Oxford Advance English Teacher Guide

Advance
with
English
1
Teacher’s Book
Guidelines for Teachers
As the heading of this section points out, these are guidelines and
guidelines alone. The ideas are not presented as rules that teachers must
adhere to.
COMPREHENSION
The comprehension passages have a dual role. Not only are they designed
to help students learn English, they are also there to inform and interest
the students. When students are interested in what they read, they will
find what they read is easier to understand, and this, in turn, will provide
motivation. Motivation and interest are both vital in language learning,
since motivated and interested students improve as language learners.
The teachers should therefore try and arouse the student’s interest in
any comprehension passage before they start to read it. This is the main
purpose of the scene-setting stage, which is described in more detail
below.
Certain passages contain information that the students can utilize
immediately. A good example is the Tangrams passage in Unit 1. Students
could be given the opportunity to make their own tangrams, following
the instructions given in the passage. If they do this successfully, it shows
that they have understood the instructions and have been able to transfer
this knowledge to practical use. Other passages provide information of
a different kind. In Unit 5, for example, the passage Hurricane Flora
describes the feelings of a young child during a hurricane. Here, students
could be encouraged to compare the child’s feelings during the hurricane
with their own feelings during a storm. Similarly, in addition to simply
reading What makes me Angry, Unit 7’s reading passage, students could
be encouraged to discuss the issues and irritations that make them angry
and compare these with those mentioned in the passage.
Teachers may find it useful to divide the comprehension lessons into
the following stages:
1 SETTING THE SCENE

Before allowing students to open the book, either give students a brief
introduction to the topic or see if any students already know something
about the topic. For example, before the students read the Tangrams
passage in Unit 1, the teacher could draw triangles and squares on
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the blackboard and elicit or demonstrate the idea of tangrams. If the
comprehension passage is narrative, the teacher could give the students
the title of the passage and then ask them to guess what the passage might
be about. The picture(s) accompanying the comprehension passages can
also be useful aids in setting the scene. By allowing the students to look
at and study these pictures before they read the passage, the teacher
prepares the students for the passage. The teacher can develop this further
by asking the students a series of questions about the pictures that will
act as an introduction to the passage.
2 VOCABULARY
Before asking the students to read the comprehension passage, the teacher
can, if she feels it necessary, pre-teach a small number of vocabulary
items whose meanings cannot be guessed from their contexts. This can
be done in a variety of ways: by using pictures to show the meaning, by
miming, by using synonyms, or by asking the class to try and guess the
meaning. There is no reason why the teacher should not allow students
the occasional use of a good dictionary for such words.
3 THE FIRST READING

For the first reading, give students a pre-reading question. For example,
before reading the Tangrams passage, the teacher might ask, ‘What do
you need to make tangrams?’ Such a question will help students focus
their attention on a specific item and thus prevent them from being
overwhelmed by too much information in the passage as a whole.
4 QUICK QUESTIONS
These can be done orally, with the whole class or with students working in
pairs, after the first or second reading of the passage and after the teacher
has been through the example questions with the class. Weaker students
could be asked to write out the answers to all these quick questions.
More able students need only write out the answers to the more complex
questions. For example, in Unit 10, section A, question 1 is, ‘What had the
three men in the car done?’ which requires more than one or two words
in reply and could give more able students the opportunity to describe
the events in their own words.
2
5 THINK ABOUT IT
These questions can be done individually by the students in the usual
way. However, they are probably best tackled by students working in
pairs or in groups. Students need to be encouraged to help each other
and to realize that problems can be solved more quickly by cooperation.
Working in groups also provides invaluable practice in free expression;
naturally, students should be made to understand the value of using
English on these occasions. After group discussions, the students can
then be asked to write out the answers to the questions but only after
the teacher has explained any particular problems she may have noticed
students having during the discussion phase.
6 SUMMARY
Students could do this exercise individually first. Then they can check
their own work with their partner’s to see if they can spot any mistakes
and thus help each other correct them. In certain cases, for example, in
the summary question for Unit 6, the teacher could build up the main
points on the board using students’ suggestions, before directing students
to the summary exercise in the book. Very good students could be asked
to write the summary, perhaps in pairs, without the help of the book.
They could later compare their summary with the summary given in the
book.
NEW WORDS
Generally, these exercises involve using new words in meaningful
contexts. Students can do these exercises either individually or in pairs
and groups. For variety, the teacher could read out the sentences and
ask the class to suggest words for the blanks. The teacher should be
prepared to accept all meaningful words that the students suggest. In this
way, the students’ vocabulary can gradually be built up. When students
cannot think of an appropriate word for a blank, the teacher can help by
providing a variety of clues such as: ‘It begins with ’ or ‘It means
the same as ’.
PRONUNCIATION PRACTICE
These sections usually present a pronunciation difficulty in the form
of a contrast. In Unit 1, for example, the pronunciation difficulty is the
distinction between [I] and [I:] as in the words ‘ship’ and ‘sheep’.
3
After practising the sounds, the teacher can test the students’ ability to
hear the distinction between the sounds. If we look at the second exercise
in Unit 1 (page 4), we see two columns, A and B. In column A are all
the [I:] sounds, while in column B are all the [I] sounds. The teacher can
read out a random selection of these words; perhaps four from column
A and three from column B. The students have to write the words they
hear in the order in which they are spoken. The teacher can then check
if the words written down by the students were the ones actually spoken,
and if they have been written down in the correct order.
To let students practise producing these distinct sounds, the students
can work in pairs and proceed as outlined above, with the students taking
it in turns to play the role of the teacher. The teacher should make sure
that the students write down their selection of words before they say them.
A similar activity can be undertaken with the sentence-level exercises.
A further way of testing students’ ability to distinguish between
sounds, is for the teacher to choose three words from the columns and
read them out quickly. For example, using the words in Unit 1, the teacher
might read out, ‘eat, sit, seat’. The students listen and have to decide which
is the odd one out; in this case ‘sit’. Clearly, with students taking the role
of the teacher, they can also practise producing sounds in this way.
SPELLING
Many people, including native speakers, find spelling difficult. Learning
to spell, however, can be made motivating and interesting. For example,
the teacher can divide a class into groups or teams for spelling tests and
thereby introduce an element of competition. The teacher reads out a
number of words and gives about fifteen seconds for the group to write
down each word. After reading out all the words, the teacher then gives
the groups one or two minutes to check their spellings. The group efforts
are then collected or, more probably, checked in class. The group with the
most correct spellings is the winner.
Teachers can also put anagrams of the words on the blackboard and
ask students, either individually or in groups, to try and decipher them.
For example, from Unit 1, the teacher could write SLADIE and SYVLLAE
on the board and students then have to work out LADIES and VALLEYS
from these anagrams. This can be developed by asking students or groups
to make as many words as they can, using the letters. From SLADIE, for
example, we can, get aside, lid, die, dies, lids, slid lad, lads, lead, leads, idle,
dales, sale, lies, lied, dial, dials, ale, ales, deal, deals, ideal, ideals, sled.
4
DICTATION
It is suggested that teachers follow the steps below when giving
dictation:
1. The teacher reads the passage at normal speed. If the teacher reads
the passage at an exaggeratedly slow speed, then students will find it
very difficult to understand English spoken at ‘normal’ speed, having
become accustomed to an artificially slow speed.
2. The teacher reads the passage in sense groups, pausing after each
sense group to allow students time to write. Punctuation marks
need not be dictated as teachers may want students to work out the
punctuation of a passage from its meaning.
3. The teacher reads the passage for a third time at normal speed.
4. The teacher gives the students two minutes to check their dictation.
For variety, with good students, the teacher can ask a student to read
out the dictation. Clearly, the student, like the teacher, will need time to
prepare before giving a dictation.
LANGUAGE PRACTICE
A number of different types of skill-getting exercises are included in Books
1–3. They range from simple mechanical drills to controlled sentence
composition, followed later in the unit by various kinds of communicative
use. All exercises should be worked orally in the first place. It is suggested
that exercises marked Oral need not to be written out afterwards, though
of course the teacher may make exceptions where it is thought necessary.
Exercises marked Oral/Written are intended to be written out after oral
practice though here again the teacher is free to decide, as time may not
always permit. The written exercises are suitable for homework provided
that they have first been worked orally in class.
Few or no mistakes should occur and marking will be easy: students
may well mark each other’s work under the teacher’s guidance, which
would provide valuable additional practice. It must be emphasized that
in accordance with modern principles of language teaching, these exercises
are designed to avoid mistakes. They should not be regarded as tests. Their
purpose is to teach, not test, by giving habit-forming practice in using
English correctly.
Some exercises take the form of a dialogue. Something is said by
the first speaker to which the second speaker replies, using a particular
language item. It is suggested that at first the teacher should read the
words spoken by the first speaker and the students give the replies of
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‘S2’. Later, however, students should be encouraged to take both parts,
working in pairs or groups.
When students do work in pairs, the teacher can set up situations
in which the person asking the question does not know the answer to
it. In this way, the students are getting plenty of practice at asking and
answering questions using the structure that is being taught in the unit,
but, at the same time, they are being given the opportunity to use the
structure to complete a task. Whenever possible and practical, teachers
should allow students to practise using the structures in this way.
READING FOR INFORMATION

This section aims to teach and to give students practice in developing and
using a wide range of reading skills that differ from the reading skills they
acquire from answering questions about the comprehension passages.
In this section students will learn the skill of interpreting a wide
variety of text types including diagrams, maps, advertisements, charts,
tables, and graphs which deal with a wide range of subjects from history
to science, from general knowledge to geography.
Students will also learn and practise the skills of skimming and
scanning. Skimming is the ability to glance through a text and understand
the gist of it, while scanning is the ability to search quickly through a
text to find a particular piece of required information. Both these skills
are important in themselves, but are also crucial for note-making and
summary writing. This section will also provide the opportunity to follow
instructions and to learn how to interpret rules and notices. All of these
skills are useful, not only for passing exams, but are also vitally useful
skills for day to day living.
It is perfectly acceptable to let the students work on these exercises on
their own. It is a good idea, however, to set a time limit; the amount of time
given will depend on the exercise and the level of the class. This will motivate
the students to try and complete the exercises as quickly as possible.
Many of the exercises are also suitable for either pair or group work.
The teacher can encourage the students to work quickly by introducing
a competitive element, for example, awarding points to the pair or group
that can finish the exercise first. From group work, students can also
learn the value of cooperating: by dividing up the task and giving each
member of the group only one or two questions to answer, the task can
be completed far more quickly than if it were done by individuals working
alone.
6
USING ENGLISH
This section gives students the opportunity to use English in a
communicative situation. In Advance with English 1, for example, it
includes such topics as ‘Presenting people and places’, ‘Making suggestions
and taking decisions’, ‘Giving directions’ and ‘Asking questions in the
classroom’. Naturally, therefore, the main emphasis of this section is on
oral work where students work together, usually in pairs.
Before asking students to work on the exercises in this section, the
teacher can go through the given dialogues to make sure the students
understand them and also understand the task which they are required
to complete. For example, in Unit 2, ‘Presenting people and places’ there
are simple questions after the dialogue. These questions are more than
comprehension questions as some are also designed to focus the students’
attention on the actual words used, and to encourage them to consider the
context in which the dialogue is taking place. This awareness of context is
considered to be particularly important and the teacher should therefore
take care to ensure that the students understand the context.
Although the emphasis of this section is on oral work, students are
asked to write dialogues in many cases. When the students are working
on their dialogues (in pairs whenever possible), the teacher can go round
the class checking what the students are writing and giving them help if
necessary. The students can then practise their dialogues orally. They can
also be encouraged to read out or ‘perform’ them in front of the class.
Clearly, only two or three pairs can be asked to do this at any one time,
otherwise it would take too long, so the teacher needs to keep a note of
which pairs have ‘performed’ so that each pair is given a turn over the
course of a series of lessons. If the teacher has a taperecorder, she could
occasionally record a pair of students going through their dialogue. After
initial shyness, most students enjoy this and benefit from hearing their
own voices on tape.
It should be remembered that this section is designed to help students
communicate in English. The teacher need not be too concerned if
students make grammatical mistakes and does not have to correct these
mistakes as they speak. As long as the students can understand each other
and can be understood, the goal of the exercise has been achieved. The
emphasis of this section is on communication rather than grammatical
accuracy.
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GUIDED COMPOSITION
The main idea of this approach is to lead the learner gradually from
exercises in which he is given a great deal of guidance, to composition
which is almost entirely unguided. This course provides a variety of such
exercises. The aim is to guide the student into producing continuous
writing, as far as possible free of mistakes, on the basis of information
supplied. The amount of guidance is progressively reduced, the aim being
always to eliminate or reduce the possibility of error and to practise the
writing of good English.
Teachers of very good classes may ask their students to write similar
pieces without help.
Separate answer keys for Advance with English 1 and Workbook 1
follow. It should be noted that in certain exercises, there is more than
one possible, acceptable answer. In such cases, a sample answer will
be given in the answer key but teachers should be prepared to accept
alternatives.
8
Advance
with
English
Answer Key
Blank Page
Unit 1 Tangrams
COMPREHENSION Page 3
A 4 No, they are not. 8 Yes, it is.
5 Yes, they are. 9 Yes, it is.
6 Yes, it is. 10 Yes, it is.
7 No, they are not. 11 No, it is not.
B A tangram is a very old Chinese puzzle. It is made up of different

shapes, called ‘tans’. The shapes can be used to make a great many
‘tangrams’.
Tangrams are like Western jigsaw puzzles but they are different in
two ways. First, the pieces of a jigsaw puzzle lock together. Second, a
jigsaw puzzle can be completed in only one way.
To make a tangram, draw a big square on a piece of cardboard. Divide
the square into sixteen equal squares. Then mark off the shapes of the
tans and cut them out with a pair of scissors.
C 1 Very many different figures can be made. People continue to try

to make new figures.
2 This is a matter of opinion. Some prefer jigsaw puzzles because
the finished puzzle is very attractive. Others prefer tangrams
because they can be made in so many different ways while a
jigsaw puzzle can be done in only one way.
3 The outline shape of the finished figures will be clearer.
4 They are easy to make so there is no need to buy them.
NEW WORDS Page 3

1 The tangram is made up of three different geometrical figures. The
seven figures or shapes can be put together to make many different
puzzles.
2 Toy shops sell many different kinds of puzzles for people who like
doing them.
3 Jigsaw puzzles sometimes have hundreds or thousands of pieces, and
they all lock together.
4 There are two differences between tangrams and jigsaw puzzles. One
is that you can complete a jigsaw puzzle in only one way.
11
LANGUAGE PRACTICE Page 5
B 1 an 3 an 5 a 7 a
2 a 4 a 6 an 8 an
FOLLOWING INSTRUCTIONS Pages 9–10

A 1 c 2 d 3 b 4 a
B 1 2 3
4 5
C The completed noughts-and-crosses board should look like this:
X 0 X
0 0 X
X X 0
D The correct order for the instructions for S1’s figures is: 1, 5, 2, 4, 3.
The correct order for the instructions for S2’s figures is: 1, 5, 4, 3, 2.
USEFUL EXPRESSIONS Page 12

1 bottle 3 crowd 5 box 7 row
2 glass 4 pair 6 bunch 8 bar
12
Unit 2 What is it?
A 3 Yes, it did. 7 Yes, they are.
4 Yes, he did. 8 Yes, they are.
5 Yes, it was. 9 Yes, they do.
6 Yes, they do. 10 Yes, they do.
B To answer some riddles we need to know the names of parts of things.

For example we need to know that a clock has a face and hands.
When we hit a nail with a hammer, we hit it on the head. We need to
know that the parts of a comb which go through our hair are called
teeth. When we thread a needle, we push the cotton through the eye
of the needle. When we lie in bed, our head is at the head of the bed
and our feet are at the foot of the bed.
C 1 ‘In the afternoon’ means when the baby has grown into a man;
‘in the evening’ means when the man has grown old.
2 A woman.
3 We are told that the monster killed many people.
4 No.
New Words Page 16

1 ancient; ancient 4 Riddles
2 monsters 5 vocabulary
3 succeed 6 invent
Using English Pages 22–23

A 1 The science room and 3 (See picture 4.)
his classroom. 4 (See picture 5.)
2 Miss Young, Akbar’s English 5 No. They are meeting each
teacher. other for the first time.
B Akbar: This is the staffroom and this is the Principal’s office.

Mrs Khan: Who’s that over there?
Akbar: That’s Mr Ali. He’s the Principal.
Mrs Khan: Oh. I’d like to meet him.
13
Akbar: I’ll introduce you. Mr Alvi, this is my mother. Mother,
this is Mr Alvi.
Mr Ali: How do you do?
Mrs Khan: How do you do?
D SAMPLE DIALOGUES
SITUATION 1
Asma: This is the music room and this is the canteen.
Mr Ali: Who’s that over there?
Asma: That’s Mrs Tanveer. She’s my Maths teacher.
Mr Ali: Oh. I’d like to meet her.
Asma: I’ll introduce you.
Mrs Tanveer, this is my father. Father, this is Mrs Tanveer.
Mr Ali: How do you do?
SITUATION 2
Stranger: Excuse me. Where is the Principal’s office, please?
(Could you tell me where the Principal’s office is, please?
/ Do you know where the Principal’s office is, please?)
Hamid: I’ll show you. (If you follow me, I’ll take you there.)
Stranger: Thank you very much.
E Akbar: Hello, Paul. How are you?

Paul: Hello, Akbar. Fine, thanks. How are you?
Akbar: Fine, thanks. I don’t think you know my mother. Mother,
this is Paul.
Paul: How do you do?
Mrs Khan: How do you do?
SPELLING Page 24
1 a. leaf 3 a. shelf 5 a. halves
b. leaves b. shelves b. wives
2 a. knife 4 a. loaf c. lives
b. knives b. loaves
14
Guided Composition Page 25
40 Tanzeem Road,
DHA V, Karachi.
1 April 2008.
Dear Anna,
I came back to Karachi yesterday. At the airport a Customs Officer

looked into my cases. He asked me questions about some of the
presents you gave me.
First, he held up the box with the bell in it. It made a noise. He
asked, ‘What’s this?’ I said, ‘It’s a bell.’ Then he held up the parcel
with the shoes you gave me and asked, ‘What are these?’ I said,
‘They are shoes.’
Next he held up the clock in the red paper bag and asked, ‘Is this
a radio?’ I said, ‘No, that’s not a radio. It’s a clock.’ Finally he
held up the silk purse you gave me with the beads in it. He asked,
‘Are these sweets?’ I said, ‘No, they are not sweets. They are beads.’
Then he let me go.
I enjoyed my holiday at your home very much. Next year, you must
come to my home for your holiday.
Best wishes,
Laila
PUNCTUATION Page 26
1 It’s a book. 4 What’s that? 7 They aren’t pencils.
2 It isn’t a map. 5 What’s this?
3 That’s a radio. 6 They’re pens.
DIALOGUE Page 26
D
15
Unit 3 The Golden Touch
A 4 Yes, he was. 10 No, he wasn’t.
5 Yes, he did. 11 Yes, he did.
6 Yes, he did. 12 No, he didn’t.
7 Yes, he did. 13 No, he didn’t.
8 Yes, it did. 14 Yes, he did.
9 No, he wasn’t.
B 1 A 2 D 3 C 4 B
C King Midas loved gold. When an old man offered to give him
whatever he wanted, he asked for everything he touched to be
changed to gold. At first he was very pleased, and turned many things
to gold. He thought he was a very lucky man. But then he tried to
eat an apple which turned to gold before he could bite it. When his
daughter touched him, she turned into gold as well. The king was
then very unhappy, but the old man told him what to do. The king
bathed in the river and then touched his daughter and all the other
things, and they were no longer gold. The king learned his lesson and
stopped being a miser.
NEW WORDS Page 30

1 miser; disappeared 5 greedy
2 bathe 6 statues
3 vase; petals 7 appeared
4 turn 8 bee
LANGUAGE PRACTICE Pages 31–34

A 1 S1: Where’s the newspaper?
Where’s the chair?
Where’s the picture?
Where’s the vase of flowers?
Where are the shoes?
2 S1: Where’s the stool? S2: It’s near the desk.

S1: Where’s the chair? S2: It’s under the picture.
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S1: Where’s the hat? S2: It’s on the stool.
S1: Where’s the calendar? S2: It’s on the wall above the desk.
B 1 S1: Excuse me, where’s the post office?

S2: It’s behind the bank.
2 S1: Excuse me, where’s the telephone box?
S2: It’s in front of the police station.
3 S1: Excuse me, where is the bookshop?
S2: It’s between the mosques.
4 S1: Excuse me, where are the fruit stalls?
S2: They’re behind the wall.
5 S1: Excuse me, where’s the cake shop?
S2: It’s behind the flower shop.
6 S1: Excuse me, where’s the playground?
S2: It’s between the schools.
C 1 The mirror is on the wall, behind the desk, between the two pictures.
2 The telephone is on the desk near the photograph.
3 There is a stool beside the desk.
4 There is a briefcase on the stool and a pair of shoes under it.
5 There is a waste-paper basket under the desk.
6 There is a lot of paper in the waste-paper basket.
7 There is also a rubber near/beside the photograph, but you cannot
see it because it is behind the photograph.
8 There are also many pens and pencils in the drawers but of course
you cannot see them either because the drawers are closed!
E 2 a. 3 c. 7 e. 1 g. 5
b. 6 d. 2 f. 4 h. 8
READING FOR INFORMATION Pages 34–35

3 S1’s questions: S2’s answers
Where is the Atlantic Ocean? It’s between America (the
Americas) and Africa/Europe.
Where is the Gibson Desert? It’s in Australia.
Where is the Nile River? It’s in (North) Africa.
Where is the Ganges River? It’s in India.
Where is the Rhine River? It’s in Europe.
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S1’s questions: S2’s answers
Where are the Rockies? They are in North America.
Where are the Himalayas? They are in Tibet/China/North
of Pakistan.
Where are the Urals? They are in Russia.
Where is the Sea of Japan? It’s between China and Japan.
Where is the Pacific Ocean? It’s between America (the
Americas) and Asia/Australia.
Where is the Indian Ocean? It’s between Africa and Asia
below/south of India.
Where is the Gobi Desert? It’s in Mongolia (North of
China).
Where is the Sahara Desert? It’s in (North) Africa.
Where is the Mississippi? It’s in North America.
Where is the Mediterranean Between (Southern) Europe
Sea? and (North) Africa.
GUIDED COMPOSITION Page 37

The Lahore Fort was built by the Emperor Akbar in the 1560s. It towers
over the city of Lahore. The entrance is from the Alamgiri Gate built
by Aurangzeb at the same time as the Badshahi Mosque. When you
enter the Fort, the royal kitchens are on the right. The stables are next
to the kitchens. The Moti Masjid is entered by steps from the corner
of a huge courtyard. This beautiful mosque was built by Shahjahan
in 1644. In the top left corner is the Shish Mahal. To enter the Shish
Mahal, you have to pass through the Diwan-e-Aam. From there you
enter Jahangir’s quadrangle and then Shahjahan’s quadrangle. On
the right of Shahjahan’s quadrangle, there is a museum, and on the
left the Ladies Court. There is a well in the Garden Court. From this
court you can enter, the Shish Mahal, the most interesting place in
the Fort.
WORD PUZZLES Page 37

1 scissors 5 vase 9 gold 13 hundred
2 statue 6 disappear 10 shorts 14 quarter
3 miser 7 pliers 11 bathe 15 moral
4 trousers 8 greedy 12 daughter
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Unit 4 Writing Letters
1 a. True. f. True. 2 a. Untrue f. Untrue.
b. Untrue. g. Untrue. b. Untrue g. Untrue.
c. True. h. Untrue. c. Untrue. h. Untrue.
d. Untrue. i. Untrue. d. Untrue.
e. Untrue. j. Untrue. e. True.
NEW WORDS Page 40

1 expect; unexpected 7 attend
2 caught 8 fortnight
3 infectious; disease 9 unexpected; caught; disease;
4 infect infect; fortnight; attend;
5 suppose expect; looking forward;
6 looking; forward suppose

B 2 f. 3 a. 4 e. 5 b. 6 c.
C Where is the boy with the glasses?

Where is the woman with the cat?
Where is the girl with the red dress?
Where is the girl with the green dress?
Where is the man with the red shirt?
Where is the girl with the pram?
Where is the man with the blue shirt?
Where is the boy with the dog?
USING ENGLISH Pages 46–47

B 1 The United Bank 6 The post office
2 The supermarket 7 The library
3 The swimming pool 8 Capital Secondary School
4 The hospital 9 Capital Primary School
5 The American Express Bank
19
D SAMPLE DIRECTIONS:
1 Yes. Go straight on. Turn right at the traffic lights. Then take the first
turning on the left and it’s on the left, opposite the post office.
2 Yes. Go straight on. Turn first left. Go across the traffic lights and
then take the first turning on the right. Then go across the next
set of traffic lights and it’s on the left, between the library and the
school.
3 Yes. Go straight on and take the first turning right. Turn left at
the traffic lights. Go straight over the crossroads and it’s on the
left, next to the Park Hotel.
4 Yes. Go straight on and over the crossroads. Then turn right at
the traffic lights. Turn first left and it’s on the left.
5 Yes. Go straight on. Take the third turning on the right and it’s
on the left, opposite the bank.
REVISION TEST 1 Page 49

Everybody uses one. There is one on my desk now. It is yellow. Is there
one on your desk too? What am I talking about? Can you guess what it
is? It is a pencil.
About two and a half billion pencils are made every year in the United
States of America! No one knows how many are made all over the world.
Pencils are very useful things. Think about it. Whenever somebody wants
to make something, what does he do? He picks up a pencil and begins
to write or draw.
Most pencils are about 18 centimetres long. One pencil can draw a line
fifty-six kilometres long, or write 45,000 words! A/One pencil may be
sharpened fifteen times or more before it is too short to use, yet we can
buy one for the price of an orange! I think that pencils are very cheap.
Pencils are made in many different colours but most people like yellow
ones. There are more yellow pencils than any other colour. No one knows
why people like yellow pencils but they do. Someone once made a lot of
pencils. Half were yellow and half were green. The man who bought them
tried them for a long time. Then he went to the person who had made
them and said, ‘The green pencils you sold me aren’t any good. They break
easily. They’re hard to sharpen. They don’t write well. I don’t want any
more green pencils. I want yellow ones in future, please.’
But the pencils were the same. The only difference was the colour!
20
Unit 5 Hurricane Flora
COMPREHENSION Pages 51–52

A 5 Yes, it did. 9 No, they didn’t.
6 Yes, it did. 10 Yes, it did.
7 Yes, they did. 11 No, it didn’t.
8 Yes, it did. 12 Yes, they did.
B 1 It happened on the thirtieth of September 1963.

2 Because of illness.
3 He was the storyteller’s cousin.
4 She took them upstairs.
5 It was over by one o’clock.
6 They went into the garden while it was calm.
7 To collect coconuts.
8 It came from the south-east.
9 It was not far from their house.
10 Half of its roof came off/came flying through the air.
C 1 Primary school age—but younger than her three brothers who

are also at primary school.
2 For protection (in the long term); to close the windows (in the
short term).
3 Excited. The story reads like an adventure story. A frightened
person would not have gone to collect coconuts nor gone to see
how strong the wind was.
4 Four (avocado, coconut, cedar, and bayleaf). The avocado tree,
because it was the first tree to fall.
5 By acting as a barrier against the hurricane and the debris (the
shop roof, for example).
NEW WORDS Page 52

1 force 4 damage 7 twist
2 northern 5 increased
3 crash; destroyed 6 hurled
21
1 b 4 h 7 d
2 g 5 c 8 e
3 a 6 f
2 a. Ali Sher Khan

b. Nauroze and Independence Day.
c. Hand-woven woollen cloth, silver ornaments, and
embroidered linen.
d. Buddhist rock carving.
e. Satpara Lake, Kachura Lake, and Upper Kachura Lake.
f. By a plane.
g. It is the gateway to the great mountain peaks of the
Karakorum, and is very beautiful.
A SPELLING GAME Page 59

1 b. volcanoes f. mosquitoes
c. matches g. branches
d. tomatoes h. potatoes
e. watches
USEFUL EXPRESSIONS Page 60

3 They belong to me. 5 It belongs to Salman.
4 They belong to Bina. 6 They belong to her.

1 g. 4 c. 7 e. 10 a.
2 b. 5 d. 8 j. 11 k.
3 h. 6 i. 9 f. 12 l.
22
Unit 6 Learning to Swim

A 1 Under the water.
2 He is blowing bubbles.
3 To breathe out under water.
4 He is practising the front glide.
5 At the side of the pool.
6 He is moving through the water.
7 To help him to stand up.
8 He is beginning to stand up.
9 The breast stroke and the crawl.
10 The crawl.
11 How to do the breast stroke.
12 The front glide position.
13 Almost between his arms.
14 To breathe in.
15 Through your mouth.
16 He is bending his arms and his legs.
17 He is closing his legs. He is sliding his arms forward. He is
breathing out.
18 The glide position.
B 1 They may help the reader to swim or they may help him to teach
someone else to swim.
2 It means to breathe in and then not breathe out.
3 When he learns the breast stroke, he will have to breathe out
under water.
4 Yes, he is. He has pushed himself off the side of the pool and now
he is gliding through the water.
5 It is easier to learn than the crawl.
6 It helps him to move more quickly and easily through the water.
When the head is raised, the water presses against it and slows
the swimmer down.
NEW WORDS Page 64

1 breath; hold 4 bubbles 7 breast
2 popular 5 stroke; movement 8 human
3 glide 6 crawl 9 position
23
B 2 S1: What’s the matter with Meher?
S2: She’s happy.
3 S1: What’s the matter with him?
S2: He’s hot/tired.
4 S1: What’s the matter with them?
S2: They’re angry.
5 S1: What’s the matter with her?
S2: She’s thirsty.
D 1 S1: What’s Hasan doing?

S2: He’s writing.
2 S1: What’s Aliya doing?
S2: She’s typing.
3 S1: What’s Abid doing?
S2: He’s digging.
4 S1: What is Jaffer doing?
S2: He’s cooking.
5 S1: What are Ali and Qasim doing?
S2: They are painting.
6 S1: What’s Butul doing?
S2: She’s gardening.
G 1 No, she isn’t sleeping. She’s building a sand castle/playing with

the little girl.
2 No, he isn’t playing the piano. He’s playing the guitar.
3 No, they aren’t swimming. They’re sitting down/listening to the guitar.
4 No, he isn’t playing badminton. He’s playing with the ball.
5 No, she isn’t eating an apple. She’s playing with the little girl/in
the sand.
6 No, they aren’t playing tennis. They’re playing badminton.
7 No, he isn’t sitting down. He’s standing up.
8 No, he isn’t taking off his shoes. He’s taking off his shirt.
9 No, it isn’t swimming in the sea. It’s running on the sand/beach.
GUIDED COMPOSITION Pages 72–73

A You have read about the front glide. The pictures above show a
beginner practising the back glide. In picture 1, he is standing in the
water at the side of the pool. His knees are bent and his feet are against
24
the side of the pool. He is holding the rail with his hands. In picture 2,
he has kicked off with his feet, and he is moving through the water.
The last three pictures show you how to stand up after the back glide.
In picture 3, he is bending his legs and he is pushing his arms behind
him. In picture 4, he is pushing the water with his hands and arms to
help him to stand up. In the last picture, he is standing up.
These pictures show how the crawl is done. The crawl is the fastest
stroke. In picture 1, the swimmer is reaching forward with his left
arm. He is pushing the water with his right arm and hand and his legs
are moving up and down. The right leg is going down and the left leg
is moving up. In picture 2, he is still pushing with his right arm and
his legs are still moving up and down. In picture 3, he is continuing
to move his legs up and down. His head is out of the water and he is
breathing. He is breathing through the mouth.
In picture 4, the legs are still moving up and down. The right arm is
bent and is reaching forward. The left arm has not begun to move
back. The legs are continuing to move up and down. In picture 5, the
right arm is just touching the water and the left arm is beginning to
pull. In the last picture, the right arm is in the water and the left arm
and hand are pushing strongly.
In all the pictures except three, the swimmer is keeping his head in
the water.
B SAMPLE ANSWER:
Dear Father,
We arrived safely and are having a wonderful holiday. I’m writing

this letter by the hotel swimming pool. Mother is sitting besides the
pool and Jaffer and Parveen are playing ping-pong. Sara is eating
an ice cream and Shema is sleeping. Qamar and Sabeen are playing
badminton. Tahir is waterskiing and Akbar is snorkelling. Bano is
swimming. That just leaves me and, of course, I’m writing to you! I
hope you are well. We miss you.
Much love,
Salim
25
Unit 7 What makes me Angry

A 3 No, she isn’t. 7 Yes, she is.
4 Yes, she does. 8 Yes, they are.
5 Yes, he is. 9 Yes, she does.
6 No, they don’t. 10 No, she isn’t.
B 1 What makes you angry?

2 a. Azra. She is 15.
b. Razia. She is 12.
3 When she is bored and has nothing to do.
4 Because she sometimes hits her and makes her cry.
5 About his (poor) schoolwork.
6 Because she makes mistakes although she knows the answer.
7 She thinks that they interrupt her when she is talking to her friends.
8 No. Because she knows her mother tells other people.
NEW WORDS Page 74

A 1 cross 3 mad 5 irritated
2 annoyed 4 upset
B 1 careless 4 secrets 7 stare

2 teenager 5 selected 8 interrupt; conversation
3 guilty 6 irritable

B 2 a. Has Ali got a cup?
No, he hasn’t got a cup.
b. Has Mani got a bowl?
Yes, she’s got a bowl.
c. Has Anita got a bicycle?
Yes, she’s got a bicycle.
d. Has Irfan got any sugar?
No, he hasn’t got any sugar.
e. Has Parvez got any nails?
Yes, he’s got some nails.
f. Has Zehra got any apple?
No, she hasn’t got any apple.
26
g. Have you got any soap?
Yes, I’ve got some soap.
h. Have you got any spoons?
Yes, we’ve got some spoons.
i. Have Abid and Aisha got any brushes?
Yes, they’ve got some brushes.
j. Has Arif got an orange?
Yes, he’s got an orange.
k. Has Rana got any knives?
No, she hasn’t got any knives.
l. Have Laila and Zainab got any bread?
Yes, they’ve got some bread.
C 1 Has he got a pencil and a ruler?

He’s got a ruler but he hasn’t got a pencil.
2 Has he got a cup and a saucer?
He’s got a cup and a saucer.
3 Has he got a desk and a chair?
He’s got a chair but he hasn’t got any desk.
4 Has he got any pencils and rulers?
He’s got some rulers but he hasn’t got any pencils.
5 Has he got any apples and oranges?
He’s got some oranges but he hasn’t got any apples.
6 Has he got any glasses and cups?
He’s got some cups but he hasn’t got any glasses.
7 Has he got any milk and water?
He’s got some milk but he hasn’t got any water.
8 Has he got any oil and petrol?
He’s got some oil but he hasn’t got any petrol.
D 1 How many sides has a square?

A square has four sides.
2 How many sides have two squares?
Two squares have eight sides.
3 How many sides have two triangles?
Two triangles have six sides.
4 How many legs has a horse?
A horse has four legs.
5 How many legs have four horses?
27
Four horses have sixteen legs.
6 How many legs has a man?
A man has two legs.
7 How many wheels has a car?
A car has four wheels.
8 How many wheels has a bicycle.
A bicycle has two wheels.
E S1: Has the tree any branches and flowers?

S2: The tree’s/It’s got some branches but it hasn’t got any flowers.
S1: How many branches has the tree/it got?
S2: The tree’s/it’s got four branches.
S1: Is there any fruit on the tree?
S2: No, there isn’t.
S1: Has it got any leaves?
S2: Yes, it’s got some leaves.

1 Name Action
Meher Having a shower.
Zehra Visiting her grandmother next door.
Akbar Helping his father in the garage.
Ali Playing football.
2 SAMPLE DIALOGUE:
S2: Hello.
S1: Hello. It’s (name) here. Could I speak to Sara, please?
S2: I’m sorry. She’s playing tennis at the moment.
S1: Well, could I speak to Shahid, please?
S2: I’m sorry. He’s out. He’s playing badminton.
S1: Well, could I leave a message, please?
S2: Yes, of course.
S1: Could you tell them there is a school band practice at four
o’clock tomorrow afternoon?
S2: Yes, I’ll tell them.
S1: Thank you very much. Goodbye.
S2: Goodbye.
28
A lady went into a shop and bought some rings. She paid a lot of
money for them. When she went to bed that night, she put them on
a table near the window. Then she went to sleep. When she woke in
the morning, there were no rings on the table.
She picked up the phone/telephone and phoned the police station.
‘A thief/robber has taken my rings,’ she said. ‘Please come quickly.’
Soon some policemen arrived in a police car. They looked everywhere
but they could not see the thief or the rings. Then one of them saw
some black feathers on the table. Then he saw some more feathers
near a tree. He looked up and saw a bird’s nest. He climbed up the
tree and a big, black bird flew out of the nest. The policeman put his
hand inside the nest and pulled out the rings.
29
Unit 8 The Loch Ness Monster
A 1 In the north of Scotland.
2 It is over thirty kilometres long and in places nearly 300 metres
deep.
3 Holidaymakers.
4 Someone said he had seen a monster in the lake.
5 It was twelve metres long.
6 It had a long neck and a small head.
7 A London doctor took a photograph.
8 The photograph was not clear.
9 In the newspapers.
10 Some people thought there was something living in the lake but
others said there was nothing there.
11 For ten years.
12 A huge underwater cave.
13 An underwater camera.
14 They seemed to show a red-brown creature. Its body was about
four metres long and it had a very ugly head on the end of a four
metre neck.
15 More people began to believe in the monster.
B 1 Lake.
2 a. It is cold and dark.
b. There was no road.
3 On the one hand, a number of people said that they had seen it,
and one took a photograph. On the other hand, no one has seen it
clearly and the photograph was not clear. Moreover a great many
people had tried to see it for a long time using television cameras
and a submarine but without any success. However a cave was
found which might be the home of the monster and some more
photos were taken but they were not clear.
To sum up, there was enough evidence to suggest that there might
be a monster but not enough to provide proof.
4 It might be the home of the monster.
5 It suggests that the photographs were not clear.
30
NEW WORDS Page 86
There is a large, deep lake in Scotland called Loch Ness. When a
road was built there in 1930, holidaymakers began to go there and
some of them said that they had seen a monster in the lake. In 1933
a doctor took a photograph but it was not very clear and there was
no proof that there really was a monster. The argument continued for
a long time. In 1961 a lot of people made a big effort to photograph
the monster, and later underwater television cameras and even a
submarine were used, but there was still no real proof. However, the
submarine found an underwater cave big enough to be the home of
the monster. In 1975 some American scientists used an underwater
camera to take some photographs that seemed to show a strange
creature and more people then began to believe in the Loch Ness
monster.

A 2 b. Did Hina see anybody?
No, she didn’t see anybody.
c. Did Atif and Bano see anything?
No, they didn’t see anything.
d. Did Ijaz hear anyone?
Yes, he heard someone.
e. Did Salma hear anybody?
No, she didn’t hear anybody.
f. Did Ali and Wali hear anything?
Yes, they heard something.
g. Did Salim touch anyone?
Yes, he touched someone.
h. Did Tahira hear anybody?
No, she didn’t hear anybody.
B 3 S1: Was there anything in the tree?

S2: Yes. There was something in the tree.
S1: What was in the tree?
S2: A monkey.
4 S1: Was there anything in the glass?
S2: Yes. There was something in the glass.
S1: What was in the glass?
S2: Some ice.
31
5 S1: Was there anyone/anything on the river/sea/water?
S2: Yes, there was somebody/something on the river/sea/water.
S1: Who/What was on the river/sea/water?
S2: A fisherman/A boat/A fisherman and his boat.
6 S1: Was there anything on the desk?
S2: No, there wasn’t. There wasn’t anything on the desk.
7 S1: Was there anybody in the car?
S2: No, there wasn’t. There wasn’t anybody in the car.
8 S1: Was there anything in the box?
S2: Yes. There was something in the box.
S1: What was in the box?
S2: A spider.

A New Cages
1 Giraffes
2 Elephants
3 Kangaroos
4 Tigers
5 Lions
REVISION TEST 2 Pages 94–95

A 1 A 6 B 11 A 16 D
2 B 7 D 12 B 17 D
3 B 8 A 13 C 18 A
4 C 9 D 14 A
5 D 10 C 15 A
B 1 C 2 C
32
Unit 9 The Thousand and One Nights
A 1 True. 4 Untrue. 7 True.
2 True. 5 True. 8 True.
3 Untrue. 6 Untrue. 9 True.
B 1 C 2 C 3 A
4 A 5 C 6 A
NEW WORDS Pages 98–99

1 took place 3 ashamed 5 cure 7 Minister
2 delighted 4 night-time 6 elder 8 pity

B 1 S1: This is my dog.
S2: What’s its name?
S1: Its name is Sooty.
2 S1: This is my pet duck.
S1: Its name is Donald.
3 S1: These are my brothers.
S2: What are their names?
S1: Their names are Wali and Ali.
4 S1: This is my boat.
S1: Its name is Seawind.
5 S1: These are my sisters.
S1: Their names are Bina and Tina.
6 S1: These are my cats.
S1: Their names are Sing and Sang.
7 S1: This is my house.
S1: Its name is Seaview.
8 S1: These are my pet mice.
S1: Their names are Milly and Molly.
33
F d. Tanveer Ahmed m. Zehra Hasan did.
e. Third. n. Third.
f. Eighth. o. Eleventh.
g. Suresh Patel did. p. Imtiaz Khan did.
h. Samra Ali did. q. Amir Khalid did.
i. Third. r. Ambreen Khan did.
j. Twelfth. s. Fourteenth.
k. Sara Khan did. t. Fifteenth.
l. Maheen Qureshi did.

A 1 a. Shahid.
b. Pauline.
2 At the Aquarium/Watching the turtles.
3 a. He’s enjoying watching the turtles.
b. Asim and his sister, Zehra.
4 England
5 Once.
6 Three. (It is Tuesday and they leave on Friday.)
B SAMPLE DIALOGUE:
Hasan: Is this your first visit to the Moenjodaro?
Charles: Yes, it is. I’m a visitor to Pakistan. My name’s Charles.
Hasan: Where do you come from?
Charles: I come from Australia.
Hasan: Do you like Pakistan?
Charles: Yes, I like it very much. I think it’s a very exciting place.
Hasan: Where are you staying?
Charles: I’m staying with some friends. They live in Karachi.
Hasan: When are you leaving? (When do you leave?)
Charles: I leave on Sunday.
Hasan: I hope that you enjoy the rest of your stay here.
Charles: Thank you.
C SAMPLE DIALOGUE:
Rob: Welcome to Pakistan, Seb.
Seb: Thank you. It’s nice to be here.
Rob: Where are you staying?
34
Seb: I’m staying at the New World Hotel.
Rob: How long are you staying?
Seb: For five days.
Rob: How many shows are you doing?
Seb: Two. One on Friday and one on Saturday.
Rob: What time do the shows start?
Seb: At 7.30 p.m.
Rob: Where are the shows?
Seb: At the Playhouse Theatre.
Rob: Where are you going to next?
Seb: To Tokyo.
Rob: Thank you for talking to me.
Seb: Not at all.
SPELLING Page 104

1 happily, daily, gaily, tidily, prettily, heavily
2 happiness, loneliness, silliness, naughtiness, business
A 1 Paul Cornu.
2 In 1911.
3 a. England.
b. The glider.
c. In 1853.
4 a. Orville and Wilbur Wright.
b. In 1903.
c. The United States.
5 a. The airship.
b. In 1900.
6 a. J. M. and J. E. Montgolfier.
b. In 1783.
c. France.
7 a. The parachute and the hot-air balloon.
b. The seaplane.
8 Parachute, glider, airship, aeroplane, helicopter, seaplane.
9 The parachute, the glider and the hot-air balloon.
10 The seaplane.
35
B 2 An aeroplane. 5 An airship.
3 A hot-air balloon. 6 A glider.
4 A seaplane. 7 A parachute.
C 1 a. C. Lindbergh.
b. In 1927.
c. USA.
d. France.
e. The Spirit of St. Louis.
2. a. Two.
b. The English airship.
c. 33.
3 a. One day.
b. No. He had a seaplane which ‘landed’ on the water.
4 a. In 1919.
b. Canada.
5 a. The German airship.
b. H. Eckener.

The ‘bird men’ who tried to fly with wings made of feathers never
succeeded. They all went crashing down to earth and some of them
hurt themselves. The human body is not strong enough to fly like
a bird. In modern times men have flown by aeroplanes which do
not have engines. These are called gliders. They are pulled through
the air, rather like kites. They often travel long distances before they
glide back to earth. Two men, however, did not want to sit in a glider.
They wanted to glide wearing their own wings. Unlike the early fliers’
wings, however, theirs were straight and strong.
Two of the most famous modern ‘bird men’ were Clem Sohn and
Leo Valentin. They designed their own wings. They dropped from an
aeroplane and glided down for several thousand metres. Then they
pulled the handle of their parachutes and came safely down to earth.
They travelled around giving displays while hundreds of people
watched. Sohn gave his last display in France in 1937. At 3,000 metres
he jumped from his aeroplane. He used his wings to glide to 550
metres and then pulled the handle of his parachute. It failed to open.
His second parachute also did not open. He crashed to his death at
240 kilometres an hour.
36
Unit 10 Robbers Arrested
A 1 They had robbed a western shop in Clifton.

2 They were armed with a gun, a knife, and a hammer.
3 They threatened them.
4 They smashed it.
5 They grabbed them.
6 He cut his hand.
7 They sounded the alarm.
8 He ran to the shop.
9 He told them to stop.
10 He tried to attack him.
11 He fired a shot at it.
B 1 Near the waterfront.

2 Bloodstains and two of the stolen wristwatches.
3 A caretaker.
4 A bloodstained handkerchief.
5 Some drops of blood.
6 To a first-floor room.
7 Climbing out of the window.
8 On the roof.
C A police constable yesterday fired at a fleeing car containing

three robbers, who had robbed a shop of wrist-watches worth
Rs 200,000. Armed with a gun, a knife and a hammer, the men
had threatened the employees of the shop, smashed a showcase and
grabbed the watches. One of them cut his hand.
A policeman heard the alarm and ran to the shop. One of the robbers
tried to attack him before jumping into the car with the others. The
policeman fired a shot at the fleeing car. Police later found the car
containing bloodstains and two watches.
A caretaker told the police that the men were in his building. The
police found a bloodstained handkerchief outside the building and
arrested one of the men as he tried to escape from a first-floor room.
The other two men were arrested on the roof after a struggle.
37
LANGUAGE PRACTICE Page 110–112
D 1 June. 5 July and August.
2 January and December. 6 300 mm.
3 August. 7 20°C.
4 February.

B Place of robbery: American Express Bank in King’s Road.
Time of robbery: 3.15 p.m. (about)
Number of robbers: Two
Age– (i) 20 (ii) 20
Height – (i) 1.5 metres (ii) Nearly 2 metres
Build – (i) Rather fat (ii) Very tall and thin
Hair – (i) Very long (ii) Very short
Face – (i) ===== (ii) Scar on left check
Colour of car: Green
Make of car: Datsun (?)
Registration number: Not known
C 2 SP Malik: Where did the robbery happen?

Mrs Abid: At flat 22D, 4 Faisal Terrace, Lahore.
SP Malik: When did it happen?
Mrs Abid: At 11.20 pm.
SP Malik: How many robbers did you see?
Mrs Abid: One.
SP Malik: How old was he?
Mrs. Abid: About 40.
SP Malik: Could you describe him?
Mrs. Abid: He was about 1.75 metres tall and he was of medium
build. He had short dark hair.
SP Malik: How did he get away?
Mrs Abid: He jumped into the car and drove off.
SP Malik: What colour was the car?
Mrs Abid: It was black.
SP Malik: What type of car was it?
Mrs Abid: A Toyota.
SP Malik: Did you see the registration number?
Mrs. Abid: Yes, I did. It was LHE 7284.
SP Malik: Thank you very much.
38
REVISION Page 117
The aeroplane flew behind the first tree. Then it flew between the first
and second trees and in front of the second tree. Then it flew over the
third tree and under the bridge. After that it flew in front of the first
house and then it flew between the houses. After that it flew under
the bridge and in front of the third tree. Then it flew over the other
trees.
SPELLING Page 117

1 altogether, although, almost, already, also
2 careful, cheerful, doubtful, thoughtful, hopeful, peaceful, tuneful,
fearful, painful, successful, powerful
39
Unit 11 The Amazing Arthurs

A 3 Yes, he was. 10 Yes, he did.
4 Yes, he did. 11 No, he isn’t.
5 Yes, he did. 12 Yes, they are.
6 No, he didn’t. 13 Yes, he is.
7 No, he isn’t. 14 Yes, it did.
8 Yes, he did. 15 No, she didn’t.
9 Yes, he did. 16 Yes, she is.
B 1 True. 3 Untrue. 5 Untrue.

2 True. 4 True. 6 Untrue.
C 1 In 1976.
2 It bounced safely over the top.
3 a. All his money and valuables.
b. No, they didn’t.
4 Because they do not need to be able to see (as they live in a world
of total darkness).
5 Yes. Because he travelled alone. It was a very long journey and
he was travelling through territory he didn’t know.
6 She is not only a doctor but has also written a successful book
and is making a TV documentary series based on the book.
New Words Page 122
A 1 fearless 5 careless 9 luckily

2 fortunately 6 undamaged 10 exciting
3 interesting 7 impossible 11 unforgettable
4 like 8 disapproved 12 successful
B 1 Although his father disapproved and tried to persuade him not to

go, Francis set off to row single-handed across the Pacific Ocean.
The trip was lonely but surprisingly uneventful and he managed
to complete the journey unharmed. Francis is now making a
documentary for television about the journey.
2 The rubber ball fell on the floor and bounced down the stairs.
3 Blind people often have guide dogs.
40
4 The tourists were walking unsuspectingly through the forest
when some bandits suddenly ambushed them and stole all their
money.
5 A pilot must always make sure that his parachute is correctly
packed, otherwise it may not open properly when he jumps.

A 1 a ruler 3 ink 5 meat 7 fruit
2 an orange 4 a plant 6 a chair 8 an island
B 3 This is a glass. It’s made of glass.

4 This is an envelope. It’s made of paper.
5 These are skirts. They are of cloth.
6 This is a knife. It’s made of steel.
7 This is a handbag. It’s made of leather.
8 These are rings. They are made of gold.
E At Sam’s shop, tea costs Rs 30.00 for a packet, milk costs Rs 16.00 for
a carton and a packet of soup costs Rs 20.00. An orange at Sam’s shop
costs Rs 1.50 and a cake costs Rs 5.00.

1 Prawn Noodle Soup.
2 Chicken Corn Soup.
3 Rs 95.
4 Special Tiger Prawns (Sizzling).
5 Fried Salmon with Pickle.
6 None.
7 Rs 45.
8 Toffee Apples.
9 Sweet Almond Pudding and Coconut Milk Pudding.
10 Rs 250.
11 Chicken, Vegetable, Dragon City special.
12 No, a service charge is included.
A 1 a. Urdu Language (95 passes).

b. English Language (50 passes).
c. 45 more passes in Urdu than in English.
41
2 a. 80.
b. 65.
3 History.
4 2 Mathematics.
3 History.
4 Science.
5 Geography.
6 English Language.
B 1 b. 2 1.30 m. 3 20.
C S1’s answers:
1 a. February. 3 June.
b. 28°C. 4 December, January, February.
2 a. July. 5 861 mm.
b. 16°C.
S2’s answers:
1 a. July. 3 July.
b. 28°C. 4 December, January.
2 a. December. 5 632 mm.
b. –3°C.
S1 and S2:
1 Perth. b. December, January.
2 Beijing. 5 a. June.
3 Beijing. b. July.
4 a. December, January, February.

Mrs Khan: Ten, please. Have you got any sugar?
Mr Rao: Yes. How much would you like?
Mrs Khan: Two packets, please. Have you got any Coca-Cola?
Mr Rao: Yes. How many bottles would you like?
Mrs Khan: Six, please. Have you got any tomato sauce?
Mr Rao: Yes. How many bottles would you like?
Mrs Khan: Just one. Have you got any peaches?
Mr Rao: I’m very sorry, Mrs Khan, but there aren’t any left.
42
Unit 12 Some Strange Journeys

A 1 No, he wasn’t.
2 No, he didn’t.
3 Scientific books.
4 No, he didn’t.
5 Exciting.
6 In the future.
7 Three men and a dog.
8 In the sea.
9 The first real moon travellers landed.
10 Twenty Thousand Leagues Under the Sea.
11 They had not yet invented submarines.
12 The Captain of the submarine.
13 At the bottom of the ocean.
14 No, they weren’t.
15 Because he had written about men going to the moon a hundred
years before it really happened.
B 1 Yes. He read a great many scientific books.

2 To have a strong imagination means to be able to see clearly in the
mind things that do not actually exist. He used his imagination
to see into the future.
3 They seemed unusual or impossible, like fairy stories.
4 Many of the things he described have now happened.
5 The astronaut’s journey was different because their spaceship was
not fired from a gun like the one in Jules Verne’s story. It was
similar because both spaceships landed in the sea—at almost the
same spot.

A Inventor: Someone who invents things.
Scientific: Used in science.
Imagination: The ability to see things in the mind.
Adventure: An exciting or dangerous happening.
Accurate: Without any mistakes.
Hollow: With nothing inside it.
43
Knowledge: Information.
Describing: Saying what a person or thing is like.
Invention: Something invented by a inventor.
Accuracy: Freedom from error.
Explorers: People who travel through a strange country to learn
about it.
B 1 scientific 4 imagination
2 accurate; accuracy 5 inventor; invention
3 explorers 6 hollow

A a. S1: Are there any eggs in the fridge?
S2: Yes, there are. There are six eggs.
S1: Is there any butter in the fridge?
S2: No, there isn’t any.
S1: Is there any water in the fridge?
S1: Is there any Coca-Cola in the fridge?
S2: Yes, there is. There are three bottles.
S1: Is there any bread in the fridge?
S2: Yes, there is. There is one loaf.
S1: Are there any cakes in the fridge?
S2: Yes, there are. There are two cakes.
S1: Are there any apples in the fridge?
S2: Yes, there are. There are four apples.
S1: Are there any chocolates in the fridge?
S2: No, there aren’t any.
b. S2: Are there any glasses in the cupboard?

S1: Yes, there are. There are four glasses.
S2: Are there any eggs in the cupboard?
S1: No, there aren’t any.
S2: Is there any rice in the cupboard?
S1: Yes, there is. There is one bag.
S2: Is there any bread in the cupboard?
S1: Yes, there is. There is one loaf.
S2: Is there any soy sauce in the cupboard?
S1: Yes, there is. There are two bottles.
44
S2: Are there any biscuits in the cupboard?
S1: Yes, there are. There is one tin.
S2: Is there any coffee in the cupboard?
S2: Is there any tea in the cupboard?
S2: Are there any jars in the cupboard?
S1: Yes, there are. There are five jars.
C S1’s sentences:
There isn’t any water in the fridge.
There are three cans of Coca-Cola in the fridge.
There is one loaf of bread in the fridge.
There are two cakes in the fridge.
There aren’t any bananas in the fridge.
There are four apples in the fridge.
There aren’t any chocolates in the fridge.
S2’s sentences:
There aren’t any eggs in the cupboard.
There is one bag of rice in the cupboard.
There is one loaf of bread in the cupboard.
There are two bottles of soy sauce in the cupboard.
There is one tin of biscuits in the cupboard.
There isn’t any coffee in the cupboard.
There isn’t any tea in the cupboard.
There are five jars in the cupboard.
45
USING ENGLISH Page 140
B
First-aid Classes
Application Form
Full name: Sabah Hasan

Date of birth: 21st October, 1990
Place of birth: Lahore
Address: 12 Davis Road, Lahore
Telephone number: 3715823
School: Model Town College
Interests: Sports (swimming)
Comments: She wants to be a nurse.
GUIDED CONVERSATION Pages 142–143

A The correct order for the pictures is: 2, 6, 5, 3, 9, 7, 1, 8, 4.
B SAMPLE DIALOGUE:
Policeman: When did you wake up?
Boy: I woke up at 2 o’clock.
Policeman: Why did you wake up?
Boy: A bright light lit up the room.
Policeman: What did you do?
Boy: I looked out of the window.
Policeman: What did you do then?
Boy: I went to tell my mother.
Policeman: Did your mother also see the UFO?
Boy: Yes, she did.
Policeman: What did she do then?
Boy: She called the police.
Policeman: When did the UFO fly away?
Boy: At about 2.30.
Policeman: What did it look like?
Boy: Like a flying saucer. It was round and had a dome on the top.
Policeman: Were you frightened?
Boy: Yes, I was.
46
Unit 13 Saving the Past

A 1 No.
2 Yes.
3 The Lahore Fort, Badshahi Mosque, Shalimar Gardens, and the
Tombs of Jahangir and Noor Jehan.
4 Central Museum and the High Court.
5 Both.
6 The Government of Pakistan.
7 To repair the damaged parts of the Fort.
8 Not to touch anything or not to enter certain parts of the building.
9 In the place where the historic meeting of 1940 was held.
10 1940.
B 1 True. 4 True. 7 Untrue.
NEW WORDS
The people of Pakistan understand that they must preserve their heritage.
So the Government has declared many historical places protected
monuments. The Department of Archaeology looks after these places.
They have repaired damaged parts of old buildings. They want to save
these buildings from decay. We must obey the signs placed in old
buidlings, and we must respect the past.

A 4 a. S1: What’s the matter?
S2: I’ve lost my handkerchief.
S1: It doesn’t matter. I’ll give you another one.
b. S1: May I speak to Mrs Alvi, please?
S2: I’m sorry. She’s not here. She’s gone to the market.
c. S1: Would you please move you car?
S2: Yes, certainly. There! Now I’ve moved it.
S1: Thank you very much.
S2: Not at all.
d. S1: Would you please sweep the floor?
S2: Yes, certainly. There! Now I’ve swept it.
47
S2: Not at all.
e. S1: May I speak to Dr Khan, please.
S2: I’m sorry. He’s not here. He’s gone to the hospital.
f. S1: Would you please cook the dinner?
S2: Yes, certainly. There! Now I’ve cooked it.
S2: Not at all.
g. S1: What’s the matter?
S2: I’ve dropped my ice-cream.
S1: It doesn’t matter. I’ll give you another one.
h. S1: May I speak to Mr Rana, please?
S2: I’m sorry. He’s not here. He’s gone to the office.
Using English Pages 155–156

A 1 Item Amount
rolls 6
oranges 6
apple juice 4 cartoons
chicken wings 6 (3 each)
a. Because it’s too heavy.

b. Because they are already taking oranges.
c. Because they need some drinks, fruit, and some chicken wings.
d. Because they don’t think they need it. (They have apple juice.)
2 Asma’s five suggestions are:
Let’s put in fifty rupees each.
Let’s take some rolls.
Let’s take a watermelon.
Let’s take a few cartoons of orange juice.
Let’s take three each.
3 SAMPLE DIALOGUE:
S1: Let’s go to Sandspit.
S2: Oh, no. Sandspit is too crowded. I think we should go to Hawkes Bay.
S1: Fine.
S2: Let’s leave at half past six in the morning.
S1: Oh, no. Half past six is too early. Let’s leave at eight.
S2: Fine.
48
Test Paper
PART 1 Pages 158–160
SECTION A READING COMPREHENSION

1 B 5 B 9 B 13 B
2 C 6 D 10 C 14 C
3 B 7 D 11 B 15 A
4 C 8 C 12 A 16 B
SECTION B
17 B 21 D 25 A 29 B
18 B 22 A 26 D 30 A
19 D 23 C 27 D 31 B
20 C 24 B 28 A 32 B
SECTION A FOLLOWING INSTRUCTIONS/PROBLEM SOLVING

1 a. Week 3. b. Rs 54.10 c. Week 1.
2 0 0 0 0 x0
0 0 0 0 0
x0 0 x0 0 0
0 0 0 0 0
0 x0 0 0 0
3 (P) Raza Hasan.

(Q) Male.
(R) 14 December 1980.
(S) Station Road, Multan.
(T) Multan Government Secondary School.
(U) Model Town, Lahore.
49
4 a. 17°C.
b. Three months: July, August, and September.
c. November and December.
5 a. P c. G
b. Z d. Q
SECTION B READING COMPREHENSION

6 a. How e. him i. hospital m. will
b. but f. headache j. make n. hope
c. good g. Has k. When o. give
d. sorry h. the l. month
50
Advance
with
English
1
Workbook
Answer Key
Blank Page
Unit 1
Pages 1–4
A 2 These are my brothers. This is Wasim. This is Sajid.

3 These are my aunts. This is Aunt Asma. This is Aunt Zainab.
4 These are my cousins. This is Sheila. This is Ian. This is John.
6 This is my mother.
7 This is my father.
8 This is my grandmother.
9 This is my grandfather.
B [s] [z] [iz]

dots floats signs nibs beaches pages
marks ships aids showers faces services
locks toilets hills cars oranges cages
seats maps piers roads buses houses
C Marium: These are my ears. Mit: I see, those are your ears.
Marium: This is my nose. Mit: I see, that is your nose.
Mit: Are these my toes? Marium: No, those are your fingers.
Mit: Is this my ankle? Marium: No, that is your wrist.
Mit: Are these my teeth? Marium: Yes, those are your teeth.
Mit: Is this my mouth? Marium: Yes, that is your mouth.
Mit: Are these my eyes? Marium: Yes, those are your eyes.
D 1 X
X
2
3 X
53
A
4.
C
5.
X
X
6.
A B C
7.
54
Unit 2
Pages 5–7
A
1 1
K S
1
I B H
T E E
4
N E E D L E
A P
I
5
C L O C K
6 7
R A D I O
M M
8 9
B B A B Y
10
U U L
11
L A M P T A
A T D
N O D
12
C K N I F E
E R
B Mit’s questions: Marium’s answers:

3 What is this? It is a clock.
4 What are these? They are knives.
5 What is this? It is an ant.
6 What are these? They are eggs.
7 What are these? They are sailors.
8 What is this? It is a cinema.
9 What are these? They are matches.
10 What is this? It is a boat.
11 What are these? They are hammers.
55
12 What is this? It is a tap.
13 What is this? It is a telephone.
14 What are these? They are shoes.
15 What are these? They are horses.
16 What is this? It is a tie.
C Asif: Asif Khan, speaking.

Azam: May I speak to Tony, please?
Asif: I’m sorry, I think you’ve got the wrong number.
Azam: Isn’t that 4754900?
Asif: No, it isn’t. This is 4794900.
Azam: Oh, I’m very sorry.
Asif: Not at all. Goodbye.
Azam: Goodbye.
56
Unit 3
Pages 8–10
A 3 Where is the lamp? It is on the table.
4 Where are the vases? They are on the shelf.
5 Where is the man? He is behind the chair.
6 Where are the coats? They are behind the door.
7 Where is the dog? It is under the table.
8 Where are the cats? They are under the table.
9 Where is the birdcage? It is above the television.
10 Where is the light? It is above the table.
11 Where is the cloth? It is on/over the television.
12 Where is the cloth? It is over the birdcage.
13 Where is the girl? She is between the boys.
14 Where is the dog? It is between the cats.
15 Where is the jug? It is next to the vases.
16 Where are the vases? They are next to the radio.
17 Where are the vases? They are between the jug and the radio.
18 Where is the ashtray? It is on the coffee table.
B 2 Multiply two hundred and one by four.

The answer is eight hundred and four.
3 Add five hundred and sixty-four and six hundred and eighty-
nine.
The answer is one thousand two hundred and fifty-three.
4 Subtract thirty-nine from ninety-eight.
The answer is fifty-nine.
5 Add one thousand and eight, and nine hundred and ninety-
three.
The answer is two thousand and one.
6 Divide one million by ten thousand.
The answer is one hundred.
C 2 Can you please tell me the time?/Can you tell me the time,
please?
3 Could you tell me the time, please?/Could you please tell me the
time?
4 What time is it, please?
5 Do you know what time it is, please?
57
D 2 It’s ten past eight.
3 It’s (a) quarter past nine.
4 It’s five thirty-three.
5 It’s (a) quarter to four.
6 Could you tell me the time, please?
It’s twenty-five to three.
7 What’s the time, please?
It’s ten to ten.
8 Can you tell me the time, please?
It’s twenty to seven.
9 Do you know what time it is, please?
It’s (a) quarter past twelve.
10 What’s the time, please?
It’s twenty to four.
58
Unit 4
Pages 11–13
A December 1986
Sunday – 7 14(C) 21 28
Monday 1 8 15 22 29
Tuesday 2 9 16 23 30(HH)
Wednesday 3 10(Ho) 17 24 31(LC)
Thursday 4 11(MB) 18 25
Friday 5(L) 12 19(T) 26
Saturday 6 13 20(T) 27
B 1 She bought a banana, an apple and an orange, but the banana was
bad and the apple and the orange were very small.
2 I will give you a pencil and a piece of paper but the pencil is
broken.
3 My sister plays the piano. Do you play an instrument?
4 I had an egg and a cup of coffee for breakfast this morning but
the coffee was cold.
5 There was a spider on the ceiling. It was trying to catch an insect
but the insect was too quick and the spider did not catch it.
6 Miss Shah is one of the teachers in our school. She is a very good
teacher. She teaches us English and Geography.
7 Hamid is a very tall boy. He is the tallest boy in the school.
8 In the evenings he likes to look at the moon and the stars in the
sky.
9 We are going to the cinema tonight. We are going to see an
exciting film.
10 I am going to stay at home tomorrow and listen to the radio.
C 1 Hamid goes to school by bus.

2 Samra goes to school by van.
3 Kiran is going to the cinema. She is going by bus.
4 Mr Khan goes to the office/work by car.
5 Mr Khan goes home at six o’clock in the evening.
6 Next week Mr Khan is going to England/the UK/the United
59
Kingdom. He is going by sea/ship. He will go through the
Mediterranean/the Mediterranean Sea and sail up the Thames/the
River Thames to London.
7 Mr Raza is going to America/the USA/the United States of America
by plane/air.
D 1 There is a stream on the west of the school building.

2 Ship Street.
3 Classroom 6.
4 The Music room.
5 The Headmaster’s room.
6 The hall.
7 The east side.
8 Three.
9 Mr Khan.
10 Mr Khan.
11 Mr Malik’s house.
12 Six.
60
Unit 5
Pages 14–17
A 1 His name is Raza Ali.
2 His address is 45 South Ave., Clifton, Karachi.
3 His telephone number is 5961561.
4 He is 12 (years old).
5 His date of birth is 23.3.96.
6 He is a student.
7 What is her name? Her name is Sara Khan.
8 What is her address? Her address is Flat 13C, 150
Main Street, Lahore Cantt.
9 What is her telephone number? Her telephone number is
375582.
10 What is her age? She is 13 (years old).
11 What is her date of birth? Her date of birth is 10.11.95.
12 What is her occupation? She is a student.
B Mr Khan’s flat Mr Rafi’s flat Mr Wasi’s flat

Mr Salim’s flat Mr Hasan’s flat Mr Chinoy’s flat
Mr Qureshi’s flat Mr Avari’s flat Mr Kumar’s flat
Mr Ali’s flat Mr Memon’s flat Mr Rao’s flat
C 3 Is Mr Haider a tailor? No, he is not. He is a carpenter.

4 Is Mrs Khan a nurse? No, she is not. She is a doctor.
5 Is Mr Ansar a fireman? Yes, he is. He is a fireman.
6 Is Miss Latif a waitress? Yes, she is. She is waitress.
7 Is Mr Baig a soldier? No, he is not. He is a sailor.
8 Is Miss Zaid a typist? No, she is not. She is a policewoman.
9 Is Mr Ismail a mechanic? Yes, he is. He is a mechanic.
10 Is Mr Rais a postman? No, he is not. He is a bus-driver.
11 Is Mrs D’Souza a typist? Yes, she is. She is a typist.
12 Is Miss Ahmed a nurse? No, she is not. She is a hairdresser.
61
D
1
I
2 3
A T T E N D
4 5
F O R T N I G H T
E O
6 7 8
B D C F O R C E
L I T T
9 10
H O W L S I H U G E
11 12
O E U R O P E E
M A U X R
S S P N
13
I N F E C T E
C
T
62
Unit 6
Pages 18–20
A 2 They = Rashid and Khalid.
3 it = my book; them = Shoaib and Amir.
4 They = Mr and Mrs Faiz; her = my mother.
5 She = Carol; it = badminton.
6 He likes him very much.
7 It barked at her and then bit her.
8 She scolded us.
9 She did not enjoy it very much.
10 They say he is very dangerous.
B 1 C
2 C
3 B
4 C
C 2 Are the children standing? No, they are not.

What are they doing? They are sitting.
Where are they sitting? They are sitting in the bus.
3 Is the girl running? No, she is not.

What is she doing? She is walking.
Where is she walking? She is walking to school.
4 Is the boy reading? No, he is not.

What is he doing? He is writing.
Where is he writing? He is writing in his book/at his desk.
63
D
D
1
S T I N G
2
S T A T U E
3
B A T H E
4
P E T A L S
5
A P P E A R
6
M O V E M E N T
7
C R A W L
8
B R E A T H
9
V A S E
10
S R E E D Y
11
P O P U L A R
12 19
H O L D C R O S S
13
B R E A S T R
14 20
G L I D E M I D A S
15 21
T U R N W A I T
16 22
M I S E R B U B B L E S
17
S T R O K E
18
H U M A N
64
Unit 7
Pages 21–23
A 2 Four.
3 No, there isn’t.
4 Yes, there are.
5 Ten.
6 No, there isn’t.
7 Eighteen.
8 Yes, there are.
10 How many grapes are there on the second bunch? Eighteen.
11 Are there any grapes on the first bunch? Yes, there are.
12 Is there any fruit on the first tree? No, there isn’t.
13 Are there any leaves on the first bunch? Yes, there are.
14 How many grapes are there on the third bunch? Eighteen.
15 Are there any leaves on the third tree? No, there aren’t.
B 2 True.
3 True.
4 True.
5 Untrue.
6 Untrue.
7 Untrue.
8 Untrue.
9 Untrue.
10 True.
11 Untrue.
12 Untrue.
13 Untrue.
14 True.
65
Unit 8
Pages 24–27
A 3 There is somebody in the taxi but there isn’t anybody in the
bus.
4 There is something in the box but there isn’t anything in the
basket.
5 There is someone on the chair but there isn’t anyone on the
table.
6 There is somebody in the water but there isn’t anyone on the
beach.
7 There is something on the plate but there isn’t anything in the
pot.
8 There is someone in the aeroplane but there isn’t anyone on the
bicycle.
B 2 Is there anyone behind the tree?

Yes, there is. There is someone behind the tree.
Is there anyone in front of the tree?
No, there isn’t. There isn’t anyone in front of the tree.
3 Is there anybody under the car?
Yes, there is. There is somebody under the car.
Is there anybody in the car?
No, there isn’t. There isn’t anybody in the car.
4 Is there anything between the houses?
Yes, there is. There is something between the houses.
Is there anything above the houses?
No, there isn’t. There isn’t anything above the houses.
C 2 No, nobody is fishing.

3 No, nothing is on the table.
4 No, no one is running.
5 No, nobody is playing football.
6 No, nothing is under the table.
7 No, no one is crying.
8 No, no one is laughing.
66
D 4 No, I met no one.
5 No, he spoke to nobody.
6 No, she broke nothing.
7 No, they heard no one.
8 No, he felt nothing.
9 No, I heard nothing.
10 No, she wrote nothing.
E ‘Which books are yours?’ asked Meher.

‘These three are mine,’ said Sara, ‘and those two are Mona’s.’
‘Where is mine?’ asked Meher.
‘That’s yours on the shelf ’, replied Sara.
‘No, it’s not,’ said Meher. ‘That’s Zehra’s. I know it’s Zehra’s because
its cover is torn.’
F Mr Khan’s son.
67
Unit 9
Pages 28–30
A 1 Yes, there are.
2 Two.
3 Munni Begum and Nayyara Noor.
4 At the Open Air Theatre.
5 At 8.00 p.m.
6 Yes, there are.
7 For handicapped children.
8 Chunoo Munoo.
9 Four.
10 Four days.
11 Four.
12 Two days.
13 Two shows.
14 6360040, 6367395.
B 2 Which station is the second stop? Vauxhall.

3 Which stations are between Stockwell and Victoria?
Vauxhall and Pimlico.
4 Which stations are between Vauxhall and Warren Street?
Pimlico, Victoria, Green Park and Oxford Circus.
5 Which station is the fifth station after Vauxhall? Warren Street.
6 Which station is the second stop after Euston? Highbury.
7 Which stations are between King’s Cross and Finsbury Park?
Highbury.
8 Which station is at the end of the line? Seven Sisters.
C 3 The tenth.
4 The sixteenth.
5 The seventeenth.
6 The twenty-fourth.
7 The twenty-seventh.
8 The twenty-ninth.
9 The thirty-fourth.
10 The thirty-fifth.
68
Unit 10
Pages 31–33
A 2 monkeys 9 axes
3 stories 10 watches
4 countries 11 women
5 thieves 12 teeth
6 wives 13 children
7 volcanoes 14 feet
8 mosquitoes
B 2 successful 7 fearful
3 painful 8 powerful
4 cheerful 9 skilful
5 helpful 10 beautiful
6 thoughtful
C 2 collar 5 knife
3 this 6 bag
4 rules
D 1 Mr Dum Dum.
2 Because he is wise and cautious.
3 Because he did not have a light on his bicycle.
4 Very bright.
5 Mr Bright.
6 Careful.
7 Two.
8 On the rear mudguard.
9 A car bumped into the back of his bicycle.
10 Never.
11 Not very often/hardly ever.
12 The Highway Code.
69
Unit 11
Pages 34–37
A 1 Bread is made from flour. It is made by a baker.
2 Shoes are often made of leather. We buy them in shoe shops.
3 Ice is cold. We put it in drinks.
4 Flowers are beautiful. We put them in vases.
5 Wool is very warm. We often use it to make clothes for winter.
6 Rulers are often made of wood. We use them for measuring.
7 Wood is used to make many things because it is cheap.
8 Maps are very useful. Many people use them.
9 Ship are sometimes made of steel but sometimes they are made
of wood.
10 Coal is dug from the ground. It burns easily.
11 Ink is used for writing. We can buy it in a stationery shop.
12 Cloth is used for making clothes. A lot of clothes are made in
Pakistan.
13 Fruit is sometimes cheap but sometimes it is not.
14 Grass is green. Cows like to eat it.
15 Jam is sweet. We often eat it on bread.
16 Paper is very useful. We need it to make books.
B 1 Six. 9 The carton of milk.

2 The bowl of salad. 10 Fourteen.
3 Rs 15. 11 Rs 83.
4 Rs 90. 12 Rs 42.50.
5 Five. 13 Rs 310.
6 The pair of trousers. 14 Rs 204.
7 The piece of paper. 15 Rs. 69.40.
8 90 ps.
C 2 How much does a bottle of sauce cost? It costs Rs 30.

3 How much does a tin of beans cost? It costs Rs 10.50.
4 How much does a packet of biscuits cost? It costs Rs 14.
5 How much does a piece of chalk cost? It costs 90 ps.
6 How much does a pair of socks cost? It costs Rs 25.
70
Unit 12
Pages 38–41
A 3 Is there any ink in the shop? Yes, there is.
4 Are there any files in the shop? No, there aren’t.
5 Are there any paintbrushes in the shop? No, there aren’t.
6 Are there any paper clips in the shop? Yes, there are.
7 Are there any staplers in the shop? Yes, there are.
8 Is there any glue in the shop? No, there isn’t.
9 Are there any pencils in the shop? Yes, there are.
10 Are there any ball point pens in the shop? Yes, there are.
11 Are there any rubbers in the shop? Yes, there are.
12 Is there any chalk in the shop? No, there isn’t.
13 Are there any rulers in the shop? Yes, there are.
14 Is there any paint in the shop? No, there isn’t.
15 Are there any crayons in the shop? No, there aren’t.
16 Is there any lined paper in the shop? Yes, there is.
17 Is there any graph paper in the shop? No, there isn’t.
18 Is there any typing paper in the shop? No, there isn’t.
19 Are there any fountain pens in the shop? Yes, there are.
20 Are there any typewriters in the shop? No, there aren’t.
21 Is there any Blu-Tak in the shop? Yes, there is.
22 Are there any pocket calculators in the shop? No, there aren’t.
23 Are there any notebooks in the shop? No, there aren’t.
B 1 describe 6 adventure
2 accurate 7 hollow
3 inventor 8 knowledge
4 scientific 9 explorers
5 imagination 10 invention
C 1 In 1966 the total population of Sim City was about 200,000. In

1972 it rose to about 300,000. By 1978 it was about 550,000 and in
1983 it rose to 68,000. In 1988 it was about 900,000 and by 1996
it rose to nearly 1,000,000.
2 The number of people living in private housing in Sim City in
1966 was about 70,000. In 1972 it rose to about 75,000. By 1978
it was about 125,000, and in 1983 it rose to 210,000. In 1988 it
was about 300,000 and by 1996 it rose to about 320,000.
71
3 The number of people living in public housing in Sim City in
1966 was about 130,000. In 1972 it rose to about 230,000. By 1978
it was about 450,000 and in 1983 it rose to 480,000. In 1988 it
was about 600,000 and by 1993 it rose to about 680,000.
D 2 ‘No,’ said Bina. ‘It’s not his, it’s Amina’s.’

3 ‘No,’ said Tariq. ‘It’s not hers, it’s mine.’
4 ‘No,’ said Ali. ‘It’s not yours, it’s mine.’
5 ‘No,’ said Mr and Mrs Rao. ‘It’s not theirs, it’s ours.’
6 ‘No,’ said Mr and Mrs Abid. ‘It’s not yours, it’s ours.’
72
Unit 13
Pages 42–45
A 2 Farah is going to cross the road. She is crossing the road. She has
crossed the road.
3 The plane is going to take off. It is taking off. It has taken off.
4 We are going to play tennis. We are playing tennis. We have
played tennis.
5 The Raza family are going to have dinner. They are having dinner.
They have had dinner.
B 2 S1: Mr Shah has been to England but he hasn’t been to Sri Lanka.
S2: Has he been to Japan?
S1: I don’t know.
3 S1: William has read Dream of the Red Chamber but he hasn’t
read Water Margin.
S2: Has he read Journey to the West?
S1: I don’t know.
4 S1: Mr and Mrs Bari have stayed at the Star but they haven’t
stayed at the Ambassador.
S2: Have they stayed at the International?
S1: I don’t know.
5 S1: Hasan and Akbar have played tennis but they haven’t played
badminton.
S2: Have they played squash?
S1: I don’t know.
6 S1: Sana has eaten Chinese food but she hasn’t eaten Japanese
food.
S2: Has she eaten Italian food?
S1: I don’t know.
7 S1: Miss Kamal has worked for a bank but she hasn’t worked for
a shipping company.
S2: Has she worked for a insurance company?
S1: I don’t know.
8 S1: Mr Ayub has visited Quetta but he hasn’t visited Faisalabad.
S2: Has he visited Multan?
S1: I don’t know.
73
C 1 He is going to jump. He is jumping. He has jumped.
2 He is going to dive. He is diving. He has dived.
3 He is going to lift it. He is lifting it. He has lifted it.
4 The ship is going to sink. The ship is sinking. The ship has sunk.
5 She is going to eat it. She is eating it. She has eaten it.
6 He is going to draw it. He is drawing it. He has drawn it.
74
Advance
with
English
2
Teacher’s Book
adhere to.
COMPREHENSION
The teachers should therefore try and arouse the student’s interest in
any comprehension passage before they start to read it. This is the main
purpose of the scene-setting stage, which is described in more detail
below.
Certain passages contain practical information that will be useful for
the students. A good example is the Nature’s Young Volunteers passage
in Unit 1. After reading about the NYV, interested students could be
encouraged to obtain an application form to join. The passage explains
where the application forms can be obtained. Other passages provide
information of a different kind. In Unit 3, for example, the passage
‘A Fabulous New Colour’ describes how the narrator dreamed that he
discovered a new colour. Here students could be encouraged to use their
imaginations and think of what they would most like to discover and
why. Similarly, in addition to simply reading The Thunder-cart, Unit 13’s
reading passage, students could be asked to talk about other legends, or
even to tell the class the story of a legend that they know.
1 SETTING THE SCENE

Before allowing students to open the book, either give them a brief
about the topic. For example, before the students read the Nature’s
Young Volunteers passage in Unit 1, the teacher could ask the students
what they already know about them and find out if any of the students
1
are members or know people who are members. If the comprehension
passage is a narrative, the teacher could give the students the title of the
passage and then ask them to guess what the passage might be about.
The picture(s) accompanying the comprehension passages can also be
useful aids in setting the scene. By allowing the students to look at and
study these pictures before they read the passage, the teacher prepares the
students for the passage. The teacher can develop this further by asking
the students a series of questions about the pictures that will act as an
introduction to the passage.
2 VOCABULARY
can, if she feels it necessary, pre-teach a small number of vocabulary items
whose meanings cannot be guessed from their contexts. This can be done
in a variety of ways: by using pictures to show the meaning, by miming,
by using synonyms, or by asking the class to try and guess the meaning.
There is no reason why the teacher should not allow students occasional
use of a good dictionary for such words.
3 THE FIRST READING

before reading the Nature’s Young Volunteers passage, the teacher might
ask, ‘How many reasons for joining the NYV are mentioned?’ Such a
question will help students focus their attention on a specific item and
thus prevent them being overwhelmed by too much information in the
passage as a whole.
4 QUICK QUESTIONS
pairs, after the first or second reading of the passage and after the teacher
has been through the example questions with the class. Weaker students
could be asked to write out the answers to all these quick questions.
More able students need only write out the answers to the more complex
questions.
5 THINK ABOUT IT
These questions can be done individually by the students in the usual
way. However, they are probably best tackled by students working in
2
pairs or in groups. Students need to be encouraged to help each other
and to realize that problems can be solved more quickly by cooperation.
Working in groups also provides invaluable practice in free expression;
naturally, students should be made to understand the value of using
English on these occasions. After group discussions, the students can
then be asked to write out the answers to the questions but only after
the teacher has explained any particular problems she may have noticed
students having during the discussion phase.
6 SUMMARY
and thus help each other correct them. In certain cases, for example, in
the summary question for Unit 5, the teacher could build up the main
points on the board using students’ suggestions, before directing students
to the summary exercise in the book. Very good students could be asked
to write the summary, perhaps in pairs, without the help of the book.
They could later compare their summary with the summary given in the
book.
NEW WORDS
and groups. For variety, the teacher could read out the sentences and
ask the class to suggest words for the blanks. The teacher should be
prepared to accept all meaningful words that the students suggest. In this
way, the students’ vocabulary can gradually be built up. When students
cannot think of an appropriate word for a blank, the teacher can help by
providing a variety of clues such as: ‘It begins with ’ or ‘It means
the same as ’.
PRONUNCIATION PRACTICE
These sections usually present a pronunciation difficulty in the form
of a contrast. In Unit 4, for example, the pronunciation difficulty is
the distinction between [I], (e), and (ae) as in the words ‘pin’, ‘pen’ and
‘pan’.
After practising the sounds, the teacher can test the students’ ability
to hear the distinction between the sounds. If we look at the second
3
exercise in Unit 4 (page 29), we see three columns, A, B, and C. In column
A are all the [I] sounds, in column B are all the (e) sounds and in column
C are all the (ae) sounds. The teacher can read out a random selection
of these words. The students have to write the words they hear in the
order in which they are spoken. The teacher can then check if the words
written down by the students were the ones actually spoken, and if they
have been written down in the correct order.
To let students practise producing these distinct sounds, the students
can work in pairs and proceed as outlined above, with the students
taking it in turns to play the role of the teacher. The teacher should make
sure that the students write down their selection of words before they
say them. A similar activity can be undertaken with the sentence-level
exercises which occur in most units.
A further way of testing students’ ability to distinguish between
sounds, is for the teacher to choose three words from the columns and
read them out quickly. For example, using the words in Unit 5, the teacher
might read out, ‘think, sin, thin’. The students listen and have to decide
which is the odd one out; in this case ‘sin’. Clearly, with students taking
the role of the teacher, they can also practise producing sound in this
way.
SPELLING
Many people, including native speakers, find spelling difficult. Learning
to spell, however, can be made motivating and interesting. For example,
the teacher can divide a class into groups or teams for spelling tests and
thereby introduce an element of competition. The teacher reads out a
number of words and gives about fifteen seconds, for the group to write
down each word. After reading out all the words, the teacher then gives
the groups one or two minutes to check their spellings. The group efforts
are then collected or, more probably, checked in class. The group with the
most correct spellings is the winner.
Teachers can also put anagrams of the words on the blackboard and
ask students, either individually or in groups, to try and decipher them.
For example, from the dictation passage in Unit 5, the teacher could write
EDUNCIAE and DRAGU on the board and the students then have to
work out AUDIENCE and GUARD from these anagrams. This can be
developed by asking students or groups to make as many words as they
can using the letters. From EDUNCIAE we get audience, dunce, nice, ice,
die, din, dine, den, cad, cede, cine, cane, dice, etc.
4
Naturally, the teacher can spend a few minutes on this type of spelling
activity at any time, irrespective of the unit she is teaching.
DICTATION
It is suggested that teachers follow the steps below when giving
dictation:
1 The teacher reads the passage at normal speed. If the teacher reads
the passage at an exaggeratedly slow speed, then students will find it
very difficult to understand English spoken at ‘normal’ speed, having
become accustomed to an artificially slow speed.
2 The teacher reads the passage in sense groups, pausing after each
sense group to allow students time to write. Punctuation marks
need not be dictated as teachers may want students to work out the
punctuation of a passage from its meaning.
3 The teacher reads the passage for a third time at normal speed.
4 The teacher gives the students two minutes to check their dictation.
For variety, with good students, the teacher can ask a student to read
out the dictation. Clearly, the student, like the teacher, will need time to
prepare before giving a dictation.
LANGUAGE PRACTICE
A number of different types of skill-getting exercises are included in
Books 1–3. They range from simple mechanical drills to controlled
sentence composition, followed later in the unit by various kinds of
communicative use. All exercises should be worked orally in the first
place. It is suggested that exercises marked Oral need not be written out
afterwards, though of course the teacher may make exceptions where it
is thought necessary. Exercises marked Oral/Written are intended to be
written out after oral practice though here again the teacher is free to
decide, as time may not always permit. The written exercises are suitable
for homework provided that they have first been worked orally in class.
may well mark each other’s work under the teacher’s guidance, which
would provide valuable additional practice. It must be emphasized that
in accordance with modern principles of language teaching these exercises
are designed to avoid mistakes. They should not be regarded as tests. Their
5
purpose is to teach, not test, by giving habit-forming practice in using
English correctly.
Some exercises take the form of a dialogue. Something is said by
the first speaker to which the second speaker replies, using a particular
language item. It is suggested that, at first, the teacher should read the
words spoken by the first speaker and the students give the replies of
‘S2’. Later, however, students should be encouraged to take both parts,
working in pairs or groups.
When students do work in pairs, the teacher can set up situations
in which the person asking the question does not know the answer to
it. For example, in Unit 13, Language Practice B (page 148), by asking
S1 to cover the timetable hours 7.30–8.10 and 8.10–8.50 and S2 to cover
the timetable hours 8.50–9.30 and 9.30–10.10, the teacher creates a
situation in which both students ask questions that are ‘real’ in the sense
that the answers are unknown to the questioner. The teacher can further
develop this exercise by making it into a task. S1’s task is to discover and
note down the students’ timetable from 8.50–10.10, while S2’s task is to
discover and note down the students’ timetable from 7.30–8.50. In this
way, the students are getting plenty of practice at asking and answering
questions using the structure that is being taught in the unit, but, at the
same time, they are being given the opportunity to use the structure to
complete a task. Whenever possible and practical, teachers should allow
students to practise using the structures in this way.

This section aims to teach and to give students practice, in developing and
In this section students will learn the skill of interpreting a wide
variety of text types including diagrams, maps, advertisements, charts,
tables, and graphs which deal with a wide range of subjects from history
to science, from general knowledge to geography.
Students will also learn and practise the skills of skimming and
scanning. Skimming is the ability to glance through a text and understand
the gist of it, while scanning is the ability to search quickly through a
text to find a particular piece of required information. Both these skills
are important in themselves, but are also crucial for note-making and
summary writing. This section will also provide the opportunity to follow
instructions and to learn how to interpret rules and notices. All of these
6
skills are useful, not only for passing exams, but are also vitally useful
skills for day to day living.
It is perfectly acceptable to let the students work on these exercises
on their own. It is a good idea, however, to set a time limit; the amount
of time given will depend on the exercise and the level of the class. This
will motivate the students to try and complete the exercises as quickly as
possible.
The teacher can encourage the students to work quickly by introducing
a competitive element, for example, awarding points to the pair or group
that can finish the exercise first. From group work, students can also
learn the value of cooperating: by dividing up the task and giving each
member of the group, only one or two questions to answer, the task can
be completed far more quickly than if it were done by individuals working
alone.
USING ENGLISH
This section gives students the opportunity to use English in a
communicative situation. In Advance with English 2, for example, it
includes such topics as ‘Making, accepting and declining offers of help’,
‘Expressing obligation’, ‘Explaining behaviour and actions’, ‘Describing
events in the past’ and ‘More practice in using the telephone’.
understand them and also understand the task which they are required to
complete. For example, in Unit 1, ‘Making, accepting, and declining offers
of help’, there are simple questions after the dialogue. These questions
are more than comprehension questions as some are also designed to
focus the students’ attention on the actual words used, and to encourage
them to consider the context in which the dialogue is taking place. This
awareness of context is considered to be particularly important and the
teacher should therefore take care to ensure that the students understand
the context.
Although the emphasis of this section is on oral work, students are
asked to write dialogues in many cases. When the students are working
on their dialogues (in pairs whenever possible), the teacher can go round
the class checking what the students are writing and giving them help if
necessary. The students can then practise their dialogues orally. They can
also be encouraged to read out or ‘perform’ them in front of the class.
7
Clearly, only two or three pairs can be asked to do this at any one time,
otherwise it would take too long, so the teacher needs to keep a note of
which pairs have ‘performed’ so that each pair is given a turn over the
course of a series of lessons. If the teacher has a tape recorder, she could
occasionally record a pair of students going through their dialogue. After
initial shyness, most students enjoy this and benefit from hearing their
own voices on tape.
communicate in English. The teacher need not be too concerned if
students make grammatical mistakes and does not have to correct these
mistakes as they speak. As long as the students can understand each other
and can be understood, the goal of the exercise has been achieved. The
emphasis of this section is on communication rather than grammatical
accuracy.
GUIDED COMPOSITION
The main idea of this approach is to lead the learner gradually from
exercises in which he is given a great deal of guidance, to composition
which is almost entirely unguided. This course provides a variety of such
exercises. The aim is to guide the student into producing continuous
writing, as far as possible free of mistakes, on the basis of information
supplied. The amount of guidance is progressively reduced, the aim being
always to eliminate or reduce the possibility of error and to practise the
writing of good English.
All Guided Composition exercises should be worked orally at first.
When an exercise offers more than one way of producing a composition,
some of these ways may be worked orally and the student asked to
produce another version in writing. If the teacher wishes, of course, the
students may be asked to produce more than one version in writing.
Teachers of very good classes may ask their students to write similar
pieces without help.
follow. It should be noted that in certain exercises, there is more than
one possible, acceptable answer. In such cases, a sample answer will
be given in the answer key but teachers should be prepared to accept
alternatives.
8
Advance
with
English
Answer Key
Blank Page
Unit 1 Nature’s Young Volunteers
A 1 Nature’s Young Volunteers.
2 Three years (Since 1994).
3 To fight the destruction of the environment and to encourage young
people to become good and responsible citizens.
4 Nine.
5 To use their eyes and inform the civic authorities whenever they
see anything that might harm the environment.
6 They can phone a special number or they can report to a policeman.
7 It contains interesting facts about the environment, tips on
environment-friendly activities and products, and articles on
environmental problems and how they can be handled.
8 They report the dumping of garbage on the roadside, vehicles
giving out too much smoke, people cutting down trees or lighting
fires in parks.
9 This helps in checking pollution.
10 Certificates.
11 Interesting and healthy ones.
12 There are trips to Naltar and Malam Jaba for skiing and there
are valuable prizes such as wristwatches, cassette recorders and
cameras.
13 Community service.
14 Obtain an application form from The Civic Centre in Islamabad.
B 1 So that they can fight the destruction of the environment.

2 By informing a policeman whenever they see anyone doing
something to harm the environment. They can also learn to keep
the environment clean.
3 If you have a clean and safe environment, you will be strong and
healthy.
4 They provide you with exercise and fresh air.
NEW WORDS Page 4

The NYV is a youth organization. Its aim is to encourage young people
to become good citizens. Members are asked to inform the authorities
if they see or hear anything harmful. The rules stress that they should
observe and report, not try to act themselves. The NYV has had a great
11
deal of success. Members have supplied information which has helped
to check pollution. Many members have been awarded certificates for
their services.
The NYV also provides interesting and healthy activities, which include
competitions with some very attractive prizes. NYV members also help
charitable organizations and such activities as the Keep Pakistan Clean
campaign. You can join by obtaining an application form at the Civic
Centre.
LANGUAGE STRUCTURE PRACTICE Pages 5–8

A PW: Now, then, please tell me exactly what happened.
NYV: Some men lit a fire.
PW: What else did they do?
NYV: Chopped down some trees.
PW: How many men were there?
NYV: Four.
PW: Can you describe them to me?
NYV: Not very well but I’ll try. One was a short, fat man with a beard.
One was a tall, thin man in a striped shirt. One was a big, strong
man with curly hair. One was a medium-sized man with no hair.
PW: Good. That’s very helpful. Now which one had an axe?
NYV: The big strong one with curly hair.
PW: Which one lit the matches?
NYV: The tall, thin one in a striped shirt.
PW: Which one gathered the logs?
NYV: The short fat man with a beard.
PW: Which one drove the pick-up?
NYV: The medium-sized man with no hair.
PW: Thank you. What colour was the pick-up.
NYV: The pick-up was blue.
PW: What was its number?
NYV: ISD 2918.
PW: What time did the incidence take place?
NYV: At six o’clock.
PW: Did anyone else see the incidence?
NYV: Yes, there was a family having a picnic. They must have seen it.
PW: What was their name?
NYV: Just a minute. I wrote it down. It was Mr and Mrs Hasan.
12
C QUIZ 1
1 A person who plays the piano is a pianist.
2 A person who sells meat is a butcher.
3 A person who robs people is a robber.
4 A person who studies science is a scientist.
5 A person who types letters is a typist.
6 A person who works in a garden is a gardener.
7 A person who flies in a spaceship is an astronaut.
8 A person who investigates crimes is a detective.
9 A person who works in a library is a librarian.
10 A person who repairs machines is a mechanic.
QUIZ 2
1 A tool that cuts wood is a saw.
2 A machine that does calculations is a calculator.
3 A machine that types letters is a typewriter.
4 A vehicle that carries about fourteen people is a minibus.
5 A plane that has no wings is a helecopter.
6 A machine that gives out information is a computer.
7 A tool that knocks nails into something is a hammer.
8 An instrument that tells direction is a compass.

A 1 Along Sunset Road.
2 An old lady.
3 Because the old lady was carrying a lot of parcels.
4 ‘I’ll help you carry those.’
5 Yes, she did.
6 ‘Thank you very much.’
7 ‘Let me carry them home for you.’
8 Yes, she did.
B 1 To school.
2 A blind man.
3 Because the blind man was trying to cross the road.
4 ‘Let me help you. I’ll guide you across the roads.’
5 No, he didn’t.
6 ‘It’s all right, thank you.’
13
C 2 a. He is at the railway station.
b. To meet his uncle.
c. A lot of bags.
d. To help carry the bags.
e. ‘Let me help you carry those bags.’
f. ‘Thank you very much.’
SAMPLE DIALOGUE:
Richard: Hello, uncle. Let me help you carry those bags.
Uncle: Thank you very much, Richard.
3 a. Because he left home in a hurry.
b. Rehan is with Salman.
c. It is lunchtime.
d. In the canteen
e. To lend Salman some money/To help/To buy Salman his
lunch.
f. ‘Thank you very much.’
SAMPLE DIALOGUE:
Salman: I left my money behind this morning. I can’t afford to
buy any lunch.
Rehan: I’ll lend you some money/I’ll buy you some lunch.
Salman: Thank you very much.
14
Unit 2 A Fabulous new Colour
A 1 A new colour.
2 In his garden.
3 Because he got a strange feeling that something was going to happen.
4 Because he found a ball of new colour.
5 A round ball.
6 His parents.
7 No, they didn’t.
8 A piece of paper with different colours mixed together on it.
9 The smooth round ball of new colour.
10 The News.
11 Everybody/The whole world.
12 A silence fell on the world.
13 They stopped eating.
14 Because of wonder and surprise.
B 1 No, he didn’t. He was just digging casually at first.

2 Yes—he is interested in colour; his parents expected him to show
them paints mixed together.
3 The perfect round ball of new colour.
4 Winter (as it is cold in Russia).
5 To see the new colour on television.
6 No, he didn’t. He only dreamt about it.
NEW WORDS Page 16

1 The scientist, Harvey, discovered that the heart pumped blood
around the body.
2 When I first walked into the dark cinema, I could not see anything.
My eyes, however, gradually adjusted to the dark and I could see
better.
3 In the middle of his speech, Richard heard some people whispering
and murmuring, so he waited until they stopped.
4 Ayaz did exceptionally well in his exams, so his parents bought him
a brand-new camera.
5 The policeman approached the thief casually in order not to be
noticed. He then suddenly grabbed him and arrested him.
15
A 1 On Fridays he gets up at nine o’clock.
2 On Sundays and other school-days he gets up at seven fifteen.
3 He has a bath.
4 For breakfast he usually has soup, bread, and a cup of tea.
5 He sometimes has jam on his bread.
6 He has an egg.
7 He goes to school at eight o’clock and he has his first lesson at half
past eight.
8 He has something to drink and sometimes he has some crisps.
9 He sometimes has a game of football.
10 He has lunch at two o’clock.
11 He goes home at two o’clock.
12 He does his homework from three thirty to four thirty.
13 On Tuesdays and Wednesdays he has a Karate lesson.
14 He has his supper at eight o’clock and he goes to bed at ten thirty.

A 1 To Bangkok.
2 On Tuesday.
3 To find out about plane times.
4 Skylark Travel.
5 In the morning.
6 Three. 8.15, 9.30, 11.45.
7 At 12.35.
8 4 hours 20 minutes.
9 The Tuesday morning flight at 8.15.
10 ‘Could you book me on, on that plane, please?’
B SAMPLE DIALOGUE:
S1: Good morning. Skylark Travel.
S2: Good morning. Could you give me some information about planes
to Manila, please?
S1: Certainly. When do you want to travel?
S2: On Wednesday, please.
S1: I see. Do you want to fly in the morning or in the afternoon?
S2: In the afternoon.
16
S1: There are three planes on Wednesday afternoon. They leave at 13.30
(1.30), 15.00 (3 o’clock) and 17.00 (5 o’clock).
S2: When does the 15.00 (3 o’clock) plane arrive in Manila?
S1: It arrives at 16.25 (4.25).
S2: Fine. Could you book me on that plane, please?
S1: Certainly. Could you give me your name, please?
17
Unit 3 The World’s Greatest Inventor
A 1 Hundreds.
2 When he was a very young boy.
3 Thomas Edison.
4 He was watching the grain pouring in and leant too far over.
5 To find out how it worked.
6 A goat pushed him into the nest.
7 They stung him.
8 He smelt something burning.
9 He saw smoke.
10 He was running as if there was a wild animal after him.
11 It was an angry farmer.
12 He had set fire to the farm.
13 To see what would happen.
14 He was caned publicly.
B 1 He was very proud of him.

2 He was an intelligent boy who was keen to know how things
worked.
3 He went to the farm to ask questions about it.
4 He would have been buried in the grain and suffocated.
5 He meant that the bees had stung him all over his hands and face,
which were very swollen.
6 He meant that Thomas Edison would be very successful in whatever
career he chose.
7 He meant that he wanted to see what the farm would look like while
it was burning and after it had been burnt.
8 Sam Edison meant that he would publicly cane him to show him
that was what happened to boys who set fire to farms.
C Even when he was still a small boy, Thomas Edison, the famous inventor,
was always trying to find out more about how things worked. For
example, he once fell into a grain store and was nearly killed. There was
another time when he prodded a bees’ nest to see what would happen.
A goat pushed him into the nest and he was badly stung. His father was
usually pleased with the boy’s wish to know about things and thought
that he would do well in life. One day, however, Thomas went too far.
18
He set a farm on fire to see what would happen. What happened was
that his father caned him in the marketplace for all to see.

1 He thought that the snake was dead but when he prodded it with a
stick, it moved.
2 The old woman’s face was covered with wrinkles but she looked
happy and healthy.
3 ‘Don’t bother me,’ she said. ‘Please go away.’
4 The teacher brought a projector into the classroom to show the
children some films.
5 ‘Don’t sniff,’ said the teacher. ‘Please use your handkerchief.’
6 The small hard seeds of plants like wheat and rice are known as
grain.
7 In England the countryside is divided up into fields with hedges
around them.
8 Some plants have a round part which is planted under the ground.
Roots grow down from it and leaves grow up from it. This is called
a bulb and other things with the same shape have the same name.
We have electric light bulbs and sometime in science lessons we use
glass tubes with bulbs at one end.
9 In the old days, murderers used to be put to death publicly and many
people went to watch.
10 When you pack the picnic basket, don’t forget to include something
to drink.

F Note: Answers are given below but the point of the exercise, of
course, is to give the student practice in saying ‘I am not sure
which . . .’ and ‘I don’t know which . . .’
1 K2.
2 Karachi.
3 Tarbela.
4 Lahore Fort.
5 The African elephant is the biggest land animal in the world.
(The Blue Whale is the biggest animal but it lives in the sea.)
6 The Blue Whale.
7 London.
19
8 The Blue Whale.
9 The ostrich. It cannot fly, however. The biggest flying bird in the
world is the African bustard.
10 The cheetah.
11 The tortoise.

A 1 i. 6 j.
2 a. 7 c.
3 d. 8 f.
4 b. 9 e.
5 h. 10 g.
B 1 Glass.
2 Argon gas.
3 The tungsten wire filament and the contacts.
4 Tungsten.
5 Brass.
6 Four.
C The bulb is made of glass and is filled with argon gas. Inside the bulb
there is a (tungsten) wire filament that is supported by four filament
supports. The wire filament is made of tungsten. It is connected to
contacts by connecting wires. The supporting stem holds up the wire
filament, the four filament supports and the two connecting wires. The
light bulb cap is made of brass. Above the cap there is some cement.
Below the cap there is an insulator.
20
Unit 4 Hong Kong’s Spidermen
A 1 Visitors.
2 Cloth.
3 A spider.
4 The men who construct the buildings.
5 Strong metal tubes.
6 With metal bolts.
7 A kind of screw.
8 Bamboo.
9 Strips of thin bamboo.
10 Because the strips are thin.
11 It shows that the bamboo scaffolding is stronger than metal
scaffolding.
12 Because it bends and sways with the wind but does not break.
B 1 The visitors are amazed because the bamboo scaffolding does not
look very strong and seems too weak to survive a storm.
2 The bamboo scaffolding they build is very similar to a spider’s web.
3 Their bamboo scaffolding is compared with the strong metal
scaffolding used in the West.
4 He expects the bamboo scaffolding to be broken up and blown away
by the wind and rain.
5 Bamboo scaffolding.
C The main supports are huge poles about twelve metres long with a
diameter across the bottom of about twenty centimetres. The bottoms of
these are simply placed on the ground. They carry huge grids of bamboo
made up of narrower poles. These poles are usually about 8 cm thick.
Each square in the grid measures about 75 cm by 75 cm. They are small
enough for the scaffolding builders and the construction workers to
climb from one to another. Short bamboo poles about a metre long are
used to fasten the whole framework to the outside of the building.
The scaffolding builders work quickly. Often a complete building is

clothed in scaffolding in a couple of days. Good workmen can put up
or take down over/about 65 square metres in a day! Skilled scaffolding
builders are paid well, and the women who work with them are paid
21
well, too. These women help by passing up the bamboo poles to be tied
into the grids. When scaffolding is being taken down the women also
skilfully catch the poles as they are thrown down to them, perhaps from
a height of ten metres or more!
NEW WORDS Page 40

1 To weave usually means to make cloth by crossing threads under
and over each other. We also say that spiders weave webs. The writer
thought that the scaffolding around buildings under construction in
Hong Kong looked like spiders’ webs.
2 A screw is used for joining pieces of wood together, but for fastening
metal parts, bolts are used. These usually have threads on one end,
on to which a nut is threaded.
3 I watched the man climb up the ladder to the top diving-board in
the swimming-pool. walked confidently to the end of the board
because he trusted in his own ability.

A 1 She is going through Customs at Quaid-e-Azam International
Airport.
2 A customs officer.
3 No, she hasn’t.
4 Four bottles.
5 Six ruby rings and two beautiful jade necklaces.
6 One hundred.
7 Three (perfume, jewellery, cigars).
22
Unit 5 A Picnic Warden

A 1 A hiker is a person who takes a long walk for pleasure or exercise.
2 The first sentence says that picnickers and hikers must not litter the
countryside.
3 The Picnic Warden’s job is to get the cooperation of everyone in
avoiding litter.
4 The Picnic Warden may be the organizer of the outing, or the group
may choose any member by general agreement.
5 The members of the group will always remember who the Picnic
Warden is because he or she will wear a badge.
6 Badges can be obtained at the Civic Centre or the Capital
Development Authority Office.
7 The badges cost nothing.
8 Before starting, the Picnic Warden must make sure that the group
is equipped with enough bags to collect any litter.
9 The group may be travelling in different ways. For example, they
may be travelling on a train, bus, ferry or even on foot.
10 The Picnic Warden must try to prevent members of the group
from dropping (fruit peelings, sweet wrappers, peanut shells) or
refuse of any kind.
11 People who drop litter on the ground may be fined.
12 On arrival at the picnic spot, the first thing to do is to set up a litter
collection point near all your fellow picnickers.
13 At most official picnic sites there are litter bins provided.
14 Sometimes the bins may already be full.
15 If the bins are full, the bags should be tied up and placed carefully
beside the bin.
16 If there are no bins, the bags of litter should be taken away with
you.
17 A badly littered area, or a pile of rubbish, should be noted and
reported to the CDA office’s litter hotline on your return.
18 Litter is not the only concern of the Picnic Warden. He should also
be concerned with the risk of fire.
19 He must make sure that his party obeys the rules about lighting
fires.
20 He should also be concerned with preventing his fellow picnickers
from destroying plant and animal life.
23
B 1 Do unto others as you would have them do unto you means that you
should behave with other people as you would like them to behave
with you. As far as litter is concerned, it means that you should
always leave a place free of litter, just as you would wish to find it
yourself.
2 It would not be good advice for picnickers who find a picnic spot
very badly littered when they arrive.
3 It shows no concern for the beauty of the countryside or for other
people.
NEW WORDS Page 50

Picnickers and hikers have a responsibility to avoid littering the
countryside. To appoint one member of the group as a Picnic Warden
is the best way to get everyone’s cooperation. The organizer of the outing
may be the Picnic Warden, or the group may choose someone. The
Picnic Warden should wear a badge so that the others will know him.
He should make sure, before starting, that the group is equipped with
enough paper bags to hold the litter. On the journey, he should discourage
the members of the group from dropping refuse. Littering can result in
a fine.
At the picnic spot, he should set up a litter collection point and make use
of any litter bins provided. If the bins are full, the bags of litter should
be left near them, or if no bins are provided, the bags should be taken
away. Any badly littered areas should be reported.
Avoiding fire and damage to plants and animals is also the concern of
the Picnic Warden.

1 The Country Code.
2 Vandalism.
3 Pollute.
4 Yes (vegetation).
5 Yes (wildlife)
6 Water catchment areas.
7 Respect the countryside.
24
2 b. 5 a.
3 g. 6 f.
4 d. 7 c.
1 a. Six.
b. Knives.
c. At about 9 p.m.
2 a. 23.
b. On holiday.
c. On Tuesday.
d. On Thursday.
e. Yes, he does.
f. Not known.
3 a. Five.
b. Thirty-three.
c. Twenty-one.
4 Near the junction of Chaklala Road and Peshawar Road.
5 a. Four storeys tall.

b. No, it isn’t.
c. 17 people (at least).
d. 16.
6 a. It was higher.
b. Rs 31.29.
7 a. Mr Tom Drake. 21.

b. His brother. 20.
c. A lorry.
d. Shortly after 9 p.m.
e. In Sheikh Zayed Hospital.
25
Unit 6 The Kirthar National Park
A 1 B
2 B
3 B
4 D/B
B 1 Untrue. Some of the ibex still survive.

2 Untrue. The urial are protected by the law. It is illegal to kill
them.
3 Untrue. They were killed for their horns and skins.
4 True.
5 Untrue. If it was not a sanctuary, these animals would have died
out.
6 Untrue. We might have to wait for a few hours before we can spot
them.
7 Untrue. You can only photograph them if you are very still and
they know that you will not harm them.
8 Untrue. The ibex is the best climber.
NEW WORDS Page 62

1 When something is allowed by the law it is legal, but the ibex and
many other animals are protected by the law. It is illegal to kill
them.
2 There were extensive herds of wild animals in the Kirthar range.
Now there are only a few survivors.
3 A place where animals are protected from hunters is called
sanctuary.
4 If they are not protected, these animals will die out.
5 Of the three animals, the ibex is the best acrobat; it can balance
itself even if it has a small foothold.
6 The horns of the urial are almost circular.
7 The vegetation in the Kirthar range is mostly shrubs.
8 We should avoid hunting animals.
9 Grass sprouts in the plains in the rainy season.
26
B 1 Ferry. Because it travels on the water.
2 Potato. Because it’s a vegetable.
3 Waiter. Because he doesn’t go to school. OR
Student. Because he doesn’t earn money.
4 Restaurant. Because it isn’t a meal.
5 Desert. Because nothing grows there.
6 Tailor. Because it’s a person/he isn’t a piece of clothing.
7 Iron. Because it isn’t a kind of cloth.
8 Horns. Because people don’t have them.
9 Coffee. Because people drink it; the others are eaten.
10 Three. Because it’s an odd number.

A 1 He gave him two bricks.
2 Because his father wanted them.
3 To make a bookshelf.
4 He used them to put a plank of wood on. (As a base for the
bookshelf.)
B S1 SAMPLE DIALOGUE:
S1: What did Asghar give his sister?
S2: He gave her a stool.
S1: Why?
S2: Because she wanted one.
S1: Why did she need a stool?
S2: Because she is small and can’t see in the mirror (she needs the stool
to stand on).
S1: What did Asghar give his father?

S2: He gave him a pair of tweezers.
S1: Why?
S2: Because he wanted one.
S1: What did he use it for?
S2: To pick up stamps with. His father is a stamp collector.
S1: What did Asghar give his cousin?

S2: He gave him some sellotape.
27
S1: Why?
S2: To tape his mouth up with, because he talks too much.
S2 SAMPLE DIALOGUE:
S2: What did Asghar give his brother?
S1: He gave him a tadpole.
S2: Why?
S2: Why did he want a tadpole?
S1: Because his brother is interested in frogs and wanted to see what a
frog grew from.
S2: What did Asghar gave his mother?

S1: He gave her a ball of string.
S2: Why?
S1: Because she wanted one.
S2: What did she use it for?
S1: To tie up her plants.
S2: What did Asghar give his cousin?

S1: He gave him a pair of thick socks.
S2: Why?
S2: Why did he need a pair of thick socks?
S1: Because he is going to England and needs some warm clothes.
28
Unit 7 The Lady with the Lamp

A 1 Better.
2 They did not know very much about nursing.
3 The doctors.
4 Because the doctors were not skilful enough to cure them.
5 She used to pretend the dolls were her patients so she could play at
being a nurse.
6 When they were ill.
7 Convents where nuns were trained to be nurses.
8 To learn all she could about nursing.
9 Because she was very sad to hear about the English soldiers dying
in the crowded hospitals and she thought if she learnt more about
nursing she could help them.
10 In London.
11 The Minister of War.
12 The best nurses she could find.
13 They were crowded and dirty and there were not enough bandages,
medicines or food.
14 Miss Nightingale.
15 A small lamp.
16 The Lady with the Lamp.
17 Until the war was over.
18 Because she had worked too hard for a very long time.
19 She started to train nurses in the hospitals.
20 All the big hospitals in England had their own training schools
for nurses and hospitals became clean and cheerful places and the
nurses were more skilful.
B 1 D 2 C
3 C 4 C
NEW WORDS Page 74

1 The chief nurse of a hospital is called the Matron. She is in charge
of all the other nurses.
2 The soldier had a bad wound which took a long time to heal.
29
3 The person in charge of a Government department in many
countries is called a Minister. For example, the person in charge
of the Army, the Navy, and the Air Force is usually the Minister of
Defence.
4 She went to a college to be trained as a teacher.
5 When he was ill, he stayed at home at first and his wife looked after
him. Then he became worse and had to go to the hospital where
they could nurse him properly.
6 ‘I know nothing about it’, he said, ‘I am completely ignorant.’
7 He visited many countries and wherever he went, he made lots of
friends.
8 She could not decide which dress to buy but in the end she picked
a red and white one.
9 Nuns live in a convent.
10 Sick people who are looked after by the doctors or nurses are called
patients.

D 1 a. A nice pair of shoes.
b. In a shop window.
c. To buy the shoes.
d. Rs 400.
e. Rs 200
f. The shoes were too expensive for Hasan to buy.
g. Hasan did not have enough money to buy the shoes.
2 a. To the playground.
b. To fly their new kite. (It was windy).
c. It stopped.
d. For half an hour.
e. The air was too still for Murad and Zafar to fly their kite.
f. There was not enough wind for Murad and Zafar to fly their
kite.
30
MAKING NOTES Pages 80–81
B Date Event
1925 Born in Grantham, England.
1951 Married Dennis Thatcher.
1953 Became a lawyer.
1959 Became a politician.
1979 Became Prime Minister of England.
1983 Re-elected Prime Minister.
C Date Event
1880 Born in Alabama, USA.
1882 Became deaf, dumb, and blind.
1890 Spoke her first sentence (‘It is warm.’).
1896 Went to college.
1900 Graduated from college (with honours).
1902 Wrote The Story of My Life.
1910 Wrote The World I Live in.
1936 Anne Sullivan her friend and teacher, died.
1938 Helen Keller’s Journal published.
1946 House and valuables destroyed by fire.
1955 American nation honoured her.
1968 Died (aged 88).
D Date Event
1867 Born in Poland.
1891 Moved to Paris.
1895 Married Pierre Curie.
1903 Won the Noble Prize (Physics)
1906 Became Professor of Physics at University of Paris
(the first woman professor).
1911 Won the Nobel Prize (Chemistry).
1921 Moved to USA.
1934 Died (aged 77).
31
A Karim: Did you watch the film about the Olympics on the television
last night? I thought you would be watching the men’s races
because you’re very interested in running.
Nadim: No, I didn’t watch anything last night. I was too busy.
Karim: What were you doing?
Nadim: Well, from five until six I was doing my homework. Then I did
some running. I’ve put my name down for all the distance races
in the school sports so I must do a lot of running before then.
The only way to prepare for running is more running!
Karim: I’m sure that’s true but it sounds like hard work to me!
Nadim: Nothing is hard if you enjoy it. I enjoy it. I could run all day!
Karim: Why are you taking off your shoes?
Nadim: I can’t walk on the pavement in these. Look at these spikes.
These shoes are for running on grass. Haven’t you ever heard
of running shoes?
Karim: Oh, yes. My brother had some when he was younger. I had
forgotten but I remember now. They give you a better grip when
you’re running, don’t they?
Nadim: Yes, that’s right. I bought these last week and I’m very pleased
with them. I had some before with longer spikes but they were
too long for the surface at the new stadium in Clifton so I
bought some new ones.
Karim: Well, I hope you win every race!
Nadim: Thanks. I’ll try to!
B 1 C 3 C
2 A 4 B
32
Unit 8 The Road Crossing Code
A 1 Kerb Drill.
2 No. It was published by the Traffic Department.
3 Parents teaching their children.
4 The increase in speed and volume of traffic.
5 No.
6 Four.
7 A zebra crossing.
8 Stop.
9 You can see the approaching traffic.
10 Marking a crossing place.
11 With great care.
12 No, you should stand back a little.
13 When there is no traffic near.
14 Walk straight across and keep looking and listening for traffic while
you are crossing.
B 1 Doing something the correct way to enable others to copy you.

2 Explain it to them and then show them how to do it.
3 They might learn it but not follow it in practice.
4 When to cross a road and how to cross it.
NEW WORDS Page 86

Kerb The stone edge of a raised path or pavement.
improved Made better.
studs Large flat pieces of metal sometimes used to mark road-
crossing places.
code A system of rules.
pamphlet A small paper-covered book especially one on some
matter of public interest.
right of way The legal right to use a part of a road, in this case a crossing,
when other users must give way.
publish Have a book or pamphlet printed and announce that it is
for sale.
volume Amount.
caution Care.
33
research Finding out new facts.
essential Most important and necessary.
maximum Greatest possible opportunity to see traffic.
visibility

E 1 a. She heard a woman scream.
b. She ran to her window.
c. She saw a man climb out of her neighbour’s flat.
d. She watched the man run across the street.
e. She noticed a woman drive up in car.
f. She rang the police.
2 a. She went to bed at midnight.

b. She woke up at 1 a.m.
c. She woke up because she felt something land on her bed.
d. She felt it move along the bed towards her.
e. She turned on the light.
f. She saw a huge spider jump off the bed and disappear out of
the door.

A 3 You must all look neat and tidy.
4 Do not forget the worksheets.
5 You must make notes.
6 Do not make too much noise (in the museum).
7 You mustn’t touch anything.
8 Please keep together.
9 Do not keep anyone waiting (for the bus).
10 Bring a little money.
B 2 The nurse is saying ‘You mustn’t (Don’t) smoke in the hospital.’

3 The teacher is saying ‘You mustn’t (Don’t) talk in the library.’
4 The mother is saying ‘You mustn’t (Don’t) play with matches.’
5 The zookeeper is saying ‘You mustn’t (Don’t) feed the animals.’
34
C SAMPLE INSTRUCTIONS
Tomorrow we are going to the swimming pool. Don’t forget to be
at school by eight thirty. You must bring swimming costumes and
towels. Also, please bring five rupees for the entrance fee.
You must have a shower before going into the pool. Please don’t run
around the side of the pool. You must keep away from the divingboard
and there must not be any bumping into other swimmers. Non-
swimmers must stay at the shallow end.
Remember to be ready to leave the pool at eleven o’clock and don’t
leave anything behind.
35
Unit 9 Cricket at Zaman Park

A 1 In Lahore.
2 Seven years.
3 No.
4 Yes.
5 Eight.
6 Two.
7 No one wanted him on their team.
8 He could not bowl, bat or field well.
9 He would throw tantrums.
10 He could not play well and was a bad loser.
11 His games superintendent, Naseer Mohammad.
12 After school.
13 His sisters, cousins, gardener, and the cook.
14 To carve a name for himself in cricket.
B 1 He did not play cricket and was not interested in it for some years.
2 His family had a background of cricket. Eight of his cousins had
played first-class cricket.
3 All his family who lived there played cricket of a very high standard.
Imran started taking an interest in cricket at Zaman Park.
4 No, they would not choose him on their teams.
5 He changed Imran’s attitude towards cricket. Under his patient
guidance, Imran’s batting improved and he started enjoying
cricket.
6 His bowling was more of a danger to the fielders. He used to get out
only after playing a couple of balls and he was too lazy to field.
7 Yes, he has. He has become one of the most famous cricketers in
the world.
C I thought cricket was a boring game with too much standing around.
I was good at other sports. By the time I was seven, several things
happened which were significant for my cricket career. My family moved
to Zaman Park and everyone took part in sports activities. No one
wanted me on their team. Naseer Mohammad changed my attitude. My
batting improved greatly and I started enjoying the game. It became my
ambition to carve a name for myself in the history of world cricket.
36
NEW WORDS Page 96
1 It was inevitable that Imran should play cricket.
2 Playing cricket is a tradition in Imran’s family.
3 A coach has to be patient with those he trains.
4 Imran’s batting improved immensely.
5 He tried to achieve excellence in the game.
6 It is significant that many of Imran’s cousins have been good
cricket players.
7 He was embarrassed because he played badly.

A 1 b. Australia. 6 Nine: Namibia, Bermuda,
c. England. Botswana, Ghana, Guernsey,
2 a. Forty. N. Island, Seychelles, Tanzania,
b. Forty-seven more. Tonga.
3 Nineteen. 7 Five.
4 One more. 8 One hundred and eighty-two.
5 a. Three.
b. Four.
c. Sri Lanka won more
silver medals than
Zambia.
B 1 a. C. Freeman. 5 a. One.
b. Australia. b. S. Matete.
c. 22.25 seconds. c. Men’s 400 m Hurdles.
d. .10 seconds. 6 a. Women’s 200 m.
2 a. P. Konchellah b. M. Onyali.
b. Kenya. c. Thirteen.
c. 1 minute and 7 a. Six.
45.18 seconds. b. Two.
3 a. 2 hours, 11 minutes 8 a. T. Douglas.
and 49 seconds. b. 1.61 seconds.
b. S. Moneghetti.
c. Australia.
4 a. Two
b. Third and fifth.
d. .58 seconds,
37
Unit 10 Stamp collecting

A 1 By collecting stamps.
2 Portraits, landscapes or historical monuments.
3 A small packet of stamps.
4 500.
5 It is more wasteful.
6 Because they are clean.
7 Until the bits of paper fall away.
8 On clean newspaper.
9 Stamp hinges.
10 The year it was issued; its value; whether or not it is a sleeper.
11 Because you can then exchange them with stamps of equal value.
12 A valuable stamp that has accidentally been mixed in with ordinary
ones.
13 Standard Postage Stamp Catalogue.
14 In New York.
15 Because it contains pictures of, and information about all stamps
ever issued.
B 1 All the countries in the world.

2 A packet.
3 Stamps.
4 Dirty stamps.
5 Dirty stamps.
6 Bought in a packet.
C 1 b., c., a.
2 b., a., c.
3 d., b., c., a., e.
NEW WORDS Page 108

1 The artist painted a very lifelike portrait of my uncle which he liked
very much.
2 The Lahore Fort is one of Pakistan’s famous monuments.
3 The first stamp, the Penny Black, was issued in 1840.
4 The value of certain stamps is increasing and they are now worth a
great deal of money.
38
5 Lucy did not enjoy her bath as the water was only lukewarm and
she liked it hot.
6 There are some plants that you should only moisten when you water
them. If you pour too much water on them and soak them, they can
die.
7 The mountainous landscape of Kaghan is very beautiful.
8 Kamran tripped and accidentally knocked over a very valuable vase.
9 Very few shops will give you your money back for an item. Many
shops, however, will allow you to exchange one item for another.

C At seven o’clock Umar washed himself. At seven fifteen Sara washed
herself. At seven thirty they both dressed themselves. Their mother asked
them, ‘Have you both washed yourselves?’ Sara replied, ‘Yes, we’ve both
washed ourselves.’ Their father asked them, ‘Are you sure you’ve both
washed yourselves?’ Umar replied ‘I’ve washed myself.’ Then he asked
Sara, ‘Have you washed yourself?’ Sara replied, ‘Of course I’ve washed
myself.’ As they left, their parents told them to enjoy themselves at
school.

A 1 The man has cut the grass.
2 The boy has hit his thumb.
3 The girl has fallen off her bike.
4 The woman has seen a robber.
5 The man has won a race.
6 The girl has watched a sad film.
7 The aeroplane has landed at the airport.
8 The boy has read a funny book.
B S1 S2
Countries Countries not Countries Countries not
already visited yet visited already visited yet visited
Australia Philippines New Zealand Malaysia
Thailand Taiwan Japan Indonesia
Burma Japan Taiwan
Hong Kong Hong Kong
39
C 1 b. 5 g.
2 h. 6 d.
3 f. 7 a.
4 e. 8 c.
SPELLING Page 116

1 marrying striking behaving travelling
believing welcoming fearing tunnelling
beginning quarrelling loving carrying
2 laziness happiness silliness craftiness
craziness shyness naughtiness
3 cleverly skilfully happily gaily

badly boldly quietly sincerely
wisely heavily noisily continually
completely practically exactly merrily
shyly

A 1 D 4 D
2 D 5 B
3 C
B 1 C 9 A
2 B 10 A
3 D 11 C
4 B 12 C
5 D 13 A
6 B 14 A
7 A 15 B
8 B 16 B
40
Unit 11 Stop those Hiccoughs

A 1 Cure hiccoughs.
2 Until his head touched the floor.
3 While rolling down a grassy slope.
4 No, they didn’t.
5 Inhale (breathe in) twelve times.
6 A glass of milk.
7 Ten times.
8 He screamed loudly.
9 At the top of a grassy slope.
10 Over the mouth and nose.
11 Over his face.
12 To keep himself from getting bored.
13 His wife and two children.
14 They thought he was mad.
15 No, it didn’t.
B 1 Alive. 6 Twisted. 11 Bored.

2 To cure. 7 Indicating. 12 Removed.
3 To perform. 8 Failure. 13 Mad.
4 To bend. 9 A madman. 14 Incidentally.
5 To inhale. 10 To blow up.
C 1 Six.
3 Because his wife thought he had gone mad.
4 Because he thought he was alone and did not realize that he was
being watched. His wife did not believe his explanation.
NEW WORDS Page 120

The author has tried many ways of curing hiccoughs. One of the feats
he had to perform was to whistle in reverse while bent over backwards
with his head touching the ground. None of his attempts, however, have
been successful. The tension of waiting to see whether his hiccoughs
have been cured is always broken after a few seconds by an enormous
hiccough. The last thing he tried was to breathe with a paper bag over
his head. Unfortunately, his wife and children saw him and he felt very
embarrassed as they did not believe his explanation.
41
A 2 Cycling is not allowed.
3 Swimming is not allowed.
4 Cooking is not allowed.
5 Flying kites is not allowed.
6 Picking flowers is not allowed.
7 Climbing trees is not allowed.
8 Dropping litter is not allowed.
9 Lighting fires is not allowed.
10 Music is not allowed.
11 Rowing a boat is not allowed.
Note: The above answers can be in a different order.
E I shall never forget going to school for the first time. I remember waking
up in the morning and starting to get dressed while my mother began
cooking my breakfast. She kept on telling me to hurry up or I would miss
the bus. I soon finished eating because I was too excited to eat much. I
was a very small child and I could not help feeling very nervous. I kept
on wondering if I would like going to school or if I would hate being a
student.
I remember that I enjoyed travelling to school that day because I was on

a bus alone for the first time in my life. I have always loved travelling on
a bus though nowadays I prefer cycling. As the bus began approaching
the school, I started thinking what my teacher would be like.
When I reached the classroom, all the other children were already there.
They were practising writing. Some of them went on working but some
of them stopped writing and looked at me. Some of them began talking
to each other.
The teacher told them to stop talking and to continue working. Then
she smiled at me and began explaining what I had to do. When she had
finished speaking, she showed me where to sit and I began doing my
first work in school. It was easy. ‘I’m going to enjoy being a student,’ I
thought.
42
Verbs marked like this *in the passage can also be followed by to: . . .
my mother began to cook my breakfast.
I have always loved to travel on a bus . . . I prefer to cycle.
As the bus began to approach the school, I started to think what . . . Some
of them began to talk to each other.
. . . and to continue to work . . . and began to explain what . . . and I began
to do my first work in school.

A FURNITURE TABLE
Bedroom Kitchen Living room
fridge sofa G
bed
bedside table cooker armchair HH
dressing table
washing machine sidebar C
wardrobe
dining table B
bookcase J
desk M
B 1 a. broke.
b. broken.
2 The same (fried).
3 a. Past tense.
b. Past participle.
4 a. Peter has broken his ruler, so he can’t use it. He broke it at school.
b. Yesterday, the policeman investigated the recent murder.
c. The thieves have stolen my television. They stole quietly into the
house late last night.
5 a. To study it (with a view to solving it).
b. A person who investigates.
c. A careful study of something. Both.
6 a. Three.
b. To take somebody’s property; to obtain by surprise; to move,
come, go secretly and quietly.
43
Unit 12 Scouting

A 1 False. 5 True. 9 False.
2 True. 6 False. 10 False.
3 True. 7 True. 11 False.
4 True. 8 False.
B 1 He was fond of spending his time in the fields and woods.

2 He became interested in the little marks left by animals and people
when they move about.
3 He became good at tracking.
4 He went out to look for the enemy.
5 He tried to find out the enemy’s plans.
6 He wore it to keep off the sun.
7 It was used for a number of things.
8 He decided to teach boys some of the things he had learnt.
9 Some came from rich and famous schools and others came from
very poor schools.
10 They sat around the camp fire.
11 He arranged for groups of scouts to be started all over the world.
12 They said that they wanted to belong to a scout group.
13 She agreed to help him to form the Girl Guides.
14 The Sea Scouts was started for boys and girls who were interested
in ships, and the Air Scouts for boys who were interested in
aeroplanes.
NEW WORDS Page 132

1 We use an umbrella for keeping off the rain.
We use a sunshade for keeping off the sun.
We use a tent for keeping off the sun/rain.
2 Tracking is one way/method of catching bandits.
Finding out their plans is one way/method of catching bandits.
Waving flags is one way/method of signalling/passing information.
Taking messages is one way/method of being useful/passing
information.
Washing away the soil is one way/method of tin mining.
44
B 1 Rashid happened to mention a story.
2 Rashid did not believe in ghosts.
3 Sara believed in ghosts.
4 The others agreed with him.
5 They laughed at her.
6 Sara dared them to spend a night in the haunted house.
7 The house used to belong to a man who is dead now.
8 Sara said the boys should apologize for laughing at her.
9 Rashid knew that he could depend on Asad and asked if he could
rely on Javed.
10 Javed complained of having a lot of homework.
11 He asked them to wait for him.
C 1 While we were talking about badminton, he happened to mention

that his brother used to play for Pakistan.
2 People said that the house was haunted by a ghost without a head.
3 ‘I dare you to swim across that wide river,’ the boy said.
4 ‘I must apologize for being late,’ he said. ‘I missed the bus.’
5 She complained of a headache and went to bed early.
6 This rope will not break. You can rely on it.
E 1 Mr and Mrs Khan often had quarrels about money. The trouble was
that Mr Khan had a great interest in comets and his hobby was very
expensive. He could not see them crossing the night sky without a
very powerful telescope. Mrs Khan made many complaints to her
husband about his hobby but he refused to listen to them.
2 Salim and Amir had a long argument about which sport Muhammad
Ali was famous for. Salim won because he knew it was boxing.
45
3 ‘Have you made a decision on your topic yet?’
‘Yes, I’m going to give a speech on the topic of frogs. I’m sure the
audience will enjoy it. I’ve already had one inquiry about tickets.’
1 2 3 4
C O M P L A I N T S
6
O O N P B
5
M N Q D E C I S I O N
E E U E X
T Y I C I
S R H N
7
Y A R G U M E N T
H When Rashid and Asad arrived at the meeting-place that they had
decided on, Javed was not there.
‘I was afraid of this,’ said Asad. ‘He won’t come. He does believe in
ghosts and he’s afraid of spending a night in the house. He didn’t tell us
because he was ashamed of being afraid. He thought we would laugh at
him.’
‘No,’ said Rashid. ‘I don’t agree with you. I’m sure I can rely on
him. Let’s not have a quarrel about it. Let’s wait for him for another ten
minutes.’
Just then Javed arrived and apologized for being late. ‘I’m sorry for
being late,’ he said. ‘Thank you for waiting for me. I’m very excited about
what we’re going to do. Are you both ready?’
‘Yes,’ said Rashid. ‘We were worried about you, but now we can
go.’
46
Unit 13 The Thunder cart

A 1 In the district of Chi Xian.
2 In an old temple.
3 Someone banging loudly on the temple door.
4 The thunder cart.
5 The King of Chi Xian.
6 To take in the wheat harvest.
7 It was being used.
8 Yes.
9 Five or six ghost-men.
10 Candles.
11 A huge flag.
12 Eighteen.
13 He rushed back to Chi Xian.
14 They laughed at him.
15 He dashed off to his field.
16 He took his wife and children up on to a low hill above the village.
17 A cloud like thick black smoke rose up from behind the mountains.
18 Heavy rain began to fall.
19 They were ruined.
20 They were angry.
21 They thought he had been using black magic to make himself rich.
22 He decided Li Yung was innocent.
B 1 He was afraid that his wheat harvest would be destroyed.
2 A flash of lightning.
3 According to this legend, a thunderstorm is a ghost king
destroying a crop in order to have it for himself.
4 Before gathering in his own wheat, he took the time to wake all
his neighbours to warn them of the storm.
5 The people of Chi Xian were not right to feel angry because Li Yung had
warned them of the storm but they did not take any notice of him.
C While returning home, Li Yung spent a night in a temple. During the
night someone banged on the door and asked for the thunder cart to take
in the harvest. After some delay, some ghost men appeared and handed
over the thunder cart. Behind the cart there were several men with a flag.
The flag consisted of separate streamers which flashed like lightning.
47
Li Yung knew that the thunderstorm would ruin the harvest and he ran to
warn his neighbours. They laughed at him. Li Yung gathered in his crop
before the thunderstorm began but his neighbours’ crops were ruined. They
were angry with Li Yung but a magistrate said that it was not his fault.
NEW WORDS Page 146

1 When the wheat is ripe, the farmers gather in the harvest.
2 The prisoner was asked by the magistrate whether he had stolen the
money or whether he was innocent. He said that he was not guilty
and that someone else had stolen it.
3 The dog was knocked down by a car as it dashed across the street
after a cat.
4 She tipped a bottle of ink over her dress and ruined it.
5 The cart had big metal wheels and made a loud rumbling sound as
it came along the road.
6 The set of tools consisted of a hammer, a saw, a chisel, a plane, a pair
of pliers and a screwdriver in a wooden box.
7 When they found the lost kitten, it was trembling with fear.
8 Sometimes aeroplanes are used for advertising. They fly across the
town pulling behind them streamers with advertisements painted
on them in bright letters.
9 The Prime Minister arrived at the airport at 2 p.m. At two thirty
the procession left the airport. There was an escort of policemen on
motor cycles in front of the car and there were also two police cars
escorting the Prime Minister’s car. Then came the Prime Minister in
his car and in the rear there were more policemen on motor cycles.

A 1 She has a headache.
2 He owns a large house.
3 I remember the number.
4 I believe you are telling the truth.
5 This tin holds two litres.
6 The apparatus consists of two bottles and some tubing.
7 I hear that she is ill.
8 She wants a new dress.
9 You need new shoes.
10 We all like good music.
11 She possesses a gold ring.
48
12 The ring belonged to her.
13 This jar holds a litre.
C What were Mr and Mrs Khan doing when the baby started to cry?
They were listening to music/the radio.
What were Yusuf and Irfan doing when the baby started to cry?
They were eating.
What was Mrs Ali doing when the baby started to cry?
She was knitting.
What was Samra doing when the baby started to cry?
She was reading a book/magazine.
What was Mr Malik doing when the baby started to cry?
He was sleeping.
What were John and Jan doing when the baby started to cry?
They were playing chess.
What were Mr and Mrs Ahmed doing when the baby started to cry?
They were playing cards.
What was Mrs Aziz doing when the baby started to cry?
She was writing a letter.
What was the flight attendant doing when the baby started to cry?
She was pushing a trolley.
E 1 While I was waiting for a bus, I saw my friend Sara.

2 While we were having breakfast, the telephone rang.
3 When I got home last night, my mother was talking to our
neighbour.
4 While we were working, he was sleeping.
5 The book I was reading all day yesterday belongs to my brother.
6 The bag he is holding in his hand contains different kinds of fruit.
7 I remember that I had a cold this time last year.
8 I did not know the answer because I did not understand the question.
9 I was looking for some good cloth. I saw some that was very nice.
It cost thirty rupees a metre.
10 I want a shirt with a low collar. I hate shirts with high collars.
11 That building seems unsafe. I think that it needs attention.
12 I believed him because I saw that he was speaking the truth.
49
Unit 14 Making Rain

A 1 Heavy rain.
2 The annual monsoon.
3 There would be no more floods.
4 Tiny drops of water are formed.
5 The drops become colder.
6 They fall.
7 They pick up more drops and become bigger.
8 To make the bigger drops form and fall before they would normally.
9 From aeroplanes that fly through the clouds.
10 Because the rain began to fall after ten to twenty minutes.
B 1 The aims were to reduce the flood damage by causing the rain to
fall in smaller amounts and to fall less often.
2 Because some were more effective when the clouds were warm and
others were more efficient when they were cold.
3 To be effective, six aircraft would be needed for three months every
year to seed the clouds from Johore to Baharu.
4 It would cost less than the cost of the damage caused by floods.
5 The same process could be used to make rain fall where it was needed,
for watering crops, for example, or for human consumption.
C In Malaysia, floods are caused by the annual monsoon bringing rain

to the east coast. There would be no floods if all the rain fell in the sea.
The NISIR knew that this was impossible but it thought that it might
be possible to reduce the number of times it rained and the amount of
rain that fell each time. They thought the total amount of rain damage
might be reduced by up to fifty per cent.
Rain is caused by air containing water-vapour rising and becoming
cooler. Tiny drops of water form and become a cloud. Then the cloud
rises, the drops become colder and bigger. They then fall as rain.
‘Seeding’ the clouds with chemicals makes these drops form earlier than
they would normally do. The NISIR decided to use a mixture of sodium
chloride and silver iodide. In November 1973, an aircraft released these
chemicals in monsoon clouds about forty kilometres from the coast at
a height of about 3,000 metres and rain soon began to fall.
50
NEW WORDS Page 154
1 B 3 C 5 B 7 B
2 A 4 E 6 C 8 D

A 1 b. Sikander f. Asifa.
c. Shabnam. g. Hamid.
d. Asifa. h. Sikander.
e. Yasmeen.
2 a. Sikander is as heavy as Jaffer.

b. Kamran is not as heavy as Jaffer.
c. Kiran is as heavy as Shabnam.
d. Asifa is not as heavy as Shabnam/Kiran/Yasmin.
e. Kamran is not as heavy as Hamid/Jaffer/Sikander.
f. Shabnam is as heavy as Kiran.
g. Sikander is not as heavy as Hamid.
h. Jaffer is not as heavy as Hamid.
i. Kiran is not as heavy as Yasmin.
j. Shabnam is not as heavy as Yasmin.
k. Jaffer is as heavy as Sikander.
D 1 e. 3 g. 5 c. 7 f.
2 a. 4 h. 6. d. 8 b.
G SAMPLE ANSWER:
Salim and Arif left the cinema and stepped out into the street. It was
late. Feeling very hungry, they looked around for a restaurant where they
could have some food. Not having very much money, they wanted one
that sold cheap food.
‘There’s one over there,’ Salim said. They walked across the street but
found the place crowded. Every table was full. Not wanting to wait, they
walked further along the street. Round the corner, in a lane, there were
some food stalls. Seeing no one sitting at them, Arif said, ‘Let’s sit down
here and order something. There’s plenty of room.’
‘Too much room,’ Salim replied. ‘Not seeing many customers makes me
think the food is not very good.’
51
A Name Favourite food Reasons
Farah Chinese (Cantonese) Plenty of flavour.
Not hot and spicy.
Mina Pakistani Hot and spicy.
C SAMPLE DIALOGUE:
Zaheer: What’s your favourite sport?
Qasim: Table tennis.
Zaheer: Why do you like table tennis so much?
Qasim: Because skill is more important than size. It doesn’t matter
if you aren’t as big as the other player.
Zaheer: But you can’t play it in the open air.
Qasim: No, you can’t. That’s another reason why I like it.
What’s your favourite sport?
Zaheer: Football.
Qasim: Why do you like football so much?
Zaheer: Because it’s an outdoor game and it’s a team game.
And because skill is more important than size.
Qasim: Yes. In both games, skill is more important than size.
D 2 a. Eleven. Five. f. No, he didn’t.

b. Six. g. Two.
c. No, she didn’t. h. Eight.
d. No, he didn’t. i. Hamid.
e. No, she didn’t. j. Mukhtar.
3 Hamid, Amina, Kiran, Ali, Najma, Imran, Faraz, Sara, Sabeen,

Masuma, Mukhtar.
52
Test Paper

Section A Reading comprehension
A vacuum flask can be used in two ways. We can use it to keep cold things
cold or hot things hot. It is made so that very little heat can get in from the
outside or out of the flask from the inside. Do you know how it works?
Heat travels in three ways: conduction, convection and radiation.
Conduction takes place when the heat moves through a material.
The vacuum flask has double walls made of very thin glass. All the air has
been pumped from the space between the walls to make a vacuum. This is
why it is called a vacuum flask. Heat cannot move in a vacuum. Moreover,
glass is a very bad conductor of heat so heat escapes by conduction only
very slowly.
The inside of the glass wall is ‘silvered’, like a mirror, so that it reflects heat.
As a result, not much heat is lost by radiation. The flask is tightly closed with
a stopper so that practically no heat is lost by convection. As a result, it takes
a long time for the heat to get into or out of a vacuum flask.
Section B Dialogues
16 B 20 B 24 B 28 C 32 B
17 B 21 C 25 C 29 C
18 C 22 D 26 B 30 A
19 B 23 A 27 D 31 C

Section A Following instructions/Problem solving
1
b
up down
x a
53
2 a. The Complete Guide to Skin-diving.
b. Sara.
c. Rs 205.00.
3 (P) Ijaz Malik.

(Q) Flat 24 B, 124 Tariq Road, Karachi.
(R) 3-850827.
(S) Electric fan.
(T) ‘Whiz-Master’.
(U) FG/7 410B.
(V) 20 August 1994.
(W) The Happy Buyer Department Store.
4 a. The cooker. c. 15 paisas.

b. 10 paisas. d. 5 paisas.
5 a. 42. c. Alarm.
b. 22. d. 08.
6 (a) Have (g) as (m) more

(b) as (h) lot (n) long
(c) few (i) up (o) wide
(d) on (j) expensive (p) who
(e) can’t (k) share (q) at
(f) if (l) powerful
Section C Interpretation of rules, notices, regulations,

reports, etc.
7 a. 20 d. Yes g. 40
b. 60 e. 1.72 metres h. 10
c. 36 f. 25 i. Double 5
54
Advance
with
English
2
Workbook
Answer Key
Blank Page
Unit 1
Pages 1–3
A 3 A musician is a person who plays music.
4 A dictionary is a book which explains words.
5 Badminton is a game which is played with a shuttlecock.
6 A mechanic is a person who mends machines.
7 A triangle is a shape which has three sides.
8 An island is a piece of land which is surrounded by water.
C 2 A: What is the driver doing?

B: He’s moving earth.
A: What kind of machine is he using?
B: It’s a bulldozer. It’s a machine we use for moving earth.
3 A: What is the driver doing?
B: He’s lifting something.
A: What kind of machine is he using?
B: It’s a crane. It’s a machine we use for lifting something.
4 A: What is the woman doing?
B: She’s recording something.
A: What kind of machine is she using?
B: It’s a tape recorder. It’s a machine we use for recording something.
57
Unit 2
Pages 4–7
A 4 No, they have it at eight o’clock.
5 He goes to school at eight thirty.
6 No, she goes to school at eight forty-five.
7 He goes home at two o’clock.
8 She goes home at two thirty.
9 No, she goes to bed at nine thirty.
10 Asad goes to bed at nine thirty.
11 They have it at seven thirty.
12 No, she has it at one thirty.
13 He has it at one thirty.
14 They have it at eight o’clock.
15 He has one on Saturdays.
16 No, she goes to work at ten o’clock.
17 He goes to work at eight o’clock.
18 He goes home at six o’clock.
19 No, she goes home at six o’clock.
20 No, he goes to bed at eleven o’clock.
21 She goes to bed at eleven o’clock.
B 1 At seven fifteen. 5 Fifteen.

2 At eight o’clock. 6 Thirty-five minutes.
3 On Saturdays. 7 Five minutes.
4 On weekdays.
C 2 m. 6 o. 10 l. 14 f.
3 b. 7 g. 11 q. 15 d.
4 h. 8 c. 12 k. 16 i.
5 a. 9 e. 13 j. 17 n.
D 1 Look at the caller through the inspection window.

2 If you do not know the caller, ask him to identify himself, with the
door still closed.
3 If the caller says he has an identification card, open the door with
the chain on.
4 If you are in trouble, shout for help and dial 115. Always have a
strong door and a good lock.
58
Unit 3
Pages 8–11
A 3 Which is the cheaper? 6 Which is the longer?
The fish is. The Indus is.
4 Who is the oldest? 7 Who is the tallest?
Abid is. Shabbar is.
5 Which is the faster? 8 Who is the shortest?
The Toyota is. Nahid is.
B 2 A: Kiran’s sister has appeared on television.

B: Whose sister has appeared on television?
A: Kiran’s sister has.
3 A: Abid’s father was a teacher at St. Mark’s School.
B: Whose father was a teacher at St. Mark’s School?
A: Abid’s father was.
4 A: Shahid’s dog sometimes follows the children to school.
B: Whose dog sometimes follows the children to school?
A: Shahid’s dog does.
5 A: Tariq’s father has gone to hospital.
B: Whose father has gone to hospital?
A: Tariq’s father has.
C 1 D 2 D 3 B 4 B
1
D P U B L I C L Y
2
G R A I N
3
B O T H E R
J
4
I N C L U D E
5
C H U C K L E
6
H A T C H
7
P R O D
8
W R I N K L E S
59
Unit 4
Pages 12–14
A Keeping Fish
I know a lot of people who have tried keeping fish. Only a few of them
have been successful, however. Most of them found that after a few days,
a lot of the fish died. A few of them lived longer than the others but after
a few weeks, there were no fish alive.
This was because they did not know enough about keeping fish. They
spent a lot of time and a lot of money but they did not have any success
because they did not have enough knowledge. Many people keep fish
and there are a lot of books on the subject. Finding a book on the subject
is the best thing to do before starting any hobby. My friends enjoyed
feeding the fish and changing the water but they spent too much time
doing these things and not enough time finding out the facts.
For example, the water never needs changing if certain facts are
remembered. First the surface of the water must be big enough. A big
surface means that a large amount of oxygen can be taken from the air
and a large amount of bad gases can escape from the water. If you have a
tall, thin container, the surface is small. Only a small amount of oxygen
can be taken from the air and not enough of the bad gases can escape.
The size of the surface decides the number of fish you may have. You
must not have too many fish. When you start to keep fish, you must
ask yourself two questions. How much surface is there? How many fish
may I have? If you have a small amount of surface, you must have a
small number of fish. If you have a large amount of surface, you may
have a large number of fish.
B 2 Sara: How much fruit have you got?

Sabeen: I’ve only got a little.
Sara: Well, I’ve got a large amount. I’ll give you half of mine.
Sabeen: No, that would be too much. Just give me a little, please.
3 Sara: How many oranges have you got?
Sabeen: I’ve only got a few.
Sara: Well, I’ve got a large number. I’ll give you half of mine.
Sabeen: No, that would be too many. Just give me a few, please.
60
4 Irfan: How much paper have you got?
Asim: I’ve only got a little.
Irfan: Well, I’ve got a large amount. I’ll give you half of mine.
Asim: No, that would be too much. I’ll give you half of mine.
5 Irfan: How much money have you got?
Asim: I’ve only got a little.
Irfan: Well, I’ve got a large amount. I’ll give you half of mine.
Asim: No, that would be too much. Just give me a little, please.
C SAMPLE DIALOGUE:
Azhar: I must buy some new shirts.
Mazhar: How many do you want to buy?
Azhar: I want to buy four.
Mazhar: That’s a lot of shirts! How much money have you got?
Azhar: I’ve got two hundred and fifty rupees.
Mazhar: That’s not enough for four shirts! I haven’t got much but I
can let you have some money.
Azhar: How many rupees can you let me have?
Mazhar: I can let you have one hundred rupees, or perhaps a few
more.
Azhar: That’s too much. I shan’t need all that. I could buy a lot of
shirts with that.
Mazhar: Not in that shop! They cost too much.
Azhar: A lot of them are expensive but not all of them. There are
some/a few cheap ones. I don’t need many. I need only a
few.
Mazhar: How many did you say you wanted to buy?
Azhar: Four.
Mazhar: That’s a large number. The cheapest ones are one hundred
and fifty rupees. You’ve got two hundred and fifty rupees
and I can let you have one hundred, so you’ll need about
two hundred and fifty rupees more.
Mazhar: That’s a large amount of money!
Azhar: Well, you want to buy a lot of shirts! The money you have
is not enough for four shirts. You can only buy two.
61
Unit 5
Pages 15–17
A 2 A: I tried to take some photographs yesterday but I forgot to
take a film.
B: That’s no good. You must take a film if you want to take some
photographs.
A: Yes, I know. I shall remember to take one next time.
3 A: I tried to borrow a book yesterday but I forgot to take a library
card.
B: That’s no good. You must take a library card if you want to
borrow a book.
4 A: I tried to walk from Anarkali to Gulberg yesterday but I forgot
to take a map.
B: That’s no good. You must take a map if you want to walk from
Anarkali to Gulberg.
5 A: I tried to have a barbecue yesterday but I forgot to take some
matches.
B: That’s no good. You must take some matches if you want to have
a barbecue.
A: Yes, I know. I shall remember to take some next time.
6 A: I tried to climb a mountain yesterday but I forgot to take a rope.
B: That’s no good. You must take a rope if you want to climb a
mountain.
B 1
NW N NE
W E
SW S SE
62
2
MARGALLA HILLS
Islamabad Daman-e-Koh broken bridge
Viewpoint Saidpur
Shah Faisal Park
zoo nese
Mosque Japa s ROad Nurpur
0 1 2 miles lla Hill
Marga F 6-3
tariat Quaid
0 1 2 3 km E-7 F 6-2 LIMAR 6 Secre -e-A
SHA Univ zam
F 7-3 Round ersity
E-8 Super t oad
Iqbal F 7-2 MAR 7 arket han R y
ban-e- SHALI nnah
M Marke Agha K Marriot sidenc
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F 8-2 MAR 8
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National Health
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Intern l Nurseries
Schoo
mabad
to Rawalpindi
3 Four.
4 Ten.
5 The post office is on the east side of Faisal Avenue near where it joins
Khayaban-e-Iqbal.
6 Saidpur is to the north of Margalla Road and Nurpur is to the east.
7 The Marriott Hotel is on the corner of Constitution Avenue.
8 If you go on Khayaban-e-Suhrawardy towards the Diplomatic
Enclave, the first embassy is of the United States.
9 The Presidency is between the Assembly and the Secretariat.
10 The golf club is near Murree Road.
11 Jinnah Avenue connects Faisal Avenue and Constitution Avenue.
12 Japan.
13 International School is in the lower left-hand corner of the map.
14 Allama Iqbal Open University is between Zero Point and
Sharah-e-Islamabad.
15 Shahrah-e-Kashmir goes to Peshawar in the west and to Murree in
the east.
63
Unit 6
Pages 18–20
A 2 To buy some stamps.
3 Why did Mr Ali move his TV aerial? To get a better picture.
4 Why do cats sometimes purr? To show that they are pleased.
5 Why has the bus driver stopped the bus? To let someone get off.
6 Why did Mrs Khan go to the bank? To draw out some money.
7 Why are the people running? To catch the train.
8 Why is a workman going to Mrs Ali’s house? To fix her tap.
B 2 Why did all the children go inside? Because it started to rain.
3 Why did the shopkeeper run after the man? Because he had stolen
a camera.
4 Why did the dogs begin to bark? Because they heard someone at
the door.
5 Why did she clean the windows? Because they were very dirty.
6 Why did they put away their books? Because the lesson was over.
7 Why did the bus stop? Because there was a tree lying in the road.
8 Why did the cat climb up a tree? Because a dog ran after it.
C 1
A B A D
Square 1 Square 2
C D B C
2 West.
3
H B Z
S N
P L F
64
D
1
W E B
2
B O L T
3
B U L B
4
S W A Y
5
C O D E
6
F I N E
7
G R A I N
8
C O A S T
9
H U M I D
10
Y O U T H
11
I N F O R M
12
M U R M U R
13
R E F U S E
14
L E O P A R D
15
P L U M B E R
16
I L L E G A L
17
S U D D E N L Y
18
R A I N F A L L
19
C O N S T R U C T
20
D I S C O V E R E D
21
C O U N T R Y S I D E
22
E L E C T R I C I T Y
23
S C A F F O L D I N G
65
Unit 7
Pages 21–23
A 2 A: What are the children looking at?
B: They are looking at the dogs.
A: Which dog are they laughing at?
B: They are laughing at the white dog.
3 A: Who is the man talking to?
B: He is talking to the crowd of people.
A: What is he standing on?
B: He is standing on a box.
4 A: What is the woman putting on?
B: She is putting on the hat.
A: Which hat is she putting on?
B: She is putting on the hat with flowers.
5 A: What are the people waiting for?
B: They are waiting for a bus.
A: Who is the boy speaking to?
B: He is speaking to the fat man.
A: What is the fat man standing on?
B: He is standing on the boy’s foot.
A: What is the boy pointing at?
B: He is pointing at his foot.
B 3 The dress was too dear for her to buy.

She did not have enough money to buy it.
4 The book was too high for her to reach.
She was not tall enough to reach it.
5 The shirt was too big for him to wear.
He was not big enough to wear it.
6 He was too old to join the Police Force.
He was not young enough to join.
7 He was too young to see the film.
He was not old enough to see it.
C 2 The box was so heavy that Abid was unable to lift it.
3 The dress was so dear that Simi was unable to buy it.
4 The book was so high that the librarian was unable to reach it
5 The shirt was so big that Tariq was unable to wear it.
66
6 Mr Haq was so old that he was unable to join the Police Force.
7 Wasim was so young that he was unable to see the film.
D 2 She was big enough to wear her mother’s clothes.

3 We are too late to get to school in time.
4 The box was big enough to hold twenty-four bottles.
5 The children were too excited to get to sleep.
6 The radio was small enough to fit in his pocket.
7 The water was too cold to go swimming.
67
Unit 8
Pages 24–26
A O.N.O means ‘or nearest offer’.
Selling CLASSIFIED
POST Leasing
Buying SEND THIS COUPON TO
CLASSIFIED POST
P.O. BOX 47 KARACHI
Looking
Put your advertisement where 258,000 readers can see it every day.
Simply write your advertisement in BLOCK LETTERS (one letter to each space)
1 C A S S E T T E / R A D I O O N L Y ON E
2 Y E A R O L D I N E X C E L L E N T
3 C O N D I T I O N Rs 1, 0 0 0 / O N O
4 T E N N I S R A C K E T O N L Y O N E
5 M O N T H O L D U S E D O N L Y
6 T W I C E A B A R G A I N A T Rs 5 0 0
7
10
Each line represents one line of your advertisement
Dates of insertion: Month OCTOBER

• 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Please Circle
Rate (Local) Lineage advertisement (min. 5 line) Display advertisement (min. 3cm x 1 col.)
Saturday-Thursday Rs 100 per line Rs 400 per s.c.c.
Friday Rs 80 per line Rs 300 per s.c.c.
Rate (International) US$10 per line US$40 per s.c.c.

Saturday-Thursday US$10 per line US$35 per s.c.c.
Box number: Daily Rate Rs 105

Friday Rate Rs 85 Daily Rate Rs 140 (per insertion)
Overseas Cost of 2 insetions Rs 280
Daily Rate US$ 27 Box free (if required) Rs
Overseas
Sunday Rates US$22
Total cost Rs 280
Please forward my replies
Please hold for collection Cheques and drafts should be crossed and made payable to M Post Ltd
Name: MISS H ARIF

Address FLAT 5, GOOD BUILDING, 6 CLIFTON
KARACHI Tel. No. 5854436
* Advertisements for the next day’s publication will only be published if received at our Head Office before
5.00 p.m. on Saturday to Tuesday, 4.00 p.m. on Wednesday and 1.00 p.m. on Thursday
Classified Post
Get Things Moving For You Tomorrow
Morning Post
68
B 2 Would you turn the radio down, please?
3 Would you open the door, please?
4 Would you take a tape recorder to room 12C, please?
5 Would you wait for a few minutes, please?
C 2 Peeling onions makes Aurangzeb cry.
3 A good joke makes Aurangzeb laugh.
4 A cold bath makes Aurangzeb shiver.
5 Disco music makes Aurangzeb want to dance.
D 2 Mrs Zia lets her students read magazines.

3 Mrs Zia lets her students help each other.
4 Mrs Zia lets her students ask questions.
5 Mrs Zia lets her students discuss interesting events.
69
Unit 9
Pages 27–29
A 2 The inspector asked the guests to check their belongings.
3 The inspector told the guests to give their names and addresses to
Constable Ahmed.
4 The inspector advised the guests not to worry.
B 2 What’s your address?

3 Do you like school?
4 Have you got any brothers?
C 2 I don’t know if there are any seats at the front.

3 I don’t know if there is a late show tonight.
4 I’m not sure if there are any shows tomorrow.
D 3 How much do eggs cost? Eggs cost sixteen rupees a dozen.

4 How much does bread cost? Bread costs fourteen rupees a loaf.
5 How much do shoes cost? Shoes cost four hundred rupees a pair.
6 How much do matches cost? Matches cost four rupees a box.
7 How much does jam cost? Jam costs twenty eight rupees a jar.
8 How much do drinking straws cost? Drinking straws cost sixteen
rupees a packet.
9 How much do flowers cost? Flowers cost fifty rupees a bunch.
10 How much does soy sauce cost? Soy sauce costs thirty rupees a
bottle.
11 How much does chocolate cost? Chocolate costs twenty four rupees
a bar.
12 How much does milk cost? Milk costs sixteen rupees a carton.
13 How much does soup cost? Soup costs twenty two rupees a can.
14 How much does oil cost? Oil costs forty rupees a bottle.
15 How much does coffee cost? Coffee costs sixty six rupees a jar.
70
Unit 10
Pages 30–33
A 2 A: Has Hina finished reading her book?
B: No, she hasn’t finished yet. She’s still reading it.
3 A: Has Ali finished cleaning his bicycle?
B: No, he hasn’t finished yet. He’s still cleaning it.
4 A: Has Sana finished mending her dress?
B: No, she hasn’t finished yet. She’s still mending it.
5 A: Has Abid finished polishing his shoes?
B: No, he hasn’t finished yet. He’s still polishing them.
6 A: Has Rima finished washing her hair?
B: No, she hasn’t finished yet. She’s still washing it.
B 2 A: Is Hina still reading her book?

B: No, she has just finished it.
3 A: Is Ali still cleaning his bicycle?
B: No, he has just finished cleaning it.
4 A: Is Sana still mending her dress?
B: No, she has just finished mending it.
5 A: Is Abid still polishing his shoes?
B: No, he has just finished polished them.
6 A: Is Rima still washing her hair?
B: No, she has just finished washing it.
71
Unit 11
Pages 34–36
A 1 19H.
2 CLEAR (d).
3 PLEASE TALK.
4 PLEASE WAIT.
5 PLEASE ENTER.
6 CARETAKER (c).
7 Loudspeakers.
8 The top left-hand floor number button and the top right-hand
floor number button. Then the flat letter button furthest to the
right in the top row.
9 Entry-phone.
1 2
B E N T
W
I
S
T
3 4 5
F A L I V E
A N D
I H
6
L M A D
U L
7
R E M O V E D
E
C When I was a young man, my work was helping to look after a forest.
This meant doing a great deal of walking. I enjoy walking and I did not
mind travelling long distances. In the summer I avoided walking in the
72
hottest part of the day, however, because I thought walking in the full
heat of the sun too tiring. Sometimes, of course, I could not help doing
it, but whenever I could, I stopped walking at eleven o’clock. If I had to
go somewhere in the afternoon, I avoided leaving my office until about
three o’clock to miss the full heat of the sun.
After some years, I decided to try to get a different job. I wanted to get
one where I could earn more money. For one thing, I had always wanted
to own a car and I could not afford to do so with the money I was then
getting. The man I was working for asked me not to leave and offered
to pay a little more money but he refused to pay me what I wanted. I
agreed to stay a little longer but I was determined to find a better post
as soon as I could. One day I happened to see an advertisement for a
post as the manager of a small factory. I decided to try for the job and
arranged to go to see the owner of the factory, though I did not expect
to get the job. However the owner of the factory seemed to think that I
could do the work and decided to give me the job.
I started managing/to manage the factory a month later, and I have

continued doing/to do so until now. I intended making/to make a success
of my new post for I could not bear thinking/to think of being a failure. I
did not like giving/to give orders to so many people, some of whom were
elder than I was. I preferred giving/to give advice and making/to make
suggestions. When someone made a mistake or was lazy, I always tried
speaking/to speak to him politely and gently at first. As a result, people
seemed to like working/to work for me and did their best. The factory
began doing/to do well and has continued doing/to do so ever since.
73
Unit 12
Pages 37–40
A 1 Some people believe in ghosts but other people laugh at them.
2 He apologized for being late and complained about/of the heavy traffic.
3 Tom and Peter quarrelled about/over Tom’s bicycle, which Tom said
Peter had damaged. Peter objected to this and said that it was not
his fault. Some of the boys agreed with Peter and some disagreed
with him. I said that it was no one’s fault and tried to stop them from
arguing about it. In the end they agreed to forget it.
4 ‘Please don’t go without me,’ she said. ‘Can I rely on you to wait for
me?’ ‘You can depend on me,’ I replied. ‘I don’t believe in letting
people down. You know that you can count on me to be there.’
B 2 The police are making an inquiry about the missing money.
3 The visitor gave them advice on how to spend their spare time.
4 Players are not allowed to make an objection to the referee’s decisions.
5 He wrote to the newspaper to make a complaint about the noise of
the factory.
9 He does not like people to make jokes about the size of his feet.
C 1 No.
2 Yes.
3 By sea.
4 No.
5 Yes.
6 The dates and times of posting indicated are subject to change
without notice.
7 10 a.m.
8 2 p.m.
9 4 p.m.
10 3 p.m.
D 2 He was very pleased with his high marks in the examination.
3 Many people are scared of being alone in the dark.
4 My young brother is very interested in anything to do with electricity.
5 We were all delighted at/by the news of an extra holiday.
6 At the top of the hill, we were all glad of a rest.
7 We were all disappointed at not being able to see the film.
8 The boys were very excited at the chance to fly in an aeroplane.
74
Unit 13
Pages 41–43
A 1 No.
2 Two.
3 None.
4 Three.
B 1 a. Six teaspoonfuls.
b. Two teaspoonfuls.
c. One teaspoonful.
2 Ask a doctor for his advice.
3 Shake well.
4 No. It should be kept at room temperature.
C 1 Two tablespoonfuls.
2 Every four hours.
3 Two tablespoonfuls.
4 Six teaspoonfuls for a cold and twelve teaspoonfuls for a cough.
D 2 ‘She wants an ice cream now,’ her mother explained. ‘She likes ice
cream.’
3 ‘The ball you are playing with belongs to me,’ he told the
footballers.
4 ‘I am looking for a big jug,’ she told the shop assistant. ‘I want one
that holds three litres.’
5 ‘I think that you are speaking the truth now,’ said the headmaster.
‘I believe you.’
E 2 a. At 10 o’clock on Tuesday morning, Kamran was reading in the

library.
b. At 10 o’clock on Tuesday morning, Parvez was studying
French.
c. While Kamran was reading in the library, Parvez was studying
French.
75
3 a. At 1 o’clock on Wednesday morning, Mr Malik was listening
to the radio.
b. At 1 o’clock on Wednesday morning, Mr Latif was writing
a letter.
c. While Mr Malik was listening to the radio, Mr Latif was writing
a letter.
4 a. At 9 o’clock on Friday evening, Mr and Mrs Khan were
watching television.
b. At 9 o ’ clock on Friday evening, Shiela Khan was making a
phone call.
c. While Mr and Mrs Khan were watching television, Shiela Khan
was making a phone call.
5 a. At 4 o ’clock on Saturday afternoon, Farah and Uzma were
playing badminton.
b. At 4 o’clock on Saturday afternoon, Shoaib was fishing.
c. While Farah and Uzma were playing badminton, Shoaib was
fishing.
76
Unit 14
Pages 44–46
A 2 London was as cold as Paris in the winter.
3 London was not as hot as Hong Kong in the summer.
4 Paris was not as hot as Hong Kong in the summer.
5 London was not as warm as Hong Kong in the winter.
6 Paris was not as warm as Hong Kong in the winter.
7 Hong Kong was not as cold as London in the winter.
8 Hong Kong was not as cold as Paris in the winter.
9 Hong Kong was not as cool as London in the summer.
10 Hong Kong was not as cool as Paris in the summer.
11 London was as wet as Paris.
12 Paris was as wet as London.
B 2 Hadi’s mother was annoyed with him for breaking a glass.

3 We were all proud of the two boys in the school for saving a man’s
life.
4 Amina’s teacher was angry with her for arriving late at school.
C 2 Mr De Silva had to walk home as he had no money.

3 Farhat took the dress back as it did not fit.
4 The Zia family stayed at home since it was raining.
5 Hamid switched off the TV since the programme was boring.
6 Shahid did not go to the cinema as the film started too late.
7 Munir gave up smoking because it was bad for his health.
8 The police arrested James as he had robbed an old lady.
9 Mrs Latif was very unhappy because her husband forgot her
birthday.
10 Many people stopped and stared as Wilfred had forgotten to put
his trousers on.
11 Ali was late for work because he woke up late.
12 Shahnaz turned on the lights because it was getting dark.
13 Faisal did not take the exam because he was ill.
14 The doctor gave first aid since it was an emergency.
77
NOTES
Advance
with
English
3
Teacher’s Book
adhere to.
COMPREHENSION
The teachers should therefore try and arouse the student’s interest in any
comprehension passage before they start to read it. This is the main purpose
of the scene-setting stage, which is described in more detail below.
Certain passages contain practical information that will be useful for
the students. A good example is the Fire passage in Unit 2. After reading
about the potentially devastating effects of a serious outbreak of fire,
students could be encouraged to think about fire hazards, inside and
outside the home and about precautions that may be taken to prevent
the outbreak of fire. Similarly, in addition to simply reading Life in the
Universe, Unit 12’s reading passage, students could be encouraged to use
their imagination to consider what it might be like for humans to live on the
moon, or elsewhere in the Universe, and what systems would be needed to
facilitate travel and communication between Earth and residents of other
planets.
1 SETTING THE SCENE

Before allowing students to open the book, either give students a brief
about the topic. In this way you will be able to see how aware the students
are about the subject in question before you refer to the book. For example,
before the students read the Fire passage in Unit 2, the teacher could discuss
the causes of fire inside and outside the home, methods of fire prevention
and what may happen if a serious fire does break out. If the comprehension
passage is a narrative, the teacher could give the students the title of the
1
passage and then ask them to guess what the passage might be about. The
picture(s) accompanying the comprehension passages can also be useful
aids in setting the scene. By allowing the students to look at and study these
pictures before they read the passage, the teacher prepares the students for the
passage. The teacher can develop this further by asking the students a series of
questions about the pictures that will act as an introduction to the passage.
2 VOCABULARY
can, if she feels it necessary, pre-teach a small number of vocabulary items
whose meanings cannot be guessed from their contexts. This can be done
in a variety of ways: by using pictures to show the meaning, by miming, by
using synonyms, or by asking the class to try and guess the meaning. There
is no reason why the teacher should not allow students occasional use of a
good dictionary for such words.
3 THE FIRST READING

before reading the Fire passage, the teacher might ask, ‘What can we do
to prevent fire in the home, school, and countryside?’ Such a question will
help students focus their attention on specific items in the passage and thus
prevent them being overwhelmed by too much information in the passage
as a whole.
4 QUICK QUESTIONS
pairs, after the first or second reading of the passage and after the teacher has
been through the example questions with the class. Weaker students could
be asked to write out the answers to all these quick questions. More able
students need only write out the answers to the more complex questions.
5 THINK ABOUT IT
These questions can be done individually by the students in the usual way.
However, they are probably best tackled by students working in pairs or in
groups. Students need to be encouraged to help each other and to realize that
a problem can be solved more quickly by cooperation. Working in groups
also provides invaluable practice in free expression; naturally, students
should be made to understand the value of using English on these
occasions. After group discussions, the students can then be asked to write
out the answers to the questions but only after the teacher has explained
2
any particular problems she may have noticed students having during the
discussion phase.
6 SUMMARY
and thus help each other correct them. In certain cases, for example, in the
summary question for Unit 11, the teacher could build up the main points
on the board using students’ suggestions, before directing students to the
summary exercise in the book. Very good students could be asked to write
the summary, perhaps in pairs, without the help of the book. They could
later compare their summary with the summary given in the book.
VOCABULARY
and groups. For variety, the teacher could read out the sentences and ask
the class to suggest words for the blanks. The teacher should be prepared
to accept all meaningful words that the students suggest. In this way, the
students’ vocabulary can gradually be built up. When students cannot
think of an appropriate word for a blank, the teacher can help by providing
a variety of clues such as: ‘It begins with ________’ or ‘It means the same
as _________’.
LANGUAGE PRACTICE
A number of different types of skill-getting exercises are included in Books
1–3. They range from simple mechanical drills to controlled sentence
composition, followed later in the unit by various kinds of communicative
use. All exercises should be worked orally in the first place. It is suggested
that exercises marked Oral need not be written out afterwards, though of
course the teacher may make exceptions where it is thought necessary.
Exercises marked Oral/Written are intended to be written out after oral
practice though here again the teacher is free to decide, as time may not
always permit. The written exercises are suitable for homework provided
that they have first been worked orally in class.
may well mark each other’s work under the teacher’s guidance, which would
provide valuable additional practice. It must be emphasized that in accordance
3
with modern principles of language teaching, these exercises are designed to
avoid mistakes. They should not be regarded as tests. Their purpose is to teach,
not test, by giving habit-forming practice in using English correctly.
Some exercises take the form of a dialogue. Something is said by the first
speaker to which the second speaker replies, using a particular language item.
It is suggested that, at first, the teacher should read the words spoken by the
first speaker and the students give the replies of ‘S2’. Later, however, students
should be encouraged to take both parts, working in pairs or groups.
When students do work in pairs, the teacher can set up situations in
which the person asking the question does not know the answer to it. For
example, in Unit 6, Language Practice G (pages 76–77), by asking S1 to cover
S2’s sister’s diary and S2 to cover S1’s diary, the teacher creates a situation
in which both students ask questions that are ‘real’ in the sense that the
answers are unknown to the questioner. In this way, the students are getting
plenty of practice at asking and answering questions using the structure that
is being taught in this unit, but, at the same time, they are being given the
opportunity to use the structure in a totally realistic situation. Wherever
possible and practical, teachers should present students with situations which
are realistic and, in this way, allow them to practise linguistic structures in
a realistic context.

This section aims to teach and to give students practice, in developing and
In this section students will learn the skill of interpreting a wide variety
of text types including diagrams, maps, advertisements, charts, tables, and
graphs which deal with a wide range of subjects from history to science,
from general knowledge to geography.
Students will also learn and practise the skills of skimming and scanning.
Skimming is the ability to glance through a text and understand the gist
of it, while scanning is the ability to search quickly through a text to find
a particular piece of required information. Both these skills are important
in themselves, but are also crucial for note-making and summary writing.
This section will also provide the opportunity to follow instructions and
to learn how to interpret rules and notices. All of these skills are useful, not
only for passing exams, but are also vitally useful skills for day to day living.
It is perfectly acceptable to let the students work on these exercises on
their own. It is a good idea, however, to set a time limit; the amount of time
4
given will depend on the exercise and the level of the class. This will motivate
the students to try and complete the exercises as quickly as possible.
The teacher can encourage the students to work quickly by introducing a
competitive element, for example, awarding points to the pair or group that
can finish the exercise first. From group work, students can also learn the
value of cooperating: by dividing up the task and giving each member of
the group, only one or two questions to answer; the task can be completed
far more quickly than if it were done by individuals working alone.
In some cases, the teacher can stimulate the students’ interest in the
exercises by asking them the questions that arise before allowing them to
look at the text. For example, before letting students look at Reading for
Information, Machine Intelligence, in Unit 6, the teacher could first find out
what students know about home computers and how they might be used in
the home. In this way, the teacher can prepare the students for the subject
they will be reading about and introduce some of the more complicated
items of vocabulary, before asking them to actually read the passage.
USING ENGLISH
This section gives students the opportunity to use English in a communicative
situation. In Advance with English 3, for example, it includes such topics as
‘Making complaints’, ‘Making assumptions and guesses’, ‘Giving warnings
and advice’ and ‘Finding out information’.
understand them and also understand the task which they are required to
complete. For example, in Unit 1, ‘Making, accepting, and declining offers
of help’, there are simple questions after the dialogue. These questions are
more than comprehension questions as some are also designed to focus
the students’ attention on the actual words used, and to encourage them to
consider the context in which the dialogue is taking place. This awareness
of context is considered to be particularly important and the teacher should
therefore take care to ensure that the students understand the context.
Although the emphasis of this section is on oral work, students are asked
to write dialogues in many cases. When the students are working on their
dialogues (in pairs whenever possible), the teacher can go round the class
checking what the students are writing and giving them help if necessary. The
students can then practise their dialogues orally. They can also be encouraged
to read out or ‘perform’ them in front of the class. Clearly, only two or three
5
pairs can be asked to do this at any one time, otherwise it would take too
long, so the teacher needs to keep a note of which pairs have ‘performed’
so that each pair is given a turn over the course of a series of lessons. If the
teacher has a tape recorder, she could occasionally record a pair of students
going through their dialogue. After initial shyness, most students enjoy this
and benefit from hearing their own voices on tape.
communicate in English. The teacher need not be too concerned if students
make grammatical mistakes, and does not have to correct these mistakes
as they speak. As long as the students can understand each other and can
be understood, the goal of the exercise has been achieved. The emphasis of
this section is on communication rather than grammatical accuracy.
GUIDED CONVERSATION
Many of the conversations to be practised are made more meaningful and
communicative by giving alternatives in each part of the conversation (so to
make up a conversation, the students must listen carefully to what is being
said and choose a sensible response from the alternatives given. An example
of this type of exercise occurs in Unit 5). In other instances, students may
need to refer to diagrams or maps in order to continue the conversation
meaningfully, as in the Unit 4 Guided Conversation.
GUIDED COMPOSITION
The main idea of this approach is to lead the learner gradually from exercises
in which he is given a great deal of guidance, to composition which is almost
entirely unguided. This course provides a variety of such exercises. The aim is
to guide the student into producing continuous writing, as far as possible free
of mistakes, on the basis of information supplied. The amount of guidance
is progressively reduced, the aim being always to eliminate or reduce the
possibility of error and to practise the writing of good English.
All Guided Composition exercises should be worked orally at first. When
an exercise offers more than one way of producing a composition, some of
these ways may be worked orally and the student asked to produce another
version in writing. If the teacher wishes, of course, the students may be asked
to produce more than one version in writing. Teachers of very good classes
may ask their students to write similar pieces without help.
follow. It should be noted that in certain exercises, there is more than one
possible, acceptable answer. In such cases, a sample answer will be given in
the answer key but teachers should be prepared to accept alternatives.
6
Advance
with
English
3
Workbook
Blank Page
Unit 1 Noise in the Cities

A 1 In Britain.
2 Britain.
3 The noise made by machines.
4 Britain, Japan, America, and Norway.
5 No, there are very few.
6 To blow the horn of a vehicle.
7 Pakistan.
8 Not many complaints are received.
9 In decibels.
10 Yes.
11 Yes.
12 A thunderclap or a jet plane taking off.
B 1 He is paid money as a compensation.

2 In Pakistan.
3 Noise can cause deafness if the noise is continuous and if it is over
85 decibels.
4 It can make them tired and anxious.
5 d.
6 Because pop music when played through powerful amplifiers can
reach 120 decibels at a distance of one and a half metres.
7 Noise can make office workers produce poorer work out but cheerful
music can help factory workers to work better.
VOCABULARY Pages 4–5

A The British Government has made some laws to reduce noise. Moreover
it has spent a lot of money for the same purpose. As a result of these
laws, when a factory worker becomes deaf, he is given compensation.
In Pakistan there are very few laws to keep down noise and anyone who
breaks them may be prosecuted. There are regulations to reduce noise in
some city areas. Few people in Pakistan, however, complain about noise,
and this is strange because noise does a lot of harm. Deafness can be
caused by a continuous noise over 85 decibels and less noise can make
people tired and anxious. Scientists believe that in Britain today, 10 per
cent of all workers are being deafened by noise.
9
Pop music is another danger. Played through powerful amplifiers, it
can produce noise almost as loud as a thunderclap and many American
teenagers have been deafened by it.
Furthermore, noise can make people less efficient though it is true that
some factory workers do better when listening to lively music.
B Moreover: gives us more information.

However: gives us different or contrasting information.
For example: gives us an example.
As a result: tells us the result of something.
We have no laws about compensation. As a result, workers cannot make
claims if they become deaf.
We have many laws against noise. However, many people think these
are not enough.
There are not enough laws against noise. However, there are laws to
control noise from machines.
His car is almost new. However, it is in poor condition.
There are many ways to cook an egg. For example, you can boil it.
Her bicycle is almost new. Moreover, it is in first-class condition.
She broke the school rules. As a result, she was punished.
Note: The above sentences can be in any order.

A 1 Some doctors write neatly and clearly but most write very quickly
and untidily. They sometimes write so badly that even the chemist
cannot read their writing.
A lady invited a doctor to dinner. He wrote his reply so carelessly

that she could not read it. She asked her husband anxiously what
she should do. He frowned thoughtfully and then suggested that
she should ask a chemist to read it for her. The chemist looked at
it carefully and then got his glasses and looked at it more closely.
Then he gave the lady a bottle. He did not read the note carefully.
He thought that the note was a prescription for medicine!
3 a. easily d. quickly g. gratefully

b. carefully e. carelessly h. closely
c. politely f. cheerfully i. anxiously
10
B When you add -ly to an adjective ending in -y, the -y becomes -ily.
Huma arrived home at eight o’clock. She had been working hard all
day and felt tired. She opened the front door wearily and walked into
the living room. It was empty but the radio was playing noisily. She
turned it down. Some newspapers were lying on the floor untidily.
She picked them up and put them on the table. She walked into the
kitchen. There was no one there either, but Suzy, the cat, lay sleeping in
the corner by the stove.
‘Where is everyone?’ thought Huma sadly. ‘Have they gone out and left
us alone again?’ she said to Suzy. Then she saw a note lying on the table.
She picked it up and, as she read it, she began to smile happily. ‘We are
having dinner at the Red Onion,’ it said. ‘Come and join us.’
C 1 This is how to treat a simple cut or scratch.

Firstly, wash your hands thoroughly.
Secondly, wash the area around the wound with a clean cloth and
soap and water.
After that, wash the wound with a clean cloth.
Afterwards, apply an antiseptic to the wound and to the skin around
the wound.
Finally, cover the wound with a clean cloth and hold it in place with
a bandage or adhesive tape.
Note: In the explanations of the four tasks given above, any of the
alternative connecting words given in the box beside each step may
be used.
2 Mrs Shah sewed a button.

Firstly, she found a button that matched the other buttons in size
and colour.
Next, she threaded a needle with some strong thread of the right
colour.
Then, she pulled out the old pieces of thread. After that, she sewed
on the button firmly and neatly.
Finally, she wound the thread around the button and tied it.
11
A 1 Gulshan-i-Iqbal.
2 Nearly midnight.
3 Trying to sleep.
4 His next-door neighbour is playing pop music very loudly.
5 To go and complain.
6 Yes, he is polite.
7 Yes, he is.
C 1 Excuse me.
2 The shop assistant says, ‘Can I help you?’
3 A watch.
4 The strap has broken.
5 Yes, he is.
6 The receipt.
7 To check when and where the watch was bought.
8 To get another one.
9 The watch.
10 Yes.
GUIDED COMPOSITION Pages 13–14

A First, Ansar took a hamburger from the refrigerator.
Then, he poured some oil into a pan.
Then, he heated the oil.
Next, he put the hamburger into the pan.
Then, he fried the hamburger for ten minutes.
After that, he poured some tomato ketchup on top of the hamburger.
12
B SAMPLE LETTER:
Flat 5A,
Mehran Towers,
Clifton, Karachi.
26th October, 2007
The Manager,
Shiraz Building Co.,
4/F, Queen’s Building,
I.I. Chundrigar Road,
Karachi.
Dear Sir,
I am writing to complain about the noise from your building site on

Clifton, Karachi.
Every night, the machines go on until 8 or 9 p.m. Last night, they were
still working at 10 p.m. The noise disturbs my family very much and
makes it very difficult to hear the television or get to sleep.
Please could you obey the law which says that all building machines
must stop at 7 p.m. If you do not stop the noise on your building site
after 7 p.m., I shall report the matter to the police.
Yours faithfully,
Bina Shah
13
Unit 2 Fire
A 1 Three.
2 Everything is dry.
3 Soon.
4 Four.
5 Their homes have been burnt.
6 Some will find a home with relatives and others will have to go into
emergency shelters provided by the Government.
7 Hot meals, blankets, and cooking utensils.
8 In 1987.
9 In North Karachi.
10 Careless people.
B 1 It may be in a squatter area where huts are close together; everything

may be very dry; there may also be a strong wind; wooden buildings
burn quickly.
2 Firemen.
3 It means the firemen have stopped the fire from spreading but it is
not completely out.
4 No. There are Fire Brigades in all the the large cities and towns.
5 Fires can be prevented only if everyone is careful.
C A fire may be started in a number of ways, and it may spread very quickly
if the conditions are right. The firemen arrive very soon/quickly but it
may take hours or sometimes even days to get the fire under control.
Very often the casualties include some of the firemen, who risk their
lives almost every day.
After a fire, those unlucky people who are homeless have to be given
shelter unless they can live with relatives. They are also given food,
blankets, and cooking utensils. Then they have to look for new homes.
Thousands of homes were destroyed by the Sohrab Goth fire in 1987.
The Government provided temporary accommodation and then built a
resettlement estate. We had many more fires since then. We have a very
good Fire Brigade Department made up of almost 6,500 well-trained
firemen, but they cannot prevent fires from being started by careless
people.
14
VOCABULARY Page 18
A 1 casualties 2 tragedy 3 utensils
4 scorched 5 accommodation/shelter 6 temporary
B 1 made for—went towards

made—caused to become
made for—moved towards
has up of—consisted of
2 a. The squatter huts were constructed of wood.
b. The emergency aid consisted of blankets and cooking utensils.
c. The firemen went towards the trapped pigs.
d. The crackling of the flames caused him to become frightened.

A The completed table should be:
Points tested
Ubaid Ali Simi
(maximum marks: 5)
1 Clearness of speech 4 3.5 5
2 Neatness of writing 5 4 3
3 Accuracy of counting 3 4.5 3.5
4 Speed of working 4.5 5 3
5 Depth of thought 4.5 3.5 4
6 Tidiness of dress 3 3.5 5
7 Politeness of behaviour 4 4.5 4
Total marks: Ubaid: 28; Ali: 28.5; Simi: 27.5.
B S2: Who wrote the most neatly?

S1: Ubaid did. He wrote the most neatly.
S2: Who counted the most accurately?
S1: Ali did. He counted the most accurately.
S2: Who worked the fastest?
S1: Ali did. He worked the fastest.
S2: Who thought the most deeply?
S1: Ubaid did. He thought the most deeply.
15
S2: Who dressed the most tidily?
S1: Simi did. She dressed the most tidily.
S2: Who behaved the most politely?
S1: Ali did. He behaved the most politely.
C SAMPLE SENTENCES:
1 Ubaid spoke more clearly than Ali. However, Simi spoke the most
clearly.
2 Ali wrote more neatly than Simi. However, Ubaid wrote the most
neatly.
3 Simi counted more accurately than Ubaid. However, Ali counted
the most accurately.
4 Ubaid worked faster than Simi. However, Ali worked the fastest.
5 Simi thought more deeply than Ali. However, Ubaid thought the
most deeply.
6 Ali dressed more tidily than Ubaid. However, Simi dressed the most
tidily.
D 1 Asad runs as fast as Tariq but he doesn’t run as fast as Sara.

2 Amina runs as slowly as Raza but she doesn’t run as slowly as Amir.
3 Salim jogs as frequently as Naim but he doesn’t jog as frequently as
Sana.
4 Hamid swims as far as Salman but he doesn’t swim as far as
Javaid.
5 SAMPLE ANSWER:
Asad Sara Tariq
Note: Asad’s clock and Tariq’s clock should show the same time and Sara’s
clock should show an earlier time than the other two. Various times are
acceptable provided they are sensible in the context of ‘gets up early’.
16
6 Sample answer:
40 decibels 45 decibels 45 decibels
Note: Taking the examples of decibels levels given on page 3 as a guide,

numbers of decibels in the range 35–55 are sensible in the context of
airconditioners. However, for the answer to be correct, the small and
the large airconditioners should be the same number of decibels and
the medium-sized one must be a lower number.
PUNCTUATION Page 25
1 ‘I wonder,’ said the teacher, ‘why no one knows the answer.’
2 ‘Sometimes,’ he said, ‘we have heavy rain in the evenings.’
3 ‘Where,’ asked her mother, ‘have you been?’
4 ‘Where have you been?’ he asked. ‘You should have been here long
ago.’
5 ‘Here is the bottle,’ she said. ‘Please put it in the cupboard.’
6 ‘Thank you,’ he said. ‘I will call him.’
READING FOR INFORMATION Page 25

A Holding upright.
Turn safety-valve anticlockwise.
Aim horn at base of fire.
Press lever.
B 1 Eleven.
2 Four.
3 Classroom 7 (because the extinguisher is nearer the door).
17
4
One.
5
No.
6
Two.
7
Classroom 1 and classroom 2.
8
a. Yes.
b. No.
9 In the assembly hall.
10 Classroom 7.
C 1 Alert others by shouting ‘fire’ repeatedly.

2 A fire extinguisher.
3 A fire-hose reel.
4 Close the door behind you.
5 Break the glass of the nearest break-glass point.
6 As a class on the basketball courts.
7 The teacher.
8 Staircase 1.
9 Staircase 2.
D SAMPLE SENTENCES:
FIRE RULES
1 It is essential to shout for help if you see a fire.
2 It is important to try to put out the fire with a fire extinguisher if
possible.
3 It is essential never to panic in a fire.
4 It is essential to vacate the building immediately if you hear the fire
alarm.
5 It is important to leave fire doors closed.
6 It is dangerous to block stairs with rubbish.
PARAGRAPH 1
Zia Malik is eighteen years old and lives at 8D, Seaview Apartments.
At present he is living alone because his parents are in Singapore on
holiday.
18
PARAGRAPH 2
At 10.30 p.m. last night he went to bed as usual. He woke up at 2.40 a.m.
because he heard a noise and later, at 2.45 a.m. went to investigate. He
saw smoke coming from the flat below so he closed the window and ran
to the living room. Then he unlocked and opened the front door and
found the corridor totally dark and full of smoke. He closed the door
and dialled ‘115’ to report the fire.
PARAGRAPH 3
At 2.55 a.m. he waved and shouted from a window. Then one fireman
saw him and put a ladder up to the window to rescue him. Then one
fireman went up the ladder and helped Zia climb down the ladder. His
flat was not damaged but the flat below was badly burned. Ben was not
hurt.
Note: This is a sample answer only.
19
Unit 3 Emergency
A 1 He is a policeman.
2 He switched on the red light and siren.
3 It was full of traffic.
4 Just ahead and below.
5 There was no road, only a wide deep ditch.
6 He filled it with earth.
7 It could not breathe.
8 He had been taught what to do, as part of his training.
9 A button had stuck in his throat.
10 The holes in the button had let a little air through.
11 A fireman arrived next bringing precious oxygen.
12 The baby.
B 1 It is a serious emergency. Any help must be given as soon as possible

or the child may die.
2 It is a difficult emergency to deal with and he was unlucky to be on
duty at that time.
3 It was under construction.
4 Because he jammed on his brakes.
5 He had hoped to find a road linking him with the road that would
take him to the child’s home.
6 It went ahead of the police car making a road and then held up the
traffic so the police car could cross quickly.
7 Yes, because it showed that it was no longer choking.
8 Someone probably called him too. His oxygen might have been
needed.
C A policeman does not spend all his time catching criminals or directing
traffic. He has to be ready for any kind of emergency, like the policeman
in the story you have just read. He may have to give first aid if there has
been an accident, rescue someone from drowning, see that the people
watching a football match behave themselves, help a lost child find its
parents and generally help the public in any way he can.
20
VOCABULARY Page 34
A 1 The car turned over when one of its wheels went into a ditch along
the roadside.
2 Some buildings in Karachi are over twenty storeys high.
3 ‘Are you frightened of walking home in the dark?’ ‘Yes, I dread it.’
4 There is an ambulance coming. I can hear its siren. There is a fire
engine coming, too. I can see its flashing light.
5 When something is very big, we say that it is gigantic: like a giant.
Another word with a similar meaning is enormous.
6 When all the lights went out, the little child was terrified. ‘I’m f-f-f-
frightened,’ he stammered.
7 The bulldozer was scooping earth from the side of the hill.
8 The shop sold diamonds, rubies and other precious stones.
B Line 11: . . . when I got there . . .

Lines 11–12: . . . using an unfinished road . . .
Lines 44–45: . . . drove past the place
Line 47: . . . I stopped beside it . . .
1 He stood beside the fire because he was cold.
2 The film had started when I arrived.
3 She drove to the hotel using an easier route.
4 I walk past the fire station on my way to work.
5 Meet me at the station not later than six o’clock.

D 1 On the desk.
2 At 6 o’clock exactly.
3 White glue.
4 The size of the windows.
5 The brown ones.
6 Carefully.
7 Outside the Civic Centre.
8 The 112.
9 Some steamed fish.
2 He asked him when to stop working.

He told him to stop working at 6 o’clock exactly.
3 He asked him how to fix the chair.
He told him to fix it with glue.
21
4 He asked her what to measure first.
She told him to measure the size of the windows first.
5 She asked her which shoes to wear.
She told her to wear the brown shoes/ones.
6 He asked him how to drive.
He told him to drive carefully.
7 She asked him where to meet him.
He told her to meet him outside the Civic Centre.
8 He asked him which bus to take.
He told him to take the 112 bus.
9 He asked her what to order.
She told him to order some steamed fish.

A 1 115.
2 The first operator asks, ‘Which service, please?’
3 The ambulance operator wants to know what number he is
phoning from.
4 The operator asks, ‘And your name, please?’
5 The operator asks, ‘Where are you phoning from?’
6 The operator asks, ‘Where do you want the ambulance sent to?’
7 The operator asks, ‘What’s the trouble?’
8 a. Fire.
b. Police.
PROBLEM SOLVING Pages 41–42

1 Empress Market.
2 Abdullah Haroon Road.
3 Zamzama Furnishing.
4 B 3, 4, and C 3/4.
5 Zainab Market.
6 Shahrah-e-Liaquat.
7 B 6.
8 One kilometre.
9 Napier Street, Mansfield Street.
10 Preedy Street.
22
INTERPRETATION OF RULES, NOTICES, ETC. Pages 42–43
1 Finance and Trade Centre Auditorium.
2 Five.
3 The Song of Mohenjodaro.
4 Goethe Institute.
5 Ten.
6 China.
7 Seven.
8 From 11 a.m. to 8 p.m.
9 The Writers.
10 Junaid.
11 1 June.
12 Arts Council.
23
Unit 4 We Can’t All be Successful
A 1 San Francisco.
2 Italy.
3 Rome.
4 To take on more fuel.
5 He thought he had arrived in Rome.
6 He thought the ancient landmarks had been pulled down (to
modernize the city).
7 He was an Italian immigrant who had only arrived in America a
few years earlier.
8 No, he couldn’t.
9 In 1970.
10 From a circus.
11 It saw a small boy.
12 It started to chase the boy.
13 She chased the lion.
14 Yes, she did.
15 She attacked it and badly mauled it.
16 The lion suffered head wounds and had to be treated for shock.
B 1 No, he hadn’t.
2 Because Italy is where his original family came from.
3 No, he hadn’t.
4 Because he is an Italian immigrant.
5 Italy.
6 Because he thought Mr Scotti’s behaviour was strange.
7 Because he thought the policeman was an Italian.
8 No, he doesn’t.
9 Because lions are supposed to be fierce and strong.
C Mr Scotti, an Italian immigrant, who now lives in San Francisco, decided

to visit Rome. However, he got off the plane in New York when it landed
to make a fuel stop, because he thought he had arrived in Rome. He
thought that Rome looked different but decided that they must have
changed it.
He spent two days wandering around the city, and even when he was
told that he was in New York, he refused to believe it.
24
VOCABULARY page 46
1 b. 5 d.
2 g. 6 c.
3 f. 7 e.
4 a.

A 1 b. Zia said, ‘When will Rahim meet me tonight?’ / ‘What time will
Rahim meet me tonight?’
c. Amir said, ‘Where is Salim going tomorrow?’
d. Asim said, ‘Why hasn’t Ramiz phoned me?’
e. Zain said, ‘How did Tariq get on at the interview?’
f. Ali said, ‘What time will Samir go home tonight?’
g. Rose said, ‘Who is Betty bringing to the party?’
h. Naz said, ‘What did Shaista eat at the dinner last night?’
C ANSWERS TO GEOGRAPHY QUIZ:

1 Africa 8 Canada 15 America
2 France 9 Rome 16 North America
3 Italian 10 American 17 Asia
4 Spain 11 Africa 18 Britain
5 Paris 12 South 19 South Pole
6 South America 13 Italy 20 Hot
7 East 14 Australia

1 a. A verb.
b. 6.
c. An applicant.
d. Fill in an application form.
e. Applicable and applied.
f. 4.
g. Applied science and applied mathematics.
2 a. application f. apply
b. applied g. apply
c. applies, applicants h. application, apply
d. applies i. applied
e. apply j. applicants, application, apply
25
3 a. tourist, tourism, tour
b. successful, success, succeed, succession, successive,
successor
c. modernization, modern, modernism, modernize
d. immigrant, immigrate, immigration
e. decide, decided, decision, decisive
f. originally, original, originate, origin, originality
B 1 Impulse Furniture.
2 a. Two. b. Two.
3 a. Two. b. Two. c. Two.
4 Choice Furniture Mfg. Co., 5721385
5 Impulse Furniture, Saudi-Pak Bldg., 7th Floor, 21 Jinnah Avenue,
Islamabad.
6 L.M. Fraser & Co., Ltd., Park Road, Shopping Mall, No. D7, 2nd
Floor, DHA, Karachi.
7 Modern Steel Furniture Co.

A 1 melt 8 can 15 was
2 then 9 people 16 is
3 mixed 10 little 17 is
4 so 11 added 18 harder
5 mixtures 12 tougher 19 polished
6 discovered 13 produced
7 ago 14 called
B 1 C
2 C
3 D
4 B
26
Unit 5 A Famous Speech

A 1 Recently.
2 1939.
3 The invasion of Poland.
4 They were unprepared for war.
5 About three hundred and fifty thousand (350,000).
6 It gave them hope to carry on struggling.
7 Churchill first made the speech in the House of Commons.
8 He was very tired and had too much to do.
9 Norman Shelley was famous for imitating Churchill.
10 Churchill spoke with a slight hissing noise due to a defect in his
teeth.
11 About 1980.
B 1 No.
2 sweep through.
3 The German army did not fight the allied soldiers at Dunkirk, they
retreated.
4 Churchill wanted to give hope to the British people.
5 Norman Shelley told the truth.
C Early in the second World War, the German army invaded Poland,
Holland, and Belgium and advanced into France. The British and French
armies could not withstand the German attack and were pushed back to
the coast. However the Germans did not take advantage of their position
and about 350,000 troops were safely transported to Britain.
It was then that Churchill made his famous speech in the House of
Commons, in which he declared Britain’s determination to fight on
and never surrender. The British people were greatly encouraged when
the speech was broadcast by the BBC and many thought it was the
turning point of the war. However, it has now been revealed by an actor,
Norman Shelley, that he broadcast the speech for Churchill who was
too exhausted and busy to do it himself. Shelley was chosen because he
was well known for his impressions of Churchill’s voice which were very
realistic. Churchill was pleased with the reading which, he said, was so
realistic that it even included a slight defect of speech!
27
B 1 Ali asked when the airport restaurant would open.
Ali asked when flight CX826 had left San Francisco.
Ali asked how many accidents there had been at the airport last
year.
Zehra asked where the airport shops were.

Zehra asked what time the Skardu plane left on Mondays.
Zehra asked how much luggage she could take on a flight.
2 Ali: When will the airport restaurant open?

When did flight CX826 leave San Francisco?
How many accidents were there at the airport last year?
Zehra: Where are the airport shops?

What time does the Skardu plane leave on Mondays?
How much luggage can I take on a flight?
3 a. Mrs Raza: What did the lady say about the restaurant?
Ali: The lady said it would open at 8.30 a.m.
Mrs Raza: What did the lady say about flight CX826?
Ali: The lady said it had left at 1300 hours on the
12th.
Mrs Raza: What did the lady say about accidents at the
Airport?
Ali: The lady said there had not been any accidents/she
said there had been none.
b. Mr Raza: When did the man say the plane from San Francisco
would arrive?
Zehra: The man said the plane from San Francisco would
arrive at 1520 hours.
Mr Raza: Where did the man say the shops were?
Zehra: The man said the shops were on the second floor.
Mr Raza: What time did the man say the Skardu plane left
on Mondays?
Zehra: The man said the Skardu plane left at 1030 hours.
Mr Raza: How much luggage did the man say you could take
on a flight?
Zehra: The man didn’t say anything about luggage.
28
A 2 He must have been very quiet.
3 Anybody could have left them there.
4 He might have cut himself.
5 He must have waited by the bush for a long time.
6 The burglar could have been a girl.
B 2 He might/could have had a torch.
3 He might/could have heard a noise.
4 He might/could have hid behind the sofa.
5 He must have thought the owner was going to call the police.
6 He must have climbed out through the window.
PROBLEM SOLVING Page 68

1 15 4 10 7 9
2 9 5 4 8 3
3 3 6 2 9 14

A 2 Yesterday, Tabish telephoned the builder. He told the builder his
name and address. The builder asked him what the problem was.
Tabish told him that one of his windows was broken and asked him
to come and repair it. The builder said he couldn’t come that day.
He was very busy. Tabish asked the builder if he could come first
thing the next day. The builder replied that he would do his best
to come. The builder promised he would definitely come the next
morning. Tabish was pleased and said thanks a lot.
B ‘Have you decided on a career?’ asked Mr Khan.

‘No, I have not,’ said Tariq.
‘Would you like to work in my office?’ asked Mr Khan.
‘What sort of work would I do?’ asked Tariq.
‘You would start as a clerk in order to learn the business,’ explained
Mr Khan, ‘and if you work hard, you would be given a more responsible
job. One day you might be the manager. I cannot promise anything of
course.’
‘I would like to work for you,’ said Tariq.
‘Come and see me when it’s time for you to leave school,’ suggested Mr
Khan.
29
Unit 6 Animal Intelligence

A 1 Two.
2 They find their way home from far away.
3 They must use their intelligence. They must remember and think.
4 Instinct.
5 By giving them rewards whenever they are successful.
6 They got food.
7 To amuse an audience.
8 He will use it to bring something within his reach.
B 1 It means remembering and thinking in order to solve problems.

2 Dogs and cats use their intelligence. They remember and think.
Birds find their way over much longer distances but they do so by
using their instinct, not intelligence.
3 Instinct.
4 The writer thinks they have a low kind of intelligence.
5 Human beings.
C In pictures 1 and 2, the dog and the fish have the same problem: how to
get to the food. The dog will almost at once come out of the cage and
run around to the bowl at the side. The fish, however, will take a long
time to solve the problem the first time. Later, however, it may quickly
swim into the jar. In other words, it has learnt how to solve the problem.
The dog understood how to do so at once.
Hens and ducks are not clever. They hardly ever show any intelligence.
They seem to be guided by their instinct almost all the time. When a
duck sees an egg, for example, it usually sits on it without thinking what
it is doing. In picture 3, the duck is about to sit on the white cube which
it has mistaken for an egg!
Monkeys, on the other hand, often learn quickly if they are given a reward
for doing something. In picture 4 you see two monkeys and two boxes.
Each box has a door, a lever, and a slot. To open the door, the monkey
has to put a coin in the slot and then pull the lever. The monkey then
reaches for the grapes inside. The grapes are the reward for knowing
what to do. Monkeys often learn very quickly.
30
VOCABULARY Page 72
1 intelligence 4 peck
2 direction 5 instinct
3 reward 6 disc

A 1 a. They can find their way home from long distances.
b. Many birds can find their way over long distances, too.
c. Many animals can be taught to solve problems.
d. They can do all sorts of tricks to amuse an audience.
e. It can tell the difference between a square and an oblong.
f. They can solve problems without any help.
B 2 She could play tennis when she was a young girl but she couldn’t
play badminton.
3 He could play the guitar when he was eighteen but he couldn’t play
the piano.
4 She could sew when she was a young girl but she couldn’t cook.
5 She could type when she was seventeen but she couldn’t drive.
C 2 Was Mrs Abid able to play badminton and swim when she was a
young girl?
She was able to swim but she was unable to play badminton.
3 Was Arif able to play the piano and guitar when he was eighteen?
He was able to play the guitar but he was unable to play the piano.
4 Was Mrs Ali able to sew and cook when she was a young girl?
She was able to sew but she was unable to cook.
5 Was Sara able to type and drive a car when she was seventeen?
She was able to type but she was unable to drive a car.
D 1 can, could 6 can

2 can 7 could
3 can, could 8 could, can
4 could 9 could, can
5 could, can 10 can
31
PROBLEM SOLVING/FOLLOWING INSTRUCTIONS Page 81
1 27 October. 5 6 October.
2 6 October. 6 Miss Khan
3 6 weeks. 7 3 classes.
4 12 weeks.

1 Central processing Unit.
2 a. RAM (Random-access memory);
ROM (Ready-only memory).
b. It disappears.
3 About, 10,000 words.
4 ‘K’ stands for kilobytes.
5 About 16,000.
6 Monitor Display Unit.
7 The Keyboard.
8 Because it is flexible.
9 The Disk Drive.
10 The floppy disk is used to store large amounts of information.
11 It types out information which is stored in the computer.
12 It is linked to the VDU, Printer and Disk Drive.
13 No.
32
Unit 7 Hijacked!
A 1 He was holding a knife to the flight attendant’s neck.
2 She had a small bomb in her bag.
3 No.
4 The man ordered the captain to fly bearing 180° and not to use the
radio.
5 His refers to Jason.
6 No, he sounded quiet and calm.
7 The fellow refers to the Chinese man.
8 He refers to Jason.
9 The captain had been ordered to make a sudden landing.
10 The plane landed on a beach.
11 No, he wasn’t.
12 It came from the cockpit.
13 A knife, a bomb, and explosives.
B 1 The man turned off the radio so that the captain would not use it.
2 Jason thought that they had arrived in Bangkok already and were
preparing to land.
3 There were five altogether.
4 The captain told the passengers to remain in their seats so that they
would be safe.
5 The Chinese man knew they were not going to Bangkok because
he noted that the sun was in the wrong position; they were flying
south.
6 Because they were about to make a sudden landing.
7 The captain.
8 He would appear to be a good pilot; he was calm; followed the
instructions of the hijackers; was concerned about the safety of the
passengers; did not take any action against the hijackers until he
had landed the plane safely.
VOCABULARY Page 88
A 1 d. 4 b. 7 e.
2 c. 5 a. 8 f.
3 g. 6 h.
33
B 1 c. 4 a. 7 d.
2 b. 5 e.
3 h., g. 6 f.

A 4 If 7 If 10 unless
5 If 8 If 11 if
6 unless 9 Unless 12 if
C 1 b. Unless you put your shirt on, you’ll get burnt.

c. Unless you water the plants, they’ll die.
d. Unless you hurry, you’ll miss the boat.
e. Unless you stand on the stool, you’ll not reach.
f. Unless you take the umbrella, you’ll get wet.
g. Unless you take the pills, you’ll not get better.
h. Unless you put your litter in the bin, you’ll get fined.
D 1 b. If I gave you a bracelet, what would you do with it?

I’d wear it.
c. If I gave you a telegram, what would you do with it?
I’d read it.
d. If I gave you a cheque, what would you do with it?
I’d cash it.
e. If I gave you a sponge, what would you do with it?
I’d wash with it.
f. If I gave you a prescription, what would you do with it?
I’d take it to a chemist.
g. If I gave you a crash-helmet, what would you do with it?
I’d put it on.
h. If I gave you a pizza, what would you do with it?
I’d eat it.
34
PUNCTUATION Page 96
35, Margalla Road,

Islamabad.
24th May 2006
Dear Umar,
How are you? I hope you are having a good holiday. I am having a
wonderful time. I am helping my father in the shop. He is paying me
one hundred rupees a day so I shall be able to buy that camera you
want to sell. Have you still got it?
I am looking forward to hearing from you.
Yours sincerely,
Mustafa

A 1 a. He’s at the beach.
b. No, he isn’t.
c. Nearly three hours.
d. If you stay in the sun too long, you’ll get sunburnt.
2 a. He’s in the kitchen.
b. He’s cooking rice.
c. Is the fire on full flame?
c. If you cook the rice slowly it won’t burn.
3 a. She’s just brought some meat.
b. It’s on the table.
c. If you don’t put the meat in the fridge, it’ll go bad.
B 1 He’s just seen a snake.

2 He advised him to dial ‘115’ for the police or fire service.
3 He could get bitten.
35
INTERPRETING RULES, NOTICES, ETC. Page 100
1 The highest monthly rent is
Rs 349 in the first year of rental.
2 It can be reduced by Rs 74 per year.
3 No.
4 It can be installed in two days.
5 Yes or replace it with another.
6 The rent.
7 Yes, you must pay an installation fee.
8 Yes, there is a wide range of models available.
9 After a certain period of time, you can change the model.
10 To pay ahead of the required date of payment.
11 One month’s free rental.
12 No, you are given an allowance for the fees already paid.
36
Unit 8 Jump!

A 1 Incredible.
2 An aeroplane that carries bombs.
3 Because this was the time when enemy fighter planes might
attack.
4 The rear of the plane.
5 A gun used to shoot at enemy aircraft.
6 The captain.
7 It was in another part of the plane and already burning when he
reached it.
8 6,000 metres.
9 The air was too cold and thin to breathe properly.
10 Lying in a large pile of snow.
11 A large fir tree and the deep snow.
12 They later found the crashed plane and his partly burnt parachute
with his name and number on it.
B 1 To England.
2 They had dropped bombs on it.
3 He had to sit in a very small part of the plane and he felt more
comfortable without it.
4 Anti means against. Anticlockwise; antibiotic; antibody; anticlimax,
antidote; antiseptic; antisocial.
5 They had to keep away because of the anti-aircraft fire.
6 The force of the explosion jammed it.
7 He chose the least painful death.
8 He thought he was dying.
9 They could not believe that he had jumped from a plane with no
parachute.
10 They thought that no one would believe him unless he had proof.
VOCABULARY Page 104

A This is an incredible story but true. One night in 1944, Royal Air Force
bombers had bombed their target and were flying home over Germany.
The gunners peered anxiously into the darkness expecting an attack by
enemy fighters. Nick Alkemade was in the rear gun position on one plane,
37
sitting in a small plastic bubble at the tail of the plane. His parachute was
in another part of the plane. Then the plane exploded into flames and
the captain told the crew to jump. Nick forced open the door that led to
the rest of the plane and tried to find his parachute but it was burning.
He had to jump without it, from a height of 6,000 metres.
In the air he lost consciousness but when he woke up, he was surprised to
find that he was still alive. A large fir tree and a pile of snow had broken
his fall. The Germans at first thought he was a spy but when they found
his parachute they believed him. They were so impressed that they gave
him a certificate to prove what had happened.
B 1 b. 3 d. 5 f.
2 e. 4 a. 6 c.

C 1 a. It is a wheel with a groove in the rim for a rope or chain. It is
used for lifting things.
b. Yes, it was much faster than carrying them down the ladder.
c. To prevent the box falling to the ground.
d. He put too many bricks in the box.
e. The box of bricks was heavier than the man so when he untied
the rope, he was pulled up into the air.
f. The box would have fallen to the ground and hit him.
g. It broke and the bricks fell out.
h. When the bricks fell out, the man became heavier than the
box.
i. He let go the rope.
j. Three times.
2 a. After fastening the rope, he climbed up the ladder./He fastened

the rope before climbing up the ladder.
b. After climbing up the ladder, he filled the box with bricks. /He
climbed up the ladder before filling the box with
bricks.
c. After filling the box with bricks, he climbed down the ladder./He
filled the box with bricks before climbing down the ladder.
d. After climbing down the ladder, he undid the rope./He climbed
down the ladder before undoing the rope.
38
e. After undoing the rope, he was pulled up into the air./He undid
the rope before being pulled up into the air.
f. After reaching the top, he hit the pulley./He reached the top
before hitting the pulley.
g. After reaching the ground, he let go the rope./He reached the
ground before letting go the rope.
h. After being hit on the head again, he was taken away in an
ambulance./He was hit on the head again before being taken
away in an ambulance.

B 1 a. Mr Rao murdered Mr Salim.
b. With a knife.
c. Between 11.45 p.m. and midnight.
d. Because Mr Salim had knocked over Mr Rao’s son in a car
accident and had broken both his legs.
2 After Mr Khan went into Mr Salim’s house at 11 p.m., Mr Khan shot

Mr Salim in the leg. Mr Khan did not kill Mr Salim as a neighbour
saw him at 11.15 p.m.
Mr Rao went to Mr Salim’s house at 11.45 p.m. and stabbed Mr Salim
in the chest. Mr Salim died at midnight.
39
Unit 9 The Day the World Blew Up

A 1 ... between Java and Sumatra.
2 ... fire and smoke appearing at the top of the mountain.
3 ... Jakarta.
4 ... what had happened on the island.
5 ... big hole, fifteen metres wide.
6 ... July and this grew worse in August.
7 ... broken stones and hot materials had fallen for some time.
8 ... throw all the hot stones and dust into the sea.
9 ... hot rocks fell on the heads of sailors in the ships nearby.
10 ... the water.
11 ... 10.02 on Monday, 27th August.
12 ... of about 36,000 people.
B 1 The 17th century.

2 They saw that the volcano was active and they feared for their
safety.
3 Krakatoa was quiet.
4 They were wondering what the volcano was going to do next. They
were afraid that it would explode and that their ships would be
damaged.
5 The hole in the side of the mountain was low down near the sea
and it grew bigger as more hot rock was thrown out. Eventually this
allowed the sea to flow in and the cold water cooled the soft, heated
rock and made it hard. This formed a seal and the pressure caused
by the hot rock below trying to get out finally broke the seal and
caused the explosion.

A 1 c. 2 a. 3 b.
4. e. 5 d. 6 h.
7 j. 8 k. 9 f.
10 g. 11 i.
B 1 c. 2 d. 3 a.
4 e. 5 b.
40
B 1 When Irum had washed, she got dressed.
2 When Irum had dressed, she ate her breakfast.
3 When Irum had eaten her breakfast, she cleaned her teeth.
4 When Irum had cleaned her teeth, she went to school.
5 When Irum’s mother had said goodbye to her, she washed the
dishes.
6 When Irum’s mother had washed the dishes, she sat down to read
the newspaper.
7 When she had read the newspaper, she wrote a letter.
8 When she had written the letter, she went to the post office.
9 When she had been to the post office, she went home.
C Ishrat: When did you start to play the sitar?

Rais Ahmed: I first started 25 years ago.
Ishrat: Who was your first teacher?
Rais Ahmed: My first teacher was Ustad Sharif Khan.
Ishrat: How long did you study under him?
Rais Ahmed: For 15 years.
Ishrat: When did you win your first international sitar
competition?
Rais Ahmed: In 1978.
Ishrat: Have you ever played in New York?
Rais Ahmed: Yes, I’ve played all over the world.
Ishrat: What was your most exciting movement?
Rais Ahmed: It was when the judges read out my name as the winner
of my first international sitar competition.

A 1 b. 2 n. 3 f.
4 h. 5 i. 6 j.
7 d. 8 c. 9 k.
10 g. 11 a. 12 m.
13 e. 14 l.
41
B 1 The Black Death.
2 From 1347 to 1371.
3 21 people.
4 583 people.
5 In New York in July 1942.
6 In India in 1907.
7 40 people; they were Russian and the accident happened on
Mt Everest.
8 A cable-car crash.
9 16,360,000.
10 In a bus crash in August 1973.
PUNCTUATION Page 124

1 I want to buy a desk, a chair, a table, and a reading lamp.
2 The car was long, low, modern and powerful.
3 He stopped, looked, listened and waited.
4 She looked behind the door, in the cupboard, under the table and
even under the carpet.
5 She went to the bus stop and waited patiently for a bus.
6 I tried to persuade him not to go but he would not listen to me.
7 The starter lifted his hand, the crowd became silent, the gun went
off and the race began.
8 I will tell you how to get there, and I will come part of the way with
you, but I cannot take you there because I am too busy.
42
Unit 10 The Traffic Accident

A 1 A blue Datsun.
2 A green Honda.
3 On the corner of Clifton Road and Garden Road.
4 At about 2 p.m.
5 He’d just left Haroon’s Garage.
6 He was going to Zamzama.
7 He wanted to turn into Garden Road.
8 To avoid the pedestrian who had just stepped out in front of his car.
9 Because when he saw it, it was a long way away so he thought he
had plenty of time to cross the road.
10 About 60 kilometres an hour.
11 He saw that it was not signalling to turn left.
12 She was standing at the corner of Gizri Road and Clifton Road.
13 About 25 kilometres an hour.
14 She didn’t notice.
B
Central Zamzama
Gizri Road
A
Clifton Road
B Key:
D
Haroon’s Garage A Miss Ali
C
B Mr Tanvir
C Mr Dawood
d
oa
R
n
D Mr Mahmood
de
ar
G
C 1 Mr Mahmud. He was going too fast. He also did not want to tell SP
Agro how fast he was going.
2 b.
43
A The accident was seen by a witness who said that two cars ran into each
other when one of the cars swerved to avoid a pedestrian who stepped
into the road.
B 1 f. 2 e. 3 l.
4 b. 5 j. 6 i.
7 c. 8 d. 9 k.
10 h. 11 g. 12 a.

B 1
S1 1 T 2 T 3 F
4 F 5 F 6 F
7 T 8 F 9 T
10 F
C 1 a. While cleaning the shop window, Mr Naim heard the crash.

b. While crossing the road, Mr Abid saw the accident.
c. While having his shoes cleaned, Mr Chinoy heard the crash.
d. While riding his bicycle, Hanif saw the accident.
2 a. Mr Malik saw the accident while selling some oranges.

b. Latif saw the accident while he was watching a game of
carom.
c. While waving to Miss Anis, Mr Raza saw the accident.
d. While polishing, Mr Chinoy’s shoes, Mr Shafiq heard the
crash.
E 1 . . . the edge of the river.

2 . . . advice to the drowning man.
3 . . . he did not dive in.
4 . . . he did not think of throwing a rope.
5 . . . went to the rescue.
6 . . . his clothes, he dived in.
7 . . . his own safety, he rescued the drowning man.
8 . . . Mr Nic helped them climb up the bank.
9 . . . Mr Ave went home.
44
PUNCTUATION Pages 135–136
As Mr Nic and Mr Ave were walking along the bank of a river, they
saw a man in the river. He was drowning. Not knowing what to do, Mr
Nic rushed to the edge of the river, running up and down and shouting
advice. Not being able to swim, he did not dive in, and being very excited,
he did not think of throwing a rope.
While he was doing this, Mr Ave went to the rescue. Without taking
off his clothes, he dived in. He soon rescued the drowning man, bringing
him safely to the shore. Having done this, he went home. While watching
the rescue, Mr Nic felt very ashamed.

1 A 2 C 3 B
4 B 5 B 6 B
7 D 8 D 9 B
45
Unit 11 Football! Football! Football!

A 1 E 2 E 3 D 4 A
B Football was played in a number of countries a very long time ago. The
Romans who conquered Britain played a kind of football. The British
probably learnt the game from them. For centuries they played a similar
game with hundreds of people taking part. Later the game became less
violent and was played in schools. At that time the ball could be caught
but a player could not run with it. In the nineteenth century a rule was
made which allowed a player to run with the ball.
Later in that century the London Football Association was formed. New
rules were made and a number of clubs followed them. Carrying the ball
was not allowed. This was known as ‘association football’. This is where
we get the modern word soccer.
Soccer is now one of the world’s most popular games. To play well a
player must have good control of the ball and must think quickly. He
must also play as a member of a team, and not just as an individual.
VOCABULARY Page 140

1 c. 2 e. 3 a.
4 f. 5 d. 6 b.

C 1 Another boatload of Cuban refugees.
2 110 people.
3 Where was the boat towed to? To shore.
4 What was given to the refugees? Food and drink.
5 Where were the refugees taken to? To Guantanomo Camp.
6 Where were the refugees abandoned? They were abandoned at sea.
7 Who were tied up? The men.
8 What was stolen? Their money and belongings.
9 Was anybody beaten? No.
10 Where were the refugees sent? To Havana.
E 1 killed 4 disappointed, cancelled
2 sold 5 included, injured
3 frightened 6 broken, put
46
A Date Event
1874 Born at Blenheim Palance, near Oxford
? school at Harrow
? attended Sandhurst
1899 Went to South Africa as a journalist
1900 became member of Parliament
1910 became Home Secretary
1940–1945 was Prime Minister
1951 became Prime Minister again
1953 awarded Nobel prize for literature
1955 retired
1965 died
B Date Event
1929 born
as a young man studied theology at Boston University
? became a Minster of religion
? became leader of a civil rights movement
1964 awarded Nobel prize for peace
1968 was shot dead
PUNCTUATION Page 147

1 They took the following articles with them: a rope, a first-aid kit, a
water bottle and some bars of chocolate.
2 The recipe uses these ingredients: a cup of flour, an orange, two eggs
and a little salt.
3 On the shopping list were five items: a tin of furniture polish, cushion
covers, a table cloth, a jar of paste and a bottle of ink.
INTERPRETATIONS OF RULES, NOTICES, ETC. Page 148
1 Sensible. 2 Sensible. 3 Not sensible.
4 Not sensible. 5 Not sensible. 6 Not sensible.
7 Not sensible. 8 Sensible. 9 Not sensible.
10 Sensible. 11 Sensible. 12 Not sensible.
47
Unit 12 Life in the Universe

A 1 A 2 C 3 D
4 E 5 A 6 D
VOCABULARY Page 152

A 1 Universe 6 condition, conditions
2 planets 7 molecules, molecules
3 seek 8 atmosphere, atmosphere
4 cease 9 Solar, Solar, Solar
5 oxygen, oxygen 10 extremely, extremely

A 1 My friend’s house, which is in Main Street, is a new house.
2 He showed me his boat, which he had made himself.
3 The bag, that he was carrying, seemed heavy.
4 My friend, Saif, whom you have met, will be there tonight.
5 I have forgotten the name of the place where she is living now.
6 The pen that he bought was all right but mine does not work properly.
7 My father, who works in a factory, starts early in the morning.
8 I am looking for a room that is not being used.
B 1 that 2 which 3 that

4 which 5 which 6 that, which
7 that 8 which
C 1 who 2 whom 3 whom

4 who 5 who 6 who
7 (whom) 8 whom
D 1 The speaker, whose hobby was astronomy, described the eclipse.

2 I saw Mrs Mian whose photograph won first prize.
3 They spoke to the boy whose father was an astronaut.
4 Mr Ali, whose flat was on fire, was very upset.
5 They looked after Umar whose mother was in hospital.
6 Creatures, whose brains may be as well developed as ours, may exist
on other planets.
48
B 1 In the east.
2 No, the Earth goes round the Sun.
3 Yes, it does.
4 24 hours.
5 To account for the extra 5 or 6 hours left every year.
6 In the west.
7 Yes, it does.
8 24 hours.
C THE COMPLETED TABLE:

Time taken Average
Name of Distance from Width
to go round surface
planet Sun (km) (diameter)
the Sun temperature
Earth 149,600,000 km 365 days 12,765 km +22°C
(approx.)
Mercury 57,900,000 km 88 days 4,880 km +520°C
Venus 108,200,000 km 225 days 12,104 km +480°C
Mars 227,900,000 km 687 days 6,787 km –23°C
Jupiter 778,330,000 km 4,333 days 142,800 km –123°C
Saturn 1,427,000,000 km 10,760 days 120,000 km –180°C
Uranus 2,869,600,000 km 30,685 days 51,800 km –218°C
Neptune 4,496,600,000 km 60,195 days 49,500 km +228°C
Pluto 5,900,000,000 km 90,475 days 6,000 km –230°C
49
Unit 13 Eastern Medicine

A 1 Traditional.
2 A plant whose leaves or seeds are used in making medicine or for
flavouring food.
3 Herbal medicine and acupuncture.
4 They thought this was the safest and surest way of treating illnesses.
5 Antibiotics, miracle drugs and heart transplants.
6 Because they appear to cure people of illnesses that could not be
cured before.
7 Some people actually became ill from taking too much medicine.
8 Some doctors in Britain now offer their patients acupuncture
treatment.
9 West Germany and Yugoslavia buy herbal medicine from India.
10 It hopes to discover how good herbal medicine is and they are
especially interested in finding cures for illnesses that cannot be
cured by Western medicine.
B 1 Herbal medicine uses natural ingredients obtained from plants.

2 Antibiotics are medicines that fight the growth of bacteria
(germs).
3 This means to take a working, healthy heart from a person who is
‘clinically’ dead, i.e., has no brain function and to sew it into a person
who will otherwise die because his/her own heart is not functioning
properly.
4 The symptoms of a cold are sneezing, a running nose and perhaps
a high temperature. The symptom of tuberculosis is a persistent
cough. The symptoms of measles are a rash and fever.
5 The first means making the patient comfortable by removing the
effects of the illness but not curing him, and the second means
curing him completely.
6 Eastern medicine is less expensive than in the West.
7 China insists that Western-style doctors study herbal medicine
and that acupuncturists and ‘barefoot doctors’ study the basics of
Western medicine, so that they both can work together.
C Many Western doctors used to laugh at traditional Asian methods of

healing such as herbal medicine and acupuncture. Western doctors rely
50
mainly on chemical cures and other scientific ‘miracles’ such as heart
transplants. Chemical medicines, however, often relieved the symptoms
of an illness without providing a permanent cure. In fact some people
even became ill as a result of taking too much medicine!
Some Western doctors are now looking for more natural remedies, and
are already beginning to use some kinds/types of Eastern medicine. The
World Health Organization encourages Eastern countries to use herbal
medicines, too, as they are less expensive.
A mixture of Western and Eastern medicine has been practised
successfully in China for years. Doctors are required to study both
systems and this has greatly impressed visitors from the West.
VOCABULARY Page 162

1 encouraging, encouraged
2 interested, interesting
3 exciting, excited
4 confusing, confused
5 worried, worrying

A 1 would 2 will 3 would
4 rains, stops 5 were 6 will
7 were 8 will 9 are
10 if, were, would not, would, would
C 2 had eaten, decided 7 had been

3 telephoned 8 had suspected, admitted
4 had locked 9 had lived
5 had left 10 was
6 lowered
D By the time the police arrived, . . .

1 . . . the burglar had broken into a shop.
2 . . . he had broken open the safe.
3 . . . he had stolen some money from the safe.
4 . . . he had taken some pieces of jewellery.
5 . . . he had left the shop.
6 . . . he had caught a plane to Brazil.
51
E It had only five helicopters. Hong Kong International was the smallest
airline in the world.
It was so small that it was called ‘The Tom Thumb Airline’, and it only
flew people around Hong Kong. Although Hong Kong Air International
was willing to take anyone anywhere in Hong Kong, most people used
the airline to fly to Hong Kong International Airport from Hong Kong
Air’s heliport in Harcourt Road. Although it was only eight kilometres,
the streets were often crowded. As a result it was very difficult to get a
taxi. A businessman who was in a hurry was therefore willing to pay
the extra fare to get to the airport quickly. In addition to the helicopter
airline in Hong Kong, there was one in England and one in America. In
1975, however, Hong Kong Air International stopped flying, so people
cannot fly from Harcourt Road to the airport today.

A 1 c. 2 b. 3 f. 4 h.
5 g. 6 d. 7 a. 8 e.
B 1 China.
2 Travelling in a bus.
3 ‘Explore Pakistan like never before’.
4 Karim.
5 A poster competition emphasizing the importance of obeying
traffic rules.
6 Gandhara antiques worth Rs 1,000,000.
7 At about 11.30 a.m.
8 Yes.
9 Between 1369 and 1399.
10 He leaned out of the bus window.
11 Rs 690,000 worth of gold ornaments.
12 Between Faizabad and Shakar Parian.
13 A book or stationery token worth Rs 1,000.
14 British and Japanese.
15 40.
16 No.
17 In Top Gun and Witness.
52
Test Paper
PART 1 Page 170

Section A Reading comprehension
1 B 2 A 3 B 4 D
5 C 6 C 7 A 8 D
9 C 10 B 11 B 12 A
13 D 14 B 15 B 16 C
B DIALOGUES Pages 171–172

17 D 18 C 19 C 20 D
21 C 22 B 23 D 24 C
25 C 26 B 27 C 28 B
29 B 30 A 31 B 32 C
PART 2
A Following instructions/problem solving Pages 172–174
1 2 Alarm Emergency
STOP
A 1 2
3 4
Z X 5 6
7 8
9 10
3 a. Rs 15. b. The jacket. c. Hina.

4 a. 4 a.m. b. December. c. June. d. 16 hours.
53
B READING COMPREHENSION Page 174
6 a. well b. it c. many
d. was e. enough f. stand
g. that h. in i. did
j. first k. had l. to
m. not n. much o. laugh
p. wish q. going
C INTERPRETATION OF RULES, NOTICES,

REGULATIONS, REPORTS, ETC. Pages 175–176
7 a. No.
b. Yes, if supervised by an adult.
c. Yes.
d. None.
e. They are likely to cause danger or inconvenience to others.
f. Only toy bicycles used by children under the age of 6 are
permitted.
g. Rs 500.
h. Yes.
i. Volleyball; hockey; netball.
54
Advance
with
English
3
Workbook
Answer Key
Blank Page
Unit 1
Pages 1–5
A 1 After six years he went to secondary school.
2 Moreover, he is captain of the football team.
3 For example, he often washes the dishes.
In addition, he sometimes sweeps the floor.
4 After that, he sometimes watches television.
Moreover, they say that it can waste a lot of time.
However, Imran says he learns a great deal from watching good
television programmes.
5 Three weeks later she started work in an office.
6 First, she goes by bus to Hasan Square. Then she goes by van to
Shahrah-e-Faisal. After that she walks to her office on Tipu Sultan
Road.
7 As a result, she always knows what is happening in the world.
8 However, the neighbours do not enjoy listening.
9 For example, they usually play tennis at 2 p.m. on Saturday.
After that they go jogging. In addition/After that, Rani goes to do
aerobics and Imran goes to play football.
A 1 Mr Chinoy always signed his name clearly.

2 ‘You have big ears’ Mansur said to Humayun thoughtlessly.
3 Wearily, Ansar climbed the steps to the top flat.
4 Jaffer passed the examination easily.
5 Mrs Ali opened the letter from the police station anxiously.
C Tell a friend that you can find out his age and how much money he has
in his pocket (if it is not more than a rupee). This is how you do it. First,
tell him to write down his age, without showing it to you. Second, tell
him to multiply it by 50. Then tell him to add 8. After that, tell him to
multiply it by 50. Then tell him to take away 415. Afterwards, tell him to
add the number of paisas in his pocket. Finally, ask him the number. Add
15 to it. You will then have a four-figure number. The first two numbers
will be his age and the last two will be the money in his pocket. Try it!
Note: Next, After that, Then and Afterwards are interchangeable.
D 1 At 2 about 3 After
4 At 5 about, later 6 at
57
Unit 2
Pages 6–10
A 1 1981
2 Friday, January 20, at 9 a.m.
3 Dr Habibullah.
4 Chairman of the Capital Development Authority.
5 Route A.
6 10 km.
7 Faisal Mosque.
8 The Liaquat Stadium.
9 Faisal Avenue and Ataturk Avenue.
B 1 An ape is like a monkey but it has no tail.

2 A triangle is different from a square because it has three sides.
3 A rat is like a mouse but it is much larger.
4 A motor bike is different from a bicycle because it has an engine.
C 1 careless/foolish/dangerous
2 dangerous
3 dishonest
4 honest
5 polite
6 foolish/dangerous
7 pleasant
8 difficult
9 impossible
D 2 It is better to do it as soon as you get home.

3 It is wiser to wear thin clothes.
4 It is cheaper to make your own.
5 It is safer to have a picnic.
58
Unit 3
Pages 11–14
A 2 I’m not sure where to go on holiday.
Why don’t you go to Swat?
3 I’m not sure how to go to Swat.
Why don’t you go by plane/air?
4 I’m not sure where to stay in Swat.
Why don’t you stay in Kalam?
5 I’m not sure what to read on holiday.
Why don’t you read a book?
B 2 I don’t know how to repair cars.

Why don’t you ask Mr Fixit, the mechanic, to teach you?
3 I don’t know how to make a jacket.
Why don’t you ask Mr So, the tailor, to teach you?
4 I don’t know how to change a plug.
Why don’t you ask Mr Shock, the electrician, to teach you?
5 I don’t know how to use a library .
Why don’t you ask Mrs Book, the Librarian, to teach you?
6 I don’t know how to make cakes.
Why don’t you ask Mr Food, the chef, to teach you?
C 2 Where shall I put the desk?

Put it by the window.
3 What shall I do next?
Hang up the picture.
4 Where shall I hang the picture?
Hang it above the shelf.
5 How shall I reach the picture hook?
Use the ladder.
6 What shall I do next?
Unpack the box.
7 Where shall I put the books?
Put them on the bookshelf.
8 When shall I move the piano?
Move it this afternoon.
9 What shall I do now?
Have some tea.
59
D 1 C 2 A 3 A/B
4 A 5 D 6 A
7 B 8 A 9 B
10 D 11 A 12 C
13 C 14 D 15 D
16 B
60
Unit 4
Pages 15–18
A SP Khan: What’s his name?
Mr X: I don’t know what his name is.
SP Khan: Where is he now?
Mr X: I’m not sure where he is.
SP Khan: How old is he?
Mr X: I’ve no idea how old he is.
SP Khan: Where does he live?
Mr X: I don’t know where he lives.
SP Khan: What was he wearing?
Mr X: I’m not sure what he was wearing.
SP Khan: Where did he spend last night?
Mr X: I’ve no idea where he spent last night.
SP Khan: Who was he with yesterday?
Mr X: I don’t know who he was with yesterday.
SP Khan: Does he have a family?
Mr X: I don’t know if he has a family.
SP Khan: Can he drive a car?
Mr X: I’ve no idea if he can drive a car.
SP Khan: Has he left Pakistan?
Mr X: I’m not sure if he has left Pakistan.
SP Khan: Does he have a flat in Dubai?
Mr X: I don’t know if he has a flat in Dubai.
SP Khan: Does he own a boat?
Mr X: I’ve no idea if he owns a boat.
Note: The above are sample answers only. I don’t know, I’m not sure and
I’ve no idea can be used for any of Mr X’s replies.
B SAMPLE ANSWERS ONLY:

2 A: Did I pass the exam?
B: Pardon?
A: Please could you tell me whether I passed the exam?
3 A: Could I borrow that book, please?
B: I’m sorry, I can’t hear you.
A: I wonder if I could borrow that book, please?
61
4 A: Is my mother all right?
B: I’m sorry, could you repeat that?
A: Can you tell me whether my mother is all right?
5 A: What time is it, please?
B: I beg your pardon?
A: Can you tell me what time it is, please?
6 A: Could I speak to Mr Salim, please?
B: Pardon?
A: I wonder if I could speak to Mr Salim, please?
C 3 Could I borrow your book, Sabeen?

4 Is the manager free?
5 Are there any vacant rooms, please?
6 Will you marry me, Helen?
7 I’m sorry I’m late.
8 Could you pass the salt please, Adnan.
9 Did you enjoy the meal, Nina?
10 Do you know who won the cricket match, Arif?
11 Would you like to meet me for lunch?
12 How long does it take to get to the airport, please?
D
1 July. 2 Five. 3 Four.

4 None. 5 From 23°C to 32°C.
62
Unit 5
Pages 19–22
A 2 She said (that) she was going home.
3 She said (that) it was raining.
4 Sami said (that) he did not know the answer.
5 Naim said (that) he could not do it.
6 Hina said (that) she had finished.
7 Mrs Ali and Mrs Gaya said (that) the bags were very heavy.
8 Irfan said (that) he would help them.
9 They said (that) they would go by taxi.
10 Mr Khan told/ordered Mahmud to pick up the ruler but Mahmud
said (that) it was not his.
12 Mr Khan told Mahmud to bring the box to the window but Mahmud
said (that) it was too heavy to lift.
Note: In the sentences above, the word that can be included or

omitted.
B 3 Ali: What happens if I turn the wheel to the left?

Captain: If you turn the wheel to the left, the rocket will move
to the left.
4 Ali: What happens if I turn the wheel to the right?
Captain: If you turn the wheel to the right, the rocket will move
to the right.
5 Ali: What happens if I turn the switch?
Captain: If you turn the switch, the food will start to heat.
6 Ali: What happenes if I press the button?
Captain: If you press the button, the door will open.
7 Ali: What happens if I pull the ring?
Captain: If you pull the ring, the lights will switch on.
8 Ali: What happens if I pull the handle?
Captain: If you pull the handle, the rocket will slow down.
9 Ali: What happens if I raise the handle?
Captain: If you raise the handle, the rocket will go up.
10 Ali: What happens if I lower the handle?
Captain: If you lower the handle, the rocket will go down.
11 Ali: What happens if I hold the bar?
Captain: If you hold the bar, the fridge will open.
63
12 Ali: What happens if I move the stick?
Captain: If you move the stick, the air conditioner will start.
B Receptionist: Good morning.

Sana: Good morning. Can I see the doctor please?
Receptionist: Yes. First I will ask you a few questions. Is this your first
visit?
Sana: Yes, it is.
Receptionist: What is your full name?
Sana: Sana Ahmed.
Receptionist: Where do you live?
Sana: (Invent an address.)
Receptionist: How old are you?
Sana: (Give an age.)
Receptionist: What is your home telephone number?
Sana: (Invent a telephone number.)
Receptionist: What’s the matter with you?
Sana: I don’t really know. I’m not feeling very well. I have a
bad headache and a temperature.
Receptionist: Please sit down. I’ll call you when the doctor is free.
Sana: Thank you very much.
64
Unit 6
Pages 23–26
A 1 In the shade or indoors.
2 In bright sunlight.
3 Hold the camera firmly with one hand and pull out the rewind knob
with the other. The back of the camera will spring open.
4 The film leader.
5 Perforations.
6 The shutter release should be pressed.
7 When both rows of perforations engage with the sprocket teeth.
8 When the number ‘1’ appears in the counter window.
9 The button in the base of the camera should be pressed and the
handle in the rewind knob unfolded.
10 When the film has been completely wound up and has left the
take-up spool.
11 Indoors or in deep shadow.
12 Outdoors when it is sunny.
13 Above your head or shoulder.
14 Two metres.
15 Blurred.
16 The viewfinder.
17 A tree in the background of the picture.
18 If you don’t hold the camera steady, the picture will be blurred.
19 Rest the camera on a flat surface or fasten it to a tripod.
20 No.
B 2 He couldn’t buy a stamp because the post office was closed.

3 He couldn’t buy one from the stamp machine because he didn’t have
any change.
4 He didn’t go to the restaurant because he didn’t have time.
5 He couldn’t telephone the restaurant because he didn’t know the
telephone number.
6 He couldn’t look in the telephone directory because he didn’t know
the name of the restaurant.
8 Will you be able to repair the car today?
No, I won’t. I’m going fishing.
9 Will you be able to catch the train at 4.30?
No, I won’t. I’m going to a meeting.
65
10 Will you be able to go to the cricket match on Friday?
No, we won’t. We’re going on holiday.
11 Will you be able to go to the beach on Saturday?
No, I won’t. I’m going to work.
12 Will you be able to go to the cinema this evening?
No, I won’t. I’m going to the theatre.
C 2 Zain: Could I borrow your camera, please?

Naz Why do you want to borrow my camera?
Zain: I want to borrow your camera to take a photograph of my
brother.
3 Zain: Could you lend me your pencil-sharpener, please?
Naz: Why do you want to borrow my pencil-sharpener.
Zain: I want to borrow your pencil-sharpener to sharpen a
pencil.
4 Zain: Could I borrow your radio, please?
Naz: Why do you want to borrow my radio?
Zain: I want to borrow your radio to listen to some music.
Note: Either Could I borrow or Could you lend me may be used in the
dialogues above.
66
Unit 7
Pages 27–31
A 3 ‘If you write quickly, no one will be able to read it.’
4 ‘Unless we have a good dictionary, we won’t be able to find out the
meanings of all the new words.’
5 ‘If you are late back, you won’t go again.’
B 2 Laila: If I were you, I would not tell Asifa a secret.

Samina: Why not?
Laila: If you tell her, she will tell everybody.
3 Akbar: If I were you, I would go to the theatre early.
Ali: Why?
Akbar: If you go to the theatre early, you will get a good seat.
4 Sami: If I were you, I would take an umbrella.
Simi: Why?
Sami: If you take it, you won’t get wet.
C 2 ‘If I were a doctor, I could make sick people better.’

3 ‘If I were a pilot, I could travel all over the world.’
4 ‘If I were a farmer, I could work in the open air.’
5 ‘If I were a clown, I could make people laugh.’
D 2 What would you do if you found someone’s passport?

If I found someone’s passport, I would take it to a police station.
3 What would you do if you saw a fire?
If I saw a fire, I would dial 115.
4 What would you do if you wanted to be a pilot?
If I wanted to be a pilot, I would join the air force.
5 What would you do if someone lent you some money?
If someone lent me some money, I would pay them back quickly.
6 What would you do if you had a million rupees?
If I had a million rupees, I would buy a flat.
7 What would you do if you owned a parrot?
If I owned a parrot, I would teach it to speak.
8 What would you do if you had a toothache?
If I had a toothache, I would go to the dentist.
67
E a. Nothing. The letter is completely washable.
b. No. You should use a dry iron.
c. Hotter.
d. Flowers on top.
e. 15 seconds.
f. No. You are asked not to slide the iron.
68
Unit 8
Pages 32–36
A 2 When he was cooking the dinner, he knocked the pan off the
stove.
3 When they were climbing the Himalayas, they met the Abominable
Snowman.
4 When she was flying a kite, she tripped and broke her leg.
5 When he was watching the operation, he fainted.
6 When he was playing football, he pulled a muscle.
B 2 Before ordering the food, he read the menu.

3 Before going to bed, he had a shower.
4 After boarding the plane, he lost his passport.
5 After finishing the shopping, she went home.
6 After visiting her grandmother, she went shopping.
C 3 The taxi should not have gone faster and tried to pass in front of
the car.
4 The car should have slowed down to let the taxi pass in front of it.
5 The lorry should have slowed down, too.
6 The car should have turned into West Street to let the taxi pull over
to the left.
7 The taxi should have turned into East Street to avoid the lorry.
8 The lorry should have slowed down.
9 The lorry should have turned into East Street to avoid the taxi.
10 After the accident, the car should have stopped to help.
D 1 B 2 C 3 B
4 C 5 B 6 B
7 C 8 A 9 D
10 D 11 A 12 A
13 D 14 D 15 B
E 1 B 2 A 3 D
4 B 5 C 6 A
7 A 8 B 9 D
10 C 11 C 12 D
13 B 14 A 15 B
69
Unit 9
Pages 37–40
A 2 After he had washed, Mr Ali shaved.
3 When he had shaved, Mr Ali made breakfast.
4 When he had eaten breakfast, Mr Ali listened to the news.
5 After he had listened to the news, Mr Ali collected the breakfast dishes.
6 When he had collected the dishes, Mr Ali took them to the kitchen.
7 When he had washed the dishes, Mr Ali checked the letter box.
8 When he had read the letters, Mr Ali took the dog for a walk.
9 After he had taken the dog for a walk, Mr Ali went to work.
B 2 Mrs Ali: Did you sweep the floor?

Mr Ali: No, I didn’t. By the time I got home, someone had already
swept it.
3 Mrs Ali: Did you water the plants?
watered them.
4 Mrs Ali: Did you iron the clothes?
ironed them.
5 Mrs Ali: Did you feed the cat?
fed it.
C 2 They had just reached the bus stop when the bus arrived.
3 They had just got home when a thunderstorm started.
4 They had just sat down when the lights went out.
5 Rashid had just found the candles when the lights came on.
6 Mrs Awan had just served dinner when her husband returned home.
D ‘Had he really seen a flying saucer?’ asked Mansur.

‘He said that he had, but I said that I wouldn’t believe him until I had
seen the flying saucer myself,’ said Jaffer.
‘So what did he say then?’ inquired Mansur.
‘He said that it was behind me!’ exclaimed Jaffer.
‘And was it?’ asked Mansur.
‘I don’t know. I didn’t look because I thought that he was joking! I only
realized that he hadn’t been joking when I read the newspaper story,’
said Jaffer.
70
Unit 10
Pages 30–33
A 2 How long shall I stir the sugar?
Until it has dissolved.
3 How long shall I boil the mixture?
Until it becomes thick.
4 How long shall I stir the mixture?
Until it stops boiling.
5 How long shall I leave the jam in the pan?
Until it is cool.
6 How long shall I leave the jam before eating it?
Until the following day.
B 2 As she was adding the sugar, the window cleaner arrived.

3 While she was putting in the lemon juice, the telephone rang.
4 While she was stirring the mixture, the baby woke up.
5 As she was pouring the jam into jars, the postman delivered a
parcel.
6 While she was covering the jars with lids, the cat jumped on the
table.
C 2 Seeing Mrs Alvi was out, he went into the kitchen.

3 Opening the cupboard, he saw the jam.
4 Liking strawberry jam, he made a sandwich.
D 1 One.
2 Thirty-three.
3 The centre hole.
4 Horizontally or vertically.
5 It is removed from the board.
6 5, 15, 18, 28.
7 Two.
8 6, 16, 19, 29.
9 One.
71
Unit 11
Pages 44–48
A One simple kind of kite is made in the shape of a diamond. First of all,
the frame must be made. Usually it is made of bamboo or other light
wood. Two sticks are fastened together to make a cross. One stick must
be cut longer than the other. A piece of string is used to join the ends of
the sticks.
Now a piece of thin, strong paper, silk or other light material is cut to the
right shape. It must be cut so that it is the same shape as the frame but
a little bigger. The paper or cloth is placed on the frame and the edges
are folded over the string and stuck down.
Then a piece of string is cut so that it is a little longer than the shorter
of the two sticks. The ends of the piece of string are tied to the ends of
the shorter stick. A very long piece of string is tied to this small piece
of string. The kite is flown by holding the long piece of string.
A tail is needed before the kite can be flown. Pictures 9 and 10 show you
how it is made. Several strips of paper are cut and fastened to the bottom
of the kite. If the kite does not fly well, the tail can be made longer or
shorter.
Another kind of kite is the box kite. It is made of the same materials
but it is made in the shape of an empty box. The middle and the ends
are not covered and there is no tail.
Kites are flown in many countries, especially in Asia. Kites were flown in
China over two thousand years ago. Nowadays, on festival days, big kites
are flown by men, women, and children. Some of the kites are shaped
like men and women, dragons, animals, and insects. Often the kites are
covered with interesting designs which are painted in bright colours.
In Europe, kites began to be made and flown about two hundred years
ago. A short while ago a new kind of kite was invented. A man is strapped
to a large, especially designed kite. Then he runs down a steep hill until
he is lifted into the air by the kite and carried to the bottom of the hill.
Long distances are covered in this way, but sometimes the kites crash
and the man is hurt.
72
1 Usually it is made of bamboo or some other light wood.
2 The frame must be made first.
3 A piece of string is used to join the ends of the sticks together.
4 The paper or cloth is placed on the frame and the edges are folded
over the string and stuck down.
5 It is tied to the ends of the shorter stick.
6 It is tied to the short piece of string.
7 A tail is needed.
8 It is made by cutting several strips of paper and fastening them to
the bottom of the kite.
9 The kite is flown by holding the long piece of string.
10 It is made of the same materials.
B a. 100 metres.
b. One and a half hours.
c. Only to throw in the ball from the touch line.
d. No. He may only handle the ball within the goal area.
e. Yes.
f. 3–4. Team A, 3: Team B, 4.
g. To choose the end from which he wishes to play.
h. Because the ball must be kicked forward, at the start of a game.
i. Because the player kicking off cannot touch the ball again until it
has been touched by someone else.
j. 36.5 m.
C In order to understand how lightning is made, something must be known

about electricity. Most people own a torch. The bulb lights up when
the button is pressed. In an electric torch, a battery is joined to a bulb.
The battery contains two kinds of electricity which are called positive
and negative. When the button is pressed, the two wires are joined and
the positive electricity is allowed to pass very quickly to the negative
electricity. When it passes through the thin wire in the bulb, the wire is
made hot, and light is produced.
Remember that electricity cannot be seen. Remember also that the wire
is heated only when the positive electricity is allowed to move towards
the negative electricity.
73
If a very big battery is used, the electricity can be made to jump over a
break in the wire. It passes through the air. When this is done, the air is
made hot like the wire. When the air is made hot, light is sent out which
is blue in colour. This is called a spark.
Lightning is a big electric spark. This is how it is produced. First, a cloud

is charged with electricity. Positive electricity is produced inside the cloud
until no more can be held by the cloud. The electricity then is forced to
find somewhere else to go. It moves to the earth or to another cloud.
As it passes through the air, the air is heated and a spark is produced.
A spark that is produced in this way may be seven or eight kilometres
long.
74
Unit 12
Pages 49–52
A 2 A: I can’t eat this cake. It’s too sweet. Can you eat it?
B: No, I can’t. It’s much too/far too sweet.
3 A: I can’t read this writing. It’s too untidy. Can you read it?
B: No, I can’t. It’s far too/much too untidy.
4 A: I can’t walk home. It’s too far. Can you walk home?
B: No, I can’t. It’s much too far.
5 A: I can’t go by taxi. It’s too expensive. Can you go by taxi?
B: No, I can’t. It’s much too/far too expensive.
B 3 The pen that he bought did not write very well.

4 Farah, who is leaving school soon, has not decided what to do.
5 The boy who finished first was Qasim.
6 Mr Khan, whom I saw yesterday, did not look well.
7 The student whose painting is the best will receive a prize.
8 Our teacher, whose name is Mr Latif, has been here for ten years.
9 The person to whom I lent the book did not return it.
10 My uncle, to whom I addressed the letter, did not receive it.
11 The room in which I sleep is very small.
12 His wallet, in which he kept all his money, was missing.
13 The factory in which my sister works employs four hundred
people.
14 A ship in which oil is carried is called a tanker.
C 2 Don Koehler, who is 2.5 metres tall, is the world’s tallest living man.
3 The Sears Tower, Chicago, which is 443 metres high, is the world’s
tallest building.
4 Television, which was first demonstrated in public 1926, is now used
all over the world.
5 Lord Baden Powell, whom many people called ‘B.P.’, was the first
Chief Scout.
6 Sir Laurence Olivier, whom you may see on television or at the
cinema, is a famous actor.
7 A python, which is not a poisonous snake, may reach a length of
over 9 metres.
8 James Watt, who was born in Scotland, was one of the inventors of
the steam engine.
75
D 2 The book, which my uncle borrowed, has several pages missing.
3 The man, whom my uncle met, is Mr Raza.
4 The stamp shop, which Mr Raza owns, used to be owned by
Mr Wali.
5 The African stamp. which my uncle looked at, is very old.
6 The American stamp, which my uncle bought, is very valuable.
E 2 The man whose oranges were small and cheap sold a few.
3 The man whose oranges were big but dear sold a few.
4 The man whose oranges were big and fairly cheap sold a lot.
5 The man whose oranges were big and cheap sold more oranges than
anyone.
76
Unit 13
Pages 53–56
A 1 By the time Sara arrived, the experiment had started.
2 While Miss Malik was doing the experiment, the test tube
blew up.
3 When the test tube blew up, a black cloud of smoke appeared.
4 That’s the man who was arrested because he had robbed a house.
5 If I saw a burglar break into a house, I would ring the police.
6 If the film finished before midnight, I would watch it.
7 That’s the notice board which shows the results of the badminton
championship.
8 The girl, who won the championship, is Atif ’s sister.
9 That’s the girl whose racket broke during the match.
B 3 Although it looks fine now I am sure that a storm is coming.

4 No one was hurt in the accident although the car was badly
damaged.
5 Even though it rained all day we enjoyed ourselves very much.
6 You have done very well though I think you can do even better.
7 They continued the match even though the weather was very bad.
8 She put on weight though she did not seem to eat much.
9 Although it was hot he wore a thick coat.
10 Even though we all pushed, the door would not open.
11 He entered the competition even though he knew he would not win.
12 Although the man repaired the telephone, it still would not work.
C TOKYO Departure: 1745 (5.45 p.m.)

Arrival: 2055 (8.55 p.m.)
HONG KONG
Departure: 2145 (9.45 p.m.)
Arrival: 2325 (11.25 p.m.)
BANGKOK
Departure: 0015 (12.15 a.m.)
Arrival: 0300 (3 a.m.)
KARACHI
Departure: 0400 (4 a.m.)
Arrival: 0750 (7.50 a.m.)
ATHENS
Departure: 0900 (9.00 a.m.)
LONDON Arrival: 1135 (11.35 a.m.)
77
D 2 Sara: I’m sorry to hear that your father has influenza.
Binesh: He has recovered now.
Sara: I’m glad to hear it.
3 Binesh: I’m surprised to hear that your sister is still in hospital.

Sara: She’s better now. She came home yesterday.
Binesh: I’m glad to hear it.
4 Sara: I’m sorry to hear that you failed your driving test last
month.
Arif: I tried it again last week and I passed.
Sara: I’m glad to hear it.
5 Naz: I’m disappointed to hear that we are not going to have a

bigger library this year.
Sara: The headmaster says we will have a bigger one next
year.
Naz: I’m glad to hear it.
78
Advance
with
English
4
Teacher’s Book
Advance with English 4 aims to develop the students’ communicative skills

as well as their ability to produce correct sentences. Therefore the activities
require pair and group work as well as individual work. Students should be
encouraged to discuss problems and tackle tasks together.
The fear of making language errors should not discourage students from
communicating. Individual student’s oral errors can be noted by the teacher
and then corrected periodically as a class activity. Written errors should
be marked in the usual way. However, steps should be taken to reduce the
number of errors by the thorough preparation of written work before writing,
and the insistence that students proofread their written work in class before
handing it in.
Another problem area for students is the development of thought
processes and ideas. For example, each unit begins with a pre-reading
section, which requires students to give their own ideas and opinions, or
make predictions and intelligent guesses about previously unconsidered
subjects. Whether their answers are ‘right’ or ‘wrong’ is of little importance,
as the value of this type of exercise lies in the thought processes it engenders
and the opportunities for communication it creates.
Each teaching unit of Advance with English 4 contains five thematically
linked sections: Reading; Language practice; Using English or Reading for
Information; Practical Conversation and Composition.
READING
This normally consists of reading material with pre-, while, and post-reading
exercises linked to vocabulary, structure, and summary exercises. The
materials are related to other language work later in the unit, particularly
composition.
There is a wide variety of different types of reading, authentic in both
language and format. This includes articles from newspapers and magazines
(Unit 1), extracts from brochures (Unit 4), stories (Unit 8 and 9), and poems
(Unit 11).
HOW TO USE THE MATERIAL

The What do you think? section continues the thinking processes started
in the introductory section. Students anticipate what they will read about
by scanning the material, looking at titles, pictures, captions and other
1
features. At this stage they must not read the passage. Next, they should make
intelligent guesses and express opinions about the content of the material
by answering the questions in this section.
The value of the exercise is in the students’ attempts to answer (rather
than the actual answers) which should be checked and discussed in class
before the detailed reading starts. Unanswered questions should be returned
to after the detailed reading. As in the previous section, the objective is to
generate thought, discussion and anticipation of the content.
The Finding the facts section which follows, aims to provide students
with a purpose for reading. This usually takes the form of an information-
extraction type exercise where students are required to find information in
the passage that will enable them to complete various exercises. For example,
an interview (Unit 10), newspaper reports (Unit 2), a diary (Unit 8), or
an outline (Unit 9). Sometimes the information is used to check the facts
in a table (Unit 1), or in an advertisement (Unit 3), or students match
requirements with information (Unit 4), or statements with speakers, or
with speakers’ or writers’ views (Unit 5 and 6).
The Words in context section provides students with the opportunity
to study the reading material in more detail. The use of realia means that
students face more lexical items than they would in graded reading passages.
To help them understand and retain these items, they have usually been
divided into words for recognition only and words for production.
The vocabulary exercises are designed to encourage students to use
contextual clues and make intelligent guesses to determine meanings. There
are also exercises requiring students to use new lexical items for production
in different contexts. These vocabulary items are reviewed in Unit 7.
The Think about it section contains comprehension questions,
requiring students to consider and evaluate what they have read. These
include multiple-choice and open-ended questions, and questions that test
understanding of implication, opinion, and the writer’s intention.
The Reading section normally ends with a Summary exercise. Having
read the passage and understood it thoroughly, the students can tackle this
final exercise in selection, comprehension, and expression with confidence.
This Summary section contains a wide variety of exercises designed to
develop progressively the students’ summarizing skills.
Considerable guidance on technique is given at the start and gradually
withdrawn, until students are left with only minimal help.
2
LANGUAGE PRACTICE
This section provides a series of graded and contextualized exercises,
designed to engage the students in the meaningful, communicative use of
language.
First, students are presented with language items and explanations of
their functions. Students are then guided through a series of exercises, some
tightly controlled, which require them to use the language intelligently, not
mechanically. Examples can be found in Unit 1, where students are asked
to read a dialogue and identify expressions used to give advice, then they
must use them to complete part of a letter. The students are then required to
use the language in a realistic dialogue where one student makes statements
and the other offers suitable advice, making appropriate use of the relevant
language items.

Various approaches are possible. For example, in Unit 1, the teacher may
take one part of the presentation dialogue (S1) and a student the other (S2).
The students select the language items for giving advice and apply these
to complete the extract from the letter that forms the second part of the
exercise (S2). This exercise, when completed, should be read out by one or
more students and any possible variations discussed.
There is also a pair exercise for which, in the early units, the teacher
may want to take the part of S1 or S2 and have the students respond before
handing the exercise over to the students do the exercise themselves. Further
reinforcement can be provided by asking students to write out some or all
the language items.
USING ENGLISH
This section alternates with the Reading for information section described
on the following page. It presents students with practical tasks in which
they must use language intelligently, in realistic contexts. These tasks
include writing questionnaires, making and handling enquiries, arguing
and debating, writing rules and regulations, dealing with customers, taking
notes, acquiring and exchanging information and reporting back.
3
This section is designed to familiarize students with a wide variety of
reading material, which differs from that found in the Reading section. It
gives students the opportunity to practise and acquire the skills needed to
use such material for their own reference. For example, students are given
practice in reading indexes, tables of contents and publishers’ blurbs, and
further practice in scanning reading matter for specific information. Students
are also asked to read at speed and make predictions about the contents of
newspaper and magazine articles.
Most of these exercises are designed for individual work but they should
be accompanied by discussion to clarify any misunderstandings or to deal
with points of interest.
PRACTICAL CONVERSATION
This section is normally divided into four parts: Pronunciation practice,
Everyday conversation, Role-play/Discussion and Picture conversation.
Pronunciation practice is provided by minimal word pairs and by
practising the words in the context of sentences. There are exercises both
on vowel and consonant sounds, on consonant clusters and on stress and
intonation. The students can practise by repeating a model given by the
teacher.
The Everyday conversation section presents a conversation that illustrates
a particular language function and requires students to work together to
create their own dialogue, using this language function. For example, in
Unit 5 students read a dialogue illustrating the Asking for help function and
then go on practising language in a realistic context, also prepares students
for the Oral Examination.
Role-play/Discussion exercises either take the form of a role-play, based
on the preceding Everyday conversation, or of a discussion, based on the
Reading section. The aim is to further increase students’ fluency by providing
them with a freer form of oral practice.
The Picture conversation section presents a picture, which is usually
related to the theme of the reading material and is accompanied by questions.
This is designed to encourage students to express their own points of view,
as well as asking them to make factual observations about the picture.
Thus students develop the ability to talk about matters of general interest.
Again, this provides excellent practice for students preparing for the Oral
Examination.
4
COMPOSITION
The Composition exercises are presented in two parts: Discussion and
Writing. The discussion should always precede the writing so that the
students have plenty of ideas available for their compositions. They can then
concentrate on presenting their ideas as a well organized piece of writing.
The Reading section, at the beginning of the unit, provides the basis for the
Composition so that students may draw on the information to boost their
own ideas for the topic they will be writing about.
The Discussion section normally takes the form of a group discussion
with each group finally reporting back to the class as a whole. The aim is to
provide a practical exercise in communication that will generate and explore
the ideas which the students will write about. The discussion is as important
as the writing and at least as much time should be spent on it.
The Writing section is designed to be as practical and useful as possible
and to introduce students to the many kinds of writing. It therefore includes
letters, reports, stories, extracts from diaries, as well as the more traditional
type of composition.
STUDY NOTES
Each unit ends with a set of Study notes which briefly restate the main
language points covered in the unit. They are designed to help students
remember what they have studied and to serve as an aid to revision.
5
Blank Page
Advance
with
English
Answer Key
Blank Page
Unit 1
READING Pages 2–6

A 1 a. Success b. People
c. Failure d. Leaders. Strategies of taking charge
e. Success f. Failure.
g. London
2 Ray Meyer: Basketball coach: DePaul University

Harry Truman: President: USA
Fletcher Byrom: retired chairman: Koppers Company
William Smithburg: chairman: Quaker Oats
Thomas J Watson: founder: IBM
B 1 a. legendary b. dropped c. straight

d. obstacles e. acquisition f. risks
g. flopped h. guess
2 a. straight b. risks c. dropped

d. acquisition e. obstacles f. legendary
g. guess h. flopped
3 concentrate on pay attention to

springboard a piece of a wood that helps you jump higher
Senators members of a senate (legislative body)
maxim a saying
pet accessory something small used by a pet
wrote off admitted it had no value
resignation a statement that you will leave your job
blurted out said suddenly
fused mixed or joined together
hailed welcomed
C Jaffer: ...
Bilal: They played 29.
Jaffer: ...
Bilal: No.
Jaffer: ...
Bilal: Yes.
9
Jaffer: ...
Bilal: Yes.
Jaffer: ...
Bilal: No. He said that making mistakes is a sign that you’re
learning.
Jaffer: ...
Bilal: Yes, but he didn’t lose his job.
Jaffer: ...
Bilal: You mean that leaders don’t worry about failure because they
enjoy what they are doing too much? Yes, I do agree.
D b. The interviewers c. Ray Meyer

d. Leaders don’t think about failure. e. Fletcher Byrom
f. Fletcher Byrom g. William Smithburg
h. People i. the leaders’
j. IBM k. Leaders
E 1 Failure.
2 The junior executive’s mistake cost the company millions of dollars.
Watson regarded this expensive mistake as an important lesson
that the junior executive would learn from. This is why Watson
said, ‘We’ve just spent millions of dollars educating you’.

A 2 . . . and later in the afternoon, I met Tania. She was worried. She
was afraid she might fail her examination. I told her she shouldn’t
worry about failing. However, she said she did worry so I told
her she must try to stop. It was essential. She asked me how and
I replied, ‘You’ve got to decide to try to do your best. That’s all.’ I
told her failure was a beginning not an end. That’s how she ought
to think about it. After chatting to Tania I went into the . . .
4 2 S1: I’ve spilt coffee on my jacket.

S2: Then have it cleaned.
S1: Where?
S2: At the dry-cleaner’s.
3 S1: I’ve damaged my car.
S2: Then have it fixed.
S1: Where?
S2: At a garage.
10
4 S1: I’ve hurt my ankle.
S2: Then have it treated.
S1: Where?
S2: At the doctor’s.
5 S1: I’ve damaged my front tooth.
S2: Then have it X-rayed.
S1: Where?
S2: At the dentist’s.
6 S1: I’ve torn my coat.
S2: Then have it mended.
S1: Where?
S2: At a tailor’s.
7 S1: I’ve broken my glasses.
S2: Then have them repaired.
S1: Where?
S2: At the optician’s.
8 S1: I’ve lost my ID card.
S2: Then have it replaced.
S1: Where?
S2: At the immigration department.
9 S1: I’ve broken my necklace.
S2: Then have it mended.
S1: Where?
S2: At the jeweller’s.
C 2 There used to be a house on the hill. Now there is a block of flats.

3 There used to be a barber at number 82. Now there is a
supermarket.
4 Diana used to have long hair. Now she has short hair.
5 They used to go to school. Now they go to university.
D 1 c. When did you last get your hair cut, Tariq?

d. Do I have to pass a driving test before I get a licence?
e. Do I need to renew my library ticket every year?
f. Must I give the exact fare to the driver?
2 Waiter, this can’t be right. There must be some mistake.
3 You should have brought your umbrella, Jenny. It’s going to rain.
4 I used to, but now I don’t.
11
1 Advertisements
2 Alphabetical order.
3 a. 17–20 b. 3 c. 6
d. 1 e. 11 f. 1, 8–9, 12
g. 4 h. 11 i. 2
PRACTICAL CONVERSATION Pages 11–15

D 1 Runner number 3.
2 Runner number 5.
3 Runner number 2.
4 A few yards.
6 Ice cream and drinks.
7 Accidentally spilling it on the boy in front of him because he is
excited about the race.
8 Annoyed.
9 High jump.
10 She has hurt her foot.
11 The first-aid officers are about to carry her on a stretcher.
12 A first-aid officer’s uniform.
13 Three boys. Because they won first, second, and third places.
14 Proud and happy.
15 Gold, silver, and bronze.
12
Unit 2
READING Pages 16–20

A 1 A practical joker.
2 They show some of the jokes described in the story.
3 Jokes.
B Yesterday afternoon, two men were tricked by a practical joker in a

London Street . . . London council . . . their help . . . some measurements
. . . had been tricked . . . made himself scarce. Police in Oxford were
angered yesterday when they went to arrest . . . they were really
workmen . . . digging a hole in the road . . . real workmen . . . looking
for the practical joker . . . called Cole. One of London’s quietest streets
yesterday witnessed amazing scenes, as about four thousand . . . along
Berner street . . . number fifty-four . . . had received letters . . . deliver
goods to the landlady . . . at exactly ten o’clock . . .
C 1 a. victim b. embarrassed
c. oblige d. went off
e. is anyone’s guess f. around
g. made himself scarce h. on another occasion
i. legitimately j. imitated
k. get his own back
2 a. went off b. victims
c. is anyone’s guess d. oblige
e. own back f. makes himself scarce
g. embarrassed h. imitate
i. legitimate j. around
D 1 C
2 a. 1, 2, 3, 4, 5, 6, 8,
b. 2, 4, 5, 8
c. 3, 4, 6, 8, 9, 10
E 1 B
2 B
3 Prince
4 Because his victims would be angry.
7 Although he thought the jokes were funny, he decided to be
careful.
13
B 1 S1: Mr Khan’s a taxi driver.
S2: Oh, he drives a taxi, does he?
S1: Yes. He’s driving one now.
2 S1: Mr Awan’s a baker.
S2: Oh, he bakes bread, does he?
S1: Yes. He’s baking some now.
3 S1: Tariq’s a mechanic.
S2: Oh, he repairs cars, does he?
S1: Yes. He’s repairing one now.
4 S1: Alam’s a conductor.
S2: Oh, he conducts orchestras, does he?
S1: Yes. He’s conducting one now.
5 S1: Mr Shah’s a pilot.
S2: Oh, he flies an aeroplane, does he?
S1: Yes. He’s flying one now.
6 S1: Mrs Dean’s a nurse.
S2: Oh, she looks after patients, does she?
S1: Yes. She’s looking after one now.
7 S1: Salim’s a fireman.
S2: Oh, he puts out fires, does he?
S1: Yes. He’s putting one out now.
8 S1: Binish’s a typist.
S2: Oh, she types letters, does she?
S1: Yes. She’s typing one now.
9 S1: Mr Malik’s a security guard.
S2: Oh, he guards a bank, does he?
S1: Yes. He’s guarding one now.
D 1 Smith: . . . received . . . picked . . . heard . . .

2 Jones: . . . rang . . . complained . . .
3 Jones: . . . know . . . leaks . . .
4 Jones: . . . conducts . . .
14
E 1 a. Shakespeare b. Neil Armstrong
c. The Wright brothers d. The Egyptians
e. Yuri Gagarin f. Edison
g. Charles Dickens h. The Chinese
i. Fleming j. Rontgen
k. Rutherford
2 a. Alexander Graham Bell b. Alfred Nobel
c. Thomas Adams d. The Chinese
e. Walt Disney
F 1 Alan was reading a book when the door bell rang.

2 While Helen was ironing, the vase broke.
3 He was singing when the audience left.
4 While Ann was swinging, the branch broke.

C 2 Four. 6 Studying.
3 No. 7 Watching the television.
4 The news. 8 A cowboy
5 Watering the plants. 9 The woman in the kitchen.
15
Unit 3

A 1 At home.
2 A computer terminal.
5 One.
6 No.
8 A computer. A cleaning lady. Because Mary is interrupting him.
B 1 T
2 a. T 2 b. T
3 a. T b. F
4 T
5 F
6 T
7 T
8 T
9 F
C 1 a. access b. linked c. convert

d. colleagues e. manual f. core
g. retrieve h. locate i. flashing
j. supervise
2 memo a written business communication

voice-sensitive responds to voices
digital using numbers
confer with discuss something with
technology technical methods
data processor a machine for dealing with facts, numbers, etc.
satellite a spacecraft used for relaying messages
teletypewriters typewriters that send messages over
long distances
initially at the start
3 a. B
b. A
c. A
16
D 1 Facts
2 C
3 Electronic Office System specialists are likely to benefit the most.
Typists, messengers and general ‘back-up’ staff are likely to benefit
the least.
4 Office staff are becoming more expensive, office needs to be smaller
because of high rent.
5 Instead of fighting his way to the office each morning . . .
6 The topic of discussion in both units is about the way in which
traditional methods of doing things are gradually dying out.
E 1 A 2 A 3 A
4 A 5 A
F 1 How an electronic information-storage system works.

2 Reasons why present-day offices must change.
3 The present state of the electronic revolution.
4 Long-distance communication.
5 The value of computers to various professions.
6 Computer-aids.
7 The summing up.

F 2 S1: Will the plane have arrived by 6.30?
S2: No, by 7.15.
3 S1: Will the eclipse have started by ten?
S2: No, by eleven.
4 S1: Will they have reached the top by this evening?
S2: No, by tomorrow morning.
5 S1: Will the rocket have landed on the moon by tomorrow?
S2: No, by the day after.
6 S1: Will Shaista have programmed the computer by lunchtime?
S2: No, about 3 o’clock
7 S1: Will they have completed the flyover by next June?
S2: No, by next August.
8 S1: Will he have finished the lecture by 7.30?
S2: No, by 7.50, I think.
9 S1: Will the race have ended by Tuesday?
S2: No, by next Thursday.
17
10 S1: Will the game have begun by 10 o’clock?
S2: No, by 10.15.
11 S1: Will they have finished writing by 11:45?
S2: No, by 11:55.
12 S1: Will he have repaid the loan by next July?
S2: No, by the July after next.

1 C
2 B
3 for a long time
4 drugs
5 Ayten Haris, a refugee from Bosnia
6 D
7 war
8 Start Here, and Asiacross
9 Asia Magazine

D 1 January 21.
2 One hour.
5 He is recording the conversation on a tape recorder, so that he
can listen to it again later.
6 Put a telephone call through to the secretary.
7 For the manager.
8 The secretary.
9 Typing.
10 Filing.
18
Unit 4

A 1 B
2 Pakistan.
3 Travel agents.
4 Yes.
6 Japan and Malaysia.
7 Three.
8 The cost of air flights and hotel accommodation.
9 Malaysia.
10 New Zealand.
11 Japan, Malaysia, New Zealand.
12 Japanese live in Japan and speak Japanese. Malays live in Malaysia
and speak Malay. New Zealanders live in New Zealand and speak
English.
B Mr King—Japan
Mr Malik—Kota Kinabalu, Malaysia
Miss Khan and Miss Hasan—New Zealand
Mr and Mrs Zia—Kuantan, Malaysia
Miss Chinoy—Japan
C 1 shrines holy places

stranded not able to go anywhere
perpetual never-ending
lush plantations trees growing thickly together
fascinating very interesting
premier most important
fringed with palms with palms growing at the edges
get-away a place to relax in
a brochure a small book; a booklet
isolated lonely
2 a. A b. B c. B
d. A e. B f. A
g. A h. A i. B
j. B k. A l. B
m. A
19
3 a. dynamic b. ultra-
c. testimony d. resorts
e. blends f. excursions
g. came across h. distinctive
4 a. cultural heritage b. collect-call system
c. toll free d. paradise
e. tucked down f. off the beaten track
g. thermal geysers
D 1 Malaysia.
2 Japan.
3 New Zealand.
4 Malaysia.
5 Japan.
6 Malaysia.
7 Japan.
8 Goodwill guide programme to assist with language problems;
Japan Travel Phone which provides travel related information
and language assistance; teletourist service which tells you what
is going on in and around Tokyo or Kyoto.
9 Rs 40,540.
10 Yes, except for breakfast which is included in the cost of the hotel
accommodation.
11 Telephone (51) 214344 for more details.
12 An excursion fare would cost Rs 40,280; a package fare would
cost Rs 35,750.
E 1 Japan Travel Phone

2 teletourist service
3 Kuantan
4 Penang, Kuantan, Kota Kinabalu
5 travel agents
6 New Zealand is off the beaten track of the world’s tourist traffic.
F 1 The tropical island of Penang with its sandy beaches has always
been a favourite with Hong Kong residents.
2 Kuantan is Malaysia’s east-coast resort with white crescent-
shaped beaches fringed with palm trees and casuarina trees. It is
recommended as a get-away.
20
C 1 has been coming 2 has seen
3 has noticed 4 has grown
5 has noticed 6 has completed
7 has lived
D b. S1: What about the pavements?

S2: They have become more crowded since I’ve been coming here.
c. S1: What about the prices?
S2 They have become more expensive since I’ve been coming
here.
d. S1: What about the harbour?
S2: It has become more polluted since I’ve been coming here.
e. S1: What about the airport?
S2: It has become busier since I’ve been coming here.
f. S1: What about the roads?
S2: They have become wider since I’ve been coming here.
E 2 S1: How long has Mr Walker been working as a fisherman?

S2: He hasn’t been working as a fisherman. He’s been working
as a farmer.
3 S1: How long has Mr Walker been coming to Pakistan on business?
S2: He hasn’t been coming on business. He’s been coming for
pleasure.
4 S1: How long has Mr Walker been learning Japanese?
S2: He hasn’t been learning Japanese. He’s been learning Chinese.
5 S1: How long has Mr Walker been staying at the Ambassador?
S2: He hasn’t been staying at the Ambassador. He’s been staying
at the Orient.
6 S1: How long has Mr Walker been playing squash?
S2: He hasn’t been playing squash. He’s been playing golf.
7 S1: How long has Mr Walker studying Japanese history?
S2: He hasn’t been studying Japanese history. He’s been studying
Chinese history.
8 S1: How long has Mr Walker been touring temples?
S2: He hasn’t been touring temples. He’s been touring museums.
F 1 S1: Why is the floor not shining?

S2: I’m sorry. I haven’t polished it yet.
21
2 S1: Why are the curtains drawn?
S2: I’m sorry. I haven’t opened them yet.
3 S1: Why are there no sheets on the bed?
S2: I’m sorry. I haven’t made it yet.
4 S1: Why is the TV not working?
S2: I’m sorry. I haven’t repaired it yet.
5 S1: Why are the lights off?
S2: I’m sorry. I haven’t turned them on yet.
6. S1 Why is the water-jug empty?
S2: I’m sorry. I haven’t filled it yet.
7 S1: Why is the radio so low?
S2: I’m sorry. I haven’t turned it up yet.
8 S1: Why is the waste-paper basket full?
S2: I’m sorry. I haven’t emptied it yet.
G 1 S1: Are you going to leave for Japan tomorrow?
S2: No, I’ll leave when I’ve recovered from my fever.
2 S1: Are you going to write your postcards now?
S2: No, I’ll write them after I’ve eaten lunch.
3 S1: Are you going to call for details this afternoon?
S2: No, I’ll call when I’ve read the brochure.
4 S1: Are you going to leave for the airport now?
S2: No, I’ll leave when I’ve finished packing.
5 S1: Are you going to visit the glacier tomorrow?
S2: No, I’ll visit it after I’ve visited the geysers.
H 1 S2: Oh, has he?
2 S2: Oh, did she? Where does she live now?
3 S2: Oh, has she?
4 S2: Oh, did they? Where do they study now?
5 S2: Oh, did you? What do you work as now?
6 S2: Oh, have you?
7 S2: Oh, were you? What are you now?
D 1 Five.
3 They are being weighed.
5 PA2.
6 The New York queue.
9 An aeroplane.
10 It is about to depart.
22
Unit 5

A 5 Crime.
6 Plants.
7 Answer questions.
8 A lie detector.
9 A policeman.
10 Plants
B 1 The captain 2 Backster

3 The police 4 The sergeant
5 The captain 6 Backster
C 1 a. A b. B c. C
d. B e. D f. B
g. C h. A i. D
j. B k. A l. D
m. A
2 Inspector: Sergeant, were there any witnesses to this jewellery-

shop robbery?
Constable: ...
Inspector: . . . suspects . . .
Constable: . . . culprits . . .
Inspector: ...
Constable: . . . indicates . . .
Inspector: . . . sceptical . . .
Constable: ...
Inspector: . . . registered . . .
Constable: ...
Inspector: . . . tracked down . . .
D 1 C
2 A little foolish.
3 The captain’s behaviour.
4 He wondered why Backster had asked if the plants were in the
office when the crime was committed.
5 Successful.
23
6 It was not a failure.
7 Whether plants have feelings.
E 1 2the constable 3 the police

4emotions 5 emotions
6Backster 7 Backster
8the captain 9 the two plants
10 people
2 2 The constable, open-mouthed, watched him go.
3 ‘Murder!’ said the police and started to look for the
murderer.
4 The emotions the person feels as he answers, cause pens,
attached to the machine, to draw patterns on a graph!
5 When a person tells a lie, the emotions connected with lying
produce a certain type of pattern on the graph.
6 Backster, seated in the office where the murder had taken place,
looked at the long list of suspects and shook his head.
7 Backster then went on to explain to the captain how, accidentally,
he had discovered that when a lie detector was attached to
plants, the graphs registered emotions similar to those of a
human being.
8 However, Backster had done so many good jobs for them in
the past, that the captain decided to go along with him.
9 So that was how it happened that the two plants from the
office were put in jail for their own protection; and this was
the reason why the captain felt a little foolish.
10 The plants people talked nicely to, thrived.
F 1 E 2 C 3 D
4 B 5 A 6 F
7 G 8 H

C 2 Mrs Haq had become thinner.
3 Wasi Haq had become stronger.
4 Faiza had grown taller.
5 Grandfather Haq had lost his hair.
6 Grandmother Haq had lost her teeth.
7 Uncle Zafar had moved house.
24
9 Aunt Bina had closed her fast food shop and opened a boutique.
10 Cousin Altaf had stopped playing football and started playing
rugby.

1 C
2 B
3 C
4 A
5 Full-colour illustrations.
6 Physical and human sciences.
7 Yes.
8 Soil structure.
9 Page 15.
10 P14; pp. 73–76; pp. 44–45; pp. 60, 61
11 Diagrams and illustrations of how they work.

B 1 Could you help me to question them?
2 Do you think you could possibly spare us a few days?
3 Well, could you help us at the end of the week?
D 1 It has been robbed.

2 By a brick.
3 Watches.
4 A watch. He is looking for fingerprints.
5 A magnifying glass.
6 He is asking him what happened.
7 The manager.
8 His head has been cut.
9 Talking into his radio.
25
Unit 6

A 1 People who provide goods and services.
2 More than one.
3 A person who fights strongly for something he believes in.
4 To talk frankly about or deal with a problem.
8 An insect is inside the packet of rice; the sell by date on the biscuits
has expired; the TV remote control is not working properly; the
leg of the armchair has broken; the wall in the room is cracked;
the window frame does not fit properly; there is a lot of noise
coming from the upstairs flat; the workmen are making a lot of
noise with their road drills; the lady has fallen over some rubble
on the road; the lorry and car are parked on the pavement; the
workman who is painting has knocked the pot of paint onto the
man below because there is no safety net around the platform he
is standing on.
B 1 D 2 A 3 D
4 A 5 D 6 D
7 D 8 A 9 A
C 1 a. A b. A c. A
d. B e. A f. B
g. A h. A i. A
j. B
2 a. grumbling b. fine
c. petition d. alternative approach
e. receipt f. speak up for
3 a. start complaining b. continue
c. solve the problems d. reduce the bad feeling
e. appear personally f. things become difficult
g. delay taking action h. find the real cause of
i. have a problem
D 1 Actions for improved services.

2 a. 4 b. 3 c. 9
d. 2 e. 7 f. 5
g. 10 h. 8 i. 6
26
3 She could have reported the problem to the local environmental
health department or approached the shop directly first. She
decided to tackle the shop first.
4 a. What did Mike Frost and Sally Patterson do?
b. Did they organize a petition?
c. Have you got any posters on your windows?
d. Are there any articles about you in the local press?
e. How many years did the campaign take?
f. What happened to the plans for the road?
F Before you start complaining, decide what you hope to achieve. You
might lose your legal rights if you don’t complain at once. Friendly
behaviour can often get good results for people who complain. Don’t
give up because you run into problems. Standards can be improved
by praise as well as blame. Taking legal action is not the only way to
make a complaint. Before taking legal action, it can pay to think of
alternatives. Complaints about the environment can sometimes be
solved by group action.

B 2 She said that she had just bought a kettle from us.
3 She told me it cost her Rs 1,000.
4 She complained that it was no good.
5 She said it didn’t work.
6 She explained that when she plugged it in, nothing happened.
7 She told me that she was going to return it.
8 She said that she would see us in about one hour.
27
Unit 7
REVISION Pages 92–101

A 1 B 2 A 3 B
4 B 5 A 6 A
B 1 When 2 because 3 after

4 Although 5 when 6 However
7 since 8 So 9 before
10 when 11 and 12 but
C Robert is a very dynamic person. He’s so active and full of energy. So

when I asked him to come shark fishing with me on my new boat, I
was surprised when he said he was reluctant to do so. I told him there
was no danger, but he was very sceptical. ‘I don’t believe you,’ he said.
However, after a long argument he eventually agreed to come with
me.
When we reached the harbour and I showed him my boat, he
literally turned white with fear. ‘I’m not going shark fishing in that,’
he said. ‘It’s only about two metres long. What happens if we meet a
fifteen-metre shark?’
‘Don’t worry,’ I said, ‘the boat, although small, is completely
computerized. There are no manual controls on it. It’s programmed
to turn and come home if it meets anything more than one metre
long.’
‘No,’ he said, ‘I’m not going.’ ‘But you promised,’ I said. The argument
that followed was intense but in the end, I lost and he refused to come.
‘Admit it,’ I said to him, ‘you’re afraid.’ ‘No,’ he replied, ‘I’ve a better
excuse than that, a legitimate excuse. I can’t swim!’
D 1 home 2 look 3 computer

4 set 5 computer 6 telephone
7 numbers 8 button 9 telephone
10 dial 11 computer 12 speak
28
E CLUES ACROSS
1 risks 3 destination 9 access
12 ten 15 core 17 obstacles
18 pins 20 blend 22 victim
23 resorts 25 thrive 27 lot
29 is 30 ET 31 registers
32 pace
CLUES DOWN
2 idea 4 eye 5 ill
6 top 7 scents 8 decade
10 solid 11 suspect 12 tea
13 bother 14 converts 16 oblige
19 kilo 21 loose 24 sir
26 her 28 toe
F 1 C 2 A 3 A
4 C 5 B 6 B
7 A 8 D
G On her first day in Tokyo, Mary met her friend, Peter, and together
they made their way to the underground railway station. There were
not many people on the platform but the train, when it came in, was
almost full. Mary began to push forward on to the train but Peter,
who had lived in Tokyo for a long time, stopped her. ‘Don’t push,’ he
said. ‘The Japanese think it’s very impolite to push.’ ‘Then how do we
get aboard the train?’ Mary asked. ‘Just wait,’ Peter said, ‘You’ll see.’
Suddenly Mary felt herself being pushed forward on to the train.
The people at the entrance began to move aside to make a space for
her. Mary turned round in time to see Peter being pushed on beside
her by a powerful man dressed in a uniform and wearing white gloves.
He pushed a few more people on and then he stopped. The train doors
closed and the train began to move. ‘I thought you said the Japanese
thought it is rude to push’, said Mary. ‘They do,’ Peter said. ‘But that
man who pushed us both aboard is an official pusher. It’s his job to
push. People don’t mind if you bump against them because of a push
by an official pusher. But they would mind if you did it yourself. That
would be bad manners’.
29
‘Why does he wear gloves?’ Mary asked. ‘It’s a sign of politeness,’
Peter said. ‘He’s showing you that although he has to push you, he
respects you.’
H PAST
Simple: I complained
Continuous: I was complaining
Perfect: I had complained
PRESENT
Simple: I complain
Continuous: I am complaining
Perfect: I have complained
Perfect continuous: I have been complaining
FUTURE
Simple: I will complain
Continuous: I will be complaining
30
Unit 8

A 1 c. 2 e. 3 d.
4 a. 5 b.
B 06.00 hrs. Landed on the planet. Weather clear.

06.15 hrs Completed test of the atmosphere. Registered three life
forms. Intelligent one walks upright.
06.35 hrs Produced model body of LF1. Started learning
language.
06.45 hrs Finished learning language.
06.50 hrs Left spaceship. Walked downhill.
06.55 hrs Examined two primitive machines.
07.05 hrs Made our first contact with LF1. LF1’s attitude unfriendly.
C 1 Pretty: B Gravity: B Upset: A

2 a. primitive b. superior c. hostile
3 a. My guess is . . . b. adapt c. make contact
4 a. apprehend b. disguise c. startled
D 1 A
2 Paragraph 3: We’d better not let them see us as we really are yet.
Primitives are usually hostile towards life forms different from
themselves.
3 Atmosphere.
4 D
5 Paragraph 8: We bring you a message of peace and friendship.
6 C
7 Because the spaceship’s Commander thought that human beings
might be hostile towards a life form different from themselves.
8 Paragraph 3: Primitives are usually hostile to life forms different
from themselves.
9 Paragraph 3: ‘Are you sure that’s the intelligent one?’
Paragraph 3: ‘Then they’re even more primitive than we
thought?’
Paragraph 3: ‘We’d better not let them see us as we really are, yet.
Primitives are usually hostile towards life forms different from
themselves.’
31
10 a. F b. O c. F
d. O e. F f. O
11 Captain Soshule changed her mind about which life form was
superior.
The Commander did not think highly of the face that appeared
on the screen.
The spaceship’s crew had been ordered to contact the planet’s
inhabitants.
Captain Scitek was not so good at learning languages.
The two captains were quite pleased to meet the policeman.
The spacemen were observed by a policeman hiding in the
trees.
The two captains left the spaceship disguised as businessmen.
The police constable thought the spacemen might be car
thieves.
E 1 While 2 after 3 after

4 while 5 before 6 when
7 During 8 until

C 1 Are you from another planet?
Did you come here alone?
Does your ship use nuclear fuel?
Have you been here before?
Do you live on Mars?
Will you stay here?
Can you tell us about your planet?
Is your home outside the solar system?
2 1 The APP reporter asked if the spaceman was from another
planet.
2 The correspondent from PPI asked whether the spaceman
came here alone.
3 The PTV reporter wanted to know if the spaceman had been
here before.
4 The TVB correspondent inquired whether the spaceman’s ship
used nuclear fuel.
5 The reporter from the BBC asked whether the spaceman could
tell us about his planet.
32
6 The ETV correspondent wanted to know whether the spaceman’s
house was outside the solar system.
7 The RTV reporter inquired whether the spaceman lived on
Mars.
8 The CBC correspondent asked if the spaceman would stay
here.
E When the ship landed, the Commander ordered the engineer to shut
off the engines and told the Captain not to open the doors yet. He also
asked the navigator to make a survey. Then he told the operator not to
use the radio and asked the Lieutenant to test the atmosphere. Finally,
he warned everyone to be careful when they stepped outside.
F 2 Inspector Hill reported that they had arrived at the scene of the
landing at exactly seven o’clock. He stated that it was in the grounds
of the Seaview Hotel.
He said some damage had been done to the garden and that he
had sent one of his men to find the owner who had photographed
the landing. He asked if there were any more men available. He
told Headquarters not to delay sending the men because the crowds
were getting bigger every minute. He said he would report again
at seven fifteen.

A 1 a. Go . . . b. Place . . .
c. Sit . . . d. Fasten . . .
e. Make sure . . . f. Do not smoke.
2 a. Keep . . . b. Don’t leave . . .
c. Wait . . . d. Press . . .
e. Proceed . . . f. Don’t change . . .
3 f. a. d. c. b. e.
B 1 Select one of the channel buttons to obtain a picture on the TV

set.
2 Insert a cassette into the loading slot.
3 Press the record button to start recording.
4 Use the pause button to cut out commercials. Press it again to
resume recording.
5 Press the stop button to stop the recording.
33
6 Press the rewind button to rewind the tape.
7 Press the eject button to eject the tape from the VCR

D 1 Outer space.
2 In their spaceship.
3 To protect themselves from the polluted atmosphere.
4 To receive and transmit messages
5 Because it resembles the aerials they have on their own helmets.
7 Landing on the roof.
8 He is going to the spacemen in order to speak to them.
9 Filming the scene opposite them.
10 A fire engine has arrived and a crowd is gathering.
34
Unit 9

A 1 Constable Abel.
2 Captain Scitek and Captain Soshule.
3 At the police station.
B 1 President 2 police station
3 cell 4 headquarters
5 crazy 6 disappeared
7 doctor 8 spaceship
9 reform 10 more civilized
C 1 a. odd b. uncanny
c. identical d. reserved
e. reactions f. outskirts
g. fuss h. locked away
i. instant
2 to get on with to start
some about
a clang a loud ringing noise
a click a short, slight sound
relief a feeling of comfort after worry
abruptly suddenly and unexpectedly
turned on his heel turned quickly
bulging becoming bigger and rounder
D 1 Parked round the corner.

2 Because he thought the Visitors were rather odd and asking very
strange, childish questions. He thought they must be mental
patients whose minds were still like children’s.
3 Because he had managed to lock them up in a cell without any
trouble and could now telephone police headquarters to report
what he had done.
4 Because he had tricked the Visitors into entering the cell, by
being friendly. Now they were locked up, he no longer needed
to pretend to be friendly.
5 Because he thought that Constable Abel must have suddenly
become ill.
6 His mouth fell open and his eyes bulged.
35
A 1 an, a 2 a, an, an
3 an, a 4 an, an
B Today a young boy told the police that he had seen a spaceship in
a field near his home. ‘At first,’ said a policeman, ‘we thought it was
a joke. However, some things the boy said made us decide to check
his information. Investigation revealed that an object had flattened
grass on the field and blown dirt from a track beside the field, more
than a kilometre down the main highway.’
Our reporter made a visit to the area and saw a dog with scorched
fur and animals from a farm nearby with similar but less serious
burns.
C 28 grams of plain chocolate for each person

An egg for each person
Some cream and some chopped walnuts for decoration.
Melt the chocolate in a large bowl. Separate the yolks of the eggs from
the whites of the eggs. Stir the yolks into the chocolate. Whip the egg
whites until they are stiff and then fold into the chocolate mixture.
Pour some of the mixture into individual pudding dishes and allow
to set over night. Finally, decorate with some whipped cream and
some chopped walnuts.
D A spaceship landed on the planet, Earth. The spaceship carried visitors

from a distant planet. The visitors made a survey. The survey showed
that Earth was quite primitive.
They met a policeman. The policeman thought they were thieves.

He locked them in a room. The room was a prison cell. One of the
visitors took an object from her pocket. The object looked like a pen.
She pressed a button and the cell turned to dust.
The visitors returned to a field where the spaceship, was, and decided
to return home.
36
E 2 a. The young and the old require special attention.
b. The blind and the disabled often find it difficult to find
jobs.
c. After the accident, the injured were taken to hospital.
G 2 A 5 the 6 the
7 the 8 the 9 the
10 the 11 The 12 a
13 the 14 The 15 the
16 a 18 the 19 an
20 a 21 The 22 the

A 1 A visitor from space.
3 B
4 D
5 A
6 C
7 Proving that other planets exist.
8 If any planets are detected, trying to establish if they can support
life.
9 B
B Use questions to attract the readers attention to the topic. (1)

Tells how we might detect life on planets outside the solar system.
(4)
Describes how we might detect planets outside the solar system.
(3)
Discusses the good effects of coming into contact with other life
forms. (7)
Discusses the bad effects of coming into contact with other life forms.
(6)
Asks whether planets exist outside the solar system. (2)
Tells how we might establish if the life is intelligent and can communicate
with us. (5)
37
B 1 Give me Sergeant Carter Impolite
May I speak to Sergeant Carter, please? Very polite
I want to speak to Sergeant Carter. Impolite
I wonder if I might speak to
Sergeant Carter, please? Very polite
Put Sergeant Carter on the line. Impolite
Could I speak to Sergeant Carter, please? Very polite
I’d like to speak to Sergeant Carter, please. Polite
2 Will you hold on, please? Polite
Hold on, please. Polite
Would you hold on, please Polite
Hold on. Impolite
Would you mind holding on? Very polite
Would you hold on? Polite
Will you hold on? Impolite
Could you hold on, please? Polite
Would you mind holding on, please? Very polite
3 Yes. Impolite
All right. Polite
O.K. Polite
Certainly. Very polite
With pleasure. Very polite
I suppose so. Impolite
Of course. Very polite
Yes, but hurry up. I’ve no time to waste. Impolite
Yes, I’d be glad to. Very polite
4 He’s out. Impolite
I’m afraid he’s out. Very polite
He hasn’t come back yet. Impolite
I’m sorry. He’s out. Polite
No you can’t. Impolite
I’m very sorry. He’s out. Very polite
May I help you? Very polite
Yes, I’ll put you through Polite
Certainly. Just a moment, I’ll connect you. Very polite
38
5 Thanks. Polite
That’s very kind of you. Very polite
Thank you. Polite
That’s very good of you. Very polite
Thank you very much. Very polite
Many thanks. Polite
Very many thanks. Very polite
I’m very grateful to you. Very polite
6 O.K. Polite
Not all. Very polite
All right. Impolite
That’s all right. Polite
You’re welcome. Polite
You’re very welcome. Very polite
Don’t mention it. Very polite
It’s my pleasure. Very polite
D 1 Clock and watches.

2 Three, two male and one female.
3 Some clocks.
7 He has bought a watch. He is writing out a cheque to pay for the
watch.
8 The blue and white clock.
39
Unit 10

A 1 David Attenborough.
2 B
3 David Attenborough
4 Film them.
5 A photographer.
6 I wanted Geoff to film from the road. Geoff wanted to film from
the rice field.
7 Geoff.
8 No.
9 Geoff.
10 C
B Interviewer: ...
Geoff: We were seated on our car by the side of a flooded
rice field.
Interviewer: ...
Geoff: They were fishing.
Interviewer: ...
Geoff: It was about filming the birds. He wanted me to film
them from the road. I wanted to get a closer shot.
Interviewer: ...
Geoff: I believed the shimmer—that’s the wavy light—coming
from the surface of the water would ruin a telephoto
shot.
Interviewer: ...
Geoff: I did.
Interviewer: ...
Geoff: I climbed down the slope towards the field. The birds
looked at me when I was half-way down, so I paused.
Then I went forward again. The birds still did not
move. I took one more step. Then the birds rose up .
. . and flew to the centre of the field.
Interviewer: ...
Geoff: No, I descended into the field.
Interviewer: ...
Geoff: I began to sink into the blue, stinking mud.
40
Interviewer: ...
Geoff: No, I held it above my head. Then I gave it to David
when he came to help me.
Interviewer: Did you need his help to get out of the mud.
Geoff: No, I managed by myself. But I felt a bit miserable.
Later, however, we both saw the funny side of the
incident and had a good laugh about it.
C 1 a. fascination b. accustomed to
c. whereas d. alarmed
e. would not give way f. Have it your way
g. slope h. in the interest of harmony
i. bank j. miserably
2 a. banks b. slope; miserable
c. in fascination d. harmony
e. accustomed f. alarmed
3 Vehemence: A Scrambled: C To alight: B
Clenched: C Crossly: D Flapped: B
Retort: A Flopped: D
D 1 The birds are used to the movement of cars and people there.
2 That’s the only way to obtain film that has any quality.
3 All the birds will stop fishing and fly away.
4 Geoff went closer to them.
5 I didn’t want to make Geoff angry.
6 He was sinking into the mud.
7 He was afraid it might be ruined by the mud.
8 I did not want to annoy Geoff.
9 I told you so.
10 B
11 No. He did not look at David when David came to help him. He
rejected the offer of David’s hand.
12 D
E 2 Filming the birds.

3 The birds.
4 The heat shimmer rising from the surface of the water.
5 The slope.
6 Geoff being covered from head to foot with mud.
41
F However, we argued about the best place to film from. I wanted to
do it from the road but Geoff wanted to do it from closer. Geoff won
the argument and he went to the edge of the rice field. However, the
birds were alarmed and flew to the centre of the field. Geoff stepped
into the rice field to get closer but he began to sink in the mud. I
went to help Geoff but he refused my help. However, he gave me his
camera. Geoff managed to get out of the rice field by himself but he
was covered in mud.
We drove back to camp together. We did not say much but an
hour later we both had a good laugh about the incident.

A 1 b. David was puzzled at Geoff ’s refusal to let him help with the
filming.
c. Geoff was surprised at David’s decision to go back to camp.
d. David said that Geoff ’s attempt to film the birds had failed.
e. David’s offer to help Geoff was refused.
f. Geoff said that the best time to start filming was at six
o’clock.
g. David said that Geoff ’s plan to get nearer the birds had not
succeeded.
h. Geoff expressed a wish to go back to camp to have a bath.
2 a. The method of filming the birds was the first difference of
opinion they had on the trip.
b. Geoff believed that the solution to the problem of filming the
birds was to get near them.
c. Geoff got stuck in the mud. That was the reason for his
anger.
d. The friendship between Geoff and David did not seem to be
damaged by the incident. After an hour they had a laugh
about it.
e. Because of their interest in herons, the two men had stopped
to watch them feeding.
B 1 a. Geoff was determined to get close to the birds.

b. The herons were afraid to remain near the road and flew
off.
c. Geoff was unwise to step into the rice field.
d. David was worried to see Geoff sinking into the mud.
42
e. Geoff was anxious to save his camera.
f. David was willing to drive Geoff back to camp.
g. On his return to camp, Geoff was eager to have a shower.
h. Both men were probably disappointed not to have filmed the
birds.
2 b. It is unwise to swim alone.
c. It is wise to wear extra clothes in cold weather.
d. It is hard to be first all the time.
e. It is safe to come out now. The storm’s over.
f. It is dangerous to leave your door unlocked.
3 a. Madagascar is famous for its black herons.
b. The birds were accustomed to the movements on the road.
However, they were afraid of people who came too near
them.
c. David was annoyed at Geoff for not filming from the road.
d. David was worried in case the birds got tired of fishing and
flew off.
e. Geoff was probably disappointed at the failure of his effort to
film the birds.
4 a. How clumsy of you to drop it!
b. How (kind/thoughtful) of you to offer him a lift!
c. How (rude/inconsiderate) of him to do that!
d. How naughty of him to do that!

1 Two.
2 Friendly.
3 a. I think we should have a dining table for eight.
b. I agree.
c. I don’t agree.
d. What about when all our relatives come?
e. Well, because they’re bad for your back. They don’t.

D 1 At an airport.
2 His passport.
6 Opened the man’s suitcase.
7 Looking inside the jacket pocket.
43
Unit 11

A 1 a. run out b. essential c. weary
d. familiar e. longed f. exiled
2 mined dug holes in the ground to get coal, iron, gold, etc.
gigantic huge
revolving going round in a circle
saviours people who rescue or save
aerial taking place in the air
acrobatics doing clever things with your body
rival compete with
aquatic taking place in the water
D 1 Aluminium, titanium, iron, silicon. For people to live on.

2 They kept the human race alive by supplying Earth with solar
energy.
3 When they dived they fell very slowly towards the water and were
able to do aerial acrobatics easily because their bodies floated
through the air instead of falling quickly, as on Earth. This is
because there was no pull of gravity as there is on Earth.
4 C
5 Playing games and talking with friends.
F We monitored what happened on Earth after it received life. As we

watched, we thought about our own barren, colourless planet surrounded
by black space, and grew more and more envious of Earth. We saw
the countless blue colours of the oceans. We saw also the numberless
green colours of the land and the millions of delicate, fragile flowers
that covered it. We saw the land filled with living creatures mastered
by strange forked beings. We allowed these beings to have the Earth
to hold in trust. However, it was these beings who finally destroyed
Earth.
We knew this might happen and we came to intervene. However,
we miscalculated and came too late. The final disaster happened so
suddenly it caught us unawares. The wisdom and the extremely powerful
minds we had boasted about had failed to foresee the disaster.
44
G 1 Space.
2 By a nuclear bomb.
3 Oceans; plants.
4 No. In time, Earth will renew herself.

A 1 a. Akram likes singing.
Asif hates listening.
Akram practises singing in the shower.
b. Wasim started writing the story of his life at 8 o’clock.
He finished writing chapter one at 10 o’clock.
He stopped writing at midnight.
c. Wasim suggested going to the cinema that evening.
Ijaz said he didn’t feel like going that evening.
He said he would consider going the following evening.
d. Samra denied eating the biscuits.
Saad admitted eating them.
Saad regretted eating all the biscuits.
B 1 Before making a call, make sure you know the number. Excessive
pauses after lifting the receiver or while dialling can cause you to
lose your call.
2 After lifting the receiver, listen for the Dial tone.
3 Dial or key the number carefully.
4 After dialling, you will hear a Ringing tone if the number is not
engaged, and an Engaged tone, if it is engaged.
5 On completing your call, be sure to replace the receiver properly.
By following the above instructions you can save a lot of time.
C 1 I saw him (take/taking) the key from his pocket and (put/putting)
it into the lock.
2 Peter felt something(slide/sliding) across his face. It was a large
snake.
3 Let me help you with those cases. They must be heavy.
4 He tried to make me dive but I refused.
5 I intend (to exercise/exercising) when I get home tonight.
6 I can’t bear fried eggs. I want boiled eggs instead.
45
D 2 S1: How did you know Faisal was asleep?
S2: I heard him snoring.
3 S1: How did you know the audience was pleased?
S2: I heard them clapping.
4 S1: How did you know the twins had gone?
S2: I saw them leaving.
5 S1: How did you know the screw was loose?
S2: I saw it moving.
6 S1 How did you know Salim was sorry?
S2: I heard him apologizing.
7 S1: How did you know Amina was worried?
S2: I saw her frowning.
8 S1: How did you know the boys were happy.
S2: I saw them smiling.
S1: 1 Competitors must be aged between thirteen and nineteen years.
2 They must have lived in Pakistan for more than three years.
3 They must not be relatives of Daily News employees.
4 Poems can be in Urdu or English.
5 Poems can be typed or handwritten.
6 Poems must not have been published before.
7 An entry fee of Rs 20 is payable.
8 The first prize is Rs 10,000.
9 All entries must be submitted by 15th April.
10 Winning poems will be published on 31st May.
S2: 1 How old must the competitors be?
2 Can you enter if you’ve lived in Pakistan for 5 years?
3 Can you write a poem in English?
4 Is there an entry fee?
5 What are the prizes?
6 Will the winning poems be published?
B 1 a. . . . than hard ones.
b. . . . than ones without wheels.
c. . . . than dark colours.
d. Dark colour cases . . . than light colour ones.
e. A case with wheels . . . to move around than one without
wheels.
46
2 Because there are more than two items to choose between.
3 C
4 By agreeing with the sales assistant’s suggestions.
REVISION EXERCISES Pages 169–172

A 1 imitated 2 remembered 3 played
4 treating 5 decided 6 move
7 wondered 8 seemed 9 write
10 requesting 11 deliver 12 told
13 imagine 14 trying 15 think
C 1 primitive 2 accessible 3 intense

4 hostile 5 odd 6 identical
7 distinctive 8 upset 9 reluctant
10 sad 11 annual 12 legitimate
D Mr Alvi told me to take the letters to the post office and send them
all by express airmail. I asked if I should take the parcels too. He
said that I should and told me to send them by registered airmail.
He warned me to be careful because the parcels contained diamonds.
He also told me not to forget to get money from the cashier to pay
for the stamps. I asked if he thought I should go to the post office by
myself or with a security guard. He advised me to go with a security
guard. He said that he would ring for him and tell him to meet me
downstairs in the lobby. I told him not to bother and that I would go
by myself.
E 1 The Governor has announced a historic agreement.

2 A European tourist has been fined a thousand dollars for a littering
offence.
3 A hen has laid a square egg in Malir.
4 A wage increase is necessary to boost the economy says an
economist.
5 The referee disallowed a last minute goal in the cup final.
6 The Government has approved a plan to control pollution.
7 The order for shoes received from you yesterday is not complete.
Please inform us of the size of your feet.
8 I am unable to meet you in Singapore tomorrow. The plane has
been delayed by engine trouble. The estimated time of arrival is
now 2.30 p.m. on Tuesday.
47
9 Congratulations on winning the Olympic Marathon. The whole
family is delighted.
10 Sorry we cannot attend tomorrow’s evening banquet. The
company Director has organized an unexpected meeting to discuss
promotions. Hope you have a good time and enjoy the banquet.
Good luck with your new job in the United States. I will meet
you, as arranged, in Canada at the end of the year.
F 1 He’s looking well and so is his sister.

2 What a great dancer!
3 He’s been collecting coins for five years.
4 I haven’t met him since 1985.
5 He said that he had lots of gold coins.
6 I asked him how many coins he had exactly.
7 Once a month they have their hair cut at Toni’s
8 He used to be a labourer so he’s accustomed to hard work.
9 You won’t get a seat unless you come early.
10 You don’t need to come to the meeting.
11 Bina was chosen to represent the school by the principal.
12 Her teacher let her leave early.
G 1 constable 2 strangers 3 behaviour

4 side 5 clothes 6 place
7 throat 8 way 9 smile
10 expression 11 pocket 12 camera
13 photograph 14 amusement 15 annoyance
16 face
48
Advance
with
English
4
Workbook
Answer Key
Blank Page
Unit 1
Pages 1–5
A Mrs Khan: If you don’t know who to ask about the school, you
should write to the school principal directly.
Mrs Khan: You should apply as soon as possible.
Mrs Khan: If you don’t have a passport, you should get one as soon
as possible.
Mrs Khan: To get a visa, you need to show a letter of acceptance
from the school.
Mrs Khan: You should follow the advice of the school and not take
too many clothes.
Mrs Khan: You should arrange for someone to meet you at the airport.
Mrs Khan: You can ask your bank to transfer the money to the
school’s bank account.
Mrs Khan: You should write to the school principal and ask what
examinations are offered.
REGISTRATION FORM
Family name: Naqvi

First name: Amina
Age: 14
Nationality: Pakistani
Full address: 18A, Seaview Villas, Block 4, Clifton
Karachi.
Home telephone number: 585-0498
When do you wish to begin your course at Hadleigh? 1st August.
How long do you wish to stay at Hadleigh? One month
B 3 Mr Khan: Where can we get the form?

Mr Chinoy: You can get the form at the post office.
Mrs Haq: No, you can’t. You can get it at government offices
or at any kindergarten.
4 Mrs Khan: When must we hand in the form?
Mr Chinoy: You must hand in the form in November.
Mrs Haq: No, you mustn’t. You must hand it in during
October.
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5 Mr Khan: Who will have to see Salim’s birth certificate?
Mr Chinoy: The Admissions Officer will have to see it.
Mrs Haq: Yes, that’s right. The Admissions Officer will have
to see it.
6 Mrs Khan: How many schools can we choose?
Mr Chinoy: You can choose three schools.
Mrs Haq: No, you can’t. You should choose one school only.
7 Mr Khan: Will we receive an invitation to go for an
interview?
Mr Chinoy: Yes, you will receive an invitation to go for an
interview.
Mrs Haq: Yes, that’s right. You will receive an invitation to go
for an interview.
8 Mrs Khan: Who must go for the interview?
Mr Chinoy: You and your child must go for the interview.
Mrs Haq: Yes, that’s right. You and your child must go for the
interview.
9 Mr Khan: Must I accept a place if it’s offered?
Mr Chinoy: Yes, you must. You must accept a place if it’s offered.
Mrs Haq: Yes, that’s right. You must accept a place if it’s
offered.
10 Mrs Khan: Where can I get a new form if a place isn’t offered
to my child?
Mr Chinoy: You should go to the post office for a new form.
Mrs Haq: No, you shouldn’t. You should go to the Enrolment
Centre for a new form.
C 3 You should not have a late night before the yoga class.
4 You must bring a blanket.
5 You should not wear your watch.
6 You must arrive on time.
7 You should not wear your glasses.
8 You must arrive calm and relaxed.
9 You should not force yourself to do any exercises which you
cannot do.
10 You must tie your hair up.
11 You should not come to the class if you feel ill.
12 You must stop the exercise if you do not feel comfortable.
52
Unit 2
Pages 6–9
A 1 Zahid Ali is 16 years 3 months old. He lives at 5A Garden Road,
Lahore, and goes to The New Approach Secondary School. He likes
all indoor games but dislikes getting up in the morning. In his spare
time he designs and makes model aeroplanes. During the weekends
he likes to fly model aeroplanes and swim. He wants to become an
aviation engineer when he leaves school.
2 Shirin Azam is 17 years 2 months old. She lives at Flat A, 6th
Floor, 74 New Street, Karachi, and goes to Crescent Secondary
School. She likes playing netball and gossiping but dislikes people
who talk about her behind her back. In her spare time, she does
first aid, reads medical books and makes dresses. During the
weekends she likes to attend meetings of the St John Ambulance
Association and go picknicking. She wants to become a doctor
when she leaves school.
B 3 Hina: What happened to you?

Mr Khan: A brick hit me.
Hina: When did it hit you?
Mr Khan: It hit me when I was walking under a ladder.
4 Hina: What happened to you?
Mrs Awan: I cut myself with a knife.
Hina: When did you cut yourself with it?
Mrs Awan: I cut myself with it when I was preparing food.
Wasim: A window crushed my fingers.
Hina: When did it crush them?
Wasim: It crushed them when I was closing it.
Arif: Water blocked my ears.
Hina: When did it block them?
Arif: It blocked them when I was swimming.
Samia: I felt ill.
Hina: When did you feel ill?
Samia: I felt ill when I was eating.
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Zia: I burnt my hand.
Hina: When did you burn it?
Zia: I burnt it when I was holding my kettle.
ACCIDENT REPORTS
Patient’s
Time Injury Cause
name
When he was walking home from
4:00 Faraz Bite
school, a dog bit him.
A cat scratched her when she was
4:10 Sara Scratches
walking under a ladder.
A brick hit him when he was
4:15 Mr Khan Sore head
walking under a ladder.
She cut herself with a knife when
5:00 Mrs Awan Cut
she was preparing food.
Crushed A window crushed them when
5:05 Wasim
fingers he was closing it.
Blocked Water blocked his ears when he
6:20 Arif
ears was swimming.
7:10 Samia Felt ill She felt ill when she was eating.
Burnt She burnt her hand when she was
8:15 Mrs Zia
hand holding her kettle.
54
Unit 3
Pages 10–13
A 3 On Tuesday morning, I will be watching a computer demonstration.
4 On Tuesday evening, I will be having dinner with the International
Director.
5 On Wednesday morning, I will be attending a meeting at Head
Office.
6 On Wednesday afternoon, I will be shopping for you.
7 On Thursday morning, I will be taking a sight-seeing tour.
8 On Thursday afternoon, I will be touring the factory.
9 On Friday morning, I will be speaking at a sales conference.
10 On Friday evening, I will be going to the theater.
11 On Saturday morning, I will be attending a computer exhibition.
12 On Saturday (afternoon/evening), I will be flying to New York.
B 3 Last year, we sold 4,000 cars. By the end of next year, we will have
sold 6,000 cars.
4 Last year, we sent 50 staff for training. By the end of next year,
we will have sent 80 staff for training.
5 Last year, we built 250 new houses. By the end of next year, we
will have built 560 new houses.
6 Last year, we repaired 70 machines. By the end of the next year,
we will have repaired 85 machines.
7 Last year, we produced 4,000 pairs of shoes. By the end of next
year, we will have produced 7,000 pairs of shoes.
8 Last year, we collected 3 million rupees in rent. By the end of
next year, we will have collected 5 million rupees in rent.
9 Last year, we manufactured 2,000 windows. By the end of next
year, we will have manufactured 3,000 windows.
10 Last year, we printed 2 million books. By the end of the next year,
we will have printed 4 million books.
C 2 I’m going to be a policeman when I finish studying.

3 I’m going to be a teacher when I finish studying.
4 I’m going to be a dentist when I finish studying.
5 I’m going to be a bank manageress when I finish studying.
6 I’m going to be a lawyer when I finish studying.
55
Unit 4
Pages 14–16
A Interviewer: How long have you been making puppets, Sana?
Sana: I have been making puppets for four years.
Interviewer: How long have you been playing football, Ali?
Ali: I have been playing football for eight years.
Interviewer: How long have you been making kites, Atif?
Atif: I have been making kites for six years.
Interviewer: How long have you been painting, Laila?
Laila: I have been painting for six years.
Interviewer: How long have you been playing the guitar, Farzana?
Farzana: I have been playing the guitar for four years.
B 3 Uncle Sam: Have you learned the words for the numbers
21–30 yet?
Martin: No, we still haven’t learned them. They are in
Lesson 9.
4 Uncle Sam: Have you learned the words for greetings yet?
Martin: Yes, we have already learned them. They were in
Lesson 3.
5 Uncle Sam: Have you learned the words for go and come
yet?
Lesson 8.
6 Uncle Sam: Have you learned the words for places yet?
Lesson 7.
7 Uncle Sam: Have you learned the words for the numbers
1–10 yet?
Lesson 2.
8 Uncle Sam: Have you learned the words for What is this
yet?
Lesson 4.
56
9 Uncle Sam: Have you learned the words for this, that, and
which yet?
Lesson 5.
10 Uncle Sam: Have you learned the words for things in the
classroom yet?
Lesson 10.
57
Unit 5
Pages 17–22
A He asked me if I had ever coughed at night. I told him I had. He asked me
if I had ever had a high temperature. I told him I had had one. He asked
me if I had ever felt tired in the morning after waking up. I told him I had
sometimes felt tired then. He asked me if I had ever felt cold in hot weather.
I told him I hadn’t. He asked me if I ever had a backache. I told him I had
never had backache. He asked me if I had ever been sick. I told him I had
when I had gone out in a boat for the first time. He asked me if I had ever
had a sore throat. I told him I had often had one.
B . . . He asked me if I liked music. I told him that I didn’t really but that I
liked playing football. He asked me if I had ever won any prizes at school.
I told him that last year I was top of the class in English and History. He
asked me if I spoke any other languages. I told him that I had never learnt
any other languages. He asked me if I had any brothers and sisters. I told
him that I had one brother and two sisters. He asked me what I wanted to
do when I finished school. I told him that I wanted to go to university.
C 3 He said they had had only enough food for thirty-five days.
4 He said they had slept in tents.
5 He said they had got up at 6.30 a.m.
6 He said they had had tea with lots of sugar.
7 He said they had packed their tents and started walking.
8 He said they had usually started walking at 9 a.m.
9 He said they had rested each hour, and sometimes even after each half
hour.
10 He said they had had tea and chocolate.
11 He said they had sat inside their tents.
12 He said that they never walked or climbed at night.
13 He said that they wrote their diaries and planned the route for the next
day.
14 He said they had always had some hot soup.
D 2 He opened the box he had been keeping the special tools in.
3 He took out the special tools he had been using.
4 He moved the machine he had been repairing.
5 He cleaned the cupboard he had been storing things in.
7 He got the desk he had been working at ready, for me.
8 He repaired the old lamp he had been keeping, for me.
9 He refilled the pots of paint he had been using, for me.
10 He explained the project he had been planning, to me.
58
Unit 6
Pages 23–26
A 3 Kamran: But somebody told me that she had designed the
programme.
4 Kamran: But somebody told me that he had fallen down while
running.
5 Kamran: But somebody told me that he had won four first prizes.
6 Kamran: But somebody told me that she hadn’t run in the
200m final.
7 Kamran: But somebody told me that he had come third in the
high jump.
8 Kamran: But somebody told me that she had won second prize
in the high jump.
9 Kamran: But somebody told me that they had won the relay
last year.
B 3 He said he could repair the pipe quickly.
4 He guaranteed they could finish in one day.
5 He thought he could do the job easily.
6 He advised me to rewire my flat.
7 He suggested I had the walls repainted.
8 He said he would send me a bill next week.
C 2 ‘What a very silly thing to do !’ he said.
3 ‘Hello,’ she said, ‘you’re looking very well!’
4 ‘Hello,’ he said. ‘What a lovely evening it is!’
5 ‘Do you like swimming?’ he asked her. ‘No, I don’t,’ she replied.
7 He greeted (him/her/them), and said it was kind of (him/her/them)
to see him.
8 He exclaimed in surprise and said what a very big car it was.
9 She shouted for help and said she couldn’t swim.
10 He exclaimed in surprise and said how heavy the rain was.
11 The hairdresser asked him if he had had his hair cut recently, and
he replied that he had two weeks previously.
12 The doctor asked her when she was going to see him again, and
she replied that she replied that she had an appointment the
following week.
13 He asked her if she would marry him, and she replied he had to
be joking.
59
Unit 7
Pages 27–30
A 3 have they? 4 haven’t you?
5 was she? 6 weren’t they?
7 wasn’t he? 8 wasn’t it?
9 did I? 10 can it?
11 mustn’t we? 12 oughtn’t he?
13 can she? 14 does he?
15 doesn’t she? 16 didn’t he?
17 doesn’t she? 18 couldn’t it?
19 wasn’t she? 20 can it?
21 wasn’t he? 22 didn’t I?
23 weren’t they? 24 do you?
25 can’t we? 26 isn’t it?
27 wasn’t she? 28 wasn’t he?
B 7 didn’t you? 8 did he?

9 aren’t I? 10 won’t you
11 shall we? 12 hadn’t we?
13 mustn’t we? 14 need we?
15 do you? 16 don’t you?
17 did you? 18 didn’t he?
19 won’t she? 20 will I?
21 should we? 22 am I?
23 will you? 24 will he?
25 won’t you? 26 won’t she?
C 2 He announced that there had been a change in the programme

and that he was going to sing to them.
3 She complained that someone was stepping on her foot.
4 He declared that he had been given the wrong change and that he
was not going to leave the shop until he got the right amount.
5 The Manager told him that he had forgotten to include the twenty
rupees for delivery.
6 He reminded them that they had done it before and that they had
been warned before.
7 He said that he could not remember what the film had been
about.
60
8 He told them that he hoped they would have finished by the time
he came back.
9 She told him that she did not want his umbrella, but that she wanted
her own.
10 He confessed that he had never been able to do crossword puzzles.
11 She apologized for not being able to find her laundry anywhere.
12 He reminded him that he had to pick him up at noon, outside the
supermarket.
13 He said that he had seen somebody outside.
14 She asked him if he could open that tin for her.
15 She told her mother that she would like to go there again.
D 3 Dr Roberts: How many students have you taught this year?

Doctor: Ninety-six.
Dr Roberts: How many will you have taught by the end of this
year?
Doctor: We will have taught about one hundred and forty-
eight students by the end of this year.
4 Dr Roberts: How much medicine has been given this year?
Doctor: Four hundred litres.
Dr Roberts: How much medicine will have been given by the
end of this year?
Doctor: About six hundred and fifty litres of medicine
will have been given by the end of this year.
5 Dr Roberts: How many operations have you done this year?
Surgeon: Nine hundred and eighty-two.
Dr Roberts: How many will you have done by the end of this
year?
Surgeon: We will have done about one thousand five hundred
operations by the end of this year.
6 Dr Roberts: How many staff have been employed this year?
Clerk: Four hundred and sixty-four.
Dr Roberts: How many staff will have been employed by the
end of this year?
Clerk: About five hundred and thirty-two staff will have
been employed by the end of this year.
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7 Dr Roberts: How many meals have you provided this year?
Cook: Two hundred and fifty thousand.
Dr Roberts: How many will you have provided by the end of
this year?
Cook: We will have provided about five hundred and
fifty thousand meals by the end of this year.
8 Dr Roberts: How many X-rays have been taken this year?
Doctor: Eight hundred and forty-two.
Dr Roberts: How many X-rays will have been taken by the
end of this year?
Doctor: About two thousand X-rays will have been taken
by the end of this year.
62
Unit 8
Pages 31–35
A 3 Anum: She urged me to give some money to a children’s
hospital.
4 Anum: She tried to persuade me to go on holiday with her.
5 Anum: She wanted me to buy myself a new music centre.
6 Anum: She asked me to buy her a new dress.
7 Anum: She encouraged me to give some books to the school
library.
8 Anum: She requested me to lend her some money to buy a
bicycle.
9 Anum: She preferred me to save my money for the future.
10 Anum: She expected I would give my grandmother a present.
B 2 A: Thank you, doctor. I am feeling much better than before. May

I have the bill, please?
B: Oh, I don’t think you’re quite strong enough to receive your
bill yet!
3 A: I have just lost my wallet containing Rs 1,000. I will give a
Rs 100 reward to anyone who finds it.
B: I’ll give Rs 200!
4 A: Dad, I’ve saved two rupees! I ran behind a bus all the way
home.
B: Why didn’t you run behind a taxi? That way, you’d have saved
ten rupees.
5 A: Yusuf, if you bought something for sixteen rupees and sold
it for twenty rupees, would you gain or lose?
B: I would gain. Miss.
6 A: I’ve just won a prize in the firm’s Ideas On How To Save Money
Competition.
B: What was your idea?
A: I advised my boss to reduce the prize from Rs 500 to
Rs 250!
C 3 They asked me where I wanted to study.

4 They asked me what course I was going to take.
5 They asked me when I would begin my course.
6 They asked me how long the course would last.
63
7 They asked me what I wanted to do in the future, after I had
finished my studies.
8 They asked me who had advised me to apply for that
scholarship.
9 They asked me how I would pay for my course if I didn’t get a
scholarship.
10 They asked me who would write me a reference to support my
application for the scholarship.
64
Unit 9
Pages 36–37
A 1 If you are ever offered (some/X) advice, always listen carefully. You
need not accept all (the/X) advice you are given. Some advice may
be valuable but other advice may not be so helpful. The advice that
a teacher gives should always be listened to.
2 The aeroplane was an invention that changed the travelling habits
of the whole world but the aeroplane may one day be replaced by
the spaceship as a means of (X) travel. The travelling time between
(X) places like Pakistan and the United States of America may be
only a matter of minutes!
3 At one time, (X) furniture was always made of (X) wood.
Nowadays some furniture is still often made of (X) wood but some
furniture designers often use (X) steel, (X) plastic materials or
(X) glass. The materials used for making (X) furniture must be
very strong, of course.
B 2 I saw a lot of glue but I didn’t see any sellotape.

3 I found a lot of pencils but I didn’t find many pens.
4 I found a lot of paper but I didn’t find much ink.
5 I purchased a lot of paints but I didn’t purchase many crayons.
6 I purchased a lot of paper clips but I didn’t purchase many staples.
C 1 for 2 for 3 of
4 of 5 for 6 for
7 at 8 of 9 with
10 of 11 about 12 about
13 to 14 about 15 for
16 in 17 at/with 18 of
19 of 20 about 21 of
22 to/for 23 about 24 about
25 of 26 over/about 27 about
28 for 29 for 30 over/about
D 2 X tin is found in a number of countries. One of the world’s biggest

producers of X tin is Malaysia, (the/a) country which produces
over 40% of the whole world’s production of X tin. X tin is found
in the ground and there are a number of X ways of obtaining it.
65
Sometimes X dredges are used to dredge up (the) tin from the
bottom of mining pools. Sometimes X tunnels are dug but this
is the most expensive way.
3 X rubber also comes from Malaysia and is (the/a) most important
industry in Malaysia. It is obtained from X rubber trees. A cut
is made in the bark of (the/a) tree and the rubber is allowed to
collect in a small cup which is fastened to the tree at the bottom
of the cut. The rubber is collected every day by (some) people
called rubber tappers. X rubber is very important because it is
used for such things as X tyres.
66
Unit 10
Pages 38–43
A . . . there had been a decrease in sales this year. Mrs Wasim, the personnel
manager, expressed both disappointment and surprise at the sales
figures. Mr Changez, the managing director, asked what the best way
of increasing sales was. Everyone joined in the discussion about how to
improve sales. Miss Alvi, the advertising manager, suggested that they
should find better methods of advertising. Mr Latif, the finance manager,
said they needed personal contacts with buyers. Mr Cheema expressed
the opinion that cooperation was needed between the production and
marketing departments. Mr Ali, the marketing manager, admitted that
sometimes there had been a lack of cooperation between his department
and the production department. Mr Cheema offered some criticism at
this lack of cooperation between departments and expressed the hope
that a solution to the problem would be found.
B 1 . . . He was not afraid of the difficulty of the job. He was not ashamed
of his own examination results at school. He has G.C.S.E in Urdu,
English, Mathematics, history, geography, physics, chemistry, and
biology, as well as Advanced Level in mathematics, physics, and
chemistry. He was also pleased about the possibility of working
abroad for some time.
2 . . . He said that he was keen on the chance of studying for further
qualifications. At the moment, he has G.C.S.E in Urdu, English,
mathematics, history, geography, economics, and art, as well
as Advanced Level in English and history. He said that he was
ready to do different jobs each day and that he was eager to have
the chance of promotion. He also told me that he was quick at
learning foreign languages.
C 3 The man said that he was grateful to the rescuer who saved him
from drowning in the river.
4 The girl said she was delighted at winning the singing
competition.
5 The workers said they were angry at the boss for not paying fair
wages.
6 The husband of the mother who gave birth to triplets said he
feared the financial burden.
67
7 The mother said she was anxious about her child who was taken
to hospital after the accident.
8 The audience said they were pleased at the grand concert by the
world-famous pianist.
9 The headmaster said he was annoyed at the damage at St Philip’s
School.
10 The owner of the champion white cat said she was sure it would
win again next year.
D 1 It is unwise to turn any electric switches on or off.

2 It is dangerous to use matches and not extinguish all naked
flames.
4 It is wise to check your appliances to see whether a gas tap has
been left on accidentally, or a pilot light has been extinguished.
5 If you suspect a gas leak, it is essential to turn off the whole supply
at the gas meter by closing the meter control cock.
6 It is unsafe to press the doorbells of your neighbours’ flats.
68
Unit 11
Pages 44–48
A 3 Guard: I noticed him look around all the time.
4 Guard: I saw a woman approach him.
5 Guard: I heard them speak to each other.
6 Guard: I listened to them talk about a get-away car.
7 Guard: I noticed them grab the picture and put it into the bag.
8 Guard: I saw them run to their car.
9 Guard: I saw it drive off at high speed.
10 Guard: I noticed it go towards the city centre.
B . . . tell lies. Mr Anis denied driving fast. The lawyer mentioned

receiving some evidence from an eyewitness. He said he would consider
bringing the witness to court. He asked Mr Anis if, because of the
evidence, he wished to admit his guilt. He suggested putting the trial
off for a few minutes for him to make up his mind. Mr Anis replied
that that would not be necessary. He admitted driving dangerously,
and regretted causing the accident.
C 3 waiting/having 4 bandaging/washing
5 laughing/feeling 6 removing/using
7 speaking/writing 8 agreeing/offering
9 taking/worrying 10 soaking/putting
11 reading/reading 12 lending/having
13 teaching/speaking 14 going/lying
15 dining/eating 16 cooking/doing
17 watching/listening 18 flying/travelling
D 2 to finish/talking 3 watching/to let

4 taking/to do 5 to bring/putting
6 to stop/hitting 7 watching/to go
8 eating/move 9 laughing/drop
10 holding/run 11 doing/to do
12 taking/to take 13 going/to go
14 posting/to put 15 to go /to enrol
16 writing/to get 17 to take/go
69
NOTES
Advance
with
English
5
Teacher’s Book
Advance with English 5 aims to develop the students’ communicative skills
as well as their ability to produce correct sentences. Therefore the activities
require pair and group work as well as individual work. Students should be
encouraged to discuss problems and tackle tasks together.
The fear of making language errors should not discourage students
from communicating. Individual students’ oral errors can be noted by the
teacher then corrected periodically as a class activity. Written errors should
be marked in the usual way. However, steps should be taken to reduce the
number of errors by the thorough preparation of written work before writing,
and the insistence that students proofread their written work in class before
handing it in.
Another problem area for students is the development of thought
processes and ideas. For example, each unit begins with a pre-reading
section, which requires students to give their own ideas and opinions, or
make predictions and intelligent guesses about previously unconsidered
subjects. Whether their answers are ‘right’ or ‘wrong’ is of little importance,
as the value of exercise lies in the thought processes it engenders and the
opportunities for communication it creates.
Each teaching unit of Advance with English 5 contains five thematically
linked sections: Reading; Language practice; Using English or Reading for
information; Practical Conversation, and Composition.
READING
This normally consists of reading material with pre-, while-, and post-reading
exercises linked to vocabulary, structure, and summary exercises. The materials
are related to other language work later in the unit, particularly composition.
There is a wide variety of different types of reading, authentic in both
language and format. This includes articles from newspapers and magazines
(Units 1 and 3), extracts from books of fiction and non-fiction, history and
autobiography (Units 2, 4, 7, 9 and 10) and items such as reports (Unit 8),
and job advertisements (Unit 10).

The introductory section presents the topic students will read about. It
should be used by the teacher to elicit students’ present knowledge of the
subject and opinions about it. For example, the teacher can ask the following
questions in relation to Unit 1:
What are some problems that traffic causes to you personally?
1
Discuss them with your classmates and list three or four examples.
Students can then report these to the class and make a list of the most
common problems.
How could changes in traffic arrangements affect shop owners?
If the people who live on a road or a district do not agree with what the
authorities have done, what actions can they take?
The What do you think? section continues the thinking processes started
in the introductory section. Students anticipate what they will read about
by scanning the material, looking at titles, pictures, captions and other
features. At this stage they must not read the passage. Next, they should make
intelligent guesses and express opinions about the content of the material
by answering the questions in this section.
The value of the exercise is in the students’ attempts to answer (rather
than the actual answers) which should be checked and discussed in class
before the detailed reading starts. Unanswered questions should be returned
to after the detailed reading. As in the previous section, the objective is to
generate thought, discussion, and anticipation of the content.
The Finding the facts section which follows, aims to provide students
with a purpose for reading. This usually takes the form of an information-
extraction type exercise where students are required to find information in
the passage that will enable them to complete various exercises, for example,
a map (Unit 1), an interview (Unit 2) or a set of notes (Unit 3). Sometimes
the students are asked to match statements with speakers (Unit 4) or with
the facts in the passage (Unit 9). These activities would normally be done
individually, but may lend themselves to pair or group work.
The Words in context section provides students with the opportunity
to study the reading material in more detail. The use of realia means that
students face more lexical items than they would in graded reading passages.
To help them understand and retain these items, they have usually been
divided into words for recognition only and words for production.
The vocabulary exercises are designed to encourage students to use
contextual clues and make intelligent guesses to determine meanings. There
are also exercises requiring students to use new lexical items for production
in different contexts. These vocabulary items are reviewed in Units 5 and 11
(Revision).
The Think about it section contains comprehension questions,
requiring students to consider and evaluate what they have read. These
include multiple-choice and open-ended questions, and questions that test
understanding of implication, opinion, and the writer’s intention.
2
The Reading section normally ends with a summary exercise. Having
read the passage and understood it thoroughly the students can tackle this
final exercise in selection, comprehension, and expression with confidence.
This Summary section contains a wide variety of exercises designed to
develop progressively the students’ summarizing skills. Considerable
guidance on technique is given at the start and gradually withdrawn, until
students are left with only minimal help.
LANGUAGE PRACTICE
This section provides a series of graded and contextualized exercises,
designed to engage the students in the meaningful, communicative use of
language.
First, students are presented with language items and explanations of
their functions. Students are then guided through a series of exercises, some
tightly controlled, which require them to use the language intelligently, not
mechanically. Examples can be found in Unit 2, where students are asked in
exercise A to analyse how events are put in sequence in the reading passage
using as, before, and after. The students are then required to sequence a series
of events, using the correct language in exercise B. In exercise C they are
asked first to study how the writer uses because to express surprise. They then
practise using these language functions, firstly in a short quiz and secondly
in completing the explanation of a graph. In the Language practice section,
the emphasis is again on varied and practical activities.

Various approaches are possible. For example, in Unit 2 the students can work
in pairs to complete the table in exercise A and to complete the sequencing
in exercise B. Exercise C (1 and 2) could be activities for the whole class,
while for exercise C3, the explanation of the graph could be completed in
groups, with one student from each group reporting back to the whole class.
Most exercises are designed to be done orally but they may be written later,
at the teacher’s discretion.
Many of the exercises are designed for pair work (Unit 1, section D).
In the early units, the teacher may want to take the part of S1 or S2, and
for students to respond, before progressing to student pair practice. The
teacher can go round the class listening and offering encouragement and
tactful correction, while the students do the exercises themselves. Further
reinforcement can be provided by asking students to write out some or all
of the language items.
3
USING ENGLISH
This section usually alternates with the Reading for information section
described below. It presents students with practical tasks in which they must
use language intelligently, in realistic contexts. These tasks include writing
minutes and questionnaires, form-filling, asking for and giving directions,
making flow charts and interpreting graphs, following instructions, and
applying for jobs, including the writing of applications and resumes.
In Unit 1, for example, students are asked to check some notes taken at
a meeting for accuracy, by comparing them with a tapescript. The features
of these notes, especially the use of abbreviations, are emphasized; thus
students are taught a number of common abbreviations. They are finally
asked to complete a set of minutes using the notes they have already corrected
and the language forms they practised in the preceding Language practice
section.

This section is designed to familiarize students with a wide variety of reading
material, which differs from that found in the Reading section. It gives
students the opportunity to acquire and practise the skills needed to use such
material for their own reference. For example, in Unit 5 students are given
practice in reading indexes, tables of contents, and publishers’ blurbs, and
further practice in scanning reading matter for specific information.
Most of these exercises are designed for individual work but they should
be accompanied by discussion to clarify any misunderstandings or to deal
with points of interest.
PRACTICAL CONVERSATION
This section is normally divided into four parts: Pronunciation practice,
Dialogue reading, Dialogue practice, and Picture conversation. Pronunciation
practice is provided by minimal word pairs and by practising the words in
the context of sentences. There are exercises on vowel and consonant sounds,
the consonant clusters and final consonants and on stress and intonation.
The main aim of the Dialogue reading section is to increase students’
fluency. The dialogues are linked thematically to the Reading or Language
practice section of each unit and sometimes express a language function,
for example, congratulations and sympathy (Unit 9). They are designed to
be practised by students working in pairs, but teachers may feel they should
periodically take the part of the questioner.
4
Before practising dialogues, however, the teacher should read the
dialogue once to the students. The teacher should then repeat the dialogue,
this time pausing at appropriate points and asking individual students to
repeat. Students should then practise in pairs while the teacher observes and
helps, tactfully correcting, or noting mistakes for later correction. Finally
one or two pairs of students can perform for the whole class.
In the Dialogue practice section, students are required to work in pairs
or in groups to create their own dialogues in response to the prompts in
the texts. The dialogues are thematically linked to the rest of the unit and in
most cases illustrate a language function: asking for opinions or expressing
likes and dislikes (Unit 1). In two cases the dialogues are situational:
borrowing a library book (Unit 6) and asking and answering questions at a
job interview (Unit 10). Students should study the dialogues first and work
out their responses. They should then practise the dialogues while the teacher
listens, helps and corrects, or notes any mistakes for later discussion and
correction.
The Picture conversation section is usually related to the theme of the
reading material in the Reading section. A detailed picture is accompanied
by questions which are designed to encourage students to express their own
points of view, as well as asking them to make factual observations about the
picture. The aim is to help students develop the ability to talk confidently
about matters of general interest.
Students can work on these picture conversations in small groups,
with one student asking the questions and the others responding in turn.
The teacher can circulate and deal with any problems that arise. Finally the
teacher can take the role of questioner and elicit answers from individual
students.
COMPOSITION
The Composition exercises are presented in two parts: Discussion and
Writing. In addition, in the first three units of the book, there are exercises
on paragraph writing. The Composition exercises generally come at the end
of the unit and are related to the Reading section and to other parts of the
unit, for example Language practice.
The three exercises in the Paragraph writing section are designed to
remind students that compositions are composed of paragraphs, and that
paragraphs comprise a topic sentence that expresses the main theme,
supported by sentences that illustrate or develop this. Detailed instructions
on how to write the paragraphs can be found in the Student’s book. While
5
the actual writing may be done as a home assignment, the preparation work
should be done in class.
Discussion must always precede the writing of the composition so that
students will generate the ideas they will later write about. Full details on
how to conduct the discussions are given in the Composition sections of the
book. It should be noted that the discussions are conducted in groups of
four or five students.
The compositions in the Writing section are designed to be as practical
and useful as possible and to introduce students to the many kind of writing
tasks listed in both the teaching and the examination syllabuses. They
therefore include letters, reports, articles, a speech and a radio script as well
as a factual and imaginative compositions.
Students should read carefully the instructions for discussion in the
Composition section in each unit and be quite clear about the rules and what
they intend to achieve in their discussion. The teacher should provide any
explanation necessary. For example, in Unit 1, students are asked to play
the roles of committee members of a residents’ association and discuss part
of a letter from the traffic authorities. This requires them to give answers to
specific questions. While the students are discussing this letter in groups
(the suggested group size is five), the teacher should listen, help, encourage
and answer questions. When the groups have finished their discussions, it
is usually a good strategy for one member of each group to report back to
the whole class. Different groups will probably arrive at different decisions
and the reasons for this can encourage further discussion. The aim is not
to get the whole class to agree to the same set of decisions but to generate
good discussion skills.
After the discussion, the students will be clear about the subject matter
of the composition and it is suggested that they write as individuals, although
groups are advised for Unit 7 and pairs for Unit 8. In some units, for example
Unit 1, guidelines or hints on writing are given and it may be necessary to
discuss these with the students before the actual writing takes place.
STUDY NOTES
Each unit ends with a set of Study notes which briefly restate the main
language points covered in the unit. They are designed to help students
remember what they have studied and to serve as an aid to revision.
6
Advance
with
English
Answer Key
Blank Page
Unit 1
READING Pages 2–5

A 1 Strongly against
2 Terrified
3 Emergency
4 B
5 A
6 A
7 B
8 Consult the people to find out what they want
9 C
10 B
B
City A
Centre
Flats
tr eet
Bay S Flats
Secondary school
Primary school
Old people’s home

Kindergarten
Park Street
Hill Street
Factories
Offices
Shops
Playing field
Clinic
Park Flats
Island Wa y Digby Tunnel

B
��
C 1 protesting against 2 came into force

3 reverse 4 C
5 A 6 northbound; will die down
7 install; monitor
9
D 1 come into force 2 protest against
3 Until now 4 die down
5 monitoring 6 installing
E 1 The photograph showing them looking very displeased and the

fact that they have organized themselves into a committee to
protest against the new traffic arrangements.
2 No. He says that the changes have been made to improve traffic
flow, however, it will be inconvenient for the inhabitants there
to start with, he believes that they will get used to it and stop
complaining.
3 The fact that the new traffic arrangements were computer-aided
is used by the spokesman to back up his department’s decision
to change the previous arrangements.
4 Unsympathetic. He says that no plans had been made for a pedestrian
crossing, however, he says that serious consideration would be
given to providing one if there seemed to be a need; he also says
that such a crossing would cost a lot of money and interfere with
traffic flow. He also believes that residents will quickly get used to
the new traffic arrangements and stop complaining which means
that there would be no need to provide a pedestrian crossing after
all.

A 1 a. The residents do not like the new traffic arrangements so they
are protesting.
b. Beach Road used to be quiet. Consequently, the residents were
happy.
c. The old people find it difficult to cross the road. Therefore,
they want a pedestrian crossing.
d. The authorities are worried about the situation. As a result,
they are watching it closely.
B One resident said that to get across the road now, they needed a pair
of wings. Another said that the new traffic arrangements had turned
their lives into a nightmare. A spokesman stated that these changes
had been made in order to improve traffic flow.
10
A 2
Notes on BRRA emergency committee meeting at 8 p.m. on 9/5 in

Beach Road Secondary School.
1. Review of new traffic arrangements
Chairman—All traffic from Clifton Bridge to City Centre now from
S to N along Beach Road
Result—huge increase traffic; prbs for B Road residents and
workers
Q—what exactly are prbs?
2. Problems caused by n.t.a.
a. Crossing road—
(i) old people,
difficulty shopping,
clinic, park;
also noise and fumes.
(ii) Primary school—diffy. getting
chn. across to plg. field and play ground;
also n. and f.
(iii) kindergarten—ditto
(iv) sec. school—chn. diffy bus-top - school
also n. and f.
(v) flat—owners—diffy. shopping;
chn. to school, n. and f.
b. Noise and fumes—see above
Chairman—Q—what are solutions?
3. Solutions to problems
a. Approach District Council—cancel n.t.a.
b. Newspaper campaign cancel n.t.a.
c Ped. crossing installed immed.
d. Both a. and c.
4. Adjournment of meeting
Adjourned 9 p.m.—meet again 10/5,8 p.m.
11
3 approx.—about; km.—kilometre;
cf.—compare with; e.g.—for example;
etc.—and the rest; hr.—hour; i.e.—that is;
NB—note well/pay attention to;
no(s).—number(s); viz.—namely;
w.e.f.—with effect from; wt.—weight.

D 1 On the pedestrian crossing.
3 The puddle of water which made the car skid.
4 Swerved to try and avoid him.
5 Half on the road and half on the pavement.
6 Calling for an ambulance.
7 Yes. They have turned their heads to see what is happening.
8 Chatting.
9 Large stones are falling from the bulldozer and are about to hit
the worker below.
COMPOSITION Pages 16–18

A 1 a. New traffic arrangements in Beach Road. Sentence 1.
b. Sentences 2, 3, and 4.
c. That it is now difficult for residents to cross the road because
of the increased number of vehicles; that this situation affects
especially young people who go to school there and the old
who live in the old people’s home; and that the noise and fumes
are annoying everyone and affecting the health of some.
d. Sentence 5.
e. Also; as a result.
12
Unit 2

A 4 Personal robot.
5 A
6 Personal robots and industrial robots.
7 Describe the rest of his imaginary day.
8 The passage describes how people could enjoy a much improved
lifestyle once robots become widely used, a lifestyle which people
might compare to their idea of Utopia.
9 New technological advances.
10 Robots and computers.
B You: ...
Knight: I wanted to show how two machines, in particular robots
and computers, are going to change our lives.
You: ...
Knight: I’ll try. Life will be more secure than it is now. There won’t
be any danger of robbery, for example. Life will be easier: you won’t
have to cook your own meals or check the children’s homework. And
because you won’t have to work such long hours, you’ll have a lot more
leisure time.
You: ...
Knight: Personal robots. There’s no doubt about that. People have
talked about creating them for years. Soon they will be a reality.
You: ...
Knight: No. Those are industrial robots. These will certainly have a
great effect on work but not so much on our personal lives. And this
effect will take longer to be felt.
You: ...
Knight: Yes. I call it a probot. That stands for personal robot. Basically,
it is a personal computer with a body. If it has wheels and an arm so
that it can pick up, move and manipulate things, then it becomes a
device of great potential.
C 1 a. sleep
b. fell asleep gradually
c. takes him off quickly
d. the story which has just been told
13
e. changed
f. jobs
2 a. C b. A
c. D d. B
3 a. Utopia b. factors
c. technologies d. dramatic
e. productivity
4 The gross national product (GNP) is the total value of goods
produced by a country.
Stocks are shares in a company.
An excerpt is a part of a book, film, etc. presented separately.
A strenuous lifestyle is one needing lots of energy.
To portray something is to show it in a lifelike way or like a
picture.
To manipulate something is to handle it skillfully.
5 According to the writer, one of the factors that is going to change
our lives dramatically is the personal robot. When the technology
is more fully developed, probots will have extensive uses in the
home. He says they will have a profound effect on our lifestyle and
have a great potential to make the quality of our lives better.
The writer, Timothy O. Knight, says it will be like living in
Utopia.
D 1 A 2 B 3 B
4 B 5 B 6 B
7 A, B, F

A 2 b. (happening first)
3 a. and
b. (happening together)
4 a. (happening first)
B 1 Wash up the breakfast dishes.

Dust the furniture.
Wash the floors and let them dry.
Polish the dry floors.
Iron the clothes which are in the laundry basket.
Put away the ironed clothes.
14
Set the table for dinner.
At 6 p.m. start preparing rice, beef and vegetables for dinner.
Put rice in rice cooker and steam it.
Fry the beef and vegetables.
2 Dear Aunt Zarin,
Thanks for your offer of help. Here are the jobs which need to be
done.
First wash up the breakfast dishes and then dust the furniture. After
you have dusted the furniture, wash the floors and let them dry.
Before you iron the clothes which are in the laundry basket, polish
the dry floors. After you finish the ironing, put away the ironed
clothes. Before you start preparing the rice, beef and vegetables
for dinner at 6 p.m., set the table for dinner. Put the rice in the
rice cooker and steam it. As the rice is steaming, fry the beef and
vegetables.
Mother and I will both be home at 6.30 p.m. Mother said to
telephone her at the office if you need to ask her anything. Thanks
again for coming to help. See you this evening.
C 1 a. Because his home was made secure by computer, he had no

fear at night that he might be robbed or be in any danger
while he slept. So he slept very peacefully.
b. Because his household computer informed him.
c. Because there are relatively few robots working in factories.
d. Because it can be programmed to do much more than a
personal computer.
2 a. Doctor is out of place because he is to do with medicine. The
other words are to do with the theater.
b. Potato is out of place because it is the name of a vegetable.
The other words are names of fruit.
c. Typist is out of place because she is to do with an office. The
other words are to do with hospital.
d. Knee is out of place because it is connected with the leg. The
other words are connected with the arm.
e. Beijing is out of place because it is the name of a city in China.
The other words are names of cities in Europe.
3 a. Because we reduced our prices by 10% in February, sales rose
from 2,000 to 3,000.
15
b. Although we had an advertising campaign in April, sales fell
from 3,000 to 2,000.
c. Because we gave a 20% discount in May, sales rose from 2,000
to 3,000.
d. Although we removed the 20% discount in July, sales rose from
5,000 to 6,000.
e. Because we put prices up 15% in October, sales fell from 4,000
to 3,000.
f. Although we reduced prices by 25% in December, sales fell
from 2,000 to 1,000.

A 1 a. heater b. washing machine
c. refrigerator d. computer
e. record player f. vacuum cleaner
g. microwave oven
2 a. With a greeting. He offers to help the customer.
b. He says it’s the latest model.
c. The customer thinks it is a bit expensive.
d. Because it’s a fixed-price item.
e. He will go to look at other models of washing machines in
other shops.
f. Very politely. He uses the expression good morning here to
say goodbye to the customer.
C
Monthly stock record: May
Sold Broken
In stock In stock
Items
May 1 May 31st
Winston Lily Winston Lily
Electric kettles 42 5 5 16 16 0 0 1 1 20 20
Electric irons 68 31 31 20 20 1 1 0 0 16 16
Radios 34 12 12 15 15 0 0 3 3 4 4
Cassette players 53 8 8 30 30 3 3 2 2 10 10
Plugs 88 44 44 29 29 4 4 0 0 19 19
Key: S1 S2
16
D 1 Mother, daughter and grandmother.
3 One is listening to music, the other is using a computer.
4 The middle-aged man is reading a newspaper and the elderly man
is watching TV.
6 The females are doing household chores and the males are enjoying
leisure activities (the boy using the computer may be working or
studying).
7 That it is unfair that the women should be doing the household
chores while the men relax or do something more interesting.
9 The household chores could be shared by both the men and the
women so that the women could enjoy some leisure time too.
10 Household chores are not enjoyable, so it might be difficult to
persuade the men to do their share when they are used to doing
more interesting things instead.
17
Unit 3

A 3 The gentle giants are probably the gorillas.
4 Jambo, the gorilla, probably showed compassion (pity) towards
the child.
5 The monsters are probably the gorillas.
6 They are probably misunderstood by humans.
7 a.
8 Most people probably expected the young boy who fell into the
gorillas’ enclosure to be killed.
9 Us in the last paragraph probably refers to humans.
10 a. The shirt was puzzling (strange) to the gorilla because it was
different from anything the gorilla had experienced before.
b. The tribute (admiration or respect) is to the skill and
understanding with which Jersey Zoo looks after its gorillas.
c. The gorilla family is looked after and protected by a big male
gorilla.
d. The gorillas could think that the human intruders were a
possible source of danger.
e. The shaggier relative (shaggy means covered in hair) refers to
the mountain gorilla.
B 1 Common attitudes towards gorillas

most people believe gorillas are violent and dangerous
2 Reasons for gorillas’ bad reputation
a. started in 19th century book by American explorer
b. film in 1930s called King Kong
3 True nature of gorillas
a. Gorillas are gentle and inoffensive
b. eat mainly vegetation
c. love and protect their family
d. rarely use strength against other animals
4 Future fate of gorillas
gorillas are endangered animals
reason: cutting down of forests; hunted by humans
18
C 1 a. children b. became conscious
c tear d. played
e. walked unsteadily f. climb
2 a. B b. A
c. A d. B
e. A
3 a. likeness b. aggressive
c. solitary confinement d. well adjusted
e. spoiled f. endangered
4 a. B b. B
c. C d. D
5 Neurotics are mentally upset people / animals.
An image is a mental picture.
Libel is damaging a reputation with lies.
Intruders are people who go somewhere uninvited.
Exulted means enjoyed greatly.
6 Interviewer: ...
Attenborough: Yes, well, in my experience they are not at all
aggressive. They only become that way if they’re
kept in bad conditions, solitary confinement, for
example. Their true nature is quite different. Take
Jambo, for example. He didn’t harm the boy that
fell into his enclosure. He treated him tenderly
and with affection.
Interviewer: ...
Attenborough: They behave in the same way. They’re quite
inoffensive and won’t charge unless you behave
aggresively towards them. It’s because they behave
so gently that they’ve become endangered.
D 1 a. O b. F c. F
d. O e. F f. F
2 That gorillas are fierce and aggressive.
3 That they are gentle and affectionate. This is illustrated by the gorilla’s
behaviour towards the child, gorillas’ behaviour towards one another
and towards David Attenborough in Africa.
4 He feels that people have behaved badly towards gorillas, for
example, by putting them into solitary confinement.
19
5 D
6 B
7 D

B 1 The crowd of people, who were watching the gorillas, began to
lean over the fence to see better.
2 A young boy climbed on to the fence which was not very high.
3 A woman, who was wearing a dress, held the boy around his
waist.
4 The woman, who I think was the boy’s mother, turned to wave
to a tall man at the back of the crowd.
5 The boy on the fence, who was about six years old, fell into the
gorillas’ enclosure.
6 The people, who saw the boy fall, looked terrified.
7 A male gorilla, who was the boss of the gorillas, stood guard over
the boy but did not hurt him.
8 A man, who was wearing jeans and a T-shirt, went into the
enclosure with the ambulance men.

1 The lady playing the radio may be breaking rule 2 and is definitely
breaking rule 12. The boy swimming in the pond is breaking rule
3 and so is the man picking the flowers from the flower bed. The
child riding the tricycle in the park, is breaking rule 5. The boy
selling RSPCA flags may be breaking rule 6 unless he is authorized
to sell them. The man selling ice cream is breaking rule 7. The
children climbing the tree are breaking rule 8. The boys playing
football are breaking rule 9. The boys playing cards may be
breaking rule 10 if they are playing for money. The man sleeping
on the bench is breaking rule 11. The man who has brought his
bird in a cage to the park, is breaking rule 13.
Sara should have stopped by all of these people and taken the
names and addresses of those who are breaking the rules.
20
B 1 A pet walkathon, organized by the RSPCA.
2 Walkers will have asked people to sponsor their walk and
on completion of the walk will collect the money from the
sponsors.
3 Because they know that they are being filmed by the TV
camera.
6 Probably the girl with the tortoise.
8 One of the walkers is giving her sponsor form to one of the officials.
A sponsor form lists all the names of the people who have agreed
to sponsor the walker and states the amount of money each person
will pay the walker after the walk.
9 A variety of animals eating a variety of special food for
animals.
10 The dog guides the man along and helps him to find his way to
the places he wants to go.
21
Unit 4

B 1 Medical students. Male.
2 A lecture. Elizabeth Blackwell.
3 A lecture room.
4 A hundred years ago—the clothing is of that era.
5 The door to education and opportunity, previously only available
to men.
6 Women.
7 Fact.
8 A class of all male medical students. The lady was Elizabeth
Blackwell.
C 1 f. 2 b. 3 e.
4 a. 5 e. 6 f.
7 c. 8 d.
D 1 a. professions b. determined
c. opposition d. authorities
e. attend f. expedient
g. turn the decision over h. turned down
i. boast j. genuinely
k. in favour l. carried unanimously
2 An influential doctor is one who has power and importance.
The student body is all the student members of a school or
college.
Notification means news or information.
A nerve-racking situation is one that worries or frightens you.
Formally introduce means to introduce someone in a serious or
official manner.
Boisterous and riotous means noisy and disorderly.
To be indicted means to have legal action taken against a person
or organization.
A diffident person is one who is not confident or is shy.
A bedlam is a very noisy place; like a madhouse.
Silence prevailed means silence spread through the room.
22
E Yes, I remember the incident quite well. Miss Blackwell wanted to
become a doctor but a lot of people were against the idea and when
her application was considered there was a lot of opposition. However,
she had been recommended by a very influential doctor and, of course,
we didn’t want him to be offended. We didn’t know what to do until
someone suggested that the student body should be asked to consider
the matter. We were sure that when they saw her application they
would turn it down. So we decided to turn the matter over to them.
However, the result surprised us. They voted to admit Miss Blackwell.
In fact the vote in her favour was unanimous. Some students wanted
the college to be the first to train a woman doctor so that they could
boast about it. Others thought women should be treated equally and
this belief was quite genuine. So Miss Blackwell had to be admitted
by the college authorities. They had no other choice. So she became
the first woman to enter the medical profession.
F she para. 1.1.9 Elizabeth Blackwell

they para. 2.1.4 the college authorities
it para. 2.1.13 medical college
They para. 2.1.8 the college authorities
He para. 4.1.17 an elderly doctor
it para. 5.1.11 every word
its para 5.1.15 the presence of a lady
G a. 9 b. 1 c. 3
d. 8 e. 6 f. 10
g. 2 h. 4 i. 11
j. 7 k. 12 l. 5
H 1 Because at that time only men worked in the profession and nobody
believed that a woman could be equally capable of becoming a
doctor.
2 A Philadelphia doctor. He recognized Elizabeth’s potential and
recommended her to Geneva College. Because the doctor was
influential, the college authorities considered Elizabeth’s application
even though they did not want a female student.
3 The students were normally rude, boisterous, and riotous but as
soon as Elizabeth entered the lecture room with the dean, the
students fell completely silent. This dramatic change in behaviour
was a direct result of Elizabeth’s arrival.
23
I 1 Elizabeth Blackwell wanted to become the first woman doctor in
the world. She applied to Geneva College for a place on the medical
course and her application was accepted after a lot of delay. Both
the college authorities and the students had considered Elizabeth’s
application. Surprisingly, the students approved it unanimously
and informed the college authorities who were dismayed at the
students’ decision.
Elizabeth arrived at the college and shortly afterwards was
introduced to the students by the dean. The students, numbering
about a hundred and fifty were rude, boisterous, and riotous.
In fact, the residents of the area had complained to the college
about the bad behaviour of its students. When Elizabeth entered
the lecture room for the first time, small and plainly dressed but
with a firm and determined expression on her face, the students
sat down and fell silent. The silence was so profound that it was
possible to hear every word of what the dean said.

C 4 Zain said that only men could do the most important jobs in
society, e.g., managers, governors, doctors.
However, Naila stated that this was untrue and that women
were equally capable. She gave the example of Benazir Bhutto,
the Prime Minister.
Zain argued that women should not be given responsible jobs
because when they married, they usually left to have children.
Naila said that this was untrue because most women returned to
work only six weeks after having a child. Zain stated that women
left their jobs more frequently than men, so they shouldn’t be
trusted with important positions which might be difficult to fill.
Naila argued that women often left jobs because male managers
were afraid to promote them to responsible positions in case they
left! She said that as a result, many women got bored and left to
find more interesting work. She stated that companies lost a lot
of talent in this way.
Zain said that he thought women were not suitable to do
certain jobs like working on building sites. Naila asked why not
and argued that only recently there had been a newspaper article
about a very successful female scaffolding constructor.
24
Zain concluded that women were not strong enough to do
heavy manual jobs. However, Naila stated that modern machinery
made many previously heavy jobs much lighter and argued that
as a result, women could do them too.

D 1 In school.
3 The chairman.
4 No. He is using notes.
5 The committee secretary.
6 Writing the minutes of the meeting.
7 She wants to say something and is waiting for the chairman’s
permission to speak.
8 The one next to the secretary looks as if he is reading; the one
diagonally opposite looks as if he is looking out of the window;
the one next to him looks as if he is writing.
9 He is probably the principal.
10 A football game and basketball game being played.
25
Unit 5

C Emily is sick and cannot travel. We will now arrive in Vancouver on
(name of month) 28. Please book a double room for us at the Bayside
Inn for four nights. My money has been stolen so please send me two
thousand dollars immediately. Also the X14A camera is unavailable but
there is a newer model called the X14B. It costs $ 500 more. Should
I buy one?
Best wishes,
Grace
D
R O T Y W X M D E I O L
C M Y R A T I L O S L C
N O K L M G S O T A E D
O T S B R E P K T T N X
I R P L O N U S S O C W
S A M D F U N O Q M L O
S U N A N I M O U S O T
E T O M O N C N E V S U
F R A I C E V G E Q U Y
O C R B D Z H K Z P R M
R U E X L R Y F E R E C
P R R E J E C T D O N D
1 squeezed 2 reject 3 solitary

4 install 5 genuine 6 profession
7 unanimous 8 enclosure 9 conform
10 stable
26
E CLUES ACROSS
1 ended 5 dramatic 7 aggressive
11 monitor 14 pair 16 extensive
17 no 19 dad 20 profound
CLUES DOWN
1 endangered 2 ever 3 arms
4 ate 6 conform 8 gum
9 sticks 10 plain 12 offend
13 on 15 deaf 18 own
27
Unit 6

B 1 more
2 graph
3 rest the mind
4 A
C 1 Beyond a certain point, the more you study the less you learn.
2 Most students can study effectively for about five hours a day.
3 If you study for ten or twelve hours a day, you will become exhausted
and lose your power of concentration.
4 The mind does not work as the body; the best way to rest and
relax the mind is to get out and do something active.
D 1 a. principles b. were effective

c. was exhausted d. exhausted
e. a compromise f. my concentration on
g. fatigued h. to get in
i. variety j. Conserve
2 The crest of a curve is its highest point.
Someone on a downward slope is in an increasingly difficult
situation.
If you are chopping, you are cutting something up.
Fatigue means tiredness.
Adequate means enough or sufficient.
E Mina: Well, I learned some of the principles of good study.

Sitara: ...
Mina: I’m going to try. They seem to be effective and Dr Malleson
says they produce good results.
Sitara: ...
Mina: Yes, I do. Dr Malleson used a graph to show that if you
study too long, you become so exhausted that you lose
your power of concentration.
Sitara: ...
Mina: It’s because your mind becomes so fatigued it’s unable to
take anything in.
Sitara: ...
28
Mina: Yes, that the mind works differently from the body. Resting,
by lying down or sleeping enables you to conserve the
energy of your body but not of your mind.
Sitara: ...
Mina: You should stop studying and go and do something
completely different. A variety of activities is the best way
to relax and rest the mind.
F 1 X
��
3
2
5
1
0 5 10 15 20 24
��
2 A
3 The two misunderstandings are that the longer you work the
more you learn, and that to rest the mind you should lie down
and relax, as you would to rest the body.
4 except

A 1 Malleson: Yes, and you must learn them.
Alex: ...
Malleson: You mustn’t because you’ll be too tired to remember
anything.
Alex: ...
Malleson: Then you mustn’t. You’ll lose your powers of
concentration.
Alex: ...
Malleson: But you must. A change of activity is essential.
2 a. Yes, and you ought to learn them.
b. You shouldn’t because you’ll be too tired to remember
anything.
c. Then you shouldn’t. You’ll lose your powers of
concentration.
d. But you should. A change of activity is essential.
29
3 Mallson: It depends on the type of work and on the person. It
even varies from week to week in the same person.
Penny: ...
Malleson: If you find that you can’t understand a paragraph after
reading it repeatedly, it means that you’re not taking
it in; that’s a pretty good sign that you’ve reached your
personal optimum.
Penny: ...
Malleson: On the contrary. The mind is different from the body.
To rest the mind you must do something active,
something different from studying.
Penny: ...
Malleson: Because the mind cannot rest even in sleep. So you
must get out and do something—anything so long as
you don’t study.
Penny: ...
Malleson: Yes.
B 2 (i) Don’t study for too long. If you do, you will lose your power of
concentration.
(ii) Do try to find your own optimum for your daily study.
(iii) Do stop after reaching your optimum.
(iv) Don’t sit down to rest after studying.
(v) Do some other activity, something different from work.
C 2 a. Watching television. The majority of households have a TV;

there are programmes to suit all age groups and it is very easy
to watch TV.
b. Team Games. Because they are too young.
c. Swimming. Possibly because they would need to be accompanied
by an adult and therefore would not have the opportunity to
go as frequently as the older children.
d. Lack of conveniently located facilities and it would be expensive
to go regularly.
e. That they are quite interested in music.
f. Because they are capable of being more independent than
the younger groups and therefore can pursue more leisure
activities without needing adults to escort them. Also some
of the activities are only suitable for older children.
30
A 1 Project would be on page 679.
2 Between prohibition and projectile.
3 a. The first entry is a noun (the abbreviation n is used to indicate
noun). The second entry is a verb (the abbreviations vt and
vi are used to indicate transitive and intransitive verb).
b. In the meaning of the noun.
c. Countable. [C] in the dictionary entry after the word project
indicates that this is a countable noun. [U] would indicate
an uncountable noun.
d. do, plan, carry out.
B 2 a. 600 Applied Sciences (Technology)

b. Card (ii) belongs to a major subdivision; cards (i) and (iii)
belong to a minor subdivision.
c. Card (ii) is from the author catalogue; card (i) is from the
title catalogue; card (iii) is from the subject catalogue.
d. Gordon, Lee and Jack, James.
e. Gordon, Frank, Jack.
f. Communication: An Introduction
g. Speaking in Public
h. Speech for Everyone
i. Communication: An Introduction
j. Friends’ House
3 Air Pollution – 600
Acupuncture – 600
Chinese Music – 700
Computers – 600
The Calculus – 500
The Life of William Shakespeare – 800
Buddhism – 200
Everyman’s Encyclopedia – 000

D 1 To study.
2 40 C. The air conditioner is out of order.
3 Probably about where they are going to sit to study.
31
4 Playing cards, sleeping, throwing waste paper, playing music,
eating.
5 They are hot and uncomfortable because the room temperature
is so high which makes it very difficult for them to concentrate
and study.
6 He is trying to take a book from one of the higher shelves.
32
Unit 7

A 1 1 Fiction.
2 Tripods and humans.
3 The Tripods.
4 John Shackley as the fictional character Will, Jim Baker as
Henry, and Ceri Seel as Beanpole.
5 That they are going on a long, difficult walk.
6 Desolation.
7 The mission is to get to the Tripods’ city without arousing
suspicion. The most dangerous part of the mission would be
trying to get out of the city later.
8 B
9 Tripod means three-legged; trilogy means a set of three related
stories.
10 It is a Tripod. The picture came from BBC Enterprises Ltd.,
from the BBC Television Production of The Tripods.
2 a. Go on the special mission to the Tripods’ city.
b. The three people (Will, Henry, and Beanpole) on the mission.
They are probably on their way to the Tripods’ city.
c. The Tripods.
d. One of the people on the mission has been captured by the
Tripods.
B 1 hundred 2 capping
3 adults 4 expected
5 celebrated 6 misgivings
7 capping 8 tell
9 capping 10 wandered
11 pitied 12 disliked
13 looked 14 against
15 really 16 move
17 enemies 18 think
19 survived 20 agreed
21 cousin 22 French
23 won 24 arrived
C 1 B 2 A 3 B
33
4 B 5 B 6 B
7 A 8 B 9 A
D 1 Thinking for oneself.

2 For fear of punishment.
3 Fight the Tripods.
4 War between humans and Tripods.

A Mr Alam’s flow chart
START
TAKE BOOK
FROM
CUSTOMER
COMPLETE
RECEIPT
FORM
ASK
CUSTOMER
FOR PAYMENT
IS PAYMENT NO CREDIT NO CHEQUE

BY CASH CARD?
YES YES YES
ADD NUMBER CHEQUE

ETC TO NOT
RECEIPT ACCEPTED
GIVE TO GIVE RECEIPT

CASHIER WITH AND CARD FINISH
RECEIPT TO CASHIER
WRAP BOOK
FOR
CUSTOMER
TAKE RECEIPT
CHANGE / CREDIT
CARD FROM
CASHIER
GIVE TO
CUSTOMER WITH
WRAPPED BOOK
FINISH
34
B
National Bookstore,
PO Box 848,
GPO Lahore
January 16th, 2004
The Manager,
The National Bank,
The Mall,
Lahore.
Dear Mr Ali,
Book Sales for 2003
As requested, I enclose a graph showing our book sales for 2003.
You will see from the graph that in January and February we
sold 5,000 books. Our sales then rose to 15,000 in March but fell
again to 5,000 in April. This was because the shop was damaged
by fire and we had to close it for two weeks.
In May and June, sales rose steadily to 15,000 again and stayed
at that level in July. In August there was a large increase to 25,000.
The reason for this was that children were buying school books.
Sales then fell again in September and October but began rising in
November. In December we sold 35,000 books, our highest number
for the year. This was because people were buying books for Eid
presents.
I hope this is clear. Please ring me if you want any further
information.
Yours sincerely,
M. Alam

D 1 Preparing their sleeping bags for the night.
2 Prepare some food.
3 Three.
4 A long hike.
5 Probably not. They are carrying sleeping bags.
6 He is holding a map and looking at the route marked on the
map.
35
7 No. There is a coach on the beach who is obviously training the
canoeists which includes teaching them how to capsize.
8 The three people in canoes are learning how to use canoes properly;
on the right of the picture we can see the arm of someone who is
probably swimming.
9 The coach is giving instructions to the canoeists and the people
on the right of the picture are sunbathing.
10 This is the coach. He is probably making notes about the canoeists
he is instructing.
36
Unit 8

A 1 Anything left behind by the person who committed the crime,
e.g., hair, pieces of clothing, bloodstains, fingerprints, statements
from witnesses.
2 Yes. To collect evidence from the scene of the crime.
3 Victims of and witnesses to the crime, and suspects.
4 No. If a statement was obtained from only one person, it would not
be possible to establish if the statement was entirely truthful.
5 So that they can later examine in detail what each person said.
6 They compare the statements against each other to look for
inconsistencies of information and then compare the statements
with other evidence they have collected. In this way the police try
to reconstruct the order of events to help them solve the crime.
7 If it contradicts itself or if it is contradicted by other concrete
evidence.
B 1 diamonds 2 three
3 traffic survey 4 Datsun
5 two Datsun 6 men, one
7 robbery took
N
Document G
Street plan for robbery area W E
S
TV monitor
Bank
Park Street
Bank Pit
Road Lane Car park
Main Street
Egg
New Era Jewellers Cat
Toko
hair
Street Lane Benny’s salon
restaurant
School Road
Ash
TV monitor Lane
Note: Distance from car park to New Era Jewellers via Main Street = 3 Km.
Distance from car park to New Era Jewellers via Park Street and Bank Road = 5 Km.
37
C
Situation Chart
Situation Chart
Location: New Era Jewellers, Main Street
Date: June 18 Time: 2.50 p.m.
Number in gang: Three
Value of goods stolen: Rs 1 million
Details of suspects
Name Location* Time Evidence from witnesses⊕
1. Mrs Eva Chinoy Benny’s 1.30 p.m. – 2.30 p.m. ✓
2. Masud Hasan Car-park 2.30 p.m. – 3.20 p.m. X
3. Mr Asif Jan Bank 2.30 p.m. – 3.20 p.m. ?
4. Simi Aziz Hairdresser’s 1.30 p.m. – 3.20 p.m. ✓
5. ? 10.00a.m. ✓
Details of vehicles
Number Owner Colour/Type Location Time Evidence
from
witnesses⊕
1. LHE 2197 Mrs Eva Chinoy White Datsun Car-park 1.30p.m. – 3.30p.m. ✓
2. GAL 4926 Masud Hasan White Datsun Car-park 2.30p.m. – 3.20p.m. ✓
3. RIT 7868 ? White Datsun Car-park 10.00a.m. – 2.40p.m. ✓
* Location – refers to the suspects’ stated location at the time of the robbery.
⊕ If there is evidence to support statements, write ✓.
If there is no evidence to support statements, write X.
If the evidence is doubtful, write?

1 a. S2: My watch must be slow.
b. S2: You must be unwell.
c. S2: Something must be burning.
d. S2: The lift doors must be stuck.
e. S2 You must be feeling cold.
f. S2: You must be choosing a recipe.
2. a. S2: He must have got out.
b. S2: I must have dialled the wrong number.
c. S2: I must have lost it.
d. S2: Their side must have lost.
e. S2: Something serious must have happened there.
f. S2: I must have left it on the bus.
38
COMPOSITION Pages 116–117
A 1 a. A white Datsun van, registration number RIT 7868 was driven
into the car park by a woman.
b. Mr Jan or Miss Aziz.
2 a. Miss Aziz went to the Elegance hair salon and Mrs Chinoy
went to Nadim’s restaurant.
b. Eating at Nadim’s.
c. She said she was waiting in her van for Miss Aziz.
d. She could have been taking part in the bank robbery.
e. She was having her hair done at the hair salon.
3 a. We know that Mr Jan was given a bank draft at the bank at
about 3 p.m. We don’t know for sure what Mr Hasan was
doing after apparently dropping Mr Jan off at the bank.
b. Mr Hasan said that he drove his friend Mr Jan to the bank
and dropped him off there at about 2.30 p.m. He then claims
to have parked his van in the car park opposite the bank and
waited in his van for Mr Jan who returned at about 3.20 p.m.
Mr Jan claims to have gone to back at about 2.30 p.m. He said
he ordered a bank draft and was asked to wait for about half
an hour which he claims he did, in the bank lobby. He said he
collected his bank draft from the counter a little after 3 p.m.
and then returned to the car park where Mr Jan was waiting
for him.
c. They could have been taking part in the robbery.
4 a. Twelve minutes.
b. Twenty minutes.
5 Probably because one of the ‘men’ was in fact a woman. The loose
coat would help to disguise her shape and so long as she didn’t
speak no one would recognize from her voice that she wasn’t a
man.
B Name of incident: Jewel robbery

Date and time: June 18 at 2.50 p.m.
Names of suspects: Chinoy, Hasan, Jan, Aziz
At 10 a.m. on June 18, a white Datsun van, licence number RIT 7868,
drove into the car park on Park Street, opposite the National Bank. It
was probably driven by Miss Aziz.
39
At 1.30 p.m. Mrs Chinoy and Miss Aziz arrived at the car park.
Mrs Chinoy went to eat at Nadim’s. Miss Aziz went to Elegance hair
salon. According to a witness, Mrs Chinoy left Nadim’s at 2.30 p.m.
According to another witness, Miss Aziz remained at the hair salon
until 3.20 p.m.
At 2.30 p.m. Hasan and Jan arrived at the car park. Hasan said he
remained in the car park until 2.30 p.m. Jan said that during this time
he was at the bank, waiting to be served. A witness remembers serving
Jan at the bank at about 3 p.m. No witnesses saw Hasan between 2.30
p.m. and 3.20 p.m.
In view of the above, it seems likely that the robbery was carried
out by Hasan and Jan and that the getaway van was driven by Mrs
Chinoy. This van was probably driven to the car-park earlier in the
day by Miss Aziz. We therefore recommend that all four suspects be
brought in for further questioning.

4 There’s been a Wilson here for 150 years. In 1883 a young English
watchmaker named Alan B. Wilson arrived in New York, USA, and
set up a small but exclusive business making watches for a number of
clients. Today, some of the world’s finest timepieces bear his name.
Of course, over the years, we at Wilson’s have introduced one or
two rather bold changes. In the 1960s we took the step of introducing
a new electronic watch. Slim, modern and elegant, with it’s clean-cut
line, it soon established itself as a favourite with successful people
from all walks of life.
But what we at Wilson’s have never changed, however, is the concern
shown by our founder for making products of the highest quality.
(It takes eight hundred and forty separate operations to make a single
Wilson watch, and each component is machined to an accuracy of
one thousandth of a millimetre.)
A Wilson watch says a lot about the person who wears it. It
announces success, good taste and intelligence. So why postpone the
gift you or your loved ones deserve? A perfect gift for Mother’s day,
Father’s day, or birthdays or to mark any other special occasion. Only
when you see one of these magnificent watches on your wrist will you
appreciate the value it represents.
40
All our watches carry a lifetime guarantee. Come to any of Wilson’s
branches and buy now. Our sales persons will be delighted to help
you.

C 1 In a field.
2 Midday.
3 Autumn.
4 The light is not very bright.
5 About nine.
6 Some are working in the field while the others are eating.
7 Spade, pitchfork.
8 Wheat.
9 The women.
10 No.
41
Unit 9

A 1 As I Walked Out One Midsummer Morning by Laurie Lee, published
by Penguin Books Ltd.
2 The story takes place in the year 1934. It was written in the year
1964.
3 A large country family who were probably quite poor.
4 From a quiet village in the countryside to the city of London.
When he got to London, he made his living by playing the violin
and later, by labouring on a building site.
5 Spain. Civil war was about to break out. The people of Spain are
called Spaniards.
6 These are extracts from reviews of the book. The people who
wrote them are probably book reviewers or journalists.
7 The cover illustration.
B 2 That’s true.
3 That’s true.
4 That’s not true. She only gave him a long and searching look.
5 That’s not true. Many generations had set off along the same
road.
6 That’s true.
7 That’s not true. It was because he wanted to see the sea.
8 That’s true.
9 That’s not true. He longed to hear someone hurrying after him
to call him back.
10 That’s not true. They became more vivid in his mind.
C 1 a. appeals b. inevitable
c. reluctance d. opposition
e. longing f. familiar
2 g. appeals h. obvious
i. vigour j. reluctance
42
3 a. bent b. rough
c. goodbye d. very proud
e. persuaded to leave f. discontent
g. sadly h. hurt
i. repeated sounds
4 a. A b. A
c. B d. C
5 a. longing b. appeals
c. inevitable d. opposition
e. reluctance f. familiar
D
Dear Daisy,
You’re probably surprised to get this letter from London but I’ve
left home and I’m now living here alone. At last I am free!
Making up my mind to leave home took a long time. For
months I wandered about the hills thinking about it. But finally
I made my decision. Why did I want to leave my home and the
valley? I wanted to discover the world before I got married and
settled down.
I left home on a bright Sunday morning in early June. I got up
early and ate the breakfast my mother cooked. I’m sure she didn’t
want me to leave but she said nothing to stop me. She helped me
pack my belongings and then I walked to the road. Standing at the
top of the bank, my mother watched me go in silence, her hand
raised in farewell and blessing.
I had decided to walk to London but first I wanted to go to
Southampton because I had never seen the sea. My first day on
the road started off well. I felt excited and confident, but later in
the day I began to feel lonely and homesick and longed to hear the
sound of someone hurrying after me to call me back. But no one
came.
Now that I am in London I earn my living by playing the violin
but I hope soon to get a job working on a building site. And one
day I hope to visit you in Spain. It’s a country I’ve always wanted
to visit.
Until then, best wishes,
43
E 1 His childhood.
2 Sad. She showed her feelings by her motherly gestures of preparing
breakfast and helping her son get ready to leave, but her sadness
is evident from the fact that she was lost for words for the entire
morning and even as her son left she stood silently, watching him
go.
3 Probably searching for reasons as to why her son had decided to
leave home.
4 Not very happy.
5 ‘I was nineteen years old, still soft at the edges, but with a confident
belief in good fortune.’
6 D
7 He was unhappy at home and spent a lot of time wandering about
the hills, deciding what to do with his life.
8 It was his unhappiness at home which had made him decide to
leave. He would still be unhappy if he returned home. The writer
wanted to experience more of the world even though he felt quite
homesick shortly after leaving home.
9 He did not enjoy his feeling of being free immediately, as this
feeling was initially mixed with a sense of loneliness and nostalgia
for the familiar things he had left behind.
10 Kitchen utensils.
11 B

B 1 a hairbrush 2 a wheel
3 an umbrella 4 an orange
5 a seashell 6 a potato

D 1 They are having their photograph taken.
2 The plane on the left is taking off and the one on the right is
landing.
3 That the man running has just stolen his bag. The policemen is
blowing his whistle. He will probably chase the man who stole
the bag.
44
4 He is probably telling her that her luggage is over the weight
allowance. She might ask him if she has to pay for the excess
weight. She is going to travel on British Airways.
5 The man with the baggage cart will probably run into him because
he can’t see that he is standing in front of the baggage cart. If this
happens, the man with the newspaper might say, ‘Why don’t you
look where you’re going?’ The man pushing the cart might apologise
and say that he couldn’t see over the top of the baggage.
6 A man and woman are entering the restricted area. They might
be saying goodbye and thanking their friends for coming to see
them off. Their friends might be wishing them a good journey.
7 A man is speaking to the lost luggage attendant. The man is making
an inquiry. He is thinking about the case he has lost, which is
blue with the name D. Allen written on it.
45
Unit 10

B 1 Travel agency.
2 Four.
3 Matric standard.
4 By sending a letter of application together with a resume, to the
Personnel Manager.
5 C, D, E, H
C 1 B 2 A 3 B
4 A 5 B 6 A
7 A 8 B 9 A
10 A 11 B 12 A
13 A 14 B
D Noreen Ahmed would probably be most suitable for the post of

Trainee Information Officer. Her teacher’s report indicated that she
communicates well, is ambitious and ready to accept challenges.
She is good at Urdu and English. She seems to have a pleasant
personality.
Rais Khan would probably be most suitable for the post of Trainee
Tour Guide. It seems that he writes well in English and Urdu, he reads
a lot and is interested in current affairs. He can type and use a word
processor. He enjoys working independently. He writes stories which
are apparently quite good. This shows a creative ability.
Zara Shah would probably be most suitable for the post of Trainee
Accounts Clerk. She seems to be good with figures and is able to work
under pressure. She appears to be hardworking, conscientious and
she also knows how to use a computer.
None of the applicants is especially suitable for the post of Trainee
Publications Officer.
46
D 1 Salim: ...
Sara: No, but I wish I had.
Salim: ...
Sara: ...
Salim: ...
Sara: Yes, I hope to attend an evening class next month. I’ve
already applied.
Salim: Good. Now tell me, Sara, if you were given the choice,
what would you prefer, a job with a high salary or one
with good promotion prospects?
Sara: I would prefer one with good promotion prospects.
Salim: Why?
Sara: I hope to get to the top one day.
Salim: ...
Sara: I’m sorry. I wish I could start tomorrow but I can’t
start till Monday. I’ve got to go to Lahore tomorrow
to attend my sister’s wedding.
Salim: All right then. We’ll say Monday. Oh, and wish your
sister the best of luck from me. And don’t forget, 8
a.m. sharp on Monday. You won’t be late, will you?
Sara: I hope not.
2 b. Ijaz: Were you offered the job?

Raza: No, but I wish I had been. It seemed a good job.
c. Naim: Are you interested in it?
John: Yes, but I hope the promotion prospects are good.
d. Hadi: Do you feel confident?
Hasan: No, but I wish I did.
e. Meher: What did he say?
Zehra: He wished me good afternoon.
Meher: I hope you responded.
Zehra: Of course I did, but I was so nervous, I said good
morning!
f. Javed: Did you have them with you?
Aslam: No, I’d forgotten them. I wish I hadn’t.
g. Isa: Did you accept?
Asim: No, I would prefer to work shorter hours.
47
D 1 The personnel manager; someone going to see the personnel
manager; the secretary.
2 If he has applied to the company for a job, then he is about to
have an interview with the personnel manager. He may feel a
little nervous. He could be carrying personal documents in his
briefcase which are relevant to the job he is applying for.
3 He is the personnel manger. Some of his duties include interviewing
applicants for jobs, looking after the welfare of staff already
employed and advertising job vacancies.
4 He may be reading the letter and resume sent in by the person
he is about to interview.
5 Secretarial jobs: typing letters, filing documents, taking telephone
messages.
6 If the call was for the personnel manager, she would probably
say he was busy carrying out an interview and she would take a
message from the caller or ask them to call back later.
7 He probably told her he had come for a job interview. She would
have told him to go into the personnel manager’s office.
10 He might ask her to type a letter offering the man the job, or if
he was unsuitable he might ask her to type a letter informing the
man that his application had not been successful.
48
Unit 11
REVISION Pages 162–169

A Tariq: Hello, Rahman. What’s wrong with your hand?
Rahman: ...
Tariq: Sorry to hear that. How did it happen?
Rahman: ...
Tariq: So it must have been serious.
Rahman: ...
Tariq: You must wish you’d been more careful, especially with
exams coming up.
Rahman: ...
Tariq: I expect you won’t be able to take those now.
Rahman: ...
Tariq: Is that allowed?
Rahman: ...
Tariq: Are you sure?
Rahman: ...
Tariq: I wouldn’t mind being your writer.
Rahman: ...
Tariq: Is there anything I can do to help you?
Rahman: ...
Tariq: It’s all right. I’ll get it.
Rahman: ...
Tariq: Put your purse away, Rahman, and don’t argue.
Rahman: ...
Tariq: I’d rather have a packet of crisps.
B Please look at the graph in front of you. It shows the number of

people who attended our Charity Fair from 1990 to 1994 and gives
an estimate for 1995.
As you can see, our first Charity Fair was held in 1990 and the
attendance was just over one thousand. The following year this figure
increased just slightly to two thousand and in 1992 the attendance
reached its highest figure ever—five thousand! Unfortunately, this
figure fell in 1993 to about three thousand. The reason for this was
bad weather.
However, the attendance figure remained the same in 1994, even
though the weather was good.
49
We plan to have more stalls in 1995 and I expect the attendance
to increase.
C 1 Contact Mrs Syed for money.

2 Ask Mr Wali for help.
3 Get student volunteers.
4 Contact parents for donations.
5 Arrange advertising in newspapers.
6 Confirm Cola Cola drinks stall.
7 Decide Guest of Honour.
8 Send invitation and advise Asifa.
E 1 immediate 2 serious
3 aggressive 4 convenient
5 dramatic 6 influential
7 profound 8 riotous
9 familiar 10 effective
11 inevitable
(The hidden adjective is descriptive)
F CLUES ACROSS
1 advice 2 protest
5 abbreviation 8 conform
9 compromise 11 librarian
12 attend
CLUES DOWN
1 agenda 2 appeal
4 telex 6 booking
7 ambition 8 career
10 minutes
50
Test Paper
MULTIPLE-CHOICE Pages 168–176

1 A 2 D 3 C
4 D 5 D 6 A
7 A 8 A 9 A
10 A 11 D 12 C
13 C 14 A 15 B
16 B 17 A 18 B
19 C 20 C 21 B
22 C 23 A 24 B
25 D 26 A 27 C
28 A 29 A 30 D
31 B 32 C 33 B
34 D 35 A 36 B
37 A 38 C 39 B
40 B 41 A 42 D
43 B 44 B 45 B
46 D 47 A 48 A
49 B 50 D 51 B
52 C 53 D 54 C
55 A 56 B 57 A
58 A 59 D 60 D
61 B 62 C 63 A
64 B 65 B 66 D
67 A 68 C 69 A
70 B 71 D 72 C
73 B 74 B 75 C
SUMMARY, COMPREHENSION, AND USAGE Pages 177–179

1 a. 1 Location of first pond: Israel
2 Purpose of first pond: to enable heat to be conducted
3 Problems: a. heat lost if surface of water disturbed by wind
b. pipes at bottom eaten away by salt water
4 Benefits: a. power can be produced cheaply b. small areas
can produce large amounts of power c. ponds can be easily
dug and maintained d. ponds can be covered in when no
longer needed
51
2 a. (i) focus
(ii) solar
(iii) principle
b. A kitchen which is not enclosed inside a building.
c. (i) liquid
(ii) heat
d. Simplicity, effectiveness/greater efficiency
e. the first method is used in India and the second is used in
Israel, Japan, and USA.
f. Fresh water
g. (ii) snags
(ii) corrodes
(iii) maintain
h. cookers, ovens, heaters, refrigerators, air conditioners.
3 a. completely b. was
c. ago d. metres
e. had f. used
g. much h. which
i. than j. is
k. amount l. bulb
m. how n. rumour
o. is p. start
q. would r. sales
s. dollars t. rise
u. becoming v. reason
w. amounts x. development
4 a. 1 h. 2 i.
3 b. 4 d.
5 j. 6 e.
7 c.
b. 1 g. 2 a.
3 c. 4 m.
5 b. 6 e.
7 f.
52
Advance
with
English
5
Workbook
Answer Key
Blank Page
Unit 1
Pages 1–4
B . . . it gave him great pleasure to be there that evening. He said that it was
always a pleasure to visit such a well-known school as ours, but that there
was another reason. He told us that not only had he been a student at this
school, but that his father had studied here. Moreover, he reminded us
that his son was also attending the school. He asked us how we imagined
he had felt when he had received our headmaster’s invitation to speak
to us. He told us that he had felt very proud indeed.
B 3 Afia (cello) said that she practised for three hours every day.
4 Sara (flute) said that it was quite difficult to play the flute but that
she enjoyed it.
5 Kiran (oboe) said that she had played in a concert (the year
previously/last year).
6 Hasan (clarinet) said that he had learnt the Intermezzo by Adrian
Williams (the year previously/last year).
7 Akbar (trumpet) said that his favourite piece of music was The
Rondo by Adrian Williams.
8 Zain (drums) said that he also played the piano.
C 3 Naim: He is asking what time we start work in the mornings?

4 Naim: He is asking (if/whether) there is a canteen here.
5 Naim: He is asking (if/whether) we work on Saturday
mornings.
6 Naim: He is asking (if/whether) we are allowed to leave the office
during the day.
7 Naim: He is asking (if/whether) he has to wear a suit to work.
55
Unit 2
Pages 5–9
A 3 Zubair: I like this one because (there is/it has) a variety of
expressions.
Nilofer: Although (there is/it has) a variety of expressions, I
think (there are/it has) too many people.
4 Zubair: I don’t think this one is good because the subject is too
small.
Nilofer: Although the subject is too small, the background is
beautiful.
5 Zubair: I like this one because (there is/it has) a good colour
balance.
Nilofer: Although (there is/it has) a good colour balance, some
things are not in focus.
6 Zubair: I don’t think this one is good because the people don’t
look natural.
Nilofer: Although the people don’t look natural, they (are/make)
an interesting group.
7 Zubair: I like this one because (there is/it has) a lot of
action.
Nilofer: Although (there is/it has) a lot of action, (there is/it
has) no obvious theme.
8 Zubair: I don’t think this one is good because it is too dark.
Nilofer: Although it is too dark, it looks romantic.
B 3 Farid: Why is it bad to eat a lot of sweets, sir?

Mr Haq: Because they increase the amount of fat in your
body.
4 Kiran: Why should we always read books in good light, sir?
Mr Haq: Because it protects your eyes from strain.
5 Akram: Why should we always use toothpaste to clean our
teeth, sir?
Mr Haq: Because it makes your gums healthier.
6 Haris: Why should we eat plenty of fresh vegetables and fruit,
sir?
Mr Haq: Because they give your body important vitamins.
56
7 Naz: Why should we take regular walks outside the city,
sir?
Mr Haq: Because the air is usually less polluted there.
8 Sehr: Why should we drink plenty of fresh milk, sir?
Mr Haq: Because it helps to strengthen your bones.
9 Qasim: Why should we take regular exercise, sir?
Mr Haq: Because it strengthens your heart.
10 Ansar: Why is it dangerous to listen to very loud music, sir?
Mr Haq: Because it can damage your ears.
11 Anita: Why should we always wear shoes which fit well, sir?
Mr Haq: Because they allow your feet to grow properly.
12 Amber: Why should we drink plenty of water, sir?
Mr Haq: Because it helps to reduce the amount of poison in you
body.
C 2 Before you come to class, make sure you have the right clothes.
3 Before you come to class, make sure you don’t do any exhausting
exercise.
4 Before you come to class, make sure you’re not too tired.
6 While you are in class, don’t watch the others.
7 While you are in class, don’t think of other things.
8 While you are in class, follow the teacher’s instructions.
10 After you come out of class, weigh yourself.
11 After you come out of class, don’t take a shower immediately.
12 After you come out of class, take a drink of water if necessary.
57
Unit 3
Pages 10–14
A 3 Mr Kamal: Jaria, what language does a person from China
usually speak?
Jaria: A person who comes from China usually speaks
Chinese, sir.
4 Mr Kamal: Mehdi, what language does a person from Saudi
Arabia usually speak?
Mehdi: A person who comes from Saudi Arabia usually
speaks Arabic, sir.
5 Mr Kamal: Amina, what language do people from Japan usually
speak?
Amina: People who come from Japan usually speak Japanese,
sir.
6 Mr Kamal: Ubaid, what language does a person from Spain
usually speak?
Ubaid: A person who comes from Spain usually speaks
Spanish, sir.
7 Mr Kamal: Umar, what language do people from England usually
speak?
Umar: People who come from England usually speak English,
sir.
B 3 Nadia: I went to the map-reading class which Miss Abbas

taught.
Kiran: ...?
Nadia: Yes, that was a class which started at ten o’clock.
4 Asad: Which class did you go to during the summer
holidays, Aftab?
Aftab: I went to the kite making class which Mr Kamil
taught.
Asad: Was that a morning class?
Aftab: No, that was a class which started at two o’clock.
5 Najma: Which class did you go to during the summer
holidays, Rehana?
Rehana: I went to the painting class which Dr Shah taught.
Najma: Was that a morning class?
Rehana: Yes, that was a class which started at nine o’clock.
58
6 Rana: Which class did you go to during the summer
holidays, Amber?
Amber: I went to the dancing class which Miss Latif
taught.
Rana: Was that a morning class?
Amber: Yes, that was a class which started at nine o’clock.
7 Farid: Which class did you go to during the holidays,
Ron?
Ron: I went to the model-making class which Mr Kerr
taught.
Farid: Was that a morning class?
Ron: No, that was a class which started at two o’clock.
8 Riaz: Which class did you go to during the summer
holidays, Hasan?
Hasan: I went to the karate class which Mr Kumar taught.
Riaz: Was that a morning class?
Hasan: Yes, that was a class which started at ten o’clock.
C 3 Mr Zia was carrying a smart new umbrella, which his wife had
given (to) him.
4 The new school, which was on a hill, could accept a thousand
students.
5 My new shoes, which I am not wearing, squeak very loudly.
6 Her new dress, which had been chosen with great care, fitted her
very well.
7 My sister, who is 10 years old, goes to primary school.
8 The dog, which was on a lead, barked fiercely.
9 The flowers, which were in a vase, looked lovely.
10 The Headmaster, who lives in Park Street, drove away in his
car.
D 2 That is Mr Raza, whose book on butterflies has just been

published.
3 I have just had a letter from my cousin, whose home is in
Hyderabad.
4 My mother, whose name was Shah before she married, has lived
here all her life.
5 This is my eldest brother, Akbar, whose right leg was broken
recently during a football match.
59
Unit 4
Pages 15–18
B 2 . . . the custom of not walking on newspaper. They said that it is
believed to be bad luck, because it is considered to be an insult
to the Goddess of Learning. See you soon. Love, Sandra.
3 . . . As you work in a shoe shop, you’ll be amazed to learn what
people have told me about the Indians’ attitude to wearing shoes.
They said that people believed that wearing leather shoes was
sinful because (all cows are considered to be holy/they consider
that all cows are holy). See you soon. Love, Sandra.
4 . . . I am enjoying myself here in India. You’re a great milk drinker
so you’ll agree with what people have told me about the Indians’
view of milk. They told me that they believe that milk is one of
the best drinks because it comes from cows, (which are considered
to be holy/which they consider to be holy.) See you soon. Love,
Sandra.
5 . . . I am enjoying myself here in India. I must tell you what people
have told me about the Indians’ belief in coming back after death.
They said that after death, people return to life, either as animals
or different human beings. See you soon. Love, Sandra.
B 3 Miss Naz: The handbrake will not hold. What should I

do?
Mr Asad: I suggest that you tighten it.
4 Mr Ijaz: The engine gets too hot. What should I do?
Mr Asad: I suggest that you look at the fan.
5 Mrs Hasan: My car is uncomfortable and bumpy. What should
I do?
Mr Asad: I suggest that you check the tyre pressures.
6 Miss Latif: Smoke is coming from the engine. What should
I do?
Mr Asad: I suggest that you wait until the engine cools and
then take (your/the) car to (a/the) garage.
7 Mr Atif: An unusual noise is coming from the engine.
What should I do?
Mr Asad: I suggest that you look under the bonnet.
60
8 Miss Saif: There is a loud noise at the back of (my/the) car.
What should I do?
Mr Asad: I suggest that you look at the exhaust pipe.
9 Mrs Ali: Steam is coming from the engine. What should I
do?
Mr Asad: I suggest that you put some water in the
radiator.
10 Mr Wasi: A tyre is flat. What should I do?
Mr Asad: I suggest that you put on the spare tyre.
C . . . Mr Khan said that (his/the) car would not start and he asked what
he should do. Mr Asad suggested to Mr Khan that he should look at
the petrol gauge. Miss Naz said that (her/the) handbrake would not
hold and she asked what she should do. Mr Asad suggested to Miss
Naz that she should tighten it. Mr Ijaz said that (his/the) engine got
too hot and he asked what he should do. Mr Asad suggested to Mr
Ijaz that he should look at the fan. Mrs Hasan said that her car was
uncomfortable and bumpy and she asked what she should do. Mr
Asad suggested to Mrs Hasan that she should check the tyre pressures.
Miss Latif said that smoke was coming from (her/the) engine and she
asked what she should do. Mr Asad suggested to Miss Latif that she
should wait until the engine cooled and then take (her/the) car to
(a/the) garage. Mr Atif said that an unusual noise was coming from
(his/the) engine and he asked what he should do. Mr Asad suggested
to Mr Atif that he should look under the bonnet. Miss Saif said that
there was a loud noise at the back of (her/the) car and she asked
what she should do. Mr Asad suggested to Miss Said that she should
look at the exhaust pipe. Mrs Ali said that steam was coming from
(her/the) engine and she asked what she should do. Mr Asad suggested
to Mrs Ali that she should put some water in (her/the) radiator. Mr
Wasi said that (his/the) tyre was flat and he asked what he should do.
Mr Asad suggested to Mr Wasi that he should put on a spare tyre.
61
Unit 5
Pages 19–23
A 2 When they have painted the doors, we will be able to use the
room.
3 When they have finished mending the roof, the rain will not come
in.
4 When I have finished reading the book, I will lend it to you.
5 When we have finished the meal, we will wash the dishes.
6 When I have finished writing this letter, I will post it.
B 2 (After/When/As soon as) he had put out all the lights, he went to
bed.
3 (After/When/As soon as) the teacher had corrected all the exercise
books, she went home
4 (After/When/As soon as) the workmen had finished, the Razas
moved into their new flat.
5 (After/When/As soon as) the Headmaster had finished, speaking,
he walked out of the hall.
6 (After/When/As soon as) he had put the letter into the envelope,
he remembered that he had not signed it.
7 (After/When/As soon as) the boys had played a game of football,
they all went home.
8 (After/When/As soon as) she had washed all the clothes, she hung
them out to dry.
C 3 While the trainer was holding a burning ring, dangerous lions

were jumping through it.
4 While the big bird was riding a bicycle, a little bird was sitting
on its back.
5 While the man was riding a horse, a lady was standing on his
shoulders.
6 While the ducks were crossing a narrow bridge, dogs were jumping
over it.
7 While the man was riding a one-wheeled bicycle, his son was
standing on his shoulders eating fire.
8 While the clowns were fighting, their friends were throwing water
at them.
62
D 3 Ijaz, please put in the windows while Akbar is putting up the
shelves.
4 Bari, please repair the garage roof while Riaz is clearing away the
rubbish.
5 Naim, please paint the walls while Saeed is mixing the paint.
6 Isa, please paint the ceilings while Amir is fixing the doors.
7 Hadi, please put the baths in the bathrooms while Munir is laying
the floors.
8 Wasim, please measure the walls while Laiq is cutting the
wallpaper.
E 2 Zainab asked Rehana to show her the new tape recorder. She said
it looked very nice and asked how it worked.
3 She asked him when he was going to Japan and said she had been
going with him. She then reminded him to send her a postcard.
4 Farhan asked Jaffer if he had seen the new film at the Nafdec.
Jaffer replied that he had. He said that it had been very good, and
recommended Farhan to go and see it if he could. Farhan said
that he would.
5 Kamran wondered if it would rain the (following/next) day because
he hoped to go to Murree with some of his friends. His mother
advised him to take an umbrella, because a thunderstorm warning
had been announced on the radio.
63
Unit 6
Pages 24–27
A 3 You must keep your feet on the foot rest.
4 You must close the safety-bar firmly.
5 You must not jump up and down in your seat.
6 You must not take any bags or umbrellas on to the roller
coaster.
7 You must not eat or drink when you are on the roller coaster.
8 You must walk off the roller coaster slowly and carefully.
9 You must not try to get off before the roller coaster has stopped.
B 3 You should weigh your luggage before leaving home.

4 You should pay your airport tax when you check in for your
flight.
5 You should carry only one piece of hand luggage.
6 You should always keep your hand luggage with you.
7 In the aircraft, you should put your hand luggage in the locker
above your seat.
8 You should not smoke cigarettes when the aircraft is taking off
or landing.
9 You should always wear your seat-belt when requested.
10 You should not change your seat without permission from the
stewardess.
11 You should pay close attention to the safety demonstration.
12 You should know where to find the emergency exits.
C 3 You should make sure that you know what number to dial in case
of fire.
4 You should crawl towards your nearest exit if you are caught in
smoke.
5 You should leave the building immediately when the fire alarm
starts ringing.
6 You should never smoke where you see a NO SMOKING sign.
7 You should telephone the fire station immediately if you discover
a fire.
8 You should never go back into a building which is on fire.
64
Unit 7
Pages 28–34
A 2
. . . Our school is planning to organize a walk for charity on 24th
May. We should be grateful if you could give permission to your
children to take part.
Yours sincerely,
Naz Changezi, Hina Latif
3
. . . We are planning to organize a walk for charity on 24th May.
We should be grateful if you could give us your permission to
organize it.
Yours sincerely,
Suresh Patel, Shoaib Khan
4
The City School,
Islamabad
2nd February, 1994
Dear Inspector Yunus,
Our school is planning to organize a walk for charity on 24th
May. We are expecting about 80 people to take part. We should
be grateful if you could give us permission to organize the walk
on that date.
Yours sincerely,
Sara Abbas (Class representative), Simi Fazal
B 2 Can I borrow your bicycle, please?

No, I’m sorry, but you can’t.
3 Can I go out in a boat on the lake, please?
No, I’m afraid you can’t.
4 Can I go swimming at night, please?
No, I’m afraid I can’t allow you to do that.
5 Can I go to a late night party, please?
No, I’m sorry but you can’t.
6 Can I go to (a/my) friend’s house to stay overnight, please?
No, I’m afraid not.
65
7 Will you allow me to go parachuting, please?
No, I’m afraid I can’t allow you to do that.
8 Can I buy a pair of Italian shoes, Please?
No, I’m afraid you can’t.
C 3 Faiz: May the Maths Club have Rs 2,000 to buy some

games, please, sir?
Vice-principal: Yes, you may have some money, but I’m afraid
you can have only Rs 1,000.
4 Rana: Can the Girl Guides have an individual storeroom
for their equipment, please, sir?
Vice-principal: No, I’m afraid you can’t. All the rooms are being
used.
5 Mehr: May the English Club invite a speaker from the
British Council, please, sir?
Vice-Principal: Yes, certainly you may.
6 Asma: Can the Chess Club hold an inter-class
competition, please, sir?
Vice-principal: No, I’m afraid you can’t. It’s too near exam
time.
7 Usman: May the Drama Club buy some costumes, please,
sir?
Vice-principal: No, I’m afraid you may not. They are too expensive.
It (is/would be) better to hire them.
8 Sheena: Can the Science Club make soap, please, sir?
Vice-principal: Yes, certainly you can.
66
Unit 8
Pages 35–40
A 3 You could get short of breath.
4 You might cough a lot.
5 You are likely to get your fingers and teeth stained yellow.
6 It is probable that your breath will smell bad.
7 You could develop a lung disease.
8 You might lose friends.
9 It is possible to give up smoking.
10 Your friends may help you.
B Wednesday Cumulus Fine, but there might be thunder

Thursday Cumulonimbus It (will/is going to) rain.
Friday Stratus Probably fine, but it might rain.
Saturday Cirrocumulus It will rain later.
Today (Check actual weather conditions, and
fill in accordingly).
C . . . He has straight hair, but it could be curly. He (also) has a small

moustache, which he could have shaved off. He has no beard, but he
could be wearing a false one. He has dark hair but it could be dyed
light brown. He wears glasses, which could be thick with dark rims
or small with no rims. He wears a large felt hat, but he could wear a
small cap. He prefers light coloured clothes but he could be wearing
a dark shirt. He speaks English but he could pretend not to.
67
D 3 Mr Rais: Customers are using other coach companies.
Mr Khan: It looks as if we shall have to provide food for our
passengers.
4 Mr Zaidi: The Staff Association has complained that some
new staff have received no training at all.
Mr Khan: It looks as if we shall have to begin training courses
for new staff.
5 Mr Naqi: One company is starting a new service, featuring
video films for young passengers, air conditioning
and a snack bar.
Mr Khan: It looks as if we shall have to make our coaches
more comfortable for our passengers.
6 Mr Ghani: The travel agency has many inquiries from
passengers wishing to travel by coach.
Mr Khan: It looks as if we shall have to allow the travel agency
to sell our tickets.
7 Mr Saif: The Service Manager says that some of the coaches
are old and may be dangerous.
Mr Khan: It looks as if we shall have to improve our maintenance
services.
8 Mr Alam: The Personnel Manager reports that the number of
staff has fallen below minimum necessary to run
an efficient service.
Mr Khan: It looks as if we shall have to recruit new staff
immediately.
68
Unit 9
Pages 41–46
A 3 Simon: Do you think these cotton trousers will sell well?
Miss West: I’m not sure if they will sell well. It’s possible that they
are too wide.
4 Samson: Do you think the evening dress will be successful?
Miss West: I’m not sure if it will be successful. It’s possible that
it is a little old-fashioned.
5 Simon: Do you think the velvet hat with the feather will sell
well?
Miss West: Yes, I’m certain it will. It’s good for the Spring Season
in Europe.
6 Simon: Do you think the nylon blouse will be successful?
Miss West: I’m not sure. It’s possible that it’s too loose.
7 Simon: Do you think this woollen skirt will sell well?
Miss West: I’m not sure if it will sell well. The style is nice, but
it’s too long.
8 Simon: Do you think the sports shirt will be successful?
Miss West: I’m not sure. (It has/There are) too many pockets!
B 3 Hasan: Would you be willing to answer the telephone?

Candidate:Yes, of course I would.
4 Hasan: Would you mind writing reports?
Candidate:No, of course I wouldn’t mind.
5 Hasan: Would you be willing to help the volunteers?
6 Hasan: Would you mind making speeches?
7 Hasan: Would you be willing to travel all over the city?
8 Hasan: Would you mind keeping the accounts?
9 Hasan: Would you be willing to meet visitors from overseas
at the airport?
Candidate: Yes, of course I would.
10 Hasan: Would you mind representing our organization at
conferences?
Candidate: No, of course I wouldn’t mind.
69
C 3 Ismail: Have the lights been fixed?
Ali: I don’t know. I’ll ask the electrician if they’ve been
fixed.
4 Ismail: Have the costumes been cleaned?
Ali: I’m not sure I’ll ask the laundry whether they’ve been
cleaned.
5 Ismail: Has the background scenery been painted?
Ali: I don’t know. I’ll find out from the painter if it’s been
painted.
6 Ismail: Have the programmes been delivered?
Ali: I’m not sure. I’ll telephone the printer to ask whether
they’ve been delivered.
7 Ismail: Has the hairdresser come?
Ali: I don’t know. I’ll try to find out if (he’s/she’s) come?
8 Ismail: Are any more people needed to help?
Ali: I’m not sure. I’ll ask the producer whether there
are.
9 Ismail: Is the choir ready?
Ali: I don’t know. I’ll ask the musical director if it’s
ready.
10 Ismail: Have all the books and tapes been collected?
Ali: I’m not sure. I’ll find out from the librarian whether
they’ve been collected.
11 Ismail: Has the secretary ordered the food?
Ali: I don’t know. I’ll ask (him/her) whether (he’s/she’s)
ordered it.
12 Ismail: Does anyone need a headache pill?
Ali: I’m not sure. I’ll ask the actors (whether/if) they do.
D 3 Mechanic: Do you know how to clean the engine on this car?

Karim: No, I’m not sure. Could you show me, please?
4 Mechanic: Do you know how to check the steering wheel on this
car?
Karim: No, I’m not sure. Would you mind showing me,
please?
Mechanic: Certainly. I’d be happy to.
6 Mechanic: Do you know how to repair a tyre on this car?
Karim: No, I’m not sure. Would you mind showing me, please?
Mechanic: No, of course I wouldn’t mind. I’d be happy to.
70
7 Mechanic: Do you know how to test the brakes on this car?
Karim: No, I’m not sure. Could you show me, please?
Mechanic: Certainly. I’d be happy to.
8 Mechanic: Do you know how to use the gears on this car?
Karim: No, I’m not sure. Would you mind showing me,
please?
Mechanic: No, of course I wouldn’t mind. I’d be happy to.
71
Unit 10
Pages 47–51
A 3 I wish I had remembered to bring my bathing costume!
4 I wish I had remembered to bring my purse!
5 I wish I had not wasted so much time before the examination!
6 I wish I had filled my petrol tank before the journey!
7 I wish I had weighed my luggage before leaving home!
8 I wish I had looked at the prices when I was ordering the meal!
9 I wish I had made another copy of my work!
10 I wish it hadn’t climbed up so high!
B (Choose any suitable time phrase as in the workbook)

3 I hope to fly to London . . .
4 I hope to be a vet . . .
5 I hope to win a prize . . .
6 I hope to climb Everest . . .
7 I hope to find a job . . .
8 I hope to buy a car . . .
9 I hope to be a detective . . .
10 I hope to leave hospital . . .
11 I hope to play in an orchestra . . .
12 I hope to travel around the world . . .
C 3 Receptionist: Would you rather have a full-day or a half-day

tour?
Mrs Pane: We’d rather have a half-day tour, please.
4 Receptionist: Do you prefer to pay by cash, cheque or credit
card?
Mr Pane: We’d prefer to pay by credit card.
5 Receptionist: Would you rather have a room with a telephone
or without a telephone?
Mrs Pane: We’d rather have a room without a telephone,
please.
6 Receptionist: Do you prefer a room with a sea view or without
a sea view?
Mr Pane: We’d prefer a room with a sea view.
72
7 Receptionist: Would you rather have a room with air
conditioning?
Mrs Pane: We’d rather have a room with air conditioning,
please.
8 Receptionist: Do you prefer newspapers to be delivered to your
room or to be collected from reception?
Mr Pane: We’d prefer them to be delivered to our room.
73
Unit 11
Pages 52–59
A 3 Clerk: Do you remember where you got on the bus?
Mrs Umar: No, I’m sorry. I’m not sure where I got on the
bus.
4 Clerk: Do you remember who you sat next to on the
bus?
Mrs Umar: No, I’m sorry. I’m not sure who I sat next to on
the bus.
5 Clerk: Do you remember how much money you had in
your bag?
Mrs Umar: No, I’m sorry. I’m not sure how much money I
had in my bag.
6 Clerk: Do you remember what else you had in your
bag?
Mrs Umar: No, I’m sorry. I’m not sure what else I had in my
bag.
7 Clerk: Do you remember where you put the bag on the
bus?
Mrs Umar: No, I’m sorry. I’m not sure where I put the bag
on the bus.
B . . . On the other hand, the District Officer said that there would be
less traffic in the town. Furthermore, a bus driver said that he would
be able to give a quicker service to passengers because he would be
able to get to places faster than before. Moreover, a businessman said
that he was certain he would be able to get to work more quickly.
However, a doctor said she expected people to drive faster and then
there would be more accidents. In addition, a headmistress said that
it might be dangerous for the children going to school.
74
C (Either a letter to Martin, or a letter to Gillian.)
(Student’s own address)

(Today’s date)
. . . Martin,
. . . Martin Williams . . . your hobbies were football, kite making and
hiking and that you liked outdoor activities, Pakistani food and animals.
In addition, he told me that your dislikes were rainy days, shopping and
loud radios at beaches. He also said that your ambitions were to travel
round the world and to own a shop for model makers . . . My name is
(students fill in details about themselves) I hope that (students give details
of their own ambitions, and finish off the correspondence)
(Student’s own name)
. . . Gillian,
. . . Gillian Richards . . . your hobbies were tennis, stamp collecting
and cycling and that you like animals and going to the cinema. In
addition, he told me that your dislikes were cooking, litter and impatient
motorists. He also said that your ambitions were to work abroad and to
become a vet . . . My name is (students fill in details about themselves)
I hope that (students give details of their own ambitions, and finish off
the correspondence)
(Student’s own name)
D Kiran
We were asked to take an eye test every year.
We were warned to be careful about our weight.
We were reminded to have a check-up once a year.
Jaria
We were asked not to go to bed too late each night.
We were warned not to read in bad light.
We were reminded not to do exercise immediately after meals.
75
E 3 These glasses, which shine a light to enable the wearer to see in
the dark, are unusual.
4 This watch, which is also a code breaker, is very useful.
5 This box of matches, which records speech within a radius of
twenty metres, is convenient.
6 This packet of cigarettes, which takes photographs, is well
disguised.
7 This shoe, which fires bright signals into the air, is very useful in
an emergency.
76
NOTES
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Advance

1 SETTING THE SCENE

3 THE FIRST READING

READING FOR INFORMATION

B A tangram is a very old Chinese puzzle. It is made up of diﬀerent

C 1 Very many diﬀerent ﬁgures can be made. People continue to try

NEW WORDS Page 3

FOLLOWING INSTRUCTIONS Pages 9–10

C The completed noughts-and-crosses board should look like this:

USEFUL EXPRESSIONS Page 12

B To answer some riddles we need to know the names of parts of things.

New Words Page 16

Using English Pages 22–23

B Akbar: This is the staﬀroom and this is the Principal’s oﬃce.

E Akbar: Hello, Paul. How are you?

I came back to Karachi yesterday. At the airport a Customs Oﬃcer

NEW WORDS Page 30

LANGUAGE PRACTICE Pages 31–34

2 S1: Where’s the stool? S2: It’s near the desk.

B 1 S1: Excuse me, where’s the post oﬃce?

READING FOR INFORMATION Pages 34–35

GUIDED COMPOSITION Page 37

WORD PUZZLES Page 37

NEW WORDS Page 40

LANGUAGE PRACTICE Pages 42–43

C Where is the boy with the glasses?

USING ENGLISH Pages 46–47

REVISION TEST 1 Page 49

COMPREHENSION Pages 51–52

B 1 It happened on the thirtieth of September 1963.

C 1 Primary school age—but younger than her three brothers who

NEW WORDS Page 52

2 a. Ali Sher Khan

A SPELLING GAME Page 59

USEFUL EXPRESSIONS Page 60

GUIDED COMPOSITION Page 61

COMPREHENSION Pages 63–64

NEW WORDS Page 64

D 1 S1: What’s Hasan doing?

G 1 No, she isn’t sleeping. She’s building a sand castle/playing with

GUIDED COMPOSITION Pages 72–73

We arrived safely and are having a wonderful holiday. I’m writing

COMPREHENSION Pages 74–75

B 1 What makes you angry?

NEW WORDS Page 74

B 1 careless 4 secrets 7 stare

LANGUAGE PRACTICE Pages 76–80

C 1 Has he got a pencil and a ruler?

D 1 How many sides has a square?

E S1: Has the tree any branches and ﬂowers?

USING ENGLISH Pages 81–82

LANGUAGE PRACTICE Pages 88–90

B 3 S1: Was there anything in the tree?

READING FOR INFORMATION Pages 92–93

REVISION TEST 2 Pages 94–95

NEW WORDS Pages 98–99

LANGUAGE PRACTICE Pages 100–101

USING ENGLISH Pages 102–104

SPELLING Page 104

READING FOR INFORMATION Pages 104–107