G 11+for+TOT+ (With+Watermark)

GRADE 11 ENGLISH TEXTBOOK
Unit 1 THE AYEYARWADY DOLPHINS

Reading
• Reading about the Ayeyarwady dolphins
Vocabulary
• Adverb adjective collocations
Grammar
• Both … and
• ‘Before’ and ‘after’
Listening and Speaking

• Listening to a talk on ‘Wildlife Conservation’
• Talking about a trip
Writing
• Writing an essay
1
TEXTBOOK ENGLISH GRADE 11
1A Reading
Pre-reading
1. Which of these sentences is / are true for you? Put a tick or a cross in the box.
a. I have seen a dolphin.
b. I have seen a dolphin in the movies.
c. I have seen a picture of a dolphin.
d. I have seen an Ayeyarwady dolphin.
e. I have never seen a dolphin.
2. How will you feel if you see a dolphin?
Read the passage.

1 The dolphin is a kind of sea animal that looks like a large fish with a long pointed
snout. Dolphins are both intelligent and friendly towards humans. There are several types of
dolphins. Among them, the Ayeyarwady dolphin is a popular kind in Southeast Asia. Dolphins
of this type are usually found in coastal areas in South and Southeast Asia and in freshwater
5 rivers in Myanmar, Indonesia, and Laos. This species is called the Ayeyarwady dolphin
as it was first found in the Ayeyarwady River in Myanmar. Its scientific name is *Orcaella
brevirostris and it is one of the endangered species among the freshwater dolphins in the
world.
1. ………………………………………….
The Ayeyarwady dolphin is quite different from other well-known dolphins. Its colour
10 may be dark blue or dark or pale gray. It has a rounded head and a very bulging forehead.
Unlike other dolphins, it has no beak, or snout. The dorsal fin is short, blunt and triangular.
The flippers are long and broad. The average length is 2.3 metres and the weight can range
from 90 kg to 200 kg.
2. ……………………………………………
They feed on bony fish, fish eggs, and

15 crustaceans which are crabs, lobsters and
shrimps. They also eat octopuses and squids.
They take food into the mouth by suction, that
is, by sucking in it.
2
3. ……………………………………………
Ayeyarwady dolphins like to stay in tropical and subtropical waters and near shallow
20 coastal waters. In other words, they live near coasts and river mouths. They are also found
in freshwater rivers: the Ayeyarwady in Myanmar, the Mahakam in Indonesia and the
Mekong in Laos. They are mostly seen about 1.6 kilometres away from the shore and they
do not usually live in deep waters. In Myanmar, they inhabit the Ayeyarwady River between
Mandalay and Bamaw.
4. …………………………………………….
25 Ayeyarwady dolphins are slow swimmers and they are generally found in groups of
3 to 6 members, but sometimes up to 15 dolphins are seen together. They usually breathe,
bringing only the head out of the water. They produce sounds such as whistles, clicks and
screeches to communicate with one another. They can be seen jumping, making bubbles,
and hitting the water with their flippers and tails. They can squirt streams of water that can
30 reach up to 1.5 metres above the surface of the water.
One of the most distinctive characteristics of these dolphins is the mutual relationship
they have with the local fishermen. By making a tapping sound against the sides of their
boats, the local fishermen used to call the dolphins to drive fish into their cast nets. In return,
they rewarded the dolphins with a share of the fish that they had caught. The fishermen tried
35 to get the attention of the dolphins in various ways – by striking the sides of their boats with
their wooden sticks, by splashing the surface of the water with their oars and by giving their
nets several rapid tugs.
5. …………………………………………..
Ayeyarwady dolphins are now on the verge of extinction. They are listed as a
critically endangered species, that is, it may no longer exist in the future as the dolphin
40 population declines year by year. They often
get entangled in the fishing nets and they also
die as a result of electrofishing, and the use of
gillnets and explosives.
Now, in Myanmar the dolphins are

45 under protection. The region in the Ayeyarwady
River between Mingun and Kyaukmyaung is
officially recognized as a sanctuary to protect
the decline of the dolphin population. The
Department of Fisheries prohibits the catching
50 or killing of dolphins. The local fishermen are
not allowed to use electrofishing, gillnets and
explosives, which lead to a steady decline of
the population of Ayeyarwady dolphins.
3
Comprehension
A. Read the passage and choose the appropriate topic for each paragraph.
Match the paragraphs (1-5) with the topics (a-e).
a. Food
b. Threats and Conservation
c. Description
d. Characteristics
e. Habitat
B. In pairs, find the bold-faced words in the passage that are similar in meaning to the
following.
1. live in a particular place
2. an area where animals are protected and cannot be hunted
3. no longer exist in future
4. bans
5. near the coast
6. caught in a rope, net, etc.
7. the long nose of some kind of animals; beak
C. Give a full-sentence answer to each question below.

1. Where are Ayeyarwady dolphins usually found?
2. Why are they called Ayeyarwady dolphins?
3. What is the difference between Ayeyarwady dolphins and other dolphins?
4. How do they eat their food?
5. Where can you find them in Myanmar?
6. How do they communicate with one another?
7. How did the local fishermen get the attention of the dolphins?
8. Why does the dolphin population decline year by year?
9. Which part of the Ayeyarwady River is kept as a sanctuary to protect the dolphins?
10. What can you do to protect the decline of Ayeyarwady dolphin population?
4
1B Vocabulary
Adverb Adjective Collocations
Certain adverbs and adjectives often go together in sentences as collocation. Sometimes, they
can also be used as compound adjectives.
e.g. Ayeyarwady dolphins are listed as a critically endangered species.
U Aung Tin is a highly respected teacher in our school.
A. Match an adverb from Column A with an adjective from Column B.
Column A Column B
1. absolutely a. concerned
2. deeply b. necessary
3. highly c. involved
4. badly d. aware
5. completely e. married
6. fully f. hurt
7. happily g. recommended
8. actively h. ill
9. deadly i. different
10. mentally j. serious
B. Complete each sentence with an appropriate adverb and adjective collocation from
Exercise A.
1. My brother has been in voluntary work for over two years.
2. It is for you to have a balanced diet if you want to be healthy.
3. They had been for 5 years, but their marriage ended in divorce.
4. Fortunately, no one was in the car accident.
5. Students must be trained to be of their responsibilities as good citizens.
6. It is very challenging to take care of people who are .
7. When I look around the surrounding area, it is now from it was five years ago.
8. The townspeople are about the threat of health problems caused by polluted
water in the river.
9. When he said he was leaving school, we thought he was joking, but he said he was
.
10. This book was so by critics that it became one of the bestsellers of the year.
5
1C Grammar
Both ... and
• The ‘both … and’ construction is used to emphasize that something is true not just of one
person, thing or situation, but also of another.
• It indicates that the two items are equally presented and included.
e.g. I like both the novel and the movie.
Both Ko Zaw and Soe Thu are good students.
She can both speak and write Chinese.
Dolphins are both intelligent and friendly towards humans.
• If ‘both … and’ is used in the subject of a sentence, the plural verb is used.
e.g. Both the movie and the play were good.
NB ‘Both … and’ is not usually used in negative sentences. ‘Neither … nor’ is used instead.
e.g. My father neither drinks nor smokes.
(Not) My father does not both drink and smoke.
A. Rewrite the sentences using ‘both … and’.

e.g. I like chocolate ice cream. I like vanilla ice cream.
I like both chocolate ice cream and vanilla ice cream.
1. You are wasting too much time. Kyaw Zaw is wasting too much time.
2. He played football when he was a student. He played volleyball when he was a student.
3. They are tired after shopping. They are hungry after shopping.
4. Not only Kyi Thar but also his brother is a guitarist.
5. Daw Nandar wants to go to Bagan during the Thingyan holiday. Her sons want to go
there too.
6. Ni Ni wants to put up at the Shwe Myint Mo Hotel and so does Maw Maw.
7. Applicants for this post must be able to speak English. Applicants for this post must be
able to speak Chinese too.
8. You should work harder if you want to be successful. You should have perseverance if
you want to be successful.
9. He donated money to the poor in our community. He donated food to the poor in our
community.
10. As we are free this afternoon, we can go shopping and we can see a film as well.
I need to have my money before Friday.

6 I'll be there before dinner.
Friday is too late. I need it in advance of Friday.
earlier than dinner time
'Before' and 'After'

‘Before’ is used:
• as a preposition (followed by a noun) meaning ‘earlier than the time’; as an adverb (without a
following noun) to refer to ‘the previous time’; and as a conjunction (connecting two clauses)
to indicate that the second event happened soon after the first one.
e.g. Could you come to me before lunch? (preposition) I like to go for a walk before breakfast.
He has written about this subject before. (adverb)
She gave everyone a present before she left. (conjunction)
• with present perfect or past perfect tense to emphasize the idea of completion and with
‘V-ing’ in a formal style.
e.g. He went out before I had finished talking.
Please switch off all the lights before leaving the office.
‘After’ is used:
• as a preposition (followed by a noun) meaning ‘at a later time’; as an adverb (without a
following noun) meaning ‘following in time or place’; and as a conjunction (connecting two
clauses) meaning ‘when an action or an event has ended’.
e.g. I went for a walk after dinner. (preposition)
They started the job on 17th June and finished a week after. (adverb)
After you had left, I got a phone call from Thuzar. (conjunction)
• with present perfect or past perfect tense to show that one thing is completed before another
starts and with ‘V-ing’ in a formal style.
e.g. I will call you after I have done my homework.
After completing this form, give it to the secretary.
B. Complete each sentence with ‘before’ or ‘after’.

1. I left the cinema the boring film ended.
2. My sister usually does the washing-up dinner.
3. graduating from high school, I would like to attend the University of Computer
Studies.
4. His watch remains in good condition having been used for five years.
5. a careful consideration, my parents allowed me to join the dance club.
6. The new building should be completed the end of this month as it is planned
to be inaugurated in the first week of next month.
7. The man was arrested by the police two years committing the murder.
7
8. I am looking forward to the trip as I have never been to Japan .

9. arriving at the hotel, U Min Aung went straight to the meeting room.
10. I gave him the shopping list, he had left for the market.
C. Combine each pair of sentences using ‘after + V-ing’ construction.
1. The fisherman threw out the fishing net. He waited patiently.

2. I told my mother about my problem. Then, I felt better.
3. Thet Thet packed her lunch. Then, she went out to work.
4. Nyi Lay was allowed to watch TV. He had finished his homework.
5. Thuta revised all the lessons. Then, he felt confident to take the exam.
6. He spent a year in the city. Then, he decided to go back to his hometown.
7. The speaker looked at the audience and took a deep breath. Then, he delivered his
speech.
8. Shwe Yee got promoted. She had worked for the company for two years.
9. He worked long hours in the cold. His hands were sore and cracked.
10. I decided to take up the job. I started to worry about my decision.
D. Combine each pair of sentences using ‘before + V-ing’ construction.
1. Aye Aye washed the vegetables. She put them in the refrigerator.
2. Ko Naing applied for a job at the company. He had attended a computer training course.
3. I had a cup of coffee. I left for work this morning.
4. We had to queue up for an hour. We got the tickets for the music concert.
5. There is a lot to study on the subject. Only after that we can start our project.
6. He ran the Yoma Marathon. He had practised for almost a year.
7. She went through her assignment again. She submitted it to the teacher.
8. She had packed her suitcase; she went to the bus terminal.
9. My father always takes physical exercise. And then he has a bath.
10. We had lived in a small town for two years. Then, we moved to Yangon.
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1D Listening and Speaking

A. Listen to a talk on ‘Wildlife Conservation’. Then, complete the following table.
‘Wildlife’ (1) animals, birds and plants that are found in their
‘Wildlife conservation’ (2) the practice of protecting and animal

species and their habitats
How to protect wildlife from (3) to and collect information about wildlife
being extinct (4) to of endangered animals and birds
(5) to about the importance of wildlife
How to maintain the (6) to prohibit forest trees and to grow more
number of wildlife in trees for the animals
balance with their habitats (7) protected areas like national parks and
wildlife sanctuaries
B. Complete the following dialogue using the questions given below.
(a) How did you feel after the trip? You haven't seen this film, have you?
Your sis lives in Yangon, doesn't she?
(b) How was your trip? She can drive , can't she?
(c) What did you do with that group? He isn't here, is he?
She is a doctor , isn't she?
(d) What did you do after that? I don't need to finish this today, do I?
(e) With whom did you go there?
A : Hi! Kyaw Swar, you’ve just come back from Chaung Tha, haven’t you?
B : Yes, I have.
A : (1) How was your trip?
B : Fantastic! I got a lot of experience from it.
A : Did you? (2) With whom did you go there?
B : I went there with a voluntary group to do the project on the environment.
A : (3) What did you with that group?
B : When we arrived there, we collected litter on the beach and buried the garbage bags in
the hole that we dug away from the beach.
A : What a good deed! (4) What did you do after that?
B : When I came back to the beach, I saw a sea turtle crawling on the sand. So my friend
and I carried it and released it into the sea.
A : (5) How did you feel after the trip?
B : Well, I was pleased for what I had done in Chaung Tha. I hope you can join us when we
go on the next trip.
9
C. In pairs, practise the dialogue.
D. In pairs, create a dialogue as in Exercise B talking about a trip to a lake in the area you
live in for birdwatching.
1E Writing
Write an essay on ‘Myanmar Star Tortoise’ in about 250 words using the points given below.
Appearance
- medium-sized tortoise with an oval-shaped top shell
- star-shaped patterns on the top shell
- size : 20 cm – 30 cm
- weight : 1.3 kg – 2.2 kg
- colour : top shell – dark brown or black
skin of the head, limbs and tail – yellowish
Habitat
- in thorn scrubs or bushes and dry forests in dry zone of central Myanmar
Food
- a range of vegetation, grass, fruit
Behaviour
- charming, peaceful
- pull in their heads and freeze when get alarmed
Threat
- critically endangered
- reasons: commonly eaten by people; exported to food markets in neighbouring countries;
loss of habitats
Conservation
- to release the tortoises back into the wildlife sanctuary if they are recovered from illegal
trade
- to carry out a breeding programme
10
64
V. Answer Key 8. The dolphin population declines year by

year as they often get entangled in the
Unit 1: THE AYEYARWADY DOLPHINS fishing nets and they also die as a result
of electrofishing, and using gillnets and
1A. Reading explosives.
A. 9. The region in the Ayeyarwady River
between Mingun and Kyaukmyaung is
1. c 2. a 3. e 4. d 5. b
kept as a sanctuary to protect the dolphins.
B.
10. Sample answer: To protect the decline of
1. inhabit Ayeyarwady dolphin population, I would
educate/ tell the local fishermen not to kill
2. sanctuary them if they were caught in their fishing
nets. (Accept any possible answers.)
3. endangered
4. prohibits 1B. Vocabulary

5. coastal A.
6. entangled 1. b 2. a 3. g 4. f 5. i
7. snout 6. d 7. e 8. c 9. j 10. h
C. B.
1. Ayeyarwady dolphins are usually found in 1. actively involved
coastal areas in South and Southeast Asia
and in freshwater rivers in Myanmar, 2. absolutely necessary
Indonesia, and Laos.
3. happily married
2. They are called Ayeyarwady dolphins
because they were first found in the 4. badly hurt
Ayeyarwady River in Myanmar.
5. fully aware
3. The difference between Ayeyarwady
dolphins and other dolphins is that the 6. mentally ill
Ayeyarwady dolphin has no beak, or
7. completely different
snout (unlike other dolphins).
8. deeply concerned
4. They eat their food by sucking in the mouth.
9. deadly serious
5. We/ You can find them in the Ayeyarwady
River between Mandalay and Bamaw in 10. highly recommended
Myanmar.
6. They communicate with one another by

producing sounds such as whistles, clicks 1C. Grammar
and screeches. A.
7. The local fishermen got the attention of the 1. Both you and Kyaw Zaw are wasting too
dolphins by striking the sides of their boats much time.
with their wooden sticks, by splashing the
surface of the water with their oars and by 2. He played both football and volleyball
giving their nets several rapid tugs. when he was a student.
65
3. They are both tired and hungry after speech.

shopping.
8. Shwe Yee got promoted after having
4. Both Kyi Thar and his brother are guitarists. worked/ working for the company for two
years.
5. Both Daw Nandar and her sons want to
go to Bagan during the Thingyan holiday. 9. After working long hours in the cold, his
hands were sore and cracked.
6. Both Ni Ni and Maw Maw want to put up
at the Shwe Myint Mo Hotel. 10. After deciding to take up the job, I started
to worry about my decision.
7. Applicants for this post must be able to
speak both English and Chinese. D.
8. You should both work harder and have 1. Aye Aye washed the vegetables before
perseverance if you want to be success- putting them in the refrigerator.
ful.
2. Ko Naing had attended a computer
9. He donated both money and food to the training course before applying for a
poor in our community. job at the company.
10. As we are free this afternoon, we can 3. I had a cup of coffee before leaving for
both go shopping and see a film. work this morning.
B. 4. We had to queue up for an hour before

getting the tickets for the music concert.
1. before 6. before
5. There is a lot to study on the subject
2. after 7. after before starting our project.
3. After 8. before 6. Before running the Yoma Marathon, he
had practised for almost a year.
4. after 9. After
7. She went through her assignment again
5. After 10. Before before submitting it to the teacher.
C. 8. She had packed her suitcase before
1. After throwing out the fishing net, the going to the bus terminal.
fisherman waited patiently. 9. My father always takes physical exercise
2. After telling my mother about my before having a bath.
problem, I felt better. 10. We had lived in a small town for two years
3. After packing her lunch, Thet Thet went before moving to Yangon.
out to work.
4. Nyi Lay was allowed to watch TV after 1D. Listening and Speaking
having finished/ finishing his homework.
A.
5. After revising all the lessons, Thuta felt
confident to take the exam. 1. natural habitats
6. After spending a year in the city, he decided 2. wild plants

to go back to his hometown.
3. conduct surveys
7. After looking at the audience and taking
4. ban the killing or capturing
a deep breath, the speaker delivered his
66 Established practices are difficult to change.
His second novel established him reputation as a writer.
Buddhism is the established religion in Myanmar.
5. educate people
6. cutting down
7. to establish
B.
Question tags are more common in speaking than writing.
1. (b) How was your trip? we often use them when we expect the listener to agree with our
statement.
2. (e) With whom did you go there? In this case , when the statement is positive, we use a negative
question tag.
3. (c) What did you do with that group?
4. (d) What did you do after that? James is working on that, isn't he?
Your parents have retired, haven't they?
5. (a) How did you feel after the trip? The phone didn't ring, did it?
It was raining that day, wasn't it?
Your mum hadn't met him before, had she?
Jenni eats cheese, doesn't she?
I said that already, didn't I ?
You won't tell anyone, will you?
They could hear me, couldn't they?
54
IV. Audio Scripts

Unit 1: THE AYEYARWADY DOLPHINS
Let me begin my talk with the definitions

of ‘wildlife’ and ‘wildlife conservation’. ‘Wild-
life’ means animals, birds and plants that are
found in their natural habitats. And ‘wildlife
conservation’ is the practice of protecting wild
plants and animal species and their habitats.
Now, I’ll be dealing with the aims of wildlife

conservation which are to protect wildlife from
being extinct; and to maintain the number of wild-
life in balance with their habitats.
First, “How can we protect wildlife?” There

are three ways – (1) We have to conduct surveys
and collect information about wildlife, especially,
their number and growth. (2) We must ban the
killing or capturing of endangered animals and
birds. (3) We need to educate people about the
importance of wildlife, because some people
cause harm to them as they are unaware of the
importance of wildlife.
Next, I’ll explain how we can maintain the

number of wildlife in balance with their habitats.
As the habitat destruction is the main threat to
the wildlife, cutting down forest trees should be
prohibited and planting more trees should be
encouraged. Moreover, we should establish
protected areas like national parks and wild-
life sanctuaries to preserve natural habitats
for them.
In conclusion, I would like to say that it is high

time to pay more attention to the conservation of
wildlife for their future existence.
6
III. Teaching Procedure • Ask them to identify the main idea of the
paragraphs (1-5) by doing Exercise A.
Unit 1: THE AYEYARWADY DOLPHINS
• Ask students to do Exercise B to find the words
Objectives in bold in the passage that are similar in
meaning. Elicit ideas from them so that they
Students should be able to can guess the meaning of the words from
the context. For example, to get the meaning of
• identify the main ideas from a reading the word ‘coastal’, the phrases ‘in other words’
passage. and ‘near coasts’ (line 20) will be the clues.
• interpret the meaning of unknown words, • Next, ask them to locate details by answering
referring to the context. the comprehension questions given in
Exercise C. The purpose of this exercise is
• respond to questions appropriately.
to check whether students understand what
• make use of adverb adjective collocations they have read or not and to give them
appropriately. practice in writing factually and grammatically
correct sentences. Before checking answers,
• use ‘both … and’ construction, ‘before’ and give students time to do peer checking. (Note:
‘after’ and apply them in different contexts For Question No.10, encourage them to give
appropriately. their own ideas and opinions.)
• select necessary information from a talk. Review
• practise a dialogue about experience gained • Ask students some check-up questions such
in a trip. as:
• write an essay about an endangered species. “What is the difference between Ayeyar-
wady dolphins and other dolphins?”
“Where can you find them in Myanmar?”

1A Reading
“How do the fishermen get the attention of
Introduce the dolphins?”
• Introduce the lesson by asking students

what they understand by the topic ‘The 1B Vocabulary
Ayeyarwady Dolphins’.
Adverb adjective collocations
• After listening to 3 or 4 students, explain to
them that the Ayeyarwady dolphin is a sea Introduce
animal and it resembles a large fish which
can be found in the Ayeyarwady River. Then, • Elicit what students understand by the word
show the picture from the textbook. ‘collocation’ and ask them to give some
examples of collocation.
• Arouse students’ interest in the reading
passage by asking pre-reading questions. • Explain how the adverb adjective collocations
Encourage them to give answers that are are formed with examples.
true for them and share their answers with a
friend sitting next to them. • Ask them to think of some adverb adjective
collocations they know.
Teacher Teaches & Students Practise
• Invite volunteers to provide some adverb
• Ask them to read the passage silently for 10 adjective collocations. Next, check whether
minutes. Then, ask them how many main they understand the meanings of these words
points there are in the text and what they are. or not.
7
Teacher Teaches & Students Practise of the time expressions ‘before’ and ‘after’.
• Ask students to do Exercise A and B based • If possible, ask them to give you some
on their background knowledge of language, example sentences.
and do peer correction with their friends sit-
ting next to them. Teacher Teaches & Students Practise
• Then, check the answers with the whole • Ask students to study example sentences
class and give clear explanation if necessary. and explanation for the use of ‘before’ and
‘after’.
Review
• Explain to them that ‘before’ and ‘after’ can
• Ask students to recall the adverb adjective be used as ‘a preposition’, ‘an adverb’ and ‘a
collocations they have learned and their conjunction’.
meanings. Encourage them to make new
sentences, using those adverb adjective • Then, ask them to note that ‘before’ can be
collocations. used with the present perfect or past perfect
tense to emphasize the idea of completion
and with ‘V-ing’ in a formal style.
1C Grammar
• Ask them to also note that ‘after’ can be used
Both … and with the present perfect or past perfect tense
to show that one thing is completed before
Introduce another starts.
• Tell students that they will be learning the • Next, ask them to do Exercise B, C and
use of ‘both … and’ structure that is used D individually and to do peer correction with
to emphasize that something is true not just their friends sitting next to them before the
of one person, thing, or situation, but also of class discussion.
another.
Review
• To review the use of ‘before’ and ‘after’, ask
• Ask students to study the explanation with students to form into groups and to write four
example sentences. sentences in their notebooks within five
minutes. Check their answers and give
• Tell them that the verb is always plural if ‘both feedback in an open class.
… and’ is used in the subject of a sentence,
referring to the given example.
• Ask them to do Exercise A, using ‘both …
and’. Listening
• Ask them to do peer correction with their Introduce
friends before the class discussion.
• Tell students that they will be listening to a
Review talk on ‘Wildlife Conservation’. Tell them that
you are going to play the recording three
• To review the use of ‘both … and’ structure, times.
ask students in pairs to write five sentences.
And give feedback if necessary. • Elicit their background knowledge about
‘wildlife’ and ‘conservation’.
‘Before’ and ‘After’
Introduce
• Before listening to the recording, ask students
• Tell students that they will be learning the use to study the given table carefully so that they
8
guess the detailed context of the talk. • Elicit their background knowledge about the star
tortoise, showing the picture in the textbook.
• Ask them to listen carefully, paying attention
to the information they want to catch. Teacher Teaches & Students Practise
• While listening to the recording for the • Tell students that they need to write about the
second time, they have to fill in the blanks Myanmar star tortoise according to the given
given in the table. sub-topics, referring to the reading passage
about the Ayeyarwady dolphins.
• Ask them to listen to the recording for the
third time and check their answers. • Remind them to use appropriate sentence
connectors.
Review
• Encourage them to pay attention to
• Check answers with students to see whether relevancy, unity and organization of the
they could catch the specific information essay.
presented in the recording or not.
Review
Speaking
• Make sure that students can write the essay
Introduce on the given topic. Give feedback as a whole
class, pointing out common errors students
• Tell students that they will be learning how have made.
to talk about the experience gained in a trip
through a short dialogue between two friends.
• Ask students to do Exercise B by reading

the dialogue between two friends and to
complete the dialogue using the questions
given in the box.
• For Exercise C, ask them to practise the

dialogue in pairs.
• For Exercise D, ask them to work in pairs

again, to create their own dialogue talking
about a trip to a lake in the area they live
in for bird watching. Tell them that they can
use the given questions in Exercise B to ask
about the experience gained in the trip.
Review
• Ask 2 or 3 pairs of students to come to

the front of the class to demonstrate their
dialogues.
1E Writing
Introduce
• Tell students that they will have to write an

essay on ‘Myanmar Star Tortoise’.
Unit 2 ONLINE SHOPPING: Pros and Cons

Reading
• Reading about online shopping
Vocabulary
• Expressions related to shopping
Grammar
• Present simple
• Present continuous
• Present perfect simple
• Present perfect continuous
• ‘Must’ and ‘have to’

• Listening to what you do on
the net
• Talking about what you

usually do on the net
Writing
• Writing a review
11
2A Reading
Pre-reading
1. Have you ever bought anything online?

2. Do you like online shopping? Why or why not?
3. Give one advantage and one disadvantage of online shopping.
Read the passage.

1 Owing to the rapid advancement of technology, today’s buying and selling process
has switched over from the traditional mode to the electronic one. The electronic mode of
shopping means online shopping that uses the internet as the main vehicle to conduct a
commercial business.
5 Online shopping provides a quick and easy way for the buying and selling process.
For buyers, they can shop over the internet without leaving their home or office. They
can save time and effort as they can purchase items from their own homes or workplace.
Shopping is always available as the mail is usually open 24/7 throughout the year. So, time
and place do not act as a hindrance. It is also easy to shop for things online since they can
10 look for the products they want by entering the keywords, using a search engine. They
can also cancel the transaction if they do not want the product for any reason. In addition,
customers can get discounts or can buy things at lower prices. E-retailers and marketers
offer attractive discounts to the customers because through online shopping, they can
reduce the money spent on maintaining their shops or stores.
15 The fact that makes online shopping more appealing is that customers can get
detailed information about a product easily. It helps fussy buyers to purchase a product
after a good search. They can also compare various models, brands, and prices. Shoppers
can make a good comparison of the things they want to buy because companies display
the whole range of products in order to attract customers with different tastes and needs.
20 Sometimes price comparisons are also available online. Large online shopping sites usually
offer store comparisons. Through online tracking, online customers can check the order sta-
tus and the quality of the products. Moreover, online shopping does not put much pressure
on customers because when people go shopping, they may face such problems as sales
attendants trying to influence them to buy the products. Another advantage is that customers
25 do not have to stand in queues at checkouts to pay for the products they have bought.
For sellers, on the other hand, it is easy to start their online business as it only
needs an email account to communicate with clients, customers, and suppliers. Offering
services online, sellers can allow customers to make reservations or appointments online, and
manage finances such as online banking, tax, and employee pay. They can display a wide
12
30 variety of products on websites as online stores do not have space constraints. Online
shopping can save cost and reduce paper waste. In addition, online shop owners can
research their competitors and other businesses that use online tools. They can get
customers’ feedback on their business, too.
It is convenient to buy and sell products online; however, online shopping has some
35 drawbacks. There are several reasons that make people reluctant to buy things online.
The major reason is that shopping online is not as quick as it is thought to be. The delivery
of the product to the customer’s doorstep can sometimes be delayed. This frustrates the
customers and prevents them from shopping online.
Another significant reason is that online shopping lacks a touch-feel-try process.

40 Online shopping cannot offer customers the opportunity to try on the clothes they buy.
Therefore, a customer has to buy a product without close examination, that is, without
having a chance to check it as we do in traditional stores. The electronic images of a product
are sometimes misleading. The colour and appearance, in reality, may not be the same as
the electronic images.
45 One serious drawback of online shopping is that it is unreliable. Sometimes, there

is disappearance of shopping itself and online payments are not secure. The rate of
cybercrimes has been increasing and the customers’ credit card details and bank
details have often been hacked. Customers have to be careful in revealing their personal
information.
50 Moreover, online shopping does not allow

price negotiation between buyers and sellers.
In stores and supermarkets, sales attendants pro-
vide attention to customers and help them in buying
goods. Only a few online shopping marts provide a
55 service for customers to talk to a sales representative.
This lack of oral interaction makes online
shopping less popular among shoppers. Some
prefer traditional shopping to online shopping
as traditional stores can provide enjoyable
60 shopping experiences like fun, scent, and
sounds. By going out shopping, they can
have lots of fun, experiencing a showroom
atmosphere, seeing smart sales attendants, and
meeting other shoppers of various types.
65 Online shop owners can have more

complaints than traditional shopkeepers when there
is delay or damage during delivery and they may
13
experience product returns, which can affect their profits. Moreover, as online shopping is
a global business, online shop owners must compete with potentially thousands of other
70 online shop owners that offer similar products and services.
Despite some disadvantages, the growth of online shopping will not be hindered as
long as it brings benefits to both buyers and sellers.
Comprehension
A. Put the following in the correct column.
• Buying and selling online is quick and easy.
• A comparison of the items we want to buy can be made.
• Shopping can be done from home or workplace.
• Delivery of the product can be delayed.
• Shopping is available anytime.
• Shopping lacks interactivity.
• A close investigation of the product we want to buy cannot be made.
• Things can be bought at lower prices or with attractive discounts.
• Enjoyable shopping experience can be lost.
• Negotiations between buyers and sellers cannot be made.
• Our personal information can be insecure.
• Customers do not need to queue at the checkouts.
Advantages of online shopping Disadvantages of online shopping
• A comparison of the items we • Delivery of the product can be

want to buy can be made. delayed.
14
B. Give a full-sentence answer to each question below.

1. What is online shopping?
2. How can we buy and sell things over the internet?
3. Where can customers see the products in online shopping?
4. Why do online sellers give discounts to their customers?
5. What is ‘touch-feel-try process’?
6. What happens when cybercrimes occur?
7. How can we have fun by going shopping?
8. What mode do you like to use to buy things you want – traditional or electronic? Why?
9. Among the disadvantages of online shopping mentioned in the passage, which do you
think is the most serious? Why?
10. Do you think online shopping will completely replace traditional shopping in the future?
Why?
2B Vocabulary
Expressions Related to Shopping
In pairs, complete the following sentences with the words given below.
customers finances negotiation services

discounts appointment problems transaction
1. Online is a payment method in which the transfer of money happens online.

2. The boss made a / an with his business partners to talk about a new product.
3. Customers who buy things for fifty thousand kyats and above will get special .
4. A friendly atmosphere and personal service offered by the hotel attract .
5. One of the common of online shopping is that consumers do not know how
to make the payment.
6. Our company offers excellent to all customers.
7. Prices of goods sold in supermarkets are fixed. They do not allow price .
8. Nowadays, large companies use an online system to manage their .
15
2C Grammar
Present Simple, Present Continuous, Present Perfect Simple and Present
Perfect Continuous
The Present Simple Tense is used to speak or write about:
• general truths.
e.g. Gases expand when they are heated.
The moon does not shine by itself; it reflects the light from the sun.
What temperature does water boil at?
• habitual activities of the present.

e.g. Grandpa usually goes for a walk in the evenings.
Our family doesn’t often go out for meal.
Do your friends usually go to concerts?
• states or conditions at the present time.

e.g. My brother plays for Yangon United FC.
His duties do not include answering phone calls.
Does this coat belong to you?
• events which are part of a timetable, a regular schedule or something similar.

e.g. The train leaves at 6 a.m. tomorrow.
When does the train leave for Mandalay?
The Present Continuous Tense is used when we wish to speak or write about:
• actions that are going on at the moment of speaking.

e.g. Look! The sun is shining.
He is talking to his friend; he isn’t listening to the teacher.
Why are you making so much noise?
• actions that will happen in the near future or future arrangements.
e.g. We are spending next summer in Kalaw.
Kyaw Thet is not coming home this week.
When are you leaving the hotel?
16
• repeated actions (with adverbs like ‘always’) that are annoying.

e.g. Pa Pa is always asking silly questions.
Why are they always coming around here to borrow things?
The Present Perfect Tense is used to speak or write about:

• completion of an activity.
e.g. I have read three books so far this month.
She has not sent the parcel yet.
Have you booked air tickets for the trip?
• experience having had at the moment of expression.

e.g. I have been to Thailand twice.
She has never tried a seafood cocktail.
Have you ever sailed across the Andaman Sea?
• continuity of an activity which began sometime in the past but continues up to the moment
of expression.
e.g. I have lived in Yangon for more than 15 years.
The two friends have not talked to each other since their quarrel.
How long has Uncle Zaw been in that job?
The Present Perfect Continuous Tense is used to speak or write about:
• something that has been in progress throughout a period.

e.g. Mom is still in the kitchen; she has been cooking all morning.
What have you been doing these days?
• continuity of an activity (which began sometime in the past but continues up to the present).
e.g. U Min Maung has been working at that company since 2010.
How long have you been sitting here?
Note:
• Some verbs like ‘learn’, ‘lie’, ‘live’, ‘rain’, ‘sit’, ‘sleep’, ‘stand’, ‘study’, ‘wait’, etc. naturally suggest
continuity.
17
• The Present Perfect and the Present Perfect Continuous are different in meaning.
e.g. I have painted this room. Doesn’t it look better? (The task is definitely finished.)
I have been painting this room. It will look good when it is finished. (The task is
unfinished.)
A. Complete each blank with the correct present tense of the verb given in brackets.
1. How many glasses of water (you, drink) a day?
2. (you, take) any vitamins at the moment?
3. Po Thar Htoo is tired now; he (dig) in the garden all day.
4. My uncle is working at a foreign company. Up to now, he (visit) twenty

countries.
5. Someone (always, leave) the window open.
6. How long (your brother, be) in hospital?
7. We (build) this garage ourselves and now it is ready to be used.
8. Doctors (do) research on the new disease and hope to finish it in the next
two months.
9. What time (the first train, leave)?
10. My hands are dirty because I (garden) the whole morning.
‘Must’ and ‘Have to’

• ‘Must’ and ‘have to’ are used to speak or write about what is necessary for someone to do.
• ‘Must’ can refer to the present or the future.
• ‘Must’ and ‘have to’ can be used in place of each other but ‘have to’ is often used to refer
to outside authority.
• The past tense of ‘have to’ is ‘had to’.
e.g. All visitors must report to reception on arrival.
You mustn’t stay out late.
We have to obey school rules.
You don’t have to wear casual clothes on special occasions.
Does everyone have to come to the assembly?
18
Knowing that she had diabetes, she had to change her lifestyle and eating habits.
My father did not have to take the university entrance examination when he went to
university.
Did she have to wear a uniform at her previous job?
B. Write ‘must’, ‘mustn’t’, ‘have to’, ‘had to’, ‘don’t have to’, or ‘didn’t have to’.
1. It is necessary to do this. ………………..
2. It isn’t necessary (but you can do this if you want). ………………..
3. It was necessary to do that. ………………..
4. It wasn’t necessary to do that. ………………..
5. Don’t do this. It is forbidden. ………………..
C. Rewrite the following with the correct form of ‘must’, or ‘have to’. Use the negative
form where necessary.
1. You work hard if you want to succeed.
2. You carry a mobile phone at all times?
3. The immigration officers speak many languages.
4. You go to the boat club every Sunday last year?
5. She have a computer at home?
6. I take a taxi this morning because the school bus was late.
7. I leave now; I have an important appointment.
8. Dad go to work these days; he works from home.
9. Ni Ni submit assignments weekly.
10. When we grow up, our mother do much housework.
11. Mum says that I clean my room before I go out.
12. Yesterday, I go to the dentist because I had a terrible toothache.
13. We really do something about paying tax.
14. You slam the door when you come in.
15. We go through the customs at the airport.
19

A. Listen to the three dialogues. Then, write the number of the dialogue under each
picture.
Dialogue ________ Dialogue ________ Dialogue ________
B. Listen again and complete the following.
1. Through online banking, one can transfer easily.
2. Paying bills online is .
3. If you buy things online, the things you order are .
4. You can find and flats online.
5. People with usually become friends on Facebook.
C. In pairs, create a dialogue to talk about what you usually do on the net. Choose any
idea below and find your own reasons for using the net.
• learn new skills such as communication skills, professional skills and IT skills
• entertain yourself by viewing videos, listening to music, playing games, etc.
• do business such as selling the things you make
Useful language
What do you do on the net?
What do you usually ______?
Which website do you usually use/visit?
D. Role-play the dialogue.
20
2E Writing
Writing a Review
A review about something (shopping mall, restaurant, film, book, etc.) usually contains
where it is, what it is like, what are available, how it works, good points about it, bad points about
it, how it is different from others, and whether the writer recommends it.
A. Study the following website review and check whether it includes the points
mentioned above.
One of my favourite websites is eiizymusic.com. It is great because I can learn English

while I am listening to my favourite songs. I choose a song to listen and complete the lyrics.
I can also watch the video of the song.
The good points include the fact that there are lots of up-to-date groups I can listen to
such as BTS or One Direction. In addition, we can choose the level: beginner, intermediate
or expert, depending on our level of English. Moreover, the website is very easy to navigate
and you can listen to songs in different languages, for instance, in Thai, Korean and
Japanese.
One of the drawbacks is that some songs are not on the website. Another unwelcome
point is that there is a lot of advertising on the website. However, you can just ignore it.
To sum up, I think this is an excellent website if you like music and you want to improve
your English. You should check it out!
B. Write a review of the EiiZi Mart by using the points given below.
• get groceries, frozen foods, • offer high quality products with the
dairy products, garden produce, lowest price cheaper than most
fresh seafood, clothes, electrical online shops
appliances, and cosmetics • the slogan, "Save money. Live
• order online 24 hours better.”
• customer service is sometimes
bad
• worth shopping
21
67
Unit 2: ONLINE SHOPPING: Pros and Cons they buy before buying them.
2A. Reading 6. When cybercrimes occur, the customers’

credit card details and bank details are
A. hacked.
7. By going shopping, we can have fun,

Advantages of Disadvantages of
experiencing a showroom atmosphere,
online shopping online shopping
seeing smart sales attendants, and
• Buying and selling • Delivery of the product meeting other shoppers of various
online is quick and can be delayed. types.
easy.
• Shopping lacks 8. Sample answers: I like to use electronic
• A comparison of interactivity. mode (of shopping) to buy things I want
the items we want because I can shop through the internet
to buy can be • A close investigation without leaving home or office and I can
made. of the product we save time and effort./ shopping online is
want to buy cannot convenient.
• Shopping can be be made.
done from home or 9. Sample answer: Among the disadvantages of
workplace. • Enjoyable shopping online shopping mentioned in the passage,
experience can be I think the disadvantage ‘online payments
• Shopping is available lost. are not secure’ is the most serious because
anytime. customers’ credit card details and bank
• Negotiations between details have often been hacked. (Accept
• Things can be buyers and sellers any possible answers.)
bought at lower cannot be made.
prices or with attrac- 10. Sample answers: I don’t think online shopping
tive discounts. • Our personal will completely replace traditional shopping in
information can be the future because some customers prefer
• Customers do not insecure. traditional shopping to online shopping as
need to queue at traditional stores can provide enjoyable
the checkouts. shopping experiences like fun, scent, and
sounds./ because shoppers can have lots
B. of fun, experiencing a showroom atmosphere,
seeing smart sales attendants, and meeting
1. Online shopping is the electronic mode other shoppers of various types. (Accept
of shopping that uses the internet as the any possible answers.)
main vehicle to conduct a commercial
business. 2B. Vocabulary
2. We can buy and sell things over the internet 1. transaction 5. problems
without leaving our home or office.
2. appointment 6. services
3. Customers can see the products on internet
websites (using a search engine) in online 3. discounts 7. negotiation
shopping.
4. customers 8. finances
4. Online sellers give discounts to their
customers because through online
shopping, they can reduce the money spent 2C. Grammar
on maintaining their shops or stores.
A.
5. ‘Touch-feel-try process’ is the process in
1. do you drink
which customers have close examination
of the products and try on the clothes 2. Are you taking
68
3. has been digging 2D. Listening and Speaking
4. has visited A.
5. is always leaving Dialogue 3
6. has your brother been Dialogue 1
7. have built Dialogue 2
8. have been doing B.
9. does the first train leave 1. money
10. have been gardening 2. (very) convenient
B. 3. all delivered
1. must/ have to 4. jobs
2. don’t have to 5. common interests
3. had to
4. didn’t have to
5. mustn’t
C.
1. must/ have to
2. Do you have to
3. do not have to
4. Did you have to
5. Does she have to
6. had to
7. must/ have to
8. does not have to
9. has to/ must
10. does not have to
11. have to
12. had to
13. must
14. mustn’t
15. must/ have to

55
Unit 2: ONLINE SHOPPING Dialogue 3

What do you do on the net? A: What do you do on the net?
Dialogue 1 B: I use the net to look for jobs and flats, and
to see what’s on. I also use the net for
A: What do you do on the net? Facebook.
B: I use the internet mainly for banking. A: Wow! What can we do on Facebook?
A: Why? B: You post a photo and your profile. You can
say what you want – biography, hobbies,
B: It’s good because I can check my balance interests, music, and films. You control
anytime. I can transfer money, too. I like who can see your posts. You can find new
paying bills online. It’s very convenient. friends especially when you identify
Is it difficult to pay bills online? someone you’d like to meet on the site.
A:
We normally share common interests. It’s
B: Of course not. You just log on your bank really exciting.
and click on ‘Pay now’, and the bill is paid
immediately.
Dialogue 2
A: What do you do on the net?
B: I do my weekly shopping, and things are

all delivered.
A: What do you usually buy?
B: Clothes, birthday presents, Christmas

presents, books, music – the lot!
A: Wow! Which website do you usually use?
B: Ah, a variety of websites. But my favourite

is Shop.com.
9
Unit 2: ONLINE SHOPPING: Pros and Cons points there are in the text and what they are.
Objectives • Ask them to read the passage again and list

the unfamiliar words they have come across.
Students should be able to Explain to them the meaning of the unfamiliar
words through the context or by giving them
• outline facts and ideas from a reading examples. Make sure that students know
passage. ‘24/7 throughout the year’ means ‘all the time’
(i.e. 24 hours a day and 7 days a week all year
• interpret the meaning of unfamiliar words, round).
referring to the context.
• Ask them to identify the advantages and
• respond to questions appropriately. disadvantages of online shopping, putting
• apply words and expressions related to the facts given into the correct columns
shopping in different contexts correctly. given in Exercise A. (If possible, encourage
them to think of one/ two more advantages
• use the present simple, present continuous, and disadvantages and share them to the
present perfect simple, present perfect class.)
continuous and apply them in different
contexts appropriately. • Next, ask them to locate specific details in
the text by answering the comprehension
• use the correct forms of ‘must’ and ‘have to’ questions given in Exercise B. The purpose
in appropriate contexts. of this exercise is to check whether students
understand what they have read or not and
• listen for main ideas and for detailed to give them practice in writing factually and
information from dialogues. grammatically correct sentences. Before
checking answers, give them time to do peer
• role-play a dialogue (with a friend) on what checking. (Note: For Question No. 8, 9, 10,
he/she usually does on the net with reasons, encourage them to give their opinions and
applying given ideas and sample language reasons.)
use.
Review
• write a review about something (film, book,
restaurant) using the points given. • Ask students some check-up questions such
as:
2A Reading
“What do you understand by ‘24/7 throughout
Introduce the year’?”
• Introduce the lesson by asking students “What benefits of online shopping can the
what they understand by the topic ‘Online customers enjoy?”
Shopping’.
“What benefits/ advantages do the online
• After listening to 3 or 4 students, explain to sellers have?”
them that ‘Online Shopping’ is the electronic
mode of shopping, using the internet. “Why do some people still enjoy going
shopping?”
• Next, ask them brainstorming questions in the
pre-reading section. Encourage them to give “Do you usually shop/ buy things online? Why
the answers that are true for them and share or why not?”
the answers with a friend sitting next to them.
“Which search engine do you usually use to
Teacher Teaches & Students Practise look for a product?”
• Ask students to read the passage silently for “Which website do you recommend for online
10 minutes. Then, ask them how many main shopping? Why?”
10
2B Vocabulary Teacher Teaches & Students Practise
Expressions related to shopping • Ask students to study the explanation and

examples given in the grammar section.
Introduce
• Discuss the rules of the present simple, the
• Introduce expressions related to shopping, by present continuous, the present perfect
giving students examples or by referring to the simple and the present perfect continuous
reading passage. with them, referring to the given examples.
Teacher Teaches & Students Practise • Next, ask them to complete each blank with
the correct present tense of the verb in brackets
• Ask students to complete the sentences in in Exercise A. Then, ask them to do peer
Vocabulary Exercise, with appropriate correction with their friends sitting next to
expressions related to shopping, and do peer them.
correction with their friends sitting next to
them. • Then, check answers with the whole class and
give clear explanation, referring to the context
• Then, check answers with the whole class and and the rules if necessary. Let them do peer
give clear explanation, referring to the context feedback if possible.
if necessary.
Review
Review
• Ask students to review the use of the present
• Ask students to recall the expressions they tenses, referring to the examples and the
have learnt and their meanings. If possible, sentences given in Exercise A.
encourage them to make new sentences,
using those expressions. • If time permits, ask a few students randomly to
come up with some examples.
2C Grammar • Next, ask them to form into groups and to

write sentences using the present simple,
Present Simple, Present Continuous, present continuous, present perfect simple
and present perfect continuous tenses in their
Present Perfect Simple, Present notebooks within 3 minutes. The group which
Perfect Continuous gets the most correct sentences will be the
winner.
Introduce
‘Must’ and ‘Have to’
• Tell students that they will be learning about
present tenses. Ask them the forms of the Introduce
present simple, the present continuous, the • Tell students that they will be learning the
present perfect simple and the present perfect auxiliaries ‘must’ and ‘have to’ that are used
continuous. to express obligation.
• Next, elicit ideas from them on the use of the • Elicit their background knowledge about the
present simple, the present continuous, the use of ‘must’ and ‘have to’, asking them to
present perfect simple and the present brainstorm each other in pairs.
perfect continuous. The purpose is to check
their background knowledge about these four Teacher Teaches & Students Practise
tenses.
• Ask students to study example sentences and
• If possible, ask a few students to give some the explanation for the use of ‘must’ and ‘have
examples. to’.
• Ask them to look at the example sentences in

11
the textbook and study the structure of ‘must’ that allows millions of computer users around
and ‘have to’ as follows: the world to exchange information. It means
the same as ‘the web’ or ‘the internet’.
Affirmative:
• Play the recording at least three times.
must + verb (base form)
• Elicit from them what they usually do on the
have to/ has to/ had to + verb (base form) net.
Negative: Teacher Teaches & Students Practise
mustn’t + verb (base form) • Before listening to the recording, ask students
to look at the pictures given in Exercise A and
don’t/ doesn’t/ didn’t have to + verb (base form) guess what the user does in each situation.
Question: • Next, ask them to listen to the recording care-
do/ does/ did + subj + verb (base form) fully and match each dialogue with the picture
given.
• Ask them to study the examples and interpret
the use of ‘must’/ ‘have to’ in different situations. • Then, ask them to read the sentences in
Exercise B and guess the missing words in
• Ask them to note that ‘must’ and ‘have to’ the given sentences. While listening to the
are used to denote obligation; ‘don’t have recording for the second time, they have to fill
to’ is used to denote that something is not in the blanks.
required/ necessary to do and ‘mustn’t’ is
used to express prohibition. • Ask them to listen to the recording for the third
time and check their answers.
• Then, ask them to do Exercise B individually
and when they have finished, ask them to Review
read out their answers and give feedback • Check answers with students to see whether
where necessary. they could catch the main ideas and the
• Next, ask them to do Exercise C individually specific or detailed information presented in
first, and then to do peer correction with their the recording or not.
friends sitting next to them before the class Speaking
discussion.
Introduce
Review
• Tell students that they will have to prepare a
• To review the use of ‘must’ and ‘have to’, ask dialogue in pairs, on what they usually do on
students to form into groups and to write four the net and give reasons for using the net.
sentences (an affirmative and a negative
sentence using ‘must’ and ‘have to’) in their Teacher Teaches & Students Practise
notebooks within 5 minutes. Check answers
through class discussion. • Ask students to do Exercise C, preparing a
dialogue, on how they use the net and why.
2D Listening and Speaking • Encourage them to think of the questions,

focusing on an idea, chosen from the list
Listening provided individually.
Introduce • Ask them to do Exercise D in pairs. Remind

them to note down the response of their
• Tell students that they will be listening to three partner.
dialogues on ‘What do you do on the net?’.
• Ask 2 or 3 pairs of students to come to the front
• Explain to them that ‘the net’ is the system
12
of the class to demonstrate their dialogues. Review
• Make some comments and suggestions on • Ask students to tell you points to include in a
their performance. review.
Review
• Then, invite 2 or 3 more volunteers to report

how their partners use the net and their
reasons for using it. Give feedback on their
language use and pronunciation.
2E Writing
Introduce
• Tell students that they will have to write

a review about something (shopping mall,
restaurant, film, book, etc.), using the points
given. Tell them to pay attention to the points
presented in the introduction to ‘Writing a
review’.
• Ask students to study the points that should

be included in a review and discuss them in
pairs.
• Then, ask the pairs to read the website review

given in Exercise A and check whether it
includes the points mentioned or not.
• Next, ask them to discuss their findings with

other pairs.
• After that ask them to write a review of EiiZi

Mart, using the information provided in Exercise
B.
• Ask them to write a sentence for each point

given, to extend their ideas based on the
points and to use appropriate sentence
connectors.
• Encourage them to pay attention to

relevancy, accuracy and organization of
their reviews.
• Make sure that students can write a review of

a Mart well. Give feedback as a whole class,
pointing out common errors students have
made.
Unit 3 MEMORY
Reading
• Reading about memory
Vocabulary
• Phrasal verbs
Grammar
• Gerund and infinitive with ‘to’

• Listening to childhood events
• Agreeing and disagreeing
Writing
• Describing a past event
22
3A Reading
Pre-reading
1. Do you still remember any poems you learned from the previous grades? Name them.
2. Are you good at remembering the names and faces of the people you have met?
3. Do you still remember the family holiday trip you went on as a young child?
4. What did you remember from the lesson you learned yesterday?
Read the passage.

1 The word ‘memory’ has three non-technical meanings: (1) something that we
remember, e.g. a name, a number, a colour, or a taste; (2) the ability to remember or recall
something as in: Yes, I remember that poem; and (3) the period of time that somebody is
able to remember events as in: a frightful storm in recent memory.
5 Technically, all books on psychology would say that there are three kinds of memory:
(1) Episodic memory, (2) Semantic memory, and (3) Procedural memory.
Episodic memory
This is our memory of events, situations, and places of our past. For instance, when
we are asked about our first day at school, we think back and try to recall how old we were,
who took us to school, what the name of the school was, whether we cried silently or aloud,
10 etc. Similarly, when wishing to talk about a memorable family vacation, we draw upon our
episodic memory to recall as much as possible all the details of that vacation.
23
Semantic memory
This memory refers to all of our knowledge of the world around us. For instance, we
know that cats and dogs are four-legged animals but at the same time we know that they
are not the same. In the same way, we know that milk, coffee, and tea are liquid but one is
15 different from the other two. We also know that fire is hot and ice is cold. Then, we are taught
and we learn that two times two is four; five minus three leaves two; the molecular formula
for water is H2O; the chemical formula for the common salt is NaCl; and many, many more.
Procedural memory
This memory helps us perform skills such as riding a bicycle or driving a car; playing
the guitar or the piano; playing tennis, badminton, golf, soccer, etc.; and baking a cake or
20 arranging flowers. In most cases, we just do not forget as we tend to in episodic or semantic
memory. At most, our ability to perform those skills declines as we advance in years, and
maybe one day we just do not have the strength to perform at all.
Books on psychology also point out that there are short-term memory and long-term
memory. For instance, when we are following a lecture, we store the incoming information
25 in our short-term memory as we jot down notes as fast as we can. Then, when we can
find time later, we go over our notes, link up the points and memorize them to store the
information in our long-term memory. The diagram below should help you understand better
the notions of short-term memory and long-term memory.
INFORMATION
↓
SENSORY MEMORY
[FLEETING ‘SNAPSHOTS’ OF SIGHTS AND SOUNDS]
↓
ATTENTION
↓
WORKING MEMORY = SHORT-TERM MEMORY
[TEMPORARY STORAGE AND PROCESSING OF INFORMATION]
↓
ENCODING
RETRIEVAL
↓
LONG-TERM MEMORY
[LONG-TERM AND PERMANENT STORAGE OF INFORMATION]
24
From what has been presented so far, it should be quite plain to us that our memory
30 is just like the database of a computer where a large amount of information on a large variety
of subjects is stored and used as and when necessary. Without a database, the computer is
useless. Similarly, without memory, we would be utterly helpless and useless. Just imagine
how frustrated and upset we get when we cannot remember where we have put our car
keys. Put yourself in the place of a student taking an examination and imagine he cannot
35 recall a thing he has studied. You will then be able to understand how helpless he would feel.
There is another role that memory plays in our lives. Very often, we ‘take a stroll
down memory’s lane’ ─ figuratively speaking ─ and go through various emotional states.
Sometimes, we smile when we remember something pleasant, or frown when we recall
something unpleasant. Thus, depending on what we happen to remember, our memories
40 may be sweet or bitter.
Comprehension
A. In pairs, find the bold-faced words in the passage that are similar in meaning to the
following. There are two extra bold-faced words in the text.
1. unforgettable a.
2. learn something so that you will remember it exactly b.
3. easy to understand
c.
4. a collection of pieces of information stored in a computer system
d.
5. feeling annoyed and impatient
e.
6. having a strong feeling
f.
B. Complete each sentence below with a suitable word from Exercise A.
1. Everybody understands his article as his writing is and direct.

2. Her eyes were filled with tears to see a very moment of her family union.
3. I can’t that Swe Swe came to visit us last year.
4. Our library keeps a of over ten thousand books on various subjects.
5. My little sister is very intelligent; she can nursery rhymes in a short time.
6. He felt when his friend did not understand what he was explaining.
25
C. Give a full-sentence answer to each question below.
1. According to books on psychology, how many kinds of memory are there? What are
they?
2. What does semantic memory refer to?
3. What do you do if you want to store the information in the long-term memory?
4. According to the text, what is memory compared to?
5. What will happen to a computer without a database?
6. How would you react when you remember something pleasant?
7. Read the extracts (a) and (b) of the two different poems, and say what type of memory
the poets retrieved their information from.
(a)
I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
(b)
Oft in the stilly night,
Ere Slumber’s chain has bound me,
Fond Memory brings the light
Of other days around me;
The smiles, the tears,
Of boyhood’s years,
The words of love then spoken;
The eyes that shone,
Now dimmed and gone,
The cheerful hearts now broken!
Thus, in the stilly night,
Ere Slumber’s chain has bound me,
Sad Memory brings the light
Of other days around me.
26
8. You are strumming the guitar and singing a song. What type of memory are you drawing
information from?
9. Bill and Bob are flying kites. What type of memory are they depending on?
10. You are taking an examination. What type of memory are you depending on?
3B Vocabulary
Phrasal Verbs
A phrasal verb is a verb followed by an adverb, a preposition, or both. It is usually used
with an idiomatic meaning. This meaning is often quite different from the literal meaning of the
individual words.
e.g. Books on psychology point out that there are short-term memory and long-term memory.
A. Study the following phrasal verbs.
1. think back = remember

2. draw on / upon = use something as a source of supply
3. point out = make someone aware of something
4. jot down = write something quickly
5. go over = review
6. link up = join or become joined with something
7. go through = experience something
8. depend on = rely on something
B. Complete the sentences with the correct forms of the phrasal verbs in Exercise A.
1. The teacher the mistakes I had made in my essay.

2. Khin Khin notes while she was listening to the lecture.
3. He was proud of himself when he to all the things he had done for the com-
pany.
4. You should your assignment before you submit it to your teacher.
5. Kyu Kyu wrote this article by her own experience.
6. The amount of money he has saved the job he is doing.
7. The two universities have to do a project on rural development.
8. To be able to do the job well, you have to several months of training.
27
3C Grammar
Gerund and Infinitive with ‘to’
Gerund
A gerund is a noun made from a verb by adding ‘-ing’. Gerunds can be used:
• as the subject of a sentence.
e.g. Smoking is not good for health.
• as the object of a sentence.
e.g. I have finished cooking; dinner is ready.
• as the complement of a sentence.
e.g. My favourite hobby is cooking.
• as the object of a preposition.
e.g. She is afraid of going out alone at night.
Infinitive with ‘to’

An infinitive is the basic form of a verb, used with ‘to’. Infinitives can be used:
• as a subject at the beginning of a sentence.
e.g. To travel around the country is my dream.
• as an object of the verb.
e.g. He promised to return my book.
• after ‘It + be + adjective’.
e.g. It is important to study hard.
It is necessary for students to wear uniforms every day.
Note:
• Some verbs such as ‘begin’, ‘continue’, ‘hate’, ‘like’, ‘start’ can be followed by an infinitive or
a gerund without changing the meaning.
e.g. He continued studying until after midnight.
He continued to study until after midnight.
• Some verbs such as ‘forget’, ‘remember’, ‘stop’ can be followed by a gerund or an infinitive
with ‘to’ but with a change in meaning.
e.g. She stopped drinking coffee. (She never drinks coffee again.)
She stopped to drink coffee. (She stopped what she was doing and drank coffee.)
• Verbs such as ‘avoid’, ‘can’t help’, ‘discuss’, ‘dislike’, ‘enjoy’, ‘finish’, ‘keep’, ‘mind’, ‘spend
time’, ‘stop’ are generally followed by gerunds.
• Verbs such as ‘agree’, ‘arrange’, ‘decide’, ‘expect’, ‘forget’, ‘intend’, ‘offer’, ‘promise’,
‘remember’, ‘wish’ are generally followed by infinitives with ‘to’.
28
Complete each sentence with an infinitive with ‘to’ or a gerund of the verbs given in
brackets.
1. I can’t help (think) about my school days in Japan.

2. We all agreed (meet) again next month.
3. I finished (write) the assignment just before the deadline.
4. My mother promises (buy) me a laptop if I pass the examination.
5. I dislike (wait) for someone for a long time.
6. He decided (attend) a computer course during the holiday.
7. I offered (help) the new student with his homework.
8. It’s very hot in here. Do you mind (open) the window?
9. It is necessary for us to be able (speak) English well to work in a five-star
hotel.
10. We intended (go) to the cinema, but in the end we stayed at home.

A. Listen to Soe Thu talking about his childhood events and say whether the following
statements are TRUE or FALSE.
1. Soe Thu has got a very good memory.
2. He can recall his childhood days when he gets certain sights, smells, tastes and sounds.
3. He is talking about a recent event in his life.
4. Whenever he gets the smell and taste of mont-hin-gah, he remembers his mother.
5. When he was young, he liked mont-hin-gah so much that he ate it every day.
6. The song ‘You are my Sunshine’ reminds him of his friend, Cho Cho.
7. Soe Thu and Cho Cho usually sang the song while they were playing.
8. He got a white cat as a present on his 7th birthday.
9. His cat Mi Phyu used to sleep by his side.
10. Soe Thu played with Mi Phyu before he went to bed.
29
B. Study the expressions used in agreeing and disagreeing.
Agreeing Disagreeing
I agree with you. I’m afraid I disagree.

I totally agree. I’m not sure about that.
That’s what I think too. I see your point but …
I think you are right. No, I don’t think so.
Absolutely!
C. Complete the following dialogue with the expressions given in the box.
I don’t think so you’re right I agree with you I see your point
Lin Lin : We should have a time to relax after the exam. What do you think?
Thiri : I think (1) . How about going shopping to the City Mall? We can
have a lot of fun there.
Lin Lin : (2) . There’re a lot of people and it is a bit noisy. I wish to go to a
quiet place.
Thiri : (3) , but we can have good food at the Food Court and can also
watch movie if you like. You like watching movies, don’t you? It’s relaxing to
watch a comedy.
Lin Lin : OK. (4) now. Let’s watch a movie after having lunch.
D. In pairs, practise the dialogue.
E. Su Su and Nilar are at the canteen. Write a dialogue between Su Su and Nilar
talking about junk food and organic food. Use the following information in the
dialogue.
Su Su - likes to eat junk food; thinks they are tasty; thinks organic food is expensive.
Nilar - prefers to eat organic food; thinks junk food is not good for health; worried
that her friend will become sick.
30
You can begin the dialogue like this.

Su Su : Would you like to eat some crisps?
Nilar : No, I try to avoid junk food.
Su Su : …………………..
3E Writing
Describing a past event
Study a past event written by a student.
One Sunday afternoon, I went to a bookshop to buy some books. When I arrived
at the bookshop, there were not many people. I went around the bookshelves to look for
the book I wanted to buy. At that time, I noticed a girl behind me. Whenever I stopped at
a bookshelf, she also stopped behind me. I thought that she was a pickpocket. At first,
I did not know what to do. Then, I got an idea and turned round to look straight at her.
Suddenly, she said, “Your skirt was torn at the back. I’m trying to cover that tear not to
be seen by others.”
Think about an unforgettable event in the past. Write a paragraph on ‘An unforgettable
event in my life’. The following questions are given to help you.
• What was the event and when did it happen?
• Where were you at that time and what were you doing there?
• How did you feel when it happened?
• What did you do then?
• How did the event end?
31
69
Unit 3: MEMORY 8. I am/ We are drawing information from

procedural memory.
3A. Reading
9. They (Bill and Bob) are depending on
A. procedural memory.
1. memorable 10. I am/ We are depending on semantic
memory.
2. memorize
3. plain
3B. Vocabulary
4. database
B.
5. frustrated
1. pointed out
6. emotional
2. jotted down
B.
3. was thinking back
1. plain
4. go over
2. memorable
5. drawing upon/ on
3. remember
6. depends on
4. database
7. linked up
5. memorize
8. go through
6. frustrated
C. 3C. Grammar
1. According to books on psychology, 1. thinking
there are three kinds of memory. They
are episodic memory, semantic memory 2. to meet
and procedural memory.
3. writing
2. Semantic memory refers to all of our
knowledge of the world around us. 4. to buy
3. If we want to store the information in the 5. waiting

long-term memory, we go over our notes,
6. to attend
link up the points and memorize them.
7. to help
4. Memory is compared to the database of a
computer. 8. opening
5. Without a database, a computer will be 9. to speak
useless.
10. to go
6. We would smile when we remember
something pleasant.
7. The poets retrieved their information of 3D. Listening and Speaking

the extracts (a) and (b) from episodic A.
memory.
1. F 2. T 3. F 4. T 5. F
70
6. T 7. F 8. F 9. F 10. T
C.
1. you’re right
2. I don’t think so
3. I agree with you
4. I see your point

56
Unit 3: MEMORY
Listen to Soe Thu talking about his childhood

events.
I don’t have a very good memory, but

sometimes, certain sights, smells, tastes or even
sounds make me remember some of my
childhood events. For example, the smell and
taste of mont-hin-gah always remind me of my
mother because she used to cook mont-hin-gah
on Sundays when we were young. And whenever
I hear the song ‘You are my Sunshine’, it makes
me think of my neighbour friend, Cho Cho. We
liked the song so much that we often sang it on
the way back home after school. Another thing
is that when I see a white cat with black spots, it
reminds me of my first pet cat. She was called Mi
Phyu and I still remember the day I got her. It was
my seventh birthday. I was really excited as she
was so cute. She used to sit by my side while I
was studying and I played with her before I went
to bed.
13
Unit 3: MEMORY of the following words.
Objectives e.g.
Students should be able to episode /ˈepɪsəʊd/ (n) an event or a group of

events occurring as part of a sequence
• locate specific information from a reading
passage. episodic /ˌepɪˈsɒdɪk/ (adj) containing or
consisting of a series of separate parts or
• interpret the meaning of unfamiliar words, events
referring to the context.
semantic /sɪˈmæntɪk/ (n) relating to meaning
• respond to inference questions appropriately. in language or logic
• use phrasal verbs appropriately. encode /ɪnˈkəʊd/ (v) convert into a coded
form
• use gerund and infinitive with ‘to’ appro-
priately. • Ask them whether they understand the
message given in the diagram and if necessary,
• listen for specific information from a talk. explain how short-term memory and long-
• express their opinion using language term memory work.
phrases for agreeing and disagreeing. • Ask them to find the bold-faced words in the
passage that are similar in meaning to the
• write a dialogue about eating habits of given statements in Exercise A. Check their
people using language phrases for agree- answers and give feedback.
ing and disagreeing.
• Then, ask them to complete the sentences
• write a paragraph about a memorable event given in Exercise B. Check their answers and
in the past. give feedback.
3A Reading • Next, ask them to locate specific details in
the text by answering the comprehension
Introduce questions given in Exercise C. The purpose
• Introduce the lesson by asking students what of this exercise is to check whether students
they understand by the topic ‘Memory’. understand what they have read or not and
to give them practice in writing factually and
• After listening to 3 or 4 students, explain to grammatically correct sentences. Before
them that memory is something remembered checking answers, give them time to do peer
from the past. It also means the power of the checking. (Note: For Question No. 7, 8, 9, 10,
brain to recall past experiences or information. encourage them to give their opinions and
reasons.)
• Next, ask them brainstorming questions in the
pre-reading section. Encourage them to give For Question No. 7, explain some unfamiliar
answers that are true for them and share their words and the message of the poem.
answers with a friend sitting next to them.
ere /eə(r)/ (prep.) (conj.) (old-fashioned or
Teacher Teaches & Students Practise literary) before
• Ask students to read the passage silently for slumber /ˈslʌmbə/ (v) sleep (n) a sleep
10 minutes. Then, ask them how many main
points there are in the text and what they are. bind /baɪnd/, bound /baʊnd/ (v) to make
secure by tying to wrap around with
• Ask them to read the passage again and list something so as to enclose or cover
the unfamiliar words they have come across.
Explain to them the meaning of the unfamiliar
words and tell them the correct pronunciation
14
Review have studied. If possible, ask some students

to make sentences using the phrasal verbs
• Ask students to think of one more event/ they have learnt.
example that episodic memory/ semantic
memory/ procedural memory is involved.
3C Grammar
3B Vocabulary Gerund and Infinitive with ‘to’
Phrasal Verbs Introduce
Introduce • Tell students that they will be learning about

gerund and infinitive with ‘to’.
• Introduce some phrasal verbs by asking
them whether they know the meaning of • Write the following sentences on the board.
the underlined phrasal verbs in the given
sentences. (Write them down on the white (1) Mg Mg is swimming in the pool.
board.)
(2) Mg Mg likes swimming.
(1) I am looking for my pencil.
(3) Mg Mg likes to swim.
(2) I have to look after my nieces.
• Ask them the different uses of the verb ‘swim’
(3) Look out! The tree is going to fall down. in the example sentences. After listening to
the answers/ opinions from 2 or 3 students,
(4) Don’t look down on anybody. explain to them that the verb ‘swim’ is used
as present participle (be + swimming) in the
• After listening to 3 or 4 students, explain to first sentence, as a gerund (swimming) in the
them the different meanings of these phrasal second sentence and as the infinitive with ‘to’
verbs. (to swim) in the third sentence.
look for = try to find out something Teacher Teaches & Students Practise
look after = take care • Ask students to study the explanation of the
different uses of gerund and infinitive with ‘to’
look out = be careful given in the text.
look down on = have a low opinion of • Ask them to note some exceptions in using
Teacher Teaches & Students Practise some verbs followed by a gerund or infinitive
with ‘to’.
• Explain what a phrasal verb is with reference
to the definition given in the textbook. • Explain what the verb ‘can’t help’ means.
• Ask them to study the phrasal verbs given in can’t help doing something = unable to
Exercise A. control/ stop something
• Ask them to do Exercise B and remind them • To do the exercise, ask them to spot the verb
that they need to use different verb forms after the blank in each sentence given and un-
where necessary. derline them.
• Ask them to do peer correction with their • Ask them to do the exercise based on what
friends sitting next to them. Then, give they have learnt.
feedback. • Ask them to do peer correction with their
Review friends sitting next to them. Then, give feed-
back.
• Ask students to recall the phrasal verbs they
15
Review • While listening to the recording for the second

time, they have to write TRUE for true statement
• Draw the following table on the board. and FALSE for false statement.
(A) (B) (C) (D) • Ask them to listen to the recording for the third
time and to check whether their answers are
V+ V+ V+ V+ right or wrong.
gerund infinitive gerund/ gerund/ Review
with ‘to’ infinitive infinitive
with ‘to’ with ‘to’ • Check answers with students to see whether
(without (with a they could catch the specific information
changing change in presented in the recording or not.
meaning) meaning)
Speaking
Introduce
• Tell students that they will be studying the

language expressions used in agreeing and
disagreeing.
• Ask some students to come to the front of
the class and to write down the verbs in the
correct column. • Ask two or three students the following
questions:
• If time permits, divide the class into groups of
4 and ask each group to choose one verb from “Shall we go to the cinema now?”
each column (A, B, C and D) to make their
own sentences in their notebooks. “Do you think we should study the whole
night?”
• Next, ask one representative from each group
to read out their sentences or write down their “Do you agree a plant is a living thing?”
sentences on the board.
• Listen to their response and give feedback.
• Once one group has read out/ written down
the sentences, ask the other groups to decide • Ask students to study the language expressions
whether the sentences are right or wrong by given in the table in Exercise B.
giving reasons.
• Then, ask them to listen to you and read out
the expressions with correct pronunciation and
3D Listening and Speaking intonation. Ask them to read the expressions.
Listening • Ask them to do Exercise C individually. Check

their answers and give feedback.
Introduce
• For Exercise D, role play the dialogue. Firstly,
• Tell students that they will be listening to a teacher takes the role of Lin Lin and all the
recording on the childhood events of Soe Thu. students take the role of Thiri and practise it.
Play the recording at least three times. Secondly, divide the class into two groups to
take different roles and practise it again. Finally,
Teacher Teaches & Students Practise ask them to take different roles and practise
the dialogue in pairs.
to read the instruction and the statements in • For Exercise E, make students into pairs.
Exercise A carefully. Then, ask them to listen Ask them to read the instruction and given
to the recording carefully for the first time and information carefully. Then, ask them to write
try to catch the overall message.
16
a dialogue between Su Su and Nilar using the

information given.
• Remind them to use the useful language

expressions of agreeing and disagreeing.
Review
• Ask 2 or 3 pairs of students to come to the front

of the class to demonstrate their dialogue.
3E Writing
Introduce
• Tell students that they will have to write a short

paragraph on ‘An unforgettable event in my
life’, responding to the questions given. Tell
them that it is a narrative writing.
• Ask students to study the given past event

written by a student in the text.
• Ask students to write a paragraph on an

unforgettable event in their life referring to the
questions given.
Review
• Make sure that students can write a short

paragraph on an unforgettable event in their
life. Then, give feedback as a whole class,
pointing out common errors students have
made.
Unit 4 GLOBALIZATION
OF FOOD
Reading
• Reading about globalization of food
Vocabulary
• Types of food
• Linking words
Grammar
• ‘Too … to’ and ‘enough to’

• Listening to a presenter talking about the advantages and
disadvantages of fast food
• Talking about healthy eating habits
Writing
• Writing a cause and effect essay
34
4A Reading
Pre-reading
1. What do you usually have for breakfast, lunch and dinner?
2. In addition to Myanmar food, what other food do you sometimes eat?
3. What is your favourite food? Why do you like it?
Read the passage.

1 Globalization affects all spheres of our lives and thus the food industry is no
exemption. If you take a look at the food items you eat, they are so common that you would
hardly suspect that they originated in other countries. Actually, most of the foods that we
commonly eat today are the product of globalization.
5 The common breakfast of the Myanmar has been mont-hin-gah, or fried rice, or
steamed glutinous rice, or cooked glutinous rice, or vegetable fritters eaten with rice leftover
from the previous evening meal. Their lunch and dinner have been rice and various kinds of
curries.
However, today there has been a significant change in the food items people eat
10 as a result of globalization. It is having a major impact on the food people eat in terms of
availability and access, and at present, the choices of meals for breakfast, lunch, and dinner
of people in big cities have become very diverse. The usual breakfast, lunch, and dinner
of many people in big cities have been replaced by dim sum, sushi, cereal, nan (Indian
flat bread), spaghetti, pizza, fish or chicken and chips, bread and bacon, hamburger, hot
15 dog, Tom Yum soup, a variety of noodles, bento box meals, ramen and all sorts of cuisines
originating from different parts of the world.
Lifestyles of people
have changed a lot too.
Just look at the restaurants
20 and food stalls in every
city, and you will see that
they are full of diners, not
only at weekends but also
throughout the days of the
25 week. Many people in big
cities no longer cook and have their meals at home anymore. They prefer to eat out for
their breakfast, lunch, and dinner. Some eat out because they love eating out with family
and friends, but some do so to show that they can afford to eat at famous international
restaurants, others simply do not want to spend their time going to the grocers’, cooking, and
30 doing the washing up.
35
The effect of the globalization of food can obviously be seen in the increasing
popularity of fast-food restaurant chains such as Burger King, Kentucky Fried Chicken
(KFC), McDonald’s, Starbucks, Subway, and Pizza Hut to name a few. Many other fast-food
chain restaurants are also thriving in many countries
35 all over the globe, as fast food is popular for its taste,
flavour, consistency, quick options, and affordable
prices. However, we should beware of the fact that
fast food is often made from cheaper ingredients
such as high fat meat, refined grains, added sugar
40 and fats, instead of nutritious ingredients such as lean
proteins, whole grains, fresh fruits, and vegetables.
In general, globalization of the food industry is in many ways positive, as it adds

variety and interest to people’s lives and allows greater access to the variety of food in the
whole world. However, the spread of processed food and fast food, and the consumption
45 of such unhealthy food can bring about a negative effect on food safety and nutrition, and
increase risks to health.
We should bear in mind that food safety, one aspect of which is the need to maintain
proper nutrition, is a universal human right. It is necessary for us to understand how the
practices of large global food producers and the food they produce can weaken the state of
50 food safety and nutrition of people in the world. To rebalance a diet or make it more healthful,
we can replace ultra-processed foods with whole foods, such as grains, nuts, lean meat,
fruits, vegetables, and legumes. Additionally, we must eat the right quantity of it – not too
much, not too little.
Comprehension
A. Give a full-sentence answer to each question below.
1. Name a typical Myanmar breakfast you usually eat.

2. What typical Myanmar breakfast do you eat less frequently these days? Why?
3. What is your favourite food item whose origin is not Myanmar?
4. Does your family often eat out? Why or why not?
5. Name three items of fast food you know.
6. Why is fast food said to be unhealthy?
7. According to the passage, what are the advantages of the globalization of food?
8. What are the effects of the spread of processed food and fast food and the consumption
of unhealthy food?
36
9. How can the practices of large global food producers and the food they produce be
harmful to people?
10. Do you think you have a healthy eating habit? Why or why not?
B. Complete the following table with the typical Myanmar food and the food items people
in big cities eat these days as in the examples.
The food items people in big cities eat

Typical Myanmar food
these days
breakfast fried rice breakfast dim sum
lunch lunch
dinner dinner
4B Vocabulary
Types of food
A. Match the types of food in Column A with their meanings in Column B.
Column A Column B
1. fast food a) food that is considered healthy because it is grown

naturally, has not been processed, and contains no
artificial ingredients
2. health food b) food that is prepared and served quickly
3. processed food c) food that is believed to be good for your health
4. whole food d) any food that has been altered in some way such as
freezing, canning or baking during preparation
5. junk food e) a combination of nutritious ingredients that is easy to

digest and absorb by the body
6. diet food f) unhealthy food that is high in calories from sugar or fat,
with little nutritional value
7. light food g) any food whose recipe is altered to reduce fat,

carbohydrates, and/or sugar in order to make it part of
a weight loss programme or diet
37
B. Complete the following sentences with the types of food in Exercise A.
1. He is not healthy because he eats a lot of such as candy and French fries,
and he doesn't have enough rest.
2. On our journey, we stopped at a restaurant and bought some chicken and
chips.
3. are usually frozen, canned, dried, baked and pasteurized.
4. She has lost a lot of weight by eating and exercising.
5. Doctors suggest that we should eat foods from stores and from organic
farms.
6. We are recommended to eat such as almond and sunflower seeds instead of
peanut and sunflower oil.
7. She had got a stomach problem, so the doctor dieted her on a .
Linking words
• Additional ideas can be introduced with ‘additionally’, ‘and’, ‘also’, ‘furthermore’ and ‘too’.
e.g. Additionally, we must eat the right quantity of it – not too much, not too little.
Just look at the restaurants and food stalls, and you will see that they are full of diners.
Many other fast-food chain restaurants are also thriving in many countries all over the
globe.
Their products are of very good quality; furthermore, the price is reasonable.
Because of changes in food industries, lifestyles of people have changed a lot too.
• Contrasting ideas can be introduced with ‘although’, ‘but’, ‘however’, ‘nevertheless’ and ‘on
the other hand’.
e.g. Although life is full of challenges, it is also full of promises.
Globalization of the food industry is in many ways positive, but the spread of processed
food and fast food and eating unhealthy food can bring about a negative effect on food
safety.
The lunch and dinner of Myanmar people used to be rice and various kinds of curries.
However, there has been a significant change in the food items people eat.
They were completely exhausted; nevertheless, they went on working.
Zaw Zaw is very talkative; his brother, on the other hand, is very quiet.
38
C. Complete the following sentences with the appropriate linking words. More than one
linking word can be used to complete some sentences.
1. The ant is the most industrious animal; , it is the quietest one.

2. You can check your balance; , you can pay bills over the internet.
3. Fire and water are good servants, bad masters.
4. they came from very different backgrounds, they immediately became
friends.
5. She works very hard, but she ______ goes to the gym every day.
6. Today, the lifestyles of people have become busier, not everyone has time to
cook anymore.
7. He continued with his plan all his friends advised him to abandon it.
8. I want to go to the party; I ought to be studying for the examination.
9. Tun Tun did not just win the gold medal. He broke the record .
10. The news may be unexpected; , it is true.
4C Grammar
‘Too … to’ and ‘Enough to’
Too … to
‘Too’ has a negative meaning. It means ‘more than is necessary or desirable’. It can be used with
an adjective or an adverb.
e.g. The patient was too weak to bear his weight.
My neighbours sang too loudly for me to have a sound sleep last night.
Enough to
‘Enough’ means 'as much as necessary'. It can be used with an adjective or an adverb.
e.g. The patient was not strong enough to bear his weight.
We are not acting quickly enough to prevent climate change.
Note that the adjective or adverb comes between ‘too’ and ‘to’, and ‘enough’ comes after the
adjective or adverb it modifies.
39
A. Combine the following sentences according to the instructions given in brackets as

in the examples.
e.g. My grandfather is very fit and strong. He can walk four miles at a stretch. (Use
‘enough to'.)
My grandfather is fit and strong enough to walk four miles at a stretch.
The presenter spoke very softly. We could not hear him. (Use ‘too … to’.)
The presenter spoke too softly for us to hear him. (Note the use of the words for us.)
1. The girl was not confident. She could not perform well on the stage. (Use ‘enough to'.)
2. U Ba was not well-paid. He cannot keep his family in comfort. (Use ‘enough to’.)
3. The task was very difficult. It could not be done without the help of others. (Use ‘too …
to’.)
4. The theory is very complicated. I do not understand it. (Use ‘too … to’.)
5. The room is not large. It cannot accommodate a hundred people. (Use ‘enough to’.)
6. I sometimes crowd my days with many activities. I have no time to relax. (Use ‘too …
to’.)
7. The café was very crowded. I couldn't find a place to sit. (Use ‘too … to’.)
8. The coffee powder is not very fine. It cannot dissolve in hot water. (Use ‘enough to’.)
9. There is little time. We cannot finish the project. (Use ‘too … to’.)
10. My grandfather lived long. He could see his great grandchildren. (Use ‘enough to’.)
B. Rewrite the following sentences using ‘enough to’.

e.g. The place was too noisy to relax peacefully.
The place was not quiet enough to relax peacefully.
1. It is too expensive to transform saltwater into useful freshwater.

2. The boy was too far from me to identify who he was.
3. Your suitcase is too large to be taken on the plane.
4. This organism is too small to be seen with the naked eye.
5. The earthquake was too weak to be registered on the Richter scale.
C. Rewrite the following sentences using ‘too … to’.

e.g. You are not old enough to decide what you should do next.
You are too young to decide what you should do next.
40
1. The clay was not hard enough to be moulded into the desired shape.
2. It is not safe enough to swim across the stream at this time of the year.
3. The man did not speak slowly enough for me to understand what he was saying.
4. The sum is not easy enough for us to solve.
5. The novel was not interesting enough for me to continue reading.

A. Listen to a presenter talking about the advantages and disadvantages of fast food
and complete the sentences in the table. The first one is done for you as an example.
The advantages and disadvantages of fast food
Advantages It’s (1) fast. At fast-food restaurants, it takes only a few minutes
to (2) your hunger.
It’s delicious. Fast food normally (3) very good.
It’s (4) . The prices of meals offered by fast-food

chains are affordable.
It is not as bad as many people think. Some (5) are

available these days, on the fast-food menus.
Disadvantages It’s unhealthy. The ingredients of fast food are said to be bad for
our (6) .
It can make you feel sick. You might (7) a bit sick
after eating fast food, that contains unhealthy ingredients.
It’s addictive. Eating fast food too often could lead to many
health (8) .
It makes families spend less and less time together. Eating at

fast-food restaurants is quickly taking away the (9)
of families.
41
B. Do the healthy eating survey in your class by asking four students these questions.
Survey questions Sample responses
1. Do you like sugary drinks? Why? Yes, I do. I like the taste and flavour.
2. Do you eat vegetables every No, I don’t. I don’t think they are tasty.
day? Why?
3. Do you eat a lot of ice No, I don't, because I am sensitive to cold

creams? Why? foods.
4. Do you eat fruits every day? Yes, I do. I like almost all kinds of fruits.
Why?
5. Do you often eat deep fried Yes, I do. I don’t like eating rice with curries.
meat? Why? I eat rice with deep fried meat.
6. Do you often eat potato Yes, I do, because they are my favourite
chips? Why? snacks.
7. How often do you eat fast I do not often eat fast food. I eat them once
food such as hamburger, fish or twice a month only because not many fast
and chips? Why? food items are available in our small town.
8. Do you eat a lot of cakes and Yes, I do, because cakes and cookies are
cookies? Why? my favourite food.
C. Tell the class the results of your survey referring to the responses you get from your
survey. Then say which of your friend or friends has / have healthy eating habits.
4E Writing
Cause and effect essays
A cause and effect essay explores how an event, a state or a situation came into being
and what is happening because of it. In other words, the purpose of this type of essay is to
discover the ‘why’ or ‘how’ of a situation.
42
A. Study the sample cause and effect essay and points to include in each section of it.
Then put the points next to the appropriate section title in the table.
Section Online Game Addiction
Points to include
Sample Essay
in each section
Online game addiction is a serious problem in • the thesis statement

(the main idea) of
Introduction
many parts of the world today. It is a common problem

the event, state or
for children, youths and adults. Many players are not
situation you are
able to limit the time they play and thus, they have writing about
developed an addiction to playing online games and
suffer harmful effects. • the main cause
• the main cause and

Online game addiction typically involves playing effect of the event,
games uncontrollably for many hours at a time. It is state or situation
common for an online game addict to spend over 10
• other causes
Causes
hours a day gaming, usually well into the night. Initially, (supporting
gamers play online video games to relieve their tiredness, arguments /
and some to avoid boredom. Some play them because evidence)
of peer pressure and some because they consider the
• restating the thesis
games to be modern, realistic and varied. statement
One common effect of online video game addiction • other effects

(supporting
is isolation and withdrawal from social experiences. The
arguments /
addicts often hide in their homes or in internet cafés for evidence)
days. The effect of this isolation can lead to a breakdown
• summary of the
of communication skills and often a loss in socialization.
Effects
main points of your

Some may experience a result of poorer performance in essay, and your
their studies or work, or others may end up losing their concluding remarks
opportunities to study or their jobs altogether. Playing
• supporting
online games for extended periods of time often causes arguments /
sleep deprivation, and may result in a decline in the evidence to back up
overall health of the gamers. the cause you state
Online game addiction is complex and can vary • the biggest or most
important effect
Conclusion
greatly, but the effects have the potential to be very

severe. Playing online games can and should only be • supporting
a fun activity. But just like everything else, the amount arguments /
evidence to back up
of time one spends playing online games needs to be
the effect you state
balanced with personal and social responsibilities.
43
The general structure of a cause and effect essay
1. Introduction • …………………………………….
• …………………………………….
2. Body paragraph (Causes) • …………………………………….

• …………………………………….
• …………………………………….
3. Body paragraph (Effects) • …………………………………….

• …………………………………….
• …………………………………….
4. Conclusion • …………………………………….
• …………………………………….
B. Write an essay on ‘Causes and effects of obesity’. You can begin your essay like this.
Obesity is generally caused by eating too much and moving too little. If you
are obese, it can cause a lot of damage to your body.
44
73
Unit 4: GLOBALIZATION OF FOOD 10. Sample answers: I think I have a healthy

eating habit because I eat a lot of fish,
4A. Reading fresh vegetables and fruits and I seldom
eat fast food and processed food./ I don’t
A. think I have a healthy eating habit because
I like eating fast food and junk food very
1. Sample answer: A typical Myanmar much and eat them a lot.
breakfast I usually eat is fried rice.
(Accept any possible answers.)
(Accept any possible answers.)
B.
2. Sample answer: A typical Myanmar
breakfast I eat less frequently these days The food items peo-
is rice leftover from the previous evening Typical Myanmar
ple in big cities eat
meal and vegetable fritters because the food
these days
vegetable fritters are no longer available
in my community. (Accept any possible breakfast fried break- dim sum
answers.) rice fast
lunch rice lunch fried noodles
3. Sample answer: My favourite food item and
whose origin is not Myanmar is Spaghetti. curries
(Accept any possible answers.) dinner rice dinner Chinese hot
and pot
4. Sample answers: My family does not
curries
often eat out because we all like home
cooked foods./ My family often eats out NB: The food items given for lunch and
because both my parents are very busy dinner are sample answers. Teachers
and there is no one to cook for us at are to accept any possible answers.
home. (Accept any possible answers.)
5. Sample answer: Three items of fast food

I know are hamburgers, hot dogs, and 4B. Vocabulary
chicken and chips. (Accept any possible
A.
answers.)
1. b 2. c 3. d 4. a
6. Fast food is said to be unhealthy
because they are often made from 5. f 6. g 7. e
cheaper ingredients such as high fat
meat, refined grains, added sugar
and fats.
B.
7. According to the passage, the advantages of
the globalization of food are that it adds 1. junk food
variety and interest to people’s lives and
allows greater access to the variety of 2. fast-food
food in the whole world. 3. processed foods
8. The effects of the spread of processed 4. diet food
food and fast food and the consumption
of unhealthy food are that they can bring 5. health food
about a negative effect on food safety and
nutrition, and increase risks to health. 6. whole food
9. The practices of large global food 7. light food

producers and the food they produce
can weaken the state of food safety
and nutrition of people in the world.
74
C. B.
1. however 1. It is not cheap enough to transform

saltwater into useful freshwater.
2. additionally
2. The boy was not near enough to me to
3. but identify who he was.
4. Although 3. Your suitcase is not small enough to be
taken on the plane.
5. also
4. This organism is not big enough to be
6. and seen with the naked eye.
7. although 5. The earthquake was not strong enough
8. on the other hand to be registered on the Richter scale.
9. too C.
10. but/ however/ nevertheless 1. The clay was too soft to be moulded into
the desired shape.
2. It is too dangerous to swim across the

4C. Grammar stream at this time of the year.
A. 3. The man spoke too fast for me to understand
1. The girl was not confident enough to what he was saying.
perform well on the stage. 4. The sum is too difficult for us to solve.
2. U Ba was not well-paid enough to keep 5. The novel was too boring for me to
his family in comfort. continue reading.
3. The task was too difficult to be done
without the help of others.
4. The theory is too complicated for me to 4D. Listening and Speaking
understand. A.
5. The room is not large enough to 1. fast

accommodate a hundred people.
2. satisfy
6. I sometimes crowd my days with too
many activities to have time to relax. 3. tastes
7. The café was too crowded for me to find 4. reasonable
a place to sit.
5. healthy options
8. The coffee powder is not fine enough to
dissolve in hot water. 6. health
9. There is too little time for us to finish the 7. feel

project.
8. problems
10. My grandfather lived long enough to see 9. quality time
his great grandchildren.
75
4E. Writing
A.
The general structure of a cause and

effect essay
1. Introduction a) the thesis
statement (the
main idea) of the
event, state or
situation you are
writing about
b) the main cause

and effect of the
event, state or
situation
2. Body a) the main cause
paragraph
b) supporting
(Causes)
arguments/
evidence to back
up the cause you
state
c) other causes
(supporting
arguments/
evidence)
3. Body a) the biggest or
paragraph most important
(Effects) effect
b) supporting
arguments/
evidence to back
up the effect you
state
c) other effects
(supporting
arguments/
evidence)
4. Conclusion a) restating the
thesis statement
b) summary of the
main points of
your essay, and
your concluding
remarks
57
Unit 4: GLOBALIZATION OF FOOD money on it too. The food may be cheap, but
if you’re buying it all the time the cost is going
Here are the advantages and disadvantages of to add up.
fast food worth considering. First, I’ll tell you the
advantages of eating fast food. 4. It makes families spend less and less time
together. Family meal time is something that
1. It’s fast. A primary reason for the popularity is considered as an opportunity for all the
of fast food is that it’s fast as its name members to come together and share their
suggests. People live busy lives. Preparing experiences. However, eating at fast-food
our own food might sound nice, but it isn’t restaurants is quickly taking away the quality
always possible. Going to the local fast-food time of families.
restaurant, you can satisfy your hunger in a
few minutes. You should, therefore, learn to choose fast
food carefully and remember the pleasure of
2. It’s delicious. Fast food normally tastes very eating good food in good company.
good. It may not be the best food, but it isn’t
that bad either – especially if you consider the
time it took to make and the price that you
paid for it.
3. It’s reasonable. Fast-food chains offer a meal

out at affordable prices. You can go and enjoy
some fast food without costing you much.
4. It is not as bad as many people think. More

and more fast-food chains are offering healthier
options. They try to consider the needs of
increasingly health-conscious audience. You
will find some healthy options on the fast-food
menus these days. In some countries, you
can get burgers that look and taste exactly like
beef, chicken and lobster made from plants.
Here are the disadvantages of fast food.
1. It’s unhealthy. All of us will agree that eating

from fast-food restaurants is unhealthy. The
saturated fat, added sugar, salt and additives
are all said to be bad for our health. If you
have decided to eat fast food, it’s best not to
eat too much of it. It’s best to avoid it.
2. It can make you feel sick. You might feel a

bit sick after eating fast food, which contains a
lot of fat, sugar, grease and salt, especially when
you eat more than your body really needs and
you suffer the consequences.
3. It’s addictive. Eating fast food can be addictive.

The more you eat it, the harder it is to avoid
eating it. And, like any addiction, you’ll want
to eat it too often, which could lead to many
health problems. You might spend a lot of
Unit 9 STRESS, AND HOW TO BEAT IT
Reading
• Reading about stress, and how to beat it
Vocabulary
• Words often confused
Grammar
• The future tense: ‘will’, ‘going to’ and ‘future continuous’

• Listening to a talk
• Asking for and giving advice
Writing
• Writing a reply letter
94
9A Reading
Pre-reading
1. How do you feel when the deadline for the assignment is tomorrow but you haven’t finished
it yet?
2. When do you usually feel stressed?
3. How do you usually react to stress?
Read the passage.
1 Today, like it or not, we are all in the fast lane of life’s super highway: appointments
to keep, deadlines to meet, rush hour to beat, the last bus to catch, debts to settle, domestic
problems to solve, broken relations to mend, just to mention a few. And the result? Stress.
According to the Merriam-Webster Dictionary, stress, as a noun, is a state of mental

5 tension and worry caused by problems in our life. For instance, the closer the exams, the
more worried the students. Similarly, in a home, when a child falls ill, parents get anxious,
and anxiety is a kind of stress. Thus, stress can come to any of us in the form of anxiety,
worry, fear, tension, pressure, etc.
Psychologists say that stress is a common

10 experience, and depending on how we react to it, stress
can have either a positive or a negative effect. For
example, an approaching examination is often stressful
for most of us. However, if we let this stress drive us to
study conscientiously with concentration, then it may
15 be said to have a positive effect. If, on the other hand,
we choose to dwell on the anxiety it has caused, it may
be said to have a negative effect.
Studies of stress by psychologists and doctors have revealed that stress can weaken
our body’s immune defences, and when this happens, we become more susceptible to
20 infections like colds and flu. This finding has led the researchers to recommend several ways
to manage stress. The following seven ways to chill out, that is, to relax, are quite widely
known today.
1. Stop whatever you’re doing.
The moment you feel stressed, drop whatever you’re doing, close your eyes, sit
still, and breathe in and breathe out slowly and rhythmically. This will slow down your
25 heartbeat and you may even find a change in your perspective of things which seem to be
worrying you.
95
2. Laugh aloud.
Try to recall jokes that made you laugh or true incidents in your life that made you
chortle. Laughing expands your ribcage, thereby letting your lungs take in more air to transport
more oxygen to your brain, heart, liver and all parts of your body.
3. Listen to music.
30 Turn on your radio and tune in to your favourite station

which regularly broadcasts the type of music that soothes you.
Listen to it for anywhere between five and ten minutes. Music you
like never fails to soothe you and thereby reduces stress, if not
bring an end to it.
4. Dwell on pleasant thoughts.
35 Recall pleasant or humorous incidents in your past or think about someone who
cares much about you or someone you care much about. Sometimes, an unpleasant incident
in one’s childhood can make one laugh in retrospect. All pleasant thoughts will certainly help
you forget whatever is causing you stress at the moment. Take care to consciously discard
all ill feelings such as rancour and anger.
5. Leave your desk.
40 Get away from your ‘work station’. Take a brisk walk, preferably outdoors, for fifteen
minutes or so. This should pace up your blood circulation, transporting oxygen to your tired
muscles. The result will surprise you.
6. Take deep breaths.
Take slow, deep breaths by inhaling about five seconds

and exhaling about the same length of time. This type of breathing
45 is similar to the breathing when practising yoga or reciting a short
prayer. The calm you experience will amaze you.
7. Relax your muscles while in bed.
When you wake up in the morning, before getting up but still lying supine, first tense
your toes and relax them in turn for about four times; then rotate your feet clockwise and
anti-clockwise in turn for about four times; next raise and lower your left and right legs in turn
50 four times for each. Then only, get out of your bed. Physiotherapists say that these simple
physical exercises give your blood circulation a good start for the day.
Whenever you find yourself propelled by stress to take an action, pause a while,
choose one of the seven ways recommended above and chill out.
96
Comprehension
A. Give a full-sentence answer to each question below.
1. List various forms of stress.

2. Why is it likely to have infections like colds and flu when we feel stressed?
3. What happens when we laugh?
4. How can we remove bitter unpleasant feelings?
5. What can we experience by practising yoga or reciting a short prayer?
6. Among the seven ways recommended in the passage to reduce stress, which one do
you like best? Why?
7. State a cause of stress that is not mentioned in the passage.
8. State three more ways of relieving stress.
9. What do you usually do when you feel stressed?
B. Complete each blank with an appropriate expression.
mend their broken

chill out inhale and exhale raise and lower soothe
relationship
dwell on meet the deadline rancour and anger propelled supine
1. If you for a few minutes before bedtime, you may fall asleep easily.
2. After the earthquake, the victims were found under the big table.
3. We should learn to accept criticism without .
4. The two friends sometimes find time to meet up to and see a film.
5. The accident left him paralysed, but after exercising, he could his legs.
6. She always responds to things calmly, but now she is by stress.
7. After a long tiring day, I took a warm bath to myself.
8. The couple could finally find a way to .
9. Ko Min wrote his report the whole night to .
10. You simply made a mistake; you don’t need to it.
97
9B Vocabulary
Words often confused
Some words sound alike or nearly alike but have different meanings and often cause trouble.
e.g. (a) Take slow, deep breaths by inhaling about five seconds.
(b) She sits still, and breathes in and out slowly and rhythmically.
breath /breθ/ (n) - amount of air that enters the lungs at one time
breathe /briːð/ (v) - take air into your lungs through your nose or mouth
Study the following table.
affect (v) - produce a change in somebody / something

effect (n) - a change that somebody / something causes somebody /
something else
accident (n) - an unpleasant event that happens unexpectedly and

causes injury or damage
incident (n) - something that happens, especially something unusual
or unpleasant
conscientious (adj.) - taking care to do things carefully and correctly

conscious (adj.) - aware of something; noticing something
lane (n) - a narrow road in the country

line (n) - a railroad tract
perspective (n) - a particular attitude toward something; ability to think

about problems and decisions in a reasonable way
retrospective (adj.) - thinking about or connected with something that

happened in the past, often with a different opinion
Underline the correct alternative.

1. One particular accident / incident that sticks in my mind is my first day at school.
2. The museum is having a perspective / retrospective exhibit of the artist’s early works.
3. We are conscientious / conscious of the generation gap problems between youths and
their parents.
4. I didn’t mean to break it – it was an accident / incident.
5. The drought may seriously affect / effect the central part of Myanmar.
98
6. We drove along the muddy lane / line to reach the farmhouse.

7. Today’s youths should be more conscientious / conscious about their own learning.
8. Modern farming methods can have an adverse affect / effect on the environment.
9. The train was delayed because a tree had fallen across the lane / line.
10. Let’s look at the traffic congestion problem from a different perspective / retrospective.
9C Grammar
The Future Tense: ‘Will’, ‘Going to’ and ‘Future Continuous’
Will + V-infinitive is used to talk about:

• a fixed future arrangement.
e.g. The wedding will take place at the Pearl Hotel.
There won’t be a lecture tomorrow.
Will they provide lunch at the workshop?
• what you think or believe will happen in the future. It is commonly used with ‘I think’, ‘I’m
sure’, ‘I expect’, ‘I believe’, etc.
e.g. I think Germany will win the World Cup.
Let’s have a quick breakfast. It won’t take long.
Will he accept the job offer? What do you think?
• a future action decided to do at the moment of speaking.

e.g. I will check the essay again; there can be spelling mistakes.
Food, service and price – all are bad; I won’t go there again.
Which will you choose, the blue one or the red one?
• promises, requests, refusals, offers and predictions.

e.g. I’ll help you with your homework.
They won’t lend us any more money.
Will you buy some bread on your way home?
Be going to + V-infinitive is used to talk about:

• something you intend to do in the future.
e.g. I am going to phone Shwe Sin tonight.
99
He is not going to join a private company.

What are you going to do when you leave school?
• predictions based on present evidence.

e.g. The floor is wet. He is going to slip on it.
The sky is clear. It is not going to rain today.
He is very popular now. Is he going to win the best player award?
The future continuous tense is used to talk about:

• continuous events that we expect to happen in the future.
e.g. This time next week, we will be relaxing on the sand!
We won’t be staying there for long.
Will you be waiting for me near the library?
• somebody’s plans or intentions (generally in questions).

e.g. How many nights will you be staying at the hotel?
Will you be flying back or going by train?
Note: The present progressive tense can also be used when an action is promised, arranged
or planned for the near future.
e.g. We are moving to Taunggyi next week.

I’m not starting my new job till next Monday.
What are you doing this evening?
Complete each sentence with the correct future form of the verb given in brackets.
1. Can you wait a few minutes? I (drive) you to the airport.

2. I’ve sold my bike because I (buy) a car.
3. Sorry, I made a mistake. I promise that I (not, do) it again.
4. Look at those boys playing football! They (break) the window.
5. (you, have) your birthday party this Saturday?
6. This time next week, I (sunbathe) in Bali.
7. (you, go) shopping? We’ve run out of milk.
8. Look at the fuel gauge. We (run out) of petrol before we reach home.
9. I don’t think I (see) Thuzar at the concert tonight.
10. (you, water) the plants while I’m away?
100
11. We (hold) a team-building meeting in our school by this time next Monday.
12. I think the hotel (provide) a buffet breakfast.
13. After checking the schedule, I (email) it to you straight away.
14. Do you think you (still work) here in five years’ time?
15. If you tell them the truth, they (forgive) you.

A. Listen to the talk given by a psychologist and tick the main idea of the talk.
(a) Music has soothing power.

(b) Listening to music is good for stress management.
(c) We should listen to any kind of music at any time.
B. Tick the statements that the psychologist makes.
1. There is no link between our emotions and music.

2. In order to reduce stress, slow and quiet music is better than other types of music.
3. You don’t need to listen to classical music if you don’t like it.
4. You shouldn’t listen to music if you are extremely stressed.
5. Though you are busy, you can listen to music while driving, taking a shower or walking
the dog.
6. If you are feeling stressed, you shouldn’t sing.
7. You can sleep well if you listen to music at bedtime.
C. Study the dialogue and underline the language expressions used to ask for and give
advice.
A: Hi Thaw Zin. What happened to you? You look stressed.

B: Um, I have some problems at school. I can’t concentrate on my studies, so I never finish
my assignments in time.
A: If I were you, I’d take some time off to get some refreshment.
B: Oh, I should have thought about that. And sometimes I feel depressed because of my
bad friends. They’re always teasing me – body shaming and giving me all sorts of
nicknames. What should I do?
101
A: With such kind of friends, you’d better ignore them. Just stay away from them. It’s normal
in life to face such problems.
B: Yes, you’re right. Thanks.
D. Study the following table.
Asking for advice Giving advice Accepting advice
What should I do? If I were you, I would… Yes, you’re right. I’ll do
What ought I to do? You’d better… that.
What do you suggest? Why don’t you…? OK. I can do that.
What do you advise me to You ought to / should… Of course. I should have

do? thought about that.
If you were me, what would That’s true. I hadn’t

you do? thought about it.
E. In pairs, choose TWO of the problems below and write a dialogue as in Exercise C.
• You often have a bad headache.

• You can’t give up playing computer games.
• You have a problem with a school subject.
• You can’t sleep at night.
F. Practise the dialogue and roleplay it.
9E Writing
In pairs, read the following letter and write a reply.
Hi Hein Htet,
My fourteen-year-old sister seems to spend all her time on social media. As she
gets up late, she’s always absent at family mealtimes. Sometimes, she misses her
breakfast. She doesn’t study hard for her exams and her scores are never good.
I’m really worried about her. And I don’t know what to do. What do you advise me
to do?
Many thanks in advance!

Hsu Latt
102
87
Unit 9: STRESS, AND HOW TO BEAT IT 4. chill out
9A. Reading 5. raise and lower
A. 6. propelled
1. Various forms of stress are anxiety, 7. soothe

worry, fear, tension, pressure, etc.
8. mend their broken relationship
2. It is likely to have infections like colds and
flu when we feel stressed because stress 9. meet the deadline
can weaken our body’s immune defenc-
es. 10. dwell on
3. When we laugh, our ribcage expands let-

ting our lungs take in more air to transport 9B. Vocabulary
more oxygen to our brain, heart, liver and
all parts of our body. 1. incident
4. We can remove bitter unpleasant feel- 2. retrospective

ings by recalling pleasant or humorous 3. conscious
incidents in our past or thinking about
someone who cares much about us or 4. accident
someone we care much about.
5. affect
5. We can experience the calm by practis-
ing yoga or reciting a short prayer. 6. lane
6. Sample answer: Among the seven ways 7. conscientious

recommended in the passage to reduce
stress, I like “Relax your muscles while in 8. effect
bed” best because it gives my blood cir-
culation a good start for the day. (Accept 9. line
any possible answers.) 10. perspective
7. Sample answer: A cause of stress that is
not mentioned in the passage is head-
aches/ sleeplessness/ examinations/ 9C. Grammar
interviews. (Accept any possible answers.) 1. will drive
8. Sample answer: Three more ways of 2. am going to buy
relieving stress are doing a hobby like
painting, sharing feelings with a friend 3. won’t do
or a family member, and taking shower in
warm water. (Accept any possible answers.) 4. are going to break
9. Sample answer: I usually listen to music 5. Are you going to have/ Are you having
when I feel stressed. (Accept any possi-
ble answers.) 6. will be sunbathing
B. 7. Are you going to go/ Are you going
1. inhale and exhale 8. will be running out
2. supine 9. will see
3. rancour and anger 10. Will you water

88
11. will be holding
12. will provide
13. will email
14. will still be working
15. will forgive
9D. Listening and Speaking
A.
(b) Listening to music is good for stress man-

agement.
B.
2, 4, 5, 7
C.
If I were you, I’d
What should I do?
You’d better
9E. Writing
Sample reply
Hi Hsu Latt,
As your sister is just fourteen, you’d better

ask your parents to draw a weekly time-ta-
ble for her. Then she will be able to spend
her time systematically and beneficially. She
will never be late for breakfast. I think you
should explain to her the advantages and
disadvantages of using social media all the
time. If I were you, I’d help her study the les-
sons and do homework. Then she could have
better scores in the exams. Don’t be worried.
See you soon.
Hein Htet
60
Unit 9: STRESS, AND HOW TO BEAT IT
Music has soothing power. It has a unique

link to our emotions, so it can be an extremely
effective stress management tool.
Listening to music can have a very relaxing

effect on our minds and bodies, especially slow, quiet
classical music. This type of music can have a
beneficial effect on our physiological functions.
It can slow the pulse and heart rate, lower blood
pressure, and decrease the levels of stress
hormones. Music, in short, can act as a powerful
stress management tool in our lives.
Musical preference varies widely

between individuals. Only you can decide
what you like and what is suitable for each mood.
But even if you don’t usually listen to classical
music, it may be worth giving it a try when selecting
the most calming music.
When people are stressed out, there is

a tendency to avoid actively listening to music.
Perhaps it feels like a waste of time, not helping
to achieve anything.
To incorporate music into a busy life, try

playing CDs in the car, or put the radio on when
in the bath or shower. Take portable music with
you when walking the dog, or put the stereo on
instead of the TV.
Singing or shouting alone can also be

a great release of tension, and karaoke is very
enjoyable for some people! Calming music
before bedtime promotes peace and relaxation
and helps to induce sleep.
38
Unit 9: STRESS, AND HOW TO BEAT IT • Ask them to read the passage again and list
the unfamiliar words they have come across
Objectives and explain to them where necessary. Also
tell the pronunciation of these words: debt
Students should be able to /det/, conscientiously /kɒnʃiˈenʃəsli/, breathe
/briːð/, soothes /suːðz/, prayer /preə(r)/, supine
• explain what stress is and forms of stress. /ˈsuːpaɪn/ or /sjuːpaɪn/ and physiotherapists
/fɪz.i.əʊˈθer.əpɪsts/).
• explain the causes of stress.
• When dealing with the reading passage,
• discuss ways to overcome stress. explain to them the use of imperative to give
instructions to other people or to mention
• apply ways to overcome stress when they ways to do something.
feel stressed.
• Ask them to read the passage to get the
• respond to questions appropriately. detailed information in the passage by doing
Exercise A.
• use six common confusing words alternatively in
contexts. • Then, ask them to choose appropriate
expressions to complete each blank given in
• utilize different future forms, ‘will’, ‘going to’ Exercise B. Form groups of 4 or 5 and let them
and ‘future continuous’ correctly. do group work.
• identify the main idea of the talk. • The purpose of the exercises is to check
whether students understand what they have
• select necessary information from a talk. read or not and to give them practice in writing
factually and grammatically correct sentences.
• ask for advice, give advice and accept Before checking answers, give them time to
advice in their daily conversation. do peer correction. (Note: For Question No.
6, 7, 8, 9 of Exercise A, encourage them to
• write a reply of giving advice to someone. give their opinions and reasons.)
9A Reading Review
Introduce • Ask students some check-up questions such

as ‘What is stress?’, ‘What are the causes of
• Introduce the lesson by asking students what stress?’, ‘In the passage, how many ways are
they understand by the topic ‘Stress, and how recommended to manage stress and what are
to beat it’ and what they think they will be they?’, and ‘What can happen to a person if
learning in the lesson. After eliciting an- he cannot manage stress?’
swers from students, explain to them that it
is stress that can come to all people due
to the problems in their life. Then, ask them 9B Vocabulary
if they have had any problem in their life and
how they feel when facing the problems. Words often confused
• Next, ask them brainstorming questions in the Introduce

pre-reading section. Encourage them to give
answers that they have thought of. • When introducing the common expressions
that often cause trouble like the word ‘breathe’
Teacher Teaches & Students Practise in the reading passage and the other word
‘breath’, elicit what students understand by these
• Ask students to read the passage silently for 10 words. Then, tell them that they will be learning
minutes. Then, ask them what each paragraph 5 pairs of common confusing expressions.
is about.
39
Teacher Teaches & Students Practise • Ask them to study the example sentences and
compare the uses of the ‘future continuous
• Ask students to study the expressions given tense’. Ask them to discuss what they have
and their meanings. Ask them to rephrase the found. Then, explain to them that the ‘future
meanings in order to check their understanding continuous tense’ is used to talk about
of the expressions. Tell them to distinguish the continuous events that we expect to happen
pronunciation of these words: affect /əˈfekt/, in the future and somebody’s plans or intentions
effect /ɪˈfekt/, accident /ˈæksɪdənt/, inci- (generally in questions). Explain to them with
dent /ˈɪnsɪdənt/, conscientious /kɒn.ʃiˈen. examples.
ʃəs/, conscious /ˈkɒn.ʃəs/, lane /leɪn/, line /
laɪn/ , perspective /pəˈspek.tɪv/ and retrospec- • Ask them to read the notes and discuss the
tive /ret.rəˈspek.tɪv/. Ask them to choose and use of the ‘present progressive tense’. It is
underline a correct alternative for each sen- used when an action is promised, arranged or
tence and ask them to do peer correction with planned for the near future.
their friends sitting next to them.
• Tell them to note that the verb of a sentence
Review in ‘be going to + V-infinitive’ and the ‘present
progressive tense’ must agree with its subject.
• To check whether they know the words they
have learnt, write some words on the board • Next, ask them to do the exercise completing
and ask them to provide you with the correct each sentence using the correct future form
pronunciation and meaning of the words. of the verb given in brackets. When they have
finished, ask them to do peer correction.
9C Grammar Review
The Future Tense: ‘Will’, ‘Going to’ and ‘Future • Check answers with students to see if they
Continuous’ could answer correctly. Give feedback where
necessary.
Introduce
• Ask students what they understand by ‘the 9D Listening and Speaking

future tense’ and to give you some future
forms. If they can’t, give them some clues. Listening
Teacher Teaches & Students Practise Introduce
• Ask students to study the example sentences • Ask students to name some songs they know
and compare the uses of ‘will + V-infinitive’. of. Then, ask them whether they like music.
Ask them to discuss what they have found. After that, tell them that they will be listening
Then, explain to them that ‘will + V-infinitive’ is to a talk given by a psychologist. Play the
used to talk about a fixed future arrangement, recording at least three times.
what someone thinks or believes will happen
in the future, a future action decided to do Teacher Teaches & Students Practise
at the moment of speaking, and promises,
requests, refusals, offers and predictions. • Before listening to the recording for the first time,
Explain to them with examples. ask students to look at three ideas in the list in
Exercise A. Ask them to listen to the recording
• Ask them to study the example sentences and carefully and tick the main idea they hear.
compare the uses of ‘be going to + V-infinitive’.
Ask them to discuss what they have found. • Ask them to read the sentences in Exercise B.
Then, explain to them that ‘be going to + While listening to the recording for the second
V-infinitive’ is used to talk about something time, let them tick the statements they hear.
someone intends to do in the future, and • Ask them to listen to the recording for the third
predictions based on present evidence. time and to check the statements that the
Explain to them with examples.
40
psychologist makes. Teacher Teaches & Students Practise
Review • Ask students some questions related to the

given letter. Ask them to study the instruction
• Check answers with students to see whether for their writing task and write a reply, giving
they could catch the detailed information of advice to the sender. Let them do it in pairs.
the talk.
Review
Speaking
• Ask pairs to swap their replies and do peer
Introduce correction. Ask 1 or 2 of them to read out their
replies and give feedback on their strengths
• Tell students that they will be looking at a and weaknesses.
dialogue and underlining the language phrases
for asking for and giving advice.
• Ask students to study the dialogue in Exercise

C. Then, ask them to work in pairs, choosing
a student to take the role of A and the other
student, the role of B and let them take turns.
• Next, ask them to work in pairs, talking about

the language phrases for asking for and giving
advice. Tell them to underline them.
• Ask them to study the language phrases to

use for asking for advice, giving advice and
accepting advice in the table in Exercise D.
• Based on the dialogue in Exercise C and the

useful language phrases in Exercise D, ask
them to choose two out of four problems from
Exercise E and write a dialogue in pairs.
• For Exercise F, ask each pair of students to

practise the dialogue they have written and
roleplay it.
Review
• Invite 2 or 3 pairs to the front of the class to

demonstrate their dialogues and give feedback
where necessary.
9E Writing
Introduce
• Tell students that they will have to write a reply

to the given letter.
43
Unit 10: SLEEP DEPRIVATION • Ask them to read the passage for 10 minutes
and list the unfamiliar words they have come
Objectives across. Explain to them the meaning of the
unfamiliar words through the context or by
Students should be able to giving examples.
• recognize facts and ideas from a reading • Ask them to do Exercise A, completing the
passage. gaps in the text. Tell them they should read the
entire passage first, and then read paragraphs
• interpret the meaning of unfamiliar words, with gaps, paying attention to the sentences
referring to the context. that come before and after the missing parts.
• respond to questions appropriately. • Then, ask them to do Exercise B, looking for
• make use of compound adjectives specific details in the text and transferring the
appropriately. information into the table.
• use ‘by + V-ing’ and ‘present participle’ • Next, ask them to answer the comprehension
structures in appropriate contexts. questions given in Exercise C. The purpose
of this exercise is to check whether students
• listen for specific information from a talk. understand what they have read or not and to
give them practice in writing factually and gram-
• interview a friend asking him/ her how he/ matically correct sentences. Before checking
she spends his/ her leisure and report how answers, give them time to do peer correction.
his/ her friend spends his/ her leisure to the (Note: For Question No. 4, 8, encourage them
class. to give their opinions and reasons.)
• write a paragraph about ‘A mobile phone Review

addict’.
• Ask students some check-up questions such
10A Reading as:
Introduce ‘What is sleep deprivation?’
• Introduce the lesson by asking students ‘When do people suffer from sleep depriva-
what they understand by the topic ‘Sleep tion?’
Deprivation’. Elicit their responses by telling
them ‘it is a condition that you have/ suffer ‘Can you tell me some effects of sleep depri-
from when you go to bed late and wake up vation?’
early’.
• After listening to 3 or 4 students, explain to 10B Vocabulary

them that ‘sleep deprivation’ is ‘a condition
of not having enough sleep’ that can lead to Compound adjectives
many health problems.
Introduce
• Next, ask them to answer questions in
• Explain how compound adjectives are formed
pre-reading section. Encourage them to give
and introduce two compound adjectives given
answers that are true for them and share an-
in the examples to students, together with
swers with a friend sitting next to them.
their meanings. Remind them to beware of
Teacher Teaches & Students Practise using hyphens in forming some compound
adjectives.
• Ask students how many main parts there are
in the text and what they are. Tell them to look • Ask them to think of some compound
at the subheadings of the passage quickly. adjectives they know within two minutes
together with a friend sitting next to them.
44
• Invite volunteers to provide some compound structure.

adjectives. Ask them whether they are
hyphenated or not. Next, check whether they • Ask them to do peer correction with their
understand the meaning of these words or friends sitting next to them before the class
not. discussion.
Teacher Teaches & Students Practise Review
• Ask students to do Exercise A and B based • To review the use of ‘by + V-ing’ structure, ask
on their background knowledge of language, students to form into groups and to write as
and do peer correction with their friends sitting many sentences as they can within 5 minutes
next to them. using this structure in their notebooks. The
group which gets the most correct sentences
• Then, check answers with the whole class will be the winner.
and give clear explanation if necessary.
Present Participle (V-ing)
Review
Introduce
• Ask students to recall the compound adjectives
they have learnt and their meanings. Encourage • Tell students that they will be learning how the
them to make new sentences, using those ‘present participle’ (V-ing) is used in sentences.
compound adjectives. Elicit their background knowledge about the
use of present participle.

10C Grammar
• Ask students to study example sentences and
By + V-ing
the explanation given about the use of the
Introduce ‘present participle’ in different situations:
• Tell students that they will be learning the use a. to give the result of an action,
of ‘by + V-ing’ structure that is used in describing
b. to give the reason for an action,
how somebody does something.
c. to talk about an action that happened at the
same time as another action, and
• Ask students to study the example sentence
given. d. to add information about the subject of the
main clause.
Q: I turned on the alarm system. I press the
‘ON’ button. • Discuss the use of the ‘present participle’ in
each situation.
A: I turned on the alarm system by pressing
• Ask them to look at the given example in
the ‘ON’ button.
Exercise B, and draw their attention to the
• Tell them the first sentence describes ‘a per- point that the first sentence adds some more
son’s action of turning the alarm system’ and information about why the subject in the second
the second sentence describes ‘the way of sentence made the decision to go on a picnic.
turning on the alarm system’. To say how
• Tell them to pay attention to the use of comma
somebody does something, the main verb in
in joining sentences using the ‘present participle’.
the second sentence will be changed into ‘by
+ V-ing’ form in joining two sentences. The • Ask them to do Exercise B individually first,
subject of the second sentence is to be left and then to do peer correction with their
out. friends sitting next to them before the class
discussion.
• Ask them to do Exercise A using ‘by + V-ing’
45
Review • Tell student As to take the role of the interviewer

and student Bs to take the role of the interviewee.
• To review the use of the ‘present participle’
(V-ing), ask students to form into groups and • Tell student Bs to take time to think of how they
to write four sentences for four different uses will answer the questions provided, using ‘useful
of the ‘present participle’ in their notebooks language’ expressed in the section ‘Describing
within 5 minutes. Check answers through how you spend your time’. Tell student As to
class discussion. study ‘useful language’ provided in the sections
‘Asking for information’ and ‘Reporting back’.
10D Listening and Speaking • Then, ask them to ask and answer the questions
in pairs. Remind student As to note down the
Listening response of their partners (student Bs) during
the interview.
Introduce
• Next, ask student As and Bs to swap their
• Tell students that they will be listening to Thu roles.
Thu, who is talking about how she spends her
time. Play the recording at least three times. • Go around the class, monitoring the pair-work
activity.
Review
to read the given statements carefully so that • Ask 2 or 3 pairs of students to come to the
they may guess the detailed content of the front of the class to interview each other and
talk. report their partners’ responses.
• Ask them to listen to the recording, paying • Make some comments and suggestions on
attention to the information they want to catch. their performance.
• Ask them to note down important points they

hear so that they can decide whether the state-
ments are true or false. Ask them to provide 10E Writing
evidence for their choice.
Introduce
Review
• Tell students that they will have to write a
• Check answers with students to see whether they paragraph about ‘a mobile phone addict’.
could catch the correct information presented in Make sure they know the meaning of ‘a
the recording or not. Play the recording again, mobile phone addict’. Explain to them that
making pauses when necessary. an addict means a person who is strongly
inclined to do, use or indulge in something
Speaking repeatedly.
Introduce Teacher Teaches & Students Practise
• Tell students that they will have to interview • Tell students that they need to describe a
a friend to know how he/ she spends his/ her mobile phone addict they know in an interest-
leisure, and then they will have to report to ing and logical way.
the class what he/ she has said about his/ her
leisure. • Ask them to extend their ideas based on the
information provided in the questions.
• Remind them to use appropriate sentence
• Ask students to work in pairs, taking the roles connectors so that readers can understand
of the interviewer and the interviewee. what they want to present clearly and easily.
46
• Encourage them to pay attention to relevancy,

unity and organization and write academically.
Review
• Make sure that students can write a short

paragraph on the given topic well. Give feed-
back as a whole class, pointing out common
errors students have made.

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GRADE 11 ENGLISH TEXTBOOK

Unit 1 THE AYEYARWADY DOLPHINS

• ‘Before’ and ‘after’

Listening and Speaking

• Talking about a trip

2. How will you feel if you see a dolphin?

Read the passage.

They feed on bony fish, fish eggs, and

Now, in Myanmar the dolphins are

C. Give a full-sentence answer to each question below.

A. Match an adverb from Column A with an adjective from Column B.

A. Rewrite the sentences using ‘both … and’.

I need to have my money before Friday.

'Before' and 'After'

B. Complete each sentence with ‘before’ or ‘after’.

8. I am looking forward to the trip as I have never been to Japan .

C. Combine each pair of sentences using ‘after + V-ing’ construction.

1. The fisherman threw out the fishing net. He waited patiently.

D. Combine each pair of sentences using ‘before + V-ing’ construction.

1D Listening and Speaking

‘Wildlife conservation’ (2) the practice of protecting and animal

B. Complete the following dialogue using the questions given below.

C. In pairs, practise the dialogue.

V. Answer Key 8. The dolphin population declines year by

4. prohibits 1B. Vocabulary

6. They communicate with one another by

3. They are both tired and hungry after speech.

B. 4. We had to queue up for an hour before

6. After spending a year in the city, he decided 2. wild plants

IV. Audio Scripts

Let me begin my talk with the definitions

Now, I’ll be dealing with the aims of wildlife

First, “How can we protect wildlife?” There

Next, I’ll explain how we can maintain the

In conclusion, I would like to say that it is high

• select necessary information from a talk. Review

“Where can you find them in Myanmar?”

• Introduce the lesson by asking students

Teacher Teaches & Students Practise

• Ask students to do Exercise B by reading

• For Exercise C, ask them to practise the

• For Exercise D, ask them to work in pairs

• Ask 2 or 3 pairs of students to come to

• Tell students that they will have to write an

Unit 2 ONLINE SHOPPING: Pros and Cons

• Present perfect simple

• Present perfect continuous

• ‘Must’ and ‘have to’

Listening and Speaking

• Talking about what you

1. Have you ever bought anything online?

Read the passage.

Another significant reason is that online shopping lacks a touch-feel-try process.

45 One serious drawback of online shopping is that it is unreliable. Sometimes, there

50 Moreover, online shopping does not allow

65 Online shop owners can have more

Advantages of online shopping Disadvantages of online shopping

• A comparison of the items we • Delivery of the product can be

B. Give a full-sentence answer to each question below.

Dialogue Dialogue Dialogue