Mohammad Selo [Cambridge Coursebook] [26-11-22]

9. klasse Vejle Privat Skole [Engelsk, Cambridge]

Unit 3.....................................................................................................................................................2
A) Speaking and thinking...................................................................................................................2
1: Earth can be a very violent place, with natural disasters happening frequently. Try to find a
picture of each of these events below on the Internet, or in anencyclopaedia or other reference
book...............................................................................................................................................2
2: What are the characteristics of the events in Activity A1? Which events are to do with the
weather? Which ones are not? In pairs, use a table like the one below to sort the events into
two groups and write a note about each one. Do any belong in both groups?.............................3
3: In many ways, hurricanes are the most awesome of Earth's violent activities. How do they
form? Look at the diagram below and describe the five stages to your partner. Remember to
use 'signpost' words (page 21) in your description........................................................................4
4: What do you know about hurricanes? Read the following information. With your partner,
decide whether each statement is true or false. You can check your answers in the next section.
.......................................................................................................................................................4
B) Listening........................................................................................................................................5
1: You are going to listen to John Devonport, a meteorologist, talking about hurricanes. Before
you listen, complete the following vocabulary activities...............................................................5
2: Listen to John Devonport. Check your answers to Activity A4 and whether he says any of the
words and phrases you thought of in Activity B1a above. How do you think John Devonport
feels about the subject of hurricanes? Why?................................................................................7
3: Listen again and complete the following notes about hurricanes. Check your answers with
your partner and with the audio script on page 151.....................................................................7
4: John Devonport mentions the following places: (a) the Atlantic Ocean, (b) Australia, (c) the
Bay of Bengal, (d) the Eastern Pacific Ocean, (e) the Gulf of Mexico, (f) the Indian Ocean and (g)
the Western Pacific Ocean. Find these places on the map below and write them out with 'H' for
hurricane, 'T' for typhoon, or 'C' for cyclone next to each place...................................................8
C) Use of English................................................................................................................................9
1: Make five abstract nouns from these root words. Then read the audio script on page 151 and
check your answers.......................................................................................................................9
2: Look at the following nouns. Which ones are abstract nouns? Work with your partner and see
who can finish first in the class!.....................................................................................................9
3: Choose any abstract noun you want and then think of a time when you experienced it. Next,
write a poem describing the abstract noun using your five senses. You can put the senses in any
order you want............................................................................................................................10
D) Reading.......................................................................................................................................10
1: All that is necessary for an avalanche to occur is a mass of snow and a slope for it to slide
down. But what is snow? Discuss your ideas with a partner.......................................................10
2: Find out what the following words mean. Work with your partner and t to find a picture of
each one on the Internet, or in an encyclopedia or other reference book..................................10
3: now check the meaning of each of these words......................................................................10
4: look at picture 1-5. Find a word or phrase in the Safety tips text to match each one.............11
Mohammad Selo [Cambridge Coursebook] [26-11-22]
9. klasse Vejle Privat Skole [Engelsk, Cambridge]

E) Use of English..............................................................................................................................11
1: Circle the verb in each clause and say which form of the verb is used....................................11
2: Why do we use this type of conditional here? Choose the correct option..............................11
3: Complete the conditional sentences about extreme weather. What advice or suggestions can
you give for each note.................................................................................................................11
4: Sometimes we give advice or an instruction by using one clause, for example take notice of
warning signs. The verb take is used in the infinitive and is called the imperative form. If we
want to make the advice or instruction stronger, we put Always in front of the verb: Always
take notice of warning signs........................................................................................................12
5: we can also use conditional structures to talk about the past and, in particular, for things that
we wish had been different. Look at these examples and say form the underlined verbs..........13
6: it is possible to express our regret about something by using If only. Look at these examples
.....................................................................................................................................................13
F) Writing and reading.....................................................................................................................13
1: Look at the picture in the panel on page 29 and talk with a partner. Where is it? What
happened? When?......................................................................................................................13
2: Work with your partner and use paper or digital reference sources to find out what the
words in the list below mean. Then find equivalent words in your language and add them to
your bilingual dictionary. Choose ten words that you think you will see in the text you are going
to read about Pompeii.................................................................................................................13
3: Quickly skim the text about Pompeii. Find and note down the words from activity...............14
4: Here is part of one of Pliny's letters.........................................................................................14

Unit 3

A) Speaking and thinking

1: Earth can be a very violent place, with natural disasters happening frequently. Try to find a
picture of each of these events below on the Internet, or in anencyclopaedia or other reference
book.
a volcano
b hailstorm
c avalanche
d flood
e tsunami
Mohammad Selo [Cambridge Coursebook] [26-11-22]
9. klasse Vejle Privat Skole [Engelsk, Cambridge]

f mudslide
g drought
h hurricane
i earthquake
j tornado
k sandstorm

Answer:

a d g

b e h

c f i

j k

2: What are the characteristics of the events in Activity A1? Which events are to do with the
weather? Which ones are not? In pairs, use a table like the one below to sort the events into
two groups and write a note about each one. Do any belong in both groups?

Answer:
Mohammad Selo [Cambridge Coursebook] [26-11-22]
9. klasse Vejle Privat Skole [Engelsk, Cambridge]

Violent Weather Violent Earth

Hailstorm – is hail in a big amount that causes a Volcano - an opening in the Earth's crust
lot of damage to things at the hit point through which lava, ash, and gases erupt

Flood - An overflow of water onto normally dry Avalanche - a large amount of snow that quickly
land moves down a slope

Drought - a lack of rain precipitation over a long Mudslide - a mass of mud moving suddenly and
period of time that makes water scarce quickly down a steep slope

Hurricane - a huge storm with powerful winds Tsunami - an extremely large wave caused by a
and lots of rain violent movement of the earth under the sea

Tornado - a giant tube of air that spins Earthquake - a sudden violent movement of the
violently, extending from the thunderstorm to earth's surface, sometimes causing great
the ground damage

Sandstorm - a strong wind carrying clouds of

sand with it

3: In many ways, hurricanes are the most awesome of Earth's violent activities. How do they
form? Look at the diagram below and describe the five stages to your partner. Remember to
use 'signpost' words (page 21) in your description

Answer:

Step 1 Warm Ocean water above 27 degrees Celsius fuels hurricanes and increases evaporation,
which results in humid air and clouds.

Step 2 Then winds combine, which forces the air is upward.

Step 3 The air underneath then rises as a result of winds blowing outward over the storm.

Step 4 As humid air rises, storm clouds form.

Step 5 Outside of the hurricane, light breezes guide it and allow it to intensify

4: What do you know about hurricanes? Read the following information. With your partner,
decide whether each statement is true or false. You can check your answers in the next
section.

a Hurricanes can be up to 1000 kilometers across.

b Hurricanes can last for over a week.

c Hurricanes, cyclones and typhoons are all the same thing.

Mohammad Selo [Cambridge Coursebook] [26-11-22]
9. klasse Vejle Privat Skole [Engelsk, Cambridge]

Answer:

a = True, because I think when the winds support the hurricane get more intense, it also helps it last
longer

b = True, I think if they stay in the ocean for this period of time, it might even be able to last longer
than a week, but when it gets on lands, it of course dies out

c = True, when you look at these three natural phenomena, I believe they are all related.

B) Listening

1: You are going to listen to John Devonport, a meteorologist, talking about hurricanes.
Before you listen, complete the following vocabulary activities.

A - When you see or hear the word hurricane, what other words and phrases do you think of? For
example, strong winds, sea, destruction. Work with a partner and make a list. Try to think of at least
five words and phrases.

Answer:

1 – Strong storm

2 – Water tornado

3 – Something that kills

4 – Mass destruction

5 – USA

B - A hurricane is a big storm. Which five of these adjectives have a similar meaning to big? What do
the other six words mean?

huge
strong
powerful
heavy
enormous
large
light
massive
gigantic
weak
active
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Answer:

Big synonyms: huge, enormous, large, gigantic, massive

Word meanings:

Word Meaning

strong having or using great force or control

powerful having a lot of power to control people and

events

heavy weighing a lot, and needing effort to move or

lift

light not weighing a lot

weak not physically or mentally strong

active busy with a particular activity

C - Match the verbs from the list in column A with a suitable meaning in column B.

Answer:

Verb Meaning

Spiral Go around and around

Lasts Continues for a period of time

Gather Collect

Rotate Turn

Occur Happen
Mohammad Selo [Cambridge Coursebook] [26-11-22]
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D - What is the meaning of the following words? Work with your partner and use a dictionary, or
other reference source (paper or digital), to find out. Then, think of equivalents for these words in
your own language and add them to your bilingual dictionary.

Evaporation, hemisphere, anticlockwise, calm (adjective), surge (noun), flood (noun)

Answer:

Word Meaning equivalent My language

Evaporation the process of a liquid Disappear Fordampning

changing to a gas

Hemisphere one of two halves of Equator Halvkugle

the earth.

Anticlockwise in the opposite Counterclockwise Mod urets retning

direction to the
movement of a clock:

Calm peaceful, quiet, and Quiet Rolig

without worry

Surge a sudden and great Increase Overspænding

increase

Flood a large amount of High tide Oversvømmelse

water covering an
area that is usually dry

2: Listen to John Devonport. Check your answers to Activity A4 and whether he says any of
the words and phrases you thought of in Activity B1a above. How do you think John
Devonport feels about the subject of hurricanes? Why?

Answer:

A4 Statements: All is correct

B1a: None

I think he at the same time respect and fascinate the hurricanes, because he thinks that’s it's such an
astonishing nature phenomenon
Mohammad Selo [Cambridge Coursebook] [26-11-22]
9. klasse Vejle Privat Skole [Engelsk, Cambridge]

3: Listen again and complete the following notes about hurricanes. Check your answers with
your partner and with the audio script on page 151.

Answer:

a 1000

b 100

c 300

d 15

e 30

f evaporation (from seawater)

g anticlockwise

h flood (along the coast

I 15th May

j 30th November

k hurricanes

l cyclones

4: John Devonport mentions the following places: (a) the Atlantic Ocean, (b) Australia, (c)
the Bay of Bengal, (d) the Eastern Pacific Ocean, (e) the Gulf of Mexico, (f) the Indian Ocean
and (g) the Western Pacific Ocean. Find these places on the map below and write them out
with 'H' for hurricane, 'T' for typhoon, or 'C' for cyclone next to each place.

Answer:

Gulf of Mexico, Atlantic Ocean and the Eastern Pacific Ocean = hurricanes

Australia, Indian Ocean, Bay of Bengal = cyclones

Western Pacific Ocean = typhoons

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9. klasse Vejle Privat Skole [Engelsk, Cambridge]

C) Use of English

1: Make five abstract nouns from these root words. Then read the audio script on page 151
and check your answers.
Move, evaporate, direct, survive, differ

Answer: movement, evaporation, direction, survival, difference

and all are correct

2: Look at the following nouns. Which ones are abstract nouns? Work with your partner and
see who can finish first in the class!

Answer: These nouns are not abstract: Injection, apple, beach, book, shoe, computer, house,
hurricane, wallet, telephone, library, table, music, news, piano, planet, screen, traffic,

3: Choose any abstract noun you want and then think of a time when you experienced it.
Next, write a poem describing the abstract noun using your five senses. You can put the
senses in any order you want.
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Answer: The word is love

Love is sometimes ugly and beautiful

Love is sometimes quiet and sometimes loud

Love can taste good or bad

Love can smell disgusting or aromatic

Love is something that can feel hard or soft

D) Reading

1: All that is necessary for an avalanche to occur is a mass of snow and a slope for it to slide
down. But what is snow? Discuss your ideas with a partner.
Answer: the thin layer of white that develops on the ground and other surfaces when it snows or the
tiny, soft particles of ice that occasionally fall from the sky when it's cold

2: Find out what the following words mean. Work with your partner and t to find a picture of
each one on the Internet, or in an encyclopedia or other reference book.
Answer:

Snowflakes - a small piece of snow that falls from the sky. Snowflakes are sometimes represented as
six-sided crystals

Crystals - the solid state of many simple substances, which have a regular shape and surfaces
arranged in similar patterns

Snowballs - a ball of snow pressed together in the hands

Ice - water that has frozen and become solid

Rain - drops of water from clouds:

Clouds - a grey or white mass in the sky, made up of very small floating drops of water:

3: now check the meaning of each of these words

Answer:

Cylindrical - having straight parallel sides and a circular or oval cross-section

Hexagonal - having a shape with six straight sides:

Identical - exactly the same, or very similar:

Moist - slightly wet, especially in a good way:

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Melt - to turn from something solid into something soft or liquid

Hillside - the sloping surface of a hill, rather than the level surface at the top of it

Field - an area of land, used for growing crops or keeping animals, usually surrounded by a fence:

4: look at picture 1-5. Find a word or phrase in the Safety tips text to match each one

Answer:

1 – including a long stick

2 – a small spade

3 – never travel alone. Travel single file (not side by side)

4 – tracking device

5 – hold on to an anchor

E) Use of English

1: Circle the verb in each clause and say which form of the verb is used

Answer: Done on paper: page 27

2: Why do we use this type of conditional here? Choose the correct option

Correct option: C: to give an instruction, some advice or a warning

3: Complete the conditional sentences about extreme weather. What advice or suggestions
can you give for each note.

A: if you have an emergency radio, please only use it when in danger

B: if you don’t have a basement, crawl under heavy furniture in case of an earthquake

C: If you know a hurricane is coming, go inside a room with no windows or other intact areas

D: if you live in a hurricane area, make sure to follow the national safety tips

E: if you live in a mobile home, immediately leave the it and find shelter in case of a tornado

F: if you live on a boat, find the nearest island when a hurricane is incoming
Mohammad Selo [Cambridge Coursebook] [26-11-22]
9. klasse Vejle Privat Skole [Engelsk, Cambridge]

G: if you see a broken power cable, avoid driving over a fallen power line, or to get contact with
electrical water

4: Sometimes we give advice or an instruction by using one clause, for example take notice
of warning signs. The verb take is used in the infinitive and is called the imperative form. If
we want to make the advice or instruction stronger, we put Always in front of the verb:
Always take notice of warning signs.

A: Read the text about what to do after a hurricane. There are 2 different wats we can advise or
instruct someone not to do something. What are they

Answer: keep away, go, stay, do and wait

B: Look at the text about what to do after a hurricane. There are two different ways we can advise or
instruct someone not to do something. What are they

Answer: never, do not

C: Think of an extreme or bad weather situation in your area. What advice or instructions can you
give to people about what to do and what not to do? Write at least six sentences

Answer:

In case of a tornado, you should to following 3 things to get in safety

Get in: If you are outside, get inside immediately. If you're already inside, move as close to the
center of the structure as you can.

Get down: If at all feasible, get underground. If feasible, head to the ground floor.

Cover up: The most lethal aspect of a storm is flying and falling debris. Cover up and shield your body
and head from flying objects by using helmets, coats, cushions, and other protective gear.

5: we can also use conditional structures to talk about the past and, in particular, for things
that we wish had been different. Look at these examples and say form the underlined verbs

Answer:

hadn't walked= past perfect

had taken= past perfect

Mohammad Selo [Cambridge Coursebook] [26-11-22]
9. klasse Vejle Privat Skole [Engelsk, Cambridge]

Would have been= conditional perfect

wouldn't have gone= conditional perfect

6: it is possible to express our regret about something by using If only. Look at these
examples

Answer:

In case of a tornado, you should had followed these 3 things to get in safety

Get in: If you are outside, you should had gone inside immediately. If was already inside, you should
had gone in the center of the structure as you can.

Get down: If it was feasible, you should had goneunderground. If feasible, you should had head to
the ground floor.

Cover up: The most lethal aspect of a storm is flying and falling debris. You should had coved up and
shieledd your body and headed from flying objects by using helmets, coats, cushions, and other
protective gear.

F) Writing and reading

1: Look at the picture in the panel on page 29 and talk with a partner. Where is it? What
happened? When?

Answer:

The volcano was erupted in Pompeii, the volcano killed a dussin of people, not only with lava, but
also with ashes and etc. It happened in Italy at 79 e.Kr

2: Work with your partner and use paper or digital reference sources to find out what the
words in the list below mean. Then find equivalent words in your language and add them to
your bilingual dictionary. Choose ten words that you think you will see in the text you are
going to read about Pompeii.

Answer:

annihilation - complete destruction, so that nothing or no one is left:

ashes - what is left of something after it has been destroyed by fire, especially what is left of a
human body after it has been burned

collapse - to fall down suddenly because of pressure or having no strength or support:

debris - broken or torn pieces of something larger:

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deterioration - to become worse

dust - dry dirt in the form of powder that covers surfaces inside a building, or very small dry pieces of
soil, sand, or other substances

eruption - When a volcano erupts, it explodes and flames and rocks come out of it

flood - to cause to fill or become covered with water, especially in a way that causes problems

inhabitants - a person or animal that lives in a particular place

lava - hot liquid rock that comes out of the earth through a volcano, or the solid rock formed when it
cools

molten - Molten metal or rock is in a liquid state because of great heat:

Monstrous - very cruel

phenomenon - something that exists and can be seen, felt, tasted, etc., especially something unusual
or interesting

Pyroclastic - consisting of or relating to small pieces of rock from a volcano

remains - pieces or parts of something that continue to exist when most of it has been used,
destroyed, or taken away

Ruins - to spoil or destroy something completely:

3: Quickly skim the text about Pompeii. Find and note down the words from activity

Answer:

Annihilation, ashes, collapse, debris, dust x2, eruption, molten, monstrous, phenomenon, remains,

4: Here is part of one of Pliny's letters

Imagine you are Pliny. What happened next? Use your own ideas and ideas from this unit to
continue the story. When it became dark, who was with you? Friends? Family? Where were you
exactly - outside or inside? What did you say to each other? Did you give each other any advice?
How did you survive? Do you have any regrets about what you did?

Answer: I held my little sister's hand, and prayed to Jupiter to end this in a good way, I was outside
when the darkness surrounded us, I could feel it get inside whole my body, feel the pain of not being
able to breath, I could hear my sister getting choked, this was a nightmare, it can't be possible that
my life has to end like this, I was too young.
Mohammad Selo [Cambridge Coursebook] [26-11-22]
9. klasse Vejle Privat Skole [Engelsk, Cambridge]

Unit 4

A) Speaking and thinking

1: Answer these questions to help you complete the puzzle below. When you have finished
the puzzle, another word will be revealed within it. You will need all the words for the next
activity
a the opposite of deep

b the area at the top of something, often flat

c high = height, long = length, deep = ?

d a plant that grows in the sea

e extremely cold, turned into ice

Answer:

a shallow

b surface

c depth

d seaweed

e frozen

Word: Ocean

2: Look at the following information about the world's water. Fill in the gaps in some of the
sentences using the five words from Activity A1. Then decide with your partner if each
statement is true or false.

a 70% of the earth's... is covered with water.

b 97% of the earth's water is found in the oceans and seas.

C The world's deepest ocean is the Pacific Ocean, at 10,924 metres deep. d The average... of the
oceans is 3500 metres.

e The Pacific Ocean is 180 million kilometres squared.

f Sea plants, such as..., grow only in... water because they need sunlight.

g Antarctica is 98%... water.

h Volcanoes under the sea sometimes grow into islands.

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9. klasse Vejle Privat Skole [Engelsk, Cambridge]

Answer:

a 70% of the earth's surface is covered with water.

b 97% of the earth's water is found in the oceans and seas.

c The world's deepest ocean is the Pacific Ocean, at 10,924 metres deep

d The average depth of the oceans is 3500 metres.

e The Pacific Ocean is 180 million kilometres squared.

f Sea plants, such as seaweed, grow only in shallow water because they need sunlight

g Antarctica is 98% frozen water.

h Volcanoes under the sea sometimes grow into islands.

All of these statements are true.

B) Reading

1: The world's deepest ocean is more than 2000 metres deeper than the world's tallest
mountain is high!
When we describe Earth, we sometimes use very large numbers. How many zeros do these
large numbers need? Copy and complete the table, filling the gaps for a-k. (NOTE: A few
countries use a different number of zeros for numbers larger than one million.)

Answer:

Number: 10

Number of zeros: 1

Name: ten

Number: 100

Number of zeros: 2

Name: hundred

Number: 1000

Number of zeros: 3

Name: thousand
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Number: 1000000

Number of zeros: 6

Name: million

Number: 1000000000

Number of zeros: 9

Name: billion

Number: 1000000000000

Number of zeros: 12

Name: trillion

Number: 1000000000000000

Number of zeros: 15

Name: quadrillion

Number: 1000000000000000000

Number of zeros: 18

Name: quintillion

Number: 1000000000000000000000

Number of zeros: 21

Name: sextillion

Number: 1000000000000000000000000

Number of zeros: 24

Name: septillion

2: Look at these words and phrases, taken from an article you are going to read about the
ocean. Work with your partner and use paper or digital reference sources to find out what
they mean.
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Answer:

Continuous: occurring without interruption; happening without stopping

Descending: moving or directed downward

Equator: an imaginary line around the Earth, equally distant from the North and South poles,
dividing the Earth into the Northern and Southern Hemispheres

Evaporation: the process by which a liquid is converted into a vapor

Evolved: to develop or progress through a series of stages

Gigantic: very large or big

Portions: a part of something, especially a quantity of food, allocated to or intended for one person

Saline: containing salt; salty

3: Skim the text on page 34 and decide on a suitable heading for each paragraph. Compare
your ideas with your partner. Do you agree? Do not worry about the gaps in the text or the
phrases printed in blue for the moment.

Answer:

Paragraph 1: Differences between Fresh Water and Seawater

Paragraph 2: The World Ocean

Paragraph 3: Major Bodies of Water

Paragraph 4: The Role of Oceans in the Earth's Climate and Life Evolution

4 Skim the text again and fill in the gaps using the words from Activity B2.

5 Look at the phrases printed in blue. They all contain numbers. Write these out in figures, Be
careful with the zeros - and don't forget to include the measurement (%, metres, etc.) when it
is given. Example: seventy per cent = 70%

Answer:

[1] What do you think is the difference between fresh water and seawater? Obviously seawater is
much saltier than the water from your tap. On average, the saltiness (salinity) of ocean water is
about thirty-five parts per thousand (3.5%). Did you know that if you take one litre of water from a
typical river or lake and evaporate it, you would be left with about 0.15 grams of salt? Now do the
same with one litre of seawater and you would have about 35 grams of salt. This means that
seawater is about 220 times saltier than most fresh water. The oceans cover nearly seventy per cent
(70%) of the earth's surface, which creates an area of about 361 million square kilometres. The
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actual word 'ocean', from the Greek OKɛavoc (Okeanos), means a vast body of (a) salt water. This (b)
vast body of water is split up into a number of important oceans and seas, which are usually smaller.

[2] There are many differently named separate bodies of water on Earth, but, in fact, all the world's
seas and oceans are interconnected to make one (c) vast body of salt water. Known as the World of
Global Ocean, it is the largest body of water known to humans,

[3] In (d) descending order of size, the world's most important

bodies of water are the Pacific Ocean, the Atlantic Ocean, the Indian Ocean, the Southern Ocean and
the Arctic Ocean (which is sometimes considered a sea of the Atlantic). Some scientists subdivide the
Pacific and Atlantic by the (e) equator into northerly and southerly (f) Hemispheres. Seas, gulfs, bays
and capes are the names commonly given to the smallest regions of the oceans.

DID YOU KNOW?

If all the salt from the oceans' water was removed. it could cover all the land on Earth with 1.5
metres of salt! Do you know what salt is? Find out!

Surprisingly, there are some smaller bodies of salt vale that are not connected with the World
Ocean, and are in fact, on land. Two such examples are the Aral Sea Uzbekistan and Kazakhstan), and
the Great Salt Lake (in the state of Utah, USA). Even though some people may refer to them as 'seas',
they are actually salt lake

[4] The earth's surface is covered by about seventy per cent (70%) of interconnected water, and the
(g) evaporation of these oceans is how our planet gets most of its rainfall. The temperature of the
oceans affects not only the climate but also wind patterns. Remember that life within our oceans is
far older than life on land. Life within the ocean had already (h) evolved three billion years before
the movement of animal and plant life on land.