Innovation

• Teacher’s Book •

Overview

Coursebook:Activities 1, 2

Lead-in: activating prior knowledge of the topic area

Unit 1 Smart Homes (Reading)

Coursebook:Activity 1 Listening for specific information

Coursebook:Activities 2, 3, 4 Reading actvities

Coursebook:Top Tip Extensive reading

Workbook:Activity 1 Matching words to meanings

Workbook:Activities 2, 3, 4 Reading for understanding

Workbook:Activity 5Writing: sentence building

Coursebook:Time to Talk

Discussion and paragraph writing

Unit 2 Questions and Answers (Grammar)

Coursebook:Activity 1 Discussion and listening: quiz

Coursebook:Activity 2 Listening and understanding

Coursebook: Grammar Recall

Past passive verb forms: review

Coursebook:Activity 3 Past passive verb forms: practice

Coursebook:Activate Your English

Creating dialogues: matching questions and answers

Workbook:Activity 1 Past participles: practice

Workbook:Activities 2, 3, 4, 5 Past passive verb forms

Workbook:Activity 6 Grammar practice activities

Unit 3 The Best and the Worst (Vocabulary)

Coursebook:Activity 1 Lead-in: discussion

Coursebook:Activities 2, 3 Reading for information

Coursebook:Activity 4 Discussion

Top Tip Increasing vocabulary through reading

Workbook:Activities 1, 2, 3 Vocabulary development

Workbook:Activity 4 Vocabulary review: crossword

Workbook:Activity 5 Vocabulary and discussion

Additional activity: Paragraph writing

Unit 4 Virtual Reality

(Listening and Speaking)

Coursebook:Activity 1Discussion

Coursebook:Activity 2 Reading for specific information

Coursebook: Soundbites Indirect questions

Top Tip Making a listening text easier

Workbook:Activity 1 Listening for specific information

Workbook:Activity 2 Vocabulary practice: gap-fill activity

Coursebook:Activity 3

Workbook:Activity 3

Practice with adverbs of time: questionnaire

Additional activity: Paragraph writing

Unit 5 E-Shopping (Writing)

Lead-in E-Shopping: discussion

Coursebook:Activity 1 Discussion

Coursebook:Activity 2 Reading and understanding

Coursebook:Activity 3 Reading for specific information

Workbook:Activity 1 Listening for specific information

Workbook:Activities 2, 3, 4 Vocabulary development

Coursebook:Activity 4Writing an e-mail of complaint

Summary

Theme 4

Innovation

Theme 4 Unit 1

Smart Homes

• Teacher’s Book •

innovations (n) new ideas, methods or

inventions; the introduction of new ideas,

methods or inventions

inventions (n) things that have been made or

designed for the first time

appliances (n) equipment used in the home –

for example, refrigerators, washing machines,

and coffee makers

technology (n) advanced scientific knowledge

or equipment

improved (adj) made better

nuclear weapons (n) bombs made with

energy from the central part of atoms

CAD (Computer Assisted Design) (n)

computer software that helps designers

virtual reality (n) an environment produced

by a computer that looks and seems real to the

person experiencing it

Coursebook, pages 50 and 51

Workbook, pages 44 and 45

Lead-in

The aims of this unit are to introduce the topic

of smart homes and to provide reading practice.

Tell students to look at the title of the unit and

the pictures on pages 50 and 51 of their

Coursebooks.Ask if they can guess what a

‘smart home’ is.

Smart home (n) a house in which the

appliances, heating system, cooling system,

security systems and other features are

connected by an electrical system, and

controlled by computer

Coursebook, page 50, Activity 1

Students listen to four people talking about the

technology they would miss if it disappeared

from their lives.Although each person mentions

two types of technology, students are asked to

write down only one type.They should do this

in their exercise books.They then listen again

for the reasons each person gives as to why

they would find it hard to do without this

technology and write them down. Play Listening

4.1.1 twice.

Overview

Lead in:

Direct students to page 49 of their

Coursebooks.Tell them to look at the title of

Theme Four and the pictures.Ask if they can

guess what ‘innovation’ means.

Innovation (n) new ideas, methods or

inventions; the introduction of new ideas,

methods or inventions

Ask students what topics they think will be

covered in this theme.They should look through

the titles of the five units to get the answers.

Answers:

Smart homes, the best and worst innovations

and inventions, virtual reality and e-shopping.

Coursebook, page 49, Activity 1

In groups, students discuss the three items they

would miss most if they had to live without

technology for a week. Elicit ideas from different

groups, and write them on the board.

Coursebook, page 49, Activity 2

Students read the short text and check the

meanings of the words and phrases, using

dictionaries if necessary.They can work

individually or in pairs.All the words will occur

somewhere within the theme.Tell students to

copy the words and their meanings into their

vocabulary or exercise books.

Note: The core words for each theme

should be given as a spelling test at the end of

the theme.The core words for Theme 4 appear

in the Glossary in the Review and Reference

section on page 64 of the Coursebook. Explain

to students that they should learn these words

and that you will be checking them at the end of

the theme.

electronic (adj) using electricity

devices (n) machines or pieces of equipment

discoveries (n) things that were unknown in

the past and have now been found

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Theme 4 Unit 1

Smart Homes

• Teacher’s Book •

1

Oh, I think I would miss my mobile phone and

the Internet definitely! How else would I stay in

touch with my friends?

2

I would have to say my car first of all. I have a

long way to drive to work and it would be too

expensive in a taxi.The second thing? (Pause) I

think I would have to say electricity.Without it,

nothing would work at home – no lights, no

computer, no TV, nothing.Yes, electricity – if it

counts as one thing.

3

Is a watch a kind of technology? I like to know

what time it is wherever I am.And my digital

camera. No, no, I’m going to go for my mobile

phone and my digital camera because my mobile

has a clock in it. Mind you, it also has a camera.

OK, final choice, my mobile phone and my DVD

player. I need to stay in touch with my family

and I love watching films.That’s it, my mobile

phone and my DVD player.

4

Mmm…Ooh, a difficult one.The TV for the first

thing. I can’t do without my soap operas. It

keeps my kids entertained while I’m doing the

housework, too.The second thing? My fridge. I

hate food shopping and in this heat, I would

have to go every day if I didn’t have a fridge to

keep things fresh.

Answers:

Speaker 1:

Would miss: mobile phone and the Internet

Reason: needs them to stay in touch with

friends

Speaker 2

Would miss: car, electricity

Reasons: taxi too expensive, nothing would

work at home

Speaker 3

Would miss: mobile phone, DVD player

Reasons: stay in touch with family, loves to

watch films

Speaker 4

Would miss: TV, fridge

Reasons: loves watching soap operas and TV

keeps kids entertained.Without a fridge it

would be necessary to go food shopping every

day.

Coursebook, page 50, Activity 2

Students read the short text, then discuss the

three questions in their groups. Elicit answers

from a few of the groups. If you prefer, open the

discussion out into a class discussion.

Coursebook, pages 50 and 51,

Activity 3

Before students start reading the text ‘Smart

Homes’, it is helpful to give them a question to

focus on so that they have a purpose for reading

– i.e. to find the answer to this ‘focus question.’

As the focus question, use Question a from

Activity 2 - What do you think a smart

home can do?Write this question on the

board or on an OHT, and tell students to look

for the answers as they read the text.

Note: There are many things that a smart

home can do.

When students have finished, get them to

compare their answers in groups. Do a whole

class check and elicit the answers.

Answers:

According to the text, a smart home can:

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Listening Script 4.1.1

turn on lights

control temperature

play one’s favourite music

display one’s favourite pictures

cupboards and fridges can say

what food is needed or

contact shops through the

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Theme 4 Unit 1

Smart Homes

• Teacher’s Book •

that they enjoy, however simple, they will

become more interested in reading.

Workbook, page 44, Activity 1

This vocabulary activity focuses on some of the

words from the reading text, ‘Smart Homes’, on

pages 50 and 51 of the Coursebook. Students

complete the activity and then compare answers

in their groups. Elicit the answers and write

them on the board or display them on an OHT.

Note: Tell students there is one word in the

box for which no meaning is given.The presence

of ‘distractors’ or extra words helps students

improve their discrimination skills when reading.

Answers:

1 available 6 electronic

2 appliances 7 increases

3 features 8 decreases

4 convenient 9 washing machines

5 refrigerators

Extra word (distractor): control

Workbook, page 44, Activity 2

As a lead-in to this activity, ask students if they

have grandparents who talk about life in Oman

in the old days. Do their grandparents think life

was better or worse in the past? Tell students

they are going to read a text about an old

couple, Mr Ahmed and Mrs Aysha, discussing

past times.

Tell students to read the three possible titles a,

b and c, then read the text to determine which

is best. Elicit the best title, and ask students to

explain why they chose it.

Answer:

The best answer is a - (Oman then and

now.) The focus of the text is on differences

between the past and the present, not on

technology or electricity, as in titles b and c.

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Coursebook, page 51, Activity 4

Students read the text ‘Smart Homes’ again and

find answers to the comprehension questions.

Do a whole class check and elicit the answers.

Answers:

1 Smart homes can have special lights, heaters

and air conditioners (implied), video screen

pictures, refrigerators, washing machines,

electronic cupboards, coffee makers.

2 They are connected through the electrical

wires in the home.

3 Electronic cupboards and fridges can talk to

shops.

4 Yes.You can turn things on and off with a

mobile phone or send a message over the

Internet from a computer.

5 It can save you a lot of money, and also tell

you how much money you are saving.

If time allows, have a discussion about what

other features students think smart homes will

have in the future.

Coursebook, page 51, Top Tip

Direct students to read the Top Tip. Mention

again that extensive reading practice is the only

way to improve reading. If students read things

Internet and have food delivered

they can also tell you if you have

everything needed to cook a certain

food, or what can be cooked with the

food you have

coffee makers, lights and air

conditioners can be told when to turn

on

when you are at home, you can use

your voice to turn things on and off

when you are away, you can use a

mobile phone or computer to send a

message to turn things on and off

save you money by turning off lights

and air conditioners when they are not

needed

tell you how much money you are

saving

• Teacher’s Book • 65

5 They used to store water in clay pots.

6 She didn’t use to have a washing machine.

7 She used to wash clothes by hand in the falaj.

8 Their family used to be much closer.

As a homework exercise, students can be asked

to write four sentences about their own lives,

describing two things they used to do, and two

things they didn’t use to do.

Coursebook, page 51, Time To Talk

Before they start the discussion, tell students to

note down individually their answers to the four

questions in their exercise books.They should

then discuss the questions in their groups. Elicit

the answers.

As a homework exercise, students can write

their answers out as a paragraph. If possible, get

them to write the first draft of their paragraph

in class.After editing and proofreading, they

should write the second draft at home and

store their paragraph in their portfolios.

Suggested structure of the paragraph:

Here are some guidelines for students to follow

when writing their paragraphs.

They should begin their paragraph with an

introductory sentence, for example:

Many things about my home are different

from ten years ago.

My home has changed a lot in the past

ten years.

Many changes have taken place in my

home in the last ten years.

They should then say whether their homes have

any smart features. If not, they should give

examples of the smart features they would like

it to have, and give their reasons.They should

link their sentences together using conjunctions

and other connecting words. For example:

Workbook, page 45, Activity 3

Students fill in the gaps in the sentences with

the words in bold from the reading text in

Activity 2. Elicit the answers and write them on

the board.

Note:Tell students there are two ‘distractors’

in this activity – i.e. two words in bold in the

text which do not fit into any gap.

Answers:

1 Storing 5 closer

2 Dried . . . kept 6 shaded

3 able 7 Heat

4 unwell 8 roof

Distractors: healthier, grandmothers

Workbook, page 45, Activity 4

The aim of this activity is to check students’

understanding of the text about Mr Ahmed and

Mrs Aysha. Students read each pair of

sentences, and choose the one whose meaning

best fits the text. They will have to reread the

text in order to do this. Elicit the answers from

the class.

Answers:

1 b 4 a

2 a 5 b

3 b

Workbook, page 45, Activity 5

Students make complete sentences from the

prompts using the structure ‘used to’ (positive)

or ‘didn’t use to’ (negative). Point out the two

examples.After students have completed the

activity, elicit the answers and write them on the

board or display them on an OHT.Alternatively,

this activity could be given as a homework

exercise.

Answers:

1 They used to go to bed very early.

2 She didn’t use to have a cooker.

3 Their children used to play outside.

4 She used to cook on an open fire.

Theme 4 Unit 1

Smart Homes

66

Theme 4 Unit 2

Questions and Answers

• Teacher’s Book •

Coursebook, pages 52 and 53

Workbook, pages 46 and 47

Lead-in

Ask students if they have ever taken part in a

trivia quiz.

Trivia quiz: a quiz with questions and answers

involving facts about history, geography, famous

people etc

Coursebook, page 52, Activity 1

Activity 1 introduces the language of the target

grammar point for this unit - past passive verb

forms.

Students read the questions, then discuss them

in their groups and note the answers in their

exercise books. If they don’t know the answer

to a question, encourage them to guess.

Explain that students are going to hear an

excerpt from a radio quiz show, with the host

asking a contestant the questions. Play Listening

4.2.1. Students listen and check their own

answers.

A Trivia Quiz

Host: Let’s begin today’s quiz. Question

number one: Where were bananas

first grown – in South America, in Africa

or in Southeast Asia?

Contestant: In Southeast Asia.

Host: That’s right. Question number two:

The English word ‘giraffe’ was taken

from which language – Arabic, Greek or

Latin?

Contestant: Er . . . Latin.

Host: No, I’m sorry.The correct answer is

Arabic. Question number three:The

first Gulf Cup football tournament

was won by which national team –

Bahrain, Kuwait or the UAE?

Contestant: Um . . . the UAE.

Although my home doesn’t have any

smart features at present, I would very

much like it to have some smart features

in the future. For example, it would be

very helpful if my cupboard and fridge

could tell me when food is about to run

out.This would allow me plenty of time

to buy more food.

Finally, they should say what disadvantages a

smart home might have:

However, we couldn’t always rely on a

smart home working perfectly. It would

break down if there was an electricity

cut, or if the computer that controlled it

crashed.

Listening Script 4.2.1

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Theme 4 Unit 2

Questions and Answers

• Teacher’s Book •

Host: No, I’m sorry. It was Kuwait.

Question number four: How was the

city of Pompeii, in Italy, destroyed – by

a volcano, by an earthquake or by a

cyclone?

Contestant: By a volcano.

Host: That’s right. Question number five:

By what name was Oman first known –

Al Sahil, Mazoon, or Majan?

Contestant: Majan.

Host: That’s right. Question number six:

Where were the first modern

Olympic Games held - in Athens,

Greece; Paris, France; or Berlin,

Germany?

Contestant: Athens, Greece.

Host: Right again. Question number

seven: Which animal was first sent

into space – a bear, a monkey or a

dog?

Contestant: A monkey.

Host: No, sorry. It was a dog. Question

number eight, the last question: By

whom was Romeo and Juliet written –

Charles Dickens,William Shakespeare

or Alexander Dumas?

Contestant: William Shakespeare.

Host: That’s right.Well done.Thank you very

much for taking part in our trivia quiz

today.

Answers:

1 Southeast Asia

2 Arabic

3 Kuwait

4 by a volcano

5 Majan

6 Athens, Greece

7 a dog

8William Shakespeare

Coursebook, page 52, Activity 2

Activity 2 provides further practice with the

target grammar point - past passive verb forms.

Students work in pairs. Student A asks Student

B the questions fromTrivia Quiz A in Activity 2

on page 52 of the Coursebook. Student B asks

Student A the questions fromTrivia Quiz B from

the Communication Activity on page 71 of the

Coursebook.

When students have completed the quiz, write

the answers on the board or display them on an

OHT.

Answers:

Trivia Quiz A

1 Asia 6 Arabic

2 Kazakhstan 7 Iran

3 Iraq 8 Bell

4 Uruguay

5 Leonardo da Vinci

Trivia Quiz B

1 Ethiopia

2 Leonardo da Vinci

3 Mexico

4 the camera

5 South Africa

6 Italy

7 Paris

8 franc

Coursebook, page 53, Grammar Recall

Tell students to read the Grammar Reference

for Theme 4 on page 76 of theWorkbook.They

should then match each of the example

sentences on the left of the Grammar Recall

box with usage description a, b or c on the

right. Elicit the answers.

Answers:

1 b

2 c

3 a

Coursebook, page 53, Activity 3

Students rewrite the sentences in their exercise

books, changing each of the verbs into the past

passive form. Elicit the answers and write the

verbs on the board or display them on an OHT.

Answers:

1 The world wide web was invented by Tim

Berners-Lee.

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Theme 4 Unit 2

Questions and Answers

• Teacher’s Book •

answers and write them on the board or display

them on an OHT.

Answers:

1 was taken 5 was grown

2 was built 6 was written

3 was destroyed 7 was stolen

4 was eaten 8 was won

Workbook, page 46, Activity 3

Students work individually on correcting the

mistakes in the sentences.Ask them to

compare answers in their groups.

Answers:

1 That book was given to me by my friend.

2 Those shoes were made in Italy.

3 The thief was caught by the police.

4 The potato was first grown in South

America.

5 I studied that last year.

6 It happened yesterday.

Workbook, page 47, Activity 4

This activity gives further practice with

recognition of the past passive. Students first

read the paragraph about the Leaning Tower of

Pisa, then go back through it and underline the

verbs in the passive forms.

Answers:

The Tower was built in the city of Pisa, Italy. It

was made of heavy stone and built on soft

ground. It started to lean when the first floor

was finished.After that, work on the Tower was

stopped for almost a century.The Tower was

finished in 1350 CE after almost 180 years. It

has been very good for Pisa’s tourism industry.

In 1989, it was climbed by more than 700,000

people. In 1990, the Tower was closed to the

public because it was not safe. Earth was

removed from underneath the Tower and the

building was made more stable. It was opened

again in 2001. Later, more earth was removed.

Finally, in 2008, engineers said that the Tower

had stopped moving.

2 The first satellite was sent into space by the

Russians.

3 The Titanic was sunk by an iceberg.

4 Radium was discovered by Marie Curie.

5 The Taj Mahal was designed by Ustad Ahmad

Lahauri.

6 Dynamite was invented by Alfred Nobel.

7 Potatoes were first grown by South

Americans.

Coursebook, page 53, Activate your

English

Students match the questions and answers to

create simple dialogues which practise the past

passive. Do a whole class check of the answers,

then tell students to practise the dialogues with

a partner.

Answers:

a – 3 e – 7

b – 5 f – 1

c – 6 g – 8

d – 2 h – 4

Workbook, page 46, Activity 1

Students fill in the blanks with the past

participles of the verbs. Elicit the answers from

the class and write them on the board or

display them on an OHT. Get students to make

a few sentences orally containing the past

participles of some of the verbs.

Answers:

begun made

broken ridden

brought seen

built sent

caught spoken

chosen stolen

eaten told

found won

grown written

Workbook, page 46, Activity 2

Students complete the sentences using the past

passive forms of the verbs in brackets. Elicit the

69

Theme 4 Unit 2

Questions and Answers

• Teacher’s Book •

Workbook, page 47, Activity 5

Students complete the paragraph about the Taj

Mahal, using the passive forms of the verbs in

brackets.

Answers:

1 was built

2 was designed

3 was built

4 were used

5 were brought

6 were completed

7 was buried

8 was named

9 was visited

Workbook, page 47, Activity 6

The Grammar Practice activities on page 67 of

theWorkbook provide extra practice with the

grammar focused on in this unit.They should be

given as homework. Refer students to the

Grammar Reference section on page 76 of their

Workbooks for guidance.

Answers to Grammar Practice

Activities:

1 1 was born

2 grew up

3 became

4 developed

5 was developed

6 left

7 was formed

8 wrote

9 was married

10 was born

2 a The cakes were all eaten.

b My computer was switched on.

c I was pushed.

d They weren’t invited to the

party.

e The thief wasn’t seen.

f You weren’t asked to come here.

3 1 were built

2 was divided

3 weren’t joined

4 drew

5 followed

6 were made

7 were placed

8 were lost

9 died

10 were buried

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Theme 4 Unit 3

The Best and The Worst

• Teacher’s Book •

Coursebook, pages 54 and 55

Workbook, pages 48 and 49

Lead-in

Ask students if they can name some important

inventions and their inventors. Discuss what

benefits these inventions have brought us.

Students first started learning about inventions

in English in the Grade 5B of the English for Me

course. (Unit 5, Inventions and discoveries). Some

inventions which you could remind them about

are:

• the aeroplane (invented by Orville and

WilburWright)

• paper (invented by Ts’ai Lun)

• the biro (invented by Lazlo Biro)

• the electric light bulb, the phonograph,

the film projector (invented by

Thomas Edison)

Coursebook, page 54, Activity 1

Students make lists individually of what they

consider to be the five most helpful and the five

most harmful inventions, then discuss their lists

in their groups. Draw two columns on the

board with the headings ‘Best’ and ‘Worst’.Ask

different groups to give you their ideas and

write each invention in the appropriate column

as students call it out.

Coursebook, pages 54 and 55,

Activity 2

Students read the text and make lists of the

writer’s ‘best’ and ‘worst’ inventions. Draw their

attention to the last sentence of the first

paragraph, where the writer points out that

these lists are based on his own opinion.

Students will probably have different things on

their lists.When they have finished reading, ask

whether any things on their list were the same

as on the writer’s lists.

Coursebook, page 55, Activity 3

Students write answers to the five

comprehension questions in their exercise

books, then discuss the questions in their

groups. Elicit the answers.

Answers:

1 The tea bag.

2 These inventions have allowed us to keep

and share information. Modern technology

would not exist without them.

3World Health Organisation.

4 More people die from smoking cigarettes

than are killed in wars.

5 Guns and nuclear weapons.

Coursebook, page 55, Activity 4

Students discuss the questions in their groups.

Ask a spokesperson from each group to

summarise their ideas and present them to the

class.

Coursebook, page 55, Top Tip

Go over the Top Tip with students. Emphasise

that the best way to improve vocabulary is

reading. Students may read anything they like.

However, it is best if the material they read is at

their level or below.They should not struggle

with texts that are too difficult as this will

undermine their confidence, causing them to

lose interest and give up.

Workbook, page 48, Activity 1

This activity focuses on some of the vocabulary

from the reading text, ‘The Best andWorst

Inventions’, in Activity 2 on pages 54 and 55 of

the Coursebook. Students read the text again,

then match each word with its correct meaning.

Do a whole class check.

Answers:

1 i 6 b

2 j 7 e

3 g 8 d

4 a 9 c

5 h 10 f

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