Hello!

Beyond
Words
Year

1
Size 19 x 27 cm
Extent 88 pp
Colour 4/4

Hello!
Grammage 180/70 gm

English for Preparatory Schools

Hello! Beyond Words  Year 1        Student’s Book

Hello! Beyond Words is a three-level course for preparatory schools designed to develop
students’ language, thinking, and study skills through topic-based units that present engaging
and real-world content.
content Developed using modern methodology,
methodology the course complies with
the Ministry of Education’s Curriculum for Preparatory Schools.Schools
Hello! Beyond Words equips students with the skills needed to communicate effectively in

Beyond
English by:
 presenting language in context in a way that is interesting and relevant.
 taking an integrated approach to developing each of the four skills (reading
reading, writing
writing,
listening, and speaking
listening speaking), with regular skills tips and practice opportunities.
 developing Life skills (such as critical thinking, problem-solving, intercultural

Words
awareness, collaboration, and digital literacy), which are essential for today’s students in
both study and the future world of work.
Year

1
 fostering personal development and a sense of belonging in the community, Egypt,
and the wider world.
 supporting students on their learning journey with regular Self-Assessment and
Review sections.
 providing lively, realistic audio material recorded by native speakers.
 exposing students to a diverse range of literature
literature, with a short work in every unit.
English for Preparatory Schools

Hello for Egypt Student’s Book

Components:
Student’s Book Hello for Egypt Term 2
Teacher’s Guide
Audio, accessed digitally via QR codes available in the book
Website (www.helloenglish.com.eg)

2024-2025
Hello!
Beyond
Words
Year

1
Student’s Book
Term 2

Claire Hart with Adrian Tennant

 Egyptian International Publishing Company – Longman
9 Rashdan Street
Messaha Square
Dokki
Giza
Arab Republic of Egypt
Copyright © 2025 Egyptian International Publishing Company - Longman

York Press Ltd. CACD and MOE Team for Revision and Modifications:
322 Old Brompton Road
London SW5 9JH Dr Amira Fawzy Ahmed Youssef
England Dr Ghada Alsayed Mohammed
Mrs Eman Mahmoud Youssef
Pearson Education Limited Ms Rabab Abdelaziz Zidan
KAO Two Supervised by Dr Akram Hassan, Assistant Minister for
KAO Park Educational Curricula, Development Supervisor of the Central
Hockham Way Administration of Curriculum Development
Harlow, Essex
CM17 9SR
England
and Associated Companies throughout the world.
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 the prior written permission of the Publishers.
Additional material supplied by Lisa Darrand, Mo Mowlam, Emma Wilkinson and Barbara Mackay
First published 2024
ISBN 978-977-16-1645-0
Deposit 29025/2024
Printed by
Acknowledgements
Shutterstock/Family Stock p4 boy thinking; Shutterstock/G-Stock Studio p4 man relaxing;
Shutterstock/Natalie Vasilyeva p4 underlining text; Shutterstock/ Pheelings media p4 highlighting text; Shutterstock/Chay Tee p4 woman rehearsing speech; Shutterstock/
Fizkes p4 making notes; Shutterstock/Oskana Klymenko pp4,5 girl wearing virtual reality headset; Shutterstock/art by Zaid p5 close up young man; Shutterstock/New Africa p5 close up girl; Shutter-
stock/Enrique Micaelo p6 girl studying by candlelight; Shutterstock/SeventyFour p6 girl studying in daylight; Shutterstock/Savanevich Viktar pp6,7 backpack and school supplies; Shutterstock/Kittyfly
brain p8; Shutterstock/Antonov Serg pp8,9 brain illustration; Shutterstock/Pani Garmyder p8 boys playing chess; Shutterstock/New Africa p8 girls playing ping pong; Shutterstock/Petryshak p8 girl
baking;
Shutterstock/Mladen Mitrinovic p10 grandfather teaching boy; Shutterstock/Kino Masterskaya p11 teacher by blackboard; Shutterstock/Garsya p11 dictionary;
Shutterstock/GaudiLab p11 girl in library; Shutterstock/Tikhonova_Marina p11 calculator;
Shutterstock/Prathankarnpap p11 laptop with blank screen; Shutterstock/p11 boy blue top; Shutterstock/p11 boy brown top; Shutterstock/Finn stock p12 jewellery; Shutterstock/ PeopleImages.com_
Yuri A p12 grandmother and girl hugging; Shutterstock/ J88 Images p12 blank spiral notebook; Shutterstock/etnika p13 necklaces; Shutterstock/vanilla12 p13 blank notebook; Shutterstock/tanuha p13
stack of books; Shutterstock/michaeljung p14 boy learnig to ride bike; Shutterstock/New Africa p14 white notebook; Shutterstock/Laong p15 hands holding paper face; Shutterstock/BigTunaOnline
p16 swimming pool; Shutterstock/SRStudio p16 palm trees and glass; Shutterstock/Varavin88 p16 overhead shot of people; Shutterstock/Studio MDF p16 building construction; Shutterstock/Frances-
co Scatena p16 urban plan map; Shutterstock/Involved Channel p16 graph showing rise; Shutterstock/ SlaKoz pp16,17 aerial view Qalawun, Cairo; Shutterstock/UsamaManzoor p17 construction with
crane; Shutterstock/DGLimages p18 headshot girl; Shutterstock/Ebtikar p18 headshot girl with headcover; Shutterstock/Andy Dean Photography p18 headshot boy;
Shutterstock/islavicek p18 monkeys; Shutterstock/Sundry Photography p18 national park talk; Shutterstock/Mohamed abdelzaher p18 museum; Shutterstock/p18 boy blue top (RPT boy blue top from
p11); Shutterstock/p18 man glasses and green top; Shutterstock/ 24Novembers p20 pollution; Shutterstock/TTstudio p20 highway; Shutterstock/ MT.Photostock p20 population graph; Shutterstock/ann
in the UK p20 boy at traffic signal;
Shutterstock/Mila Drumeva pp20,21 futuristic city illustration; Shutterstock/p22 boy blue top (RPT boy blue top from p11 and p18); Shutterstock/p22 man glasses and green top
(RPT man glasses and green top from p18); Shutterstock/Olha Solodenko p22 Egyptian market;Shutterstock/lovelypeace p24 yellow bench; Shutterstock/Ands Lee p24 cityscape and park;Shut-
terstock/vanilla22 p25 blank page on open notebook; Shutterstock/ tanuha2001 p25 stack of books; Shutterstock/Studio Romantic p25 happy children; Shutterstock/Hilch p26 notebook with blue
border; Shutterstock/nomadkate p26 valley with mountains and forest; Shutterstock/Neil Bussey p26 Cebu City and bridge; Shutterstock/llina93 p26 paperclips; Shutterstock/Laong paper face;
Shutterstock/Ground Picture p28 happy children’s hands in air; Shutterstock/igillustrator p28 afraid emoji; Shutterstock/ Yayayoyo p28 scared emoji; Shutterstock/Yayayoyo p28 angry emoji; Shut-
terstock/Yayayoyo p28 upset emoji; Shutterstock/ Yayayoyo p28 worried emoji; Shutterstock/ Vector bucket p28 stars emoji; Shutterstock/ Yayayoyo p28 hearts emoji; Shutterstock/ Vector bucket
p28 surprised emoji; Shutterstock/Kleber Cordeiro p29 boy with headphones texting; Shutterstock/Emma Kin Connect Images p29 boy with brown hair texting; Shutterstock/Lyudmyla Kharlamova
p29 yellow sticker; Shutterstock/Alena Ozerova p30 two girls drinking smoothies; Shutterstock/wavebreakmedia p32 young man gardening; Shutterstock/Syed Ibam RM p33 chicken noodle soup;
Shutterstock/Lamberto Jesus p33 feeding elephants; Shutterstock/Riccardo Mayer p33 boy drinking from tap; Shutterstock/Pixel-Shot p33 man giving blood; Shutterstock/Adisa p34 fruit in supermar-
ket; Shutterstock/People Images.com-Yuri A p34 pharmacy shelves; Shutterstock/ People Images.com-Yuri A p34 boy with ice cream; Shutterstock/Monkey Business Images p34 doctor with patient;
Shutterstock/Smart Calendar p35 weekly plan;
Shutterstock/p35 boy blue top (RPT boy blue top from p11 and p18 and p22); Shutterstock/vanilla22 p37 open notebook; Shutterstock/tanuha 2001 p37 stack of books; Shutterstock/Yakobchuk
Viacheslav p38 sad boy in back of car; Shutterstock/Laong p39 paper face in hands; Shutterstock/ Prostock-studio p40 girl recycling on beach; Shutterstock/Rawpixel.com p40 children gardening;
Shutterstock/Pixel-Shot p40 children listening to story; Shutterstock/ reddish p43 planning pages; Shutterstock/p43 boy red top; Shutterstock/TierneyMJ p44 overhead shot showing hands on comput-
er; Shutterstock/charnsitr p44 I phone screen close up; Shutterstock/Di Studio p44 young man at screen; Shutterstock/Ground Picture p44 teen girl with laptop; Shutterstock/Rawpixel.com p44 lock on
screen; Shutterstock/N Azlin Sha p44 find friends on facebook screen; Shutterstock/Sutipond Somnam p44 vlogger editing video content; Shutterstock/Media Home p45 teen playing computer game;
iStock /p46 young boy and robot hand; Shutterstock/p47 boy blue top (RPT boy blue top from p11 and p18 and p22 and p35); Shutterstock/Studio Romantic p47 mother and daughter online shopping;
Shutterstock/Shakirov Albert p49 people in office; Shutterstock/StudioPortoSabbia p50 man holding hamburger; Shutterstock/New Africa p50 night shot boy on computer;
Shutterstock/Monkey Business Images p50 boy asleep; Shutterstock/Mariya Surmacheva p50 female student; Shutterstock/vectorfusionart p52 girl in wheelchair; Shutterstock/ Gerain0812 p52 girl
playing wheelchair tennis; Shutterstock/vanilla22 p53 open notebook;
Shutterstock/p53 tanuha 2001 stack of books; Shutterstock/Nejron Photo mature woman playing wheelchair tennis; Shutterstock/Tykhova Aleksandra p54 spiral notebook; Shutterstock/BublikHaus
p54 young girl on smartphone at night; Shutterstock/Laong paper p55 face on hands; Shutterstock/Monkey Business Images p56 two males in car; Shutterstock/mpohodzhay p56 man with electric
connector to charge car; Shutterstock/Branislav Novak p56 child on bike; Shutterstock/Zapechat1y p56 car in skid; Shutterstock/Owlie Productions p56 electric car connected to charging station;
Shutterstock/
The Image Party p56 electric car charging points; Shutterstock/ Owlie Productions pp 56,57 green model car in hand; Shutterstock/Egor_Kulinich p57 green bikes for rent; Shutterstock/
Tarek-Mahmoud p58 traffic on bridge in Cairo; Shutterstock/Lyudmyla Kharlamova p58 colored stickers; Shutterstock/p59 female in green top; Shutterstock/p59 female with head covering; Shutter-
stock/LightField Studios pp60,61 tourist couple; Shutterstock/Buhairi Nawawi p60 tourists by pyramid;Shutterstock/Master of Stocks p61 two male students;
Shutterstock/Tamer A Soliman p62 street in Cairo with palm trees; Shutterstock/Fady Milad George p62 aerial shot El-alamein; Shutterstock/Christin Lola p63 father and children planting tree; Shut-
terstock/Wut-Moppie p63 avenue of trees; Shutterstock/Oleksiy Mark p63 underground tunnel; Shutterstock/vanilla22 p65 open notebook; Shutterstock/tanuha 2001 p65 stack of books; Shutterstock/
ReeldealHD Offset p66 protesters; Shutterstock/ PeopleImages.com-Yuri A p66 female Planet B protester; Shutterstock/AKaiser p66 spiral notebook; Shutterstock/Laong paper p67 face on hands;
Shutterstock/art of line pp68,69 tourists at Karnak Temple; Shutterstock/aappp p68 plane taking off; Shutterstock/John and Penny p68 red tourist bus;Shutterstock/moaarif p68 Indonesian tourist bus;
Shutterstock/ Song_about_summer p68 couple by tropical beach; Shutterstock/Carlovis p68 tourist in Barcelona; Shutterstock/David Pereiras p68 family indoors playing; Shutterstock/Background
Store p69 web browser;Shutterstock/MikeDigitalArt3 p69 girl looking at pyramids; Shutterstock/Tunatura p69 coral reef; Shutterstock/Bruno Martins Imagens p69 cable car; Shutterstock/ Waj p70 hot
air balloons over Valley of the Kings; Shutterstock/Alex Anton p70 Cairo and the Nile; Shutterstock/Oli_B p70 cinema interior; Shutterstock/D-Visions Luxor Museum; Shutterstock/Creativity lover
p71 view of Luxor; Shutterstock/Background Store p72 web browser; Shutterstock/Vladimir Razgulyaev p72 waste separation bins on beach;
Shutterstock/Dmitriy Feldman svarshik p72 cook and tourists on beach; Shutterstock/ Stokette p72 four waste bins; Shutterstock/Phakhaphon Prtomlee p72 man’s hand squashing plastic bottle; Shut-
terstock/Antcan p72 solar panels; Shutterstock/p73 boy blue top (RPT boy blue top from p11 and p18 and p22 and p35 and p47); Shutterstock/p73 man glasses and green top (RPT p18 man glasses
and green top); Shutterstock/Robyn Mackenzie p74 white paper tear;Shutterstock/Berk Ozdemir p74 abandoned village of Old Qurna; Shutterstock/ Odua Images p74 guests being welcomed in
hotel; Shutterstock/red mango p75 man on top of rocky mountain; Shutterstock/p75 boy blue top (RPT boy blue top from p11 and p18 and p22 and p35 and p47 and p73); Shutterstock/PixelPerfected
pp76,77 Marrakech view; Shutterstock/ ByDroneVideos p76 Capetown; Shutterstock/p77 tanuha 2001 stack of books; Shutterstock/ vanilla22 p77 open notebook; Shutterstock/tete_escape p78 brown
wooden background; Shutterstock/Laong paper p79 face on hands; Shutterstock/Kath_3dstudio p80 electric car charging; Shutterstock/PeopleImages.vom-YuriA p80 man on bike; Shutterstock/Jose
Hernandez Camera 51 p80 electric tram in Poland; Shutterstock/p83 boy brown top (RPT p11 boy brown top from p11); Shutterstock/p83 boy red top (RPT boy red top from p43); Shutterstock/Africa
Studio p84 barbecue grill on beach; Shutterstock/Kurit afshen p84 mandarin fish; Shutterstock/epic_images p84 girl looking at scarves; Shutterstock/ Emily Marie Wilson p84 Bibliotheca Alexandrina;
Shutterstock/Im Random p84 turtles in sea; Shutterstock/PV productions p84 girl eating hamburger; Shutterstock/
Cavan Images-Offset p84 girl staring at phone; Shutterstock/trekandshot p84 messy teen bedroom;Shutterstock/p84 boy brown top (RPT p11 boy brown top from p11 and p83); Shutterstock/p84 boy
red top (RPT boy red top from p43 and p83); Shutterstock/BearFotos p85 fruit and veg shelves in supermarket;
Illustration credits:
Around the World in Eighty Days, Illustrations by Claire Mumford
Huckleberry Finn, Illustrations by Jacqui Campbell
 Table of Contents

Module 3 Living in the present

Page

Unit 7 Helping each other to learn 4

Unit 8 New life in old cities 16

Unit 9 Plans with friends 28

Review C 40

Module 4 Towards a great future

Unit 10 The online generation 44

Unit 11 Clean transportation 56

Unit 12 Sustainable tourism 68

Review D 80

General Exercises 84
 Scope and sequence
Unit Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

7 Helping What helps us to Learning in an Fact or opinion Learning Literature: An Eyad’s journal
learn? environmentally Article: The truth something new afternoon with my A reflective
each friendly way grandmother
Two forum posts: about the brain Dialog: A journal: Learning
other to Asking for and Article: conversation A reflective to ride my bike
Life skill:
learn giving advice Studying and the Critical thinking: about learning journal Using a mind map
about learning environment Understanding new things entry about to think of ideas
Vocabulary: Grammar: Wh- the difference Grammar: learning
talking about object question between facts and Defining relative Predict the topic
learning: highlight, forms in the opinions clauses: who, of a text from a
make notes, take present and the Task: Writing which, that, where, photo
a break, think past a blog post for when, whose
about, practice students learning
a presentation, vocabulary
underline
Comparing two
texts

8 New life Planning for our Helping out Towns and cities Then and now Literature: Changes in my
future Blog posts: around the world Dialog: An Adam and Amira city
in old
Website text: Volunteering Dialog: A interview with (a story about two A reflective
cities Planning for our conversation a market stall journal: Nabila’s
Grammar: the twins)
future past simple or between friends holder journal
Using context
Vocabulary: past continuous Life Skill Listening to work out the Using so much/
Places in and Collaboration: skills: Listening meaning of new many, too much/
features of a developing for specific words many, and not
town countryside, creative ideas as information enough to add
facilities, growth, a team Grammar: the emphasis
construction, past continuous
Task: Presenting
population, city with when and
solutions to
planning while
problems as a
Skim reading a group
text for the main
idea

9 Plans How I spend my Real or fake For a good cause A helping hand Literature: Staying in touch
time friends Story: Using Dialog: A The adventures of with friends
with
Text messages: Story: Two social media for a conversation Huckleberry Finn Tips text: Six tips
friends A text message friends good cause about making (an excerpt) to keep in touch
between friends Grammar: Future Life Skill arrangements Using adjectives with a friend who
Vocabulary: forms will and Digital literacy: Grammar: to describe moved away
Talking about going to Understanding the present characters Using the
feelings how social media continuous to imperative and
afraid, angry, can be used talk about future useful language
excited, nervous, positively to arrangements to write a tips
pleased, surprised, promote a good page
worried, upset cause
Scanning a text Task: Writing a
for specific social media post
information to promote a good
Times, days, and cause
places:
at, in, on, a.m.,
p.m., o’clock

Review C
Unit Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

10 The Spending time The effects Evaluating pros Bad habits Literature: Digital habits
online of artificial and cons Interview: An Meeting Rana A reflective
online intelligence (short story)
Two blog posts: Dialog: A interview with an journal: A journal
generation Facts and Article: The conversation expert on habits Writing a concise entry about digital
opinions on the future is already between and the teenage summary habits
effects of screen here! father and son brain Using visual input
time Grammar: The evaluating the Grammar: as a prompt for
Vocabulary: zero conditional pros and cons of a The zero and first writing
(have) an account, decision conditional
(look at) a screen, Life skill
private, send Critical thinking:
friend requests, Using a chart of
(change) settings, pros and cons
upload a video to help make a
Identifying decision
synonyms and Task
antonyms Presenting a chart
on the pros and
cons of a digital
idea

11 Clean How does clean The next bus ... Giving directions Green cities Literature: Cleaner ways to
transportation Station Conversations: News report: New Around the World travel
transportation
work? announcements: Asking for and Egyptian cities for in Eighty Days A tips text: Tips
Article: Clean Travel giving directions the future (an excerpt) for reducing
transportation information about Life Skill Grammar: Summarizing a carbon emissions
Vocabulary: trains and buses Communication: Prepositions of story in your own Using pronouns to
electric vehicle, Grammar: effectively time, place, and words avoid repetition
charging station, Present simple for giving or asking movement
clean fuel, timetables for directions
carpool, carbon concisely and
emissions, bike clearly
lane Task
Scanning texts Drawing a
for specific diagram of a route
information based on listening
to directions

12 What do tourists Staycations Tourism that’s Homestays Literature: AI city Good for the
think? Monologue: How I good for the Online report: breaks planet; good for
Sustainable planet you
Online reviews: spent my vacation Why do you do a (A recount of a
tourism Reviews about Article: homestay? city break) A tips page: Being
Grammar:
vacations in Egypt common verbs Sustainable Grammar: Noticing a responsible
Vocabulary: followed by the tourism Verbs followed punctuation, tourist
airline, staycation, gerund or to Life Skill by the gerund including speech Using
resort, guide, tour, infinitive Critical thinking: or to infinitive: marks, in stories punctuation
shuttlebus stop, begin, try, and spelling
Showing
remember accurately
awareness of
sustainable
tourism
Task
Plan, design
and present a
proposal for a
sustainable resort
in Egypt

Review D
General Exercises
7 Helping each
UNIT

other to learn
Unit objectives
Reading: Forum posts about learning in an eco-friendly way, and facts
Think!
and opinions about how the brain works What do you do to help
Writing: A reflective journal entry you remember new
Listening: A conversation about learning something new vocabulary? Do you keep
Speaking: Talking about learning a vocabulary notebook?
Language: Wh- object questions in the present and past; defining Why do you think this is a
relative clauses good idea?

1 What helps us to learn? Using collocations

Lesson objectives: Collocations are two or three words that
• Learn vocabulary for talking about learning you use together to make a phrase, for
• Read and understand two forum posts example, take a break. When you use these
about learning words together, they have a new meaning
that they didn’t have before. It is useful to
• Compare the content of two texts
learn collocations because they help you to
• Write about how you learn or remember use words in sentences correctly.
something new

1  Look at the pictures. Read and listen to the words.

1 2 3

take a break highlight think about

4 5 6

make notes on practice a presentation underline

2 Complete the sentences with the words from Exercise 1.

1 I need to so I’m ready to give it in front of many people.

2 I plan to study for the next twenty minutes and then I will and relax.
3 I want to all the new words in the text in yellow so it’s easy to see them.
4 I read the website and then the most important information in my notebook.
5 I always the most important words in a sentence so I can focus on them.
6 It’s a good idea to different ways to remember words.

4
 UNIT

3  Read and listen to the two posts from a student forum about learning.
In which post does a student...
7
1 give advice about learning? ___
2 ask for advice about learning? ___

A
I was in Grade 7 last year and I really enjoyed it. From my experiences I have
some suggestions to help you learn. When you read a text, it is useful to
underline new words or highlight them. I find it easy to remember the meaning
of the words, but I sometimes find it difficult to remember how to spell them.
I read online that you can remind yourself of tricky spelling words by linking
them to other words. For example, I always forget the difference between desert
and dessert. I tell myself that dessert has two ‘s’ letters, so it reminds of sweet
strawberry desserts! Sweet strawberry begins with two ‘s’ letters like the word
dessert, which is a sweet food we eat. Desert has only one ‘s’ so it is a piece of land, not a kind
of food!
Amr, 14
B
Hi Amr!
Thank you for your post, it was very interesting. I’m not really worried about
learning new words, or spelling as this is something I am good at. However, the
idea of underlining or highlighting new words is very useful so I will try that this
year. What makes me nervous is when I have to give a presentation in class.
Can you give me any suggestions about that? What is a good way to practice
a presentation? Also, my mom says it is good to take a break when you are
tired. What do you think? What did you do in Grade 7 when you needed a break?
Dalia, 13

4 Read the posts again. Answer the questions.

A B
1 What does Amr find easy to learn? 1 What does Dalia have problems with?
2 What does Amr find difficult? 2 What idea can Dalia use to help her?
3 What does Amr do to remember that 3 What advice does Dalia want from Amr?
dessert has two ‘s’ letters not one?

5 Read the Reading skills box and then Comparing two texts
answer the questions. Which writer …
1 is not in Grade 7 at the moment? Look for what is the same or different
about the two texts. This helps you
2 likes an idea that the other student wrote about?
to understand both texts better.
3 talks about how something helped their learning? First, decide what the main points
4 wants to know what the other student did when and ideas are in each text. Then,
they were tired? you can see if these main points and
ideas are different or the same. If
6 
Think of a time when you learned something they are different, think about how
that you wanted to remember. How did you and why they are different.
do this? Use the phrases below to help you
make notes.

When? (e.g., yesterday, last week,) Did what?

Steps: 1. (First,) 2. (Then,) 3. (After that,)
Result (already, know…)
5
UNIT Lesson objectives:

7
• Read and understand an article about ways
2 Learning in an to learn in an environmentally friendly way
environmentally friendly way • Review Wh- object question forms in the
present and the past

1  Work in pairs. Discuss these questions.

1 When do you study? What do you use when you

study?
2 Do you think when and how you study has any effect
on the environment? Explain your answer.

2  Read and listen to the article. Match the

topics to the paragraphs.

Traveling to school Saving paper

What you use when you study When you study

Studying and the environment

When we are learning, it is important to think about the
environment. Everyone knows how important it is to
protect our planet. Here are some simple tips to make
your learning more eco-friendly. The nice thing is that
these ideas are easy to do.
1 First, try to use less paper. Why don’t you use a
computer or tablet to make notes or to read books?
This way, you save paper and help the environment.
I know these devices are quite new. What did
people do in the past? People couldn’t use a computer because they didn’t exist, but today
we have a choice. Another thing that is important to think about is what to do when you
want to print something. One idea is to print on both sides of the paper to reduce waste.
2 When do you usually study? A lot of students study in the evening when it gets dark. But ask
yourself this question: How did people study before there were electric lights? You can save
energy while studying. Turn off lights and devices when you are not using them. Try to study
during the day so you can use natural sunlight. This will help you use less electricity.
3 Next, ask yourself the following: What materials do I use when I study? Pick up a pen and
look at it. Is it made from plastic? The answer is probably: yes. Nowadays you can buy pens
made from recycled materials and notebooks that use recycled paper.
4 Finally, how do you get to school? Why not walk, cycle, or take public transportation to
school, to help reduce pollution?

3 Read the article again and answer the questions.

1 What is the article about?
2 Why does the writer suggest you use a computer?
3 How can you use less paper when you print something?
4 Why is it good to study during the day?
5 What kind of pen should you use when you study? Why?
6 Why does the writer think that how you go to school is important?
6
6
 UNIT

4 Read the Language box and choose the correct answer to complete the 7
examples.
Wh- object questions forms in the present and the past
When we ask questions in English, we often use Wh-question words. These are words
like what, where, when, why, and how.
To ask about an object in the present, we start with the Wh-question word, then use
do or does, and finally the subject. For example: "When 1 do / did you usually study?"
or "How 2 do / did you get to school?".
For the past, we use did instead of do or does. For example: "What 3 do / did people
do in the past?" or "How 4 do / did people study before there were electric lights?".
A common mistake is using both did and the past verb. Remember, we say
"Where did you go?" (not "Where did you went?").

5 Write questions for these answers.

1 Answer: I usually study in the library.
Question:
2 Answer: We traveled to Luxor last summer by car.
Question:
3 Answer: She likes painting because it relaxes her.
Question:
4 Answer: We met in Elementary school five years ago.
Question:
5 Answer: Samir takes the bus to school every day.
Question:

6 Are these questions correct or incorrect? Correct the ones that are wrong.

1 When you go to school? 4 Who do you meet last night?

2 How long do you usually study? 5 What did you read last week?
3 How you travel to school yesterday? 6 What did you studied yesterday?

7  Take turns asking and answering Wh-questions about these situations.

• Your classmate is studying in the library.

Where do you usually study? I usually study ….

• You see a friend with a new book.

• Your friend tells you they studied for two hours last night.
• A classmate says they went to a quiet place to study.
7
UNIT Lesson objectives:

7 3 Fact or opinion • Use vocabulary to talk about the brain

• Read an article about facts and opinions
• Critical thinking: understand the difference between
facts and opinions

1  Work in pairs. Read these statements about the brain. Which ones do you
think are true (T) and which ones do you think are false (F)?
1 We only use about 10% of our brain. T/F
2 A sperm whale’s brain is bigger than a person’s brain. T/F
3 There is a lot that we don’t know about the brain. T/F

2  Listen and check your ideas

for Exercise 1.

3  Work in pairs. Look at

the pictures and discuss the
questions.
1 Which of these activities can
you do?
2 How did you learn to do it?
3 How easy was it to learn?
4 How much practice did you need
to learn it?

3
2

4  Read and listen to the article about the brain, then underline
these numbers. What do these numbers mean?
1 10,000
2 20%
3 85%

8
 UNIT

The truth about the brain 7

Many people think that when we learn our brains make new brain cells. But actually, we create
new connections between brain cells we already have. In fact, one brain cell can connect
with up to 10,000 others.
In the past, people believed the brain "turned off" when we went to sleep. But with new
technology, we now know that some parts of the brain stay active during sleep. Sleep is very
important for learning because it helps us remember things better. In fact, people who get
enough sleep can remember about 20% more than those who do not.
For young people, research shows that learning feels more interesting if they know how it can
help them in real life. About 85% of students say they learn better when they understand why
a topic is useful. So, it’s important for teachers to explain why lessons are helpful.
Finally, our brains have a habit of telling us that things we agree with are "facts". When we
disagree with something, we see it as an opinion. This happens naturally, but it’s helpful to
remember that just because we agree or disagree with something doesn’t mean we are right.

5 Match the bold words in the reading text to the definitions (1–5).
1 to make something clear or easy to understand
2 the smallest basic unit of a living thing
3 something that happens as part of nature
4 busy doing something Understanding the
5 to link to something else difference between
6  ead the Life skills box. Then work in pairs.
R facts and opinions
Discuss what tells you if a statement is a fact A statement can be a fact or
or an opinion. an opinion. When it is a fact,
we can check it to see if it is
7  omplete the checklist that can help you
C true or false. There are often
decide if a statement is a fact or opinion. numbers or times in facts, too.

1 Can you that the information in it is When someone says “I think

true or false? ...” or “I believe …” this is an
Yes: It’s a fact. No: It’s an opinion. opinion. Some people may
believe it and think it is true,
2 Does it have or times in it? but other people will not
Yes: It could be a fact but check the information. believe it and think it is false.
No: It could be an opinion if the information is
not true.
3 Did the writer or speaker use words like “I ”,
“I believe ” or “in my ”?
Yes: It’s an opinion. No: It could be a fact. Check the information.

TASK
Write a blog post with tips for students learning new vocabulary. Do some research
online and decide if the information you find is facts or opinions and only use the
facts. Use the questions to help you. Write the tips and use pictures to present them.
1 What makes it easier for everyone to learn?
2 What makes it easier for young people to learn?
3 What are the most useful tips, in your opinion?
9
3  Listen again. Complete Samir’s answers to the quiz questions.

UNIT Lesson objectives:

7
• U  se which, who, and that in defining relative
4 Learning something new clauses
• Listen and understand a conversation about
learning something new

1  Work in pairs. Look at the photograph. What do you think is happening?

2  Listen to the
conversation and check
your ideas for Exercise 1.

3  Listen again and

answer the questions.

1 Who needs help?

2 Why can’t he read or write?

3 Why is Karim the best

person to help?

4 What does Karim say is

important to do?

4  Listen to the second part of the conversation. Are these sentences

true (T) or false (F)?

1 Karim goes to one of the best schools in the area. T / F

2 Karim says he learns a lot at school. T / F
3 His grandfather taught him that hard work is important. T / F
4 Karim says his grandfather can carry on teaching him how to read and write. T/F

5 
Choose the correct relative pronoun to complete the sentences from the
conversation between Karim and his grandfather.

1 Do you remember any words that / who you learned before?

2 You are the person which / whose help I need the most because you’re patient.
3 You taught me that hard work and kindness which / who are more important than
anything.
4 I’m proud of you. You’re the one grandchild in the family who / whose works really hard.
5 Also, the school which / who you go to now is one of the best in the area.
6 I believe that home is a place where / when we can learn a lot from each other!

6  Listen to both parts of the conversation again and check your

answers to Exercise 5.
10
 UNIT

7 Read the Language box. Which relative pronoun can talk about people and 7
things?

Defining relative clauses

We use defining relative clauses to give more information about nouns: people,
places, things, and animals. They help us to identify exactly who or what we are
talking about:
You taught me useful lessons which are more important than anything I learn from
books. (The relative clause here is which are more important than anything I learn
from books. Which refers to the useful lessons.)

• We use who to talk about people.

• We use which to talk about things.
• We can use that to talk about both people and things. It is less formal.
• We use whose to show possession by people or things.
• We use where to talk about location.
• We use when to talk about time.

8 Write the correct relative pronoun.

1 That's the boy father is a teacher at the school.

2 This is the shop I buy all my notebooks.
3 This is the website explains grammar rules clearly.
4 Students study every day usually get better grades.
5 I like classmates share their notes with me.
6 This is the school I went to I was at the primary stage.
7 You are the person help I need most.
8 Morning is the time I learn best.
9 The class is the place I meet my friends.
10 Do you know this bag belongs to?

9  Work in pairs. Choose a picture and make a sentence with a defining

relative clause. Your partner guesses which picture your sentence is about.

This is something which I use to

look up new words. Is it …?

1 2 3 5 4

11
UNIT Lesson objectives:

7 5 Literature • Read and understand a reflective journal entry about

a girl and her grandmother's African traditions
• Predict the topic of a text from a photo

1 Work in pairs. Discuss the questions.

1 Does anyone in your family teach you how to

make something new?
2 Do you think it’s important to learn about
traditions in your culture? Why or why not?

2 Look at the pictures. What do you think you

will read about in Aida’s reflective journal
entry?

3  Read and listen to Aida’s reflective journal entry and check

your answer to Exercise 2.
my gran dmother
with
An af ternoon
24
: O ctob er 22, 20 r who is fr
om
Date ith my gr
a n d m o t h e
dif ferent
e r n o o n w k la c e f r o m
ft e a n ec g them
pent the a ow to mak pt droppin
Today, I s w e d m e h a n d I k e
She sho small mother
Senegal. T h e b e a d s were very e u p b u t my grand e
ads. nted to giv t takes time to mak
colored be in g ! I w a "I wI
annoy , saying, k about ho
which was e p g o in g e m e t h in
d me to k e l." H er wor
ds mad gh time tr
ying
encourage b e a u t if u e n d e n o u
nd I
very on’t sp rhythm, a
something quick results and d f o u n d a
nt ued, I
always wa g n e w . A s I contin
methin
to learn so enjoy my
self. craf t
star ted t o r e all y
w s h e le a rned this nt
r e d s t o r ie s about ho r b e a d h a s a dif fere
a ch colo
mother sh ed that ea resents
My grand h e e x p la in p le, red rep d
from her m
o t h e r. S
s e c u lt u r e. F o r e x am
o w is f o r money, an
le eace; ye ll
in Senega e means p
meaning r a g e ; b lu
n d c ou
strength a nature. to
r e e n is f or hope or n e c k la c e helped me
g g the the
m y c u lt ure. Makin in m y family. In
reciat e e n at
Now, I app a d it io n s of the wom p r o u d . I learned th
ith the tr ’t per fect,
but I felt n, culture
, and
c on n e c t w c e w a s n o t r a d it io ce o f
eckla tion t impor tan
end, my n epresent our connec ie n c e , t h e
ts r m e pa t
handicraf r ie n ce taught ake.
r v a lu e s . T his e x p e
g b e hin d what we m
ou anin
nd the me ying patie
nt and
practice, a u s o n s t a d the
t t im e I will foc m e a n ings behin
n: N e x out t h e with
Action Pla andmother more ab n t in u e c onnecting
asking m
y gr s and co
t o e n jo y the proces
ant s.
beads. I w r e a n d tradition
u lt u
A frican c
12
 UNIT

4 Match the words (1–6) to their definitions (a–f).

7
1 encourage a the ability to keep trying to do something and not give up
2 proud b to talk or behave in a way that gives someone confidence
3 patience c something that a group of people, or a society, started
4 tradition doing a long time ago and still do now

5 annoying d to have a good feeling about something you do

6 rhythm e a regular pattern of movements

f make you feel angry

5 Read the story again and answer these questions.

1 Who did Aida learn from?

2 What did Aida find annoying?

3 What did the activity help Aida learn about herself?

4 How did Aida feel when she made a necklace?

5 What can handicrafts teach you?

6 After this experience, what does Aida want to find out from her grandmother?

5 Read again and check (�) the moral of the story.

1 It is important to help your grandparents.

2 A friend in need is a friend indeed.
3 Learning about culture and traditions is important.

BOOK CLUB
Discuss these questions in pairs or small groups.
• Can you think of any stories in your culture about learning
something from a friend or older person in the family?
• How important is it to learn about traditions and your
culture from arts and crafts?
• In Senegalese culture each colored bead symbolizes something.
Which color bead best describes you? Why?
• What did you learn from the story?
• African culture is rich and diverse. How does learning about bead
making help us better understand its history, culture, and values?

13
UNIT Lesson objectives:

7 6 Writing • Use a mind map to make notes and organize ideas

• Write a reflective journal entry about something you
recently learned

1 Look at the photograph. What do you think the journal

entry is about?

2 Read Eyad’s journal entry and check your idea for Exercise 1.

June 22, 2024

1 Today, I spent the
af ternoon with
my dad. My dad wa 3 A fter a while, my
s teaching
me how to ride a bike dad let go of the bike
. I was a bit for a few
nervous at first, bu seconds, and I rode
t I really wanted a lit tle by
to learn. I kept sayi myself! I was so ha
ng, "I want to ppy, and I was
ride like all my frie proud of myself. I fe
nds!" ll once, but I
got back up and trie
d again.
2 At the star t, my da
d held the back
of the bike so I woul 4 In the end, I could
dn’t fall. I tried ride for a few
to pedal, but I almos seconds without my
t fell a few dad’s help.
times. I was scared I think I learned th
but didn’t give at if you keep
up. My dad kept telli trying, you can do
ng me, “It ’s anything!
okay. Keep trying.” Today was fun, an
d I was really
happy to learn how
to ride my bike.

Writing a reflective journal

A reflective journal is a diary where you write about your thoughts, feelings, and
learning experiences. It should include what happened, your feelings about it, and
what you might do differently next time.
Some useful phrases you can use in a reflective journal include:
Today, I … I learned … I felt proud when … Next time, I want to …

3 
Look at the mind map Eyad made. Cross out the information he didn’t include
in his journal entry.
Moment of success
Experience • was happy
• felt nervous riding a • shouted to his brother
• fell down bike • smiled
• learned to ride a bike

Solution What Eyad learned

• kept trying • Don’t give up.
• dad held back of bike • You can learn when you fail.
• added extra wheels for support • Learning new things takes time.

14
 UNIT

4 
Look at Eyad’s reflective journal entry again. In which paragraph does he:
7
1 describe what happened when he was successful?
2 describe what he wanted to learn?
Using a mind map
3 talk about what he learned from the
to think of ideas.
experience?
A mind map is a good way
to make quick notes about
5 
Think of something new you recently ideas you can include in your
learned. Make a mind map in your notebook writing. Start with the main
using the same headings / categories as topic and write this in the
Eyad did in his mind map in Exercise 3. center of the mind map. Then
think of some categories
6 
Write a reflective journal entry about connected to the main idea.
something you learned to do. Use your notes Write these in boxes with
from Exercise 5 and the expressions in the lines connecting them to the
central box. In each category
Useful language box. Write 100–120 words
write two or three ideas.
in your notebook.
Remember to keep it simple.

Check your writing

Useful language
Does your journal entry … Today, / Yesterday, / Last
Saturday, I spent …
• describe what you wanted to learn and why?
At first, …
• describe the experience? In the end, …
• talk about what you learned from the experience? I think what helped me
succeed / be successful
• have correct spelling and punctuation? was …
Next time, I will …

Self-Assessment
I can I need
Check your progress do this more
practice
 use vocabulary to talk about learning

 use Wh- object questions in the present and past

 know the difference between a fact and an opinion

 use defining relative clauses

 make a mind map

15
UNIT

8 New life in old cities

Unit objectives
Reading: An article about the importance of city planning; blog
posts about helping out at different places; a story about twins Think!
helping their community What is your town or city
Writing: A reflective journal entry on the impact of your town or like? Is it close to the sea
city on the environment or the mountains? What's
Listening: A conversation about issues affecting cities and towns; the most famous place,
A conversation about how a street market has changed over 25 building, or monument?
years
Speaking: Discussing a solution for a problem in your town or city
Language: The past simple and the past continuous; the past
continuous with when and while

1 Planning for our future

Lesson objectives:
• Learn vocabulary for places in and features of a town
• Read and understand a web article about city planning
• Skim a text for the main idea

1  Work in pairs. Match the words in bold in the sentences 1−6 to

the pictures (a−f).
a b c

d e f

1 The countryside is a great place to go on vacation.

2 There are lots of facilities in our town, like a hospital, a swimming pool, and a basketball
court.
3 The city's growth helped lots of people find jobs in the new markets.
4 There is a lot of construction happening in our neighborhood because
they are building a new apartment building.
5 India has the largest population in the world.
6 City planning is really important to make a city a nice place to live.
16
 UNIT

2 Listen and repeat.

Skim reading a text
3 
Read the article. Choose the main idea.
for the main idea
1 We need to plan our towns and cities to make
them safe and nice to live in. To find the main idea of a text, you
2 City planning is bad for the environment. don’t need to read the whole text
carefully. First, read the title and look
3 Construction is an important part of planning at the photo. Then, read the article
cities. quickly: don’t worry about any words
Planning for our future you don’t know or any gaps in the text
– focus on the first sentence of each
City planning is very important for small cities in Egypt. It helps paragraph.
city leaders decide how to use land. As the 1
grows and more people need to live in cities, planning helps towns
and cities plan carefully to make sure that all the new people have a
good place to live.
One part of city planning is building new homes, schools, and parks.
2
is important: with more people moving to cities, we
need more houses. Town and city planners must make sure that new
homes are safe for the community.
Another important job is creating hospitals, shops, and other
community areas, and thinking about where to put them. These 3 help improve the quality of
life for the people who live there. For example, parks provide a place for families to relax and play, and schools
are needed for education.
Many small cities are near beautiful open areas. City planning thinks carefully about the 4 .
We need to protect the environment in these spaces as well as build homes and facilities for future population
5
. This way we can keep the environment healthy and provide a nice place for people to enjoy
nature.
So, 6 is very important for all small cities, not just in Egypt, but everywhere. By planning
carefully, cities can become better places to live in and respect the countryside at the same time.

4 Now listen and complete the text using the words in bold from
Exercise 1.

5 
Read the sentences and circle T (true) or F (false). Correct the false sentences.
City planning …
1 helps city leaders decide how to use the facilities. T/F
2 includes building new homes, schools, and parks. T/F
3 doesn’t include the safety of new homes. T/F
4 includes facilities that improve the quality of life for city people. T/F
5 protects the environment while finding solutions for population growth. T/F

6  Work in pairs. Answer the questions.

1 Do you think the city planning is good in your neighborhood?

17
UNIT

8
Lesson objectives:
2 Helping out • Read and understand blog posts about helping out
• Use the past simple and past continuous

1  Read and listen to three blog posts about students helping out at different
places. Match who or what they helped (1-3) to the blog posts (a-c).
1 the environment 2 children 3 animals

This week we are sharing our volunteering experiences. Tell us about your experience!

a b c
Last summer, I volunteered at the zoo Last week, I volunteered at the museum Last term, our class spent an amazing
every weekend, through our school with my school history club. I love day volunteering at a national park.
volunteer program. I was so excited history and helping people, so I was On Saturday, we left really early. The
because I love animals, but I was also excited! On Saturday, we arrived at sun was still rising! We drove to the
nervous about meeting new people. 8:00 a.m. before the museum opened, park in our school bus and met the
Everyone was friendly though. I started and helped make some museum park organizers. Our first job was to
by feeding the monkeys. They were displays. Then the museum opened! clean up the hiking path. There was
very playful! Here’s a photo I took Not long after that, I saw a group of so much to do, we were still picking up
of them. I also helped clean the lions’ younger kids who needed some help. trash at lunchtime! All the trash made
enclosure. The lions were usually lying I helped them draw pictures of their me sad, but it also felt great to do
in the sun. By the end of the summer, I favorite artifacts. Some kids were shy something to keep the park beautiful. I
felt proud. Not only did I get to help the at first, but when they started coloring, learned that our park is home to some
animals, but I also learned a lot about they became more confident. By the important birds, and in the afternoon,
animal care, and made new friends. end of the day, I realized how much I we built birdhouses. At the end of the
Saying goodbye to my new friends was loved helping others discover history. day, the park organizers told us that our
hard, but we promised to keep in touch I can’t wait to volunteer again! work helps protect the wildlife and the
and do it again next year. Lamees, Egypt environment.
Elias, Salzburg, Austria Alex, Canada

2 Read the blog posts again and the sentences below. Write the correct names:
Elias, Lamees, or Alex.
1 I made something.
2 I volunteered with other people from school.
3 I helped other people feel better.
4 I learned a lot.
5 I helped other people learn new things.
6 I want to volunteer again.
3  Work in pairs. Which place from Exercise 1 would you like to volunteer in?

18
18
 UNIT

4 Read the Language box and complete the examples with the correct form of 8
the verbs from the blog posts.

Past simple or past continuous?

AW
 e use the past simple to talk about On Saturday, we 3 really early.
actions that started and ended in the The sun 4 !
past:
D We use the past simple NOT the past
We 1
to the park and met the continuous with some verbs e.g. (want,
park organizers. like, need, hate, see, etc.):
 e use the past continuous to say that
BW I5 a group of younger kids who
someone was in the middle of doing needed some help.
something at a particular time:
 e use the past simple, NOT the past
EW
… we 2
trash at lunchtime! continuous for past habits and repeated
actions:
 e use the past simple for main
CW
events and the past continuous for Last year, I 6 at our local zoo every
background events: weekend.

5 Correct the underlined mistakes in the sentences. Write the correct sentences
in your notebook.
1 I watch movies on TV all day yesterday.
2 Mariam was having a cat called Felix when she was a child.
3 We stay at my uncle’s farm in the countryside during the vacation, but now we’re back at
school.
4 The tennis tournament lasted a week, so my dad was driving me to the court every
morning.
5 On Saturday morning, the volunteers arrived at the park. It was rained hard.
6 We went to the mall and were buying a present for our mom’s birthday, then we came
home.

6  Work in pairs. Take turns to ask questions about your volunteer

experiences, or a day out at the zoo, a museum, or a park. Remember to use
the past simple and the past continuous.

Tell me about the last

time you volunteered.

It was last Saturday morning and it

was raining…

19


UNIT

8
Lesson objectives:
3 Towns and cities around the world • Learn about issues affecting cities and towns
• Present a proposal for a solution
• Collaboration: develop creative ideas as a
team

1  Read and listen to the dialog. Check the issues that Shorouk and Farida
mention.

population growth facilities pollution transportation

Shorouk: Hey, Farida! How’s your new life in Europe?

Farida: Hi! It’s OK, but I just went to the basketball court, and it’s
closed! There was a sign saying it isn’t safe. Now there is
nowhere to play basketball. ☹
Shorouk: Oh, no! Here, we have a similar problem. The population is
growing every year. They’re building new apartment buildings
everywhere, which is great, but they are building on the open
spaces. I wish we had more parks to hang out in.
Farida: Exactly! I want to meet new friends, so I went to the local
community center. It’s really old and outdated and doesn’t
offer many activities for teens.
Shorouk: That’s frustrating. It sounds like you need better facilities. The
thing that bothers me is that people are using their cars too
much in the city and park their cars on the sidewalk!
Farida: There needs to be a better solution, like more subway
stations or more underground parking. You know what? I
think we need to study city planning at college and put things
right!
Good idea!
Shorouk: 

2 Read the dialog again and answer the questions.

1 Name two things that we learn about Farida.
2 What problem does population growth cause?
3 What problem do Farida and Shorouk share?
4 Why is Farida unhappy?
5 Which two public transportation solutions does Farida mention?
6 What future solution does Farida suggest?

20
 UNIT

3 Read the box on Working creatively in a group, then put the flow chart in 8
the correct order.

Working creatively in a group

When you mind map ideas in a group, make sure everyone has a chance to
join in. Think of lots of ideas and write them all down. You can add ideas
to other people’s ideas too. Always make positive comments about other
people’s ideas. Better ideas come when everyone feels safe to be creative.

Decide how to present your

idea to other people.


Choose best idea as
a group. Give reasons.


Create a mind map with
everyone’s ideas written down.


Assign tasks to
the group.

TASK
Work in groups. Follow these steps:
1 T
 hink about the problems you learned about in Exercise 1.
Choose one problem as a group.
2 T
 hink of a solution for your town or city. Use the flow chart and skills box to
help you.
3 D
 ecide how you want to present your idea (draw a plan, make a
presentation, etc.).
4 P
 resent your group’s solution in class and listen to other students’
presentations.
5 G
 ive your opinion about how other groups’ solutions will work and say why
you think this.

21
UNIT

8
Lesson objectives:
4 Then and now • L isten for specific information
• Use the past continuous with when and while

1  Listen to the conversation. Look at the photo and the lesson title and decide
what you think the conversation will be about.

2  Listen and check your

answer to Exercise 1.

3  Read the sentences below

and decide what kind of word
(noun, verb, or adjective) is
missing. Can you guess the
word?

1 The man has been working in the

market for years.
2 The market was much
in the past.
3 Customers don’t stop and talk now because Listening for specific
they are too . information
4 The food came from in the Before you listen, look at the rest of
countryside.
the sentence and decide what kind of
5 The market customers to big word is missing – is it a noun, verb, or
supermarkets. adjective? If it’s a noun, is it singular
6 The man will find new ways to make the or plural? Then, look at the meaning
customers feel . of the rest of the sentence and think
about what the word might be, and
4 Listen and check your answers listen for this word.
to Exercise 3.

5  Complete the sentences with when or while. Listen and check.

Which sentence has a comma?

We were only selling fresh food 1 the tourists first arrived.

2
I was selling food, people came over to talk not just buy food.

6  hink of two more questions to ask the market stall owner. Take turns to be the
T
interviewer and the market stall owner.

What’s the best part about

working in a market?

I think it’s talking to the customers

and learning how their day is going.

22
 UNIT

7 Read the Language box and choose the correct option to complete the rules. 8
Past continuous with when and while
• We use when or while to introduce an action or situation that 1 was in progress /
has finished when something else happened:
Customers always stopped to have a conversation while they were shopping.
What was happening when the supermarkets arrived in the city?
• We use 2 when / while to introduce the long action and 3 when / while to
introduce the interrupting action or the action that interrupts the long one:
We lost our customers while the supermarkets were making lots of money.
We were only selling fresh food when the tourists arrived.
• We can put when or while at the 4 beginning / end of a sentence or in the
middle of a sentence. If we put when or while at the beginning of a sentence, we
add a 5 period / comma after the when or while clause:
While they were shopping, customers always stopped to have a conversation.
• We use while with the past continuous for two longer actions that happened at
6
the same time / at different times:
People were choosing faster ways of shopping while their lives were getting busier.

8 Complete the sentences with when or while.

1 I was watching the birds, they suddenly flew away.

2 We were watching a movie the internet stopped working.
3 I was reading a book my mom called me for dinner.
4 She was drawing a picture her brother was playing video games.

9 Write complete sentences in your notebook using the past continuous and
when / while. Decide if the sentence needs a comma.

1 I shop / with my family yesterday / I see / you with your parents

2 Amany read / a book for the whole journey / we take / the train to Aswan
3 what interesting things / you see / you visit / the museum?
4 I play / football yesterday / it start to rain
5 I get / a message from my best friend / I have / breakfast this morning
6 we play / in the tournament / I break / my ankle

10  Work in pairs. Think of interesting endings to these sentences. Can your

partner guess which sentence it is?

1 When I got up on Sunday …

2 While we were waiting for the bus …
3 I was helping with the housework while …

11 Write endings for the sentences in Exercise 10 in your notebook. Remember to

use a comma where necessary.
23
UNIT

8
Lesson objectives:
5 Literature • Read and understand a story about twins
• Use context to work out the meaning of
new words

1  Work in pairs. What were you doing last weekend on Saturday morning?

2  Read and listen to the story. Check (✓) the

best title for the story.

A day out playing at the park

The twins’ discovery

1
In the new city, twins Adam and Amira lived in a small
apartment on the top floor of a tall building. Outside in
the city were the sounds of cars, and the noise of the
construction of new apartment buildings and facilities.
2
One sunny Saturday, Amira and Adam wanted to explore
their neighborhood. “Let’s see what’s happening at the park!”
Amira suggested to their parents, with excitement. The park
was across the street, and they often played there on Saturday
mornings, but today they wanted to see the new playground
that was under construction.
3
As they walked along with their parents, they noticed the
busy workers setting up swings and slides. “Wow, look at that!” Adam shouted, pointing at
a giant climbing structure. “I can’t wait to try it out!”
4
When they reached the park gates, they found a small crowd of people looking at the
construction through the gates. They wanted to find out what was going on, so the twins went
to the front. A friendly worker named Mr. Ragab noticed them and smiled. “Hey there! Do you
want to see how we build playgrounds?”
5
Amira and Adam nodded with excitement. Mr. Ragab explained the process of construction,
showing them how they carefully put each piece to make sure it was both safe and fun.
The twins were fascinated. They learned about teamwork, planning, and the importance of
creating spaces for everyone to enjoy.
6
After the playground construction was finished and safe, Mr. Ragab invited families to help
with a small task. “We need to paint the benches. Would you like to help?” The twins looked
at each other, and agreed. The family spent an hour painting bright colors on the benches,
laughing, and chatting with the other volunteers.
7
Amira and Adam stepped back to look at their work. The new benches looked wonderful and
bright. “We did a good job!” Adam said. Amira agreed, her heart was full of happiness. “We
can be proud that we helped make our city better!”
8
On their way home, the twins and their parents talked about how important it was to
contribute to their community. “Today, I understood that it’s not just about having fun at the
park,” Amira said. “It’s about making it a nice place for everyone too.”
9
That night, as they lay in bed, the twins realized that even small actions make big changes.
They felt part of a community, and that meant working together to create a better place for
everyone.

24
 UNIT

3  Read and listen again. Answer the questions. 8

1 What did Adam and Amira want to do on Saturday morning?
2 What does “under construction” mean in the second paragraph?
3 What did Mr. Ragab teach Adam and Amira about?
4 How did the twins feel after painting the benches?

Use context to work out the meaning of new words

When you need to understand a new word in a text, read the whole sentence. Use the context
(situation) and other words in the sentence to help you understand the meaning of the new word.
Find the words you do understand in the sentence – do they give you any clues about the new
word? What kind of word is it? (e.g. noun, verb, or adjective)

4 Choose the correct definition for each word in bold from the story. Use the
context of the sentence in the story to help you.
1 twins
a two children who are best friends
b two children who are bothers and/or sisters born at the same time
2 excitement
a a feeling that you don’t want to do something
b a feeling of happiness and interest
3 process
a actions you need to take in order to do something
b the time it takes to do something
4 climbing structure
a something that children can climb and have fun on
b a bench to sit on
5 swing (noun)
a something you can run on
b something you can sit on and move up and down by using your legs
6 fascinated
a not interested in something b very interested in something
7 contribute
a to give something b to have something

BOOK CLUB
Discuss the questions in pairs or small groups.
• How could the twins find out other ways to help in the
community?
• How did the story make you feel?
• What’s the deeper meaning of the twins’ discovery?

25
UNIT Lesson objectives:

8
• Write a reflective journal entry on the impact of your town or
6 Writing city on the environment
• Use too much/many, so much/many, and not enough for
emphasis

Remember
1 Read the Nabila’s journal entry post. Reflecting means that you give
Check (✓) the reason for her entry. an idea careful thought. You
can use phrases like, Today, I …
She wants to describe her city. I learned … I felt proud when …
She wants to reflect on her grandmother’s Next time, I want to …
memories.
She wants to reflect on the changes in her city over time.

city but
January now there
25th, 2025 are not
Toda y, my enough
grandma trees for
showed the birds
me some to live in.
t how the
old photos ba ck I st arted thinking abou
was a tow n ars.
of our city. It to w n h as ch anged over the ye
walk to the sea more houses an
d
then! She could ! W e’ ve bu ilt
– across fields t there is not en
ough
from her house es , ro ad s, bu
of green spac ryside an ymore. T
here’s too
There were lots in th e co u nt
peaceful too man y
and it looked so
ar dly m u ch pollution and slow
ere’s h aybe we need to
photos. Now, th bu ild in gs. M
. It’s all been think more abou
t the
an y open land left h e do w n an d
nstruction. T e future of
taken over by co m u ch fu tu re – especially th
own so
population has gr bu ildings the en vironment.
e ap artm en t
that there ar
e sea. I love my
from here to th

2 Read the journal again. Answer the questions.

1 What was different about Nabila’s city in the past?

2 How does Nabila feel about the changes?

3 What does Nabila think should happen in the future?

3 Find and underline one phrase for feelings and two phrases for reflection in the
journal entry.

26
 UNIT

4 Read the Writing tip. Then find and circle examples of so much / many, too 8
much / many, and not enough in the journal.

5  lan your reflective journal. Answer

P Writing so much / many,
the questions to help you plan.
too much / many, and
1 What was different about your town / not enough
city in the past?
We can use words like so much / many, or too
2 What is your town / city like now? much / many, and not enough to describe
3 How do you feel about the changes? nouns. This can help emphasize what we
4 What do you think should happen in want to say and make the point sound more
your town / city in the future? important.

6 
Write a reflective journal entry about the impact of your town or city on the
environment. Use your answers from Exercises 3, 4, and 5 the Writing tip to
help you. Write 100–120 words in your notebook.

Check your writing

Does your journal entry ...
have a date?

include language to explain how you feel and for reflection?
use so much / many, too much / many, and not enough for emphasis?
use correct spelling and punctuation?
have the right number of words?

Self-Assessment
I can I need
Check your progress do this more
practice
use vocabulary to talk about town planning

use the past simple and past continuous correctly

work creatively in a team

use the past continuous with when and while

have the right number of words?

27
UNIT

9 Plans with friends

Unit objectives
Reading: Scanning a text message about making arrangements and a summary of a story about
friendship
Listening: A conversation about making arrangements
Speaking: Planning activities with friends
Writing: Tips on staying in touch with a friend: will and going to
Language: Future forms: will and going to; present continuous for future arrangements

1 How I spend my time

Lesson objectives:
• Learn vocabulary for feelings
• Read and understand text messages between friends
• Scan texts for specific information (days, times, and places)

1  ook at the pictures. Read and listen to the words.

L
a b c d

afraid nervous angry upset

e f g h

worried excited pleased surprised

2 Complete the sentences with the words from Exercise 1.

1 I feel when something happens, and I didn’t think it would happen.

2 I feel when I lose something that I really liked.
3 I feel when my mom doesn’t answer her phone for a long time.
4 I feel when I’m at the top of a tall building and I look down.

3 Work in pairs. Read the sentences. Say how you feel when you say these
sentences. Use words from Exercise 1.
Oh no! I have a math test The teacher really likes my story!
tomorrow.
28
 UNIT

4  Read and listen to the text messages. What do Khaled and Karim
decide to do?
9
Hi Khaled! How are you? I’m a bit nervous about my presentation
on Thursday. I’m worried that I’ll do badly. Do you want to do
something on Saturday? We’ll have free time. Maybe go to the mall?

Hi Karim! I’m OK, thanks. I’m excited about the presentaion. You need
to relax. You’ll do well. Don’t worry! I’m going to my grandparents’
house on Saturday morning. What about Saturday afternoon? I’m
surprised that you want to go to the mall. Do you like shopping now?

OK, OK. Maybe going shopping isn’t the best thing for us to do. What about
going to the movie theater on Saturday? I want to see that new action movie.

Sure. We can see that movie at 2 o’clock or 4:30 p.m. on Saturday

at Cinema El Shorouk in Sunrise Mall. What do you think?

OK. 4:30 is better for me. I can meet you at the entrance to the
mall at 3:00 p.m. if you like.

Sure. Sounds good. See you tomorrow!

Karim
5 Khaled writes a note to help him remember when and
where he is meeting Karim. Read and complete the note. On at
6  ead the text messages again. Are these sentences true
R
Meet him at
(T) or false (F)?

1 Karim wants to go to the mall on Saturday.

2 Khaled is nervous about the test tomorrow.
3 Khaled is going to his grandparent’s house on Saturday afternoon.
4 Karim wants to see the new action movie.
5 The 2 o’clock movie is better for Karim.

Scanning texts for specific times, days, and places

Sometimes you need to find times, days, and places in a text, if you want to know when and
where something is happening. When you do this, look for the words at, in, and on which come
before days (on), times (at), and places (in or at). Also, look for words with capital letters because
you use capital letters for days and names of places, like countries, cities, and towns. For times,
look for words and letters that you usually use with times, for example, o’clock, past, a.m.
(morning) or p.m. (afternoon).

7  ork in pairs. Think of something you

W
I’m really excited. My plan is
would like to plan with your friends.
Tell your partner: the day, the time, the to meet my friend Mariam on
place, what you plan to do together, Saturday at 10 o’clock in the
and how you feel about it. mall. We want to go to a café.
29
UNIT Lesson objectives:

9
2 Real or fake friends • Read and understand a story about a real friend and a
fake friend
• Notice and understand international words
• Future forms:will and going to

1 Work in pairs. Discuss the questions.

1 Who is your best friend?

2 When did you meet?
3 Do you have any friends you met online?

2 Look at these dictionary entries. What do you think a “fake friend” is?

fake adjective /feɪk/ include verb /ɪnˈkluːd/

not real, but made to look or seem real to make someone or something part of a
larger group

3  Read and listen to the story, then look up the words in bold in
your dictionary.

Two friends
A
L
 ast Saturday, Mom took me to meet my
friend Heba at a café in town. We met
when we were just six years old and she’s
my best friend. We always have fun and
help each other with schoolwork. Heba
told me, “I’m going to bring some photos
from our last trip, Sara!” I was excited
because we both love taking photos for
social media, and I wanted to see them.
B
I also have a friend named Jessica, but I don't think she is going to be a really good
friend because sometimes she is kind and sometimes she isn't. We met online a few
months ago. At first, she was really nice and liked my posts, but now I notice she
doesn’t really care. Sometimes, she says, “I’ll text you later,” but she never does.
C
L
 ast week, she asked me to join her in a group chat. I thought it would be fun, but
when I joined, she was chatting with other people and didn’t include me in the
conversation. I felt left out.
D
M
 om agreed to come with me to meet Heba next weekend. We’re going to meet at
the café and then take a taxi to the city park. I know she will be there and keep her
promise. We will probably post a funny video on social media from the park.
E
N
 ow I realize that real friends don’t just make plans; they keep them. Real friends make
you feel happy and included, while fake friends leave you feeling sad and alone. I'm
going to spend more time with Heba and real friends who care. I think that’s important.

30
 UNIT

4 Read the story again. Which paragraph talks about …

1 what Sara learned from the situations.

9
2 what Sara is going to do at the weekend.
3 Sara’s best friend.
4 a situation when Sara wasn’t happy.
5 a friend Sara met online.

5 Read the Reading skills box. Find and underline six international words in the
story.

Reading skills: Noticing international words

International words are usually English words that people also use in other languages.
These words are often words for technology, for example, the internet, app, social media,
and online or words for places we go to or things we use in our free time, for example,
hotel, restaurant, café, and taxi.

6 Complete the grammar rules with the words from the box.

will probably post going to spend is going to be will text going to bring

Future forms: will and going to

There are different ways to talk about Promises or quick decisions
the future in English depending on the We use will + infinitive to talk about
situation and your feelings. promises and quick decisions.
Plans and intentions I3 you later.
#(promise)
We use be + going to + infinitive to talk
about a plan we made or an intention we Predictions
had before the moment of speaking. We use be + going to + infinitive in
I’m 1 some photos prediction when there is evidence in the
from our last trip. # (plan) present that something will happen.
I'm 2 more time I don’t think she 4 a
with Heba and real friends who care. really good friend because sometimes she
# (intention) is kind and sometimes she isn't.
We use will + infinitive in a prediction
when there is no present evidence.
We 5 a funny video.

7 Complete the sentences for the situations with the correct form of the verb in
brackets.
1 intention: I my friend Sara prepare the food for the party. (help)
2 prediction: Look at those black clouds. There a storm soon. (be)
3 promise: I you when I get home. (call)
4 plan: We some cookies for our friend this afternoon. (bake)
5 prediction: My friends any problems with the homework.
(not have) 31
31
 Lesson objectives:
UNIT

9
• Learn about good causes
3 For a good cause • Complete a task about using social media for something good
• Digital literacy: understand how social media can be used to
promote good causes

1  Work in pairs. Read the dictionary definition. What good causes can you
think of?

good cause (noun phrase)

When you say that something is in a good cause or for a good cause, you mean that it is
worth doing or giving to because it will help other people, for example by raising money
for charity.

2 Work in pairs. How do you think social media can help a good cause?

3 Look at the title and the picture. Discuss in pairs what you think the story is
about.

Using social media for a good cause

Youssef is a college student who loves planting trees.
One day, he hears that a park near his house needs
more trees. The city doesn’t have enough money to
plant more, and Youssef wants to help. He decides to
use social media to spread the word.
Youssef posts a message on social media. He writes,
“Let’s make our city greener! The local park needs
trees. Join me to raise money and help to plant them!”
Youssef includes a link to a crowdfunding page he
made for the project.
His friends see the post and share it with their friends
too. Soon, people from all over the city are talking
about it. Many people give money, and others offer to
help plant the trees. Even a local business decides to
support Youssef’s project and give some money.
After a month, Youssef’s project raises enough money
to buy many trees. On planting day, Youssef and a large
group of people go to the park to plant the new trees.
When the work is done, the park looks beautiful, with
lots of young trees ready to grow. The city thanks
Youssef for his hard work, and he feels proud because
he made a difference. He learns that social media is a
great tool to bring people together for a good cause.
Youssef realizes that he can use it to help make the
world a greener place.

32
 UNIT

4  Read and listen to the story. Match the words in the text in bold to their 9
definitions below.

1 To have an important effect on something or someone

2 To increase or get bigger
3 To make a promise and say you will do something
4 To get a large number of people to give a small amount of money each to make a big
amount, often for a good cause
5 To reach more places or people
6 To provide money and help for someone to pay for the things they need
5 Read the story again. Are these sentences T (true) or F (false).
1 Youssef works in a park near his house. T/F
2 He uses social media to tell people about his idea. T/F
3 Only Youssef’s friends see his post. T/F
4 Lots of people join Youssef in the park to plant the trees. T/F
5 Unfortunately, Youssef’s effort doesn’t make a real difference. T/F
6 Read the Life skills box. Create a hashtag for Youssef.

Life skills
When we use social media to promote a good cause, one important thing we can do is use
a hashtag. This makes it easier for people to find the post and understand the good cause.
For example, #HelpAnimals.

7 Look at the photos. What good cause does each picture show?

a b c d

TASK
Work in a group. Think of a good cause. Plan and write a short social media post
to promote your good cause. Here are the questions you need to discuss in your
group.
1 What is your ‘good cause’? Why do you think it’s important?
2 What information do you need to include in your post?
3 Where will you post?

33
UNIT Lesson objectives:

9
• Understand a dialog about future arrangements
4 A helping hand • Use present continuous for future arrangements

1  Work in pairs. Discuss these questionss.

1 How could being friends with an older person be good for a young person?
2 How could being friends with a young person be good for an older person?

2   Listen to the dialog. Put the pictures in the correct order.

3  omplete the sentences from the dialog with the correct form of the verb in
C
brackets.

1 Don’t worry. I (come) with you!

2 We (stop) for ice cream after that.
3 I (bring) my list with questions for the doctor, too.
4 I (plan) to be ready at around 2:00.
5 I (come) to your house around 1:45.

4   Listen and check your answers to Exercise 3.

34
34
 UNIT

5 Choose the correct options to complete the grammar box: 9

The present continuous for future arrangements
We use the present continuous to talk about arrangements in the 1time / future,
especially when we already know the 2time / future and place.
Choose the correct option to complete the sentences.
I’m 3talking / talk to Mom tonight about leaving basketball practice early.
We 4meet / are meeting at 3 o’clock.
Do / Are you visiting your uncle tomorrow?
5

She usually 6studies / is studying on the weekend.

He usually 7play / is playing tennis on Saturday.

6 
Match the sentence beginnings (1–5) to the correct endings (a–e).

1 I’m visiting my
2 I’m meeting a) an English test tomorrow.

3 They’re staying b) at home tonight.

4 Omar is taking c) grandma this afternoon.

5 Ali is playing d) football this evening.

e) Karim outside the movie theater in 5 minutes.

7 Look at Laila’s diary. Write sentences about her future arrangements.

2 o’clock
o’clock 12 o’clock 4 o’clock
haircut dentist tennis /
sports center
3 o’clock 5 o’clock –
Sara / mall Grandma 7 o’clock
dinner / Mom

On Monday, I’m getting a haircut at 2 o’clock.

8  Work in pairs. Tell your partner about any arrangements you have made for
next weekend.
I’m meeting my friend Amir on Really? What are you
Saturday at 3 p.m. guys doing?
35
35
UNIT Lesson objectives:

9
• Read a summary of a piece of classical literature
5 Literature • Notice adjectives that describe a character

Mark Twain
(1835 – 1910
1 Read the short biography about Mark )
Mark Twain w
Twain and answer the questions. as born Sam
uel Clemens
in the USA. W in Missouri,
hen he was
Hannibal on four, his fam
1 What was Mark Twain’s original name? the Mississip ily moved to
place to live, pi River. It w
and it gave Tw as an excitin
b o ain the mater g
2 Where did he live as a child? oks in later ye
ars. ial for his
Afte
3 What was his job when he changed 12 r his father died, Twain left sc
to work and hool at the ag
his name? earn money. e of
jobs before he He had man
started his w y different
a riverboat p riting career.
ilot on the gre He was
journalist, a at Mississipp
teacher, and i River, a
2  Look at the pictures. What do worked as a
journalist in V
an inventor.
When he
you think the story is about? name to Mar irginia, he ch
k Twain. anged his
He publishe
d his first no
Sawyer in 18 vel, The Adve
76 and The A ntures of Tom
Finn soon af dventures of
ter that. Huckleberry

3 Read and listen to the summary and check your ideas for Exercise 2.

The Adventures of Huckleberry Finn

The Adventures of Huckleberry Finn tells peace he never felt before.
the story of a young boy, Huck, and his
journey down the Mississippi River. Huck Huck often has to make difficult decisions
is clever and adventurous. He decides and follow his heart. One day they meet
to leave home and travel down the river. a group of men searching for escaped
Along the way he meets Jim, an escaped servants. To protect Jim, Huck cleverly
servant. The two become close friends. tricks the men, saying that there is a sick
They travel together on a small raft down family on their raft and they should not
the river. During the journey they share come near. This moment shows Huck's
food, stories, and laughter. bravery and his strong friendship with
Jim, as he risks his own safety to help his
Huck and Jim’s friendship grows stronger friend.
as they face many challenges. They meet
different people, some friendly and some Through this journey, Huck learns
not. They look to each other for help important lessons about friendship. At
and support. Huck sees Jim as a true the start he often behaved badly, but as
friend and someone he can understand. time goes by, he becomes a much better
The two spend time fishing, exploring, person. His friendship with Jim is at
and enjoying the beauty of nature. This the heart of the story. It shows how two
shared experience brings them closer people from very different backgrounds
together which gives Huck a sense of can become good friends.

36
36
 UNIT

4 
Read the summary again and answer the question. 9
1 What do Huck and Jim do together on the raft?
2 What does Huck do to protect Jim?
3 What is the most important message of the story?

5 Choose the correct word(s) (a or b) to match each definition.

1 Happy to try new and exciting things

a adventurous b quiet
2 A flat kind of boat that floats on water
a a raft b a journey
3 To divide something or do it at the same time
a stay b share
4 When a situation helps you get to know someone better
a bring closer b bring stronger
5 When you feel relaxed, you are at
a peace b worry
6 Your family, experiences, living conditions, etc.
a background b behavior
Using adjectives to
describe characters
6  Read the Reading skills box
and then read the summary again. Use simple adjectives like brave, kind,
funny, or curious to show what a character
Circle eight adjectives that describe is like. Adjectives help readers understand
the characters in the story. Work feelings and actions. Describe looks (like tall
in pairs. Did you circle the same or young) and personality (like friendly or
adjectives? shy) to give more information about how a
character looks or behaves.

BOOK CLUB
Discuss these questions in pairs or small groups.
• Would you like to read The Adventures of Huckleberry Finn?
Why / Why not?
• In the end, their journey is not just about traveling on a
river; it’s about their friendship and the lessons they learn
from each other. What books or stories do you know about
friendship?
• What makes a good friend?
• What would life be like without friends?
• How can you help your friends?

37
37
UNIT

9
Lesson objectives:
6 Writing • Use headings to find information in a text
• Write some tips on how to stay in touch
with friends

1 Look at the picture and discuss the questions.

1 How does the boy in the

picture feel? How do you know?
2 What do you think is
happening?
3 How do you think you would
feel in a similar situation?
4 What can you do to keep
in touch with friends when
they move away?

2 Read the tips. Match the headings from the box with the tips.

Have video calls Play online games together Send messages every day
Share photos Show interest in your friend’s new life Try to visit

Six tips to keep in touch with a friend who moved away:

1
Write short messages to each other. It can be a simple “Hi, how are you?” or “Guess what
I did today!” You don’t need to write long messages; even small updates are nice!
2
Choose a time each week or month to talk online. You can talk face-to-face and feel like
you’re spending time together.
3
Take pictures of things you see, like funny signs, your lunch, or places you go. Sharing
pictures is a fun way to show what’s going on in your life.
4
Find games you both like and play together online. This way, you can laugh and have fun,
even if you’re not in the same place.
5
Ask your parents if you can plan a visit. It can be something to look forward to together!
6
Ask questions like “What’s your new school like?” or “Have you made any new friends?” It
helps you stay connected to their world.

38
 UNIT

3  Work in pairs. Put the tips in order from what you think is most (1) to 9
least important (6). Give reasons for your answers.

I think tip X is the best. It’s easy to do and I think it will work.

4  Work in pairs. Here are the headings of three other tips for staying in
touch. What would you write for each tip? Can you think of any other tips?

1 Celebrate special days

2 Share funny videos

3 Create a ‘memory’ book together

5 
Write a Tips page to go on the internet about how to stay in touch with
a friend when they move away.

Check your writing. Useful language

Are your tips short and easy to follow? Ask …

Write …
Do all your tips start with a verb? You can …
Do your tips have the correct spelling It can …
and punctuation?

Self-Assessment

I need
Check your progress
I can
do this more
practice
 use vocabulary to talk about feelings

use will and going to



 understand how to use social media to

promote a good cause.

 u
se the present continuous to talk
about future arrangements.

 write some tips on staying in touch with

a friend

39
C
Review

Reading

1 Read the blog posts. What is the topic of the blog page?

a Favorite free time activities

b What you did in your vacation
c How you can help your community

A B C C
A D

B
Last month, I joined a weekend Last summer, a group of students Last week, I volunteered at a day
volunteer program to clean up from my class volunteered at a care center for children where my
our local beach. Every Friday and community garden. We volunteered aunt Mary works. I love children
Saturday, we spent a few hours three days a week for a month. We so I was excited. I arrived early in
picking up trash. We started early looked after the vegetables and fruit the morning and met the people
each morning. The team leaders gave trees, and we tidied the garden to who work there. First, I helped set
us gloves, trash bags, and special keep the plants healthy. It was a hot up toys and games to play with
grabbers to pick up the trash. Some summer so we watered the garden the children. We built towers with
volunteers were students like me, to keep the soil wet. When the bricks and we played in the toy
and others were families or local vegetables were ready to pick, we kitchen. Then, we sang some songs
people. Each weekend, we cleaned put them in boxes and took them and drew colorful pictures. At the
the beach and along the shore
shore. I to families and old people in the end of the day, I read the children
couldn’t believe how much trash we community. I really enjoyed helping a story which they loved. Then, I
found. There were bottles, cans, old people in this way. I learned a lot helped clean up the playroom and
shoes, and lots of plastic! I felt very about gardening and how to grow I said goodbye. I was very tired,
proud to be part of the volunteer vegetables without using harmful but I felt happy. I learned a lot
team, and pleased that we were products. I can’t wait to visit the about child care and I’m going to
helping to keep our beach clean. garden again next year. volunteer there again!

Nadia, Egypt Ben, United States Maggie, UK

2 Read the posts again. Write the name of the person who ...
1 enjoyed helping people in the community.
2 was surprised by what they found.
3 is going to volunteer there again.
4 worked for a few hours every weekend.
5 volunteered at a place where a relative works.
6 worked with families, students, and local people.

40
40
 C
Review

3 Match the words in bold in the blog posts with the definitions.
1 the land along the edge of the sea
2 small rectangular blocks used in construction
3 causing a bad effect, injury, or damage
4 a natural material that plants need to grow
5 a device you use to pick up things from the ground

Listening
1  Listen to the dialog between Sherif and Magdy about a trip to Alexandria.
Number the places in the order you hear them.

a the Corniche
b the Bibliotheca Alexandrina
c the Montazah Gardens
d the Citadel of Qaitbay

2  Listen again. Read the sentences and circle T (true) or F (false).

1 Sherif’s family are going to spend a day at the Bibliotheca Alexandrina. T / F
2 Magdy loves going to the Bibliotheca Alexandrina. T/F
3 Sherif’s uncle is going to drive them to Alexandria. T/F
4 It will take them two hours to get to Alexandria. T/F
5 They’re going to have a picnic at the Citadel of Qaitby. T/F
6 On Saturday, they’re having dinner at the hotel. T/F

3 Listen again and answer the questions.

1 Where are they staying in Alexandria?

.
2 Why are they going in Uncle Youssef’s car?
.
3 What else can they see in Montazah Gardens?
.
4 What food is Alexandria famous for?
.

Language
1 Complete the sentences with the missing words. The first letter has been given.
1 I was s when I got 85% in my exam! I didn’t expect it.
2 It’s important to t a break when you’re studying.
3 I’m going to m some notes before I write my essay.
41
C
Review

4 Tamer is very e about going on vacation this summer.

5 It’s a good idea to p a presentation before you do it in class.
6 Do you feel n before you have an exam?

2 Complete the text with the words in the box.

construction countryside growth facilities population planning

There’s a hospital, a swimming pool, and other 1 in our town. It has got a
² of 21,000 people and it is in the ³ so there are lots
of beautiful green spaces. The town is getting bigger and there’s a lot of 4
happening at the moment. 5 will be great for the town but we need good
6
so they don’t build on all the green spaces.

3 Write Wh-questions in the present or past tense for these answers.

1 Basel plays football with Tarek and Fares.
2 I went to Luxor last summer.
3 Dad needs to rest because he’s tired.
4 They traveled to Aswan by train.
5 Amira learned to play chess at school.

4 Choose the correct relative pronouns.

1 Karim is my friend which / who lives with his grandparents.
2 That’s the park where / when we play tennis.
3 Mariam is the girl who / whose aunt is our doctor.
4 It was last summer where / when I learned to swim.
5 This is the blue scarf which / who Amina gave to her mother.
6 It is difficult to understand people that / when talk too fast.

5 Complete the sentences with the past simple or past continuous form of the
verbs in brackets.
1 Rana (go) to the park and met her friends.
2 Uncle Maged fell asleep while he (watch) football.
3 We (have) dinner when we heard someone outside.
4 Fareeda (see) Aunt Samira at the bus stop.
5 Ashraf (read) a book in the library when I saw him.

6 Choose the correct option to complete the dialog.

1 A: 1
Will you go / Are you going to go shopping tomorrow?
B: Yes. ² I’m meeting / I’ll meet Randa at the shopping mall.
A: Can I come too?
B: Sure. ³ I’ll text / I’m going to text you when I know what time 4 we’ll meet / we met.
42
42
 C
Review

2 p.m.
Speaking basket
center ball / spor ts
12 p.m
1 In pairs, follow the instructions below. 6 p.m. .
volunt
movie t e er / m
hea t e r us e um
1 Choose a diary card each. / Wael 7 p.m.
2 Read the notes and think about what you want to say. pizza
/ frien
ds
3 Tell your partner about your plans for next weekend.
4 Listen to your partner talk about his/her plans for next weekend.
5 Think of some more ideas and take turns to share
them with your partner.
11 a.m. 3 p.m.
g / mall
shoppin table tennis / Lara
I’m playing basketball at the
4 p.m. 7 p.m.
sports center at 2 p.m. r an dma
help / G dinner / cousins

Writing
1 Read Nesma’s reflective journal entry and circle T (true) or F (false).

Today, I spent the afternoon with Donia. Donia is my older sister who loves sport. So
today, she was teaching me how to play table tennis. I was really excited because it looks
fun and I wanted to learn. First, Donia showed me how to hold the bat in my right hand.
Then, she showed me how to throw the ball into the air with my left hand and hit it with
my bat. At first, I couldn’t hit the ball. If I hit the ball, it went into the net. I was really
upset but Donia told me to keep trying. She was very kind and she didn’t get angry.
She kept showing me what to do.
After a while, I actually hit the ball over the net! I was so pleased! I practiced again and
I got better. Then Donia said “OK, I’ll hit the ball to you and now you hit it back to me.”
After a while, we were hitting the ball to each other. I missed the ball sometimes but it
was fine. In the end, I could play a game. Donia won the game of course but that didn’t
matter. Today was a great day!

1 Nesma felt nervous about learning how to play table tennis. T/F
2 Donia showed Nesma how to hit the ball. T/F
3 When Nesma couldn’t hit the ball, she stopped playing. T/F
4 When Nesma practiced, she got better. T/F
5 Nesma didn’t always hit the ball. T/F
6 Nesma and Donia played a game and Nesma won. T/F

2 Write a reflective journal entry about a time when you learned to do something.
Who helped you? How did you feel? Write 100–120 words.
43
UNIT

10 The online generation

Unit objectives
Reading: Blog posts about screen time; an article about AI;
Think!
a short story about girls with a disability How much time do
you spend online
Writing: A reflective journal about digital habits; Using adjectives every day?
to make writing more interesting; Using visual input as a prompt for What do you do
writing online?
Listening: Instructions for evaluating pros and cons Do you ever choose
Speaking: Talking about pros and cons time online over
seeing friends or
Language: Using the zero and first conditionals, including common
doing an activity?
mistakes

1 Spending time online

Lesson objectives:
• Learn vocabulary for talking about time online, including social media platforms, screen
time, and gaming
• Read and understand two blog posts about time spent online and how it can affect us
• Find synonyms and antonyms in two texts

1  Look at the pictures. Read and listen to the words.

(have) an account (look at) a screen private

send friend requests (change) settings upload video

2 Complete the sentences with the words from Exercise 1.
1 If something is , you make sure no one else can see it.
2 My cousin asked if I to upload photos of our holiday.
3 My mom says I shouldn’t at my for more than an hour at a time.
4 Let’s Reem a . She always posts interesting things!
5 Can you help me? I’m trying to a of our basketball win. It won’t
post!
6 I think you need to the , then it will post.
44
44
 UNIT

3  Read and listen to the blog posts. Who do you think wrote each one?
10
HOME | ABOUT | DOWNLOAD

massive 8.5 hours looking at a screen

Research shows that some teenagers spend a
include the time teenagers look at
every day. This huge amount of time doesn’t even teenagers have cell phones, but
95% of
screens when they do their homework. About
this was a tiny 23% in 2011.
es with their own accounts. I get a
My teenage children have their own cell phon
app or buy something from a game.
message every time they want to download an
I click and then they can do it.
to put their phones down and do
I notice that my children often find it difficult
t to come for a walk with me in the
something else. I always ask them if they wan
can do something else instead. Looking
afternoon — without their phones — so they
make teenagers feel like their normal
at photos of other people’s best moments can
lives are boring too.

HOME | ABOUT | DOWNLOAD

My dad thinks I spend too much time
gaming. He changed the settings on my private and they’re always sending friend
laptop so that it turns itself off after one requests to people they don’ t know. That’s
hour. I understand that gaming can be dangerous because these people could be
bad for you if you can’ t stop doing it, but adults and not teenagers at all.
that’s not what I’m like. I still enjoy going There are also teenagers I know who spend
out and playing sports with my friends and so much time making and uploading videos
I’m not even on social media. Some of my where they just look at the camera and
friends spend all their time on social media. make funny faces. I think that’s terrible and
They think it’s great. Their accounts aren’t much worse than playing games where you
learn how to do things.

4 
Read the blog posts again and answer the questions.
1 What two things does the first writer do to help his
children? Finding synonyms
2 What problem does the first writer think that using and antonyms in
social media can cause for teenagers? different texts
3 How are the second writer’s opinion about gaming Synonyms are words that
and his dad’s opinion about it different? have the same meaning
4 Why does the writer think that what he does is as or a similar meaning to
better than what some of his friends do? another word. Antonyms are
words that have a different
5 
Read the Reading skills box. Write a synonym
or opposite meaning to
and an antonym for the adjectives big and another word. When you
bad. find synonyms (e.g. big and
large) and antonyms (e.g. big
6 
List three things you do when you look at a and small) in texts, you can
screen. Write an adjective to describe each practice remembering the
thing. Think of a synonym and an antonym for words’ meanings and make
each adjective. links between words.

7  Work in pairs. Use your words from

Exercise 6 to write sentences about the things you do when you look at a
screen. Then read the sentences aloud to your partner. Your partner says an
antonym of the adjective you used.
45
UNIT Lesson objectives:

10
• Use the zero conditional to talk about facts
2 The effects of artificial and cause and effect
intelligence • Read and understand an article about AI and
its impact on our daily lives and choices

1  Work in pairs. Discuss these questions. Think!

1 What websites or streaming platforms do you use? How often do you use streaming
platforms to watch films or TV
2 Do they show you things you like to watch or listen to?
shows or listen to music on a
phone, computer, or television?
streaming platform: videos that are sent
What do you know about AI
over the Internet in a continuous way
(artificial intelligence)?

2  Read and listen to the article. Match the words to the definitions.
a a set of instructions a computer uses to
1 machine learning
make decisions
2 science fiction b to make something suitable for a
particular person
3 algorithms
c the way computers / machines improve
4 personalize d stories about life in the future

HOME | ABOUT | DOWNLOAD

The future is already here!

Artificial intelligence (or AI for short) is a type of technology that helps computer
systems to do tasks that usually only humans can do, such as making decisions
or solving problems. If you use streaming platforms to watch movies or TV shows,
you are using AI. The streaming platform uses algorithms to "learn" what types of
movies or TV shows you like to watch. If you enter data by choosing movies, the
algorithms learn what you like from that data. The platform then uses what it learned
to personalize your homepage on the platform with suggestions for similar movies
and TV shows. If you watch a lot of science fiction movies, the streaming platform
shows you suggestions for other science fiction movies to watch. This is called
"machine
machine learning"
learning because it’s a process where technology learns things and then
uses what it learns to help people. The same thing happens with online shopping. If you shop online, AI learns and remembers
what you like to buy. Then you see advertisements for similar clothes when you go online or use social media.
In New Zealand, some primary school children are learning about the environment and renewable energy from the world’s first
AI teacher called "Will". When teachers use technology in the classroom, students are usually more interested in learning. But Will
is technology that looks and behaves like a real human. When students see him for the first time, they think he is real! If children
ask Will a question, he gives an answer. He can also understand the expressions on students’ faces. If students smile at Will, he
smiles back. If students don’t understand something, Will helps them.
Some people think that AI encourages us to spend more time online because of its suggestions for more things we can watch or
listen to. But AI can also make learning fun and make our lives easier. Surely that isn’t such a bad thing!

3 Read the article again. Circle T (true) or F (false).

1 AI is a type of technology that learns about human behavior. T/F
2 AI is science fiction. T/F
3 In New Zealand students are learning from an AI generated teacher. T/F
4 Will is a real human. T/F
5 Will can understand when students are happy. T/F
6 AI technology encourages you to go offline and get outside. T/F

46
 UNIT

4 Read the Language box and choose the correct options.

10
The zero conditional
We use the zero conditional to talk about facts: when one event always causes another
event to happen at the same time. We use the present simple form of the verb in the
part of the sentence with if (the if-clause) and the other part of the sentence.
For example:
If you 1 use / used streaming platforms to watch movies or TV shows, AI makes life
easier for you.
We also use the zero conditional to show the results of doing something. The action is
in the if – clause and the result of that action is in the other part of the sentence.
For example:
If students don’t understand something, Will 2 helping / helps them.
REMEMBER!
• Always use the present simple tense in both parts of the sentence. Don't use
any other tense.
• Remember to use a comma between the two parts of the sentence if it starts with if.

5 Complete the zero conditional sentences with the correct form of the verbs in
brackets. Write a comma in the correct place.

1 If I online too long my eyes ! (stay, hurt)

2 Plants if they enough water. (die, not get)
3 If it a school night I to bed early. (be, go)
4 My friend Reem unhappy if she enough time outdoors.
(feel, not spend)
5 If you her on social media you all her videos.
(find, can see)
6  Work in pairs. Take turns to think of and say different possible endings to
these zero conditional sentences.

• If you spend a lot of time looking at a screen, you ...

• If people use streaming platforms, they can ...
• You can waste a lot of time if you ...
• The internet can be very helpful if you use it to ...
• If there is no air, you can't ...
• If you mix ... , you get ...

If you spend a lot of time looking at a

screen, you feel really tired.

47
a

Lesson objectives:
UNIT

10
• Use vocabulary for talking about evaluating pros
3 Evaluating pros and cons and cons
• Listen to people evaluating pros and cons
• Critical thinking: evaluate the pros and cons of
making a specific decision

1 Work in pairs. Discuss the questions.

1 When was the last time you made a decision about whether or not to do something?
What was the decision about?
2 How easy or difficult was it to make this decision? Why do you think that was?

2 Match the words (1–5) to the definitions (a–e).

1 evaluate a to be more important than something

2 pros and cons b a number which shows how important or good

something is
3 a value c the good and bad aspects of doing something

4 a chart column d a drawing that shows information in an organized way

on a vertical part of a chart
5 to outweigh something e to look at or think about something and use this
information to decide what you think

3 How do you think you could use a chart of pros and cons to help you make
decisions more easily? Make notes on your answer to the question.

4 Look at the chart that a dad and his teenage son made when they were
evaluating the pros and cons of a decision. What do you think the decision
was?

Pros Cons
1 It looks very good. 4 It’s very expensive.
2 It’s the same as my friends’ phones. 5 I’ll
spend more time looking at a
screen.
3 Youcan take good photos with it 6 It would be terrible to break or lose
because it has a better camera. it.

Total: Total:

5  Listen to the first part of the conversation between the dad and son
who made the chart in Exercise 4 and check your answers.

6  Listen to the whole conversation. Complete the chart with the

information you hear.

48
 UNIT

7 Complete the flow chart showing how to evaluate pros and cons with the
10
correct words.
chart column outweigh the pros or the cons together value

How to evaluate pros and cons:

Draw a to write the pros and cons of making the

1
decision in.

Write the pros in one and the cons in the
2
other one.

Give each pro or con a according to how
3
important you think it is.

Add all the values .
4


Look to see which number is higher: the number for
5
.

If the number for the pros is higher than the number for the cons, the
6
pros the cons. That means you should make the
decision.

Evaluating pros and cons

We need to use the skill of evaluating pros and cons every time we make a big decision about
whether to do something or not. Evaluating the pros and cons before we make a decision
is important because it helps us to focus on the possible effects of taking the action we’re
thinking about taking. We don’t only need to think about what the pros and cons are, we also
need to think about how important those pros and cons are. For example, there could be a lot
of pros to doing something and not many cons, but the pros might be unimportant and the
cons could be very important. In that situation, we shouldn’t make the decision.

TASK
Work in groups.
Think of something in the digital world that you would like to do, for example, starting an
1 
account that shares interesting videos for teenagers. Evaluate the pros and cons of the
decision to do the thing that you’ve chosen. Follow the steps in the flow chart.
2 
Present the chart that your group made to the class. Use it to explain the decision you made.
Talk about how easy or difficult it was to make the decision and how the chart helped you to
do this.

49
UNIT

10
Lesson objectives:
4 Bad habits • Understand what happens in teen brains
• Summarize the main points in an article
• Use the zero and first conditionals correctly

1  Habits are things people do often and regularly. Some habits are good and
some are bad. Work in pairs. Look at the photos and think of some examples of
good habits and some examples of bad habits.

2 You're going to listen to an interview with an expert about teenagers' brains.

Do you think she will say that using the internet a lot has a negative or a
positive effect on teenagers' brains? Explain your answer.

3  Listen to the interview. Check your answer from Exercise 2.

4   Read the Listening skills box. Then work in groups of three. Listen to
the interview again and do the following:

Student A: Make notes on what it means to be addicted to something.

Student B: Make notes on the effects that being addicted to the internet can have on
teenagers.
Student C: Make notes on what can help teenagers if they're addicted to the internet.

Listening skills: Summarizing information you hear

When you summarize what you hear, you say or write a much shorter version of it. In your
version, you need to include the most important information you heard. Listen for the
ideas speakers say first, say more than once or say a little more loudly than other ideas,
and make notes on those in your own words. Finally, use your notes to write sentences.

5 In your groups, take turns to present the points you made notes on to the rest
of the group. Make notes on what the other students in your group tell you.

6 Use your notes from Exercises 4 and 5 to write a summary of what you heard in
the interview.

50
 UNIT

7 Read the Language box and choose the correct options.

10
The zero and first conditionals
• In the interview, the expert used the zero conditional for a fact:
If you 1 will addict / are addicted to something, your brain releases chemicals that make
you feel happy when you do it.
• The expert also used the zero conditional to show cause and effect:
• If you’re not sleeping enough or eating healthy food, that also 2 will have / has a bad
effect on your health and well-being.
• Then the expert used the first conditional to describe the future effects that a
specific change in the present will have on teenagers. To form the first conditional,
you use: If + present simple, will (not) + base verb.
If teenagers who are addicted to the internet use their devices less often, their sleep and
health 3 will improve / improve.
If you only 4 will spend / spend one or two hours online a day, you’ll slowly become less
addicted to the internet.
REMEMBER!
• Don't use if and will in the same part of a first conditional sentence:
e.g.: If I will study…
• The part of the sentence with if can be the first or the second part of the sentence.
• Remember to use a comma between the two parts of a first conditional sentence
when it starts with if.

8 Read the sentences and write 0 next to the zero conditional sentences and 1
next to the first conditional sentences.
1 If they want our help, we'll help them.
2 If you spend too much time in the sun, you get sunburn.
3 If you want to make tea, you need hot water.
4 If you forget your notebook again, your teacher won't be very happy.
5 We won't get there in time if we don't leave right now.
6 If you take a lot of photos, you can look back at them to remember the day.

9 Use the words and the information to write zero conditional and first
conditional sentences.
1 fact: computers / get hot / use them for a long time
2 cause and effect: you / not sleep enough / feel tired
3 future effects: you / not drink enough / have a headache later
4 future effects: we / do our homework well / get a good grade
5 fact: you post photos on social media / people can see them
6 cause and effect: you / feel bored / go outside and do something with your friends
to feel better
10 Work in pairs. Take turns to tell your partner about your eating, sleeping, and
internet habits and make suggestions for how your partner could improve
their habits with first conditional sentences.
51
UNIT Lesson objectives:

10
• Read and understand a short story about girls
5 Literature with disabilities
• Summarize a story concisely

1  Work in pairs. Look at the photos and discuss the questions.

1 What are Paralympic sports?

2 Why do some people use a wheelchair?
3 Who can play wheelchair tennis?

2 Read and listen to the story. Check your answers to Exercise 1.

M ee tin g Ra na
.
t.t These are sports for people with a disability
Today, I watched a Paralympics sports even fast!
and an Egyptian girl won. She was so
There was the final of the wheelchair tennis with
I saw the tennis player in the wheelchair. I was
The next day, I was very surprised because table.
some friends in a café and she was at the next were
y,” I said to her. “What an achievement! You
“I watched you win your tennis game yesterda
amazing.”
said, “Do you play tennis, too?”
“Thank you,” said Rana. She looked at me and
when I
elchair. I couldn’t walk after I had a sickness
“No!” I laughed, because I, too, used a whe
was a child.
is like me, if you
“Don’t laugh!” said Rana. “You can play tenn
want. I can help you.”
ys good at sports, and she was
Then, Rana told me her story. She was alwa Rana!” her older sister Malak
nst
very good at tennis. “Don’t play tennis agai
I lose ever y time ! She’s so good.”
always said. “If I play her,
the weekends. “I think she’ll play at
Rana liked to play tennis after school and on
aps she’ll join the
Wimbledon one day!’ said her father. “Or perh
Egyptian Olympic Team!” said her mot her.
a was crossing the
One day, something terrible happened. Ran
ital for many
road when a car hit her. She had to go to hosp
weeks.
said the doctor. “You’ll
“I’m sorry, but you won’t walk again, Rana,”
have to use a wheelchair.”
understand
Rana was very sad. It took her a long time to many things.
do
that she although could not walk, she could
and soon she
Her father told her about wheelchair tennis, she joined the
,
was playing the sport every week. A year later pion. And
cham
Paralympic tennis team and now she was a
that was when I saw her.
elchair stop
“If you want to play tennis, don’t let your whe
you,” Rana said.
k too.
Now, I’m playing wheelchair tennis every wee
tenn is team, like
Perhaps one day, I’ll join a Paralympic
Rana!

52
 UNIT

3 Match the words in bold in the story (1-5) to their definitions (a-e).
10
1 disability a very bad
2 event b something that makes it difficult for someone to do things the
way most people do
3 final c something that happens or takes place
4 sickness d the last game in a competition, which decides the winner
5 terrible e a disease or unhealthy condition

4 Read the story again and

answer the questions.

1 Where did the writer meet

Rana?
2 Why do you think the writer
laughed?
3 When did Rana start to play
wheelchair tennis?
4 What did the writer learn from
Rana?
5 Read the Reading skills box
and then read the story again.
What information should you put Writing a concise
in a summary of the story? Circle
summary
all the important information.
Work in pairs. Did you circle the When you write a summary, decide on the
same information? important information. Stories often include
speech, details, and information that is not
6 Use your work in Exercise 5 to important to understand the story. You do not
write a concise summary of the need to include these in your summary.
story. Write about 50 words.

BOOK CLUB
Discuss the questions in pairs or groups.
• How did reading the story make you feel?
• What did you learn from this story about overcoming
difficulties?
• What do you do if you have a problem or difficulty?

53
UNIT Lesson objectives:

10 6 Writing • Use too and (not) enough

• Write a reflective journal about digital habits

1  Work in pairs. Look at the photograph. Do you think it shows a good or a bad
example of a digital habit? Explain your answer.

2  Read and listen to Amany’s reflective journal entry about her digital
habits. What does Amany think about the digital habit in the photograph?

This week at school, we’re talking about digital habits.

I thought about how, when, and how often I use
digital technology and I realized that my digital
habits are quite good.
For example, I never watch videos or look at my
phone for too long in the evening. I usually read a
book in the hour before I go to bed instead to give my eyes
a rest from looking at a screen.
I also don’t spend too much time looking at a screen during the day either. It’s usually
1.5 hours a day. That’s enough time to reply to messages from friends when I relax after
school, but it isn’t too much time.
I have one bad digital habit though. I sometimes look at other people’s photos on social
media and compare myself to them. I know that you only see the highlights on people’s
social media profiles, but sometimes looking at these profiles makes me feel like I’m not
good enough. I’m going to stop looking at other people’s profiles and comparing myself to
them from now on.

3 Answer the questions about the journal entry.

1 What does Amany not spend too much time doing?
2 What does she think she spends too much time doing and shouldn’t do at all?

4 
Look at the photo again. Make notes on your answers to these questions.
Then compare your notes with a partner:
1 What: What activity is the girl doing in the photo?
2 When: What time of day do you think it is?
3 Where: Where is the girl right now?
4 How: How do you think the girl feels? How do you feel when you look at the photo?

54
 UNIT

5 Read the Writing tip and then think about what you would look like in a
10
photo of you using your phone or computer, or playing video games. Make
notes on your good digital habits, your bad digital habits, and how you could
improve your digital habits.

Using visual input as a prompt for writing

When you write reflective journal entries, you often need to think back to what you
did, where you were, or how you felt in the past. Looking at photos of you or photos
of things you saw or did can help you to connect with those past activities, places, and
feelings. This makes it easier for you to write about them. If you can’t look at photos
when you’re getting ready to write a reflective journal entry, think hard and try to bring
helpful images to your mind instead.

6 
Write a reflective journal entry about your digital habits. Use your notes from
Exercise 5 and the expressions in the Useful language box. Write 100–120
words.

7 
Read your journal entry and answer the Useful language
questions about it. If your answer is ‘no’,
change something in your entry. I realized that …
I usually / sometimes /
a Did you describe your good and bad digital never …
habits? yes no I spend / don’t spend (a
lot of) time verb -ing
b Did you explain how you could improve your
This makes me feel …
digital habits? yes no
I’m going to stop /
c Did you bring helpful images to your mind change / do … less/
when you were planning your text? more often
yes no
d Did you have correct spelling and punctuation?
yes no

Self-Assessment
I can I need
Check your progress do this more
practice
■ use vocabulary for online activities.

■ use the zero conditional.

■ understand how to evaluate pros and cons.

■ use the first conditional.

■ use too and enough in a reflective

journal entry
55
UNIT

11 Clean transportation
Unit objectives
Reading: A text about clean transportation; a summary of Around the World in Eighty Days
Writing: Tips about using clean transportation
Listening: Announcements at train and bus stations
Speaking: Giving directions
Language: The present simple for timetables; prepositions of time, place, and movement

1 How does clean transportation work?

Lesson objectives:
• Learn vocabulary for talking about clean transportation
• Read and understand a text about different types of clean transportation
• Scan the text for specific details
• Give your opinion about clean transportation

1  Look at the pictures. Read and listen to the words.

a b c

electric vehicle charging station clean fuel

d e f

carpool carbon emissions bike lane

2 Match the words from Exercise 1 with their

meanings.
Different forms of
1 w
 hen you travel in someone else’s car or take
someone with you in your car adjectives
2 a
 n area on the side of the road that’s only for We usually use adjectives like clean
people riding bikes or electric, to describe nouns, but
3 a car that gets all or most of its power from sometimes we can also use a noun,
electricity like bike, to describe another noun,
as you can see in bike lane.
4 s omething you put in your car to give it power Sometimes we add -ing to a verb to
that doesn’t damage the environment very much
make an adjective, like charge (verb)
5 a place or piece of equipment for giving electric charging (adjective).
motors in cars more power
6 dangerous gases that cars make when they burn fuel
56
 UNIT

3  Read and listen to the text about clean transportation. Match the 11
sub-headings (a–d) with the correct paragraphs (1–4).
a What if I can’t buy a new car? b The solution
c The problem d Does this mean I can’t drive a car?

Clean transportation
1 Driving cars is very bad for the environment. About 23% of all the world’s carbon
emissions come from cars. Vehicles that aren’t electric and don’t use clean fuel
damage the environment and cause health problems.
2 Use as much clean transportation as possible. Clean transportation is anything
you use to get around that produces less carbon emissions than normal cars.
3 You can still do that, but your vehicle needs to be either electric or use clean fuel. Electric vehicles are
cars that you connect to the electricity supply at a charging station and that gives the car the power
it needs to move. Using electricity means that no dangerous carbon emissions come out of the car
when you drive it. By 2030, there will be so many electric vehicles that we will use much less oil every
day than we do now.
4 You can still use clean transportation. Find out if you can travel by train, bus, or bike instead of by
car and do that if you can. More and more town and cities now have bike lanes to make it easier for
people to ride their bikes. If you really need to travel by car, try carpooling. Find a friend or relative
who wants to go to the same place as you and ask if you can drive there with them. Carpooling can
reduce the number of cars on the roads by about 20%, which help lower carbon emissions.

4  Read and listen to the text again. Write the number of the paragraph (1–4)
that gives you the answer to each question.
1 What is clean transportation?
2 What do you do when you need more power for your electric vehicle? 
3 What does carpooling help to reduce? 
5 
Read the questions and write the number of the paragraph (1-4) where you think the
answer to each question is.
1 How much of the world’s carbon emissions Scanning texts for
come from cars? specific information
2 By how much can carpooling reduce carbon When you scan a text for specific
emissions? information, you move your eyes over
3 What will be much less by 2030? it quickly until you find the information
that you need. You can do this faster
6 Read the Reading skills box. Then scan the when you know what information is in
text to find the answers to the questions in each part of a text. Then you can just go
Exercise 5. to and scan the part of the text where
you think the specific information you
7 
 Work in pairs. Read the questions and need will be. Look for words which are
discuss your ideas. connected to the specific information
you need in that part of the text and this
1 Which types of clean transportation do you will help you to find it.
already use?
2 Which types of clean transportation do you think you will use in the future?
3 Why do you think some people don’t use clean transportation?

57


UNIT Lesson objectives:

11 2 The next bus … • L isten to and understand announcements at train and

bus stations
• Use the present simple for timetables

1  Work in pairs. Discuss the questions

1 How often do you travel by train or bus? Where do you
travel to?
2 When you want to travel by train or bus, what information
do you need to know?
2 Read the information about four journeys by bus or
train. Write the numbers for the journeys with the statements.

a This is the shortest bus journey. b This train journey only has one stop.
c This is a journey from an airport. d This is a journey on a night train.

Bus from Sohag to

2 Bus
 airo
1C Aswan train Akhmim 6 a.m., 6:30
a.m., and then every
Cairo, 19:35 Aswan hour until 5:30 p.m.
Luxor 06:35
09:45 Sohag bus station,
platform 2
Platform 7
Journey time:
15 minutes

4 Alexandria Cairo
ort to trai n
ada airp
3 Hurgh lam bus Alexandria 11 a. a.m.
Marsa A .m., .
., 6:10 a Cairo 1 p
p..m
5:10 a.m 9:00 a.m., and p.m.
., Alexandria 12 p.
7:30 a.m p.m .
a . m . Cairo 2 p.
11:15 10
t i m e : 4 hours, p.m.
Alexandria 1 p.
Journe y
p.m.
Cairo 3 p.
minutes
: 1A Platform 2
Bus stop
3 
 Listen to announcements at train and bus stations about the four
journeys in Exercise 2. Check the journey where there is no change the
information in Exercise 2.
4  Listen to the announcements again. Complete the sentences with the
words in the box.
arrives doesn’t leave leaves takes

1 This train at 7:35 p.m.

2 The 6:30 bus in Akhmim at 6:55 p.m.
3 The bus from the bus stop 1A now.
4 This train is the express service and it two hours.
58
58
 UNIT

5 Read the Language box. Choose the correct options. 11

Present simple for timetables
We can use the present simple tense for events in the future when those events are
facts because there is a clear timetable for them to happen in the future.
For example, when a train leaves the station at 9 a.m. every day because that’s in a
timetable and it’s now 8:45 a.m., we say: The train 1is leaving / leaves at 9 a.m.
When we want to say that something isn’t in a timetable, we use the negative form of
the present simple, for example: The bus 2doesn’t / don’t leave from platform 2.
If you want to ask a question about a future event that’s in a timetable, you use a
present simple question, for example: 3Does / Is the bus to Luxor stop here? or When
4
do / does the train arrive in Cairo?

6 
Complete the sentences about timetables with the correct form of the verb in
brackets.

1 This bus (take) about 20 minutes to get to Safaga.

2 The train to Aswan (not leave) from this platform.
3 What time the next train (stop) in Luxor?
4 The next train to Alexandria (leave) at 14:20.
5 When that bus (arrive)?
6 This train (get) to Cairo at 1:30.

7 
 Work in pairs. Look at the bus timetable from Kenya, a country in East
Africa. Is it similar to the timetables you have in Egypt?
8 Read the timetable and answer the questions.
1 It’s 8:00 now. When does the next bus from Nairobi to Nakuru leave?
2 Which platform does the 11:00 bus to Nakuru leave from?
3 When does the 13:00 bus from Nairobi arrive in Nakuru?
4 When does the last bus from Nairboi to Nakuru arrive?

Platform 2 Platform 1 Platform 2 Platform 3 Platform 1 Platform 2

Departure: Nairobi 8:30 11:00 13:00 15:00 17:30 20:25

Lake
First stop: 10:00 12:30 14:30 16:30 19:00 21:55
Oloidon
Desination: Nakuru 10:50 13:20 15:20 17:20 19:50 22:45

9 
 Work in new pairs. Ask and answer more questions about the bus timetable.

When does the … arrive? Which platform does

the … leave from?

59
UNIT Lesson objectives:

11
• Use expressions for giving directions
3 Giving directions • Listen to people asking for and giving directions
• Cooperation: be able how to give directions effectively

1 Work in pairs to discuss the questions.

1 When you give directions, what do you do?

2 When was the last time you gave someone
directions? Where did the person need to go
and how did you explain this to them?

2  Read and listen to the definitions

of expressions you use when you give
directions. Then answer the question.

across the street on the other side of the street

straight ahead in one direction – no left or right

keep going continue walking or driving one way

cross the road walk from one side of the road to the other

take the first

to turn right / left the next time there is a street on your right / left
right/left

What do you think you need to do when you give directions to tourists? Think
about how you speak, the words and expressions you use, and what you do
with your hands.

3  Listen to three conversations where people ask for and give

directions. Match the conversations (1–3) with the sentences (a–c).

Conversation 1 a After that, keep going straight ahead for about 300 meters and
you’ll see the museum in front of you.

Conversation 2 b Cross the road and have a look over there.

Conversation 3 c Take a left, then walk along the road and go right after that.

4  Listen to the conversations again. Rank the conversations from 1

(the most clear) to 3 (the least clear) according to how well you think the
speakers give directions.
1 Conversation 1:
2 Conversation 2:
3 Conversation 3:

60
 UNIT

11
5  Work in pairs. Use the expressions in the box to help you explain why you
think your "number 1" conversation is the best.

The speaker speaks / doesn’t speak …

… slowly / quickly / clearly / loudly enough / quietly
The speaker is ...
… polite / friendly / helpful
The speaker …
… makes the order of the directions clear.
… gives specific information.
… says important information more loudly and clearly.

6  ead the Life skills box. Then choose the

R
Giving directions
correct options to complete the checklist for
giving directions.
effectively

✓ Speak 1 slowly / quickly. We often need to use the skill of asking

for and giving directions in our daily
✓ Say the words and expressions you use 2 quietly / lives. Even today when so many people
clearly.
have smartphones, it isn’t always easy
✓ Remember 3 it’s important / it isn’t important to be to find the way to places, especially
polite. for tourists. When you give directions,
✓ 4
Say / Don’t say the most important words more make sure that your directions are clear
loudly than other words. and easy to understand. Make it clear
exactly where the person asking for
✓ Make the 5 order / importance of the directions clear
by stopping between them and using linking words like directions needs to go, and what order
‘then’ and ‘after that’. they need to do things in. Specific
information will be more helpful than
✓ 6
Try / Don’t try to be specific and mention places that
general information and it’s always a
the person will see on the way.
good idea to be polite to people who
✓ Use specific words to say where exactly places are, for ask you for directions too.
example, 7
in front of you / somewhere near you.

7  Work in pairs. Decide who is Student A and Student B.

TASK
Choose a place in your town or city that you both know, for example, a market,
1 
a park, or a bus station.
Student A asks Student B for directions from the place you chose to another
2 
place in your town or city that’s at least 1 kilometer away.
Draw the way that your partner tells you to go in your notebook. Afterwards,
3 
check that your partner told you the correct way and tell your partner how well
they did at giving directions. Use the checklist in Exercise 6.
4 Change roles so Student B asks Student A for directions.

61
UNIT

11
Lesson objectives:
4 Green cities • Read a news report about a city in Cairo
• Use prepositions of time, place, and movement

1  Work in pairs. Discuss

what you think makes a
city a "green city". Use the
words in the box.

energy water
resources food resources
transportation farms
green spaces

2  Read and listen to the text. Complete

the fact file. Fact file
People started planning green
cities in the
New Egyptian cities for the future 1)
Typical size of a city:
People started planning green cities for the future in Egypt in the 2010s. Today, there 2) kilometers
are many plans to build new green cities in Egypt. In fact, we call these new places cities,
Driving in the cities:
but most of them are small places with an area of about 580 kilometers, for example.
3) Only on the road
This means that they’re more like villages than big cities like Cairo. The planners want
these new cities to be small because that makes it easier for people to travel around Bike lanes and running paths:
them without driving cars. 4) Up to kilometers long
The streets of these new cities will be quiet and clean. No cars can go into the center Green spaces include:
of the cities, so you won’t hear any noise from cars or breathe any dirty air. People can 5) gardens
only drive their cars on the ring road that goes all around each city. Nobody can drive Typical number of homes:
through the city. There will be charging stations at different places along the road for 6)
people to charge their electric vehicles. The cities will also have bike lanes and running Typical number of people:
paths, which will be up to 12 kilometers long, so that people can do exercise or travel 7)
around without producing any carbon emissions.
People in the city will make
The new green cities will also have many green spaces with grass, trees, and plants. Some their own 8) .
of these green spaces will be community gardens. In a community garden, everyone in
the city is welcome to come in, enjoy themselves, and grow things.
What will be extra special about these new cities is that the people and buildings in each
city will only use green energy generated in that city. Each city will produce enough
energy for up to 10,000 homes and around 35,000 people will be able to live in one of
these green cities. Of course, there will be schools, hospitals, sports centers, and other
facilities that people need, too.
The cities are also special because the people who live there will put new trees into the
ground when they cut trees down. They will also make all their own food by growing fruit
and vegetables in the city and keeping farm animals there. When a city only uses the
green energy it makes, and the people in the city grow all their own food, we say that
the city is "climate positive". This means that it isn’t doing anything to damage the Earth.

62
 UNIT

3  Read and listen to the text again. Check the three things that 11
make green cities different from other cities.

a They have homes for millions of people.

b They don’t need food from other places.
c They have schools, hospitals, and sports centers.
d They make sure they replace trees which are cut down.
e They don’t need any energy from other places.

4  Work in pairs. Think about the place where you live. How is it different to
the green cities of the future and how is it similar? Make notes.

5 Read the Language box and choose the correct options.

Prepositions of time, place, and movement
Prepositions are short words that we Prepositions of place
use before times and places or after
in Egypt
verbs for movement. You need to use 3
on / in the city
the correct preposition for the time,
in a home
place, or movement you want to say
on a ring road
or write. 4
at / on a sports center
Prepositions of time along the road
in the 2010s Prepositions of movement
in 2022
go 5 into / in the center
1
in / on January
drive 6 through / over the city
on Tuesday
put into the ground
2
on / at 2 o’clock

6 Complete the sentences with the correct prepositions from the box.

along in into on through

1 We will finish building the city 2028.

2 We’re going the tunnel now. Everything will go dark.
3 There are lots of shops this road.
4 I just saw Bassem dive the pool.
5 When you drive the ring road, you will see a lot of charging stations.
7  Work in pairs. Choose a picture and make a sentence using a preposition.
Guess which picture your partner is describing. Your partner guesses which
picture your sentence is about.

63
UNIT Lesson objectives:

11
• Read and understand an excerpt from a novel about
5 Literature travel
• Summarize a story

Around the World in Eighty Days

1  Work in pairs and discuss. Think!
1 Would you like to travel all around the world? You are going to read an
excerpt from a novel. An excerpt
2 What do you think would be the good or bad things is a short piece of a story. The
about making a long journey? excerpt below is taken from
2 Look at the picture from the novel Around the Jules Verne's novel Around the
World in Eighty Days. Can you
World in Eighty Days. You can see the two main remember where you saw an
characters: Phileas Fogg shaking hands and excerpt before in this book?
Passepartout, his assistant, behind him. What was the title of the story?

1 In what century do you think the journey

in the novel happens?
2 How did people travel at that time?
3 What different types of transportation do
you think were most common then?

3  Read and listen to an excerpt from

Around the World in Eighty Days.
What was the problem? What was the
solution?

Chapter 9
“It’s the bridge at Medicine Bow a mile up the railway
line,” the train driver said. “It’s not strong enough to
take this train.”

He said that the passengers could walk to Medicine

Bow. This was a six-hour walk. The passengers were
not happy.

At last the train driver decided to try to cross the

bridge. “If I drive the train as fast as possible, perhaps
The next day, Aouda saw Colonel Stamp Proctor on we will cross the bridge safely,” he said.
the train. She was afraid that he might be angry with The passengers were very excited and they agreed
Phileas Fogg if they met because of the fight that to his plan. Passepartout was worried. He said that
the two men had in San Francisco. She told Fix and the passengers should get off the train before it
Passepartout. They knew they must stop Fogg and tried to cross the bridge, but no one listened to the
Colonel Proctor from meeting. Fix asked Phileas Fogg Frenchman.
to play a game of chess. He agreed and soon Fogg
The train went very fast over the bridge. When they
and Fix were playing chess all day.
crossed it safely, all the passengers cheered. When
Suddenly, the train stopped. There were no stations they looked back, they saw the bridge falling into the
nearby and at first no one knew why. river behind them.

64
 UNIT

11
4 Match the words (1–5) with the definitions (a–e).
1 suddenly a to shout with happiness
2 railway line b a person who is traveling on a bus, train, ship, or plane
3 passenger c something that happens quickly or isn’t expected
4 cross (a bridge) d to travel from one side to another
5 to cheer e two metal lines that a train travels on

5  Read and listen to the excerpt again. Answer the questions.

1 What activity does Fix ask Phileas Fogg to do to stop him meeting Colonel Proctor?

2 Why does the train suddenly stop?

3 What did the passengers not want to do?

4 What does the train driver decide to do to cross the bridge safely?

5 What happened to the bridge after they crossed?

6 Summarize the story. Follow the steps.

1 Read the excerpt again and make notes on the most important events.

2 Use your notes to write a shorter version of the excerpt in your own words.

BOOK CLUB
Discuss the questions in pairs or small groups
• Do you ever try to stop your friends from doing things you
think they shouldn't do?

• Imagine you were on the train with Phileas Fogg and

Passepartout. How would you feel?

• Would you take a risk like the train driver and go across the
bridge quickly to get to the other side?

• Choose the character you would prefer to travel with:

Phileas Fogg, Passepartout, or Fix. Explain why.

65
UNIT Lesson objectives:

11
• Use pronouns to avoid repetition
6 Writing • Write a tips text about using clean transportation

1  Work in pairs.
Look at the pictures.
What do you think
the young people
want to change?

2  Read and listen to the tips text. Make notes on the things the writer wants
more or less of in your notebook.

Tips for reducing carbon emissions from transportation

1) Electric vehicles are better for the environment than cars that use dirty fuel,
but we need more charging stations in our town so it’s easier for people to use
them. At the moment, we only have one charging station and it isn’t in the town
center. The town should have ten charging stations.

2) Traveling by bike is good for the environment, but it can be dangerous on the
busy roads in our town. The town should have bike lanes on Rankin Street and
School Road. When people feel safe enough to ride their bikes, they won’t drive
their cars so often.

3) The town council should help people to organize carpooling.

carpooling. It could create
a page on its website for people to share information about when they have a
free seat in their car for a journey. More carpooling means fewer cars.

3 
Read the tips text. Then draw a line from the underlined pronouns back to the
thing(s), person, or people they refer to.

1 … we need more charging stations in our town so it’s easier for people to use them.
2 At the moment, we only have one charging station and it isn’t in the town center.
3 Traveling by bike is good for the environment, but it can be dangerous on the busy roads
in our town.
4 The town council should help people to organize carpooling. It could create a page on its
website …

Using pronouns to avoid repetition

Subject pronouns are words you can use instead of nouns that refer to people or things
that you have already mentioned earlier in the sentence or in the sentence before. Subject
pronouns include: I, he, she, it, they, and we.
After using the proper noun in a sentence, you can then use a pronoun instead of it when you
mention it again in that sentence or at the start of the next sentence. This makes your writing
more interesting to read because you aren’t repeating words when you don’t need to. For
example: Mazen's dad drives an electric car. He prefers it.
66
 UNIT

11
4 
Think about how your town or city could reduce carbon emissions by making
changes to the transportation people use. Make notes on what your town
needs more and less of.

More Less

5 
Write a tips text about how to make Useful language
transportation cleaner in your town
or city. Use your notes from Exercise At the moment, we have …
4 and the expressions in the Useful
We need (more or less) …
language box. Write 100–120 words.
The town needs …
6 
Read your tips text and answer the The town should have …
questions. If your answer is ‘no’,
change something in your text. The town council should …,
It could …
A Did you give three tips on how to make
transportation cleaner in your town or city? yes no
a Did you describe what your town needs more of and less of? yes no
b Did you use pronouns in your sentences to avoid repeating words? yes no
c Did you have correct spelling and punctuation? yes no

Self-Assessment
I need
Check your progress I can
more
do this
practice
use vocabulary for clean transportation.

use the present simple for timetables.

understand how to ask for and give

directions.

use prepositions of time, place, and

movement.


use pronouns to avoid repetition in
a tips text.

67
UNIT

12 Sustainable tourism
Unit objectives
Reading: Online reviews about vacations; An article about tourism and the
planet; A report about rural homestays; A story about an unusual vacation
Think!
Writing: Sustainability tips for tourists visiting your region What activities
Listening: A description of a young person’s staycation can you do on
vacation? What
Speaking: Discussing ways to make tourism better for the planet
kind of places
Language: Verbs followed by gerund or to + infinitive form with different do you like
meanings visiting?

1 What do tourists think?

Lesson objectives:
• Read and understand online reviews about tourists’ vacations in Egypt
• Learn vocabulary for talking about vacations
• Identify writers’ feelings and opinions

1 Look at the photos and words. Write the correct number for each definition.

1 2 3

airline staycation resort

4 5 6

guide tour shuttlebus

a a person who gives information to visitors
b a vehicle which takes tourists from the place they’re staying in to the place
they’re visiting
c a business which organizes flights to many places
d a vacation which you have close to the place where you live
e a trip where you visit places of interest
f a place where people stay and spend time on vacation

2  Listen and check.

68
68
 UNIT

3  Read and listen to the reviews. Match the places to the reviews. 12

A B C
Beautiful beach resort ✰✰✰✰ Amazing staycation ✰✰✰✰✰ Taxi to the Pyramids ✰✰✰✰

We visited Hurghada last year and we stayed in a I live in Galala City, and it’s beautiful! Last Last year we visited the Pyramids in Giza.
fantastic resort on the beach. The sea was clear year we didn’t want to go away, so we had A guide told us lots of fascinating things
and warm, and we went swimming every day. a staycation! We went on a walking tour about when they were built and why, and
We saw lots of beautiful fish! It was our first time and saw the historical sites. We saw the what things were inside them. The only
there and everybody loved it, although my little water parks and the boats, as well as new problem was the shuttlebus from the hotel.
brother didn’t like some of the food. We really cable car. It has views over the mountains It was busy and we couldn’t get on it! We
want to go again! The only problem is that I don’t and the Red Sea!. I feel that I learned lots took a taxi instead, which was quick and
think the airline is going there next year, so we of things about my city that I didn’t know easy, so it wasn’t a problem! It was an
will have to fly with a different one. before! amazing experience.

4  Read and listen to the reviews

again. Choose the correct words to
Identifying
complete the sentences. writers’ feelings
and opinions
1 Most / All of the people enjoyed the food in
Hurghada. A review gives a person’s
opinion about a place, a book,
2 The person on the staycation did / didn’t find a restaurant, and many other
out new information. things. You can understand their
3 They visited the Pyramids by shuttlebus / taxi. opinion by looking for:
• 
adjectives: do they use lots of
5 Do the sentences express an opinion? positive or negative adjectives?
Circle Yes or No. Are they strong (fantastic,
amazing, terrible) or normal
a The sea was clear and warm. Yes / No
(good, nice, bad)?
b There weren't many interesting • 
Do they use phrases to present
things to see in Galala City. Yes / No a change of ideas? For example,
c The guide at the Pyramids was really is something positive followed
interesting. Yes / No by however, although, on the
other hand …?
6  Work in pairs. Think about a place you • 
Do they use certain verbs to
have visited. Tell your partner your feelings introduce statements, e.g.
and opinions about it. Would you give it a I think …, I feel …, I found
good review? Why / Why not? that …?

69
UNIT Lesson objectives:

12
• Listen and understand a monolog about a staycation
2 Staycations in Egypt
• Use common verbs followed by gerund or to infinitive

1 Have you ever had a staycation? Would you like to try one? What places near
you would you like to visit?

historical sites places in the natural world shopping malls museums cities

2  Listen to Wael talking about his staycation. Look at the photos and put a
check next to the places he visited or things he did on his family’s staycation.

3  Listen again and answer the questions.

1 How does Wael describe the part of Luxor where he lives?
2 What does he have near his home?
3 Why did they choose a staycation?
4 Who wanted to visit ancient places?
5 What did they do at the end of the week?
6 Where are they going next year?

4  Listen again and complete the sentences with the correct information.

1 The city of Luxor is around years old.

2 There are lots of stores and in Wael’s part of the city.
3 The family decided to visit a different place every .
4 Wael and his wanted to visit modern places.
5 It was their ride in a hot air balloon.
6 They could see the city and the from the hot air balloon.
70
 UNIT

12
5 Read the Language box and complete the examples.

Common verbs followed by gerund or to infinitive

When we use one verb after another verb, the second verb is usually in the gerund
form (-ing) or the to infinitive. It’s useful to learn which verbs take each form.
gerund (infinitive + ing)
Some verbs are followed by the gerund form. These include: enjoy, suggest, feel
like, dislike, consider.
We really enjoyed 1 (go) to places in the city which we don’t often
visit.
My dad suggested 2 (try) a hi-air balloon ride.
to + infinitive
Other verbs are followed by the to + infinitive form. These include decide, plan,
agree, want, choose, hope, promise.
We decided 3 (have) a staycation instead.
Next year, we plan 4 (stay) in Egypt again.
like and love
The verbs like and love can be followed by either the gerund or the to + infinitive
form without changing the meaning.
We love to visit different places / We love 5 (visit) different places.
We all like looking around museums / We all like 6 (look) around
museums.

6  Choose the correct form of the verbs to complete the conversation,

then listen and check your answers.

Farah Hi Dalia, how was your vacation?

Dalia Oh, hi Farah. Well, we didn’t go. Our parents couldn’t get time off work, so we chose
1
staying / to stay in Luxor and had lots of days out instead.
Farah A staycation – that sounds good!
Dalia Yes, it was. Our parents suggested 2 visiting / to visit
some places we don’t go to very often, and some new ones.
Farah Did you go to the museum?
Dalia Yes, we did! It was fascinating.
Farah I hope 3 going / to go there soon – it sounds interesting.
Dalia Yes, it is. We’re planning 4 going / to go back soon because we didn’t see it all. You
can come with us!

7  Work in pairs. Imagine you and your partner had a staycation in the place
where you live. Make sentences about: what you saw, what you did, and how
you felt about it. Use a mixture of verbs with gerund or to + infinitive.
71


UNIT Lesson objectives:

12
• Use vocabulary to talk about sustainable tourism
3 Tourism that’s good • Read an article about tourism professionals making tourism
for the planet better for the environment
• Understand the importance of sustainable tourism

1 M
 atch the words (a–d) to their definitions (1–4).
a b
1 all the things that
people throw away
2 a group of people
who live in the same
place and share a
natural resources single-use way of life
c d 3 something which
people use once
and then throw
away
4 things from nature
that people use
community waste

2  Read and listen to the article about tourism and the environment.
Choose the best title.
a Tourists’ favorite places b Tourism and the planet c Communities and waste

Of course people want to travel – but how can we

do this as well as protecting the planet?
Many professionals in the tourist industry think
about eco-tourism when they plan vacations. They
do things like visiting places where tourism is good
for the community, for example, where local people
teach visitors about their food or history.
It’s important to think about how visitors use natural
resources, too. Many resorts save water, or use
Many people enjoy traveling to different cities wind or solar energy for electricity. And of course,
and countries –there’s a lot to see and do in our everyone has to choose the right materials –
amazing world! single-use plastics are bad for the environment, so
But when people travel, it can cause problems. it’s better to use things which can be used again
Tourists often want to visit the same place at the and again.
same time. This can make some famous places too When tourism is sustainable, people can continue
busy, then stores, restaurants, and transportation to visit all the beautiful and interesting places in our
can’t work well. There can also be problems with world.
waste, which is bad for the environment.

72
 UNIT

3  Read and listen to the article again. Circle T (true) or F (false). 12

1 It’s good when tourists all visit the same place at the same time. T/F
2 There can be problems when stores and restaurants are too busy. T/F
3 Tourism professionals can plan vacations which are better for the planet. T/F
4 Single-use plastics can save natural resources. T/F
4  Can you think of any other ways to make tourism better for the planet?
Discuss in pairs.
We can help visitors to walk or cycle, not use cars.

We can grow and cook local food.

5  Read the Life skills box. Work in pairs. Discuss the ways that sustainable
tourism can be good for people and the planet.
6  Read the ideas about a tourist site in Awareness of
Egypt. Which ones do you think will help sustainable tourism
the planet? Which ones won’t? Discuss
your ideas. Tourism can do many good things for
communities, and it’s important for
1 Have lots of places to sit on the beach. people to be able to travel and see
2 Put waste bins where people can’t see the world. However, it’s also important
them, so the resort looks nicer. to think about the environment.
Sustainable tourism does things in a
3 Build the hotel using local materials. way that doesn’t damage the planet
4 Prepare meals with fresh, local food. and improves the lives of local people.
This type of tourism is good for people
5 Make sure there is lots of electricity for
and good for the planet.
phones, TVs, and other items.
6 Have lots of large swimming pools so people don’t get too hot.

I don’t think we should have too many places to sit on the beach.
It can make it hard for people to see the sea.

We need bins where people can see them, so they can use them.

TASK
Work in groups. Imagine that you are designing a tourist resort.
Think of a place in Egypt where you could create a resort, and make notes about why people
1 
want to visit this place.
2 Then think about what problems there might be if there are lots of visitors at the same time.
3 Discuss ideas about how you could make this resort better for the planet and the community.
Create a plan for your sustainable tourism resort.
4 
5 Present your ideas to the class.
73
UNIT

12 4 Homestays Lesson objectives:

• Use verbs with different gerund / to infinitive meanings
• Read a report about a rural homestay in Egypt

1  Work in pairs. Read the definition and discuss the questions.

homestay (noun) a trip where visitors stay in the home of another family,
usually in exchange for payment

1 Have you been on a homestay?

2 Do you know if any homes near you offer homestays to visitors?
3 Why do you think people do homestays?

2  Read and listen to the report about homestays. Number the ideas in
the order they appear in the text.
a what you need to bring b where you stay
c what you can learn and do d how long you can stay
HOME | ABOUT | DOWNLOAD

Why do a homestay?
In recent years, more people are choosing not to stay in big hotels,
but to try doing a homestay instead. There are many reasons for this.
 ou often begin learning more about the culture of a place as
•Y
soon as you arrive in a person’s home. Very often, the owner of
the homestays gives you information about the things you can
do and see nearby. They might also help with transportation, or
suggest places where you can stop to eat lunch when you are
out. All of this is good for the local community, because it makes
people try different things and visit new places in the area.
• In some cases, the owner of the home is still there, and you can
use one or two rooms in the house. In other cases, you rent the
whole house. In both cases, you see what a real home is like
in the place you’re visiting. This is often more interesting than
a hotel, where the rooms look the same. Also, if you have a
problem, the owner will try to help you solve it.
•Y
 ou can often stay for a night, a week, or longer. Homestays can
be more flexible than big resorts, which might not allow shorter
breaks at busy times of year.
•U
 sually, you don’t have to bring anything with you; the homestay
will have somewhere to cook, and everything you expect to find
in a home. If you need to remember to bring things like towels, the owner tells you first.
Homestays are beginning to become a popular choice for travelers, and it’s easy to see why. It’s good
to read online reviews to find good places to stay. If someone remembers having a great homestay,
they often want to share their experiences with others! It’s unlikely that people will stop staying in hotels
completely, but there’s a lot more choice for travelers today.

3  Read and listen to the report again. Complete the sentences with one
word from the report.
1 Doing a homestay can help you learn about the of the place you visit.
2 It helps the local when visitors try new things.
74
 UNIT

3 Homestays are often more than hotels, because they are real homes. 12
4 Some big don’t let people stay for short breaks when they’re busy.
5 The homestay usually has everything you usually have in a .
6 A good way to find a homestay is to read online .

4  Discuss the report. Which ideas in Exercise 2 would make you want to try
a homestay? Why?
5 Read the Language box and the examples from the text. Write a or b next to
the sentence with the same meaning.

Verbs followed by gerund or to infinitive with different

meanings: stop, begin, try, remember
When we use one verb after another, we can use either the gerund or the to + infinitive
for the second verb, to express different meanings.
Places where you can stop to eat lunch. = you have a rest from one activity and do
something different
It’s unlikely that people will stop staying in hotels. = to no longer do an activity
More people try doing a homestay instead.
1

The owner will try to help you solve it.

a to attempt to do something b to do something new, to see if you like it

If you need to remember to bring things like towels, …

2

If someone remembers having a great homestay …

a having a memory of doing something b not forgetting something important

You can often begin learning more about the culture.

3

Homestays are beginning to become a popular choice for travelers.

a to start an ongoing activity b the start of something new

6 Complete the sentences with the correct form of the second verb.
1 a If you begin (cook) at 1.00, the meal will be ready at 4.00.
b People began (feel) worried when the lights went out.
2 a Do you remember (take) lots of photos last time we went out?
b Did you remember (turn off) the lights?
3 a We have to try (do) some new hobbies – it might be fun!
b Can you try (get) home early tonight, because Grandma is coming over.
4 a I stopped (watch) that TV show last year – I don’t think it’s funny any more.
b My friends and I stopped (read) a poster about a sports competition.

7  Work in pairs. Think of sentences for both meanings of each verb.

I tried going climbing in

the mountains last year on
vacation, but I didn’t like it!
75
UNIT Lesson objectives:

12
• Read and understand a story about an unusual
5 Literature vacation
• Notice and use punctuation, including speech marks,
in stories

1 
Read the description of an AI-generated city tour and answer the questions.

AI City Breaks
Are you planning to visit a new city? Don’t spend time reading travel guides and looking
at websites. It can take hours to plan what to do and how to travel. Just type the place
you’re visiting into our app, and let Artificial Intelligence do the hard work!
1 What does the advertisement suggest people do?
2 Why should they do this?
3 Do you think this is a good idea? Why / Why not?

2 Look at the photo. Do you know where this is?

3  Read and listen to the story. Check your

answer for Exercise 2.

Last year, my family and I decided to visit Cape Town He showed us his phone, and some paper. “I asked
in South Africa. It’s famous for amazing landscape, AI to plan a city break for us in Cape Town. Here it is!
beautiful buildings, and of course the incredible Table There’s a list of places we should see on my phone. I
Mountain. My mom bought some guidebooks. printed it too, in case our phones didn’t work!”
“Why have you got those?” asked Dad. “That’s amazing!” said Dad. “Where are we going first?”
“I want to learn about Cape Town,” said Mom. “That’s “It says we start at a museum which is near the hotel,”
the best way to see everything!” Mazen said.
“They’re big and heavy,” said Dad. “We can’t carry them We had to hurry round the museum because Mazen
everywhere. We can use our phones to find maps and wanted to go to a large street market next. “We can’t
information online.” miss that,” he said. The market was great, but I was
“It still takes time to find information online,” said Mom. getting hungry. We walked past a stall selling hot food.
“And the maps are very small!” “Can I get something to eat?” I asked.
“You’re right,” said Dad. “We haven’t got time – sorry!” said Mazen. “We’re eating
My brother Mazen smiled at me. “I have an idea!” he in one hour in Greenmarket Square. We’re going to a big
said. aquarium first.”

*** We hurried around the city, going past lots of interesting

stores and beautiful streets, before we got to the
When we arrived in Cape Town, we took a shuttlebus aquarium.
from the airport to our hotel. It was lovely, with beautiful
rooms, but we were all tired after the trip. “The aquarium is amazing, Mazen,” said Mom. “But I
think we’re a long way from our hotel now.”
Mom and Dad put the books on the table. Mom looked
at them and laughed. “I don’t think I do want to carry Mazen looked at his map.
these now! Can we use your phone?” “Oh yes,” he said. “I don’t think I told AI where to finish
Dad looked worried. “I used it too much on the trip,” he the tour.”
said. “It isn’t working.” “Well – we’ve seen some amazing things. Thank you,
“Oh no!” said Mom. “There’s so much to see – I don’t Mazen – and thank you to your AI app! But maybe
want to miss anything!” tomorrow we’ll have a slower day!” said Mom.

Mazen laughed. “I can help!” he said.

76
 UNIT

4  Read and listen to the story again. Number the places in the order they
12
visit. Put a cross (✗) for the places where they don’t stop.
1 a large street market
2 beautiful streets
3 a stall selling hot food
4 a big aquarium
5 a museum

5 Read the story and underline examples of punctuation for:

1 adding emphasis to a thought or idea (showing surprise or excitement)
2 asking a question
3 a person speaking

6 Read the sentences. Circle T (true) or F (false).

1 Dad bought some guidebooks. T / F
2 Mazen has an idea. T / F
3 Dad’s phone isn’t working. T / F
4 Mazen only has the information on his phone. T/F
5 At the end of the day, they are a long way from the hotel. T/F

7 Match items (1–5) to descriptions (a–e).

1 landscape in Cape Town a small
2 guidebooks b beautiful
3 online maps c big and heavy
4 the hotel rooms d interesting
5 the stores they walked past e amazing

BOOK CLUB
Discuss these questions in pairs or small groups.

• To find out about a new place, do you prefer Mom’s idea of
using guidebooks or Dad’s idea to use a phone?

• What are the problems with each idea?

• Why does Mazen think that AI can help them?

• What problems do they have as they go around the city?

• Do you think it helped to use AI, or not?

77
UNIT Lesson objectives:

12
• Use spelling and punctuation accurately
6 Writing • Write sustainability tips for tourists visiting your region

1  Work in pairs. Think about your region and answer Remember

the questions. A responsible tourist
1 What can tourists see and do here? is someone who cares
about the environment
2 Does it get busier at different times of the year? and tries to do things
3 Why do people want to visit different places in Egypt? which don’t harm it while
he or she is traveling.
2  Read and listen to the tips about being a
responsible tourist. Check (✓) the ideas that are mentioned.
how to travel what to wear where to go
what to do with trash where to shop who to meet

It’s great to visit different places around the world, but it’s also important to be a
responsible tourist. There are lots of things that you can do to help make your vacation
more sustainable. This is good for the planet, so it’s good for you!

1 This is simple: don’t drop trash – ever! If you can’t find a trash can, put things back
in your bag until you find one. Remember to leave your favorite, untouched, beauty
spot the way you found it.
2 Think about how you travel. Airplanes and cars use a lot of energy – can you walk,
take a train, or cycle? You often see more that way too.
3 Think about visiting a quieter place. The most famous tourist sites can get too busy,
but there are lots of things to see in other places. Don’t be afraid to try visiting
somewhere new.
4 Save energy when you’re on vacation: turn off lights and don’t waste water, just like
you would at home.
5 Spend money in the local area. Tourism can be good for communities when people
shop and eat locally, and explore the area they are staying in.

Remember! We live on a beautiful planet, and we want to keep it this way!

3  ook at some examples of punctuation from the tips. Match each one (a–d) to
L
the reason it is used (1–4).
a q
 uestion mark ? 1 to introduce ideas in
Can you walk, take a train, or cycle? a list
b e
 xclamation point !
2 to make an idea
We live on a beautiful planet, and we want to keep it that way!
sound important or
c c
 omma , interesting
Remember to leave your favorite, untouched, beauty spot the
way you found it. 3 to ask a question

d c
 olon : 4 to separate two or
Save energy when you’re on vacation: turn off lights and don’t more descriptive
waste water words before a noun
78
 UNIT

12
Using punctuation and spelling accurately

It’s important to check your written work for correct punctuation. The meaning of a sentence
can change if the punctuation isn’t correct. After you write, read each part of the text again
and check the punctuation you used. Does it give the meaning you wanted it to have?
You can also use punctuation for different effects. Shorter sentences can have more impact:
Don’t dump trash—ever! You can use periods to separate ideas. To write longer, descriptive
sentences, you can use commas between different words and phrases: Remember to leave
your favorite, untouched, beauty spot the way you found it. In a list, you can use bullet
points or numbers to set out your ideas clearly.
If you aren’t sure how to spell a word, use a paper or online dictionary. You can increase
your vocabulary by keeping a vocabulary notebook with spellings you learned. If there are
words you find hard to remember, add them to the list and check it often.

4  ook at the different uses of punctuation in Exercise 3. Think of new examples

L
for each one. Write sentences about vacations using each type of punctuation.

5  rite a list of sustainability tips for

W Check your writing
tourists visiting your area. Write
at least three things that tourists
should think about so that they Do your tips ...
are more responsible when they include at least three ideas?
visit. Give real examples from explain why these ideas make
your region if you can. Remember tourism more sustainable?
to check your work carefully for
use a variety of punctuation for
accurate spelling and punctuation.
different effects?
Write 100–120 words in your
notebook. use accurate spelling and
punctuation?

Self-Assessment

I can I need
Check your progress do this more
practice

 use vocabulary for talking about vacations

use common verbs followed by gerund or
 
to infinitive
 show an awareness of sustainable tourism
meanings
 use verbs with different gerund / to infinitive
 use spelling and punctuation accurately

79
Review

D Reading
1 Read the text quickly. Which type of green transportation in the text doesn’t
appear in the photos?

Green transportation is a way of traveling that is better for the environment.

It reduces carbon emissions, saves energy, and helps protect the planet.

Leg Power
Cycling and walking are the cleanest forms of transportation. They don’t
produce any carbon emissions and they’re great for traveling short distances.
Traveling to work or school by bike or on foot helps reduce air pollution and
traffic. Cycling instead of driving, even a few times a week, can make a big
difference to the environment.
Public Transportation
Trains, streetcars, and buses are much more eco-friendly than
cars or planes, especially for longer distances. Streetcars, which run
on electricity, are a green and efficient way to travel, especially
in cities. Like buses and trains,
streetcars can carry a lot of
passengers at once, which greatly
lowers the carbon emissions per
person. For example, a full bus can
replace up to 50 cars on the road
which helps reduce both pollution
and traffic. Similarly, trains use less energy and produce fewer carbon emissions
than planes or cars. Traveling by trains, streetcars, or buses is a great way to be
sustainable and to help protect the environment. a streetcar
Hybrid and Electric Cars
For people who have to drive, hybrid or electric cars are a greener alternative to
traditional cars. Hybrid cars use both electricity and fuel. For shorter trips, hybrid
cars often don’t need to use fuel and can run on electricity alone. Electric cars are
even cleaner but only if they’re charged with renewable energy.
Making a Difference
How can you change the way you travel to help reduce carbon emissions and
lower air pollution?

2 Read the text again and answer the questions.

1 What is the main goal of green transportation?
2 Why are cycling and walking good for the environment?
3 How can traveling by bike help with air pollution?
4 What type of energy do streetcars use?
5 How does a full bus help reduce pollution and traffic?
6 Why are trains a sustainable way to travel?
7 What is the difference between hybrid cars and electric cars?
8 How do hybrid cars save fuel on shorter trips?
80
80
 Review

3 Match the words with the definitions.

D
1 eco-friendly a an electric train that operates in cities.
2 efficient b to use
3 streetcar c something that can be replaced and doesn’t run out
4 run on d not harmful to the environment
5 renewable e working quickly, easily, and in an organized way

Listening
1  Listen to three travel announcements and write the correct transportation.
1 Alexandria to Cairo
2 Luxor to Hurghada
3 Nueweiba to Aqaba

2  Listen again. Match the sentence halves.

1 The Talgo Train Number 2022 goes a takes four hours.
2 The train leaves Misr Station b in 15 minutes.
3 The train for Cairo leaves c on Saturdays.
4 There are three buses a day d at 7 a.m. and arrives in Cairo at 9:30 a.m.
5 The bus journey time e between Luxor and Hurghada.
6 The fast ferry between Aqaba and Nuweiba f takes three hours.
7 The fast ferry doesn’t travel g from Alexandria to Cairo.
8 The slow ferry h takes one hour.

3  Listen again and answer the questions.

1 How long does it take to travel from Alexandria to Cairo by train?

2 What platform does the train to Cairo leave from?

3 What times do the three buses leave from Luxor?

4 How many bus services are there from Friday to Sunday?

5 What time does the daily ferry leave Nuweiba?

6 Why should you check with the ferry company before you travel?

81
Review

D Language
1 Match the sentence halves.
1 I need to look at my phone a onto your social media page.
2 Dad has just charged his car at the b a friend request.
3 It’s safer to cycle around town c and change the settings.
4 It’s easy to upload a video d in the bike lane.
5 You don’t need to put fuel e to have an account with them.
6 Lots of online shops want you f charging station.
7 My cousin Hesham has sent me g fewer carbon emissions.
8 Clean transportation produces h in an electric car.

2 Complete the text with the words in the box.

airline staycation resort guide tour shuttlebus

Last summer, Mom and Dad planned a vacation for us in Florida but we had to have a
1
instead. We were supposed to fly with an 2 to a
beautiful 3
by the beach, but then Dad was sick for a few days and we had to
cancel our flight. We were very disappointed, so Mom booked a local city 4
and asked a 5 to show us around. We even took a 6 to
visit a nearby nature park. It wasn’t what we planned, but it turned out to be great fun!

3 Complete the zero and first conditional sentences with the correct form of
the verb in brackets.
1 If you don’t stop looking at the screen now, you (get) a headache.
2 If you (forget) your password, you can’t log in to your account.
3 This app will work better if you (update) your software.
4 When you use too much data, your internet speed (slow) down.
5 If you you send me that video, I (look) at it now.
6 When you shop online, AI (remember) what you like to buy.

4 Write complete sentences using the present simple tense.

1 bus / leave / 6:30 a.m.

2 journey / to Giza / take / three hours

3 movie / start / 7:00 p.m.

4 train / not leave / from platform 6

5 journey / from Aswan to Luxor / take / three hours

82 6 their flight / not arrive / until tomorrow

82
 Review

5 Choose the correct prepositions.

D
1 We’re playing a basketball match at / on the sports center tomorrow.
2 Everyone will use more AI technology through / in 2030.
3 Mr. Adel is going to a town planning meeting in / on Thursday.
4 I prefer cycling on a bike lane than cycling through / at the city.
5 More people live in cities now than on / in the countryside.
6 The bus drove into / over the bridge and stopped down town.

6 Complete the dialog with the correct form of the verbs in brackets.
A: Did you enjoy 1 (have) a staycation this year?
B Yes, thanks. We were planning 2 (visit) Jordan but we couldn’t go.
A: We’re going to Marsa Alam. So I need 3 (remember) to take my
underwater camera.
B: The coral reefs in Marsa Alam are amazing. Promise 4 (send) me
some photos.
A: Of course! My dad suggested 5 (upload) them onto my social
media page so that everyone can see them.
B: Good idea!

Speaking
1 In pairs, take turns to talk about the pros and cons of a staycation. Use the
words in the box for ideas.
culture cost excitement make friends day trips carbon emissions
daily routine traveling food sightseeing see new things

One of the pros of a staycation is that you don’t

spend money on flights or traveling costs.

One of the cons of a staycation is ….

Writing
1 Write a list of sustainability tips for tourists visiting the White Desert National
Park. Read the prompts and use them to write tips with full explanations.
Write 100–120 words.
Ways to make your camping trip more sustainable.

Travel and Timing Food and Cooking Waste and Trash

How to get there? What? What to do?
Sustainable time to go? How? Wildlife and Nature
Camping Water? Animals?
Where? Plants and rocks?
83
 General
Exercises

GE
Listening
1  Listen to the dialog and number the pictures in the correct order.
a b c

d e

2  Listen to the dialog again and answer the questions.

1 Who went to Alexandria on vacation?
2 Where did Ashraf go with his family?
3 What did Ashraf try on his vacation?
4 What did Sara’s aunt make?
5 Did Ashraf like grilled octopus?
6 What did Sara see when she was on a boat?
7 What did Ashraf buy when he was on vacation?

Speaking
1 Work in pairs. Look at the pictures. What are the bad habits? Which do you
think is the worst? Share your ideas with your partner.

I think eating junk I agree that isn’t good, but

food is the worst. it’s OK sometimes.

84
84
 General
Exercises

GE

Reading
1 A Read the journal entry and choose the best title.

A busy day at the market

Market Day as usual

October, 22nd
Today, I volunteered at a food stall in our 1 market. I helped my uncle at his fruit
and vegetable stall. The market opened early, and we set up the stall while it was still
2
. My uncle showed me how to arrange the 3 and vegetables, with
the tomatoes at the front because they were on sale. We also put the apples and oranges in
tidy rows to make them look 4 and colorful. People came as soon as the sun rose,
buying both small and large 5
. I had to weigh everything carefully, making sure
not to make any mistakes.
In the afternoon, I felt tired, so I took a short 6 , drank some water, and ate a
sandwich. The market got 7 , and my uncle asked me to count the money. At the
end of the day, we packed up and cleaned the stall. On the way home, my uncle thanked me,
and I felt 8 . I hope to help again next week.
Hadeel

B Complete the journal entry with the words from the box. There are two words
you do NOT need.

amounts break busier dark family fresh fruit happy light local

C Read the journal entry again and answer the questions.

1 Who did Hadeel help?
2 Why did he put the tomatoes at the front of the stall?
3 Why did Hadeel have to be careful?
4 What did Hadeel do in the afternoon?
5 What does Hadeel want to do next week?

Language
1 Complete the sentences with the correct form of the verb in brackets.
1 While we (walk) in the park, it (start) to rain.
2 What time (you, meet) your friends at the mall tomorrow?
3 Lots of people (wait) when we (arrive) at the market at 6 a.m.
4 I (help, you) with those bags. They look heavy.
5 Amira (talk) to her sister when her dad (get) home.
6 It (take) thirty minutes for me to get from home to my school in the morning.
85
 General
Exercises

GE
2 Choose the correct options to complete each sentence.
1 Ashraf stopped to eat / eating lunch at a café.
2 Ashraf stopped to eat / eating when he was full.
3 Do you remember to learn / learning this in English?
4 Did you remember to bring / bringing the tickets?
5 My mom tries to phone / phoning her sister every evening.
6 My mom tries to cook / cooking a new dish every week.
3 Complete the text about clean transportation with the prepositions in the box.

in x 2 into on over through

In the future, clean transportation will be very important. People will travel 1 electric cars and
buses. These vehicles will drive quietly 2
the roads. There will be bike lanes 3
every
city, and people will ride bicycles 4
parks and neighborhoods. Some cities will have trains that
move quickly 5
the streets, using clean energy. At charging stations, cars will get power from
solar panels. Many people will walk to work or school, going 6 buildings without using any fuel.
This will make our cities quieter and the air cleaner.

Writing
1 Complete the short text about writing tips with the words from the box.

avoid clear first friendly positive suggestions

Tips are a way of giving advice or 1 to help someone in a particular situation. Tips
should be 2
and easy to follow. When writing tips, use short and simple sentences.
3
difficult words and use 4 language. Start with the most important
points 5
. It can be good to use bullet points or numbers to make the tips easy to
read. Always focus on what the reader needs to know and try to be helpful and 6

2 Write a set of tips about how best to learn something new. Write 100–120
words.

3 Are these sentences true (T) or false (F) about journal entries?
1 You always use the past tense in a journal entry. T/F
2 Journal entries are usually about a personal experience. T/F
3 You should include the date in a journal entry. T/F

4 Write a journal entry about something you did to take care of the environment.
Write 100–120 words.
86
86
 Hello!
Beyond
Words
Year

1
Size 19 x 27 cm
Extent 88 pp
Colour 4/4

Hello!
Grammage 180/70 gm

English for Preparatory Schools

Hello! Beyond Words  Year 1        Student’s Book

Hello! Beyond Words is a three-level course for preparatory schools designed to develop
students’ language, thinking, and study skills through topic-based units that present engaging
and real-world content.
content Developed using modern methodology,
methodology the course complies with
the Ministry of Education’s Curriculum for Preparatory Schools.Schools
Hello! Beyond Words equips students with the skills needed to communicate effectively in

Beyond
English by:
 presenting language in context in a way that is interesting and relevant.
 taking an integrated approach to developing each of the four skills (reading
reading, writing
writing,
listening, and speaking
listening speaking), with regular skills tips and practice opportunities.
 developing Life skills (such as critical thinking, problem-solving, intercultural

Words
awareness, collaboration, and digital literacy), which are essential for today’s students in
both study and the future world of work.
Year

1
 fostering personal development and a sense of belonging in the community, Egypt,
and the wider world.
 supporting students on their learning journey with regular Self-Assessment and
Review sections.
 providing lively, realistic audio material recorded by native speakers.
 exposing students to a diverse range of literature
literature, with a short work in every unit.
English for Preparatory Schools

Hello for Egypt Student’s Book

Components:
Student’s Book Hello for Egypt Term 2
Teacher’s Guide
Audio, accessed digitally via QR codes available in the book
Website (www.helloenglish.com.eg)

2024-2025