State of Palestine

NEW
Ministry of Education

English
EDITION

for
Palestine
PUPIL’S BOOK 12

Blended Learning Module One

Units 1 and 2
Reading Plus Unit 1 & Romeo & Juliet
 Blended Learning Module One Outcomes
Module One By the end of this package students will be able to: Page
(Sep& Oct)
1. Learn new vocabulary related to doing new 2
Unit 1 and different things and time management.
2. Read and answer comprehension questions.
3. Use present simple and continuous tenses (re-
vision).
4. Use present meanings of the present perfect
tense.
5. Use present perfect simple and continuous
tenses.
6. Use infinitive and -ing forms (revision).
7. Use verbs that change meaning when followed
by infinitive or -ing forms.

Unit 2 8. Use noun phrases made with on + noun.

9. Write college application forms.
10. Write personal statements.
9

Reading 1. Learn new vocabulary rerated to New Year 17

plus: customs in different countries and making and
unit one keeping resolutions.
2. Write an essay about the theme of the unit.
3. Learn about the author (William Shakespeare)
and about the play (Romeo and Juliet).
4. Read literature a. and answer comprehension
questions.
 Period 1  / 

1 Look at the picture. Then discuss the

question in pairs or small groups.
The picture was taken at a college ‘Societies Fair’.
What do you think is happening?

2 Read the email quickly. Then answer the questions.

1 Where do you think Mahmoud is and what is he doing there?
2 What words in the email helped you to decide? Make a list.
3 Who do you think Mahmoud is writing to?

SEND

Hi everyone,

Well, the first week has nearly passed, with no real problems to tell you about so far. It hasn’t been
easy though. So many things are different from what I’m used to. There’s the language, for one
thing. As you know, I’ve been studying English for many years, but this is like being a beginner
5 all over again. It seems as if everyone is speaking a different language from the one I studied at
school! Still, I’m beginning to get used to hearing English all around me.

Lectures don’t start till next week, so this week has been a time of settling in: finding my way
around, meeting people on the same course, joining clubs and societies and so on. There’s
actually a Palestine Society (which I’ve joined of course). They have guest speakers and discussion
10 groups, organise cultural events and even food evenings, so at least I’ll have some connection with
home. I’ve joined two other clubs as well.

I hope you’re all well. I’ll write again soon.

Love,

Mahmoud

3 Read the email again. Then answer the questions.

1 Has Mahmoud had any problems in his new situation?

2 What surprised him about the language at first?

3 Why is this better now?

4 What has he been doing so far?

5 Why has he joined the Palestine Society?

Unit 1 1
UNIT

1 A new start
Period2 / Reading and Comprehension

4 Read the notice. Then complete the tasks below.

FRESHERS’* WEEK ACTIVITIES
Clubs and societies are more than just an optional extra – they’re a
vital part of college life. They’re a great way to meet like-minded
people and expand your interests or participate more fully in a field
you already know. So come along to the Clubs and Societies Fair
in the Milton Building this Wednesday. Up to a hundred societies
will be on show, from sports and outdoor activities to volunteer
organisations and cultural or political groups. You’re sure to find
something to suit you. See you there!

* freshers = new students at a university or college

1 Find words or phrases in the notice that have these meanings. (They are in the same order as in the text.)
1 not compulsory 
2 with similar attitudes 
3 take part (in) 
4 area of interest 
5 able to be seen 

2 Use the words and phrases in Part 1 to complete the sentences below.
1 There are lots of good paintings at the museum this week.
2 I don’t know much about biology. It’s not really my  .
3 This part of the form is  . You don’t have to fill it in.
4 Luckily, I live in a shared house with people.
5 Unfortunately, his English isn’t good enough to in academic discussions.

2 Unit 1
 Period2 / Reading and Comprehension
1 Look at the picture and quotation. Then discuss
the questions below in pairs or small groups.

‘Life begins at the end

of your comfort zone.’

1 What do you think the phrase ‘comfort zone’

might mean?
2 Why do you think people are often advised
to move outside their comfort zones?

2 Read the first paragraph of the text and see how close your ideas were to the
writer’s definition of ‘comfort zone’.

Stepping outside the comfort zone

Your comfort zone is, as the name suggests, the area where you feel comfortable. We all have one,
whether we know it or not: it’s the set of routines and known abilities that make us feel safe because
we’re confident that we can manage and are unlikely to be challenged by anything unexpected or
worrying. Obviously, staying inside your comfort zone has many benefits, especially at times when
5 you’re feeling under stress.

On the other hand, we’re often told in ‘self-help’ books that it’s a good idea to do things that are outside
our comfort zones. In fact, many studies have shown that an important factor in helping people feel
positive about themselves is the feeling that they are developing and making progress in their lives. You
10 won’t reach your full potential if you only do what you know you are able to do. We all want to improve
ourselves, for example by learning something new, becoming more creative or getting fit.

Unfortunately, people often get stuck in their comfort zones and don’t feel able to try different things.
There are various possible reasons for this. They may be afraid of failing or unsure how to begin. Many
people think ‘This is the way I am and I’ll never change’, using this as an excuse for not trying something
new. Whatever the reason may be, it’s sometimes necessary to force yourself to do something you’d
15 rather not do. Once you’ve made the effort, though, the door to new experiences will be open and
you’ll probably wonder why you thought it was a problem.

Unit 1 3
 3 Read the rest of the text. Then complete the tasks below.
1 Replace the underlined parts of the sentences with words or phrases from the text.
(The sentences are in the same order as the words in the text.)
1 I only need one more card to make a complete group. 
2 We often get bored with the same everyday things we do regularly. 
3 I know a lot about the subject, so I’m quite sure that I’ll succeed. 
4 I’m not sure why she feels tired, but I think stress may be a part of the reason. 
5 She isn’t a great singer yet, but she has great possibilities for the future. 
6 He’s very good at making artistic things. Apart from writing poetry and songs,
he paints wonderful pictures. 
7 With its wheels in the soft ground, the car was completely unable to move. 
8 I’m sure he isn’t really ill. I think it’s just an untrue reason for not working hard. 

2 Match the pronouns (highlighted in the text) with the nouns or noun phrases that they refer to.

Pronoun Refers to …
1 one (line 1) a doing something new
2 they (line 8) b the idea that you can’t change yourself
3 this (line 12) c getting stuck
4 this (line 13) d a comfort zone
5 it (line 16) e people

3 Complete the sentences with phrases from the text (3 words maximum).
1 Staying in your comfort zone is a way of avoiding events.
2 People often prefer to stay in their comfort zones, particularly if they are
 .
3 often recommend leaving your comfort zone.
4 Knowing that you are developing helps you feel yourself.
5 Sometimes people don’t do something different because they don’t know
 .
6 You may have to to do something new, but you won’t be sorry.

4 Unit 1
 Period3 / Language and Vocabulary Study

1 Look at the two groups of examples. Then complete the grammar rules.

Examples
People often get stuck in their comfort zones.
Clubs and societies are a vital part of college life.
It seems as if everyone is speaking a different language.

Complete the grammar rules

1 We use the present tense to talk about regular or repeated
actions, especially with ‘frequency adverbs’ like  .
2 We also use this tense for general truths that don’t change, and for
some state verbs that are not actions, for example or like.

Examples
We all want to feel we are making progress in our lives.
Mahmoud’s English is getting better quickly.
Freshers are gathering in the hall right now.
Please be quiet. I’m thinking.
Many people think they can’t change their lives.

Complete the grammar rules

3 We use the present tense to describe actions that are in
progress at or around the time of speaking, or to talk about continuous
change that isn’t finished yet.
4 Some state verbs, for example  , can be used in both
tenses ( and ) but with a
different meaning, according to whether or not the verb is an action.

⌘ Reminder
Many verbs (sometimes called ‘stative’ verbs) can’t usually be used in a continuous tense because they
describe states, not actions. These include:
like, love, hate, prefer, etc. remember recognise
want suppose understand
seem agree think (= have an opinion)
know mean have (= own)
believe realise look (= seem, appear)
Notice that the last three (in red) can be used in continuous tenses when they have a different meaning from
the one shown in brackets.
We have three bedrooms in our new house.
Sorry, you can’t speak to him now. He’s having a shower.
He’s looking in the mirror and he looks very smart.
I think this bike is cool. I’m really thinking about buying one.

Unit 1 5
 2 Circle the correct option to complete the sentences.
1 I’m sorry, but I’m not agreeing / don’t agree with what you’re saying.
2 What happens / is happening outside?
3 I’m not enjoying / don’t enjoy parties normally, but I enjoy / am enjoying this one.
4 She might be able to see you, but she talks / is talking to a customer and it sometimes
takes / is taking a long time.
5 He works / is working in the afternoons, but today he takes / is taking his son to the doctor.
6 That man looks / is looking rather strange.
7 Everyone looks / is looking out of the window.
8 What do you think / are you thinking the reason for her success is?
9 You’re very quiet. What do you think / are you thinking about?
1 0 He has / is having a shower because he has / is having an important appointment.

Period 4  /  Language and vocabulary study

1 Look at the examples. Then answer the questions below.

Examples
I’ve joined the Palestine Society. (present perfect simple)
I’ve participated in three events so far.
I’ve been studying English for five years. (present perfect continuous)
She’s under stress because she’s been studying so much.

Which tense talks about:

1 recent past experience important at the time of speaking? 
2 general past experience (‘indefinite time’: the experience itself is what matters)? 
3 actions that began in the past and have continued up to present? 
4 unfinished actions that have been in progress throughout the period? 

2 Complete the sentences with the correct tense of the verbs in brackets: present perfect simple or
continuous.
1 You should go to bed. You’ve on the computer for over two hours. (play)
2 How many times has he to his family this month? (write)
3 He’s with friends for too long. He needs to find a house of his own. (stay)
4 I can’t find my pen. Where have you it? (put)
5 I think someone has my phone. The battery is nearly dead. (use)
6 What has he all this time? We’ve for more than
an hour. (do / wait)
7 I have him for nearly ten years. (know)
8 They have away for three nights. (be)
9 You were away a long time. What have you ? (do)
1 0 I’ve talked to him on the phone, but we have never  . (meet)

6 Unit 1
3 Write the full questions. Then ask and answer them with a partner.

1 What kind of music / you / prefer? 

2 How often / you / go to the cinema? 
3 you / enjoy / playing computer games? 
4 you / enjoy / this lesson?  
5 you / ever / speak in public? 
6 How many text or SMS messages / you / send today? 
7 How long you / study English? 
8 What / you / do / on Sundays? 

How many English I’ve read a few at school, but

books have you read? I’ve only read one at home.

Unit 1 7
 Period5 / Writing
1 Complete the application form.

INTERNATIONAL COLLEGE FOR SCIENTIFIC RESEARCH

APPLICATION FORM

Name:  Maria Pendleton Age:  18

Title of course you are applying for:  Environment Studies

Please explain in about 200 words your reasons for choosing this course, your experience in the field and
how you expect your interest in the subject to develop.

I am applying for this course because I (1) interested in the

subject of the environment for many years, and I would like to work in this field as a career
in the future.
I (2) books about environmental science since I was
(3) old, so I know quite a lot about the basic ideas, but I need to
extend what I already know.

At the moment, I am studying (4)  , (5) and English as my main

subjects at school, and I believe these subjects will all be useful in the (6) I
(7) chosen. (8) I started secondary school, I have been a
member
of the school (9)  , and have been President of the society for
(10)  .

After finishing my final exams in (11)  , I plan to spend a year doing this course,
and I will then apply to university to study (12)  . My general aim
is to study (13) and especially its impact on (14)
life. I believe this is one of the most important problems that we face in the 21st century.

I hope my application is successful, and I am looking forward to studying at your college.

2 Now write your own application using the information you discussed in Activity 1.
When you have finished, show it to your partner.

8 Unit 1
 2
UNIT Under pressure
Period 1  /  Writing

1 Read the introduction to a magazine article. What time

management tips do you think the article might contain?

Do you sometimes feel that you’re wasting a lot of your time and not getting enough done? Don’t
worry – you’re not alone. Most of us fail to manage our time effectively. There are lots of books
about time management on the market, but you don’t need to waste time (and money) reading
them. Here are some tried and tested tips for getting things done.

2 Read the main article quickly. Then choose the best title A–E for each tip.
A Look after yourself B First things first
C Just do it! D One step at a time
E Keep going

TIP 1: TIME MANAGEMENT

It’s so easy to make excuses and find ways to avoid
the thing you know you should be doing. Experts
advise us to break this habit by becoming aware of TIP 2:
our own excuses. The ‘right time’ to do something
never arrives: the best time to do something is It’s important to make yourself a
usuallynow.Onceyou’vegotstarted,you’llprobably ‘to do’ list or exam revision timetable,
find that it wasn’t as hard as you thought. butrememberthatlistingthingsisn’t
the same as doing them (see Tip 1!).
Once you’ve worked out what needs
to be done, decide which tasks have
TIP 5: the highest priority and which can
You can’t always make your brain be left till later.
work ‘on demand’. Don’t spend too
long on one task, and learn to
recognisewhenyou’reslowingdown.
Divide large tasks into smaller parts
that are easier to manage, and TIP 3:
rewardyourselfforcompletingthem
by doing something fun. It’s inevitable that things don’t
always go as well as you expect them
to. If you find that you’ve ‘hit a wall’,
there are two things you can do.
TIP 4: First, persevere: with a bit more
Even if you’re under stress, there’s no point making effort, you may find that you break
yourself ill – that will just make the pressure worse. through the wall. But if that doesn’t
Make sure you remember to eat regularly and work, try having a (short) break. Do
healthily, and, even though it may be hard, try to somethingcompletelydifferent,and
get enough sleep. come back to the task.

Unit 2 9
 3 Replace the underlined parts of the sentences below with words or phrases from the text.
(The part of the text where you can find the words / phrases is given in brackets.)

1 (Introduction) With all the new products available to buy nowadays, it’s very hard to decide which to buy.

2 (Tip 1) She’s starting to notice the impact of things that she says and does on other people.

3 (Tip 2) Studying before an exam can be very stressful, but it’s necessary. When asked to say what they

want in the future, most people say health and happiness are the most important. 

4 (Tip 3) If you’re finding a job difficult, it’s important that you don’t give up. 

5 (Tip 4) There’s no purpose in trying to open the door. It’s locked. 

6 (Tip 5) Young babies expect to be given food whenever they want it. Some parents give their children

something good if they do well in exams.   

4 Look at what five students say about exam revision. Then decide which tip from the text is
the best for each student.

There’s so much to do that it gets confusing

1 Tip
and I don’t know where to start.

I sometimes reach a point where I get

2 Tip
bored and information just stops.

I get worried and my

3 Tip
head starts hurting.

I always seem to find other things

4 Tip
to do and time just runs out.

I sometimes think it’s all too

5 Tip
hard and want to give up.

10 Unit 1
 Period 2  /  Reading and comprehension

1 Discuss the question below in pairs or small groups.

When young people in Australia were asked what they worried most about, the seven answers below were
the most important. Which do you think were higher, and which lower?
Fitting in with peers* Getting into debt** Finding a job Passing exams
Relationships The environment Health
* = being accepted by others in your social group ** = borrowing money that you have to pay back

2 Read the news story below quickly to find out the results. Then enter them on the chart.
What young Australians worry most about

4 =

4 =

3 Read the story more carefully. Then complete the tasks on page 17.

THE DAILY NEWS Wednesday 27 Feb 20—

The results of a new poll show that financial Other concerns mentioned by large numbers of
problems have taken over from the environment young people also tended to be personal rather
as the main concerns for young people. The
than social, including worries about relationships
survey asked over 12,000 people aged between 25 (2nd),
health (3rd) and ‘fitting in with peers’
5 14 and 18 what they were most worried about.
(4th=).
The clear ‘winner’ was ‘finding a job’, while the
environment was only the seventh greatest worry. Annette Coleman, director of the Green
This compares with similar polls in the last fifteen Earth organisation, said yesterday that she was
years, when environmental worries came first. ‘disappointed, but not surprised’ at the fall in the
30 numbe
10 One of the poll’s organisers commented that the r of young people concerned about the
results demonstrated a clear change in attitude. environment.‘It’snotthatenvironmentalconcerns
‘It’s not just that getting a job is the main worry,’ are less urgent than before – quite the opposite
he said. ‘Also included in the top six worries were in fact. It’s just that after decades of publicity on
getting into debt (6th) and passing exams (4th=). topics like climate change, so little has actually
15 I’m convinced that there’s a connection. Because 35 change
d. A lot of people get the feeling that there’s
of changes in the job market, there is more and nothing we can do about it, and young people in
more pressure on young people nowadays to particular tend to be impatient. Of course, the
pass exams and go on to university in the hope of other thing is that in times of economic difficulty,
finding a good job. Rising university fees make people are more likely to focus on worries that
20 it inevitable that many students graduate from 40 are
more immediate and have an impact on their
university with huge debts.’ daily lives.’

Unit 2 11
 Period 2  /  Reading and comprehension

1 Match the words from the text with their meanings. (The words are in the same order as in the text.)

WORDS FROM THE TEXT MEANINGS

1 convinced a around the present time
2 nowadays b connected with yourself
3 fees c not wanting to wait
4 inevitable d sad because of an unexpected result
5 personal e money you pay for a service
6 disappointed f impossible to avoid
7 impatient g sure or certain that something is true

2 Use the words in Part 1 to complete the sentences below.

1 Don’t be so  , I’ll be finished soon.
2 We all make mistakes sometimes, so it’s that you will too.
3 There are some problems with this idea. I’m not really it will work.
4 He was because he thought he would get better results than he did.
5 She didn’t go to a private school because her parents couldn’t afford the  .
6 The form asks for a lot of details like age and nationality.
7 Students have more money worries than they had in the past.

3 Choose the best summary of what Annette Coleman says.

A I’m disappointed that so many people are more worried about themselves than the future of the
planet. Young people today are too impatient. Problems like climate change take a long time to
solve, so it’s not surprising that nothing seems to happen.
B Many people feel that there is no point worrying about the environment because we can’t change
anything. It’s understandable that young people in a difficult financial situation are more worried
about their personal problems.
C Environmental problems like climate change are even more important nowadays. We need more
publicity to persuade young people to do as much as they can to help solve these problems.

12 Unit 2
 Period 3  /  Language and vocabulary study

1 Look at the examples. Then complete the grammar rules.

Examples
Some of us fail to manage our time effectively.
Experts advise us to break this habit.
They told us not to spend too long on one task.

Complete the grammar rules

1 We use the infinitive form (with to) after certain verbs like
 , want, ask and tell.
2 When an object is needed, it goes the verb and
the infinitive.
3 When the sentence is negative, we put the word not
the infinitive.

2 Complete the sentences with the verbs in the box + (not) to. decide agree
1 She won’t like it if you do what she asked. promise refuse
2 I’m sure they’ll stay when they see how enjoyable the place is. offer manage

3 I didn’t catch the early bus, so I was late.

4 If you lend your phone to me, I lose it.
5 When there’s a problem, they always help.
6 Let’s shake hands and forget the argument.

3 Look at the examples. Then complete the grammar rules.

Examples
Not many students enjoy revising for exams.
Although there was little chance of rain, he insisted on taking his umbrella.

Complete the grammar rules

1 We use the -ing form after certain verbs like and like.
2 We always use the -ing form after like in, on, about, etc.

4 Complete the sentences with the verbs in the box. give up avoid
1 I didn’t cooking anything, so I went out to a café. feel like mind
keep finish
2 The important thing is that you should never trying.
3 I don’t playing computer games, but it isn’t my favourite way of passing the time.
4 The cat crossed the road suddenly and the driver couldn’t hitting it.
5 I’ll call you back as soon as I writing this report.
6 He doesn’t like it when people interrupting him.

Unit 2 13
 Period 3  /  Language and vocabulary study

5 Look at the examples. Then use the nouns in the box to make other on + noun phrases in
the sentences below.

Examples
There are lots of books about time management on the market.
You can’t always make your brain work on demand.

order the way purpose business request

arrival duty time

1 On at the hotel, please go to the reception desk.

2 Police officers only have to wear uniforms when they’re on  .
3 The book you need is on and will probably be here next week.
4 This isn’t a holiday. We’re here on  .
5 He hates people being late, so make sure you’re on  .
6 He stopped to buy a newspaper on home.
7 I don’t believe it was an accident. I think he did it on  .
8 We will be pleased to send you more details on  .

Period 4  /  Language and vocabulary study

1 Look at the three groups of examples. Then answer the questions below.

Examples
A It was getting late and I started / began to feel / feeling worried.
If you continue to interrupt / interrupting, I’ll ask you to leave.
B I quite like playing the piano for fun, but I hate practising for long hours.
I love sitting in the garden and listening to the birds.
C Hello. I’d like to speak to the manager, please.
I’d love to come with you to the concert, but I’m really busy.
I’d hate to live at the top of a really tall building.

1 Can we use the infinitive or the -ing form after start / begin and continue, without a big difference in
meaning? 
2 a Which group of examples have a similar meaning to (not) enjoy? 
b Which verb form do we use after like / love / hate? 

3 a Which group of examples have a similar meaning to (not) want? 

b Which verb form do we use after would like / love / hate? 

14 Unit 2
 Period 4  /  Language and vocabulary study

2 Complete the sentences with like / love / hate + -ing or infinitive form of the verbs
in brackets.
1 I’m happy here in the countryside. I would (live) in a city.
2 She (listen) to music. It’s her favourite way of passing the time.
3 Would you (go) out to the theatre this evening?
4 Most young people (get up) early when they’re tired.
5 He would (be) a famous film star. It’s his dream.
6 If I had the chance, I would (study) in another country.

3 Some verbs change their meaning when they are followed by the infinitive or -ing forms.
Look at the examples. Then answer the question below.

Examples
He was getting tired, so he stopped working.
We were lost, so we stopped to ask the way.
Remember to eat regularly and healthily.
I remember feeling stressed when I was doing school exams.

Which verb and verb form do we use to talk about the following?
1 stopping one action in order to do another 
2 simply stopping the action you are doing
3 actions that happened in the past
4 actions we have to do or should do

4 Complete the sentences with the infinitive or -ing form of the verbs in brackets.
1 The first thing I remember is the sound of my mother singing. (hear)
2 You shouldn’t stop just because it’s a bit difficult. (try)
3 I must remember this letter while I’m in town. (post)
4 If you’re getting confused, remember about what you want to say. (think)
5 I remember surprised when I first heard the news. (feel)
6 While walking along the street, I saw him stop in a shop window. (look)

Unit 2 15
 Period 5  Writing

1 Read the suggested plan for a personal statement. Then add the paragraph headings A–C in the correct places.
A What have you done?    B  Why are you applying?    C  Why are you suitable for the course?

PERSONAL STATEMENT PLAN

Paragraph 1:
Give your reasons for choosing the course.
Say why the subject interests you.
Explain how your interest developed.
Mention your ambitions for the future.
Paragraph 2:
Mention subjects you are studying (connected with the course).
Describe any extra reading you’ve done around the subject.
Give examples of activities (in and outside school) that show your interest.
(These could include visits, talks, work experience, volunteering.)
Paragraph 3:
Give evidence that you are the right person.
Mention skills that you have that will help you during the course.
(These can include non-academic skills like teamwork or time management.)
Say how your studies and extra activities developed these skills.

2 Look at the suggestions for opening and closing sentences. Then discuss the questions
below in pairs or small groups.

Possible opening sentences

This is my personal statement in connection with the course.
There are several reasons why I am applying for a course in …
If you are wondering why I am applying for this course, I will explain.

Possible closing sentences

I am looking forward to the experience of university / college life and the challenges of
studying at this level.
I hope the information I have given above is enough for you to accept me on the course.
Studying on this course would be very exciting, so I will be disappointed if I am not accepted.

1 Which opening and closing sentence do you think is best?

2 What is wrong with the others?

3 Write a first draft of your personal statement, using the opening and closing sentences
in Activity 2.
 Period 1  / 

Reading Plus Literary Stream Only

UNIT

1 Making changes

1 Read the beginning of an article about New Year traditions in different cultures.
Then complete the tasks below.

There are many different customs connected with the New Year, varying from country to country, or
from culture to culture.
For Chinese people all over the world, New Year is the most important event in the calendar. It begins
on the first day of the month, which has the darkest night, and continues till the full moon 15 days
later. There are many traditions, most of them involving the colour red. During the celebrations,
people wear red clothes and children are given red envelopes containing ‘lucky money’. Red is the
symbol of fire, which is believed to drive away bad luck. This also explains the popularity of fireworks,
which are supposed to frighten away bad spirits with their combination of noise, fire and brightness.
New Year is a time for families to get together and people often travel long distances to be with their
families. Food also plays an important part, especially the big family meal on the evening before the
New Year begins (New Year’s Eve).

1 ‘Red is the symbol of fire.’ What do you think a symbol is?

A a small piece of something larger B something that stands for an idea
C a thing which is the same as something else
1
2 Work in pairs or small groups. Discuss what symbols 1–4 stand for.
What do they symbolise?
1 The dove carrying an olive branch symbolises  . 2

2 The balanced scales symbolise  .

3 For Muslims, the crescent symbolises  . 3

4 For Palestinians, the kuffiyeh symbolises  .

3 Compare your ideas with other pairs or groups.

4

Unit 1 17
 1 Read the rest of the article . Then complete the tasks below.

A lot of the New Year ‘traditions’ in countries like England, Australia and the USA are actually
Scottish in origin. These include joining hands and singing the Scottish song Auld Lang Syne (which
means something like ‘for the old times’).

Another custom, which is less popular now, is ‘first-footing’. To bring good luck to a house, the first
5 person to visit it (entering by the front door and leaving by the back door) should be a tall, dark-
haired man carrying a piece of coal for the fire, some salt, some bread and something to drink.
These symbolise warmth, flavour and of course food. More generally, it is usual, as in China, to clean
the whole house on the day before New Year, and to make sure you have paid back any money you
owe to others before midnight.

10 Like other Muslim countries, Egypt uses the Islamic calendar and the New Year marks the migration
(Hijra) of Prophet Mohammad ( ) from Mecca to Medina. The New Hijra Year can’t begin until the
appearance of the new moon of Muharram is officially announced. Although modern technology
now makes it possible to find this out well in advance, the new year moon should be observed with
the naked eye.

15 New Year is widely celebrated with visits to family and friends. In many different parts of the country,
special religious chanting troupes organise performances in praise of Prophet Mohammad and in
commemoration of his Hijra. For many, though, this period is a time for prayer and quiet thought,
concentrating on what you have done wrong in the past year and how you need to change in the next.

Whatever culture you look at, there seems to be one idea that underlies many of the New Year customs:
20 the idea of a new beginning, of leaving one period behind and looking forward to the coming one.

1 Replace the underlined parts of the sentences with words or phrases from the text. (The sentences are in the
same order as the words in the text.)
1 I’m not sure how much I have borrowed and need to pay back to my parents.

2 At this time of year, performing groups of dancers, etc. visit the town. 
3 He wrote several poems expressing admiration for God. 
4 This event takes place in order to remember the life of a national hero. 

2 ‘A lot of the New Year “traditions” in countries like England, Australia and the USA are actually
Scottish in origin.’
1 The phrase Scottish in origin means that
A the traditions first started in Scotland.
B the traditions came to Scotland from other countries.
2 The writer puts inverted commas round the word ‘traditions’ to show that
A the word is a quotation from somewhere else.
B the customs don’t really come from the countries mentioned.

18 Unit 1
1 Read the introduction to an article about doing something new. Then complete the
tasks below.

MODERN LIVING | LIFESTYLE

New Year, New You!

  Around this time of year, lots of people make resolutions to change their lives. Of course, it’s natural
to associate a new year with new beginnings, but doing something new brings benefits to your life
whenever you choose to do it. In fact, New Year is possibly one of the worst times of the year to make
life-changing decisions if you want to stick to them: in Europe and North America, it coincides with
the middle of winter. With its long hours of darkness and cold wet weather, this is definitely not a
season to be optimistic. This may well be why, as many studies have shown, most people who make
New Year’s resolutions usually break them after five weeks.
  So, whatever time of year it is, you might decide to learn to speak Chinese, take up long-distance
running, become a poet, or whatever. How do you make sure you don’t start with great enthusiasm,
but then give up soon afterwards? We’re sure following the five steps in this article will make success
a lot more likely.

1 Replace the underlined parts of the sentences with words and phrases from the text.
(The sentences are in the same order as the words and phrases in the text.)
1 I always connect this song with the holiday we had two years ago. 
2 It’s easy to make resolutions, but harder to not change your mind about them. 
3 Unfortunately, my birthday is at the same time as the end of the holidays. 
4 When I started, I felt that everything would be fine. 
5 She wants to start a new hobby, but she isn’t sure what to choose. 
6 He’s just started playing the guitar and is full of a strong positive feeling. 
2 Answer the questions.
1 What two things, according to the article, are wrong with the idea of ‘New Year’s resolutions’?
2 What do you think the rest of the article is going to do?
A explain more about the points in the first paragraph
B give some helpful advice to readers
C make some new points about doing new things

Unit 1 19
 2 Read the rest of the article. Then put the titles below into the correct position (1–5).
One step at a time Enjoy yourself Think negative
Share it Set clear goals

1
  When you’re thinking about aims, there’s one rule you should follow above all others: don’t be
too general. Just thinking that you ‘want to be a bit healthier’ is very unlikely to get you anywhere.
Instead, you need to express your aim as something exact and practical that can be measured.

2
  Don’t spend all your time worrying about how successful you’re going to be. Remember to enjoy
the new experience for what it is. That way there’s a far better chance that you’ll keep going. If you’re
learning something, you’ll make much better progress if you enjoy the learning rather than thinking
about what score you might get at the end.

3
  Including other people can have various benefits. Firstly, the more people you tell about what
you’re doing, the less likely you are to give up, simply because you don’t want to have to admit it to
them. Secondly, if you do something with other people, it will be more fun (see above) and you won’t
want to let them down.

4
  Yes, you did read that correctly. Of course, the usual advice is to stay positive. But there will almost
certainly be a time when everything seems to be going wrong and you start thinking it’s all too hard.
Studies show that it’s better to think about what could go wrong so that you can have a plan in place
when it happens.

5
  Don’t try to do everything at once. Divide your final aim into smaller parts so that getting to the
end of each part is one small success, and one step nearer to the goal.

P08

3 Discuss the questions in pairs or small groups.

1 When you decide to take up something new, are you the kind of person that sticks to it, or the kind of person
that might give up after a time?
2 Which of the pieces of advice in the article do you think might be helpful when learning a language?

I’d like to say I stick to resolutions, I like the idea of including other people. I
but I think I might be a bit lazy. think that would probably help a lot.

20 Unit 1
 Literature

About the author

William Shakespeare is believed to be the greatest English writer of all time. He was born in Stratford-upon-Avon, in
England, in April 1564. His father was an important man in the town. In December 1582, Shakespeare married Anne
Hathaway, the daughter of a farmer, and they had three children. We know very little about Shakespeare’s early
life. Some people believe that he worked as a teacher. Other people think that he became a member of a travelling
group of actors. But we do know that by 1592, Shakespeare was living in London. By then, he had already become
quite well known as an actor and a playwright1.
At that time, in the early 1590s, the first theatres were just opening in England. In 1594, Shakespeare joined a
new group of actors, and they became very successful. In 1598, they built their own theatre, The Globe, which was
unusual because it had a round shape. Theatres at that time were very different to modern theatres. There was very
little scenery and no curtain, and there were no breaks between scenes, so watching a play was a very different
experience from today. Women were not allowed to act, so female characters were acted by boys. Most of the
theatres did not have roofs, so plays were only shown in good weather and in daylight. Rich, educated people sat in
the high parts of the theatre, and poorer people stood in the area in front of the stage. It was important that a lot of
people enjoyed the plays because writing and acting plays was a business and needed to make money. This is why
the plays mix together poetry and simple jokes. 1
playwright writer of
In about 1607, Shakespeare stopped acting. After that plays

time, he lived mostly in Stratford. He had become quite 2

performed acted in
public
rich, and was a very important person in Stratford. He died
there on his birthday, in 1616. During his life, Shakespeare wrote about 37 plays and
many poems. Many of his plays were only published as books after his death. In
Shakespeare’s time, people used to write plays very quickly. The actors performed
them a few times, and then they threw them away. No one really thought of keeping
plays for people to read. Because of this, the plays of Shakespeare that we read today
are probably not exactly the same as the ones that he first wrote. These plays are still performed2 all over the world
today, and people in schools, colleges and universities have been studying his work for many years.

About this play

Romeo and Juliet is a very famous play about two young people who fall in love with each other. They both come
from very important and rich families in the Italian city of Verona, where most of the story happens. However, their
families, the Montagues and the Capulets, had an argument many years before. The play is about how Romeo and Juliet
continue to love each other although their families are enemies.
Shakespeare wrote many tragedies (sad plays in which people
die), and Romeo and Juliet is one of these. The play is about the
difficulty of being idealistic (believing in something which is
good, but very difficult to make happen) in the real world. The
love between Romeo and Juliet is very strong, but it is also
impossible because of the argument between their families.
The play is very famous because it has such an interesting
but sad story, and such beautiful
love poetry.
Romeo and Juliet was probably written and performed for
the first time in 1595. We cannot be sure of the exact year. The
story of the lovers was already quite well known in England before
Shakespeare wrote his play because there were several other plays
about Romeo and Juliet at that time, and a poem called The Tragical Historie
of Romeo and Juliet. Shakespeare followed this poem closely when he wrote his play, using the story and many of the

Unit 1 21
 Literature

characters. Some of the lines and speeches are even very like ones from the poem.
Shakespeare’s Romeo and Juliet was first published3 in 1597, but this edition4 of the play was not actually written by
Shakespeare. It was probably put together from the actors’ lines, and from what people wrote down or remembered
about the play. The second edition of the play, published in 1599, was actually written by Shakespeare.

People in the story

The Capulet family The Montague family Other characters
Lord and Lady Capulet Lord and Lady Montague Nurse, who looks after Juliet Balthasar, Romeo’s servant
Juliet, their daughter Romeo, their son Paris, who wants to marry Juliet Mercutio, Romeo’s friend
Tybalt, Juliet’s cousin Benvolio, Romeo’s cousin Friar Laurence, a religious man Prince Escalus, the ruler of Verona

2 Answer the questions.

1 Why do people disagree about what Shakespeare did before he moved to London?
2 What was strange about The Globe theatre?
3 In what ways were theatres and plays in Shakespeare’s time different from modern 3
published printed as a
book
ones? (There are four ways.)
4
edition single printing
4 Why couldn’t people read Shakespeare’s plays while he was alive?
5 Why are the Capulet and Montague families enemies?
6 Where did Shakespeare get the story of Romeo and Juliet from?
7 Why is the second edition of Romeo and Juliet more important than the first?

22 Unit 1
LITERATURE

A
Literature

ROMEO AND JULIET

Extract 1 (Act 1, Scene 1)
1
stabs attacks with a knife or sword
[Verona, Italy. Servants of the Montague and Capulet families are fighting
in the street. Benvolio, holding his sword, is trying to stop them fighting. Enter Tybalt]

Tybalt:  So you’re fighting with the servants now, are you, Benvolio? [Pulls his
sword out] Come and fight with me, and let me kill you!

Benvolio:  I don’t want to fight with you. I am just trying to stop these men fighting.
Put your sword away! Or use it to help me keep the peace.

Tybalt:  How can you talk about peace when you are holding your sword? Peace! I
hate that word. I hate it as much as I hate all the Montagues – and you! [Stabs1
at Benvolio with his sword] Here, take that!

[Some old men from the town arrive with their swords to try and stop the fighting.
Enter Old Capulet and Lady Capulet, wearing their night clothes]

23 Romeo and Juliet Literature A 23

LITERATURE

A
Literature

Capulet:  What’s all this noise about? [Sees Tybalt and Benvolio fighting and stands 2
villain bad person, person of no value
forward] [to his servants] Bring me my sword!

Lady Capulet:  [Holding him back] No! You are too old to fight!

Capulet:  [Pulls himself away from Lady Capulet] There’s old Montague! He is holding
his sword. Why should I stand back when he is ready to fight? [to his servants]
Bring me my sword, I said!

[Enter Old Montague and Lady Montague]

Montague:  You villain2, Capulet! [to his wife, who is trying to hold him back] Don’t
hold on to me! Let me go!

Lady Montague:  No! You’ll stay right here!

[Enter Prince Escalus]

Prince Escalus:  [Shouting above the noise of the fighting] Listen to me, you enemies
of the peace! What a terrible thing to fight with your neighbours! [No one hears
the Prince and the fighting continues] You there! [Shouting more loudly] You
men, you animals! Can you only put out the fire of your anger with blood? Put
your swords down, and listen to your angry prince, or I will punish you all. [The
men finally hear the Prince and stop fighting. The Prince turns angrily to Capulet
and Montague] This is the third time that people have fought in the streets
because of your silly arguments. You have broken the peace of our town three
times. [Points to the old men from the town] Look at these people! They are old
men. They haven’t picked up their swords for years, and now they have had to
use them again to stop you fighting! If you ever cause trouble in our town again,
I will punish you by death. Capulet, come with me now. Montague, come and see
me this afternoon. Everyone else can go.

Extract 2 (Act 1, Scene 4)

Romeo:  [to himself] I have a terrible feeling that something will happen tonight.
Something will begin at this party, and it will bring my useless life to an early
death. But there is nothing I can do about it. [Turns to his friends] Come on, then,
gentlemen.

[They walk around the stage]

[Enter Capulet, Lady Capulet, Juliet, Tybalt and Nurse with all the guests. They wel-
come Romeo and his friends, who are all wearing masks]

Capulet:  Welcome, gentlemen. I’m sure the ladies will all want to dance with you.
Oh, I remember the days when I wore a mask to parties and could whisper things
in a pretty lady’s ear. But not anymore. Not anymore! Anyway, you are welcome,
gentlemen. Let’s have music! Clear the floor! And dance, girls!

[Music plays and they dance]

24 Literature A Romeo and Juliet 24
 Literature

3
torches fires used to light a room Romeo:  [to a servant, pointing at Juliet] Who is that lady dancing with the man
4
jewel valuable stone, like a diamond over there?
5
precious very valuable
6
crows black birds Servant:  I don’t know, sir.
7
scorn make fun of
Romeo:  [to himself] Oh, she could teach the torches3 how to burn brightly. She
shines like a jewel4 in the night – her beauty is too precious5 for this earth.
Next to the other women, she looks like a snowy dove in a group of crows6.
When the dance is over, I shall watch where she stands … Did I think that I was
in love before? Forget about that! For I am seeing true beauty for the first time
now.

Tybalt:  [Hearing Romeo’s voice] This man sounds like a Montague. [to his servant
boy] Bring me my sword, boy. [Exit servant boy] [Angrily] How dare he come
here, wearing a mask, to scorn7 our celebrations? I will kill him for this!

Capulet:  [Hearing Tybalt] What’s the matter, Tybalt? What are you so angry about?

Tybalt:  [Pointing at Romeo] Uncle, that man is a Montague, our enemy. The villain
has come here to scorn our celebrations.

Capulet:  [Looking at Romeo in his mask and suddenly recognising him] Oh, it’s
young Romeo, is it?

Tybalt:  Yes, it’s that villain Romeo!

Capulet:  Calm down, Tybalt. Leave him alone. He seems like a very polite gentle-
man. In fact, I have heard from other people that he is a good young man, and
very well behaved. I would never be rude to him in my own house. So leave
him alone. Do what I say. Don’t look so angry.

Tybalt:  It is the only way to look when one of the guests is a villain! I won’t allow it.

Capulet:  [Whispering angrily] Whose house is this, mine or yours? Do what

I say! ‘I won’t allow it!’ Who do you think you are? You’re going to start a fight
among my guests, are you? You’re going to tell everyone what to do?

Tybalt:  We should do something, Uncle.

Capulet:  Oh, should we? You are a childish boy! You want to go against me, do
you! You are a very rude young man. Now go quietly and be polite. [Loudly, to
the dancers, as the dance finishes] Very good, my friends!

Tybalt:  I shall leave Romeo alone. But I am afraid that there will be terrible prob-
lems because he has come here tonight. [Exit Tybalt]

Romeo:  [Standing next to Juliet, taking her hand, and whispering quietly in her
ear] I know I should not touch your hand. It is too perfect for my rough touch.

Juliet:  Good sir, you are unkind to your hand.

[Nurse comes up to Juliet]

Romeo and Juliet Literature A 25
 Literature

Nurse:  Madam, your mother wants to speak to you.

[Juliet moves away towards her mother]

Romeo:  [to Nurse] Who is her mother?

Nurse:  Her mother, young man, is the lady of the house. She’s a good lady. And I am Nurse
to her daughter – the young lady that you were talking to just now. [Smiles at Romeo
and whispers in his ear] I tell you, the man who wins her love will have plenty of money!

Romeo:  [Turning away, shocked] She is a Capulet! Now my life is in the hands of my enemy!

Benvolio:  [Coming up to Romeo] Let’s go. The party is over.

Capulet:  [Sees Benvolio and Romeo getting ready to go] Thank you for coming and good
night, gentlemen. [to Lady Capulet and the other guests] Come on, then, let’s all go to
bed. It’s very late. I must go and get some sleep.

[Exit Capulet, Lady Capulet, Romeo and his friends and the other guests]

Juliet:  Come here, Nurse. [Watching the guests leaving and pointing at Romeo] Who is that
gentleman – the man who wouldn’t dance?

Nurse:  I don’t know.

Juliet:  Go and ask his name, Nurse. [to herself] If he is married, I think I will die!

Nurse:  [Coming back] His name is Romeo, and he is a Montague! He is the only son of your
great enemy.

Juliet:  The only man I have ever loved is from the only family I have ever hated! I fell in love
with him without knowing who he is. And now it is too late. Oh, what a way to fall in
love for the first time!

Extract 3 (Act 2, Scene 1)

Juliet:  [to herself] Oh Romeo, Romeo, why does your name have to be Romeo? Tell me that
Montague is not your father, and that that is not your name. Or, if you won’t do that,
just promise to be my love, and I shall no longer be a Capulet.

Romeo:  [to himself] Should I say something, or should I wait?

Juliet:  [to herself] It is only your name that is my enemy. If you had another name, you
would still be the same person. A rose would still smell as sweet, if it were called some-
thing different. And Romeo would still be as perfect, even if he were not called Romeo.
Give up your name, Romeo – it is not part of you, anyway – and take me instead.

Romeo:  [to Juliet, loudly] Just call me ‘love’, and I shall never be Romeo again.

Juliet:  [Shocked that someone is listening to her] Who is that, hiding in the night and listen-
ing to my private talk?

Romeo:  I cannot tell you my name. My name is hateful to me because it is an enemy to you.
If it were written on paper, I would tear it up.

26 Literature A Romeo and Juliet

 Literature

8
blush your face goes red because you are Juliet:  You have only said a few words, but I know your voice already. Aren’t you
embarrassed Romeo, and a Montague?
9
frown put on a serious face

Romeo:  I am neither, fair lady, if you dislike either of them.

Juliet:  How did you get here, and why did you come? The walls are high and dif-
ficult to climb. And if my family find you here, they will kill you.

Romeo:  Love’s light wings helped me to fly over the walls. Stone walls cannot
keep love out. Love is brave enough to try anything – so your family will not
stop me.

Juliet:  The mask of night is covering my face tonight. If it were not, you would
see me blush8 about the things that you heard me say. I should say that they
are not true, I know. But for once, I’m not going to worry about behaving
properly. Do you love me? Oh, gentle Romeo, if you do, tell me honestly. If
you think I have been won too easily, I’ll frown9 and say no, and you can try
to win my love. But otherwise I am not going to pretend. Believe me, other
women may be better at hiding their feelings, but I shall be more true than

27 Romeo and Juliet Literature A 27

 Literature

they could ever be. Don’t think that I have given in to you so quickly because 10
swear make a serious promise (usually in
my love for you is light. the name of God)
11
bud a young flower before it opens
12
faithful vow honest promise
Romeo:  Lady, I swear to you by the moon, which lights up the tops of these fruit-trees
10
13
messenger person who carries
… information from one person to another

Juliet:  Oh, don’t swear by the moon, which changes all through the month. I
don’t want your love to be changeable like the moon. If you must swear, swear
by yourself. For you are the god that I love. And I’ll believe you.

Romeo:  If my sweet love …

Juliet:  [Interrupting him] No, do not swear! Although I love you, this is too sudden.
It is too much like lightning, which is gone before you notice it. Sweet, good
night. This bud11 of love may have grown into a beautiful flower when we next
meet. Good night, good night. Sleep as sweetly as I will.

Romeo:  Don’t go like this! Let us make a faithful vow12 of love to each other.

Juliet:  I had already given you my vow, even before you asked for it. [Looks back in
through her window] I hear some noise inside. Dear love, goodbye.

[Nurse calls inside]

[Calling to Nurse] I’m coming, good Nurse! [to Romeo] Sweet Montague, be
true. Stay there, I’ll come back in a moment. [Exit Juliet]

Romeo:  Oh wonderful, wonderful night! I am afraid that this is all a dream. It is too
perfect to be true.

[Enter Juliet above]

Juliet:  I shall just say one thing, dear Romeo, and then we must say good night.
If you are honourable with your love, and want to marry me, I will send a
messenger13 to you tomorrow. Tell the messenger when and where we shall
be married. And I shall come to you. I will give you my life, and follow you
throughout the world.

28 Literature A Romeo and Juliet

 Literature

1 Look at Extract 1 again. Then answer the questions.

1 Do you think Tybalt really misunderstands what Benvolio is doing?

2 What kind of person does Tybalt seem to be?
▸ understanding
▸ aggressive
▸ friendly
3 What do you think about the way Lord Capulet and Lord Montague react when they see the fight?
Are they
▸ brave?
▸ wise?
▸ silly?
▸ funny?
4 How does Prince Escalus describe the men who are fighting?


5 Why is he so angry?


6 What does he say he will do if they fight again?


7 What do you think he will say to Capulet and Montague in private?

2 Read what happens next. Then answer the questions below.

The Capulets are having a big party at their house, and Lord Capulet
invites Paris so that he can meet his daughter, Juliet. He thinks Paris
will be a good husband for her, but tells him that, at less than four-
teen years old, she is too young. Romeo and Benvolio hear about
the party and decide to go, wearing masks to hide their faces (it was
quite common at this time for people to wear masks at parties).

1 Why might it be dangerous for Romeo and Benvolio to go to the party?

2 What do you think might happen at the party? Write two ideas.

Literature A 29
 Literature

3 Compare and discuss your ideas with other students. Read Extract 2.
Then discuss the questions in pairs or small groups.
1 How correct were your ideas?
2 Is there anything you thought might happen but didn’t?

4 Choose the correct answers. Circle A, B or C.

1 Why does Lord Capulet like watching the young people dancing?
A It shows they are enjoying the party.
B It reminds him of when he was young.
C It might make some of them fall in love.
2 When Tybalt recognises Romeo, why is he angry?
A He thinks Romeo has insulted the Capulets by being there.
B He is sure that Romeo has not been invited to the party.
C He notices that Romeo is wearing a mask to hide his face.
3 Why is Lord Capulet angry with Tybalt?
A He thinks the argument between the families should stop.
B He doesn’t want any trouble or fighting in his house.
C He would rather fight Romeo himself later.
4 How do Romeo and Juliet react when they are told who they have been talking to?
A Juliet is more shocked than Romeo.
B Romeo doesn’t care, but Juliet is sad.
C They both realise there will be problems.

30 Literature A
 Literature

1 Romeo and Juliet have just met for the first time. Read what happens next. Then read Extract 3.

5 Read the sentences. Then decide which three are true.

1 At the beginning, Juliet thinks she is alone.
2 At first, Romeo pretends to be someone else.
3 Romeo is worried that the Capulets will find him.
4 Juliet is worried that Romeo might think she has fallen in love too quickly.
5 Juliet thinks they should wait, but then she changes her mind.

1 Discuss the questions in pairs or small groups.

1 ‘If you had another name, you would still be the same person. A rose would still smell as sweet, if it
were called something different.’
In the play, Shakespeare wrote these famous words:

‘What’s in a name? That which we call a rose

By any other name would smell as sweet.’

What idea is expressed here, and how are the two ways of expressing it different?

2 Read the summary of what happens next to see if Romeo and Juliet get married.

Romeo goes to see Friar Laurence and explains the problem. He agrees to marry the two lovers, but only
because it might end the fighting between the two families. With Nurse’s help, Juliet meets Romeo and
they get married secretly.

3 To help you remember what has happened so far, work in pairs to put these events in the
correct order. Number them from 1 to 8.
  Romeo sees Juliet for the first time.
  The Prince says that anyone who fights in future will be killed.
  Members of the two families fight in the street.
  Romeo and Juliet promise to get married.
  Tybalt is angry with Romeo.
  Romeo climbs into the Capulet’s garden.
  Friar Laurence marries Romeo and Juliet.
  Juliet finds out that Romeo is a Montague.

Unit 3 31