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
72
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
74
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
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