Lead-in: activating prior knowledge of the topic area

• Teacher’s Book •

Overview

Coursebook:Activities 1,2

Lead-in: activating prior knowledge of the topic area

Unit 1 Types of Tourism (Reading)

Coursebook:Activity 1 Categorisation and listening

Coursebook:Activities 2, 3 Reading and matching

Coursebook:Top Tip Dealing with matching activities

Coursebook:Activity 4 Reading for specific information

Coursebook:Time to Talk Discussion

Additional activity: writing a paragraph

Workbook:Activity 1Discussion

Workbook:Activities 2, 3, 4 Reading activities

Workbook:Activity 5Writing a paragraph

Unit 2 Getting There (Grammar)

Lead-in: Discussion about holidays

Coursebook:Activity 1 Categorisation and sequencing

Coursebook:Activities 2, 3 Listening and understanding

Coursebook: Grammar Recall Future verb forms: review

Coursebook:Activity 4 Future verb forms: practice

Workbook:Activity 1 Reading and understanding

Workbook:Activities 2, 3, 4 Future verb forms: practice

Coursebook:Activate Your English

Discussion: preparing for a holiday

Workbook:Activity 5 Grammar practice activities

Unit 3 Destinations (Vocabulary)

Coursebook:Activity 1 Discussion

Coursebook:Activity 2

Workbook:Activity 1

Focusing on adjectives describing places

Categorisation

Top Tip Learning new vocabulary

Coursebook:Activity 3 Collocations: describing places

Workbook:Activity 2 Adjectives describing places

Workbook,Activity 3 Vocabulary review: crossword

Coursebook:Activity 4 Role play and discussion

Workbook,Activity 4Writing a paragraph

Unit 4 Tourist Information

(Listening and Speaking)

Coursebook:Activity 1

Workbook:Activity 1

Reading for gist and specific information

Workbook:Activity 2 Listening for gist

Workbook:Activities 3, 4 Listening for specific information

Coursebook: Soundbites Making suggestions

Coursebook:Activity 2 Role play and discussion

Workbook:Activities 5, 6 Role play and debate

Unit 5 Designing a Tour (Writing)

Coursebook:Activities 1, 2 Discussion

Coursebook:Activity 3 Vocabulary development: gap-fill

Coursebook:Activity 4

Discussion and writing: planning a tour

Workbook:Activity 1Reading and understanding

Workbook:Activities 2,3

Categorisation and vocabulary development

Workbook:Activity 4

Listening and sequencing

Workbook:Activity 5

Writing a description of a tour

Summary

Theme 3

• Teacher’s Book • 49

Theme 3 Unit 3

Destinations

c John is going on a business trip to Dubai.

dWe are spending the summer in Italy.

e Asma is travelling to Turkey in July.

2 a it’s going to

b Are you doing

c I’ll have

d They are planning

e you’ll win

f you won’t finish

3 a I’m hungry. I think I’ll have a sandwich.

b I’m thinking of having a barbecue on the

beach tomorrow.

c Manchester United aren’t playing

well at the moment.They won’t win the

cup this year.

d The new government has exciting plans.

They say they’re going to build a lot of

new schools. But where are they going

to get all the money?

e It’s a great time to buy a new car.The price

is cheap and there won’t be a better

opportunity.

f They’re planning to invite all their friends

to the party.

g Look at all those clouds! Do you think it’s

going to rain?

Coursebook, pages 38 and 39

Workbook, pages 34 and 35

Coursebook, page 38, Activity 1

Discuss with students what types of holidays

they would like to go on. Students can discuss in

groups then present their ideas to the class.

Then they look at the brochures and match

each brochure with one of the four groups of

holidaymakers.

Answers:

1 d

2 b

3 a

4 c

Coursebook, page 38, Activity 2

Workbook, page 34, Activity 1

In groups, students look through the adjectives

in the box in Activity 2 on page 38 of their

Coursebooks.They write any adjectives they

already know into the boxes in Activity 1 on

page 34 of theirWorkbooks.They use

dictionaries to look up the other words, and

share the meanings with their group. Help them

to see that the clues to finding the right

adjectives lie in the wording of the headings.

Play Listening 3.3.1 and check that students have

written the adjectives into the correct boxes.

The answers are given in Bold in the listening

script below.

Coursebook, page 39, Top Tip

Direct students’ attention to the Top Tip, which

encourages them to try and learn new

vocabulary in phrases rather than as isolated

words.

Note: The topic of collocations, or the ways in

which some words are often used together, will

be covered in more depth in Grade 12.There

are some examples of collocations in Activity 3.

Coursebook, page 39, Activity 3

Students work with a partner or in groups to

go through the phrases in the box and make

sure they understand them. Remind them to

write down any new words in their vocabulary

notebooks or exercise books so that they will

remember them better.

Ask students to think of places in Oman which

1 fantastic

2 amazing

3 stunning

4 spectacular

5 beautiful

6 thrilling

50 • Teacher’s Book •

Theme 3 Unit 3

Destinations

B. ‘Come away with us to Paradise’.

The Luna de Miel Island Resort is perfect for

couples on honeymoon who are looking for a

romantic place far from the crowds.

You’ll stay in one of our secluded villas and

enjoy a dreamy time together relaxing on

our private beach.

C. ‘We’ll take you on roads less travelled.’

Are you an independent and adventurous

traveller who wants to get away from

everything? Then come with Treehugger

Rainforest Tours to one of the world’s most

unspoilt holiday destinations.We offer

exotic holidays in a natural environment,

surrounded by a variety of rare animals and

plants.

D. ‘Where fun never sleeps.’

Looking for excitement and a lively nightlife?

then come and party with us at Singhong

Tours.We organise short breaks in

cosmopolitan cities where the atmosphere

is buzzing and vibrant.We promise you a

holiday that is both entertaining and fun.

the phrases could apply to. If time allows, they

can think of places in other countries too

where you can find some of these things.

Some examples of places in Oman

(but there are other places too):

rolling sand dunes – theWahiba Sands Desert in

the Sharqiyah region

variety of wildlife – the Ras El Hadd Turtle Beach,

Khor Rori bird sanctuary, oryx sanctuary

old forts – Nakhal, Rustaq, Nizwa,Al Sulaif and

many others

traditional handicrafts – Bedouin jewellery,

pottery, chests

expert craftsmen – boatbuilders at Sur, silver and

jewellery makers and many others

busy souks – Muttrah, Nizwa and many others

beautiful beaches – everywhere along the coast

interesting museums – Muscat and other places

wooden dhows – Sur

high mountains – Al Jebel Al Akhdar,Al Jebel Al

Shams

Workbook, page 34, Activity 2

This activity shows how important adjectives

are in making a description come alive.The

adjectives used in Postcard A create a very

positive impression; the ones in Postcard B

create a negative impression.

As a homework activity, students should write

sentences containing the adjectives in their

exercise books. Make sure they understand they

should create their own sentences, not just copy

the sentences on the postcards.

Students read Postcards A and B and choose

the adjectives which make the holiday sound

great or miserable.Again, tell them to check

unknown words and note them down in their

vocabulary notebooks or exercise books

together with their meanings.

Answers:

Postcard A

• Teacher’s Book • 51

Theme 3 Unit 3

Destinations

Postcard B

After checking the adjectives for Postcards A

and B, get students to write a postcard of their

own about a place they have enjoyed (or not

enjoyed) visiting. If they cannot think of a real

place, tell them to imagine a place. Refer them

to the postcard in Unit 1, page 31,Activity 3 of

this theme, as well as Postcards A and B on page

34, to use as models. Encourage students to use

some of the adjectives and phrases they have

encountered in the theme, and refer them to

the beginnings and endings of the postcards.

Discuss other ways they could end their

postcards, such as ‘Best wishes’, ‘All the best’,

‘Love from Jane’.

Workbook, page 35, Activity 3

The verbs focused on in this activity are often

found in travel brochures, but their use is also

common in everyday life.

In the first part of the activity, students match

the verbs in the left hand column at the top of

the page with their meanings on the right.Then

they use these verbs to complete the gaps in

the crossword puzzle clues to the right of the

crossword. Finally, they fill in the verbs in the

crossword.

Answers to Matching Activity:

1

2

3

4

5

6

7

7 excellent 8 delicious

1 terrible

2 noisy

3 uncomfortable

4 disgusting

5 rainy

6 crowded

7 expensive

8 impossible

f

d

e

g

a

b

c

Answers to Crossword:

Across

2

5

6

7

Down:

1

3

4

Coursebook, page 39, Activity 4

Explain to students they are going to do a role

play, and outline the situation. Students work in

groups of three. Student A is a hotel owner, and

Students B and C are prospective guests (they

choose which kind from the list of guests given

in the activity).

Before starting the role play, give students a few

minutes to make notes about their situations

and write down the questions they need to ask.

These notes will help them to prepare for the

role play.

The prospective guests should think about and

discuss their needs with each other. For

example, an elderly couple will be looking for a

hotel with efficient lifts.A couple with children

will be looking for a hotel which has plenty of

things for children to do.The hotel owner

should think about what facilities his or her

hotel can offer.

The hotel owner should think of a good name

for his/her hotel. He/she should write this name

on a piece of paper and put it in front of

him/her on his/her desk.The prospective guests

should sit on the other side of the desk from

the hotel owner while they ask their questions.

If time allows, prospective guests should visit

other hotel owners in the classroom. Finally,

they decide on the hotel they would most like

to stay at.

reveal

sample

stroll

encounter

wander

discover

imagine

52 • Teacher’s Book •

Theme 3 Unit 4

Tourist Information

Coursebook, pages 40 and 41

Workbook, pages 36 and 37

Coursebook, page 40 and 41,

Activity 1

Workbook, page 36, Activity 1

Direct students to the pictures and descriptions

of various tourist sites in Dhofar on pages 40

and 41 of their Coursebooks. Discuss whether

students (if any) have been to any of the sites

and what they thought of them. Students read

the text about each site and complete Activity 1

on page 36 of theWorkbook by writing the

appropriate numbers in the appropriate boxes. .

Note: There are other possible answers for

some places.

Answers:

a 1, 3, 10

b 2, 3, 5

c 4, 5, 8 (but 2, 6,and 9 are also possible)

d 3, 6, 7 (but 9 is also possible)

e 5, 6, 7 (but 9 is also possible)

Workbook, page 36, Activity 2

Students listen to the five descriptions in

Listening 3.4.1 and decide what kind of tourist

attraction is being described. Before they listen,

give them time to read through the list of the

attractions.What kind of words might they

expect to hear to go with each one?

Check that they understand the meaning of

sanctuary.What other kind of sanctuaries do

they known in Oman? (turtle, oryx)

Listening Script 3.4.1

A

If you stand here very quietly and watch, you

can see several species that travel through this

area in winter and stop here on their way

further south.

Workbook, page 35, Activity 4

This writing activity is suitable for homework.

Students write a paragraph in their exercise

books describing a place which they think is a

good place for visitors to go to.

Encourage students to look back through the

unit for suitable words or phrases to include in

their descriptions. Ideally, give students time to

write their draft paragraphs in class. Circulate

around the classroom offering guidance and

support.They should write a second (final) draft

at home, attach it to their first draft and put

everything into their portfolios.

Suggested structure of the paragraph:

1.An introductory sentence to state the name

of the place, for example:

Musandum, in the northernmost part of

Oman, is a wonderful place for people to

visit if they want to relax and get away

from it all.

2. Brief information about the place and how to

get there:

The Musandum peninsula is very

beautiful and peaceful.You can get there

either by a short plane trip, or a five

hour ferry trip from Muscat up the coast

of Oman.

3. Information about what you can see or do in

the place:

From Khasab, the capital of the

Musandum area, you can take a day trip

in a traditional dhow.You will sail among

beautiful islands, and have the chance to

see dolphins and go snorkelling in the

clear blue waters.You can also take a trip

up into the mountains and enjoy

dramatic scenery. If you are interested in

history, you may also want to visit the

old fort in Khasab.

• Teacher’s Book • 53

Theme 3 Unit 4

Tourist Information

and tick the box beside each name they hear.

Give them a few minutes to read through the

nine names listed.

Play Listening 3.4.2. Repeat as necessary.

Listening Script 3.4.2

Official: Good morning.Welcome to the

Dhofar Tourist Information Centre.

How can I help you?

Woman: Good morning. I’m here on holiday,

and I’d like some suggestions for

things we can do.

Official: Certainly, madam.What kind of

interests does your family have?

Woman: Well, my husband loves history and

my daughter wants to be an

archaeologist. So they’d like to visit

some historic sites.

Official: Well, then, madam, may I suggest

that first, you take them to Salalah

Museum. It has artefacts from

different archaeological sites in

Dhofar.After that, why don’t you

visit Khor Rori with them? It’s the

site of the old city of Sumharam.

Your husband and daughter will

enjoy wandering around it. In the

afternoon, how about taking them

to Taqah to visit the fort? It’s

fascinating.

Woman: OK, that sounds like fun for them.

Now what about my parents?

They’re quite old and won’t want to

do anything very energetic. But they

do enjoy birdwatching and gentle

hiking.

Official: Well, you might like to take them to

the Khor Rori bird sanctuary – it’s

next to the archaeological site.

Another suggestion is Tawi Attair –

here on the map. Many different

birds visit the area. It’s a spectacular

sight to watch them flying into the

sinkhole in the evening.

Woman: Good idea.Thank you very much.

B

The views are spectacular, and you can look

down over the wadis and villages for miles

around.The air so high up is very clean and

pure, and the silence is very peaceful.

C

As you can see from the thick walls and round

towers, this was built to keep attackers out. It

was built in the 16th century CE and was

defended many times right up to the 20th

century CE.

D

Please be back at the coach by 4.30 p.m.

Sun umbrellas can be rented from the kiosk.

Remember that the currents in the sea are very

strong, so please stay near the shore when

swimming.

E

As you can see from the inscription, this object

was found in 1992 together with a number of

pottery fragments and coins. It dates back to

the 1st century BCE.

CE – Common Era. Used after a date to show it

was after the birth of Christ

BCE – Before the Common Era. Used after a date

to show it was before the birth of Christ.

Answers:

a bird sanctuary

b mountain

c fort

d beach

e museum

Workbook, page 36, Activity 3

Tell students they are going to hear a

conversation in the Dhofar Tourist Information

Centre between a tourist official and a woman

asking for information.

Make sure that students understand the task –

i.e. to listen for the names of family members

Now my son is mad keen on sports.

What do you think would interest

him?

Official: Hmm, let me see. If I were you, I’d

send him down the coast to

Mughsayl to the water sports centre

near the beach. He can go swimming

or scuba diving, or paraglide along the

beach.

Woman: That would certainly keep him

amused.

Official: And what about you, madam?What

are you planning to do?

Woman: Me? I’m just happy to have some

time to myself. I’ll stay here in the

hotel and relax.Then later I might go

to the souk and buy some perfume.

Official: That sounds a good plan.

Woman: Thank you very much for your help.

Official: You’re welcome. Have a good day!

Answers:

husband, daughter, parents, son

Workbook, page 36, Activity 4

Tell students to copy the names of the family

members into the table headings in the

following way:

a husband

b daughter

c parents

d son

Students listen to Listening 3.4.2 again and tick

the tourist official’s recommendations for the

woman’s family members in the boxes.

54 • Teacher’s Book •

Theme 3 Unit 4

Tourist Information

a b c d

husband daughter parents son

Salalah ⎷ ⎷

Museum

Taqah ⎷ ⎷

Khor Rori

bird ⎷

sanctuary

Mughsayl ⎷

Tawi Attair ⎷

Khor Rori/ ⎷ ⎷

Sumharam

Soundbites

Making Suggestions

May I suggest that first you take them to

Salalah Museum.

Why don’t you visit Khor Rori with them?

How about taking them to Taqah to visit the

fort?

You might like to take them to the Khor

Rori bird sanctuary.

If I were you, I’d send him down the coast

to Mughsayl.

Responding to Suggestions

Good idea.

I’d prefer to go to the wadi.

I’d rather go on Thursday.

Let’s go diving instead.

Listening Script 3.4.3

Coursebook, page 41, Soundbites

Direct students to the Soundbites box of

phrases used in making and responding to

suggestions. Play Listening 3.4.3. Practise the

language with students, paying attention to the

intonation.

discuss ideas for their proposals. Meanwhile, ask

students in Group D to turn to page 69 and

look at the information given there about the

various roles. They should discuss which people

would support the development of the island

and which would be against it. Students in

Group D can then divide into objectors or

supporters and discuss their arguments for or

against the development of the island, according

to their roles.

Workbook, page 37, Activity 6

Students prepare their presentations and

arguments and make notes in the space

allocated on page 37 of their Workbooks. When

students are ready, set up the role play.

Role play

The teacher should act as facilitator of the

discussion. The ‘meeting’ should be as authentic

as possible, with real debate to be encouraged. If

students make errors, note them down to

discuss later, but don’t interrupt the flow of the

debate with error correction.

Students in Groups A, B and C, the three groups

of ‘developers’, present their ideas. They might

like to make a poster, or do their presentation

on Power Point if available.

Students in Group D, the ‘islanders’, should

express their opinions and ask questions after

the presentation of each proposal.

You will need to keep a careful watch on the

time. If students seem stuck for ideas or are

unsure how to respond, especially at the

beginning, give them some suggestions. As they

gain more confidence, the discussion will flow

more smoothly.

Round-up

At the end of the session, students vote on the

most appropriate proposal.

Discuss the role play and ask if students enjoyed

it. How did they feel about taking part in a

debate? (confident, nervous, shy)

Coursebook, page 41, Activity 2

Students work in groups of three, and practise

making and responding to suggestions. Students

A and B are visitors to Dhofar and ask the

official in the Tourist Information Centre for

ideas about local things to do. Student C is the

Tourist Information official and makes suggestions

using the information on pages 40 and 41

of the Coursebook, plus any other information

he/she has. Students A and B respond to the

suggestions and decide what to do.

Tell students to practise using the phrases in the

Soundbites box when making and responding to

the suggestions.

Workbook, page 37, Activity 5

Lead-in

Explain to the class that they are going to do a

role play. Some students will represent groups

of three different travel industry consultants

who are going to propose different ideas for a

new tourist resort on the island of Mustaqbal

off the coast of Oman. The rest of the class will

act as local residents and will be invited to

respond to each proposal.

Ask students to turn to page 70 of their

Coursebooks and look at the map of the island.

Discuss the layout of the island. Direct their

attention to the different features such as the

mountains, the sand dunes, the river, the beach,

the village, the harbour, the bridge. Discuss

where these places are located. For example,

the mountains are in the south-east of the

island.

Direct students to the instructions for Activity 5

on page 37 of their Workbooks. Read through

the instructions with them and then divide them

into four groups. It is suggested that a maximum

of four students should be assigned to Groups

A, B and C. More students can be assigned roles

as islanders in Group D as they will further

divide into two smaller groups.

Ask Groups A, B and C to turn to pages 66, 67

and 68 respectively of their Coursebooks and

• Teacher’s Book • 55

Theme 3 Unit 5

Designing a Tour

56 • Teacher’s Book •

Theme 3 Unit 5

Designing a Tour

Coursebook, pages 42 and 43

Workbook, pages 38 and 39

Coursebook, page 42, Activity 1

These discussion questions aim to get students

thinking about why people travel to other

countries, and to talk about where they would

like to go themselves. The questions can be

discussed in groups, with a spokesperson from

each group summarising the group’s ideas.

Coursebook, page 42, Activity 2

Ask students what they know about Istanbul

and Turkey. Have they, or has anyone they know,

visited Istanbul or other places in Turkey? If yes,

what did they do there? Did they like it?

Why/why not? Did they go on any tours? If no,

are they familiar with any of the places in the

photographs, perhaps from films or books?

Background Information

Istanbul

Istanbul is a popular tourist destination and

attracts thousands of visitors. It is the largest

city in Turkey with a population of

13,000,000. It is located in the north-west of

the country, on the Bosphorous Strait, and is

the only city in the world to span two

continents (Europe and Asia). It is a city rich

in beauty and history, and in the past has

been the capital of several different Empires,

including the Roman Empire and the

Ottoman Empire. The old part of Istanbul is

full of historical streets, palaces, mosques,

museums and bazaars. Istanbul also has many

modern attractions. It is a shopper’s

paradise, has excellent restaurants and hosts

a variety of cultural events. Istanbul was

chosen as a European Capital of Culture for

2010, and European Capital of Sports for

2012.

http://en.wikipedia.org/wiki/Istanbul

Students work in pairs and read the list of tours

in and around Istanbul. They discuss with a

partner which tour they would most like to go

on, and give their reasons.

Coursebook, page 43, Activity 3

Students read the description of the tour of

Istanbul and complete the gap-fill.

Tell students that when doing such an activity,

they should read the whole text first before

attempting to fill in the gaps. This will help them

understand the text better. They should also

decide what part of speech each missing word is

– e.g. noun, verb, adjective.

Answers:

1 foot

2 easy

3 contains

4 emerald

5 historical

6 tiles

7 wander

8 desserts

Coursebook, page 43, Activity 4

This is intended mainly as an oral activity (the

main writing task for this unit is given in the

Workbook). In groups of four, students design a

tour of Oman for visitors. They discuss the tour

and make notes of an itinerary in their

Workbooks. Then a spokesperson from each

group gives an oral presentation of the tour to

their classmates. At the end of the

presentations, students could vote which is the

best designed tour.

Workbook, page 38, Activity 1

This activity focuses on a tour in Oman – more

specifically, an overnight camping tour to the

Wahiba Sands Desert. First, students read the

information about the tour company, ‘Desert

Adventure’, and the tour they offer.

each event.

Note: Although most of the times are stated,

there is one time which is not given exactly, but

which students have to work out for

themselves. This is the time for sand skiing.

Students hear that sand skiing takes place an

hour after dune driving. Dune driving is at 5.00

so sand skiing is at 6.00. But the actual time of

6.00 is not mentioned.

Answers:

1 arrive at camp 4.00

2 welcome coffee and dates 4.30

3 dune driving 5.00

4 sand skiing 6.00

5 have dinner 7.30

6 Bedouin music and dancing 9.00

7 have breakfast 7.00 – 9.00

8 camel riding 8.00 – 9.30

8 henna painting 8.00 – 9.30

9 leave camp

Workbook, page 38, Activity 2

This activity gives practice with categorisation.

First, students match each of the four headings

a, b, c, and d to pictures 1, 2, 3, or 4. They read

through the two lists of phrases underneath the

headings and write each phrase under the

appropriate picture.

Answers:

1 The Bedouin

1 desert people

2 simple lifestyle

3 traditional crafts

2 The camp

1 open from October to May

2 comfortable huts

3 modern bathrooms

3 Desert activities

1 sand skiing

2 dune driving

3 camel riding

4 Wahiba Sands

1 home of the Bedouin

2 rolling sand dunes

3 peaceful beauty

Workbook, page 39, Activity 3

This activity focuses on descriptive adjectives. In

addition to the eight adjectives listed, ask

students to think of more adjectives to describe

each of the four categories.

Answers:

Workbook, page 39, Activity 4

Tell students they are going to hear a short

description of the programme of events at the

camp. Before they listen, give them time to read

through the events. Then play Listening 3.5.1. As

they listen, students number the events in the

correct order in the programme.

Go over the answers then play Listening 3.5.1

again. This time, students write the time beside

• Teacher’s Book • 57

Theme 3 Unit 5

Designing a Tour

a guides

b huts

c views

d activities

e guides

f activities

g views

h huts

10.00 – 11.00

Visitors to the ‘Desert Adventure Camp’

should arrive at camp by 4 o’clock. After being

taken to your comfortable hut, everyone will

meet for welcome coffee and dates at 4.30. At

5.00 our drivers will take you dune driving in

the desert. This lasts for an hour, and is

followed by sand skiing for the more active

visitors. Later, we will all meet for dinner at

7.30. After dinner, there will be a show of

traditional Bedouin music and dancing. This

show will begin at 9.00.

In the morning, breakfast will be served from

7.00 to 9.00. During breakfast, local Bedouin

will arrive at the camp. Visitors will have the

chance to go camel riding, or watch Bedouin

ladies do henna painting. Both these activities

will take place between 8.00 and 9.30. Visitors

can leave the camp any time between 10.00

and 11.00.

Listening Script 3.5.1

58

Theme 3 Unit 5

Designing a Tour

• Teacher’s Book •

Across Cultures

Coursebook, pages 44 and 45

Workbook, page 40

Country Focus: New Zealand

Reading for Pleasure

Coursebook, pages 46 and 47

Workbook, page 41

Sailing Heroes Past and Present

Interview with Mohsin Al Busaidi

Genre: Sailing Magazine

Note on Oman Sail: Oman Sail was formed

in 2008 to re-awaken interest in Oman’s

maritime heritage and encourage young Omanis

to become interested in sailing. It is supported

by the Ministry of Tourism. As part of the Oman

Sail project, a sailing academy has been

established in Muscat. Oman Sail’s long term

objective is to make sailing accessible to schools

and young enthusiasts, and give keen young

sailors the opportunity and training to progress

to the Oman sail racing team. The creation of

role models such as Mohsin Al Busaidi shows

young people that with determination and hard

work, anything is possible.

For further information about Oman Sail,

teachers can advise students to visit the Oman

Sail website on www.omansail.com

Additional Note: In English, boats and cars

are commonly referred to as ‘she’.

Coursebook, page 48,

Review and Reference

Workbook, pages 42 and 43

Note: At the end of the theme, don’t forget to

check students’ spelling of the core words in

the Glossary in the Review and Reference

section on page 48 of their Coursebooks. They

should have been learning these spellings during

the theme.

Students read the Learning Objectives for this

theme, then turn to Activity 1 on page 42 of

their Workbooks and assess how well they have

achieved each objective.

Workbook, page 39, Activity 5

Students write a description of a tour with

‘Desert Adventure.’ They should refer to page

71 of their Workbooks for the guidelines.

The writing should consist of a short

introductory sentence or two plus three main

paragraphs. Each of the three main paragraphs

should deal with a different topic (the Wahiba

Sands Desert, a description of the camp and the

activities respectively). The main focus of the

writing is descriptive. Students should try and

incorporate some of the words and phrases

they have encountered earlier in the unit. Refer

them also the Writing Guide on page 71 of the

Workbook for further guidance.

Note: The model answer below shows only

one way of writing the description. Students

may choose to include different information.

This is fine, although they should follow the

structure of the model – i.e. introductory

paragraph about the company followed by three

other paragraphs, each one covering a different

topic.

A Tour to the Wahiba Sands Desert

Model Answer

Desert Adventure arranges tours to the

Wahiba Sands for people who want to

experience an overnight stay in the Omani

desert.

The Wahiba Sands desert is an area of

peaceful beauty. It has spectacular views with

rolling sand dunes. It is also home to the

Bedouin, the people of the desert. Today, the

Bedouin still have a simple lifestyle.

The camp is open from October to May.

Visitors stay in furnished wooden huts.

These huts are small but comfortable, with

modern bathrooms.

The camp offers a range of fun activities. You

can go dune driving, sand skiing and camel

riding. You can also see a show with

traditional Bedouin music and dancing, and

watch Bedouin ladies do henna painting.

• Teacher’s Book • 59

Students work through Activities 2 and 4 on

pages 42 and 43 of their Workbooks. They then

complete the chart in Activity 3 on page 43 with

15 words of their choice from the theme – 5

verbs, 5 nouns and 5 adjectives. Finally, they look

back through the theme and complete

the Personalise It section at the bottom of page

43.

Answers to Across Cultures:

Activity 1

1 Maoris live in New Zealand.

2 John is planning to go bungee jumping

tomorrow.

3 The New Zealand national rugby team is

called the All Blacks.

4 The Maoris came to New Zealand many years

ago.

5 My friend doesn’t want to try zorbing.

Activity 2

1 d

2 e

3 b

4 c

5 f

6 a

Activity 3

1 F. New Zealand is made up of two large

islands and many smaller islands.

2 F. The first settlers were Polynesians.

3 NG

4 T

5 T

6 T

7 F. Zorbing began in New Zealand.

8 F. Maori culture is ancient.

9 NG

10 F. In a modern haka, the men dance at the

front.

Answers to Review and Reference:

Activity 2

a I’ll bring

b are you coming

c I’ll have

d I’m going to see

e we’ll visit

f I’ll help

g you’re going to clean up

Activity 4

a dune, magnificent

b package holiday

c itinerary

d encounter, sample

e destination

f stroll

g reveal

h sanctuary

i discover

j wander

60 • Teacher’s Book •