the four pictures and read through the Cities these days are horrible.
Eric
names of the people and explain to them that these are My new home is cool and the area is beautiful. There
their new homes. are great parks around here to ride my bike in so I’m
• Play the CD and have Ss do the activity. really happy. There is one problem, though. We live on
• Alternatively, play the CD and pause after each the second floor of a block of flats so we are close to the
monologue for Ss to choose their answers. street. I can close the window for some peace and quiet
• Check the answers with the class. but I like to have it open. In the country, we always had
the windows open and there was no noise at all.
KEY Stan
Lionel 1 Paul 2 Eric 4 Stan 3 My family and I spent many years in the country and I
enjoyed it very much. I used to go for long walks and
B. Aim: to give Ss practice in listening for specific even go sailing on the lake near our house. We had to
information leave though because of my dad’s job. We didn’t want
to live in a flat and luckily we found a lovely little house.
• Ask Ss to read through the statements and check their I don’t miss the country because I’m used to my new
understanding. home now and I love it. There are so many different
things to see and do. I do a lot more shopping and it’s
• Play the CD and have Ss do the activity. never boring here.
• Alternatively, play the CD and pause after each
5 Speak & Write
monologue for Ss to choose their answers. A. Aim: to give Ss practice in comparing two pictures
• Check the answers with the class. If necessary, play the
and discussing life in the city and in the country
CD again in order to clarify any questions Ss may have. through a group work activity
• Ask Ss to look at the two pictures and read through the
KEY adjectives in the box. Make sure that they haven’t got
Lionel I liked my old neighbourhood better than my any unknown words.
• Ask Ss to read through the speech bubble.
new one. • Choose a student and demonstrate a way to begin the
Paul I think life in the country is healthier than life in discussion by acting out the exchange in the speech
bubble.
the city. • Get Ss to discuss life in the city and in the country in
Eric My new home is nice but noisier than my old small groups and go round the class helping them when
necessary.
home. • Choose some groups to act out their discussion.
Stan I like living in the country and in the city.
B. Aim: t o give Ss practice in writing about whether they
Post-listening prefer to live in a city or in the country
Aim: to give Ss the opportunity to elaborate on the topic
• Draw Ss’ attention to the questions in the rubric and elicit
of the listening activity examples of what they have to write about.
• Ask Ss:
• Allow Ss some time to write their sentences.
Have you ever moved house? Yes, I have. • Choose some Ss to read out their sentences.
Why did you move house? Because my father changed
jobs and we had to move to another area. Suggested answer
Do you like your new home more than your old one? I prefer life in the country because it is safer than life
Yes, I like my new neighbourhood more because it’s in a city. Also, life in the country is more peaceful and
quieter and the house is bigger than my old one. quieter. Of course, life in the city is more exciting than
life in the country but it isn’t healthier and the city is
• Elicit answers and initiate a short discussion. uglier than the country.

TM 57

4d Outer space • Ask Ss some comprehension questions:

FUNCTIONS How many galaxies are there in the universe? Billions.
Making comparisons How many solar systems has each galaxy got? Billions.
Talking about our solar system How many stars has the Milky Way got? Up to 400
billion.
STRUCTURES Is the sun a planet or a star? It’s a star.
Superlative forms Why is the sun important to life on Earth? Because it
gives us light and heat.
VOCABULARY How many planets has our solar system got? Eight.
Words related to space Can you name them? Mercury, Venus, Earth, Mars,
Earth galaxy moon outer space planet Jupiter, Saturn, Uranus and Neptune.
solar system star sun universe Why do scientists consider Pluto a dwarf planet?
Because it’s very small.
Other words Which is the smallest planet in our solar system?
along with any more billion centre fit (v) Mercury.
freeze heat heavy inside km/h light million Which is the biggest planet in our solar system? Jupiter.
minus move over scientist second (n) sunlight Which is the closest planet to the sun? Mercury.
temperature thousand What is the temperature on Venus? About 460°C.
Which is the farthest planet from the sun? Neptune.
Warm-up Which are the coldest planets of our solar system?
Neptune, Saturn and Uranus.
Aim: to introduce the topic of the lesson What are the temperatures like on Neptune? They can
• Draw Ss’ attention to the topic of the lesson and the reach -220°C.
How long does it take for a human to freeze on Uranus?
pictures on the page. One second.
• Ask Ss to guess what the lesson will be about. How heavy is Jupiter? It’s as heavy as 317 Earths.
• Elicit answers. How fast does sunlight travel? Over 1 billion km/h.
How long does sunlight take to reach Earth? About 8
1 Vocabulary 31 minutes.
Aim: to introduce vocabulary related to space How long does sunlight take to reach Neptune? About
4 hours.
• Ask Ss to look at the pictures and read through the
words.

• Help Ss deduce the meaning of any unknown words
by relating them to the content of the corresponding
pictures.

• Play the CD and have Ss listen and do the activity.
• Check the answers with the class.

KEY
moon 4
solar system 2
planet 3
galaxy 6
star 1
Earth 5

• If necessary, play the CD again and pause so that Ss can
repeat what they hear.

2 Read 32

A. Aims: t o introduce the topic of the reading activity
by activating Ss’ background knowledge

t o present vocabulary, structures and
functions in the context of a text about our
solar system

• Ask Ss to read the title, look at the pictures
accompanying the text and guess what it is about.

• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the CD and have Ss follow in their books and check

their answers. Tell them to underline any unknown words
at the same time.

Background note

km/h is a written abbreviation for kilometres per hour.
(-)…°C is a written abbreviation for (minus)…degrees
Celsius.

58 TM

4d

B. Aim: to give Ss practice in identifying specific KEY
information in the text 1. taller, tallest
2. cheapest
• Have Ss do the activity. 3. more popular
• Check the answers with the class. 4. coldest
5. newer, more modern
KEY 6. most famous
1. F 2. F 3. T 4. T 5. T 6. F
5 Speak
• Explain any unknown words and choose Ss to read the Aim: to give Ss practice in using the comparative and
text aloud.
the superlative forms of adjectives to talk about
3 Vocabulary 33 the planets of our solar system through a guessing
Aim: to present numbers over a thousand game
• Draw Ss’ attention to the TIP and explain it.
• Draw Ss’ attention to the numbers in the box. • Ask Ss to look at the information in the table and check
• Help Ss differentiate between hundred, thousand, million their understanding.
• Ask Ss to read through the speech bubble and make
and billion and explain to them how numbers over a sure that they haven’t got any unknown words.
thousand are said in English. • Choose a student and act out the dialogue.
• Point out to Ss that in English we say two hundred stars • Get Ss to do the activity in pairs and go round the class
(not two hundreds), three thousand people (not three helping them when necessary.
thousands), four million cars (not four millions), five • Choose some pairs to act out the dialogue.
billion computers (not five billions).
• Point out to Ss that when we write the numbers, the Suggested answer
thousands, millions and billions are marked by commas. A: It’s bigger than Mars but it isn’t the biggest planet
For the numbers 1-9 thousand, the comma is optional.
• Write some numbers on the board and ask Ss to say in our solar system.
them in English. B: Is it Neptune?
• Ask Ss to look at the numbers a-e. A: No. It’s the hottest planet.
• Have them read the numbers aloud and write them on B: I know. It’s Venus.
the board. A: Correct! Next one. It’s farther from the sun than
• Play the CD and have Ss listen and check their answers.
• Play the CD again and pause so that Ss can repeat the Mercury but it isn’t the coldest planet in our solar
numbers they hear. system.
B: Is it Uranus?
KEY A: No. It’s the biggest planet.
a. three hundred and seventy-two B: I know. It’s Jupiter.
b. three billion, four hundred million A: Correct!
c. fifty-nine thousand, two hundred and thirteen
d. four million, two hundred thousand
e. seven thousand six hundred and ninety

4 Grammar
Aim: to present the superlative form of adjectives and

give Ss practice in differentiating between the

comparative and the superlative form of adjectives

in context
• Draw Ss’ attention to the table. Explain to them that it

shows the positive, the comparative and the superlative
forms of adjectives.
• Ask Ss to read through the examples and draw their
attention to the words in bold.
• Ask Ss what they notice about the formation of the
superlative form by looking at the table and the
examples (we form the superlative by adding -est to all
one-syllable and most two-syllable adjectives. We use
most + the positive form of the adjective with some two-
syllable adjectives and with adjectives with three or more
syllables).
• Point out that we use the superlative form to compare
three or more people or things and that the adjective is
preceded by the and it is usually followed by in or of.
• Give an example using Ss in the class and write it on the
board, e.g. Beth is the tallest girl in the class.
• Explain to Ss that some adjectives have irregular forms
and point out good, bad, far, many/much.
• Refer Ss to the Grammar Reference (p. 68).
• Have Ss do the activity.
• Check the answers with the class.

TM 59

4e Where I live • Play the CD.
• Check the answers with the class. If necessary, play the
FUNCTIONS
Understanding signs CD again in order to clarify any questions Ss may have.
Talking about one’s town/city
KEY
VOCABULARY 1. west
Places in a city 2. About one million
airport aquarium art gallery bridge car park 3. 40,000
castle mosque port stadium tower train station 4. sea
Other words and phrases 5. museum
building capital exhibition fascinating 6. souqs
For example,... go cycling sight top tourist view 7. helicopter

Warm-up LISTENING TRANSCRIPT
Abu Dhabi: An exciting place to visit
Aim: to introduce the topic of the lesson Abu Dhabi is the largest of the emirates that make up
• Draw Ss’ attention to the title of the lesson. the United Arab Emirates. It is the capital city and it is on
• Ask Ss to guess what the lesson will be about. the west coast of the country. It is popular with visitors
• Elicit answers. and tourists from all over the world, and about 1 million
• Ask Ss to tell you where they live, what are some places people visit it every year.
What to see...
people can visit in their town/city, etc. Probably the most famous sight is the Sheikh Zayed
• Elicit answers. Mosque, the largest Mosque in the United Arab Emirates
and the eighth largest mosque in the world. The mosque
1 Vocabulary 34 is over 100m tall and 40,000 people can fit inside it.
Aim: to present vocabulary related to places in a city/ There are also lots of interesting buildings all over the
city and lovely places to enjoy the sunny weather.
town What to do...
• Ask Ss to look at the pictures 1-8. Abu Dhabi is full of excellent parks and many other
• Tell Ss to cover all the signs on the right except the first interesting places, like the Corniche, a perfect place for
an evening walk by the sea. And don’t miss Khalifa park,
one. Tell Ss to look at the sign and try to guess what it with its beautiful gardens and play parks. You can also
refers to without looking at the word underneath it. visit the museum or the aquarium. Also, there are always
• Elicit answers. interesting things happening at the Abu Dhabi Cultural
• Ask Ss to read through the word underneath the sign Centre.
and help them deduce the meaning of the word by Where to shop...
relating it to the sign. Abu Dhabi is the perfect place for shoppers as there
• Have Ss uncover the next sign and follow the same are many shopping centres. The shopping centres are
procedure. Do the same with the rest of the signs. huge and have all the shops you need. However, the city
• Allow Ss some time to do the matching activity. also has many small shops and souqs. They are more
• Play the CD and have Ss listen and check their answers. interesting places for shopping and usually cheaper, too.
• Check the answers with the class. How to get around...
• Play the CD again and pause so that Ss can repeat what A good way to get around Abu Dhabi is by taxi. Abu
they hear. Dhabi has excellent taxi drivers, who are always friendly
and helpful. Buses are also a good way to get around, but
KEY walking is difficult because places are far away from each
1. e 2. a 3. g 4. b 5. f 6. d 7. h 8. c other. However, for the best view of Abu Dhabi, the way
to travel is by helicopter. From up in the air you can see
2 Listen 35, 36 all the sights of this wonderful city.
A. Aim: to prepare Ss for the listening activity by
3 Speak & Write 37
activating their background knowledge
• Ask Ss to look at the pictures and read through the A. Aims: to provide Ss with a sample for writing a
description of a city
descriptions.
• Ask Ss the question in the rubric. to give Ss practice in identifying specific
• Elicit answers but do not correct Ss at this stage. information in the description of a city

B. Aim: to give Ss practice in listening for gist • Ask Ss to look at the picture accompanying the text and
• Play the CD and have Ss listen to the radio advertisement tell you if they know where it is from (It’s a picture of
Salam park in Riyadh).
carefully and do the activity.
• Check the answers with the class. • Ask Ss to read through the description. Alternatively,
choose Ss to read out the text in parts.
KEY
Sheikh Zayed Mosque, the Corniche, Khalifa Park • Ask Ss to read through the questions 1-6 and check their
understanding.
C. Aim: t o give Ss practice in listening for specific
information • Have Ss do the activity.
• Check the answers with the class.
• Ask Ss to read through the sentences 1-7 and check their
understanding.

60 TM

KEY 4e
1. Riyadh, the capital of Saudi Arabia.
2. It’s in the centre of the Arabian Peninsula. C. Aim: to present and give Ss practice in avoiding
3. Two (The Al Mamlaka Tower and the National repetition when writing

Museum). • Draw Ss’ attention to the box and explain it.
4. That it is a great city. • Make sure that Ss understand the examples in the box. If
5. They enjoy going cycling in the park and playing
necessary, provide them with further examples.
football. • Refer Ss to the text, draw their attention to the first
6. fascinating, interesting, amazing, popular, great, best
highlighted word in it and ask them to tell you what it
• Ask Ss some comprehension questions: refers to.
• Elicit answers and tell Ss to do the same with the rest of
Do tourists get bored visiting Riyadh? No, they don’t. the words.
How tall is the Al Mamlaka Tower? It is 302m tall. • Allow Ss some time to do the activity.
What is the view from the top of the Al Mamlaka Tower • Check the answers with the class.
like? It’s amazing.
Which is the biggest and the most popular museum in KEY
Riyadh? The National Museum. 1. it: Riyadh
What can you see there? The bones of prehistoric 2. them: the buildings
animals, ancient texts and interesting exhibitions. 3. it: the Al Mamlaka Tower
Are there many parks in Riyadh? Yes, there are. 4. Here: the National Museum
5. them: the parks
• Explain any unknown words. 6. We: my friends and I

B. Aims: to help Ss identify what aspects to focus on D. Aim: t o give Ss practice in writing a description about
when describing a place their city/town

to give Ss practice in talking about their city/ • Draw Ss’ attention to the TIP and explain it.
town • Ask Ss to read through the plan for a description of a

• Ask Ss to read through the questions in the speech city/town.
bubble and check their understanding. • Tell Ss that the questions indicate what the content of

• Allow Ss some time to make their notes in the space each paragraph should be.
provided. • Ask Ss to go to the Workbook p.129 and complete the

• Choose a student and act out the dialogue. writing plan before they start the writing task.
• Allow Ss some time to write their descriptions.
Suggested answer • Choose some Ss to read out their descriptions.
A: What’s the name of your town/city?
B: Jeddah. Suggested answer
A: Where is it? I live in Jeddah, the second largest city of Saudi Arabia
B: It’s on the coast of the Red Sea. after Riyadh. Jeddah has got a population of about 3.2
A: What are some important features of this place million people. There are a lot of fascinating buildings
near the beach and a corniche. People love going
(size, population, mountains, etc.)? there and walking by the sea. Jeddah has the highest
B: Jeddah is the second largest city of Saudi Arabia fountain in the world. It’s called King Fahd’s Fountain.
Jeddah is an amazing city and I like it very much.
after Riyadh. It’s got a population of about 3.2 There are a lot of things people can do here, that’s why
million people. it’s never boring for its tourists. My friends and I love
A: What are some of the most interesting sights? going shopping and for long walks by the sea.
B: There are a lot of fascinating buildings near the
beach. The city has very nice beaches and a
corniche. Jeddah has the highest fountain in the
world, named King Fahd’s Fountain.
A: What can people do there?
B: They can go for a walk by the sea at the Corniche.
People like to spend time there and relax.
A: What do you think of the city?
B: It’s a really amazing city and it’s not boring for its
visitors.
A: What do you enjoy doing there with your friends?
B: I love going shopping with my friends and going for
long walks by the sea.

• Get Ss to do the activity in pairs and go round the class
helping them when necessary.

• Choose some pairs to act out the dialogue.

TM 61

4 Round-up

To be most effective, the exercises in the round-up E.
section should be completed and checked in class.
Ss should calculate and write down their scores. KEY
1. nicer
Aim: to help Ss revise the structures, functions and 2. smaller
vocabulary presented in Module 4 through various 3. better
activities 4. more expensive
5. cheaper
Vocabulary 6. most expensive
7. hotter
A. 8. sunnier
9. most popular
KEY 10. more crowded
1. c 2. e 3. f 4. a 5. g 6. h 7. b 8. d 11. more crowded
12. noisier
B. 13. nicest

KEY Communication 38
1. caravan
2. ideal F.
3. block
4. planet KEY
5. post 1. g 2. f 3. c 4. a 5. e 6. b 7. d
6. comfortable
7. stamps
8. neighbourhood

Grammar

C.

KEY
1. between
2. from
3. down
4. into
5. up
6. past
7. at
8. on
9. next

D.

KEY
1. Could
2. might
3. may
4. May I
5. might

62 TM

4

Speak Rhyming Corner 39

• Have Ss go through the words/phrases in the box and • Draw Ss’ attention to the title of the rhyme.
make sure they haven’t got any unknown words. • Ask Ss to guess what the rhyme will be about.
• Accept all answers.
• Ask them to think of a place they visited in the past and • Ask Ss to read through the rhyme without worrying
can describe using the words in the box.
about the correct answers.
• Get Ss to do the activity in pairs and go round the class • Ask Ss to guess the correct words before listening to it.
helping them when necessary. • Play the CD and have Ss listen to the rhyme carefully and

• Choose some pairs to act out their dialogue. check their answers.
• Check the answers with the class and explain any
Suggested answer
A: A few years ago I visited Abu Dhabi. unknown words.
B: How was it?
A: It was a fascinating city. There are a lot of interesting KEY
1. sun
sights to visit in Abu Dhabi. 2. billion
B: Is it a quiet place? 3. closer
A: No, it isn’t a very quiet city but there are a lot of 4. Venus
5. near
parks and the Corniche. People go there and relax 6. cold
taking a nice walk by the sea. 7. coat
B: Are there any museums in Abu Dhabi? 8. moon
A: Yes, I visited the museum and the aquarium, too. 9. boring
B: Did you like it? 10. home
A: Yes, I really liked the city. I’d like to go there again.
• Ask different Ss to recite the rhyme.
Write • Ask Ss if they would like to travel into space and initiate a

• Allow Ss some time to write their paragraphs. short discussion.
• Choose some Ss to read out their paragraphs.

Suggested answer
A few years ago I visited Abu Dhabi. It is a fascinating
city with a lot of interesting sights to visit. It isn’t a very
quiet city but it has got many parks and the Corniche.
People usually go there for a walk by the sea. I also
visited the museum and the aquarium in Abu Dhabi
and it was really interesting.
I really liked Abu Dhabi and I’d love to go there again.

Now I can...

Aims: t o give Ss the opportunity to check their
progress

to encourage learner autonomy
• Draw Ss’ attention to the points and get Ss to read

through them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For

the points they are unsure of, they should refer back to
the relevant sections in the module.

TM 63

4 Culture page

Petra, Jordan: 40
A must-visit sight…

A. Aim: to inform Ss about the ancient city of Petra in

Jordan
• Ask Ss to look at the pictures and the title of the text and

tell you what the text is about (Petra in Jordan).
• Ask Ss if they have ever been to Petra, if they would like

to, etc.
• Elicit answers.
• Play the CD and have Ss follow in their books. Tell them

to underline any unknown words at the same time.
• Ask Ss some comprehension questions:

When did Johann Ludwig Burckhardt find Petra? In
1812.
How did people describe it? As ‘a rose-red city half as
old as time’.
What does Petra mean in Greek? ‘Stone’.
How many years ago was Petra the capital city of the
Nabataeans? About 2400 years ago.
Which is one of the most fascinating buildings in Petra?
Al Khazneh or the Treasury.
How many people visit Petra every year? Around
600,000 tourists.

B. Aim: to give Ss practice in reading for specific
information

• Have Ss do the activity.
• Check the answers with the class.

KEY
1. He found an ancient city unknown to the Western

World.
2. The Nabataeans carved the rose-red stone hills to

create it.
3. Because by that time their kingdom was very rich. /

Nobody knows why they built it.
4. 39m tall.
5. People chose Petra in an Internet poll as one of the

New Wonders of the World.

• Explain any unknown words and choose Ss to read the
text aloud.

• Ask Ss if they would like to visit Petra and why and
generate a short discussion. You can also talk about
some interesting features of their own country.

64 TM

WORKBOOK KEY

Hello D. F. 4. e 1d D.
A. 1. Do, don’t 1. b 2. d 3. a A. 1. c 2. e 3. a 4. b
1. Cuban, Jordanian 2. Does, does 5. c tracksuit 1. playing 5. d
2. Mexico 3. Does, doesn’t 2. to chat
3. Egyptian, Bahraini 4. Do, don’t 1c 3. to download 1 Round-Up
4. The United Arab A. 4. doing A.
E. 1. sandals 5. to surf Suggested answers
Emirates 1. On 2. at 3. On 2. thobe 6. reading, reading 1. H istory, Physics,
4. after 5. till 6. After 3. belt 7. to go
B. 7. in 8. On 9. at 4. boots 8. hanging out Geography
1. chocolate 10. at 11. In 12. on 5. shirt 9. to join 2. jumper, shirt, skirt
2. dates 6. jumper 3. iron, hoover, cooker
3. sandwich F. 7. hat B. 4. lazy, outgoing, shy
4. chips 1. f 2. a 3. c 4. b 8. tracksuit Tony and Bob love 5. chubby, good-
5. salad 5. d 6. e going shopping. They
6. pear belt boots like table tennis. They looking, slim
7. water can’t stand playing
1b jumper hat computer games. They B.
C. A. shirt hate arts and crafts. 1. c 2. d 3. a 4. g
1. b 2. d 3. a 4. c 5. f 6. b 7. h 8. e
5. f 6. e 1. toothbrush g thobe Richard hates going
2. iron f shopping. He can’t C.
D. stand table tennis. 1. do… go, go
1. How much 3. washing machine a sandals He enjoys playing 2. are… doing, ’m drawing
2. How many computer games. He 3. Is… cooking,
3. How much 4. cooker b B. likes arts and crafts.
4. How many isn’t cooking, ’s
5. How many 5. fridge e 1. ugly C. downloading
Open exercise 1. a 2. c 3. b 4. d 4. Does… get, comes
6. hoover c 2. draw 5. a re painting, Do…
1a 1e paint, don’t need
A. 7. dishwasher d 3. earrings A. 6. play, don’t like, love
1. shy
A C E U I ML NGM 4. fashion 2. lazy D.
SH I S TORY EA 3. dark 1. c 2. a 3. a 4. c
P E FOR I V BON B. 5. pockets 4. chubby 5. a 6. c 7. b 8. b
RMHCWC EMGG 5. straight 9. b
U I PMA TH S RO 1. do 6. wait 6. long
K S HPQNRHA F E.
L TKARTKNPR 2. brush 7. cut B. 1. to buy
B R I L Z E AQH I 1. L arry is tall. He has 2. doing
VYOTPBRVY S 3. talk 3. watching
got short straight 4. to go, going
1. Art 4. iron C. hair and blue eyes. 5. spending
2. Chemistry 2. Gordon is chubby. 6. reading
3. ICT 5. tidy 1. Are… tidying, ’m not He’s got short fair hair.
4. Geography 3. B ill is short. He’s got F.
5. History 6. take out tidying, ’m watching short dark hair. 1. b 2. b 3. a 4. b
6. Maths 4. S tephen has got 5. a 6. a
7. PE 7. wash 2. ’s… going, ’s going curly hair and blue
eyes. G.
B. 8. do 3. is… wearing 1. No, she can’t.
1. modern C. 2. She gets together
2. secondary 4. Are… doing, ’re riding 1. William plays table
3. gym with her friend,
4. lab C. tennis every day. Charlotte, and they
5. start, finish 2. Mr Smith is an active make their own
6. facilities 1. F rank never watches D. accessories.
7. learn man. 3. They buy hats.
TV after work. 1. doesn’t often help, is 3. M ark has got wavy hair. 4. S he’s fun, active,
C. 4. That skirt is ugly. outgoing and clever.
1. get 2. I don’t often get up washing 5. Ryan washes his car 5. No, she isn’t.
2. do 6. C harlotte is good at
3. play at 7 o’clock. 2. are staying, visit on Thursdays. Maths.
4. talk 6. F rank’s got a modern
5. reads 3. Do you always have 3. do you do, talk TM 65
6. watches house.
7. doesn’t like milk for breakfast? 4. i s Omar looking,

4. M aria sometimes plays

cooks dinner on

Wednesdays. E.

5. N aeem isn’t usually 1. ’m visiting

tired after school. 2. come

3. usually play

D. 4. ’m sitting

2. How often do Ali and 5. ’m sending

Rami play basketball? 6. wash

/ Every 7. don’t like

3. How often does 8. ’s riding

Mark study? / Six 9. ’s making

days 10. love

4. How often does Jane 11. want

clean the windows? 12. don’t know

/ Once

F.

E. 1. b 2. e 3. a 4. c

Open exercise 5. d

2a 2b B. 6. experiments 6. Can, can’t
A. A. 1. Did... eat
1. go 1. taxi 2. was, thinks B. F.
2. go 2. underground 3. didn’t go 2. W e arrived late 1. played
3. buy 3. plane 4. Did... live, live 2. spends
4. travel 4. van 5. played because the coach 3. didn’t drink
5. explore 5. bus 6. didn’t watch, watches was very slow. 4. drives
6. go 6. helicopter 3. I don’t like basketball, 5. worked
7. motorbike C. so I never play.
B. 8. ferry 1. Did Liam play baseball 4. W esley gets up early G.
1. sightseeing 9. tram in the morning and 1. b 2. a 3. d 4. e
2. scared The word is TRANSPORT at school last year? No he walks in the park 5. c
3. fell he didn’t. He played near his house.
4. experience B. tennis. 5. Jack and Robert love H.
5. forget 1. crowded 2. Does Stan play playing computer 1. In 1930.
6. Show 2. bus computer games in games so/and they 2. He was only six
7. desert 3. popular the evenings? No, he play together.
4. safe, foot doesn’t. He watches TV. 6. J im is a very slim years old.
C. 5. late 3. Did Tony and Brian do boy and he’s got 3. By train.
1. won, didn’t know 6. slow arts and crafts in the curly hair. 4. It was sunny.
2. sat, read, surfed, past? Yes, they did. 7. Pablo didn’t have a 5. He played in the
C. 4. Did Charlie have a good time in Boston
downloaded 1. nicely rabbit when he was because the weather water with his
3. v isited, didn’t take, 2. happily young? No, he didn’t. was bad. clothes on and he
3. fast He had a cat. 8. J eff can drive a had fish and chips.
bought 4. terribly motorbike but he 6. In the evening.
4. were, didn’t see, went 5. carefully D. can’t drive a car.
6. easily 1. f ood, jewellery, 3a
D. 7. slowly C. A.
2. A ndrew didn’t do his 8. hard clothes Open exercise 2. He cut his finger.
9. well 2. 4000 3. H e sprained his ankle.
homework yesterday 10. beautifully 3. (the mummy of) 2 Round-up 4. a 4. He hurt his back.
afternoon. He did A. 5. He hit his knee.
arts and crafts. D. Tutankhamun 1. a 2. a 3. b
3. The boys didn’t hang 1. happily 4. 600 5. b 6. b B.
out with their uncle 2. slow 5. L ima (the capital of 1. middle
last night. They hung 3. terribly B. 2. slipped
out with their friends. 4. terrible Peru) 1. Did... buy 3. jumped
4. J ames and Mike 5. easily 2. didn’t leave 4. ambulance
weren’t at school in 6. well 2d 3. found, decided 5. bleeding
the morning. They 7. nice A. 4. Did... cook 6. accident, crashed
were at home. 1. captain 5. didn’t take 7. explain
5. Tom didn’t travel to E. 2. incredible 6. went, explored
Spain last month. He 2. J im couldn’t read five 3. named C.
travelled to Italy. 4. immediately C. 2. Tom and Alex were
6. Robert and I didn’t years ago, but now 5. promised 1. well
play tennis yesterday he can. 6. coast 2. carefully playing computer
evening. We played 3. T om couldn’t swim 3. terribly games.
volleyball. when he was young, B. 4. good 3. Steve was eating a
but now he can. 1. north 2. west 5. terrible sandwich.
E. 4. Bob couldn’t ride a 3. east 4. south 6. careful 4. G ary was talking on
1. What time did you bike five years ago, his mobile phone.
but now he can. C. D. 5. I an was reading a
get up yesterday 1. them 2. her 3. us 1. them magazine.
morning? F. 4. him 5. it 6. them 2. him 6. T im was
2. Where did you go on Open exercise 3. They rollerblading.
holiday last year? D. 4. us
3. When did you learn 2c 1. I 2. It 3. We 4. it 5. He D.
to ride a bike? A. 5. me 6. He 7. him 6. me 2. Were Taleen and
4. Where were you 1. route 8. them 9. us
yesterday evening? 2. any more 10. it E. Nuha cooking
Open exercise 3. spread 1. can yesterday evening?
4. In the past, carry 2e 2. couldn’t Yes, they were.
F. 5. at the age of A. 3. couldn’t, couldn’t, can 3. W ere Alex and Mike
1. d 2. a 3. f 4. c 6. tradition 1. horrible 4. Could sending e-mails
5. b 6. e 7. long 2. invention 5. couldn’t yesterday morning?
3. amazing No, they weren’t.
66 TM 4. weird They were talking on
5. journey the phone.

4. W as Tom wearing a 6. queue 2. We heard a noise 4a D.
jumper three hours 7. candy floss while we were A. 1. from, to
ago? No, he wasn’t. 8. doughnut walking in the forest. 1. hairdresser’s 2. through, towards
He was wearing a 9. milkshake 2. chemist’s 3. into, out of
shirt. 3. A menah was doing 3. newsagent’s 4. up, down
B. her homework while 4. travel agent’s 5. around
5. Was Bob doing 1. any, no, some Taleen was surfing 5. post office
his homework last 2. some the Net. 6. library 4c
night? Yes, he was. 3. any, some 7. florist’s A.
4. any, some, no 4. W hen I saw the huge 8. market 1. caravan
E. 5. some, any wolf, I ran for help. 2. pollution
1. c 2. e 3. a 4. b B. 3. comfortable
5. d C. 5. B ob was on the bus 1. post, stamps 4. flats
1. c 2. b 3. a 4. d when his brother 2. get 5. gardening
3b 5. e called him. 3. book 6. barbecue
A. 4. medicine 7. neighbourhood
1. shadow D. 6. Reema was making 5. flight 8. farm
2. village 1. C 2. A, C 3. A, B a salad while her 6. card
3. frightened 4. A 5. B 6. A sister was making 7. bring B.
4. disappeared sandwiches. 1. more peaceful
5. voices 3d C. 2. better
6. bush A. 3 Round-up 1. C an/Could you help 3. more modern
7. dark 1. alone A. 4. closer
2. attack 1. campsite my friend? 5. more
B. 3. scared 2. strange 2. Can/Could/May I 6. more crowded
1. b 2. b 3. b 4. a 4. saved 3. embarrassed 7. noisier
5. b 6. a 7. a 8. b 5. shocked 4. lonely borrow this book? 8. more difficult
6. brave 5. funfair 3. C an/Could/May I use 9. further / farther
C. 7. beginning 6. queue
1. were driving 8. neck 7. ankle the bathroom? C.
2. were talking 9. laughing 8. adventure 4. Can/Could/May I see Suggested answers
3. called 10. embarrassed 9. neighbour 1. is busier than Ameen.
4. was talking your ticket? 2. w as more popular
5. jumped B. B. 5. C an/Could you drive
6. stopped 1. shocked 1. in 2. out 3. in than this year’s art
7. got 2. attacked, scare 4. into 5. for me to the beach?
8. ran 3. brave 6. on 7. In exhibition.
9. went 4. different D. 3. is older than Oliver.
10. drove 5. angry C. 1. m ay/might/could be 4. is further/farther
1. was downloading
D. 3e 2. wasn’t studying, was at the bookshop. from London than
1. John was running A. 2. may/might/could be
1. ladder playing Paris.
when he slipped and 2. lift 3. w ere... doing, were at the pet shop.
fell. 3. missed 3. may/might/could be D.
2. While the boys were 4. neighbour watching 1. A 2. B 3. T 4. A
walking in the forest, 5. locked 4. were talking at the clothes shop. 5. A
it started raining. 6. tyre 5. w asn’t sitting, was 4. m ay/might/could be
3. H arry and Tom 4d
were walking in the B. lying at the travel agent’s. A.
mountains when 1. while 1. Earth
they saw a wild 2. In the beginning D. E. 2. system
animal. 3. unfortunately 1. was talking, heard 1. d 2. b 3. a 4. e 3. galaxy
4. While Paul was 4. Suddenly 2. was looking, saw 5. c 4. star
sleeping, his brother 5. when 3. were playing, broke 5. planet
was studying. 6. Luckily 4. got, was driving 4b 6. temperature
7. in the end 5. jumped, hurt A.
E. 6. was explaining, was 1. opposite B.
1. c 2. a 3. d 4. b C. 2. next to 1. hotter
Suggested answers cleaning 3. between 2. best
3c 1. Mute’b was talking on 4. next to 3. heavier
A. E. 5. in front of 4. worst
1. funfair the phone when the 1. a 2. b 3. c 4. c 5. most popular
2. roller coaster accident happened. 5. c 6. b 7. c B. 6. more outgoing
3. ferris wheel 1. help 7. most careful
4. water slide F. 2. How 8. taller
5. bumper cars Open exercise 3. right
4. straight C.
G. 5. left 1. the, in
1. T 2. F 3. F 4. T 6. past
5. F 7. on

C.
Ali’s house

TM 67

2. more B. PLACES IN A CITY: 3. Did... explain
3. most, in 1. port stadium, port, car park, 4. crashed, couldn’t
4. of 2. crossing (airport) 5. didn’t want
5. the 3. tickets POINTS OF THE 6. lost
6. than 4. view COMPASS: south, east,
5. capital west, (north) I.
D. 6. comfortable 1. Steve was reading a
1. The white car is the 7. castle B.
8. peaceful 1. facilities book while Joe was
fastest car in the 2. lab listening to the radio.
garage. The red car is C. 3. surf 2. Mr Ingles was
slower than the blue 1. Can/Could 4. friendly driving home when
car. 2. Can/Could/May 5. gallery his/the phone rang.
2. House B is the most 3. may/might/could 6. interesting 3. What were you
modern house in 4. Can/Could/May 7. queue doing while
the city. House C is 5. Can/Could/May 8. travel agent’s Bayan was buying
more modern than 6. may/might/could 9. village souvenirs?
house A. 10. quiet 4. I was surfing the
3. L iam is the youngest D. Net when my sister
boy in the class. 1. next to C. came home from
Keith is older than 2. from 1. in school.
Mark. 3. through 2. brush
4. N eptune is the 4. at 3. exploring J.
coldest planet in our 5. between 4. sprained 1. early
solar system. Uranus 5. suddenly 2. beautiful
is colder than Jupiter. E. 6. ferris 3. well
1. busiest 7. market 4. happy
4e 2. more exciting 8. lights 5. terribly
A. 3. safest, most 6. hard
1. mosque D.
2. train station dangerous 1. How often do you go K.
3. stadium 4. good, better, best 1. noisier
4. bridge 5. more expensive skateboarding? 2. best
5. airport 6. closer, farther/further 2. My dad usually drives 3. more comfortable
6. art gallery 7. darkest 4. bigger
7. port 8. more modern his car to work. 5. chubbier
8. castle 3. M y brother plays 6. most expensive
F.
B. 1. f 2. b 3. d 4. a tennis at the L.
1. They 2. It 3. her 5. c 6. e weekend. 1. any
4. We 5. here 4. I hate missing the 2. any
G. bus in the morning. 3. some
C. 1. F 2. T 3. F 4. F 5. D o you get a haircut 4. some
1. It / This 5. T 6. T every month? 5. no
2. here 6. W hen does the train
3. it Consolidation: arrive at the station? M.
4. that Modules 1-4 1. on
5. there A. E. 2. between
6. He SCHOOL SUBJECTS: 1. are travelling 3. up
7. him PE, Physics, Art, 2. are learning 4. into
8. them (Geography) 3. is watching 5. At
9. that APPLIANCES: cooker, 4. Is... decorating 6. through
10. They iron, fridge, (hoover) 5. is washing, is doing
CLOTHES: jumper, 6. Are... taking N.
4 Round-up shirt, tracksuit, (skirt) 1. me, them, they
A. MEANS OF F. 2. you, it
1. o dd word: stop sign TRANSPORT: ferry, 1. Do... think, don’t know 3. I, us, He
tram, van, (helicopter) 2. a re going, Do... want, 4. it
suggested word:
florist’s PARTS OF THE BODY: ’m visiting O.
2. o dd word: stamp ankle, back, finger, 3. isn’t watching, is 1. d 2. b 3. e 4. g
suggested word: (arm) 5. f 6. a 7. c
houseboat WORDS RELATED TO surfing, loves
3. o dd word: letter SPACE: galaxy, moon, G. P.
suggested word: star, (planet) 1. b 2. a 3. b 4. c Open exercise
solar system 5. a 6. a

68 TM H.
1. bought
2. went

Grammar Book KEY

Module 1 (1a,1b) 5. usually watch (at) go 3. We are working at on the phone. and he needed
Presentation 6. sometimes hoovers my dad’s shop these information for his
1. c 2. a 3. b days. C. Science project.
(on) 1. to watch, going 3. No, he didn’t.
A. 7. is never bored (in) 4. Philip usually goes 2. to go
1. doesn’t watch 8. usually have (at) (in) to the park at the 3. surfing A.
2. Does... ride 9. a lways brush weekend. 4. downloading 1. didn’t go, went
3. have 5. to join 2. didn’t sleep, slept
4. doesn’t... work (before/after) 5. L iam wants to go out 6. doing 3. didn’t ride, rode
5. don’t tidy tonight. 4. didn’t visit, visited
6. hang out F. D. 5. didn’t read, read
7. does Open exercise 6. Faiz and Imad Open exercise
8. makes aren’t wearing their B.
Module 1 (1c) tracksuits tomorrow. Revision: Module 1 2. D id the boys walk in
B. Presentation A.
1. c 2. a 3. a 4. c 1. J 2. C 3. J, C 7. M ark rides his bike 1. often wake up, clean the forest yesterday
5. b 6. a 4. J, C, T every day. 2. finishes morning? No, they
3. does Mike spend, didn’t. They rode
C. A. 8. J ames doesn’t their bikes in the
2. What does Peter 1. is riding his/a bike like working on usually goes forest.
2. are running Wednesdays. 4. don’t read, enjoy 3. D id Ken and Jim eat
do on Thursday 3. is talking on his/a 5. always has at a restaurant last
morning? He washes F. 6. do... start night? Yes, they did.
the car. mobile phone 1. c 2. d 3. a 4. e 4. Did James go on a
3. How often do you 4. are playing volleyball 5. b B. cruise three weeks
study English? I 5. is painting 1. i sn’t having, is going ago? Yes, he did.
study English three 6. is wearing his/a cap Module 1 (1d) 2. Are... meeting 5. D id Andrew and Fin
times a week. Presentation 3. is taking go hiking two days
4. W hat does Peter do B. 1. Mike and Jack. 4. are painting ago? No, they didn’t.
on Mondays? He has 1. are... doing 2. Because he wants to 5. is making They explored a cave.
an art class. 2. ‘m/am decorating 6. is hoovering 6. Did Mark and Alex
5. W hat do your 3. are... asking study for his Maths watch TV yesterday?
cousins do every 4. are going test. C. No, they didn’t.
Friday? They clean 5. are working 3. Yes, he is. 1. in 2. at, in 3. on They went to the
the windows. 6. ‘m/am staying 4. at 5. on, at supermarket.
6. Where do your 7. Are... going A. 6. At 7. in
parents go every 8. is working 2. S he would like to C.
day? My parents go D. 1. were, was, Was,
to work. C. chat on the phone. 1. doesn’t know, wants
1. b 2. a 3. a 4. a She wants to chat on 2. goes, is staying, are wasn’t, was
D. 5. b 6. b 7. b 8. a the phone. 2. Were, weren’t, were,
1. Mark always has 3. H e would like to play visiting
D. table tennis with his 3. are... doing, are Was, was, Was, was
a shower in the 2. u sually watches friends. He wants to
morning. play table tennis with surfing, need, are D.
2. I don’t usually do the TV, but today he is his friends. coming 1. left, tried, was, took
washing-up. reading a book. 4. S he would like to 4. am downloading 2. w ent, came, was,
3. T he children are 3. usually does his visit Rome. She 5. a lways helps, is
sometimes tired after homework, but today wants to visit Rome. cleaning explored, made, slept
school. he is painting. 3. did...do, visited, Did...
4. Does your mother 4. u sually have a B. E.
often iron the Chemistry lesson, Suggested answers 1. to play go, went
clothes in the but today they are Adam loves chatting on 2. doing
evening? riding their bikes. the phone and going 3. going E.
5. M y sister never 5. u sually does his skateboarding. He likes 4. to travel 1. was
tidies her room on homework, but reading magazines, but 5. chatting 2. didn’t do
weekdays. today he is playing he can’t stand playing 6. getting 3. spent
computer games. tennis. 7. watching 4. came
E. 6. usually play board Norman likes playing 8. to have 5. didn’t want
1. does Neil go (at) games, but today tennis and loves reading 6. stayed
2. don’t play (on) they are watching TV. magazines. He hates Module 2 (2a) 7. watched
3. D o you often hang chatting on the phone, Presentation 8. studied
E. but he enjoys going 1. H e was at the
out (in) 1. Tom is studying at skateboarding. Module 2 (2b)
4. does Stuart have Tim and Luke can’t Internet café. Presentation
the moment. stand reading 2. T he Internet at his 1. He was in a forest.
(on) 2. J ulie doesn’t know magazines and they 2. H e started running
hate playing tennis. They home didn’t work
Mrs Giles. like going skateboarding quickly.
and they enjoy chatting
TM 69

3. He fell off a building. 6. Turki and Hasan 5. terribly 3. did... do 2. any
didn’t go hiking in 6. easy 4. happened 3. some
A. the mountains. They 5. was going 4. any
1. Could, could played football. Now D. 6. was cooking 5. any
2. couldn’t they go hiking in the 1. me, it 7. was riding 6. Some
3. couldn’t mountains. 2. them 8. saw 7. any
4. could, couldn’t 3. He 9. tried 8. any
B. 4. us 10. fell 9. some
B. 3. Hatim didn’t go 5. them, They 10. any
1. can’t 6. He, him E.
2. Can, can, couldn’t camping, but he 1. c 2. e 3. a 4. b Revision: Module 3
3. couldn’t, can does now. E. 5. d A.
4. couldn’t 4. M alik went camping, 1. b 2. b 3. a 4. b 1. w as crying, wasn’t
but he doesn’t now. 5. b 6. a Speaking
C. 5. Hatim travelled a. 3 b. 1 c. 4 d. 2 crying, was screaming
1. can’t abroad, but he Module 3 (3a,3b) 2. w as cooking, was
2. could, can’t doesn’t now. Presentation Module 3 (3c)
3. can, couldn’t 6. Malik didn’t travel 1. b 2. a 3. b 4. b Presentation studying
4. couldn’t, can’t abroad, but he does 1. Joey 3. were... doing, was
now. A. 2. Norman
D. 1. was doing 3. Joey watching
2. terribly C. 3. me 2. w ere watching, was 4. Norman 4. was washing, was
3. quietly 1. him 2. her
4. well 4. it 5. them cooking A. cleaning
5. fast 6. it 7. us 3. was running 1. a 5. wasn’t studying, was
6. happily 4. was sleeping 2. b
7. easily D. 5. was reading 3. a sitting, was talking
8. lazily 1. you 2. I 3. you 6. was crying 4. c
4. I 5. him 6. We 5. a B.
E. 7. He 8. They B. 1. was reading
1. carefully 9. they 10. I 1. W ere... riding, B. 2. started
2. hard 11. them 12. us 13. I 2. T here is some 3. couldn’t
3. early happened 4. took
4. late E. 2. was driving, crashed popcorn, but there 5. left
5. terribly 1. went 3. was climbing, started isn’t any candy floss 6. was running
6. well 2. him 4. was brushing, arrived / there is no candy 7. slipped
7. slowly 3. it 5. was sitting, saw floss. 8. fell
8. loudly 4. take 6. were... doing, saw 3. There are some 9. hurt
5. them 7. was reading, hit crisps, but there 10. was driving
Module 2 (2c,2d) 6. She 8. did... meet, was aren’t any biscuits / 11. saw
Presentation 7. didn’t there are no biscuits. 12. took
1. A present. going 4. T here are some cats, 13. told
2. He liked computer F. 9. was rollerblading, but there aren’t any 14. wasn’t
Open exercise rabbits / there are no
games. slipped, fell rabbits. C.
3. No, he doesn’t. Revision: Module 2 10. w as studying, were 5. T here are some 1. some
4. A skateboard. A. photos, but there 2. no
1. D id... go, had, eating aren’t any paintings 3. no
A. / there are no 4. some
2. T hey didn’t live in travelled, visited C. paintings. 5. any, no
2. did... do, went, 2. T hey were walking 6. There is some 6. some
London. They lived lemonade, but there 7. some, any
in Paris. Now they explored, didn’t buy in the forest when it isn’t any orange juice 8. some
live in London. 3. w as, didn’t go, tried, started raining. / there is no orange 9. no
3. Martin and I didn’t 3. J ack was sitting in juice.
drive to school. We couldn’t, stayed the garden when he Module 4 (4a)
walked to school. found a gold coin. C. Presentation
Now we drive to B. 4. While Ian was 1. any 1. b 2. c 3. a 4. d
school. 1. D o... live, live cleaning the 2. some 5. e
4. The building wasn’t a 2. went, don’t hang out basement, he found 3. no A.
supermarket. It was 3. didn’t take, drove an old map. 4. no 2. C an/Could I borrow
a hospital. Now it’s a 4. D id... spend, went, 5. While Bill was having 5. Some
supermarket. dinner, someone 6. any these books?
5. Neil didn’t have grey stay called. 3. Can/Could I see your
hair. He had dark 6. Robert was watching D.
hair. Now he has C. TV when his friends 1. any tickets, please?
grey hair. 1. slowly arrived. 4. C ould you please
2. fast, fast
70 TM 3. well D. post these letters for
4. lucky 1. fell me?
2. broke 5. C an/Could I call
Steve?

B. 3. down more expensive than 8. luckiest
2. may/might/could ask 4. up the bus ticket. 9. healthier
5. next to 4. N ovember is cooler 10. more annoying
for help. 6. opposite than August. 11. most exciting
3. may/might/could 12. most difficult
Module 4 (4c, 4d) D.
have an accident. Presentation 1. b 2. b 3. b 4. b
4 . may/might /could 1. The city. 5. c 6. a
2. Because it’s more
buy a T-shirt. E.
5. may/might/could exciting than living in 1. best
a village. 2. more peaceful
visit him tomorrow. 3. Because it is noisy 3. more expensive
6. may/might /could and the air isn’t 4. fastest
clean. 5. worst
become famous. 4. Nature. 6. hotter, hottest
7. may/might/could 7. more interesting
A. 8. easier
join a team. busy - busier - busiest 9. more beautiful
8. may/might/could go large - larger - largest 10. most important
good - better - best
to the stadium. modern - more modern F.
- most modern 1. better
C. important - more 2. the most interesting
1. Can/Could important -most 3. highest
2. May/Can/Could important 4. the longest
3. May/Can/Could far - farther/further - 5. longer
4. may/might/could farthest/furthest 6. most famous
5. May/Can/Could, peaceful - more 7. biggest
peaceful - most
can’t/may not peaceful Revision: Module 4
slim - slimmer - A.
6. may/might/could slimmest 1. Can/Could
7. Can/Could friendly - friendlier - 2. Can/Could/May
8. May/Can/Could friendliest 3. Can/Could/May,
9. may/might/could expensive - more
10. may not/ might not expensive - most may/might/could,
expensive may/might/could
D. 4. can/could/may, can/
1. a 2. c 3. a 4. a B. may
5. b 4. H atim is taller than 5. Can/Could/May,
can’t/may not
Module 4 (4b) Saleh.
Presentation 5. S aud is shorter than B.
1. from, to
café sweet bookshop Hatim. 2. up, down
shop 6. Saud is the shortest 3. into
4. through
GAVIN STREET of the three. 5. past
7. T he Blue Sea Hotel 6. out of
clothes newsagent’s sshhoope
shop is the oldest of the C.
reCshtianuersaent reIsttaaluiarnant supermarket sptoaltiicoen three. 1. between
COOK STREET 8. T he Waterside Hotel 2. in front of
GLENN STREET is the newest of the 3. behind
BRAXTON AVENUE three. 4. opposite
9. The Lakeview hotel 5. next to
café chemist’s florist’s library is newer than the
bank museum hotel bank Blue Sea Hotel. D.
10. T he plane is faster 1. coldest
SMITHSON STREET 2. more expensive
than the motorbike. 3. better
train station park 11. The plane is the 4. farther/further
5. largest
A. fastest of the three. 6. more
1. opposite 12. T he tram is slower 7. more interested
2. between
3. next to than the plane.
4. behind
5. in front of C.
2. Liam is older than
B.
1. out of, into Brian.
2. down, towards 3. T he ferry ticket is
3. up, through
4. from, to
5. around
6. past

C.
1. c 2. b 3. c 4. b
5. c 6. c 7. c 8. a

D.
1. out of
2. into

TM 71

Class CD tracklist

CD 1 CD 2

Track Module/Lesson Listening Activity Track Module/Lesson Listening Activity

1 Titles 1. Where are you from? / A 1 Titles 1. Vocabulary
2. Classroom language 2. Read / B
2 Hello 1. Vocabulary 2 3a 1. Vocabulary
2. Read / A 2. Read / A
3 Hello 4. Pronunciation / A 3 3a
4. Pronunciation / B 4. Listen
4 1a 1. Vocabulary 4 3b 1. Vocabulary
2. Read / A 2. Read / A
5 1a 5. Listen 5 3b 4. Pronunciation / A
1. Vocabulary 4. Pronunciation / B
6 1a 2. Read / A 6 3b
4. Listen 5. Listen
7 1a 1. Vocabulary 7 3c 1. Vocabulary
2. Read / A 2. Read / A
8 1b 4. Listen 8 3c 4. Listen / A
1. Vocabulary / A 4. Listen / B
9 1b 1. Vocabulary / B 9 3c 1. Vocabulary
3. Speak & Write 2. Speak & Write
10 1b Communication / I 10 3c Communication / G
Rhyming Corner Rhyming Corner
11 1c 11 3c Al-Shallal Theme Park
King Fahd Inter. Stadium / 1. Vocabulary
12 1c Khalifa Inter. Stadium 12 3d 2. Read / A
1. Vocabulary 4. Pronunciation / A
13 1c 2. Read / A 13 3d 4. Pronunciation / B
4. Pronunciation / A 1. Vocabulary
14 1d 4. Pronunciation / B 14 3d 2. Read / A
1. Vocabulary / A 4. Listen & Speak / A
15 1d 1. Vocabulary / B 15 3d 1. Vocabulary
2. Read / A 4. Listen / A
16 1d 1. Read / A 16 3e 4. Listen / B
4. Listen 1. Vocabulary
17 1e 1. Read / A 17 3e 2. Read / A
4. Listen / A 3. Vocabulary
18 1e 4. Listen / B 18 3 Round-up 1. Vocabulary
1. Vocabulary 2. Listen / B
19 1e 2. Listen / A 19 3 Round-up 2. Listen / C
2. Listen / B 3. Speak & Write
20 1 Round-up 3. Speak & Write 20 Culture page 3 Communication / F
Communication / G Rhyming Corner
21 1 Round-up Rhyming Corner 21 4a Petra, Jordan: A must-visit

22 1 Culture page Means of transport around 22 4a sight…
the world
23 4a

23 2a 24 4a

24 2a 25 4b

25 2a 26 4b

26 2a 27 4b

27 2b 28 4c

28 2b 29 4c

29 2b 30 4c

30 2c 31 4d

31 2c 32 4d

32 2d 33 4d

33 2d 34 4e

34 2d 35 4e

35 2e 36 4e

36 2e 37 4e

37 2e 38 4 Round-up

38 2e 39 4 Round-up

39 2 Round-up 40 Culture page 4

40 2 Round-up

41 Culture page 2



72 TM

Suggested Pacing Chart for Full Blast 3

The weekly pacing chart on pages 73-79 has been created Abbreviations used in pacing charts
for a sixteen-week semester, in which the students have Ss = Students
four sessions per week. Holidays have also been taken p. = page
into consideration; therefore the total number of sessions pp. = pages
has been calculated to be sixty-two.
Notes:
So, 16 weeks x 4 sessions per week = 64 sessions minus 2
sessions for holidays = 62 sessions altogether. Be sure to familiarise students with their book at the
beginning of the first session.
Fourteen sessions are required for each module to be
completed. Specifically, the sessions are as follows: Recommended homework for every session:
• 2 sessions (cover page and lesson a) It is suggested that the Ss are asked to study the active
• 2 sessions (lesson b) vocabulary of each session.
• 2 sessions (lesson c) Also, they should be given a few sentences from each
• 2 sessions (lesson d) session to copy and study for dictation.
• 1 session (lesson e)
• 3 sessions (round-up – SB, WB, GB, project) In class:
• 1 session (culture page) Always check homework at the beginning of each
• 1 session (test) session.
Make sure that students understand what activities
Furthermore, the following sessions have also been they have to do for homework, as well as how they
determined: should be done.
• At the beginning of the semester: When doing projects, have a few Ss present their work
to the rest of the class. (Be sure to have a different
3 1 session for the Hello section student presenting each time so that all students are
given the chance to present a project.)
• At the end of the semester:

3 2 sessions for the Consolidation: Modules 1-4
3 1 session for the Self-assessment section and remedial

work before the Final Exam.

3 2 sessions for remedial work

Since the dates of holidays vary from year to year, the
holidays have not been included in a specific week in
the weekly pacing chart. Instead, the final week (week
16) is shown to have two sessions rather than four, thus
reaching a total of 62 sessions (15 weeks X 4 sessions plus
2 sessions in week 16).

Week 1 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • Hello pp. 4 and 5 • Hello pp. 74 and 75
Do activities 1, 2 and 3 in class. Do activities A, B and C in class.
Assign activity D for homework.
Session 2 • 1 That’s me! p. 7
Session 3 Discuss cover page of module 1. • 1a My school p. 76
Assign activities A, B and C for
• 1a My school pp. 8 and 9 homework.
Do activities 1, 2 and 3 in class.
• 1a My school p. 77
• 1a My school p. 9 Assign activities D, E and F for
Do activities 4 and 5 in class. homework.

Session 4 • 1b At home pp. 10 and 11 • 1b At home pp. 78 and 79
Do activities 1, 2, 3 and 4 in class. Assign activities A, B, C and D for
homework.

TM 73

Week 2 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 1b At home p. 11 • 1b At home p. 79 • M odule 1 (1a, 1b) pp. 132-136
Do activities 5 and 6 in class. Assign activities E and F for Do presentation and explain grammar
homework. boxes in class.
Session 2 • 1 c My style pp. 12 and 13 Do activities A, B, C and D in class.
Session 3 Do activities 1, 2 and 3 in class. • 1c My style pp. 80 and 81 Assign activities E and F for homework.
Assign activities A, B, C and D for Do the speaking activity in class and assign
• 1c My style p. 13 homework. the writing activity for homework.
Do activities 4 and 5 in class.
• 1c My style p. 81 • M odule 1 (1c) pp. 137-141
Assign activities E and F for Do presentation and explain grammar
homework. boxes in class.
Do activities A, B, C and D in class.
• 1 d In my free time p. 82 Assign activities E, F for homework.
Assign activities A and C for Do the speaking activity in class and assign
homework. the writing activity for homework.

Session 4 • 1 d In my free time pp. 14 and 15
Do activities 1, 2 and 3 in class.

Week 3 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 1d In my free time p. 15 • 1 d In my free time p. 82 • Module 1 (1d) pp. 142-143
Do activities 4, 5 and 6 in class. Assign activity B for homework. Do presentation and explain grammar
boxes in class. Do activities A and C in
Session 2 • 1e Meet my friend pp. 16 and 17 • 1e Meet my friend p. 83 class.
Session 3 Do activities 1, 2 and 3 in class. Assign activities A, B, C and D for Assign activities B and D for homework.
Session 4 homework. Do the speaking activity in class and
• 1 Round-up p. 18 assign the writing activity for homework.
Do activities A, B, C D, E, F and G • 1 Round-up p. 84
in class. Assign activities A, B, C and D for • Revision: Module 1 p. 144
homework. Do activities A, B and C in class.
• 1 Round-up pp. 18 and 19 Assign activities D and E for homework.
Do activities H, I and the speaking, • 1 Round-up p. 85
writing and rhyming activities in Assign activities E, F and G for
class. homework.

74 TM

Week 4 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 1 Culture page p. 20 • 1 Project p. 86
Session 2
• 2 Exploring p. 21 Test Module 1 (in Test CD/CD-ROM)
Session 3 Discuss cover page of module 2.
Session 4 • 2a Holiday fun! pp. 87 and 88
• 2 a Holiday fun! pp. 22 and 23 Assign activities A, B, C and D for
Do activities 1, 2 and 3 in class. homework.

Week 5 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 2a Holiday fun! p. 23 • 2a Holiday fun! p. 88 • Module 2 (2a) pp. 145-148
Do activities 4 and 5 in class. Assign activities E and F for Do presentation and explain grammar
homework. boxes in class.
Session 2 • 2b City tour pp. 24 and 25 Do activities A, B and C in class.
Session 3 Do activities 1, 2 and 3 in class. • 2b City tour p. 89 Assign activities D and E for homework.
Assign activities A, B, C and D for Do the speaking activity in class and
• 2b City tour p. 25 homework. assign the writing activity for homework.
Do activity 4 in class.
• 2b City tour p. 90 • Module 2 (2b) pp. 149-151
Assign activities E and F for Do presentation and explain grammar
homework. boxes in class.
Do activities A, B and C in class.
• 2c Exploring the past p. 91 Assign activities D and E for homework.
Assign activities A and B for Do the speaking activity in class and
homework. assign the writing activity for homework.

Session 4 • 2c Exploring the past pp. 26 and
27
Do activities 1, 2 and 3 in class.

TM 75

Week 6 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 2c Exploring the past p. 27 • 2c Exploring the past pp. 91 and • Module 2 (2c, 2d) pp. 152-155
Do activities 4 and 5 in class. 92 Do presentation and explain grammar
Assign activities C and D for boxes in class.
Session 2 • 2d Land ahoy! pp. 28 and 29 homework. Do activities A, B and C in class.
Session 3 Do activities 1, 2 and 3 in class. Assign activities D, E and F for homework.
• 2d Land ahoy! p. 93 Do the speaking activity in class and
• 2d Land ahoy! p. 29 Assign activities A, B, C and D for assign the writing activity for homework.
Do activities 4 and 5 in class. homework.

Session 4 • 2e A family trip pp. 30 and 31 • 2e A family trip p. 94
Do activities 1, 2 and 3 in class. Assign activities A and C for
Assign activity D for homework. homework.
Do activity B in class.

Week 7 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 2 Round-up p. 32 • 2 Round-up p. 95 • Revision: Module 2 p. 156
Do activities A, B, C, D, E and F in Assign activities A, B, C and D for Do activities A, B, C, D and E in class.
Session 2 class. homework.

Session 3 • 2 Round-up pp. 32 and 33 • 2 Round-up p. 96
Session 4 Do activity G and the speaking, Assign activities E, F, G and H for
writing and rhyming activities in homework.
class.
• 2 Project p. 97
• 2 Culture page p. 34

Week 8 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 3 Adventure p. 35 Test Module 2 (in Test CD/CD-ROM)
Session 2 Discuss cover page of module 3.
• 3a Ouch! p. 98
Session 3 • 3 a Ouch! pp. 36 and 37 Assign activities A, B and C for
Do activities 1, 2 and 3 in class. homework.

• 3a Ouch! p. 37 • 3a Ouch! p. 99
Do activity 4 in class. Assign activities D and E for
homework.
Session 4 • 3b Believe it or not! pp. 38 and 39
Do activities 1, 2 and 3 in class. • 3b Believe it or not! pp. 100 and
101
Assign activities A, B, C and D for
homework.

76 TM

Week 9 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 3b Believe it or not! p. 39 • 3b Believe it or not! p. 101 • Module 3 (3a, 3b) pp. 157-160
Do activities 4 and 5 in class. Assign activity E for homework. Do presentation and explain grammar
boxes in class.
• 3c At the funfair p. 102 Do activities A, B and C in class.
Assign activities A and B for Assign activities D and E for homework.
homework. Do the speaking activity in class and
assign the writing activity for homework.
• 3c At the funfair p. 103
Session 2 • 3c At the funfair pp. 40 and 41 Assign activities C and D for
Session 3 Do activities 1, 2 and 3 in class. homework.
Session 4
• 3c At the funfair p. 41 • 3d Wild world p. 104 Assign
Do activities 4, 5 and 6 in class. activities A, B and C for
homework.
• 3d Wild world pp. 42 and 43
Do activities 1, 2 and 3 in class.

Week 10 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 3d Wild world p. 43 • 3e A bad day p. 105 • Module 3 (3c) pp. 161-164
Do activities 4 and 5 in class. Assign activities A and B for Do presentation and explain grammar
homework. boxes in class.
Session 2 • 3e A bad day pp. 44 and 45 Do activity C in class. Do activities A, B and C in class.
Session 3 Do activities 1, 2 and 3 in class. Assign activity D for homework.
Session 4 Assign activity D for homework. • 3 Round-up p. 106 Do the speaking activity in class and
Assign activities A, B, C and D for assign the writing activity for homework.
• 3 Round-up p. 46 homework.
Do activities A, B, C D, E, F and G • Revision: Module 3 p. 165
in class. • 3 Round-up p. 107 Do activities A, B and C in class.
Assign activities E, F and G for
• 3 Round-up p. 47 homework.
Do the speaking, writing and
rhyming activities in class.

Week 11 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 3 Culture page p. 48 • 3 Project p. 108
Session 2
• 4 Places p. 49 Test Module 3 (in Test CD/CD-ROM)
Session 3 Discuss cover page of module 4.
Session 4 • 4a Around town pp. 109 and 110
• 4a Around town pp. 50 and 51 Assign activities A, B and C for
Do activities 1, 2 and 3 in class. homework.

TM 77

Week 12 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 4a Around town p. 51 • 4a Around town p. 110 • Module 4 (4a) pp. 166-169
Do activities 4 and 5 in class. Assign activities D and E for Do presentation and explain grammar
homework. boxes in class.
Session 2 • 4b How do I get there? pp. 52 and Do activities A and B in class.
Session 3 53 • 4b How do I get there? pp. 111 and Assign activities C and D for homework.
Do activities 1, 2 and 3 in class. 112 Do the speaking activity in class and
Assign activities A, B, C and D for assign the writing activity for homework.
• 4b How do I get there? p. 53 homework.
Do activity 4 in class. • Module 4 (4b) pp. 170-173
• 4 c City vs Country p. 113 Do presentation and explain grammar
Assign activities A and B for boxes in class.
homework. Do activities A and B in class.
Assign activities C and D for homework.
Do the speaking activity in class and
assign the writing activity for homework.

Session 4 • 4c City vs Country pp. 54 and 55
Do activities 1, 2 and 3 in class.

Week 13 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 4c City vs Country p. 55 • 4c City vs Country p. 114 • Module 4 (4c, 4d) pp. 174-178
Do activities 4 and 5 in class. Assign activities C and D for Do presentation and explain grammar
homework. boxes in class.
Session 2 • 4d Outer space pp. 56 and 57 Do activities A, B and C in class.
Do activities 1, 2, 3 and 4 in class. • 4d Outer space p. 115 Assign activities D, E and F for homework.
Assign activities A, B, C and D for Do the speaking activity in class and
Session 3 • 4d Outer space p. 57 homework. assign the writing activity for homework.
Do activity 5 in class.
• 4e Where I live p. 116
Session 4 • 4e Where I live pp. 58 and 59 Assign activities A, B and C for
Do activities 1, 2 and 3 in class. homework.
Assign activity D for homework.

78 TM

Week 14 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 • 4 Round-up p. 60 • 4 Round-up p. 117 • Revision: Module 4 p. 179
Do activities A, B, C, D, E and F in Assign activities A, B, C and D for Do activities A, B, C and D in class.
Session 2 class. homework.

Session 3 • 4 Round-up p. 61 • 4 Round-up pp. 117 and 118
Session 4 Do the speaking, writing and Assign activities E, F and G for
rhyming activities in class. homework.

• 4 Culture page p. 62 • 4 Project p. 119

Week 15 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 Test Module 4 (in Test CD/CD-ROM)
Session 2
• Consolidation: Modules 1-4 pp. 120
and 121
Do activities A-I in class.

Session 3 • Consolidation: Modules 1-4
pp. 122 and 123
Do activities J- P in class.

Session 4 • Self-assessment pp. 124 and 125
Do Self-assessment section and
remedial work.

Week 16 optional

Sessions Student’s Book Workbook Grammar Book

Session 1 Remedial work
Session 2 Remedial work

There are two sessions missing from the week above which correspond to the sessions not
done due to holidays.

TM 79

Suggested Pacing Chart for Full Blast 3

(for Holy Qur’an Memorization Schools)

The weekly pacing chart on pages 80-84 has been created Abbreviations used in pacing charts
for a sixteen-week semester, in which the students have Ss = Students
three sessions per week. Holidays have also been taken into p. = page
consideration; therefore the total number of sessions has been pp. = pages
calculated to be forty-six.
Notes:
So, 16 weeks x 3 sessions per week = 48 sessions minus 2
sessions for holidays = 46 sessions altogether. Be sure to familiarise students with their book at
the beginning of the first session.
Eleven sessions are required for each module to be completed.
Specifically, the sessions are as follows: Recommended homework for every session:
• 2 sessions (cover page and lesson a) It is suggested that the Ss are asked to study the
• 2 sessions (lesson b) active vocabulary of each session.
• 2 sessions (lesson c) Also, they should be given a few sentences from
• 2 sessions (lesson d) each session to copy and study for dictation.
• 1 session (lesson e)
• 1 session (round-up – SB, WB) In class:
• 1 session (test) Always check homework at the beginning of each
session.
Furthermore, the following sessions have also been Make sure that students understand what
determined: activities they have to do for homework, as well as
• At the beginning of the semester: how they should be done.

3 1 session for the Hello section Culture / Cross-curricular pages:
These are optional and can be given to Ss as extra
• At the end of the semester: reading practice at home or they can be done in
class if time permits.
3 1 session for the Self-assessment section and remedial work

before the Final Exam.

Since the dates of holidays vary from year to year, the holidays
have not been included in a specific week in the weekly pacing
chart. Instead, the final week (week 16) is shown to have one
session rather than three, thus reaching a total of 46 sessions
(15 weeks X 3 sessions plus 1 session in week 16).

Week 1

Sessions Student’s Book Workbook

Session 1 • Hello pp. 4 and 5 • Hello pp. 74 and 75
Do activities 1, 2 and 3 in class. Do activities A, B and C in class.
Assign activity D for homework.
Session 2 • 1 That’s me! p. 7
Session 3 Discuss cover page of module 1. • 1a My school p. 76
Assign activities A, B and C for homework.
• 1 a My school pp. 8 and 9
Do activities 1, 2 and 3 in class. • 1a My school p. 77
Assign activities D, E and F for homework.
• 1a My school p. 9
Do activities 4 and 5 in class.

80 TM

Week 2

Sessions Student’s Book Workbook

Session 1 • 1b At home pp. 10 and 11 • 1b At home pp. 78 and 79
Do activities 1, 2, 3 and 4 in class. Assign activities A, B, C and D for homework.
Session 2
• 1b At home p. 11 • 1 b At home p. 79
Session 3 Do activities 5 and 6 in class. Assign activities E and F for homework.

• 1 c My style pp. 12 and 13 • 1c My style pp. 80 and 81
Do activities 1, 2 and 3 in class. Assign activities A, B, C and D for homework.

Week 3 Workbook

Sessions Student’s Book • 1c My style p. 81
Assign activities E and F for homework.
Session 1 • 1c My style p. 13
Do activities 4 and 5 in class. • 1 d In my free time p. 82
Session 2 Assign activities A and C for homework.
• 1 d In my free time pp. 14 and 15
Session 3 Do activities 1, 2 and 3 in class. • 1 d In my free time p. 82
Assign activity B for homework.
• 1 d In my free time p. 15
Do activities 4, 5 and 6 in class.

Week 4

Sessions Student’s Book Workbook

Session 1 • 1 e Meet my friend pp. 16 and 17 • 1e Meet my friend p. 83
Session 2 Do activities 1, 2 and 3 in class. Assign activities A, B, C and D for homework.

Session 3 • 1 Round-up pp. 18 and 19 • 1 Round-up pp. 84-85
Do activities A-I and the speaking, writing and Assign activities A-G for homework.
rhyming activities in class.

Test Module 1 (in Test CD/CD-ROM)

Week 5

Sessions Student’s Book Workbook

Session 1 • 2 Exploring p. 21 • 2a Holiday fun! pp. 87 and 88
Discuss cover page of module 2. Assign activities A, B, C and D for homework.
Session 2
Session 3 • 2a Holiday fun! pp. 22 and 23 • 2a Holiday fun! p. 88
Do activities 1, 2 and 3 in class. Assign activities E and F for homework.

• 2a Holiday fun! p. 23 • 2b City tour p. 89
Do activities 4 and 5 in class. Assign activities A, B, C and D for homework.

• 2b City tour pp. 24 and 25
Do activities 1, 2 and 3 in class.

TM 81

Week 6

Sessions Student’s Book Workbook

Session 1 • 2b City tour p. 25 • 2b City tour p. 90
Do activity 4 in class. Assign activities E and F for homework.
Session 2
• 2c Exploring the past pp. 26 and 27 • 2c Exploring the past p. 91
Session 3 Do activities 1, 2 and 3 in class. Assign activities A and B for homework.

• 2c Exploring the past p. 27 • 2c Exploring the past pp. 91 and 92
Do activities 4 and 5 in class. Assign activities C and D for homework.

Week 7 Workbook

Sessions Student’s Book • 2d Land ahoy! p. 93
Assign activities A, B, C and D for homework.
Session 1 • 2d Land ahoy! pp. 28 and 29
Do activities 1, 2 and 3 in class. • 2e A family trip p. 94
Session 2 Assign activities A and C for homework.
• 2d Land ahoy! p. 29 Do activity B in class.
Session 3 Do activities 4 and 5 in class.

• 2e A family trip pp. 30 and 31
Do activities 1, 2 and 3 in class.
Assign activity D for homework.

Week 8

Sessions Student’s Book Workbook

Session 1 • 2 Round-up pp. 32 and 33 • 2 Round-up pp. 95-96
Do activities A-G and the speaking, writing and Assign activities A-H for homework.
Session 2 rhyming activities in class.
Session 3
Test Module 2 (in Test CD/CD-ROM)

• 3 Adventure p. 35 • 3a Ouch! p. 98
Discuss cover page of module 3. Assign activities A, B and C for homework.

• 3 a Ouch! pp. 36 and 37
Do activities 1, 2 and 3 in class.

Week 9

Sessions Student’s Book Workbook

Session 1 • 3a Ouch! p. 37 • 3a Ouch! p. 99
Do activity 4 in class. Assign activities D and E for homework.
Session 2
• 3b Believe it or not! pp. 38 and 39 • 3b Believe it or not! pp. 100 and 101
Session 3 Do activities 1, 2 and 3 in class. Assign activities A, B, C and D for homework.

• 3b Believe it or not! p. 39 • 3b Believe it or not! p. 101
Do activities 4 and 5 in class. Assign activity E for homework.

82 TM

Week 10

Sessions Student’s Book Workbook

Session 1 • 3 c At the funfair pp. 40 and 41 • 3c At the funfair p. 102
Do activities 1, 2 and 3 in class. Assign activities A and B for homework.
Session 2
• 3 c At the funfair p. 41 • 3c At the funfair p. 103
Session 3 Do activities 4, 5 and 6 in class. Assign activities C and D for homework.

• 3d Wild world pp. 42 and 43 • 3d Wild world p. 104
Do activities 1, 2 and 3 in class. Assign activities A, B and C for homework.

Week 11

Sessions Student’s Book Workbook

Session 1 • 3d Wild world p. 43 • 3e A bad day p. 105
Session 2 Do activities 4 and 5 in class. Assign activities A and B for homework.
Do activity C in class.
Session 3 • 3e A bad day pp. 44 and 45
Do activities 1, 2 and 3 in class. • 3 Round-up pp. 106-107
Assign activity D for homework. Assign activities A-G for homework.

• 3 Round-up pp. 46-47
Do activities A-G and the speaking, writing and
rhyming activities in class.

Week 12

Sessions Student’s Book Workbook

Session 1 • 4 Places p. 49 Test Module 3 (in Test CD/CD-ROM)
Session 2 Discuss cover page of module 4. • 4a Around town pp. 109 and 110
Assign activities A, B and C for homework.
Session 3 • 4 a Around town pp. 50 and 51
Do activities 1, 2 and 3 in class. • 4a Around town p. 110
Assign activities D and E for homework.
• 4a Around town p. 51
Do activities 4 and 5 in class.

Week 13

Sessions Student’s Book Workbook

Session 1 • 4b How do I get there? pp. 52 and 53 • 4b How do I get there? pp. 111 and 112
Do activities 1, 2 and 3 in class. Assign activities A, B, C and D for homework.
Session 2
• 4b How do I get there? p. 53 • 4c City vs Country p. 113
Session 3 Do activity 4 in class. Assign activities A and B for homework.

• 4c City vs Country pp. 54 and 55
Do activities 1, 2 and 3 in class.

TM 83

Week 14

Sessions Student’s Book Workbook

Session 1 • 4c City vs Country p. 55 • 4c City vs Country p. 114
Do activities 4 and 5 in class. Assign activities C and D for homework.
Session 2
• 4d Outer space pp. 56 and 57 • 4d Outer space p. 115
Session 3 Do activities 1, 2, 3 and 4 in class. Assign activities A, B, C and D for homework.

• 4d Outer space p. 57
Do activity 5 in class.

Week 15

Sessions Student’s Book Workbook

Session 1 • 4e Where I live pp. 58 and 59 • 4e Where I live p. 116
Do activities 1, 2 and 3 in class. Assign activities A, B and C for homework.
Session 2 Assign activity D for homework.

Session 3 • 4 Round-up pp. 60-61 • 4 Round-up pp. 117-118
Do activities A-F and the speaking, writing and Assign activities A-G for homework.
rhyming activities in class.

Test Module 4 (in Test CD/CD-ROM)

Week 16

Sessions Student’s Book Workbook

Session 1 Remedial work • Self-assessment pp. 124 and 125
Do Self-assessment section and remedial work.

There are two sessions missing from the week above which correspond to the sessions
not done due to holidays.

84 TM

Notes




























TM 85

Notes




























86 TM

TM 87

Full Blast 3 Second Intermediate Grade First Semester
Teacher’s Manual
H. Q. Mitchell - Marileni Malkogianni

Published by: Tatweer Company for Educational Services

Published under special agreement between MM Publications and Tatweer Company
for Educational Services (contract no. 2013/0040) for use in the KSA

Copyright © 2016 MM Publications

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,
without permission in writing from the publishers.

MM Publications
Edition 2016-2017
ISBN: 978-618-05-0540-5

ISBN:

Full BlastH. Q. Mitchell - Marileni Malkogianni

is an exciting course that takes learners from Beginner to
Pre-Intermediate level. The course follows the modular approach,
which enables students to deal with topics in depth.

Course features: • Clear grammar presentations and
practice
• Well-balanced modules
• A step-by-step guide to writing
• A revision section in each module
• Culture and cross-curricular pages
• Lively dialogues
• Rhymes
• Motivating and contemporary
topics providing students with • Useful tips
multicultural and cross-curricular
information • Portfolio (with projects and
self-assessment section)

Kingdom of Saudi Arabia Kingdom of Saudi Arabia Digital Material:
• Student’s CD
H. Q. Mitchell - Marileni Malkogianni Full Blast 3 English Language H. Q. Mitchell - Marileni Malkogianni Full Blast 3 English Language • Class CD
• Tests
Student’s Book Intermediate Stage Teacher’s Manual Intermediate Stage • Model lesson
Second Intermediate Grade Second Intermediate Grade • I nteractive

FuBlllast 3FirstSemester FuBlllast 3FirstSemester Whiteboard Material
KSA - Edition
KSA - Edition

Student’s Book Teacher’s Manual

Including Workbook KSA E d i t i o n 2 0 1 6 / 2 0 1 7
and Grammar Book Edition

KSA E d i t i o n 2 0 1 6 / 2 0 1 7 1/14/2016 10:00:41 AM
Edition
Teacher’s Manual
KSA_Full Blast_Teachers_2016-2013 3 1/14/2016 9:58:25 AM

Student’s Book
including Workbook
and Grammar Book

CEF Place ISBN here.
A1
A2 Special Edition for the
B1 Ministry of Education of the
B2 Kingdom of Saudi Arabia
C1
C2