Prep 2 tg-unit-13 \ Rehab Alsadany

1. 171
Objectives
Grammar
Reported speech
Reading
Reading a reported conversation
Listening
Listening to a conversation
Speaking
Keeping the conversation going
Writing
Writing a diary entry about a trip
LESSON 1 SB page 19
Outcomes
• To talk about the desert
• To read a conversation and answer questions
Before using the book:
• Write An interesting trip on the board. Put the
students into small groups to brainstorm a list of
different kinds of places people might visit on a
trip in different countries, for example, a city, a
national park, the countryside and so on.
• Invite the groups to share their ideas and write
them on the board.
• Then have a short class discussion about what
kinds of trips the students have been on and which
they found most interesting. Alternatively, ask
where they would like to visit on a trip.
& SB Page 19
An interesting trip
Module5
19
Lesson 1
Choose the correct answers
1 Ali is travelling to / around Saqqara on horses.
2 Some of the / The whole area is covered in sand dunes.
3 Walid knows / is learning a lot about the desert.
4 Ali has / hasn’t been to visit the animal clinic yet.
5 Guides / Vets help animals at the clinic.
Complete the text chat with these words
Ask and answer
Have you ever visited the desert?
What did you see and do there?
1
3
2
buffalo guide dunes scenery vets
• Grammar Reported
speech
• Reading Reading a
reported conversation
• Listening Listening to
a conversation about a
trip to the desert
• Speaking Keeping
the conversation going
• Writing Writing a
diary entry about a trip
UNIT
13
OBJECTIVES
Ali just called. He said that he was enjoying his trip to Saqqara
with his father! He said that they were staying at a farm
where there were a lot of animals, including goats and
1 …..…........ He said that they were travelling around the
desert on horses.
buffalo
He said that the 2 …..….... was beautiful, with green areas by
the river and the big white sand 3 …..….... of the desert.
He said that they were learning a lot about the desert from
their 4 …..…...., Walid. He said that Walid was going to take
them to an animal clinic in a nearby village. The 5 …..…....
there help the farmers to look after their animals.
I think Ali’s having an interesting time in Saqqara. Lucky him!
That sounds like fun! What else did he say?
What did he say about Saqqara?
1 Ask and answer
1 Draw attention to the Objectives box on page
19, which refers to the objectives of the unit, and
explain in Arabic if necessary.
2 Students work in small groups to discuss the
questions.
3 Invite the groups to share their ideas and have
a short class discussion about why it might be
interesting to visit the desert.
Answers:
Students’ own answers
2 Complete the text chat with these words
1 Ask the students to look at the words in the box
and elicit/teach the meanings.
2 Ask them to read the conversation quickly and
ask what Ali is doing (He is on a trip to Saqqara
in the desert).
3 Then ask them to work in pairs to complete the
conversation with the words in the box. Remind
them not to worry about any words they don’t
know at this point.
UNIT
13 An interesting trip
SB pages 19–23 WB pages 15–17

2. 172
4 Check the answers.
Answers:
2 scenery 3 dunes 4 guide 5 vets
3 Choose the correct answers
1 Ask the students to read the example sentence
and answer.
2 Then ask them to complete the task by reading
the text again more carefully to find the answers.
3 Check answers with the whole class.
Answers:
2 Some of the 3 knows 4 hasn’t
5 vets
L E S S O N 2 S B p a g e 2 0 W B p a g e 1 5
Outcomes
• To use reported speech
& SB Page 20
Underline the verbs and pronouns in these sentences.
What is the difference between sentences a and b?
1 a “I am enjoying my trip to Saqqara!”
b He said that he was enjoying his trip to Saqqara.
2 a “We are staying at a farm.”
b He said that they were staying at a farm.
3 a “The scenery is beautiful.”
b He said that the scenery was beautiful.
4 a “Walid is going to take us to an animal clinic.”
b He said that Walid was going to take them to an animal clinic.
Reported speech
• We use reported speech to report what someone said. In reported
speech, the tense changes to the past:
“It is raining,” I said. ➔ I said that it was raining.
“We are going on a trip,” he said. ➔ He told us that they were going on
a trip.
• Pronouns also change in reported speech:
“I want to play a game with you,” said my brother. ➔ My brother said
that he wanted to play a game with me.
Complete the sentences in reported speech
1 “It’s nice to see you, Hazem!” said Ashraf.
Ashraf told Hazem that it …..….... nice to see …..….....
2 “I’m going to visit my grandmother,” said Hana.
Hana said that she …..….... going to visit …..….... grandmother.
3 “Aunt Nadia is coming for lunch with us on Friday,” said Mum.
Mum said that Aunt Nadia …..….... for lunch with …..….... on Friday.
4 “You can play tennis on Saturday, Mahmoud,” said Anas.
Anas told Mahmoud that …..….... …..….... play on Saturday.
1
2
GRAMMARBOX
Take turns to complete these
sentences. Then tell the class
what your partner said
1 My favourite sport is ...
2 I enjoy ...
3 One day, I want to ...
4 This weekend, I’m going to ...
3 My favourite sport
is volleyball.
She said that
her favourite sport
was volleyball.
was him
20
13
UNIT
Lesson 2
Workbook page 15
1 Underline the verbs and pronouns in these
sentences. What is the difference between
sentences a and b?
1 Ask the students to read the example sentences.
Ask What are the differences between the
sentences? to elicit that the pronoun, tense
and punctuation have changed. Ask Who
said sentence a? (Ali). Who said sentence b?
(someone who is talking about Ali).
2 Ask them to copy the rest of the sentences into
their copybooks and underline the verbs and
pronouns in the same way. As they are working,
write the sentences on the board.
3 Invite different students to come to the board and
underline the verbs and pronouns. Tell them that
the first sentence in each pair is direct speech,
and the second sentence is reported speech. Ask
a confident student to explain what this means.
4 Then ask them to read the Grammar box.
5 Ask a student How are you feeling today? and
ask another student to report what the first
student said. Repeat with other examples.
Answers:
2 a) “We are staying at a farm.”
b) He said that they were staying at a farm.
3 a “The scenery is beautiful.”
b) He said that the scenery was beautiful.
4 a) “Walid is going to take us to visit an animal
clinic.”
b) He said that Walid was going to take them to
visit an animal clinic.
The difference is that the tenses change to one step
back in the past, and the pronouns change.
2 Complete the sentences in reported speech
1 Write the sentence in direct speech on the board
and elicit the reported sentence. Then ask them
to read the example to check their ideas.
2 Students then work in pairs to complete the
sentences in reported speech. Go round and
monitor, helping where necessary. Remind them
to refer back to the Grammar box if necessary.
3 Invite different students to read out the
completed sentences.

3. 173
Answers:
2 was/her 3 was coming/them (or us)
4 he could
3 Take turns to complete these sentences. Then
tell the class what your partner said
1 Ask the students to read the example in the
speech bubbles.
2 Then ask the students to work individually to
think of ways to complete the sentences.
3 Put the students into groups of three. Ask them
to take turns to complete the sentences and
report what another student said. Remind them
to think carefully about pronouns and verb
tenses. Go round and monitor, helping where
necessary.
4 Then ask different students to say one of their
sentences for another student in the class to
report.
Answers:
Students’ own answers
✎ WB Page 15
An interesting trip
1 Choose the correct answer from a, b, c or d
1 This bed is very . I slept very well!
a comfortable b careful
c certain d interesting
2 Some of the in the desert are
150 metres high.
a caves b dunes
c wells d camels
3 We spent the train journey along the Nile
looking at the through the
window.
a scenery b season
c sharks d guides
4 The farmer’s horse was ill, so he took it to see a .
a doctor b clinic c vet d guide
5 are some of the largest animals on that farm.
a Elephants b Goats c Buffalo d Whales
2 Put the dialogue in the correct order
a Ashraf: Yes, the island is called Elephantine Island.
b Ashraf: I know why, too! It’s because the stones in the river look like
elephants!
c Sami: I am enjoying it, too. There is a beautiful island opposite our
hotel.
d Ashraf: I am enjoying our holiday in Aswan.
e Sami: I know why the island has that name.
3 Now write the dialogue as reported speech
1 Ashraf said that he was enjoying their holiday in Aswan.
2
3
4
5
Module5
UNIT
13
1
15
1 Choose the correct answer from a, b, c or d
1 Elicit new words from the unit so far.
2 Then ask the students to complete the sentences
by choosing the correct answer.
3 Check the answers with the whole class.
Answers:
2 b 3 a 4 c 5 c
2 Put the dialogue in the correct order
1 Ask the students to look at the dialogue and ask
Is this direct or reported speech? (direct).
2 Students then work in pairs to complete the
exercise.
3 Check the answers with the whole class.
Answers:
a 3 b 5 c 2 d 1 e 4

4. 174
3 Now write the dialogue as reported speech
1 Ask the students to read the dialogue again and
identify all the pronouns and verbs which will
change when the speech is reported.
2 They then rewrite the dialogue in reported
speech, as in the example sentence. Go round
and monitor, helping where necessary.
3 Invite different students to read out the rewritten
sentences.
Answers:
2 Sami said that he was enjoying it, too, and (he
said) that there was a beautiful island opposite
their hotel.
3 Ashraf said that the island was called
Elephantine Island.
4 Sami said that he knew why the island had that
name.
5 Ashraf said that he knew why, too. It was
because the rocks in the river looked like
elephants!
LESSON 3 SB page 21
Outcomes
• To listen to a story about an experience in the
desert and answer questions
• To practise keeping the conversation going
• To carry out an internet search about the Djara
cave
& SB Page 21
1
3
2
4
Lesson 3
21
13
UNIT
FUNCTIONSBOX
Match the words and
the pictures
1
I mean ...
Well ...
The thing is ...
You see ...
Anyway, ...
You were saying ...
I know what you mean.
Keeping the conversation going
Work in pairs
Student A: Tell your partner about an interesting experience
(a trip, something you saw, a holiday, etc.). Answer Student
B’s questions and keep the conversation going.
Student B: Ask your partner questions, for example:
Where / Why did you go? Who did you go with? What did
you do there? What happened next? How did you feel?
The pictures show Hisham’s
interesting experience in
the desert. What do you
think happened to Hisham?
Listen and check your
answers to exercise 2
5
2
Listen again and answer the questions
1 Why is Hisham’s friend frightened of the desert?
Because he is frightened of snakes that might be there.
2 Who did Hisham visit the Djara cave with?
3 How long did it take them to get to the caves from Cairo?
4 Why didn’t Hisham see any bats in the cave?
5 Why was Hisham nervous of travelling further into the desert?
6 What frightened Hisham the next day?
4
3
Well, I once
got lost on the
Cairo Metro.
Internet search
When was the Djara
cave first discovered
and who discovered it?
2 cave path bats tent
Where
were you?
1 Match the words and the pictures
1 Ask the students to look at the pictures and ask
where they think the people are.
2 Then ask them to match the words with the
pictures in pairs.
3 Check the answers with the whole class.
Answers:
1 tent 2 cave 3 bats 4 path
2 The pictures show Hisham’s interesting
experience in the desert. What do you think
happened to Hisham?
1 Ask the students to look at the pictures again and
ask them to work in small groups to discuss what
they think happened to Hisham in the desert.
2 Invite the groups to share their ideas but do not
confirm them at this point.
3 Listen and check your answers to exercise 2
1 Play the recording for the students to listen and
check their ideas.
2 Then check the answer with the class. Play the
recording again if necessary.

5. 175
Tapescript
Hisham: Have you ever seen the desert?
Boy 2: No, I haven’t. I mean, I’ve seen a lot
of photos of it, but I’ve never been
there myself.
Hisham: Don’t you want to visit it one day?
Boy 2: Well, yes, but the thing is, I’m really
frightened of snakes. There are lots of
snakes in the desert.
Hisham: That reminds me of a trip we once
took to the Djara cave. Our relatives
from France were staying with us for
a holiday and they wanted to see it.
Anyway, we left Cairo early in the
morning. It took us almost a day to
drive there.
Boy 2: Did you go into the cave when you
got there?
Hisham: No, because it was getting dark, you
see. We were tired from the long
drive, so we put up our tents and
started to cook our dinner. We ate
under the stars far from any lights.
I felt like I was the only person on
earth.
Boy 2: I know what you mean. I love
camping. Anyway, you were saying
...?
Hisham: Yes, so we slept outside and the next
day, we spent the whole day inside
the cave. It’s the most amazing place;
the rocks look like frozen waterfalls.
Boy 2: Were there any bats?
Hisham: Perhaps, but I didn’t see any! They
were probably sleeping. Anyway, after
another night in a tent outside the
cave, we drove further into the desert.
Boy 2: Weren’t you nervous?
Hisham: Yes, there weren’t any other people
or cars around at all. We stopped
for lunch and my uncle and cousin
went for a walk along a path. Then
suddenly we heard them shout,
“Come and look what we’ve found!”
Boy 2: What was it?
Hisham: It was a huge snake! Well, I’ve never
run so fast in my life!

Answers:
He slept in a tent and visited the Djara cave. He did
not see any bats but he saw a snake.
4 Listen again and answer the questions
1 Ask the students to read the questions and
discuss them in pairs before listening again.
2 Play the recording for them to listen and make a
note of the answers.
3 Ask the questions in turn and invite different
students to answer them.
Answers:
2 He went with his family and his relatives from
France.
3 It took them almost all day.
4 They were probably sleeping.
5 Because there weren’t any other people or cars
around at all.
6 A huge snake frightened him.
5 Work in pairs
1 Ask the students to read the phrases in the
Functions box. Play the recording from exercises
3 and 4 again and ask them to listen for the
phrases and how they are used.
2 Then ask them to read the instructions for both
Student A and Student B before dividing them
into pairs. Ask them to take turns being A and B.
Remind them to use the phrases in the Functions
box to keep the conversation going. Go round
and monitor, helping where necessary.
3 Then choose different A–B pairs to roleplay the
activity for the class to listen and check correct
usage of the phrases.
Answers:
Students’ own answers
: Internet search
1 Ask the students what they know about caves
and where they are found.
2 Then ask them to read the Internet search box.
Ask them what they know about the Djara cave
and whether they have ever visited it, or would
like to.
3 Then ask them what they might type into the
search engine to find the information.
4 Finally, ask pairs of students to report back their
findings to the rest of the class.

6. 176
Answers:
The Djara cave was first discovered in the 19th
century (probably 1873) by the German explorer
Gerhard Rohlfs.
L E S S O N 4 S B p a g e 2 2 W B p a g e 1 6
Outcomes
• To talk about the role animals play in human
lives
& SB Page 22
22
13
UNIT
Lesson 4
Which of the following do all
working animals need? Read
and tick
Discuss in pairs
1 Why should we look after animals that work for us?
2 What would happen to farmers if their animals couldn’t work?
3 Which other things can you think of that might make the lives
of working animals more comfortable?
2
3
Complete the diagram with the correct animals1
buffalo camel cat cow donkey goldfish horse goat rabbit sheep
they
are pets
they
work
for us
we use
them for
meat or
milk
goat
Working animals need ...
1 fresh water.
2 healthy food.
3 mud to play in.
4 soft straw to sleep on.
5 somewhere warm and dry to sleep.
6 a visit from the vet if they are hurt or ill.
7 a rug or blanket to sleep on.
8 children to visit them every day.
9 kind people to look after them.
Tools For Life
Workbook page 16
1 Complete the diagram with the correct
animals
1 Ask the students to work in pairs to brainstorm a
list of animals in English. Invite different pairs to
read out their lists and write the animals on the
board for them to check their spellings.
2 Then ask them to look at the pictures and
name as many animals as they can. Draw their
attention to the words in the box. Say each word
for the class to repeat them after you.
3 Then point to each picture in turn and elicit the
name of the animal.
4 Ask the students to look at the diagram and
elicit what they have to do. They then complete
the exercise in pairs. Remind them that some
animals may belong to more than one category.
5 Draw the diagram on the board while they are
working. Make sure it is big enough for the
students to write the animal names in it.
6 Check the answers by asking different students
to come to the board and write the animals
in the diagram. Students may have different
ideas about this, depending on their cultural
background.
Suggested answers:
We use them for food or milk: buffalo, cow, goat,
rabbit, sheep, camel
They work for us: buffalo, cat, donkey, horse, camel
They are pets: cat, rabbit, goldfish, horse
2 Which of the following do all working animals
need? Read and tick
1 Ask the students what kinds of work animals
do for people (for example, carrying or pulling
heavy items, transport, killing mice and so on).
2 Then ask them to read the list of things which
working animals need and ask them to tick the
relevant boxes.
3 Invite different students to read out their lists and
compare ideas across the class.
goat
cow
sheep
buffalo
donkey
cat
horse
rabbit
gold fish
camel

7. 177
Suggested answers:
All of them, except mud to play in or children
to visit them every day.
3 Discuss in pairs
1 Ask the students to work in small groups to
discuss the questions.
2 Then have a class discussion about why it is
important to look after animals.
Answers:
Students’ own answers
✎ WB Page 16
1 Listen and answer the following questions
1 Who is sick?
2 Who is Dr Mohsen?
3 What did Dr Mohsen say?
2 Match the words and their meanings
1 b bat a something that people use to walk through a desert, forest, etc.
2 mud b an animal that flies at night and sleeps during the day
3 path c something that you sleep in when you go camping
4 straw d soil that is soft and wet
5 tent e dry parts of a plant used for animals to sleep on
3 Now complete the sentences with words from exercise 1
1 There was a lot of mud next to the river, so it was difficult to walk there.
2 The up the mountain was used every week, so it was easy to follow.
3 The family put their in the car and
drove to the country for the weekend.
4 The farmer put on the ground for the
sheep to lie on.
5 Soon it was dark, and we saw a
fly through the night sky.
4 Complete the following dialogue
Fady: Did you have a good trip to England?
Hussein: 1 Well , I’m happy to be home again.
Fady: Didn’t you like it there?
Hussein: No, I did, but the 2 is , I don’t like cold weather. I
3 it was August, but it rained every day! I 4
hot weather.
Fady: I know what you mean. 5 , did you practise your
English?
Hussein: Yes, it’s much better now!
5 Write a paragraph about your favourite animal
UNIT
13
UNIT
13
16
Module5
1 Listen and answer the following questions
1 Ask the students to read the questions and
explain that they are going to listen to a short
recording about Yaseen, and that they have to
listen and write the answers.
2 Play the recording while the students listen and
answer the questions.
3 Check the answers as a whole class.
Tapescript
Narrator: Yaseen said that his cat was
sick and that he had to take it to Dr
Mohsen. Dr Mohsen said it needed
medicine and rest.

Answers:
1 Yaseen’s cat 2 a vet
3 He said that the cat needed medicine and rest.
2 Match the words and their meanings
1 Ask the students to look at the words on the left
and elicit their meanings.
2 Students then complete the task in pairs.
3 Check the answers with the whole class.
Answers:
2 d 3 a 4 e 5 c
3 Now complete the sentence with words from
exercise 2
1 Ask the students to look at the sentences and
complete them with the appropriate word from
exercise 2.
2 Check the answers and then invite different
students to read out each completed sentence.
Answers:
2 path 3 tent 4 straw 5 bat
4 Complete the following dialogue
1 Ask the students to look at the picture and
ask What can you see? Then elicit phrases for
keeping a conversation going.
2 Ask the students to work in pairs to choose the
best options.
3 Check the answers with the whole class and then
invite pairs of students to read out the dialogue.
Answers:
2 thing 3 mean 4 prefer 5 Anyway

8. 178
5 Write a paragraph about your favourite animal
1 Invite the class to talk about their favourite
animal. Ask them what they like about their
favourite animal.
2 The students then write about their animal. Ask
them to include information about what it looks
like, where it lives, what it eats and so on.
3 They should write their answer in their
copybooks. Go round and monitor while the
students work, making suggestions where
necessary. When they have finished, ask them to
exchange their paragraph with a partner to read
and check the spelling and grammar.
4 Invite different students to read out their
paragraphs.
Suggested answers:
Students’ own answers
REVIEW S B p a g e 2 3 W B p a g e 1 7
Outcomes
• To review and practise the vocabulary and
structures of the unit
• To practise dictionary skills
Before using the book:
• Write An interesting trip on the board and
ask the students what they have learned in this
unit. Brainstorm a list of topics, vocabulary and
grammar points.
• Tell the students that they are now going to
complete the review section for this unit, to see
what they can remember.
& SB Page 23
Now you can …
• talk about travelling in the countryside
cave guide dunes scenery tent vet
Complete the sentences1
• use reported speech
Write the sentences in reported speech
1 “Your dinner is ready!” My mum said that …..…..................................
2 “I want to show you a photo, Hala.” Salma told Hala …..…......
3 “You are going to do a spelling test.” The teacher told us that…..…......
4 “I can invite you to my party.” Ahmed said that …..…......
5 “It’s going to be very hot later.” The weather reporter said that …..…......
2
my dinner was ready.
vet
1 Did I tell you about the time I went to the beach? it was / Well / last summer
…..…........................................, when I was staying with my aunt in Alexandria.
2 When I first went to Cairo, I got lost! a map/carrying / The thing is/I wasn’t …..…......
3 We went on a desert tour with a guide. if you don’t do that / You see, / you won’t
know where to go …..…......
• keep a conversation going
Complete the sentences to keep the conversation going3
Well, it was last summer
1 My uncle is a …..…....... He works at an animal clinic.
2 The …..…...... around Fayoum is beautiful. There are sand …..…...... around Wadi al-Rayan.
3 A …..…...... is a big hole in the side of a mountain.
4 I don’t really like sleeping outside in a …..…....... I prefer sleeping in a bed!
5 The ................... showed us the way into the temple.
13
UNIT
Review
23
How many syllables are there in these words? Complete the table and add
dots to show the syllables.
Dictionary skills
three syllables four syllables five syllables
conversation buffalo
experience international
irrigate similarity
ir·ri·gate
Workbook page 17
1 Complete the sentences
1 Ask the students to look at the words and elicit
the definitions.
2 Then ask the students to complete the sentences
with the words.
3 Check the answers with the whole class.
Answers:
2 scenery, dunes 3 cave
4 tent, comfortable 5 guide
2 Write the sentences in reported speech
1 Elicit the form and use of reported speech.
2 Then ask the students to work in pairs to rewrite
the sentences in reported speech.
3 Invite different students to read out their
answers.

9. 179
Answers:
2 she wanted to show Hala something.
3 they were going to do a spelling test.
4 he could invite them to his party.
5 it was going to be very hot later.
3 Complete the sentences to keep the
conversation going
1 Elicit phrases for keeping a conversation going.
2 Ask the students to look at the example and
explain that they have to unscramble the prompts
to complete the sentences.
3 Students complete the sentences in pairs. Then
check the answers with the whole class.
Answers:
2 The thing is, I wasn’t carrying a map.
3 You see, if you don’t do that, you won’t know
where to go.
Dictionary skills
1 Ask the students if they remember how syllables
are shown in a word in the dictionary (with a
dot between each syllable). Read out the words
and ask the class to say how many syllables they
think each word has.
2 Then ask them to read the Dictionary skills box
and complete the task in pairs.
3 Check the answers with the whole class.
Answers:
three syllables: ir•ri•gate, buf•fa•lo
four syllables: con•ver•sa•tion, ex•per•i•ence
five syllables: in•ter•na•tion•al, si•mi•lar•i•ty
✎ WB Page 17
1 Add dots to show how many syllables there are in the
following words. Write the number and say the words
a 2 d e c i d e
b c o n v e r s a t i o n
c l a n g u a g e
d l a n g u a g e s
e c o m m u n i c a t i o n
f d i a r y
2 Read and correct the underlined words
1 I love going camping and sleeping in waves.
2 Omar said that he is enjoying his trip to Luxor.
3 The vet showed us the way around the temple.
4 As we flew above Cairo in a plane, we watched the beautiful communication.
3 Read Samia’s diary entry and answer the questions
1 Who did Samia see at the weekend? She saw her aunt, uncle and two cousins.
2 What is Tell al-Amarna?
3 What did Samia’s aunt say about Tell al-Amarna?
4 How long did Pharoah Akhenaten and Queen Nefertiti live there?
5 What did Samia do on Saturday evening?
4 Write a diary entry about a trip
• Where did you go and what did you see?
• Who did you go with?
• What did they say to you?
• How did you feel?
Remember to include the date.
UNIT
13
UNIT
13
Monday, 23rd March
I have just got home after I visited my uncle and aunt in Mallawi. My two
cousins were also there. On Saturday, they took me to Tell al-Amarna.
It is an ancient site in the desert which archaeologists are studying.
My aunt said that Pharaoh Akhenaten and Queen Nefertiti built a city
there. My uncle said that they only lived there for twelve years. It is a
beautiful place and I enjoyed my visit to the desert.
We went back to their house in the evening. I had a wonderful meal! I
was very tired, too, so I went to bed early.
.
17
Module5
1 Count how many syllables there are in the
following words. Write the number and say
the words
1 Ask the students to look at the words and elicit
the meanings. Then say each word several times
and ask them to decide how many syllables they
think each word has.
2 Students complete the exercise by writing the
number of syllables each word has in the box, as
in the example.
3 Check the answers by asking different students
to say the words and inviting the class to call out
the number of syllables.
Answers:
a 2 de•cide b 4 con•ver•sa•tion
c 2 lan•guage d 3 lan•guag•es
e 5 com•mu•ni•ca•tion f 3 di•a•ry
2 Read and correct the underlined words
1 Ask the students to look at the first sentence and
the underlined word. Explain that this word is
incorrect and elicit the correct word (caves).

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2 Explain that they have to complete the exercise
by correcting the rest of the underlined words.
3 Check the answers as a whole class.
Answers:
2 was enjoying 3 guide 4 scenery
3 Read Samia’s diary entry and answer the
questions
1 Ask the students to read Samia’s diary and check
the meaning of any new words.
2 Then ask them to read the text and answer the
questions.
3 Check the answer with the class.
Suggested answers:
2 It is an ancient site in the desert near the
Nile.
3 She said that Pharaoh Akhenaten and Queen
Nefertiti built a city there.
4 She had a wonderful meal, then she went to
bed early.
4 Write a diary entry about a trip
1 Ask the students to look back at Samia’s diary
entry and elicit what kind of information she
included about her trip (where it was, what it
was, what she did).
2 Students then think about a trip they have been
on. They can also make the trip up. Ask them to
read the prompts and plan their writing.
3 They should write their answer in their
copybooks. Go round and monitor while the
students work, making suggestions where
necessary. When they have finished, ask them to
exchange their diary entry with a partner to read
and check the spelling and grammar.
4 Finally, invite different students to read out their
diary entries for the rest of the class to listen
and say which trip they think was the most
interesting and why.
Answers:
Students’ own answers
A s s e s s m e n t
Speaking task
Outcome: to keep a conversation going
Use SB page 21, exercise 5
Students think of an interesting experience they
have had. They talk in pairs about their experience,
and ask questions. Encourage them to keep the
conversation going and assess them on their use of
appropriate phrases.
Reading task
Outcome: to understand a conversation about an
interesting trip
Use SB page 19, exercise 2 text
Write the following questions on the board:
1 Where is Ali staying with his father?
2 How are they travelling around?
3 Does Ali like the places he is visiting?
4 What is he going to visit next?
5 Does Ali’s friend think he is having a good
holiday?
Students read the texts again and answer the
questions.
Writing Task
Outcome: to use reported speech
Students think of five interview questions for their
partner about their lives. Students then work in
pairs to ask their questions and make notes of their
partner’s answers. They then write five sentences in
reported speech.
Listening task
Outcome: to understand a conversation about a
trip
Use the tapescript for SB page 21, exercises 3 and 4
Write the tapescript on the board, leaving blanks
where these phrases occur: Don’t you want to visit
it one day? Did you go into the cave when you got
there? Were there any bats? Weren’t you nervous?
What was it?
Play the recording for the students to complete the
missing phrases.