Teaching Guide 1

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.
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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’.
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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.
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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.
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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.
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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.
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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
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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.
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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
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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
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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
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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.
NEW WORDS Pages 133–134

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
LANGUAGE PRACTICE Page 138

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
PART 2 Pages 160–164
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

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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