The Best and The Worst

The Best and The Worst

• Teacher’s Book •

Workbook, page 48, Activity 2

Students complete the table of word forms,

using dictionaries if necessary. Give them time

to compare their answers in groups, then elicit

the answers and write them on the board or

display them on an OHT.

Answers:

1 invention (n) invent (v) inventive (adj)

inventively (adv)

2 innovation (n), innovate (v), innovative

(adj) innovatively (adv)

3 harm (n) harm (v) harmful (adj)

harmfully (adv)

4 help (n) help (v) helpful (adj)

helpfully (adv)

5 improvement (n) improve (v)

improved (adj)

6 system (n) systematic (adj)

systematically (adv)

7 convenience (n) convenient (adj)

conveniently (adv)

8 design / designer (n) design (v)

Workbook, page 48, Activity 3

Students fill in the gaps and compare their

answers in their groups.They have to think

carefully in order to decide not only on the

word with the appropriate meaning, but also on

its correct form (noun, verb, adjective or

adverb).

Answers:

1 harmful 5 conveniently

2 invention 6 design

3 improve 7 help

4 system 8 innovative

Workbook, page 49, Activity 4

This crossword puzzle reviews some of the

vocabulary in Unit 3. Refer students to Activities

1 and 2 on page 48 of theirWorkbooks to find

the words.Note: Three of the answers in the

crossword appear in a slightly different form

from Activities 1 and 2.

These words are:

• report (Answer to 5 Across). In Activity 1 it

appears in the past form – ‘reported’.

• allow (Answer to 12 Across). In Activity 1 it

appears in the past form – ‘allowed’.

• system (Answer to 1 Down). In Activity 1 it

appears in the plural form – ‘systems’.

Students complete the crossword and compare

answers. Elicit the answers, and write them on

the board or display them on an OHT.

Answers:

Workbook, page 49, Activity 5

Languages are inventions that undergo constant

change. One change is the addition of words

which have come from other languages.This

activity looks at some English words which have

come from Arabic.

Students complete the activity and discuss their

answers in their groups. Do a whole class check

and elicit the answers.

Answers:

English words taken from Arabic

1 algebra

3 camel

4 cotton

6 Gibraltar

9 lime

11 sugar

English words not taken from Arabic

2 biscuit

5 film

7 laptop

8 licence

10 piano

12 television

Across:

4 improve

5 report

7 innovation

8 design

10 invent

11 related

12 allow

Down

1 system

2 harmful

3 convenient

6 technology

9 essay

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Theme 4 Unit 4

Virtual Reality

• Teacher’s Book •

Optional Writing Activity

Students write a paragraph about the invention

or inventions which they feel are the most

useful.They should give reasons for their

choices. Remind them to proofread and edit

their work. If possible, do the first draft in class

and tell students to write the second draft at

home, and put their work into 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 stating what invention

they feel is the most useful, for example:

I think (I feel) the most useful invention

is the Internet.

The most useful invention, in my view, is

the Internet.

I consider that the most useful invention

is the Internet.

They should then give two or three reasons and

examples why they think this invention is useful

(social and business networking, finding out

information, sending e-mails, online shopping,

booking holidays)

The Internet has changed the way we

live. It has enabled us to . . . . .

In addition, we can . . . .

Moreover, it has allowed us to . . . .

Furthermore, we can . . .

Finally, they should write a concluding sentence:

For all these reasons, I consider the

Internet to be the most useful invention.

The above reasons are why I think the

Internet is the most useful invention.

Coursebook, pages 56 and 57

Workbook, pages 50 and 51

Lead-in

Ask students if they know what virtual reality is.

Where can you find a virtual reality

environment? Have students ever experienced

virtual reality themselves?

Virtual reality: an environment produced by

a computer that looks and seems real to the

person experiencing it, for example, in

computer games.

Coursebook, page 56, Activity 1

Students discuss the three questions in their

groups with a spokesperson from each group

giving a summary of their group’s ideas. If you

prefer, you can open the discussion out into a

whole class discussion.

Coursebook, page 56, Activity 2

Students consider questions a, b, and c then

read the text ‘Virtual Reality’ and find the

answers.

Answers:

1 Virtual reality is an interactive environment

which is made using a computer.

2 Virtual reality can be used for many

purposes – e.g. training, education and design,

and computer games.

3 Virtual reality is limited because it does not

always seem real. Computers and the Internet

are not powerful enough to provide a better

experience than reality.

Coursebook, page 57 Soundbites

Direct students to the Soundbites box of

phrases used in indirect questions. Play Listening

4.4.1. Practise the language with students, paying

attention to the intonation.

73

Theme 4 Unit 4

Virtual Reality

• Teacher’s Book •

Coursebook, page 57, Top Tip

Students read the Top Tip.Tell them that before

doing listening practice, they should think about

the topic - what they already know and what

more they would like to know.This will help

them to prepare themselves for the subject.

Reassure them they shouldn’t worry about

trying to understand every word.

Workbook, page 50, Activity 1

Tell students they are going to listen to a radio

interview with an expert (Cindy Jones) talking

about virtual reality. First, they should read the

six questions as these will focus their attention

on what they should listen out for in the text.

When they have had time to read the questions,

play Listening 4.4.2 twice.As they listen,

students write the answers.They do NOT have

to write complete sentences.

Students discuss the answers in their groups.

Play the recording again so that they can check

their work, then elicit the answers.The answers,

are given in Bold in Listening Script 4.4.2.

Interviewer (Int)

Expert

___________________________

Int:

Expert:

Int:

Expert:

Int:

Expert:

Int:

Expert:

Int:

Expert:

Int:

Expert:

Good afternoon and welcome to our

radio show,Tech News.Today our

guest speaker is virtual reality expert,

Cindy Jones.Thank you for coming on

the show, Cindy.

Thank you for inviting me.

Can you tell us what virtual reality is?

Yes, it’s a computer

environment which looks like

a real environment.The person

using virtual reality can interact with

it.

Do you know when virtual reality

began?

The first computers didn’t have

screens. So, we can say that the

idea came in the 1950s when

someone suggested

connecting a screen or

monitor to a computer.

Can you explain what the first virutal

reality displays were?

Some people say that the first

virtual reality displays were

radar screens. These were used in

places like airports by air traffic

controllers to guide planes.

Could you give some examples of

how virtual reality is used today?

It’s used for many things.Apart from

computer games, it’s used in

education and training – for

example, to train pilots and

doctors. It’s also used for

designing buildings and cars

and many other things.

Would you explain some of the

limitations of virtual reality?

One limitation is that the images

are more like cartoons than

real life. This is mainly because

computers are not powerful enough

to make the displays more realistic.

Listening Script 4.4.2

Soundbites

Indirect Questions

Can you tell us what virtual reality is?

Do you know when virtual reality began?

Can you explain what the first virtual

reality displays were?

Could you give some examples of

how virtual reality is used?

Would you explain some of the

limitations of virtual reality?

Do you have any idea what virtual

reality will be like in the future?

Listening Script 4.4.1

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Theme 4 Unit 4

Virtual Reality

• Teacher’s Book •

Coursebook, page 57, Activity 3

Students copy the adverbs into their exercise

books and arrange them in order of least to

most frequent. Elicit the answers and write the

words in order on the board, or display them

on an OHT.

Answers:

In order of least to most frequent:

never

rarely

sometimes

often

always

Workbook, page 51, Activity 3

For this activity, students first read the

questionnaire individually, then work in pairs.

They ask a partner the questions and calculate

their partner’s score according to the points

method underneath the questions.They should

then find what their score means according to

the information at the bottom of page 51.

Get students to discuss their scores with their

group. Go round the class and ask some of the

students what their scores were.

Optional Writing Activity

Tell students to write a paragraph about their

computer usage.They can base their

paragraph on their answers to the questions in

Coursebook page 56, Activity 1 and include

such information as how much time they spend

on a computer every week, what they use the

computer for, what computer games they play

etc. Students should write a first draft which

they should proofread and edit before writing a

second draft. Remind them to put all their

drafts into their portfolios.

Suggested structure of the paragraph:

Students should begin their paragraph with an

introductory sentence, for example:

Int:

Expert:

Int:

Expert:

Workbook, page 51, Activity 2

The text in this vocabulary activity leads into

the questionnaire in Activity 3.

Discuss briefly with students whether they, or

anyone they know, suffers from addictive

computer use.Tell them to fill in the gaps in the

text, then compare answers in their groups. Play

Listening 4.4.3 for students to check their

answers.

The extra word is advice.

Listening Script 4.4.3

Another limitation is that the

experience is limited to audio

and visual.

Do you have any idea what virtual

reality will be like in the future?

I’m sure that the images will be

more realistic and move faster.

There will probably also be a

sense of touch and smell in

future virtual reality.

That’s very interesting.Thank you very

much for talking to us today, Cindy.

It was a pleasure.

Computers can cause major problems for

some people.These problems happen when

people spend too much time playing computer

(1) games or engaged in other activities on

the Internet. Some people find themselves (2)

unable to quit.Too much use of the computer

can (3) reduce the amount of time that

people spend with their families and friends. It

can also cause problems at work and (4)

school. In extreme cases, there can also be

health problems due to poor eating and

sleeping (5) habits. Because computers are

(6) often used for work, school and

entertainment, it can be difficult to decide what

is normal and what is (7) addictive

computer use.

Addictive Computer Use

75

Theme 4 Unit 5

E-Shopping

• Teacher’s Book •

I use/don’t use the computer very much.

I usually use the computer only at

evenings and weekends.

They should then continue by saying what they

use the computer for, and giving examples:

I use the computer mainly for doing my

homework.

I play/don’t play computer games.

My favourite computer games are . . . .

I enjoy playing . . . .

Coursebook, pages 58 and 59

Workbook, pages 52 and 53

Lead-in

This unit looks at Internet shopping and gives

guidelines for writing an e-mail complaint

message.Ask students what they usually use the

Internet for. Have they, or has anyone they

know, ever used it for shopping?

Coursebook, page 58, Activity 1

Students read the three questions and discuss

them in their groups. Go round the groups and

ask a spokesperson from each one to

summarise the group’s ideas.

Coursebook, page 58, Activity 2

Tell students they are going to read about an

online club which sells DVDs. First, they are

going to read the terms and conditions for

membership of the club. Make sure they

understand all the terms and conditions.

Students read the questions beside the terms

and conditions, and write the answers in their

exercise books.They discuss their answers with

their group. Do a whole class check and elicit

the answers.Ask students which item in the list

of terms and conditions provides the answer to

each question.

Answers:

a yes (item 1

b yes (item 6)

c no (item 8)

d no (item 4)

e no (item 2)

f no (item 3)

g no (item 7)

h yes (item 8)

Coursebook, page 59, Activity 3

Tell students this is an e-mail message from a

customer complaining about problems with an

online DVD purchase.After students have read

76

Theme 4 Unit 5

E-Shopping

• Teacher’s Book •

the message, ask a few quick questions to check

understanding, for example:

•What is the name of the person

sending the e-mail? (Helen Brown)

•Who is the e-mail being sent to? (The Online

DVD Club – admin@onlinedvdclub.com)

•What is the subject of the e-mail? (She is

dissatisfied with the service she has received

on her July DVD order).

Draw students’ attention to the greeting (Dear

Sir or Madam:) and the closing (Yours faithfully).

Point out that we use these greeting and closing

forms because we don’t know the specific name

of the person who will read the e-mail.

Tell students to read the e-mail in their groups

and find the four complaints that Helen Brown

mentions. Elicit the answers.

Answers:

1 She did not want the recommended DVD but

she had to order it because of the

membership conditions.

2 She received a bill for an additional 10 percent

of the price listed on the website and does not

want to pay it.

3 She thinks Online DVD Club should only sell

DVDs that most people like.

4 She says she did not know that she could not

return DVDs after she had watched them.

Ask students to discuss in their groups whether

the company or the customer Helen Brown is

at fault concerning each of the complaints.To do

this, they need to refer to the terms and

conditions for membership listed in Activity 2

on page 58. Elicit answers from the class, and

ask them to give their reasons.

Answers:

1 The customer is at fault. According to

item #4 in the terms and conditions, it is not

necessary to buy the recommended DVDs. So

there was no need for Helen Brown to buy

the recommended DVD for March.

2 The customer is at fault. According to

item #7, DVDs must be paid for within three

months or 10 percent of the cost is added to

the charge. But it does not say that a customer

should wait for 3 months before paying for a

DVD.

3 The customer is at fault.There is no

guarantee in the terms and conditions that

Online DVD Club will sell only DVDs that

most people like.A company cannot know in

advance if the customer will like every

product.

4 The customer is at fault. Item #8 states

that DVDs can only be returned if they are

faulty.

Workbook, page 52, Activity 1

Tell students they are going to hear recorded

instructions from a company’s telephone

complaint helpline.They have to listen and

number the correct telephone extension for

each option. Play Listening 4.5.1 twice, then

elicit the answers.

Answers:

a 4 c 1

b 2 d 3

Workbook, page 52, Activity 2

This text lists key points in making a written

complaint. First, students fill in the gaps with

words from the box at the top. Remind them to

read the whole text through before deciding on

which word best fits in each gap.There is

Listening Script 4.5.1

[sfx: phone ringing tone]

Thank you for calling the ‘Dial-a-Complaint’

helpline.We are here to advise you how to

make a complaint. Press 1 for advice on

making a written complaint, press 2 for advice

on making a verbal complaint, press 3 to speak

to an advisor, and press 4 to hear the options

again.

• Teacher’s Book • 77

Describe what (5) action you have already

taken, and what happened.

Tell the company what you want them to do

them to do about the problem.

Tell the company that you expect a (6) reply

within a certain period of time.

Do not send original (7) documents. Send

photocopies or scan documents and attach

them to your e-mail.

Keep (8) copies of any letters or e-mails you

send.

The extra word is brought.

Workbook, page 53, Activity 3

This matching activity introduces some

vocabulary commonly used in making

complaints. Elicit the answers and write them on

the board or display them on an OHT.

Answers:

1 f 6 j

2 h 7 c

3 e 8 d

4 a 9 i

5 g 10 b

Workbook, page 53, Activity 4

This activity provides controlled practice in

using some of the vocabulary introduced in

Activity 3.Tell students this is an e-mail

complaint message. Elicit the following

information:

• the type of product or service that is

the subject of the complaint (a sofa)

• the name of the person making the

complaint (Helen Brown)

• the name of the company the

complaint is directed to (Furniture

Online)

Listening Script 4.5.2

[sfx phone ringing tone]

Thank you for calling the ‘Dial-a-Complaint’

helpline.We are here to advise you how to

make a complaint. Press 1 for advice on

making a written complaint, press 2 for advice

on making a verbal complaint, press 3 to speak

to an advisor, and press 4 to hear the options

again.

[sfx noise of pressing a number]

Advice on making a written complaint

When you write a letter or e- mail of

complaint, follow these guidelines:

Think carefully before you complain.

Reread any information that is related to the

problem.

Make your (1) complaint as soon as

possible. Do not delay.

Say where and when you bought the product,

and how much it (2) cost.

Describe the (3) product or service you

bought.

Explain the problem clearly in your letter or

e-mail.

Keep your letter or (4) e-mail short and to

the point.

Note: one extra word in the box.

Students discuss the answers in their groups.

Then play Listening 4.5.2 so they can check

their answers.The listening begins with the

instructions students have already heard in

Listening 4.5.1.

The answers are given in Bold in the listening

script below.

Theme 4 Unit 5

E-Shopping

78

Theme 4 Unit 5

E-Shopping

• Teacher’s Book •

Ask students to explain why the greeting is

‘Dear Sir or Madam:’ (This is used when the

name of the person is unknown).

Students complete the activity. Elicit the answers

and write them on the board or display them

on an OHT.

Answers:

1 faulty 5 claim

2 guarantee 6 refund

3 dissatisfied 7 replacement

4 reject 8 complaint

Coursebook, page 59, Activity 4

Tell students they are going to write an e-mail

of complaint.Tell them first to read theWriting

Guide for Theme 4 on page 72 of the

Workbook.Then have them choose ONE of the

topics in the list in Activity 4 on page 59 of their

Coursebook, and write an e-mail complaining

about the problem.They should follow the

format and style suggested in theWriting Guide

and refer to the example given.They should also

refer to the e-mails of complaint in

Coursebook, page 59,Activity 3 andWorkbook,

page 53, Activity 4.

Students should write a first draft of their

e-mail in their exercise books.

Across Cultures

Coursebook, pages 60 and 61

Workbook, page 54

Country Focus: Malaysia

Reading for Pleasure

Coursebook, pages 62 and 63

Omani Invention: Making Paper Out of Palm

Leaves

Genre: Interview

Workbook, page 55

The Imagine Cup Competition

Genre: Interview

Review and Reference

Coursebook, page 64

Workbook, pages 56 and 57

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

check students’ spelling of the core words in

the Glossary in the Review and Reference

section on page 64 of their Coursebooks.They

should have been learning these spellings during

the theme.

Students read the learning objectives in Activity

1 of the Review and Reference section on page

56 of the Coursebook, then turn to Activity 1

on page 14 of theirWorkbooks and assess how

well they have achieved each objective.

Students work through Activities 2 and 4 on

pages 56 and 57 of theirWorkbooks.They then

copy the chart in Activity 3 on page 57 into

their exercise books, and complete it with 15

words of their choice from the theme. Finally,

they look back through the theme and complete

the Personalise It section at the bottom of page

57.

Answers to Across Cultures

Activity 1

1 linked

2 interior

3 multicultural

4 population

Background Information

KnowledgeOman.com is a voluntary online

platform which was set up in 2008 by Tariq

Al Barwani. Its aim is to give people in the

community in Oman the opportunity to

create, share and promote knowledge

through online and offline initiatives.

It features community news, and also

interviews with people who have achieved

success in contributing to the community.

The two interviews featured in Theme 4 first

appeared in KnowledgeOman.com

newsletters in 2010.The website can be

accessed on www.knowledgeoman.com.

79

Theme 4 Unit 5

E-Shopping

• Teacher’s Book •

5 maximum

6 orang-utan

7 unemployment

8 rubber

9 bamboo

10 popular

Activity 2

a 28

b 250

c 2,607

d 45

e 2,000

f 4,095.2

g 300

h 40

Activity 3

1 F. East Malaysia is divided into two states.

2 NG

3 F. Most of the population live in West

Malaysia.

4 T

5 F. There are about 150 species of frogs in

Malaysia.

6 F. Many forests have been cut down.

7 NG

8 F. You play Sepak Takraw with a ball of bamboo.

Answers to Review and Reference

Activity 2

a was born . . . . died

b were built

c destroyed

d was made

e arrested

f told

Activity 4

a harmful

b faulty

c essay

d According to

e convenient

f dissatisfied . . . complain

g electronic

h architect

i Global warming

j available

k repair

l systems