English Ahead

7
Teachers’ Guide

Paramount Books (Pvt.) Ltd.

Karachi | Lahore | Islamabad | Hyderabad | Faisalabad | Peshawar | Abbottabad
 Content

Guidelines for Reading Comprehension 3

Guidelines for Listening Comprehension 5
Guidelines for Speaking Skills 7
Guidelines for Writing Skills 9

Unit 1: Friends Forever 11

Unit 2: Clean and Green 15
Unit 3: Move on up 19
Unit 4: Healthy Living 23
Unit 5: News Media 26
Unit 6: Let’s Celebrate 29
Unit 7: Role of Women in the Development of Society 33
Unit 8: Fashion 38
Unit 9: Emerging Professions 41
Unit 10: Beyond Earth 45

Worksheets 48-58
Listening Transcripts 59

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English Ahead 7 2
 Guidelines for Reading Comprehension

Reading comprehension is a crucial skill that empowers students to understand

and interpret texts effectively. As an English language teacher, you can employ
various strategies and techniques to improve understanding and
comprehension abilities od students while enhancing their overall reading skills.
Here are some guidelines to achieve these objectives:

Pre-Reading Strategies

a. Activate Prior Knowledge: Before introducing a new text, engage students in

a brief discussion or brainstorming session related to the topic. Encourage them
to recall any relevant experiences or information they may have.

b. Preview the Text: Have students scan the text's title, headings, subheadings,
and any accompanying images. Ask them to make predictions about the
content based on these elements.

During Reading Strategies

a. Encourage Active Reading: Teach students to highlight or underline key

points, unfamiliar words, or any confusing sections. Encourage them to jot down
questions or comments in the margins.

b. Monitor Comprehension: Periodically pause during reading and ask students

to summarize what they have understood so far. Address any misconceptions or
confusion that may arise.

c. Use Graphic Organizers: Provide students with graphic organizers, such as

mind maps, story maps, or Venn diagrams, to help them organize information
and visualize relationships between ideas.

Post-Reading Strategies

a. Summarization: Have students summarize the main ideas or events in the text
in their own words. This activity promotes comprehension and helps students
focus on the essential information.

b. Discussion and Peer Sharing: Encourage students to engage in small group or

whole-class discussions about the text. This allows them to share their
interpretations, insights, and questions, enhancing their comprehension through
collaborative learning.

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c. Questioning: Provide a set of comprehension questions related to the text. This
enables students to critically think about the material and validate their
understanding. The reading passages in the textbook have ample of exercise
questions.

Vocabulary Development

a. Teach Context Clues: Train students to use context clues to decipher the
meanings of unfamiliar words. Encourage them to look for nearby words or
phrases that provide hints about the word's meaning.

b. Word Walls: Create word walls in the classroom, displaying important

vocabulary words encountered during reading. Regularly review and reinforce
these words to build students' vocabulary.

Diverse Reading Materials

a. Offer Varied Texts: The textbook offers a mix of fiction, non-fiction, poetry, and
other genres to expose students to a range of reading styles and content. This
encourages them to become well-rounded readers.

b. Personal Reading Choices: Encourage independent reading by allowing

students to choose books or articles that align with their interests and reading
levels. This fosters a love for reading and intrinsic motivation to comprehend
texts.

Assessments

a. Use Comprehension Quizzes: Periodically assess students' understanding with

comprehension quizzes or short written responses. This helps you track their
progress and identify areas that need improvement.

b. Informal Observations: Observe students' engagement and participation

during reading activities. Take note of their comprehension strategies and
provide feedback for improvement.

Remember to create a positive and supportive learning environment, where

students feel comfortable asking questions and seeking help with challenging
passages. By implementing these guidelines, you can help students develop
strong reading comprehension skills and become confident readers across
various subjects and disciplines.

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 Guidelines for Listening Comprehension

Listening comprehension is a critical skill that enables students to understand

spoken language and process information effectively. As an English language
teacher, you can employ various strategies to improve students' listening skills.
Here are some guidelines to achieve these objectives:

Active Listening Techniques

a. Teach the importance of attentive listening: Explain to students that active

listening involves focusing on the speaker, and minimizing distractions.

b. Encourage note-taking: Teach students how to take brief notes while listening
to key points, important details, or unfamiliar vocabulary. This helps them stay
engaged and retain information.

c. Use visual aids: Use pictures, diagrams, or gestures to support the content of
the spoken text. Visual cues can enhance understanding and make the listening
experience more enjoyable.

Pre-Listening Strategies

a. Set the Purpose: Before listening to a passage, introduce the topic and the
main objectives of the listening activity. This helps students focus on the key
information they need to extract.

b. Activate Prior Knowledge: Connect the listening activity to students' previous

experiences or knowledge on the subject. This helps them make relevant
connections and predictions.

During Listening Strategies

a. Chunking: Break the listening passage into smaller chunks or segments. After
each chunk, pause and allow students to discuss or summarize what they have
heard before proceeding to the next segment.

b. Think-Pair-Share: Pause the recording at key points and have students discuss
the content with a partner. This encourages active participation and reinforces
comprehension.

c. Listen and Draw: Ask students to draw images or symbols that represent what
they hear. This activity encourages visualization and helps reinforce
understanding.

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Post-Listening Strategies

a. Comprehension Questions: Provide a set of comprehension questions related

to the listening passage. This helps students reflect on the content and reinforces
their understanding.

b. Retell the Story: Have students retell the main events or key points from the
listening passage in their own words. This activity assesses their comprehension
and encourages them to practice summarizing skills.

Hands-On Activities

a. Role-Play: Organize role-playing activities where students act out characters

or situations from the listening passage. This promotes empathy, understanding
of context, and linguistic skills.

b. Listen and Solve: Provide students with problem-solving scenarios based on

the listening passage. Encourage them to use the information they heard to find
solutions.

Tips to Improve Listening Skills

a. Regular Practice: Incorporate listening activities into daily lessons to build

students' listening stamina and skills.

b. Authentic Materials: Use authentic audio resources like podcasts, interviews,

or news clips to expose students to different accents and real-life language use.

c. Encourage Reflective Listening: After each listening activity, encourage

students to reflect on their experience, noting any challenges faced and
strategies used to overcome them.

d. Establish a Safe Environment: Create a supportive and inclusive atmosphere

where students feel comfortable asking for clarifications or expressing
uncertainties.

By implementing these guidelines, you can help students enhance their listening
skills, become more attentive listeners, and improve their overall understanding
and comprehension of spoken language. Remember to provide constructive
feedback for a positive learning experience.

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 Guidelines for Speaking Skills

The ability to speak English fluently is an essential skill for anyone who wants to
succeed in today's globalized world. However, for many learners, speaking
English can be a daunting task. They may be afraid of making mistakes, or they
may not have enough opportunities to practice.

To build self-confidence in students encourage an inclusive and non-judgmental

atmosphere in the classroom. Make the students feel comfortable to express
themselves in English. Provide positive feedback and praise their efforts.

1. Promote Regular Practice:

• Incorporate speaking activities into daily lessons.
• Encourage students to engage in English conversations with their
peers outside the classroom such as lunch breaks, group discussions,
or casual interactions.
• Suggest language learning apps or platforms for additional
practice.

2. Utilize Prompts from Books:

• Use prompts from the textbook to initiate discussions and role-plays.
• Encourage students to respond to the prompts creatively and with
their personal experiences.

3. Suggest Additional Topics:

• Introduce topics of interest that appeal to students' hobbies,
dreams, and aspirations.
• Discuss current events, popular culture, or global issues to stimulate
engaging discussions.

4. Build Confidence in Speaking:

• Organize group activities, debates, and presentations to improve
their public speaking skills.
• Conduct regular speaking assessments in pairs or small groups to
minimize anxiety.
• Provide opportunities for students to lead discussions or debates.

5. Work on Pronunciation:
• Play audio clips or videos of native speakers to help students
familiarize themselves with proper pronunciation.
• Practice tongue twisters and pronunciation drills to enhance clarity.
• Encourage students to listen to English songs and repeat the lyrics to
improve pronunciation and rhythm.

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 6. Incorporate Role-plays and Drama:
• Assign role-plays or skits to students to encourage creativity and
expression.
• Organize drama sessions where students act out scenarios using
English.

7. Record Speaking Practice:

• Use audio or video recording devices during speaking exercises to
review their progress and identify areas for improvement.
• Allow students to listen to themselves and identify pronunciation or
fluency issues.

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 Guidelines for Writing Skills

Improving writing skills involves nurturing creativity, organization, and attention to

detail. As an English language teacher, you can use various strategies to help
students develop better writing skills and reduce grammatical and proofreading
errors. Here are some guidelines to achieve these objectives:

Teach the Writing Process

a. Pre-writing: Encourage students to brainstorm and outline their ideas before

starting to write. Emphasize the importance of organizing their thoughts to
create a clear and coherent piece.

b. Drafting: Guide students in writing their first draft without worrying about
perfection. Encourage them to focus on expressing their ideas and thoughts.

c. Revision: Teach students to review and revise their writing for clarity,
coherence, and relevance to the topic. Highlight the significance of refining
their work to convey their message effectively.

d. Editing and Proofreading: Show students how to identify and correct

grammatical errors, spelling mistakes, and punctuation errors. Stress the
importance of careful proofreading before submitting their final work.

Provide Writing Prompts and Models

a. Offer a variety of writing prompts: Present diverse topics that cater to different
interests and perspectives. This encourages students to explore new ideas and
express their creativity.

b. Provide writing models: Share well-written essays, short stories, and personal
accounts as models for students to analyze. Discuss the effective use of
language, organization, and style in these examples.

Incorporate Peer Review

a. Peer Editing: Encourage students to exchange their writing with peers for
feedback. Provide a structured peer editing process that focuses on both
strengths and areas for improvement.

b. Writing Groups: Organize small writing groups where students can share their
work and receive constructive feedback from their peers.

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Grammar and Language Instruction

a. Grammar Mini-Lessons: Integrate short grammar lessons into writing classes to

address common errors or specific grammatical concepts. Keep the lessons
interactive and engaging.

b. Language Exercises: Use language exercises and quizzes to reinforce

grammar rules and improve students' language skills. Offer practice
opportunities to apply what they have learned.

Frequent Writing Practice

a. Writing Journals: Encourage students to maintain writing journals, where they

can freely express their thoughts, observations, and feelings. This regular
practice helps them develop a writing habit and refine their skills.

b. Timed Writing: Assign timed writing exercises to help students build their writing
speed and overcome writer's block. Short and focused prompts allow them to
practice concise and organized writing.

Celebrate and Share Writing

a. Author's Corner: Create an "Author's Corner" in the classroom to showcase

students' best writing pieces. Celebrate their accomplishments and efforts to
motivate them.

b. Writing Competitions: Participate in writing competitions or hold in-class

writing contests to encourage healthy competition and recognize outstanding
work.

By implementing these guidelines, you can help students improve their writing
skills, minimize grammatical and proofreading errors, and become confident
writers across various genres, including essays, short stories, letters, and personal
accounts. Foster a supportive and encouraging environment where students
feel empowered to express themselves through writing. Remember to provide
constructive feedback and celebrate their progress to motivate them on their
writing journey.

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 Unit 1: Friends Forever
Perfect Tenses

Teaching perfect tenses, including present perfect, past perfect, and future
perfect, to Grade 7 students requires a structured approach that focuses on
understanding the usage, forming sentences, and providing ample practice.
Here are comprehensive guidelines to help teachers effectively teach these
tenses:

Present Perfect Tense

• Usage: The present perfect tense is used to describe an action that
started in the past but has a connection to the present.
Example: I have finished my homework.

Positive Sentence Structure: They have visited the museum.

subject + have/has + past participle
Negative Sentence Structure: She has not seen the movie.
subject + have/has + not + past participle
Interrogative Sentence Structure: Have you read the book?
Have/Has + subject + past participle + ?

After the thorough explanation and ample of examples ask students:

• How does the present perfect tense indicate a connection between the
past and the present?
• Can you think of any personal experiences that can be described using
the present perfect tense?

Students will attempt exercises 1 and 2 on pg. 20 of the textbook.

Past Perfect Tense

• Usage: The past perfect tense is used to describe an action that
happened before another action or event in the past.
Example: She had already left when I arrived.

Positive Sentence Structure: subject + had We had finished our dinner before
+ past participle the movie started.
Negative Sentence Structure: subject + They had not seen each other for a
had + not + past participle long time.
Interrogative Sentence Structure: Had + Had you studied for the test?
subject + past participle + ?

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After the thorough explanation and ample of examples ask students:

• How does the past perfect tense indicate the sequence of events in the
past?
• Can you think of a real-life situation where the past perfect tense could
be used to describe a series of events?

Students will attempt exercise 3 on pg.21 of the textbook.

Future Perfect Tense

• Usage: The future perfect tense is used to describe an action that will be
completed before a specified time in the future.
Example: They will have finished their project by tomorrow.

Positive Sentence Structure: subject + will + She will have graduated by the end
have + past participle of the year.
Negative Sentence Structure: subject + will We will not have reached our
+ not + have + past participle destination by noon.
Interrogative Sentence Structure: Will + Will you have completed the
subject + have + past participle + ? assignment by next week?

After the thorough explanation and ample of examples ask students:

• How does the future perfect tense emphasize completion before a

specific time in the future?
• Can you think of a situation where the future perfect tense could be used
to talk about future accomplishments or achievements?

Students will attempt exercises 4 on pg.21 of the textbook.

Additional Guidelines:

Reinforce the concept of using time markers or expressions that indicate the
connection between the actions/events and the tenses (e.g., "already," "by
tomorrow," "before the movie started").

Encourage students to practice using the tenses in both written and spoken
contexts.

Provide opportunities for peer collaboration and feedback to enhance

understanding and application of the tenses. Offer regular review sessions and
practice exercises to consolidate learning.

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 Extension Activities
Ask students to write a paragraph describing three things they have
accomplished in their lives using the present perfect tense.
Provide students with a short narrative passage and ask them to identify
and rewrite the past perfect tense sentences.
Ask students to create a dialogue between two people discussing their
future plans using the future perfect tense.

Homework:
Attempt activities 1-3 on p. 8 of the workbook.

Simple Past

Explain that the simple past tense is used to describe actions or events that
happened and were completed in the past. Also, explain the concept of
regular and irregular verbs and their past tense forms.

Positive Sentence Structure:

• Regular Verbs: verb + -ed (e.g., walk - walked, play - played)

She walked to school. They played hockey.

• Irregular Verbs: verb with a changed form (e.g., go - went, eat - ate)

He went to the park. They ate lunch together.

Negative Sentence Structure:

Add "did not" or "didn't" before the base form of the verb.

She didn’t walk to school. They didn’t play hockey.

Interrogative Sentence Structure:

Begin the sentence with "did" and add the base form of the verb.

Did she walk to school? Did they play hockey.

To evaluate students’ understanding ask them questions during the lecture.

1. How does using the simple past tense help us talk about completed
actions or events in the past?
2. Can you think of any personal experiences that can be described using
the simple past tense?

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 3. How does the use of specific time expressions enhance the clarity and
understanding of past events?

Discuss time expressions commonly used with the simple past tense, such as
yesterday, last week, ago, in 1990, etc. Explain how these time expressions help
indicate when the action or event took place in the past.

Provide opportunities for students to practice using regular and irregular verbs in
both written and spoken contexts. Encourage students to create their own
sentences using the simple past tense and share them with the class. Refer to
exercises 1-3 pg. 23 of the textbook.

Offer regular review sessions and practice exercises to reinforce learning and
mastery. Teacher can also assign the exercises on pg. 10 of the workbook for the
homework.

Provide feedback and guidance on the correct formation and usage of the
simple past tense.

Extension Activities
Ask students to create a timeline of their own lives, highlighting important
events using the simple past tense. They can include events like birthdays,
vacations, family gatherings, etc.
Have students write a short story using the simple past tense. Encourage
creativity and the use of descriptive language.

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 Unit 2: Clean and Green
A Bird came down the Walk

Begin the lesson by providing some background information about Emily

Dickinson as a renowned poet. Discuss the theme of nature in poetry and how it
often symbolizes deeper meanings and emotions.

Read the poem aloud or ask students to take turns reading different stanzas. Ask
students to underline or note down any unfamiliar words or phrases. Analyze the
poem stanza by stanza, discussing the imagery, figurative language, and
emotions conveyed.

Identify and explain the instances of similes, metaphors, and personification

present in the poem.
• Discuss the similes present in the poem (e.g., "Like one in danger,
Cautious, I offered him a Crumb").
• Ask students to identify the objects being compared and explain what the
comparison adds to the poem's meaning.
• Explore the metaphorical language used in the poem (e.g., "And he
unrolled his feathers, And rowed him softer home").
• Help students understand how the bird's actions are compared to rowing
and the effect it has on the reader's perception.
• Point out instances of personification (e.g., "And he unrolled his feathers,
And rowed him softer home").
• Discuss how giving human-like qualities to the bird helps to create vivid
imagery and a deeper emotional connection.

For assessing students’ understanding ask inferential and brainstorming

questions:
Inferential Questions • How does the bird's behavior change throughout
the poem?
• What do you think the bird represents or symbolizes
in the poem?
• Why do you think the speaker felt cautious while
offering the bird a crumb?
Brainstorming Questions • How does the poet use descriptive language to
bring the bird to life in the reader's imagination?
• What emotions do you think the speaker
experiences during the encounter with the bird?
• How does the poem make you feel? Can you
relate to any of the experiences or emotions
described?

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 Extension Activities
Divide students into groups and ask each group to create a visual
representation of a specific stanza or line from the poem using drawings,
collages, or other creative means.
Assign different roles (e.g., narrator, bird, speaker) to students and have
them perform a reader's theater adaptation of the poem. Encourage them
to bring out the emotions and use appropriate gestures.
Ask groups to rewrite the poem from the perspective of the bird or the
speaker, incorporating their own ideas and interpretations. This activity
encourages creativity and a deeper understanding of the poem's themes.

Remember to provide guidance, encourage discussion, and create a

supportive environment for students to express their thoughts and interpretations.
By engaging with the figurative language, asking inferential questions, and
participating in group activities, students can develop a deeper appreciation
for Emily Dickinson's poem while honing their critical thinking and creative skills.

Compound Nouns and Gender-Neutral Terms

Teaching compound nouns and gender-neutral terms requires a clear and

engaging approach that fosters understanding, vocabulary development, and
inclusive language.

Begin the lesson by defining compound nouns as nouns that are made up of
two or more words combined together to form a single noun. Provide examples
of compound nouns, such as "sunflower," "playground," "bookshelf," "laptop," etc.

Pro-Tip:
Explain that compound nouns can be written as one word, hyphenated, or
separate words, depending on the specific word combination.

Explain that most compound nouns form their plural by adding "-s" or "-es" to the
main noun. Examples: "sunflowers," "playgrounds," "bookshelves," "laptops."

Ask students that why is it important to understand compound nouns and their
plural forms?

Note that when the compound noun has a hyphen or consists of separate
words, only the main noun is made plural. Example: "sister-in-law" becomes
"sisters-in-law."

Gender-Neutral Terms:

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Discuss the importance of using inclusive language and provide an introduction
to gender-neutral terms. Encourage students to actively participate in
discussions and ask questions to clarify their understanding. Explain how does
using gender-neutral language contribute to inclusivity and respect for diverse
identities.

Explain that gender-neutral terms are words or phrases that don't specify gender
and can be used to refer to individuals of any gender identity. Give examples of
gender-neutral terms, such as "person," "individual," "student," "they/them,"
"partner," etc.

Ask students if they can think of any other gender-neutral terms commonly used
in everyday conversations or writing? Refer them to pg. 34 pf the textbook and
ask them to read a list of Gender Specific Terms and Gender Neutral Terms.
Compare each term and discuss the impact these terms make.

Provide opportunities for students to practice using compound nouns and

gender-neutral terms in various contexts. Refer to exercises on pg 34 and pg. 16
of the textbook and workbook respectively.

Extension Activities
Encourage students to use dictionaries and other resources to expand their
vocabulary and discover new compound nouns.
Divide students into groups and assign them different compound nouns.
Ask each group to create a short skit or dialogue using the compound
nouns and incorporating gender-neutral language.

Gerunds

Introduce Gerunds. Begin the lesson by explaining that a gerund is a verb form
that functions as a noun.

Emphasize that gerunds always end in "-ing" and represent actions or activities.
Provide examples of gerunds, such as "swimming," "reading," "writing," "dancing,"
etc.

Write some sentences on board and ask students to identify the gerunds.
Example: "I enjoy swimming in the ocean." (Swimming is the gerund.)

Reinforce the rule that gerunds function as nouns and can occupy various
positions in a sentence (subject, object, complement, etc.).

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Functions of Gerunds

Start the topic by asking some brainstorming questions:

1. How do gerunds differ from other verb forms?
2. What are the various functions of gerunds in sentences?

Explain the different functions of gerunds in sentences:

Subject Swimming is my favorite sport.

Object I appreciate his singing.
Complement My hobby is swimming.
Object of a Preposition She is interested in swimming.
Possessive I appreciate his singing.

Provide ample examples and varied sentence structures to illustrate different

functions. Provide students with prompts or topics and ask them to create
sentences using gerunds. Encourage creativity and variety in sentence
structures. Example prompts: "My favorite hobby is...", "I'm interested in...", "He
enjoys...", etc.

Divide students into groups and assign each group a specific gerund function.
Have them discuss and create sentences illustrating that function. Encourage
active participation and discussion to ensure students grasp the concept of
gerunds.

Extension Activities
Provide sentences with missing gerunds and have students fill in the blanks.
Ask students to transform sentences by replacing nouns with gerunds while
maintaining the original meaning.

For further practice refer students to pg 36 and 18 of the textbook and the
workbook respectively.

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 Unit 3: Move on Up
Leisure

Introduce the poem. Begin by providing some background information about

William Henry Davies as a poet and his themes of nature and simplicity. Discuss
the importance of leisure in our lives and its relevance to finding happiness and
peace.

Read the poem aloud or ask students to take turns reading different stanzas.
Encourage students to visualize the scenes described in the poem and identify
any unfamiliar words or phrases. Analyze the poem stanza by stanza, discussing
the imagery, figurative language, and emotions conveyed.

Identify and explain the instances of similes, metaphors, and personification

present in the poem.

• Highlight the similes used in the poem (e.g., "No time to turn at Beauty's
glance, And watch her feet, how they can dance").
• Ask students to identify the objects being compared and explain the
comparison's effect on the poem's meaning.
• Explore the metaphors present (e.g., "A poor life this if, full of care, We
have no time to stand and stare").
• Discuss how the poet compares a life full of care to a poor life and how it
emphasizes the importance of taking time to enjoy the world around us.

For assessing students’ understanding ask inferential and brainstorming

questions:
Inferential Questions • What do you think the speaker means when they
say, "We have no time to stand and stare"?
• What is the speaker's attitude towards leisure
and its importance in life?
• How does the poem convey a contrast between
a busy life and a life of leisure?
Brainstorming Questions • What are some examples of things that people
often overlook or take for granted in their busy
lives?
• How does nature provide a source of leisure
and peace, according to the poem?
• Can you think of personal experiences where
taking time to appreciate the world around you
brought joy or tranquility?

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 Extension Activities
Take students on a nature walk outside the classroom. Ask them to observe
and appreciate the natural surroundings while taking notes or drawing
sketches. After the walk, have students discuss their experiences and share
what they noticed.
Divide students into groups and ask them to create collages or vision
boards that depict different scenes of leisure and tranquility inspired by the
poem. Encourage them to use images from magazines or draw their own
pictures to represent their ideas.
Have students write a reflective paragraph or short essay on the
importance of leisure in their own lives, using examples from the poem and
their personal experiences to support their thoughts.

By engaging with the figurative language, asking inferential questions, and

participating in creative group activities, students can deepen their
understanding of "Leisure" by William Henry Davies and explore the themes of
finding joy and tranquility in the simplicity of life.

Prepositions of Movement, Time, and Direction

Prepositions of Movement

Introduce prepositions of movement (e.g., along, across, through, into, out of,
etc.) and their functions. Explain that these prepositions show how someone or
something moves from one place to another. Provide examples and context to
demonstrate the usage of each preposition. Example: He walked across the
bridge.

Prepositions of Time

Introduce prepositions of time (e.g., at, on, in, during, until, since, etc.) and their
functions. Explain that these prepositions indicate when an action takes place or
the duration of an action. Provide examples and context to demonstrate the
usage of each preposition. Example: She arrived at 8 o'clock.

Prepositions of Direction
Introduce prepositions of direction (e.g., to, from, towards, away from, along,
etc.) and their functions. Explain that these prepositions show the direction or
movement of someone or something. Provide examples and context to
demonstrate the usage of each preposition. Example: They walked to the park.

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Usage and Context:

Explain how do prepositions of movement, time, and direction enhance the

clarity and specificity of language? Discuss the importance of using the correct
preposition based on the specific context and meaning.

Ask students if they can think of any real-life situations where these prepositions
would be used to describe movement, time, or direction.

Provide visuals, real-life examples, and context-rich materials to support

understanding and retention.

Provide ample practice exercises where students choose the appropriate

preposition of movement, time, or direction to complete sentences. Refer
students to pg. 49 and pg. 25 of the textbook and workbook respectively for
practice.

Observe some common mistakes students might make when using prepositions
in these contexts. Provide individual or group feedback to guide students in
selecting the appropriate preposition in different contexts.

Exercise on pg. 28 of the workbook can be given for homework.

Extension Activities
Divide students into pairs or small groups and assign them different
scenarios where they must use prepositions of movement, time, or direction
in their dialogue.
Assign students a list of prepositions and have them find objects or locations
in the classroom that match each preposition.

Compound Prepositions and Prepositional Phrases

Begin the lesson by explaining that compound prepositions are made up of two
or more words acting as a single preposition. Provide examples of compound
prepositions, such as "in front of," "on top of," "in between," "out of," etc.

Discuss how compound prepositions add specificity and detail to the

relationship between nouns and other parts of the sentence. Explain that
prepositional phrases consist of a preposition, its object (usually a noun or
pronoun), and any modifiers. Provide examples of prepositional phrases, such as
"at the park," "under the table," "between the trees," "by the river," etc.

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Examples:
Prepositional Phrases:
The kids played at the park.
The keys are on the kitchen counter.
The ball rolled under the couch.
The treasure is buried beneath the tree.

Discuss the importance of using the correct preposition and prepositional phrase
based on the specific context and meaning. Provide practice exercises where
students complete sentences with appropriate compound prepositions or
prepositional phrases.

Assign students a list of prepositions, and have them search for examples of
compound prepositions or prepositional phrases in books, articles, or other
written materials.

Encourage students to actively participate in discussions, ask questions, and

provide examples.

Use visuals and context-rich materials to support understanding and retention.

Show students images and have them describe the relationships between
objects or locations using compound prepositions and prepositional phrases.

English Ahead 7 22
 Unit 4: Healthy Living
Use of Articles

Teaching articles to Grade 7 students involves revisiting indefinite articles (a/an)

and introducing definite articles (the). The goal is to help students understand
the differences between them and learn how to use definite articles
appropriately in various contexts.

Begin the lesson by revisiting indefinite articles (a/an). Remind students that "a" is
used before words starting with a consonant sound, while "an" is used before
words starting with a vowel sound. Provide examples of indefinite articles in
sentences and ask students to identify whether "a" or "an" should be used.

Introduce the definite article "the" and explain that it is used before specific
nouns. Discuss that "the" is used when referring to something specific, already
mentioned, or known to both the speaker and the listener/reader. Provide
examples of definite articles in sentences to illustrate its usage.

The cat is sleeping on the windowsill.

She is the captain of the soccer team.
The sun is shining brightly in the sky.
He plays the piano beautifully.
The birds are flying in the sky.

Explain when to use definite articles:

a) Before a specific noun: "The cat is sitting on the wall."
b) Before superlative adjectives: "Balochistan is the largest province of
Pakistan."
c) Before unique things: "The sun rises in the east."
d) Before musical instruments: "He plays the guitar."
e) Before nouns that represent a group: "The police are investigating the
case."

Explain how do indefinite and definite articles differ in their usage? Ask students
if they can think of any real-life situations where definite articles would be used
to refer to specific nouns or things? Encourage students to actively participate in
discussions, ask questions, and provide examples.

For the better understanding, give students a paragraph or short text and ask
them to underline all instances of the definite article "the." Refer students to pg.
61 (textbook) and pg. 33 (workbook) for practice. Provide individual or group
feedback to guide students in selecting the appropriate articles in different
contexts.

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 Extension Activities
Present students with different scenarios, and ask them to create sentences
using both indefinite and definite articles correctly.
Show students images and have them describe the objects in the images
using appropriate articles.

Primary and Modal Auxiliary Verbs

Begin the lesson by introducing primary verbs (be, have, do) and their roles in
forming different verb tenses and aspects. Explain that these verbs are essential
in constructing sentences and that they are used as main verbs or auxiliary verbs
depending on the context. Provide examples of primary verbs in sentences to
illustrate their different uses.
Examples:
She is running in the park.
They have completed their homework.
I did my chores yesterday.

Introduce modal auxiliary verbs (may/might, shall/should, can/could, must,

ought to, will/would) and explain that they are used to express necessity,
possibility, ability, permission, advice, and other similar meanings. Discuss that
modal auxiliary verbs do not change their forms based on the subject and are
followed by the base form of the main verb. Provide examples of modal
auxiliary verbs in sentences to demonstrate their various functions.
Examples:
You may take a break now.
We should study for the exam.
Can you swim in the pool?
You must finish your project by Friday.
We ought to help those in need.
Will you join us for the party?

Explain the usage and meaning of each modal auxiliary verb:

a) May/Might: Possibility or permission
b) Shall/Should: Obligation, expectation, or advice
c) Can/Could: Ability or permission
d) Must: Necessity or strong recommendation
e) Ought to: Strong recommendation or moral obligation
f) Will/Would: Future tense, willingness, or preference

Provide context-rich examples to help students understand when and how to

use each modal verb.

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Explain how do primary verbs and modal auxiliary verbs differ in their usage and
functions? Ask students if they can you think of any real-life situations where
modal auxiliary verbs would be used to express different meanings? Encourage
students to actively participate in discussions, ask questions, and provide
examples.

Divide students in pairs and ask them to attempt exercises on pg. 63 and 65 of
the textbook. Provide feedback to guide students in using primary and modal
auxiliary verbs accurately in different contexts. For further practice and clarity,
exercises on pp. 35-36 of workbook can be given as homework.

Extension Activities
Divide students into pairs and assign them different scenarios where they
must use modal auxiliary verbs in their dialogue.
Provide sentences with missing modal auxiliary verbs, and have students
choose the correct modal verb to complete each sentence.
Ask students to write a short story that incorporates at least three different
modal auxiliary verbs to express various meanings.

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 Unit 5: News Media

Punctuation

Teaching punctuation to Grade 7 students involves revisiting previously learned

punctuation marks and introducing new ones (exclamation mark, apostrophe,
inverted commas, colon, semi-colon, hyphen and parentheses).

Review previously learned Punctuation (full stop, comma, question mark, and
capital letter). Provide brief explanations and reminders of the purpose and
usage of each punctuation mark. Give students practice exercises to reinforce
their understanding.

Introduce the exclamation mark, apostrophe, inverted commas, semi-colon,

colon, hyphen, and parentheses. Explain the function of each punctuation mark
and when to use them in sentences. Provide examples of each punctuation
mark to illustrate their specific uses. Examples:

Exclamation Mark What a fantastic performance!

Apostrophe It's a beautiful day. / Saud's car is blue.
Inverted Commas She said, "I'll be there at 5 pm." / The
article was titled, "The Journey of a Hero."
Semi-Colon I love playing soccer; it keeps me active
and fit.
Colon Please bring the following items: pencils,
notebooks, and erasers.
Hyphen It's a well-known fact. She is a part-time
worker.
Parentheses The event (which was held yesterday)
was a great success.

Explain the usage and placement of each punctuation mark:

a. Exclamation Mark: Used to show strong emotion or exclamatory
sentences. Example: What a beautiful day!
b. Apostrophe: Used for contractions and to indicate possession. Example:
They can't come to the party. / Aamir's book is on the shelf.
c. Inverted Commas (Quotation Marks): Used to indicate direct speech or to
enclose titles of short works. Example: She said, "Hello!" / I read the article,
"The Importance of Reading."
d. Semi-Colon: Used to separate two closely related independent clauses.
Example: I love to swim; it's my favourite activity.
e. Colon: Used to introduce a list, explanation, or quotation. Example: The
ingredients for the recipe are simple: eggs, flour, sugar, and butter.

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 f. Hyphen: Used to link words together or to create compound adjectives.
Example: The two-year-old toddler played happily in the park.
g. Parentheses: Used to enclose additional information or explanations.
Example: The museum will be closed on Sunday (for maintenance
purposes).

Refer to pg. 77 of the textbook and ask questions 1 and 2 from the students and
note responses. Ask students to attempt exercise 3 individually. Check and
provide more explanation if required.

Divide students in pairs and ask them to attempt exercise 4 on pg. 77. Exercises
on pg. 78 can be given as homework. For further practice ask students to
attempt exercises on pg. 43 of the workbook.

Extension Activities
Give students a short text and ask them to find and identify different
punctuation marks, including the new ones introduced in the lesson.
Ask students to write a short story that incorporates a variety of punctuation
marks to enhance expression and clarity.

Provide individual or group feedback to guide students in using punctuation

marks accurately in different contexts.

Adjectives and Adjectival Phrases

Begin the lesson by explaining what adjectives are and their function in adding
detail and vividness to nouns. Provide examples of adjectives and their role in
sentences. Discuss the different types of adjectives, such as descriptive (colorful,
tall), demonstrative (this, those), and possessive (my, their). For example:
• The tiny kitten played with a red ball.
• She lives in a modern apartment.
• The noisy children ran through the park.

Introduce adjectival phrases and explain that they are groups of words that
work together as an adjective to modify a noun. Provide examples of adjectival
phrases and demonstrate how they enhance descriptions. Discuss how
adjectival phrases can be placed before or after the noun they modify. For
example:
• The girl with the blue backpack is my friend.
• The book on the top shelf is my favorite.
• The dog with a wagging tail is friendly.

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Explain the usage of adjectives and adjectival phrases in different contexts:
a) Describing appearance: The beautiful flowers bloom in spring.
b) Expressing opinions: The delicious cake was devoured by the guests.
c) Indicating quantity: He bought five ripe mangoes from the market.
d) Showing possession: The cat played with its new toy.

Demonstrate how adjectives and adjectival phrases answer the questions "What
kind?" "Which one?" "How many?" "Whose?"

Explain and discuss how do adjectives and adjectival phrases contribute to the
vividness and specificity of language?

Suffixes and Forming Adjectives:

A suffix is a group of letters added to the end of a word to change its meaning
or function. To form adjectives from nouns, students can add suffixes like -ful,
-less, -able, -ous, etc. For example:
• Noun "care" + Suffix "-ful" = Adjective "careful"
• Noun "hope" + Suffix "-less" = Adjective "hopeless"
• Noun "comfort" + Suffix "-able" = Adjective "comfortable"

The explanation of suffixes and how to form adjectives by adding them to nouns
provides students with a valuable skill to expand their vocabulary and
descriptive abilities.

As a class activity students will attempt activities from textbook, pg 80. The
exercises of pg. 45 can be given as homework.

Offer regular review sessions and practice exercises to reinforce learning and
proper usage of adjectives and adjectival phrases. The language Focus Review
exercises on pg. 46 can be attempted by the students for further clarity.

Extension Activities
Create a gallery of images and have students describe the objects using
appropriate adjectives and adjectival phrases.
Provide a paragraph or short text and ask students to identify and underline
adjectives and adjectival phrases.
Teach students how to add suffixes (-ful, -less, -able) to nouns to form
adjectives. Have them create their own examples and share with the class.

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 Unit 6: Let’s Celebrate
Types of Pronouns

Begin the lesson by asking some brainstorming questions like: what is pronoun?
What are its types? Why and where do we use pronouns etc. Then explain in
detail what pronouns are and their role in replacing nouns to avoid repetition in
sentences.

Introduce the four types of pronouns: relative pronouns, demonstrative

pronouns, indefinite pronouns, and reciprocal pronouns. Explain the usage of
each type of pronoun in different contexts.

Relative Pronouns
Explain that relative pronouns introduce relative clauses that give more
information about a noun in the main clause. Introduce common relative
pronouns: who, whom, whose, which, that. Provide examples of relative
pronouns used in sentences.

The book that I borrowed from the library was interesting.

The girl who won the competition is my friend.

Demonstrative Pronouns
Explain that demonstrative pronouns point to specific nouns or refer to things
mentioned earlier in the discourse. Introduce demonstrative pronouns: this, that,
these, those. Provide examples of demonstrative pronouns used in sentences.

This is my pencil, and that is yours.

These are the shoes I bought yesterday.

Indefinite Pronouns
Explain that indefinite pronouns refer to nonspecific people, things, or amounts.
Introduce common indefinite pronouns: anyone, someone, something, all, both,
none, some, any, many, few, several, etc. Provide examples of indefinite
pronouns used in sentences.

Someone called for you while you were out.

I have many books in my collection.

Reciprocal Pronouns
Explain that reciprocal pronouns indicate actions or feelings that are
reciprocated between two or more people or things. Introduce reciprocal
pronouns: each other, one another. Provide examples of reciprocal pronouns
used in sentences.

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 They helped each other with their homework.
The teams played against one another in the tournament.

For assessing student’s understanding ask inferential questions:

1. How do relative pronouns differ from other types of pronouns in their
function?
2. Can you identify the type of pronoun used in this sentence: "All of us
enjoyed the party"?

Encourage students to actively participate in discussions, ask questions, and

provide examples.

Extension Activities
Provide a passage or text and ask students to identify and highlight
different types of pronouns.
Assign different roles to students and have them create dialogues using
different types of pronouns.

For practice, refer students to pp. 89-90 of the textbook and pg. 52 of the
workbook. Provide individual or group feedback to guide students in using
different types of pronouns accurately in different contexts.

Adjectives and Degrees of Adjectives

Teaching adjectives and their degrees involves helping students understand the
role of adjectives in describing nouns and the concept of comparative and
superlative degrees. Additionally, introducing absolute adjectives that do not
have degrees enhances their understanding of descriptive language. The goal
is to make students proficient in using adjectives effectively to add detail and
enhance their writing and communication. Here are comprehensive guidelines
to help English teachers effectively teach adjectives and their degrees:

By grade 7, students must have basic knowledge of adjectives. Ask them simple
and concise brainstorming questions to keep them involved and interested in
the lesson.

Begin the lesson by explaining what adjectives are and their function in
describing nouns. Provide examples of adjectives and how they add details to
sentences. Explain the usage of adjectives and their degrees in different
context. It is recommended to use real-life examples.

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Degrees of Adjectives
Introduce the concept of degrees in adjectives: positive, comparative, and
superlative. Explain that the positive degree is the standard form of the
adjective, comparative compares two nouns, and superlative compares three
or more nouns. Provide examples of adjectives in different degrees.

The baby is cute.

The house is big.
The sun is hot.

Comparative and Superlative Forms

Teach the formation of comparative and superlative degrees of adjectives
(e.g., adding -er and -est, using more and most). Provide examples of adjectives
in their comparative and superlative forms.

Comparative Degree Superlative Degree

The cat is smaller than the dog. The elephant is the largest land
animal.
This book is more interesting than the She is the smartest student in the class.
last one.
Summer is hotter than spring. June is the hottest month of the year.

Absolute Adjectives
Introduce the concept of absolute adjectives that do not have degrees as they
represent an extreme quality. Provide examples of absolute adjectives in
sentences.

The diamond is absolutely beautiful.

The desert is completely barren.
The view from the top of the mountain is breathtaking.

For assessing student’s understanding ask inferential questions:

1. How do adjectives in their comparative and superlative forms enhance
descriptions in writing?
2. Can you identify an absolute adjective in this sentence: "The meal was
absolutely delicious"?
Encourage students to actively participate in discussions, ask questions, and
provide examples.

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 Extension Activities
Have students find and write down adjectives in books, newspapers, or
magazines.
Prepare cards with adjectives, and students take turns forming sentences
using different degrees.
Ask students to write a short story comparing different objects or characters
using comparative and superlative degrees of adjectives.

The textbook and workbook have ample exercises for students to practice and
sharpen their knowledge of adjectives. Refer students to pg. 92 of the textbook
and pg. 54 of the workbook. Provide individual or group feedback to guide
students in using adjectives accurately in different contexts.

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 Unit 7: Role of Women in the Development of Society
Daffodils

Teaching "Daffodils" by William Wordsworth can be an enriching experience to

explore figurative language, inferential thinking, engage in interactive activities,
and encourage further research.

Begin the lesson by introducing the poem and the poet. Provide some
background information about William Wordsworth as a prominent poet of the
Romantic period and his focus on nature and emotions.

Discuss the significance of nature in poetry and its ability to inspire and uplift the
human spirit. Read the poem aloud or ask students to take turns reading
different stanzas. Encourage students to visualize the scenes described in the
poem and identify any unfamiliar words or phrases. Analyze the poem stanza by
stanza, discussing the imagery, figurative language, and emotions conveyed.

Identify and explain the instances of similes, metaphors, and personification

present in the poem.

• Highlight the similes used in the poem (e.g., "Continuous as the stars that
shine," "Fluttering and dancing in the breeze").
• Ask students to identify the objects being compared and explain how the
similes enhance the poem's imagery and emotional impact.
• Explore the metaphors present (e.g., "A host of golden daffodils").
• Discuss how the poet compares the daffodils to a host or crowd,
emphasizing their abundance and impact on the speaker.
• Identify instances of personification (e.g., "They stretched in never-ending
line").
• Discuss how the poet gives the daffodils human-like qualities, enhancing
their beauty and making them more relatable.

For assessing students’ understanding ask inferential and brainstorming

questions:
Inferential Questions • What feelings does the sight of the daffodils
evoke in the speaker?
• What do you think the poet is trying to convey
about the power of nature through this poem?
• How does the poem illustrate the connection
between nature and human emotions?
Brainstorming Questions • Can you think of any personal experiences
where nature has brought you joy or solace?

English Ahead 7 33
 • How does the poem use vivid descriptions and
figurative language to paint a picture in the
reader's mind?
• What are some other elements of nature that
you find inspiring and why?

Extension Activities
Take students to a nearby garden or outdoor space to observe and sketch
daffodils. Encourage them to pay attention to details such as color, shape,
and movement.
Divide students into groups and assign each group a different natural
element (e.g., trees, rivers, mountains). Have them collaboratively write a
poem using similes, metaphors, and personification to describe their
assigned element.
Assign students a research project on William Wordsworth, his works, and
the Romantic period. Ask them to create multimedia presentations
showcasing their findings, including biographical information, analysis of
selected poems, and the poet's contributions to the literary world.
Ask students to choose a different poem by William Wordsworth and write a
personal response, discussing the themes, emotions, and imagery
presented.
Assign students a month-long nature journal project. Encourage them to
spend time in natural surroundings, observe and document their
experiences, and reflect on the connections between nature and their
own emotions.

By engaging with the figurative language, asking inferential questions,

participating in interactive activities, and encouraging further research, students
can deepen their understanding and appreciation of "Daffodils" by William
Wordsworth. They can also gain insight into the poet's life and works while
exploring their own connections with nature.

The Verb Family

Begin the lesson by explaining what linking verbs are. Linking verbs are verbs that
do not show action but link the subject of the sentence to a subject
complement (predicate nominative or predicate adjective).

Emphasize that linking verbs connect the subject to additional information that
describes or renames the subject.

Provide a list of common linking verbs (e.g., be, seem, become, appear, feel,
look, sound, taste, smell) and explain their function in sentences. Refer to pg. 105

English Ahead 7 34
of the textbook. Discuss how these verbs serve as a bridge between the subject
and its complement.

Demonstrate how to identify linking verbs in sentences. Encourage students to

look for verbs that express a state of being or sensory perception. Provide
examples and have students practice identifying linking verbs in sentences.

Explain the usage of linking verbs in different contexts:

Subject Complement with Predicate Nominative:

She is a teacher.
The cat is my pet.
John is the captain.

Subject Complement with Predicate Adjective:

The cake looks delicious.
The movie seems boring.
The flowers smell fragrant.

Emphasize that linking verbs do not show action but connect the subject to
additional information about the subject. Explain and discuss how do linking
verbs differ from action verbs in their function and usage?

Encourage students to actively participate in discussions, ask questions, and

provide examples. Use visuals and context-rich materials to support
understanding and retention.

For practice ask students to attempt exercises given on pg. 105 of the textbook.
For further practice refer students to pg. 60 of the textbook. Offer regular review
sessions and practice exercises to reinforce learning and proper usage of linking
verbs. Provide individual or group feedback to guide students in identifying and
using linking verbs accurately in different contexts.

Direct and Indirect Speech

Teaching direct and indirect (reported) speech to students involves helping

them understand the differences between these two forms of speech and how
to transform direct speech into indirect speech. The goal is to make students
proficient in using reported speech accurately in their writing and
communication.

English Ahead 7 35
Introduce Direct and Indirect Speech by explaining what direct and indirect
speech are. Direct speech represents someone's exact words and is enclosed in
quotation marks. Indirect speech, on the other hand, reports what someone
said without using their exact words.

Clarify that direct speech uses the speaker's original words, while indirect speech
changes the form of the verb and pronouns based on the reporting verb and
context. Provide ample examples of both direct and indirect speech to illustrate
their differences:

Direct Speech "I love reading," she said.

Indirect Speech She said that she loved reading.

Discuss how do direct and indirect speech differ in their form and usage. Explain
when and how to use direct and indirect speech in writing and conversation.
Explain the key steps to change direct speech into indirect speech:
a) Remove quotation marks and use appropriate reporting verbs (e.g., said,
told, asked).
b) Change pronouns and possessive adjectives to match the new subject.
c) Adjust the verb tense to reflect the context of the reported speech.
d) Make other necessary changes (e.g., time expressions, demonstratives).

Provide examples of different reporting verbs and their effects on indirect

speech:
Direct Speech Indirect Speech
She said, "I am going to the store."She said that she was going to the
store.
He asked, "Can you help me?" He asked if I could help him.
Mary said, "I am going to the party Mary said that she was going to the
tonight." party that night.
He exclaimed, "I can't believe we He exclaimed that he couldn't
won!" believe they had won.
The teacher asked, "Did you finish The teacher asked if we had finished
your homework?" our homework.

Ask students if they can think of any other examples where direct speech can
be transformed into indirect speech? Encourage students to actively participate
in discussions, ask questions, and provide examples.

There is ample of practice material is given on pg. 107 and pg. 62-63 of the
textbook and workbook respectively. Some exercises can be done in the
classroom as group activities, rest can be given as a homework.

English Ahead 7 36
 Extension Activities
Assign different roles to students and have them act out conversations
using both direct and indirect speech.
Provide a mix of direct speech and indirect speech examples, and ask
students to write paragraphs using the appropriate forms.

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 Unit 8: Fashion
Adverbs and Adverb Phrases

Teaching adverbs and adverb phrases involves helping students understand the
function of adverbs in modifying verbs, adjectives, and other adverbs, and how
adverb phrases add more details to a sentence. The goal is to make students
proficient in using adverbs effectively to describe actions and enhance their
writing and communication.

Begin the lesson by explaining what adverbs are and their role in modifying
verbs, adjectives, and other adverbs. Provide examples of adverbs and how
they add details to sentences. Explain the usage of adverbs and adverb phrases
in different contexts.

Different Types of Adverbs

Introduce different types of adverbs:
a. Adverbs of manner (e.g., quickly, beautifully)
b. Adverbs of frequency (e.g., often, rarely)
c. Adverbs of time (e.g., now, yesterday)
d. Adverbs of place (e.g., here, there)
e. Adverbs of degree (e.g., very, extremely)

Adverbs of Manner Adverbs of Place

The dog barked loudly. The cat is sitting here.
She danced gracefully. The treasure is hidden there.
Adverbs of Frequency Adverbs of Degree
I often visit my grandparents. It's very hot outside.
They rarely go to the movies. She was extremely tired.
Adverbs of Time Adverb Phrases
He will arrive soon. The team practiced with dedication.
We went to the beach yesterday. They worked on the project until late
at night.

Adverb Phrases:
Explain that adverb phrases are groups of words that function as adverbs and
provide more information about actions. Provide examples of adverb phrases in
sentences.

For assessing student’s understanding ask inferential questions:

1. How do adverbs and adverb phrases differ in their function?

English Ahead 7 38
 2. Can you identify an adverb in this sentence: "The bird flew swiftly across
the sky"?

Encourage students to actively participate in discussions, ask questions, and

provide examples.

The textbook and workbook have ample exercises for students to practice and
sharpen their knowledge of adverbs and adverb phrases. Refer students to pg.
117 of the textbook and pg. 68 of the workbook. The exercises can be carried
out in the classroom, individually or in small groups, or can be given in
homework; as per requirement and needs of the students. Provide individual or
group feedback to guide students in using adverbs accurately in different
contexts.

Extension Activities
Have students find and write down adverbs in books, newspapers, or
magazines.
Students act out different actions, and others guess the corresponding
adverbs.
Students create adverb phrases to modify different verbs in sentences.

Phrases, Clauses, and Sentences

Begin the lesson by explaining what phrases, clauses, and sentences are.
Define each term:
a. Phrase: A group of related words that lacks a subject and verb.
b. Clause: A group of related words that contains a subject and verb.
c. Sentence: A complete thought that contains a subject, verb, and expresses a
complete idea.

Teach students to identify different types of phrases: noun phrases, verb phrases,
adjective phrases, and adverb phrases. Provide examples of each type of
phrase.

Types of Clauses
Introduce the two types of clauses: independent (main) clauses and dependent
(subordinate) clauses. Explain the difference between the two: independent
clauses can stand alone as sentences, while dependent clauses cannot.

Sentence Structure
Explain how sentences are constructed using phrases and clauses. Show
examples of different types of sentences: simple, compound, complex, and
compound-complex.

English Ahead 7 39
 Phrases
Noun Phrase: The big red house.
Verb Phrase: is running
Adjective Phrase: very talented
Adverb Phrase: quite slowly
Clauses:
Independent Clause: She likes to read.
Dependent Clause: When the sun sets
Sentences:
Simple Sentence: The cat meowed.
Compound Sentence: The sun was setting, and the moon rose.
Complex Sentence: Although it was raining, they still went
outside.
Compound-Complex Sentence: I finished my homework, but my sister
hasn't completed hers yet.

For assessing student’s understanding ask inferential questions:

1. How do phrases and clauses differ in terms of structure and function in a
sentence?
2. Can you identify the type of sentence in this example: "He studied hard
and scored well on the test."?

Encourage students to actively participate in discussions, ask questions, and

provide examples.

The textbook and workbook have ample exercises for students to practice and
sharpen their knowledge of phrases, clauses and sentences. Refer students to
pg. 119 of the textbook and pg. 70 of the workbook. The exercises can be
carried out in the classroom or can be given in homework; as per requirement
and needs of the students. Provide individual or group feedback to guide
students if required.

Extension Activities
Have students find phrases in a paragraph or short passage and categorize
them based on type.
Provide sentences and ask students to identify independent and
dependent clauses.
Ask students to construct sentences using different phrases and clauses.

English Ahead 7 40
 Unit 9: Emerging Professions
The Village Blacksmith

Provide some background information about Henry Wadsworth Longfellow as a

famous American poet of the 19th century. Discuss the theme of hard work,
perseverance, and the role of a blacksmith in society during that time.

Read the poem aloud or ask students to take turns reading different stanzas.
Encourage students to visualize the scenes described in the poem and identify
any unfamiliar words or phrases. Analyze the poem stanza by stanza, discussing
the imagery, figurative language, and emotions conveyed.

Identify and explain the instances of similes, metaphors, and personification

present in the poem.

• Highlight the similes used in the poem (e.g., "His hair is crisp, and black,
and long, His face is like the tan").
• Ask students to identify the objects being compared and explain how the
similes enhance the description of the blacksmith.
• Explore the metaphors present (e.g., "Under the spreading chestnut tree,
The village smithy stands").
• Discuss how the blacksmith is metaphorically represented as the heart
and soul of the village, symbolizing strength and reliability.
• Identify instances of personification (e.g., "Toiling,--rejoicing,--sorrowing,
Onward through life he goes").
• Discuss how the poet gives human-like qualities to the blacksmith's
actions, emotions, and experiences.

For assessing students’ understanding ask inferential and brainstorming

questions:
Inferential Questions • What does the poem suggest about the
blacksmith's character and values?
• How does the blacksmith's work reflect his
dedication and contribution to his community?
• What do you think the phrase "under the
spreading chestnut tree" represents in the
context of the poem?
Brainstorming Questions • Can you think of any modern-day occupations
or individuals who embody similar qualities of
hard work and dedication?

English Ahead 7 41
 • How does the poem convey a sense of
community and the interdependence of
individuals within a society?
• Why do you think the blacksmith's character is
portrayed with such reverence and admiration
in the poem?

Extension Activities
Divide students into groups and ask each group to create a collage showcasing
the character traits and values of the blacksmith as depicted in the poem.
Encourage them to use images, quotes, and descriptive words.
Assign students different roles (e.g., narrator, blacksmith, villagers) and have them
perform a dramatic reading of the poem. Encourage them to emphasize the
emotions and use appropriate gestures.
Ask students to write a reflective paragraph or short essay on the importance of
hard work and perseverance, drawing connections between the blacksmith's
character and their own lives.
Assign students a research project on Henry Wadsworth Longfellow and his
contributions to American literature. Ask them to prepare presentations or written
reports highlighting his life, works, and impact.
Have students create their own artwork inspired by "The Village Blacksmith." It can
be a drawing, painting, or even a sculpture that represents the poem's themes
and imagery.

By engaging with the figurative language, asking inferential questions, and

participating in group activities, students can deepen their understanding and
appreciation of "The Village Blacksmith" by Henry Wadsworth Longfellow. They
can also explore themes of hard work, perseverance, and the importance of
community in the context of the poem.

Coordinating and Subordinating Conjunctions

Begin the lesson by explaining what conjunctions are and their function in
connecting words, phrases, and clauses in sentences. Differentiate between
coordinating conjunctions and subordinating conjunctions, emphasizing their
distinct roles.

Coordinating Conjunctions

Introduce the seven coordinating conjunctions: for, and, nor, but, or, yet, so
(FANBOYS). Explain that coordinating conjunctions are used to join words,
phrases, or independent clauses of equal importance. Provide examples of
coordinating conjunctions used in sentences. For example:

English Ahead 7 42
 I want to visit the museum, and I hope to see the new exhibit.
She likes tea, but her brother prefers coffee.

Subordinating Conjunctions
Introduce common subordinating conjunctions: because, although, since, while,
if, when, unless, etc. Explain that subordinating conjunctions are used to join an
independent clause with a dependent (subordinate) clause, indicating a
relationship of dependence or subordination. Provide examples of subordinating
conjunctions used in sentences.

Since it was raining, we decided to stay indoors.

Although she studied hard, she didn't perform well on the
test.

Explain the usage of coordinating and subordinating conjunctions in different

contexts. Discuss, how do coordinating and subordinating conjunctions differ in
their functions within sentences?

Use examples from literature or everyday situations to show the practical

application of coordinating and subordinating conjunctions. Encourage
students to identify and create sentences using coordinating and subordinating
conjunctions during class discussions.

Extension Activities
Divide students into groups and have them act out sentences that use
coordinating or subordinating conjunctions, while others guess the conjunction
used.
Prepare cards with sentences split into two parts, one containing an independent
clause and the other containing a dependent clause. Have students match the
correct coordinating or subordinating conjunction to create complete sentences.
Provide sentences with missing conjunctions and ask students to choose the
appropriate conjunctions to join the clauses correctly.

Comparison Clauses and Relative Clauses

Begin the lesson by explaining what comparison clauses and relative clauses are
and their purposes in sentences. Differentiate between the two types of clauses,
emphasizing their distinct functions.

Comparison Clauses
Introduce comparison clauses and explain that they are used to make
comparisons between two things, people, or situations. Provide examples of

English Ahead 7 43
comparison clauses using "as... as," "more... than," "less... than," and "the same...
as."

She sings as beautifully as a professional singer.

The movie was less interesting than I expected.
His house is more spacious than mine.
Zakir is as tall as his brother

Relative Clauses
Introduce relative clauses and explain that they provide additional information
about a noun in the sentence.Teach the use of relative pronouns (who, whom,
whose, which, that) and relative adverbs (when, where) in forming relative
clauses. Provide examples of relative clauses that modify different nouns.

The girl who won the competition is my friend.

The book that I borrowed from the library is thrilling.
The restaurant where we had dinner was excellent.
The documentary that I watched was very interesting.

Explain the usage of comparison clauses and relative clauses in different

contexts. Discuss how do comparison clauses and relative clauses differ in their
structure and usage?

Incorporate technology and multimedia tools to engage students and make

learning interactive. Emphasize communication skills by having students present
their own sentences using comparison clauses and relative clauses.

Encourage critical thinking and creativity through discussions and writing

exercises. Refer students to pg. 134 of the textbook and pg. 77 of the workbook
for practice. Provide individual or group feedback to guide students in using
comparison clauses and relative clauses accurately in different contexts.

Extension Activities
Prepare cards with incomplete comparison clauses and ask students to match
them to the correct endings.
Have students find sentences from books or articles that contain relative clauses
and share them with the class.
Ask students to write sentences using comparison clauses and relative clauses to
practice their usage.

English Ahead 7 44
 Unit 10: Beyond Earth
Linking Words

Teaching linking words involves helping students understand the role of these
words in connecting ideas and creating coherence in their writing and speech.

Begin the lesson by explaining what linking words are and their function in
sentences. Emphasize that linking words are used to connect ideas and create
smooth transitions between different parts of a text.

Introduce common linking words like while, however, whereas, but, although,
even though, nonetheless, etc. refer to pg. 144 for detail. Explain that linking
words play a crucial role in creating well-structured and coherent texts, and
integrating them in the teaching process prepares students for effective
communication in various contexts.

Describe the specific usage of each linking word and the relationship it signifies
in a sentence or between sentences. Provide examples of sentences using these
linking words as given on pg. 144.

Explain the usage of linking words in different contexts:

• Contrasting Ideas
She is hardworking; however, her grades need improvement.
The weather was hot, whereas the ocean breeze was refreshing.
He wanted to go out, but it was raining heavily.

• Showing Time Relationship:

While the kids played in the garden, their parents prepared dinner.
I will be studying for the exam while my sister goes to the library.
He was playing video games when his mom called him for dinner.

• Conceding Points:
Although she was tired, she completed the marathon.
Although it was late, they decided to watch one more movie.
Even though she didn't feel well, she attended the family gathering.

Explain how do linking words help in maintaining coherence and cohesion in a

text? Enable students to understand the function of different linking words and
use them effectively in their writing and communication.

English Ahead 7 45
 Extension Activities
Prepare cards with sentences that have missing linking words. Have students
categorize the sentences based on the type of relationship the linking words
signify.
Provide sentences with blanks where students need to add appropriate linking
words to complete the sentences.

Refer students to pg. 145 for the practice exercises. These exercises aim to
deepen comprehension, promote critical thinking, and foster engagement in
learning. Exercises on pg. 86 of the workbook can be given in homework.

Types of Sentences

Teaching types of sentences to Grade 7 students involves revisiting their prior

knowledge on sentence types, conducting brainstorming to activate their
understanding, and then providing a detailed explanation of each sentence
type with ample examples. The goal is to reinforce students' comprehension of
the four sentence types (declarative, interrogative, imperative, and
exclamatory) and empower them to use these sentence types effectively in
their writing and communication.

Begin the lesson with a brainstorming session, asking students to recall the four
types of sentences they have learned before. Pose inferential questions related
to sentence types, such as:
a) What type of sentence is used to make a request or give a command?
b) Which type of sentence expresses strong feelings or emotions?

Refer students to exercise 1 on pg. 147 of the textbook and ask them to attempt
it individually. Ask them to check each other answers and provide explanation
to the peers if there is any error. Explain each type of sentence:

Declarative Sentences
Explain that declarative sentences make statements and provide information.
Examples:
The sun shines brightly.
I enjoy reading books.
The dog barks at the mailman.
She loves to play the piano.

Interrogative Sentences
Explain that interrogative sentences ask questions.
Examples:

English Ahead 7 46
 What is your name?
Did you finish your homework?
Have you finished your homework?
What time does the movie start?

Imperative Sentences
Explain that imperative sentences give commands, make requests, or offer
invitations.
Examples:
Please pass me the salt.
Close the door quietly.
Please turn off the lights.
Open the book to page 10.

Exclamatory Sentences
Explain that exclamatory sentences express strong emotions or excitement.
Examples:
What a beautiful sunset!
I can't believe we won!
What a beautiful day it is!
Wow! That was an incredible performance!

Ask students how do the four types of sentences differ in their purpose and
structure?

Encourage students to collaborate in pairs or small groups to discuss sentence

types and their uses. Refer students to exercise 2 on pg. 147 of the textbook and
complete it.

Provide a mix of sentences and ask students to categorize them into

declarative, interrogative, imperative, or exclamatory groups. Exercise 3 and 4
on pg. 147 of the textbook can be given in homework. For further practice refer
students to pg. 88 of the workbook.

Extension Activities
Have students write a short story that includes all four types of sentences.
Foster critical thinking by having students analyze sentences from literature or
news articles to identify their types.

Provide individual or group feedback to guide students in using different

sentence types accurately in different contexts.

English Ahead 7 47
 Unit: 1 Friends Forever

Name: ____________________________ Date: __________

Fill in the blanks with the appropriate form of the verb in parentheses to complete each sentence
using the perfect tenses (present perfect, past perfect, or future perfect). Choose the correct tense
based on the context provided.

1. The students __________ (complete) their project before the deadline. [Future Perfect]
2. He __________ (travel) to five different countries so far. [Present Perfect]
3. By the time I arrived, they __________ (leave) the party. [Past Perfect]
4. __________ you __________ (visit) the new art exhibition? [Present Perfect - Interrogative]
5. She __________ (not finish) reading the book yet. [Present Perfect - Negative]
6. They __________ (not start) their homework when the teacher entered the classroom. [Past
Perfect - Negative]
7. By the end of this month, I __________ (learn) how to play the piano. [Future Perfect]
8. How many times __________ you __________ (watch) that movie? [Present Perfect -
Interrogative]
9. We __________ (not see) that famous landmark before we went on vacation. [Past Perfect -
Negative]
10. My parents __________ (prepare) dinner when I get home. [Future Perfect]

Write a short paragraph (5-7 sentences) describing a memorable experience you have had or plan to
have in the future. Use at least three perfect tenses (present perfect, past perfect, or future perfect) in
your paragraph. Be sure to include time markers to indicate the connection between the
actions/events and the tenses used.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

English Ahead 7 48
 Unit: 2 Clean and Green

Name: ____________________________ Date: __________

Read each sentence carefully. Identify the gerund in each sentence.

Example: Sentence: She loves swimming in the ocean. Gerund: swimming
1. Playing hockey is his favourite hobby. Gerund: ______________
2. I enjoy reading in the library. Gerund: ______________
3. Running a marathon requires training and dedication. Gerund: ______________
4. Her dream is becoming a scientist. Gerund: ______________
5. The teacher praised their hard work in completing the project. Gerund:
______________
6. He apologized for forgetting her birthday. Gerund: ______________
7. Cooking dinner together is a fun activity for the family. Gerund: ______________
8. They are interested in studying different cultures. Gerund: ______________
9. Our team won by playing strategically. Gerund: ______________
10. The children enjoyed their time spent playing in the park. Gerund: ______________

English Ahead 7 49
 Unit: 3 Move on up

Name: ____________________________ Date: __________

Match the compound prepositions with the correct meanings.

1)

Compound Preposition Meanings

According to Before expected, earlier than scheduled
Ahead of Except for
Apart from Someone’s opinion
Because of By using something
By means of By reason of

2)

Compound Preposition Meanings

By way of Not caring about something
In front of Behind
In back of Concerning something
In regard to/in reference to Before
In spite of As a

3)

Compound Preposition Meanings

Instead of Because of
On account of In place of
Out of With reference to
Up to From, not having, from among
With respect to approach

English Ahead 7 50
 Unit: 4 Healthy Living

Name: ____________________________ Date: __________

Read the sentences carefully and identify whether a definite article (the) or an indefinite
article (a/an) is required in each blank. Write the correct article in the space provided. If no
article is needed, leave the space blank.

1. I saw ___________ beautiful rainbow after the rain.

2. My brother is ___________ excellent swimmer.
3. We visited ___________ new museum in the city.
4. She has ___________ adorable puppy.
5. ___________ elephants are the largest land animals.
6. He bought ___________ expensive watch for his birthday.
7. I want to be ___________ astronaut when I grow up.
8. We are going to watch ___________ interesting movie tonight.
9. She is ___________ only student who got an A+ in the test.
10. ___________ apple a day keeps the doctor away.
11. They went to ___________ famous restaurant for dinner.
12. My father is ___________ engineer.
13. She loves to play ___________ piano.
14. The teacher gave us ___________ challenging assignment.
15. He found ___________ old book in the attic.
16. We have ___________ picnic at the park tomorrow.
17. ___________ sun rises in the east.
18. She wants to buy ___________ red dress for the party.
19. He caught ___________ big fish in the river.
20. They are learning to play ___________ musical instrument.

English Ahead 7 51
 Unit: 5 News Media

Name: ____________________________ Date: __________

Read the following sentences carefully. Add the appropriate punctuation (full stop, comma, hyphen,
exclamation mark, question mark, colon, semi-colon, parentheses, or capital letter) wherever
necessary.

1. my friend tina is coming over tonight

2. what a beautiful day it is
3. the train will arrive at 3.30 pm
4. i bought some apples oranges and bananas at the market
5. oh no i forgot my umbrella
6. my favourite colours are blue green and yellow
7. the teacher said you must submit your assignments by friday
8. after the game we went out for pizza
9. nauman shouted be careful as the car approached
10. the book is called to kill a mockingbird
11. do you want to go to the movies with me tonight
12. the meeting will be held at 10 am
13. the cat was playing in the garden
14. james brown the famous musician will perform at the concert
15. can you believe it snowed in june
16. we need to buy milk eggs bread and butter from the grocery store
17. the show starts at 7.00 pm don't be late
18. my sister's birthday is on july 15

English Ahead 7 52
 Unit: 6 Let’s Celebrate

Name: ____________________________ Date: __________

Read the following sentences carefully. Identify the correct degree of the adjective in each sentence:
comparative, superlative, or absolute. Fill in the blanks with the correct degree.

1. This car is (fast) ___________ than the previous one.

2. Mount Everest is the (high) ___________ peak in the world.
3. She was (happy) ___________ when she received the surprise gift.
4. This is the (interesting) ___________ book I have ever read.
5. The weather today is (bad) ___________ than yesterday.
6. It was the (funny) ___________ movie we watched this year.
7. The magician performed the (amazing) ___________ trick of the night.
8. The sunsets at the beach are simply (breathtaking) ___________.
9. Her singing is (beautiful) ___________ of all her siblings.
10. The story was (sad) ___________ than I had expected.
11. This flower has the (delicate) ___________ fragrance.
12. He ran (fast) ___________ than all the other participants.
13. The concert was (enjoyable) ___________ event of the year.
14. The view from the mountain top is (spectacular) ___________.
15. She painted the sunset with (vivid) ___________ colors.

English Ahead 7 53
 Unit: 7 Role of Women in the Development of Society

Name: ____________________________ Date: __________

Read the following sentences carefully and change it into indirect speech.

1. "I love reading books," said Sana.

_____________________________________________________________________

2. He told me, "I will visit the Mohatta Palace tomorrow."

_____________________________________________________________________

3. "We are going to the beach," they exclaimed.

_____________________________________________________________________

4. She said, "I can't wait for the summer vacation."

_____________________________________________________________________

5. "I won the race," he proudly announced.

_____________________________________________________________________

6. They asked, "Are you coming to the wedding?"

_____________________________________________________________________

7. "I want to be a doctor," said Alizeh.

_____________________________________________________________________

English Ahead 7 54
 8. He exclaimed, "What a fantastic surprise!"

_____________________________________________________________________

9. "Please pass me the pen," requested Zeeshan.

_____________________________________________________________________

10. She said, "I have completed my homework."

_____________________________________________________________________

English Ahead 7 55
 Unit : 8 Fashion

Name: ____________________________ Date: __________

Read the following sentences carefully. Identify the adverbs in each sentence and write them in the
space provided.

1. She sings beautifully. ( )

2. The dog barked loudly. ( )
3. He runs quickly. ( )
4. The students worked diligently. ( )
5. They played happily in the park. ( )
6. She spoke softly to her friend. ( )
7. The car drove slowly on the bumpy road. ( )
8. The teacher explained the lesson clearly. ( )
9. He carefully painted the picture. ( )
10. The bird flew gracefully in the sky. ( )

Read the following sentences carefully. Identify the adverb phrases in each sentence and write them
in the space provided.

1. The children played in the park all day. ( )

2. The teacher explained the lesson with great patience. ( )
3. The birds chirped cheerfully in the morning. ( )
4. The athletes practiced in the gymnasium before the competition. ( )
5. The car drove through the tunnel very slowly. ( )
6. The students worked on their project until late at night. ( )
7. She sang the song beautifully on the stage. ( )
8. The students ran across the field with excitement. ( )
9. They explored the forest deep into the evening. ( )
10. The musician played the guitar skillfully during the concert. ( )

English Ahead 7 56
 Unit: 9 Emerging Professions

Name: ____________________________ Date: __________

Read the following sentences carefully. Identify the coordinating conjunctions with a blue pen and the
subordinating conjunctions with a green pen. Write the conjunctions in the space provided.

1. I want to go to the beach, but it is raining outside. ( )

2. Sarah went to the store to buy some groceries, and she also bought a new dress.
( )
3. After the movie, we went out for dinner. ( )
4. He will visit the museum if he has enough time. ( )
5. The cat meowed loudly, so the dog woke up. ( )
6. She studied hard for the exam, yet she didn't perform well. ( )
7. Because it was snowing heavily, the school was closed. ( )
8. My friend and I will attend the concert, or we might watch a movie instead. ( )
9. We stayed home as it was too hot outside. ( )
10. I will bring some snacks, and you can bring drinks for the party. ( )

English Ahead 7 57
 Unit: 10 Beyond Earth

Name: ____________________________ Date: __________

Identify the type of sentence that conveys a strong emotion or command in this paragraph.

In the midst of a thunderstorm, the coach shouted with urgency, "Run faster, team! We must reach the
finish line!" The rain poured down, and the wind howled, adding to the intensity of the moment. "Stay
focused and give it your all!" he continued, pushing them to their limits. "You are champions, and you
can do this!" With unwavering determination, the athletes sprinted through the muddy track, fueled by
the coach's powerful words. "Never give up! Keep pushing!" he encouraged. And as they crossed the
finish line, triumphant and soaked, the team knew that their coach's passionate commands had led
them to victory.

Read the following paragraph carefully. Encircle the interrogative sentences and underline
exclamatory sentences with a blue pen.

On a bright sunny day, the children gathered at the park for a picnic. "What a beautiful day!"
exclaimed Sarah as she spread out the picnic blanket. "Did everyone bring their favourite
snacks?" asked Mr. Faizan, the teacher. "Yes, I brought sandwiches!" said Amin excitedly.
"Where shall we play first?" wondered Raza, looking around. "Let's play football!" suggested
Ali. "Can I join too?" asked Murtaza, eager to join in the fun. "Of course!" replied Mr. Faizan
with a smile. The children laughed and played joyfully, grateful for the perfect day.

English Ahead 7 58
 Listening Transcript Future goal: to write a novel
I’m quite a confident person because I know I’m
good at lots of things. I don’t change my opinions
UNIT 1: Friends Forever oQen, so my friends think I’m a liYle stubborn
someMmes.
1.2
Page 16-17
1.3
File Name: English Ahead_Level 2_Track 1.2
Page 19
(Page 16-17)
File Name: English Ahead_Level 2_Track 1.3
(Page 19)
Anita
Age: 13
Teen to teen
From: Jakarta, Indonesia
It is not easy to be a teenager. This website lets
Interest: Volunteering
teenagers get advice from one another.
Future goal: to be a social worker
My friends are really important to me. I’m a very
A
caring person and I always help my friends when
I’ve a friend and I’m very concerned about her as
they have a problem or feel unhappy. I’m also
she has poor confidence and doesn’t rely on
honest and I never lie to them!
herself to manage different situaMons. She
doubts her opinions and abiliMes to achieve
Carl
success. She feels powerless to do anything and
Age: 13
fix problems. She always compares herself with
From: Sheffield, United Kingdom
others and then talks negaMve of herself be it her
Interest: Video games
personality or abiliMes. She hesitates to seek help
Future goal: to create my own video games
from others.
I’m very loyal to my friends. They’ll always be my
friends. I will never give up on our friendship.
B
I need some advice as I can’t control my emoMons
Hassan
and I feel this is affecMng my health and
Age: 14
relaMonship with others. I get angry very quickly.
From: Karachi, Pakistan
At Mmes I get sad and can’t control crying. I’ve no
Interest: Football
control over fear and anxiety which leads to
Future goal: to play football for an internaMonal
depression and then I can’t express my emoMons
team
to anyone. I also have sleep issues.
I’m crazy about football, but I’m also a very hard-
working student. I usually do a few hours of extra
study aQer school because I want to be successful
in life. People say I’m quite ambiMous.
C
I love my younger brother and I want to help him
Karen
out. He leaves people uncomfortable and
Age: 15
confused when he speaks. He doesn’t listen to
From: Adelaide, Australia
others while conversing. At Mmes he lacks
Interest: Helping others
confidence to begin a conversaMon. When he
Future goal: to be a nurse
speaks no one wants to listen to him as he just
I’m very sympatheMc to my friends. I listen to
focuses on his own interests. Because of this he is
them and always try to understand their
losing friends.
problems and feelings.
D
Sarawan
My parents have been strict with me all my life!
Age: 12
AQer school, I have to go home and study.
From: Bangkok, Thailand
My friends go out together in the evenings, but I
Interest: Reading
English Ahead 7
can’t. Also, I can only use the Internet for They're saved. But before that, the children start
30 minutes each day. I know my parents are very fighMng and some die.
caring but I think they are being quite stubborn And what's your favorite book, MaY?
about this. I feel like I’m missing out on the fun
things my friends do. I’m hard-working, but I just It's similar to yours because it starts with an
want to have a liYle enjoyment in my life accident at sea.
someMmes. Please give me some advice! What it’s called?
It's called Life of Pi.
1.4
Page 24 Oh, I saw the film. It's about a boy and a Mger,
File Name: English Ahead_Level 2_Track 1.4 isn't it?
(Page 24) Yes, the boy Pi and the Mger are on a ship that
sinks in the Pacific Ocean. They end up in a small
What's your favorite book about friendship, lifeboat.
Tariq?
Does the Mger try to aYack Pi?
The Adventures of Tom Sawyer.
Yes, but Pi is clever, and he finds ways to control
What's it about? the dangerous Mger. The main story is about how
It's about two boys, Tom Sawyer and Huckleberry they manage to get on with each other. The
Finn, from a small town in the USA in the 19th Tiger, Richard Parker, understands he needs Pi.
century. They have adventures together and They form a friendship to survive unMl they reach
oQen get into trouble, but it's very entertaining. land.
What do you like most about it? Do you recommend it?
I like the friendship between Tom and Yes.
Huckleberry. They're different from each other,
but they get on well because they share lots of 1.5
adventures and excitement. Page 25
File Name: English Ahead_Level 2_Track 1.5
How are they different?
(Page 25)
Tom has lots of creaMve ideas, but he does things
without thinking carefully, geang himself into Hi, Maria.
trouble. Huckleberry is more careful.
Hello, Sarah.
Do you think we'd enjoy reading it Tariq.
Hey, well done on winning the volleyball match
Yes, I do. last week.
And what's your favourite book, Amy? Thanks very much.
It's called Lord of the Flies. It's about a group of I think you did really well.
children during World War 2. They take a plane
Well, thank you. That's kind of you to say.
that crashes into the ocean. The adults die, but
the kids managed to reach a tropical island and I love your hair. Have you had a haircut?
that's where the story begins. Nobody lives on Yes, I have. I think, it's too short.
the island, so they need to work together to
survive. No, that style looks great. It really suits you.

Why do you like it? Do you think so?

I like the main character, Ralph. He's strong and Oh, yes, definitely.
popular, but he makes friends with another boy Thanks. Hey, have you done your maths
who isn't popular. I like Ralph because he stands homework yet?
up for his friend.
Yes, I have. It wasn't too hard.
How does it end?
English Ahead 7
Really. I couldn't understand a thing. You're really To conserve the environment, I've started
good at maths. reducing the number of possessions I have, but I
I could help you with it if you like. find it difficult because I really like buying the
latest styles. I can't stand going out in last year's
Yes please. You are a great friend. fashion, so I got together with my friends and we
UNIT 2: Clean and Green started making changes to our old clothes to
bring them up to date. SomeMmes we dye them
2.1 new colours or we cut them up and resew them.
Page 29 Don't worry, we always ask permission from our
File Name: English Ahead_Level 2_Track 2.1 parents first. We really enjoy creaMng new styles.
(Page 29) I think this is called upcycling. It's great because
we aren't spending money buying new clothes.
Clean and Green We just make exciMng changes to the clothes we
ProtecRng the Environment already have. It's a good way to reduce and
Exercises 1 and 2 reuse. We have started to blog about it and there
A has been a lot of interest.
I can't stand it when I see people throwing E
rubbish on the street. They think somebody else I know I should do something personally to
will clean up their mess. It makes me very sad. protect the planet, but I usually forget to recycle.
Each person on Earth has a responsibility to take If I throw my rubbish on the street, somebody
care of it. I always reuse and recycle my else will clean up and recycle it later on. I know
possessions carefully. We all want to live in a that recycling is important, but I'm too lazy to
clean and green world, so we must all do what change my habits. It's the government's
we can individually to protect it, right? responsibility to make sure the planet is safe and
B our community leaders can fix the problem here
I think there is far too much talk about conserving in my town. So, it doesn't really maYer if I don't
the environment. It's not fair that young people do anything to help.
have to listen constantly to everyone telling us to 2.2
reduce the number of our possessions. Why does Page 30
it maYer how many clothes I have or how oQen I File Name: English Ahead_Level 2_Track 2.2
change my mobile phone or laptop? I love buying (Page 30)
new things. If I see something that I like more
than what I've already got, I buy it. It's not my Vocabulary 1
fault if the planet is in trouble. I didn't cause it. Exercise 3
The government must fix the problem, not
individuals. 20-24 points: CongratulaMons! You are an ‘eco
warrior’. This means that you are seang a great
C example to everyone around you of how to live in
At my school we have different coloured bins all our world. Keep it up! You’re making a significant
around the school campus and outside the school contribuMon to conserving our planet. You could
gates, so that the whole school community can consider leading a conservaMon group in your
recycle glass, plasMc, paper, and cans correctly. community and seang up some local eco
Some students have even noMced that their projects.
family is doing beYer with recycling at home, too. 15-19 points: You are doing well at taking care of
We've put photos and messages on recycling up the Earth. You have developed some good habits.
on the school website, and we've heard that Try to be more consistent about keeping to your
other schools are starMng similar projects. The high standards for conservaMon. We recommend
recycling message is spreading and it's a very you set some goals for yourself, which might
important message for each one of us. include joining a local eco project.
D
English Ahead 7
11-14 points: You know about conservaMon and boundaries. For instance, one type of pollutant is
protecMng the earth, and you obviously want to sulfur dioxide, which is created from the burning
grow up in a clean and green environment, but of fossil fuels such as coal and petroleum in
you someMmes forget to do your part. Perhaps factories. On the ground, sulfur dioxide can cause
you could have a ‘buddy arrangement’ with your eye irritaMon and breathing problems. In the air,
friends where you remind each other of what you sulfur dioxide mixes with the water in clouds and
need to do to improve your conservaMon efforts? can be carried by winds many kilometres away, to
6-10 points: Perhaps you don’t completely then fall as acid rain, which causes harm to the
understand why it’s important to care for the environment.
planet. We recommend that you think carefully Air polluMon has caused the temperature of this
about the kind of world you want to live in world to increase. The global rise in temperature
because at the moment, you aren’t really doing is called global warming. The polluMon from cars,
enough to conserve the environment. It would be factories, homes, and power plants caused by
good to write down some specific goals and their fuel enters the atmosphere, spreads across
targets for yourself, and soon! the globe and forms a shield that traps the heat
1-5 points: Perhaps you are lazy or maybe you of the sun causing our planet to be warm. This
haven’t been listening to the informaMon all results in drought or flooding that affects food
around you about protecMng the Earth. You need producMon and the survival rate of animals.
to urgently change your behaviour and habits C
because at the moment, you are damaging the Land polluMon can be summarised as any misuse
environment. We recommend you take of the earth’s land surface. Both bad agricultural
immediate personal acMon NOW. pracMces and the dumping of industrial and urban
wastes are examples of land polluMon. Soil
2.3 polluMon is a parMcular problem in farming
Page 31-32 communiMes, and is mainly due to chemicals that
File Name: English Ahead_Level 2_Track 2.3 are used to help control pests and kill weeds.
(Page 31-32) Growing populaMons have led to a significant
A increase in the amount of industrial and urban
In recent years, both populaMon growth and waste produced, which is oQen dumped on land
demands for a higher standard of living have and abandoned. Modern waste is oQen not
contributed to increased air, land and water biodegradable, so this waste remains in the soil
polluMon. All of us enjoy living in clean and green for many years and can leave it inferMle and
surroundings, but the world is facing some very therefore, useless for growing crops to feed
serious polluMon problems, which require brave people.
and creaMve soluMons. Governments face many Land polluMon may indirectly cause global
difficult decisions as they hope to balance warming as trees from forests are cut down to
economic growth and prosperity, against facilitate human acMviMes which lead to less rain
environmental issues such as polluMon. and less absorpMon of carbon dioxide gas causing
B a rise in temperature. Another cause of global
warming is Methane gas that is released from the
The growth of big ciMes and rapid waste materials dumped in the soil. This not only
industrialisaMon in recent years have led to causes global warming but also negaMvely affects
increased air polluMon. Many scienMsts believe the plants and animals.
that higher levels of carbon dioxide from factories
and cars in supersized ciMes have made average D
global temperatures rise. This has caused the Water polluMon is a major cause of death and
polar ice caps to start melMng at a much faster disease in both developing and industrialised
rate, causing sea levels to rise. Even though air countries. The contaminaMon of lakes, rivers and
polluMon is usually a greater problem in highly oceans can be caused by chemicals or by any
populated urban areas, air polluMon has no material that reduces the quality of the water or
English Ahead 7
affects the animals and plants that live in the File Name: English Ahead_Level 2_Track 2.5
water. Examples of water polluMon include (Page 37)
industrial waste from factories, untreated Listening
sewage, and plasMcs and rubbish being dumped Exercises 4 and 5
into rivers and oceans.
Nargis LaMf is from Karachi. Originally, her main
Water polluMon also contributes to the change in interest was agriculture. And she wanted to
climate as water can absorb carbon dioxide to aYend the Agriculture University in Faisalabad. In
some extent but fails to take in the excessive those days, however, moving to a different city to
amount of the gas produced so rapidly by us. The study wasn't very easy. So instead, she went to
absorpMon of carbon dioxide by water causes the Karachi University to study botany. Nargis LaMf
oceans to become acidic which affects the shells had a life changing experience while she was sMll
and skeletons of marine organisms. We need to a young woman. She was in the hospital and she
reflect on our pracMces to save our planet before nearly died. However, she recovered and she
it’s too late. made a promise to God to do something to make
E the world a beYer place. It was then that she
Although governments make many of the main decided to spend her life improving the world
decisions about environmental issues, each around her. One day, her neighbours asked for
individual on the planet can help to conserve the her help to clear up some huge piles of rubbish.
environment by She agreed, and her fascinaMon with making junk
useful began. A dedicaMon that would last a
- walking, cycling or using public transportaMon lifeMme. IniMally, some people disapproved of her
instead of private cars. doing this, but Nargis remained firm in her
- using paper shopping bags (which are passion and commitment.
biodegradable) instead of plasMc bags. In 2004, Nargis set up the Gul Bahao centre with
- disposing of waste properly through recycling 70 people helping to collect plasMc, vegetable and
schemes. fruit waste and other materials from all over
Karachi. As the centre grew, trucks and vans were
- reducing, reusing and recycling the possessions
used to gather the waste instead. Today, 20 years
they have.
on and with the budget of only 90 thousand U.S.
2.4 dollars, the research efforts of Gul Bahao have
Page 37 created many useful recycled products. Its tagline
File Name: English Ahead_Level 2_Track 2.4 is you give us garbage, we give you gold.
(Page 37)
Gul Bahao also invented the Chandi technology, a
Listening
recycling method that changes plasMc junk into
Exercise 3 furniture, carpets, water reservoirs, a small dam
Nargis LaMf nearly died when she was a young and even mobile homes. If the Chandi technology
woman. However, she recovered, and she made a is the top method that Gul Bahao has invented,
promise to God to do something to make the then the mobile home or Chandi Ghar must be its
world a beYer place. She started to do research best product. The Chandi Ghar home can be
into the recycling of plasMc. She was convinced assembled in only about two hours by just a few
that plasMc waste can and should be recycled. people. It can be used to provide housing, shelter
Today, she has built a research and recycling for workers, examinaMon halls for students and
centre that creates low-cost housing reservoirs entertainment centres in ciMes. The Chandi Ghar
and even mobile toilets from plasMc waste. She is already being used to replace mud homes,
has become a leading environmentalist in which are health hazards and can be easily
Pakistan. destroyed by natural disasters. Not bad for a
heap of plasMc junk.
2.5
Page 37 2.6
Page 38

English Ahead 7
File Name: English Ahead_Level 2_Track 2.6 Hmm, that's a good quesMon. Let me think. I'm
(Page 38) hoping it will become a park that families can
Speaking enjoy, and I'm hoping that people will see that
Exercises 2 and 3 they can all make a difference individually and we
don't always need to wait for the government to
Thank you, Khalid, for leang me interview you. improve things. We can all contribute to
You're welcome. conserving the environment.
I wanted to ask you how you got your idea in the Thank you, Khalid. You are such an inspiraMon to
first place. your fellow students. I'm sure you'll become an
environmentalist one day.
Hmm… I need to think about that for a moment.
Well, I watch something on television about the SELF CHECK A
government planMng billions of trees over the
next few years. The Prime Minister said this was Page 41
very important for our planet. I felt inspired by File Name: English Ahead_Level 1_Track A (Page
his vision and I wanted to help. 41)

So, what happened aQer you heard about the Self-Check A

government's plan? Exercise 4
I told my parents about it and they said I should 1
share my vision with my classmates and my Do you want to watch the football match with me
teacher. on Saturday, Ali?
I see. So how did your classmates respond? No thanks. I like playing football, but I can't stand
Well, that's an interesMng quesMon because to watching other people play it.
start with, many of them said it was the Oh, then what are you going to do?
governments job to do this and there wasn't
anything much we could do. We had learned in I'd like to hang out with Lee at the shopping mall.
our science class about how important trees are But he's busy, so I'm just going to stay home and
for the environment. So, they shared my passion play a video game.
for trees, but they didn't really see how we could 2
help. Then our teacher heard us talking about it
My friends and I have started an environment
and she asked us some very pracMcal quesMons to
club in school. We hope to raise awareness about
get us thinking about how we could get involved
the need to protect and conserve the
and suddenly everybody realized we must do
environment by taking action in our daily lives.
something and not just leave it to the
Bob manages the school wide recycling program,
government.
although the idea for it was mine.
So, what did you do next?
My responsibility is to organize fun activities that
Let's see. Well, we spoke to the school principal are designed to encourage both students and
and she organized a meeMng with our parents. teachers to reduce waste. Jake is in charge of
Then, with our parent’s support, we approached training a selected group of students to be
the local community leaders and they selected a environmental ambassadors, and I sometimes
small area near our school which was a wasteland help with this.
covered in rubbish like plasMc boYles and old
3
televisions that people have thrown away. It was
horrible. Then the whole community came Where do you want to meet before the climate
together and helped to clear up the rubbish from change exhibition on Friday?
this area and we were able to plant 20 young I can come to your house because it's on the way.
trees.
That's amazing. What are you hoping for from
this project?
English Ahead 7
Ok, it starts at 6:30 PM and it takes about 30 UNIT 3: Move on up
minutes to get to the exhibition hall. Do you want
to meet at 6:00 PM? 3.2
Page 44-45
I think we should get there a little earlier, maybe
File Name: English Ahead_Level 2_Track 3.2
6:15 PM because I think it will be very crowded.
(Page 44-45)
How about we meet at 5:45 PM?
Vocabulary 1
All right.
Exercise 1
4
HONG KONG
Hello Kim. How was your weekend?
Hop on a tram to do some sightseeing. Ride on
It was busy. I spent Friday at the shopping center the upper deck for a beYer view.
because I needed to find a present for my sister's
Tip: Prepare the exact fare in cash.
birthday. Then in the evening, I went to the
cinema with my family. Other Types of Transport: ferry, subway, bus,
taxi, car.
What did you get her?
SYDNEY
I found this really nice necklace. She had her
birthday party the next day, so I gave it to her Travelling by ferry is a relaxing way to get to the
then. She really liked it. city’s Central Business District.
5 Tip: Keep a lookout for interesMng sea life –
whales, penguins, and more!
Oh no I can't find my phone. It's not in my bag.
Other Types of Transport: train, bus, taxi, car.
Perhaps you left it in the classroom.
KUALA LUMPUR
I don't think so. I remember checking my
messages after class. The city’s monorail is not very long, but it is the
best way to visit the city’s shopping and
Where have you been since then?
entertainment areas.
Well, I was in the library to borrow a book.
Tip: Take it during rush hour to save Mme.
Yes, and you were in the cafeteria during lunch.
Other Types of Transport: train, light rail, bus,
Wait, I remember now. I did check my messages, taxi, car.
but then I put it down on the desk in the
KARACHI
classroom. I'm going to go back and find it.
Rickshaws are a popular and cheap way of geang
6
around, especially for short distances.
What's your book about?
Tip: Agree on the price before you get in.
It's about the causes of pollution and how our
Other Types of Transport: minibus, bus,
environment is being harmed.
motorbike, train, boat, car.
I see and how do you find it so far?
LONDON
At first, I thought it was pretty exciting as I was
The Tube, or underground, goes under the city
learning a lot of new things. Then it started to get
and is a convenient way to visit all the main
a bit boring somewhere in the middle because
tourist sites.
there were many things I didn't understand and it
was really difficult for me to sustain my interest. Tip: Save Mme and money by buying a pre-paid
travel card.
Ah, that's a pity. Would you recommend the
book? Other Types of Transport: train, bus, taxi, bicycle,
car.
Yes, I would, because I think you'll be able to
learn a lot from it. There's still quite a bit of the 3.3
book left, so I'm hoping that it gets better soon. Page 46-47
English Ahead 7
File Name: English Ahead_Level 2_Track 3.3 plan my next adventure. I’ll write more about
(Page 46-47) that next Mme.
Reading 3.4
Exercise 2 Page 49
The flight to Papua New Guinea took less than File Name: English Ahead_Level 2_Track 3.4
seven hours, but I felt like I was in a different (Page 49)
world. They speak over 800 languages here but Language Focus 1
English isn’t widely spoken. They don’t speak Exercise 2
Cantonese either. So, I hired a guide to show me Hello from Istanbul,
around. We started in Tufi and spent three weeks
trekking through the jungle. The forest was full of This is an exciMng city! Today, we went across
insects and the sounds of exoMc animals. At night, from our hotel and took a tram towards the city
we stayed in different villages. The villagers wore centre, but we got off early so we could go into
amazing, colourful costumes made from local the covered market. It was so large inside that we
materials, and they made us feel very welcome. got completely lost! Eventually, we found an exit
on the wrong side of the market and we had to
My next stop was Kubah NaMonal Park in Borneo. walk around the market back to the main
It’s a place of spectacular natural beauty. This entrance.
wasn’t a typical tourist visit, though. I worked as a
volunteer at an orangutan sanctuary for two AQer that, we went along the road to the Blue
months, preparing the animals’ food and keeping Mosque. When we went through the entrance
the place clean. It sounds boring but I loved being and into the prayer hall, I was surprised at how
near these fascinaMng creatures. The loss of peaceful it was inside.
natural habitat is a serious issue for orangutans Then, we boarded a taxi to the waterfront and we
and I was glad to do something to help. took a ferry across the Bosporus channel to the
AQer that, it was Mme for something different so I Asian side of the city. We walked along streets
travelled to the PerhenMan Islands off the full of interesMng shops and cafés unMl we found
northeast coast of Malaysia. AQer weeks in the a nice restaurant for dinner.
hot and humid rainforest, it felt great to get to It was late by the Mme we finished our meal and
the seaside. And this was a perfect place for the ferries had stopped, so we went on the
scuba diving. At first, I was nervous to try it, but I underground which goes under the Bosporus,
quickly relaxed when I saw my first fish. In fact, back to the European part of the city. When we
there were hundreds of them and other sea came out of the underground, we were right next
creatures, too. to our hotel again.
Next, I flew to Laos where I went kayaking along See you soon,
the Mekong River. The scenery was wonderful
Murat
and I saw lots of unusual wildlife as well. I was
surprised to learn that there is even a species of 3.5
dolphin that lives in the river! Page 50
File Name: English Ahead_Level 2_Track 3.5
From Laos, I took a bus to Phnom Penh,
(Page 50)
Cambodia where I caught a ferry up the river and
Vocabulary 2
across Tonle Sap Lake to Siem Reap. Then, I hired
a scooter to get around the ancient temples of Exercise 6
Angkor. I loved Angkor Wat, but I also thought Ta There are traffic jams into the city this morning
Prohm was beauMful with trees growing out of its due to planned Road works in the city centre,
ruins. especially along the motorway. Be prepared for
Back in Hong Kong, I had mixed feelings. I was long delays on your journey and try to use a
happy to be home but, immediately, I started to different route if possible. There has also been
flooding near the river because of last night's
heavy rain. Some roads are closed, and police
English Ahead 7
have created diversions to help drivers get No food or beverages will be served on the train.
around this area. The bad weather means that The passengers can bring their own
accidents are more likely to happen, so drive with refreshments. Refreshments can also be
care and remember to reduce speed. purchased at the kiosk on the platorm. Our
3.6 porters can help the passengers with heavy
Page 52 luggage for free. This will be the only boarding
File Name: English Ahead_Level 2_Track 3.6 announcement. The 8:15 AM train to New York
(Page 52) will leave shortly.
Listening 5
Exercises 2, 3 and 4 Your aYenMon please. This is a safety
1 announcement. We request that all passengers
take their seats immediately. Anyone outside on
Hello and this is Jason from radio XKL with the deck is asked to move indoors. We are
traffic update. Heavy rain and strong winds last experiencing rough seas due to the strong winds.
night caused several trees to come down on Please use the hand rails to prevent you from
Parkway boulevard. Drivers, please avoid this falling over. Make your way to your assigned
area unMl they have been cleared. There are seats. We will be docking at Simpson Key in
conMnued road works on the downtown approximately 25 minutes. Thank you for your
motorway and drivers are encouraged to leave cooperaMon.
the motorway at exit 23 and follow the diversion
signs. Work is expected to conMnue unMl Friday.
I'll be back in 30 minutes with another live report. 3.7
Safe driving and remember to keep to the speed Page 53
limit. File Name: English Ahead_Level 2_Track 3.7
2 (Page 53)
Speaking
Good morning class. I want to make several
announcements before we set off on our field Exercises 2 and 3
trip today. Everyone must stay seated while the Well, I believe there are a lot of great places to
bus is moving. Do not stand up. And please don't visit, but our group doesn't have Mme to go
distract our driver, Mr. Lim. He needs to everywhere.
concentrate on driving. Our first stop is the Right. So, let's choose the best ones.
Science Museum. We'll be there for two hours.
Everyone needs to be on the bus again at noon. I think the water park is an exciMng place to go.
AQer that, we will be visiMng City Park. Do you Me too. I hear they have some new slides, and
have any quesMons before we set off? the rides called the tsunami.
3 I'm sorry, but I don't agree. It's not a good Mme of
AYenMon, please, will all passengers take their year to visit a water park. It's too cold.
seats? The captain has informed us that we will What about the outdoor market? That's a fun
be taking off shortly. If you need help with your place. Or maybe the shopping centres. People
hand luggage, please ask a flight aYendant for love shopping.
assistance. Please open all window shades.
In my opinion, the outdoor market is beYer than
Ensure that your seats are in the upright posiMon
all the shopping centres. Most shopping centres
and your seat belts are securely fastened. Thank
are the same all over the world.
you.
I agree people can go to a shopping centre
4
anyMme.
The 8:15 AM train to New York is now ready for
What about the old train staMon? I hear there's a
boarding at platorm 12. Please check your Mcket
new exhibiMon on the history of trains.
and make your way to the carriage number show.

English Ahead 7
I'm not sure about that. The train staMon isn't Do you have a balanced diet?
very interesMng. Carbohydrates 45 to 65% of your diet. Foods such
How about the bird park? People always love as rice, pasta, and bread provide the body with
that. I went last year with my parents, and it was most of the carbohydrates it needs. They are like
really cool. fuel for the body. We also get some
carbohydrates from fruits and vegetables.
Great idea. I think the Bird Park is a must see for
anyone. Fats: 20 to 35% of your diet. Fats are the bodies
Absolutely, I'm sure everyone will enjoy that. way of storing energy. Types of food that include
fats are red meat, nuts, and dairy products such
UNIT 4: Healthy Living
as yogurt. However, some fats are unhealthy. We
should avoid too much junk food like burgers
4.1
because they can create serious problems such as
Page 57
heart disease.
File Name: English Ahead_Level 2_Track 4.1
(Page 57)
Healthy Living Protein: 10 to 35% of your diet. Protein helps to
Exercise for Life repair the muscles in our body. Meat and fish are
Exercises 1 and 2 full of protein, but there is also protein in beans,
lenMls, nuts, and seeds. Red meat has a lot of
AirFit brings you our most personal workout protein, but it also has some unhealthy fat, so it's
experience yet. Thanks to its coaching app and best to eat it in small amounts or as part of a dish
other state-of-the-art features, get the extra with healthier ingredients.
moMvaMon and support you need to reach your
goals every day. Get fit and stay in shape. The Other nutrients: There are also lots of other
AirFit has a personal coaching feature which nutrients such as vitamin C and iron that our
creates an exciMng workout just for you. Then bodies need in small amounts to protect us from
helps you through it step-by-step. No need for disease. Most of these come from eaMng fruits
expensive gym memberships or fitness coaches. and vegetables. But we also need calcium from
View your progress during exercise so you can tofu and dairy products to keep our bones strong.
manage your workout to get the results you 4.3
deserve. The GPS shows you how far you've run Page 59-60
or cycled, including your maximum and average File Name: English Ahead_Level 2_Track 4.3
(Page 59-60)
speeds. Water resistant to 100 meters, you can
even use it in the pool. Smart noMficaMons give
you a whole new level of control over your busy Oral hygiene!
life. The lifestyle mode manages the calories you The Gems of your Mouth
eat, keeps track of your daily appointments and Our teeth are precious gems as they not only help
even measures the quality of your sleep. Create us chew and digest food; they also play a vital
your own personal playlist by downloading your role in speech, and impact our overall health.
music directly to the AirFit so you can leave your Most of us have 32 permanent teeth and we can
phone in the gym bag while you work out. The take care of them by brushing.
AirFit more than just a watch. Work it, live it, love
it. How many Rmes should we brush our teeth?
4.2 We should brush our teeth twice a day, in the
Page 58 morning and evening, with a fluoride toothpaste.
File Name: English Ahead_Level 2_Track 4.2 If we don’t brush our teeth regularly then food
(Page 58) and bacteria build up on our teeth as a coaMng
which is known as plaque. The bacteria in plaque
Vocabulary 1 can cause caviMes. This plaque may later develop
Exercise 2 into gingiviMs, a gum disease making the gums
painful and more likely to bleed. If the condiMon
English Ahead 7
worsens then there can be bone resorpMon or the teeth which can later give rise to caviMes.
gum recession and the teeth may fall out. Wear a protecMve mouth guard if you have a
habit of grinding your teeth, especially at night. A
How to keep our teeth healthy? mouth guard is a protecMve device that covers
the teeth and gums.
For good dental hygiene we should use a 4.4
mouthwash aQer brushing our teeth and our Page 62
toothbrush should be replaced aQer every three File Name: English Ahead_Level 2_Track 4.4
to four months. Just brushing our teeth is not (Page 62)
enough, we also need to clean our tongue to Vocabulary 2
keep the bad bacteria away which causes bad Exercise 2
breath, tooth decay and gum infecMons. Drinking Andy: Athletics is a great sport for overall fitness
plenty of water and limiMng sugary food and because it involves different activities such as
drinks will also help in maintaining healthy teeth. running, jumping, and throwing. I go to the track
five times a week to practice. I jog around the
track first to warm up. Then I Sprint 100 meters a
What are the worst foods for teeth?
few times to improve my speed. I'm trying to put
Sugary items are the worst enemies of your on more muscle at the moment because it will
teeth. Try to eat less sweets, but, whenever, it is make me faster.
eaten try brushing your teeth aQerwards. SoQ
drinks have sugar and acid which are harmful for Sonia: I enjoy going to the gym because I can
the teeth and damage the teeth structure. Avoid work out on the exercise machines or go to a
pickles, bakery items and chewing of betel nuts yoga class, which I love. For yoga, you must
which causes gum irritaMon and tooth decay. stretch your body and focus on breathing in and
Smoking causes oral cancer, stained teeth, bad out. I always feel calm and relaxed after a class.
breath, and gum disease. So, whenever you see
anyone smoking tell them about the dangers of it. Faisal: I recently started playing football and it's a
great sport. I trained 3 times a week with my
team to improve my skills. We always cool down
What are the best foods for teeth?
after a hard session so we don't hurt ourselves.
Vegetables are good for teeth because they On Saturdays, we compete against other teams,
require a lot of chewing to clean teeth surfaces. but I mainly do it to keep fit.
Crunchy vegetables like celery and carrots are 4.5
great natural teeth cleaners because they Page 66
sMmulate the flow of saliva, which scrubs away File Name: English Ahead_Level 2_Track 4.5
food parMcles and bacteria. (Page 66)
Staying Healthy and Safe!
What not to do?
Healthy does not only mean being physically fit
Don’t use your teeth to open packages or boYles but it also means to be in a good mental
or chew on hard objects as your teeth are strong, condition. When you are safe you may be
but can sMll chip or break. mentally healthy and happy as well. You need to
Another thing which one must avoid doing is be aware of three things to be safe.
sucking fingers or a thumb as it spreads germs
and pushes the teeth forward which may give an There is always a time when help is needed and
ugly look. It can also cause speech impediments you should always be prepared for that. It may be
making it difficult for the individual to a time of emergency for you or for anybody else.
communicate effecMvely. If you are prepared for it, you could be of some
help to others as well. Being prepared means you
Avoid grinding your teeth by becoming more should be aware of certain facts and know some
conscious of it. This can damage the enamel of emergency helpline numbers. The most effective
emergency helpline in Pakistan is the police
English Ahead 7
helpline 15 that works across Pakistan and it is I agree. Ok. So, when should we do it?
called Police Madadgar Helpline in Karachi. You
should also know or have helpline numbers of There isn't school on Saturday, so we can play a
ambulances, fire brigades, traffic police and few games then.
rangers. Great. That's Saturday sorted. What about
Another thing you need to be aware of is a bad Sunday?
touch. When you feel scare or uncomfortable Before we talk about Sunday, I'd like to add
when somebody touches you, immediately move something about Saturday.
away and firmly say “NO!”, “Stop touching me!"
Do not be embarrassed or scared. It is also Oh Ok.
advisable to share this with someone you trust
and is mature enough to guide you. Perhaps we should include some warm up
exercises before we play. That way we won't get
Lastly, you should be aware of the chemicals in injured.
your house. They should be properly stored and
carefully used, or these products could cause Good idea.
minor to serious and even life-threatening health I think on Sunday we'll probably feel tired. We
problems for you. Some of the chemicals in your shouldn't do too much.
house may be insecticides, household cleaners,
detergents, washing powder, paint, liquid bleach, So, do you want it to be a rest day?
and hand sanitizers.
Or we could just do some gentle exercise, like
4.6 half an hour of easy yoga.
Page 67
File Name: English Ahead_Level 2_Track 4.6 That will help us recover.
(Page 67)
Sounds good to me.
Speaking
Me too.
Exercise 4
SELF CHECK B
I think we should talk about the cardio exercises
first. Page 70
File Name: English Ahead_Level 1_Track B (Page
Ok. What do you think about running? 70)
That's good exercise. Self-Check B
Exercise 4
I'm not sure. Ladies and gentlemen, this is your captain
speaking. I'd like to welcome you aboard Flight
Why? What's wrong with it? 503 non-stop service from Hong Kong to Jakarta.
It's nowhere nice to go running in town, so it I'm afraid that there is a slight delay to our take
won't be fun. off time today and we are currently waiting for
three planes in front of us to take off. We expect
All right, but we need to do some cardio. to be in the air approximately 15 minutes behind
schedule. We would like to ask passengers to
Could I say something? make sure their seat belts are fastened and all
luggage is put away in the correct place, either
Yes, of course.
under your seat or in the overhead
Badminton is a good choice since there's a Sports compartments. Please put seats and table trays in
Center not far away. the upright position ready for takeoff. There are 8
emergency exits on this aircraft. Please locate the
That's a good idea. It's good cardio and it's fun exit closest to you. Note that the nearest exit may
too. be behind you. Also, please turn off all personal
English Ahead 7
electronic devices at this time, including laptops - One of the most useful things you can do is to
and mobile phones. You will be able to use these organise your Mme in a weekly schedule. You
in-flight mode as soon as we are in the air. While should write down the Mme you are going to
we are waiting, please take a minute to read the study and for how long. Include a variety of
information on the safety card, which is located acMviMes to keep you moMvated and some fun
in the seat pocket in front of you. The weather things as a reward.
conditions today appear to be fine and we do not
expect any further delays to the journey. We plan - It is quite normal to want to compare yourself
to arrive in Jakarta at 1:45 PM local time, only 5 with your friends, but you shouldn’t worry if you
minutes behind schedule. Our total flight time do things differently. Remember that there are a
today will be 4 hours and 55 minutes. Shortly lot of ways to prepare for exams, so choose one
after takeoff, the crew will come round and serve that works for you.
breakfast. There will be snacks and light
refreshments available during the flight. Thank - You mustn’t forget about what you eat, either.
you for choosing to fly with Asiatic air. We hope Research has shown that a balanced diet can
you enjoy your flight. Flight attendants, prepare have huge benefits on your ability to think as well
for takeoff. as your levels of stress. Start each day with a
good breakfast and eat plenty of fresh fruits and
UNIT 5: News Media
vegetables during the day. It’s wise to keep a
5.2 boYle of water with you to stay hydrated, but
Page 75-76 avoid too much tea or coffee, which contain
File Name: English Ahead_Level 2_Track 5.2 caffeine and may make you anxious or stressed.
(Page 75-76)
Reading - A liYle physical exercise is an excellent way to
Exercise 3 get rid of stress. You should do a bit of exercise
Dealing with Exam Stress every day for about 30 minutes. Include it in your
When exam Mme comes around you need to be daily Mmetable and you’ll feel more awake.
able to perform at your best. But while a liYle
stress can - Don’t forget to get plenty of sleep. You must get
help you focus on exams, too much can affect at least eight hours of sleep every night for your
your memory and even your health. It’s natural to mind to
be under work well.
stress during exams, but there are things you can
do to manage stress well. One important piece of advice is to remember
that life conMnues when exams are over. It’s not
What does stress look like? the end of the world, whatever the results.
The symptoms of stress include
- forgetulness. 5.3
- Mredness during the day. Page 81
- difficulMes with sleep. File Name: English Ahead_Level 2_Track 5.3
- headaches and a poor appeMte. (Page 81)
- a lack of interest in things you normally enjoy Knowledge on the spot!
doing.
Is social media limited to posting pictures and
commenting on pictures? Certainly not! It is a
If you feel any of these symptoms, then you need
platform where organizations can interact with
to do something to deal with it.
the people and share information. Students can
benefit from online tutorials through YouTube,
What can I do?
join international platforms where they can put
The good news is that there are many ways to
up their queries, extend support to others and
manage exam stress. Here are a few of the best
take part in online discussions. Students can also
ways.
English Ahead 7
follow subject experts and benefit from their A lot of people have given up their free time to
useful content. Quora is a platform where experts help us organise the festival because they think
share their opinions and suggestions on specific it's an important occasion. Today's festival is
issues. The social media can also be used to actually the end result of weeks and weeks of
collect data for research by creating Instagram or hard work by a group of locals. If you look at the
Facebook Polls, or conduct a survey using Google costumes, you'll see that they've added lots of
Forms or Survey monkey. details. I think they're amazing works of art.
4
Because of social media learning is not limited to The best thing I've seen at this festival so far are
the classroom but students can also make use of the dances. That performance was amazing.
live conferencing systems, webinar capability, They've definitely got a lot of natural talent, but
share group reviews, blogs and much more. you don't get to be that good without hard work.
Social media played a vital role during Covid-19, You can see they've spent ages training for this.
by creating opportunities to keep people safe, It's really different from anything I've ever seen
informed and connected. Teachers were able to before, but it's still really good.
hold online meetings with parents. Students’ 6.2
learning did not come to a halt if schools were Page 86
closed. They used different mediums to have File Name: English Ahead_Level 2_Track 6.2
online classes, interact with each other and (Page 86)
participate in group work as well. CelebraRng the New Year
New Year’s Eve celebraMons are held in every
Social media is a bank of information and country around the world. People are oQen
knowledge. We just need to use it positively. It is aYracted to major ciMes such as Karachi, Hong
a good platform for students to share their work Kong, and New York where large public events
and get recognition for it from a larger audience. are organised. People dress up and go out to big
outdoor events where there’s music, food, and
UNIT 6: Let’s Celebrate
fireworks displays. But others prefer to celebrate
6.1 the New Year in smaller ways, perhaps by geang
Page 85 together with friends and family for a large meal.
File Name: English Ahead_Level 2_Track 6.1 In some countries, people take part in some
(Page 85) unusual local customs to welcome the New Year.
Let's Celebrate For example, South Africans throw out old
Going to a Festival furniture into the streets. In Denmark, a strange
Exercises 1 and 2 custom takes place where people break dishes on
1 their friends’ doors. They believe it is good luck
I'm here for the music. I'm in the band Phoenix, when somebody smashes a dish on their door. In
and we're playing on the main stage this the UK, just aQer midnight, people stand in a
afternoon at 3:00 o'clock. I've never played for circle, join hands and sing a tradiMonal Scoash
such a large audience, so I'm feeling a little song called Auld Lang Syne. In Spain, eaMng 12
nervous, to be honest. But it's good to have a lot grapes at midnight means you will be lucky for
of people hear us play and I really hope they like each month of the year.
the music. I wouldn't miss this for the world. However, Muslims around the world follow the
2 lunar calendar and new year dates change every
I like everything about this festival, but it's all the year due to the moon’s monthly phases. A lunar
local stuff that makes it special. For example, calendar can lose 10 to 11 days each year.
you've got great food and interesting handmade Muharram is the first month and it has special
souvenirs at the stalls. I only decided to come religious significance. People pray to Allah for a
because my friend was going and she didn't want beYer life.
to go alone. But now I'm really glad that I came. 6.3
I'm having a great time. Page 87
3
English Ahead 7
File Name: English Ahead_Level 2_Track 6.3 Things to do: Join a mask-making workshop, then
(Page 87) test your skill by taking part in a contest for the
Festivals most beautiful mask. Watch a water parade, where
A costumed Venetians on beautifully lit structures
Mela Chiraghan float along the waters of Venice. Take an
When and where: It is a three-day event, unforgettable ride on a gondola and experience
celebrated during the last week of March in how residents travel along canals instead of on
Lahore at the shrine of Shah Hussain. roads.
What is it: Mela Chiraghan is a festival of lamps. D
It marks the death anniversary of the Punjabi Shandur Polo Festival
poet and Sufi saint Shah Hussain who lived in When and where: It is one of the biggest festivals
Lahore in the 16th century. It is a very grand in Pakistan that is held from 7 to 9 July every year
festival. at the Shandur Pass in Chitral District of Khyber
Origin: 16th Century Pakhtunkhwa. The festival provides an amazing
Main attraction: Rituals, music, folk dances, cultural experience in the Hindukush Mountain
Qawwalis and traditional food are the most ranges.
attractive features of this festival. What is it: It is an annual festival where visitors
Things to do: The devotees of Shah Hussain come and enjoy the experience of a traditional
gather and carry Chiraghs (lamps) in his honour polo tournament between the teams of Chitral
and some of them toss lamps into a huge bonfire. and Gilgit.
B Origin: 1936
The Cherry Blossom Festival Main attraction: The main attraction is the
When and where: Between March and May, traditional polo played in the Shandur Polo
across Japan Ground which measures a length of 200 meters
What is it: In spring, the flowers on the cherry and a width of 56 meters. It is about 3,743 m
trees bloom. The festival, which is also called above the sea level. The festival also includes
Hanami, celebrates their beauty. folk music, folk dance, traditional sports and a
Origin: It dates back to over 1,000 years ago. camping village which is set up on the pass.
Main attraction: The pink blossoms (the flowers) Things to do: Participate and dance to the tunes
on the cherry trees of indigenous music and enjoy the traditional
Things to do: Bring along food and drinks so you cuisine. you can also experience traditional polo
can enjoy a picnic under a tree. The flowers played between the teams of Gilgit-Baltistan and
appear on the trees at different times across Chitral which have been rivals in this game since
Japan so if you travel, you can experience the centuries.
event in several places. 6.4
C Page 93
Venice Carnival File Name: English Ahead_Level 2_Track 6.4
When and where: Between February and March, (Page 93)
in Venice, Italy Listening
What is it: People dress up in beautiful costumes
to celebrate the history and culture of Venice. Exercise 3
Origin: It was first held in 1162 to honour I'm reporting to you from Shetland, a group of
Venice’s military victory over Aquileia, another islands in the northeast of Scotland. It's a cold
city in Italy. Mask-wearing, though, started even and stormy night with nearly freezing
before this, and was a way for people who were temperatures. But despite the weather, there is a
from different social groups to mix together. very warm and friendly atmosphere because
Now, up to three million people attend every thousands of people have come to this remote
year. part of the world to take part in the Up Helly Aa
Main attraction: The beautiful Venetian masks Fire Festival, an annual midwinter celebration of
which are world-famous for their complex designs. the island's historical links to the Vikings of

English Ahead 7
Norway. The crowds will be celebrating through held. Each group must perform a song and dance
the night, no matter what the weather. at the halls they visit. Months of work going to
making Up Helly Aa a special occasion, including
6.5 the building of a new Viking long ship every year.
Page 93 It’s a spectacular event that helps locals
File Name: English Ahead_Level 2_Track 6.5 remember their origins. Well, it’s going to be a
(Page 93) long and exciting night here. Let's hope the
Listening weather improves.
Exercises 4 and 5 6.6
Page 94
I'm reporting to you from Shetland, a group of File Name: English Ahead_Level 2_Track 6.6
islands in the northeast of Scotland. It's a cold (Page 94)
and stormy night with nearly freezing Speaking
temperatures. But despite the weather, there is a Exercise 2
very warm and friendly atmosphere because Ok, we have some interesting ideas. So, which
thousands of people have come to this remote festival should we go with?
part of the world to take part in the Up Helly Aa Well, I thought your idea about the sleep festival
Fire Festival, an annual midwinter celebration of was really good.
the island's historical links to the Vikings of Sorry, but I don't think it would work very well. I
Norway. mean what would people do during it?
The crowds will be celebrating through the night, Sleep, I guess.
no matter what the weather. The festival is based Yeah. That's not very interesting, is it?
on all the Viking traditions. The people of No, I suppose you're right. What about the video
Shetland were originally Vikings from Norway. In games idea?
fact, the islands only became part of Scotland in I think that could be fun. We could hold it in a
the 15th century and the locals keep an eye of large building where there are lots of games
their Viking traditions and culture with this yearly consoles set up for visitors to play.
celebration. You could also have competitions with the most
For many people, tonight is also a chance to have popular games.
some fun. Hundreds of spectators have gathered Hmmm. I'm not sure I really liked the idea of a
to watch nearly 1000 locals take part in a parade bicycle festival.
around the streets of Lerwick town. The parade is How do you think that would work?
organized into groups that are wearing strange I thought perhaps you could close the city to all
and amusing costumes based on a different cars and people spend the day cycling around the
theme. For example, I can see one group who city. It could be really fun.
have dressed up as a farmer with his animals, I like it and you can raise awareness of traffic and
while another group are wearing Michael Jackson pollution problems.
costumes. Each member of the parade is carrying Yes, but not everyone has a bicycle.
a burning torch so that it looks a lot like a huge I know will have bicycles that people can borrow
snake of fire moving through the streets. At the for the day. Problem solved.
head of the parade, the lead group of 50 men But what would the main attraction be?
called the Jarl’s squad are dressed up as Vikings We could organize a parade, people dressed up in
with shields and weapons. They're pulling a 9.2- costumes or riding unusual bicycles.
meter-long Viking long ship that was built So, what do you think, Barry?
especially for tonight. All right. Let's go with that idea then.
The highlight of tonight's event will be at the end
of the parade when the crowd set fire to the ship SELF CHECK C
by throwing their torches on it, but the
Page 97
celebrations will continue through the night.
File Name: English Ahead_Level 1_Track C (Page
After the parade, each group will visit local halls
97)
around town, where private parties are being
Self-Check C
English Ahead 7
Exercise 4
Why did you start working at festivals? I finished university at the end of this year and I'd
like to continue working at festivals if I can find a
I've always loved going to festivals, but they cost full-time job. It takes months to organise these
a lot of money. By working at festivals, I can make festivals, so there are a few jobs around, but I'd
a little money and I also get to take part in the really like to go abroad to some of the big
fun. There are lots of festivals that take place all international festivals and see what they're like.
over the country during the summer and they UNIT 7: Role of Women in the
always need people to do work for them.
Development of Society
Festivals have become a really popular thing to
go to. I work at music festivals which usually run 7.2
for a few days and attract thousands of visitors. Page 103
File Name: English Ahead_Level 2_Track 7.2
I see. Is this a full-time job? (Page 103)
No, I am actually at university where I'm a
business student, so I have to study for most of
the year. The university is on holiday in the Empower to enlighten!
summer months and I don't have to study then. In many parts of the world today females are
But my parents wanted me to get a summer job. I more affected than males by poverty, climate
was offered a job at a local supermarket putting change, food insecurity, lack of healthcare, and
things on the shelves, but this job is a lot more global economic crises. What may be some
interesting than that. I work at about five or six reasons that women suffer more? Let’s read a
different festivals each year. story that will help us to widen our perspecMves.
In a small village people felt down in the dumps.
And what type of work do you do at the Emaciated people were seen in rags. Their faces
festivals? were maps of their miseries. It was the family
tradition to send children to work and make them
There is a lot of work that needs to happen at earn to provide financial support for the family.
festivals. Some people work at the food stores Some better off families sent their sons to school
and there's always a need for people to help but their daughters stayed at home. People were
clean up afterwards. My work’s a bit different malnourished and suffered from different
though. I helped build the stages at festivals, diseases. In this poverty-stricken village there was
moving around heavy equipment and that sort of no laughter or smile except for teary eyes that
thing. It's actually very tiring work, but I really mirrored their anxiety and agony.
enjoy it. As it is commonly said that aQer every dark night
there is a brighter day so this was the case when
Well, what do you enjoy the most about Amber, Ahmer and their team members came
working at these festivals? from an organizaMon to do a survey and raise the
living standard of these villagers. This was part of
There are a lot of really great things about it. First a research project of the organizaMon. AQer the
of all, I don't have to work much when the bands survey Amber and Ahmer talked to the people
are playing, so I get to see a lot of amazing based on their findings.
musicians perform live. I also get to travel and
Amber said: I just want to ask three quesMons.
see new parts of the country and I get to hang
Why are these children sent to work? Why are
out with lots of people, who are into the same
girls not sent to school? And, why women don’t
things as me. Probably the best thing about it
do some work?
though, is the atmosphere at these festivals,
because everybody's relaxed and happy and A man answered: We don’t have any means to
having a good time. earn so we make our children work.
Another woman shouted: We send our boys to
And what plans do you have for the future? school as they will eventually earn for us, and

English Ahead 7
also make dowry for their sisters. Our daughters living. Rabia and a group of women run a dairy
will always remain at home in the kitchen, even farm. Other women are into a business of selling
aQer marriage. embroidered clothes, culMvaMng crops and are
Then one man emphasized: Work is for men, labourers who are mostly involved in
women are weak, and they don’t have skills! How construcMon work.
will they work? Why shall they work? Their place These women work very hard to make money
is their home! that adds to their families’ financial well-being.
Amber smiled and said: Thanks for your answers. Their relaMves who live in other villages are also
I know your children are helping you all out by impressed and inspired by them. Good things
working. They are so considerate. Children do not always have a trickle-down effect!
get lucraMve jobs. They mostly work in Men and women are not rivals. They should
environments that exploit them, are dangerous support and treat each other with respect as
and are degrading. This puts them at risk to humans thus making this world a beYer place for
geang injury and diseases. They become all!
aggressive and pick up abusive language. Child 7.3
labour is the cause of unemployment of adults as Page 108
children are hired on lower wages. So please File Name: English Ahead_Level 2_Track 7.3
don’t jeopardise your children’s mental and (Page 108)
physical health. Can you all think of some other Mariam MukhRar: A fighter pilot
ways of earning instead of sending your children Marium Mukhtiar was a patriotic and courageous
to work? Pakistani fighter pilot. She was a national pride of
Amber looked around but there was a complete Pakistan who we lost after a Pakistan Air Force
silence. aircraft crashed near Kundian in Mianwali District
in the northwest of Punjab, Pakistan on
Then Ahmer came forward and said: Mothers are November 24, 2015. She is the first female
the ones who can help their children. Our combat pilot of Pakistan to die in a crash on duty.
organizaMon will help you all. Strong men, we Marium Mukhtiar and her instructor-pilot Saqib
need your support! Women are not weak. Were Abbasi were on their routine operational training
Mohtarma FaMma Jinnah, Begum Ra’ana Liaquat mission in a PAF aircraft. Over the Kundian,
Ali Khan, Begum Salma Tassaduq Hussain, Begum Mianwali area, about 175 kilometres southwest
Jahanara Shahnawaz, Lady Abdullah Haroon and of Islamabad, the aircraft developed a serious
Shaista Ikramullah weak? No! They were strong technical break down. The situation became so
women who worked in the struggle of Pakistan. critical that Marium and her co-pilot, Saqib
Their husbands and brothers empowered them. Abbasi had to eject from the aircraft. She lost her
You empower your women and you will see a life during the process as she ejected at low
beYer future for your children. height in a clear a populated area. She flew the
Amber clapped and said: Let’s give it a try. If you aircraft out of populous areas to save human life.
disagree with us, you can always tell us. Both the pilots tried very hard to save the aircraft
The team members served them with tea and till the last possible time.
refreshments.
Marium has been awarded the military award
AQer three years things have changed. Azra is the
Tamgha-e-Basalat by the Government of
only woman driver in the village. She drives a
Pakistan. A year after her death in 2016 a
vehicle and women are very comfortable
Pakistani biographical television film Ek Thi
travelling with her. She sends her daughter to
Marium based on the life of Marium Mukhtiar
school and wants her daughter to become a
was made and critically acclaimed.
police officer. She says, “My daughter will arrest
criminals and will prove that women can do UNIT 8: Fashion
wonders when given opportuniMes.”
8.1
Irfana and her husband are successful farmers.
Page 113
They export their produce and enjoy a good
English Ahead 7
File Name: English Ahead_Level 2_Track 8.1 Exercise 2
(Page 113) Adnan
Fashion I'm looking for a short-sleeved top to wear to
What are your favorite clothes? cricket matches so I won't feel so warm when I
Exercises 1 and 2 play.
1 Bushra
So, my favorite item of clothing has to be this I'd like to buy my mum a new sweater for her
dress. It's not something that you can wear every birthday. She loves checked patterns on her
day of course. It's just for special occasions. For clothes.
example, I've worn it to a couple of weddings, Sara
including my brothers last month. Everybody I want to buy a cotton T-shirt. The hats with a
said, I looked really good in it and it makes me printed picture of something cool such as my
feel special. favorite animal.
2 Dan
My taste in clothes is simple. I'm not a fan of I need some all-purpose trousers, so I'm looking
bright colours or patterns. My favorite clothes are for a good pair of denim jeans. They should be a
also quite simple jeans and a t shirt. Some of my loose fit though, because tight jeans can be
friends say that your clothes say something about uncomfortable to wear.
who you are, but I like my clothes because Farhad
they're comfortable and I feel good in them. And I need a plain shalwar kameez for my collection.
that's more important to me. I'd like something made from silk.
3 Aliya
It's what I'm wearing right now, so I got this top a I'm looking for a new top, maybe a blue and
few days ago. It's a plain green shirt I found white striped blouse or shirt.
online. I love the material. It's really nice and soft Carol
and then this pair of trousers. I've had them since I want to find a long sleeve dress with a floral
last year, but I didn't think they went with any of pattern. Something that looks nice and is of a
my clothes until I got this top, but I always wear lightweight material.
them now because I think they look really good 8.3
together. Page 115
4 File Name: English Ahead_Level 2_Track 8.3
It's this gold jacket that kind of makes me look (Page 115)
like a K pop star or something. And then under it I TrandiRonal Clothing of Asia
wear this black and white shirt, which has got A
some cool patterns on it, all different designs. Kimono
Some people don't like this look, but I don't care The word kimono is Japanese for clothing or
because I do. ‘thing to wear’, but these days it refers to a
5 tradiMonal style of clothing. Kimonos are T-
I wear this dress a lot. It has this amazing stripe shaped with wide sleeves. Most people in Japan
pattern right here along the edge. I usually wear don’t wear them as everyday clothing, but they
it with this scarf, which was a present for my conMnue to wear kimonos at formal celebraMons,
grandparents. It always reminds me of them. So such as weddings and Japanese tea ceremonies.
that's another reason why I like wearing it. I think The style and colour of the kimono also depends
these are still quite stylish, even though I've had on the person’s age and whether he or she is
them for a while now. married or single. Although it is more common to
8.2 see women’s kimonos, there are men’s kimonos,
Page 113 too. These are usually plainer and less colourful
File Name: English Ahead_Level 2_Track 8.2 than women.
(Page 113) B
Qipao
Vocabulary 1
English Ahead 7
The qipao is a tradiMonal woman’s dress from fine thread, gold work or embroidery. AQer the
China. Its origins go back to the 17th century, but independence of Pakistan, Muhammad Ali Jinnah
it has changed significantly since that Mme. In oQen wore a sherwani. His dignified personality
those days, it was a loose item of clothing, usually was looked up to. Most government officials in
made of silk, which covered the whole body. It Pakistan, such as the president and prime
was mainly worn by older women, but these minister, began to wear a black sherwani for
days, it is fashionable for women of all ages. naMonal ceremonies.
Modern varieMes of qipao started in Shanghai in 8.4
the 1920s. Unlike the early styles, these were a Page 120
Mght fit. Gradually, different types of qipaos File Name: English Ahead_Level 2_Track 8.4
developed, oQen in bright colours and stylish (Page 120)
paYerns. Today, qipaos are designed to be Listening
examples of both tradiMonal and modern fashion Exercises 2, 3, and 4
styles in China. 1
C I wear a suit for my job, but I also wear one for
Sarong other situations. I think people talk to me and
The sarong is such a perfect design for hot, humid think about me differently when I'm in a suit. A
weather and for that reason, it is popular in many men's suit has a clean and elegant look, but
South and Southeast Asian countries, such as people also think this means you are confident
Indonesia. This is a tradiMonal item of clothing and know what you are talking about. When I
and in many of these countries it is mainly worn wear more casual clothes, I immediately see a
by men. It is made from a piece of light material difference in the way people communicate with
that the wearer wraps around the lower half of me. People generally have more respect for me
his or her body, then Mes in place. Sarongs are when I'm dressed in a suit and that just makes life
decorated in bright colours and paYerns. Some of easier.
the typical tradiMonal paYerns are checked, but 2
modern designs oQen have animals or floral I think it's quite hard to find good shoes. Because
paYerns printed on them. a lot of them are made to look fashionable, but
D they don't always perform well for your activity.
Áo dài For example, a lot of runners injure themselves
The áo dài is considered the naMonal costume of because they wear shoes that aren't right for
Vietnam. It is a long-sleeved robe that is worn them. If you run long distances like me, you'll find
over trousers. It is both pracMcal and stylish as it that shoe companies have traditionally designed
is designed to k eep the wearer cool and shoes with lots of support. They say it protects
comfortable in the country’s tropical climate. your feet, but experienced runners have learned
Although created in the 18th century during the that flat shoes are better for most of them and
Nguyen Dynasty, the modern design that is seen result in fewer injuries.
today was developed in 1930 by the fashion 3
designer Cat Tuong. These days, it is usually worn In the 1970s, hip hop fashion became a popular
by women, but men can also wear it, parMcularly style of street wear in many cities. But in the
on formal occasions. They come in different 1990s, it began to become popular all around the
colours, which represent the age of the person world. The loose trousers and T-shirts that are
wearing it. For example, younger girls wear plain too large look with a new style and it wasn't
white áo dài while older women wear darker created by the big fashion companies. One
colours. reason it became popular with skateboarders like
E myself is because it was street fashion. But I think
Sherwani it's sad that now you find these clothes in
Sherwani is basically a long coat that usually expensive high street stores. I don't know if you
comes below knee length. It is worn by the men can call it street wear anymore because a lot of
of South Asia. This tradiMonal clothing is the most people can't afford that kind of thing.
common dress in weddings. It is usually made of 4
English Ahead 7
I think the fashion industry is a real problem for Yes, I just saw the forecast on TV. They said it
the environment, a lot of clothes use materials would be warmer than yesterday.
made from plastic that hurt the environment. But
even natural materials have an effect. Cotton, for Good. Yesterday was really cold and wet. Is it
example, is a common plant that we use to make going to rain?
clothes, but it needs a lot of water to grow. In
countries with large cotton farms, there isn't I don't think it will rain. The man on TV said, It
enough water for the farms, people and the would be a little cloudy in the morning, but the
wildlife. Also, when we wash our clothes, small sun would shine for most of the day.
amounts of chemicals find their way into rivers
and seas. They pollute drinking water and kill What did they say the temperature was going to
animals. We really need to think more about be?
where our clothes come from.
8.5 I think it will be quite a comfortable temperature
Page 121 around 21 degrees Celsius.
File Name: English Ahead_Level 2_Track 8.5
(Page 121) How about we go to the beach?
Speaking
Exercises 2 and 3 Great idea.
Hey, Anna, how about this top? 2
Yes, that's quite nice. What do you think about the new boy in class?
Maybe you should wear it with a nice pair of He's really friendly. We get on quite well.
jeans.
I'm not sure about that. It's very casual. I need Really? I haven't spoken to him very much so far,
something smarter than that. but when I introduced myself to him during lunch
Ok, you could always wear a smart dress. What yesterday, I didn't think he was interested in
about this black one? getting to know me.
Oh yes, I like that. But I haven't worn it for ages.
Do you think it's still fashionable? Well, he's just started at a new school. So, he's
Yes, I do. But why don't you try it on. probably feeling a bit nervous and shy about
All right. meeting new people. Maybe you should give him
Anna, that looks great on you. another chance.
Thanks. Now I need to find some. Shoes to go
with it. What do you think about these boots? Perhaps you're right. He's definitely very clever.
I don't know. They don't look very comfortable. I He got every question right in the Maths test.
suggest you get some flat shoes because you'll
probably have to do a lot of standing around. I Yes, you're right.
recommend wearing a pair like these. They're a 3
good match for your dress. How was your holiday?
Yes, ok. They look great.
Well, it was a lovely location next to a beautiful
SELF CHECK D
beach. The only thing was that there weren't any
Page 124 people my age to hang out with there, so I got a
File Name: English Ahead_Level 1_Track D (Page bit sad and miss my friends.
124)
Self-Check D What was the weather like?
Exercise 4
1 It was really hot. The locals said that it was
Do you know what the weather is going to be like usually milder that time of year. I didn't do a lot
tomorrow? because of the heat. I spent most of my time

English Ahead 7
swimming because the sea was a really nice national orientation, age or disability
temperature, so that was nice. employment becomes a curse. In fact, any type of
4 discrimination is a curse! Even if employees look
What did you think about the match at the down upon other professions, it is discrimination!
weekend? The issue with Saqib is a bit different. He has
been jobless for five years. He pours out his heart
I can't believe we won. of being unsuccessful in interviews for jobs to his
dear friend Adil. He tells Adil that he mostly fails
I know. The team played so badly for most of the the interviews because he does not have the
match. knowledge and skills required for the post,
though he is highly qualified. He has forgotten all
The first 85 minutes were probably the worst that he studied. He has been offered other jobs
football I've ever seen, but those two goals in the but he thinks that they are not of his caliber.
last few minutes were such a surprise. Adil tells Saqib that this is the case with many of
our youngsters. They only cram the course
Did you see that the stadium was full at the content for examination instead of developing
beginning, but there were only about half the life skills. They forget what they study because
people left at the end? the information is stored in their short-term
memory that vanishes after sometime. He further
Yes, I'm glad I only watched it on TV. It was quite said that people should make studying
a boring match apart from the last few minutes. interesting, take notes, revise and have a good
5 sleep, for the information to be stored in the
I like those shoes that you're wearing. They're long-term memory. Once information is in the
very smart. long-term memory, it is easy to recall. Adil
advised Saqib to start revising important things
Thanks. I quite like them too. he studied, make reading a lifelong habit, use
mind maps to organize and summarize
Where did you get them? information and have a good association.
Adil then says, “I want to tell you one thing
Well, my mum bought them for me from that more. Don’t think any job degrading except for
shop on High Street. She wanted me to have a begging. As long as we are working and earning,
pair of shoes that looked stylish and that I could we should be proud of ourselves. We tend to
wear to special occasions, like weddings and always look at the bigger things. We respect the
parties. architect who designs our houses but would that
be possible without a mason who makes bricks
Are they comfortable? and without the laborer whose job is physically
demanding to build our beautiful houses. We
They're ok, but they're not very practical for may admire and give credit to the designer of our
doing sports in. I need a different pair for that. clothes but would it be possible for us to have
Also, I don't wear them to school because they clothes without garment workers. They are the
can feel a bit tight after a long day. ones who turn the designs and ideas into a
reality. We are indebted to every profession for
UNIT 9: Emerging Professions
the hard work and effort. It’s our responsibility to
9.2
give them respect.” Saqib with a spark in his eyes
Page 129
and a smile on his face said, “It was a very healthy
File Name: English Ahead_Level 2_Track 9.2
and encouraging discussion and for this we need
(Page 129)
good friends. I will accept the job offer that was
Employment is a Blessing
not of my taste. At least I will be earning
Do you agree with the title? Sometimes
something and at the same time I will start
employment can also be a curse. When
working and improving my areas for
employers discriminate against their employees
development. I am sure in future I will get a good
based on race, ethnicity, religion, gender identity,
English Ahead 7
job. First, I have to Deserve and then Desire. scientist, psychiatrists, lawyers, and some other
Above all being busy in work my mind will not be professions.
a devil’s workshop.” UNIT 10: Beyond Earth
Adil gave a pat on his back and wished him all the
best for his future. 10.1
9.3 Page 140
Page 135 File Name: English Ahead_Level 2_Track 10.1
File Name: English Ahead_Level 2_Track 9.3 (Page 140)
(Page 135) Beyond Earth
ArRficial Intelligence Life on other Planets
Most people don’t get jobs because of their poor Exercises 1 and 2
hard and soft skills. Hard skills are the knowledge 1
and abilities required for a job like reading, I think so, yes, because it would be so exciting if
writing, maths, and abilities to use a computer. we were to send people to another planet to live,
On the other hand, soft skills are the qualities but we'd have to really improve our technology
that make you a good worker like first. I totally think it's possible, especially when
communication, team work, time management, you think how far things have developed in the
problem solving, decision making and so on. last, say, 100 years. We might even get people to
Mars in the next few decades.
To be prepared for the future every individual
2
should work on their IT skills as every profession
Why do we want to go and live on another
would use it. IT means Information Technology.
planet? I mean, the exploration of space is great,
The field is very vast and keeps developing from
but we've got enough problems here on Earth. I
time to time based on the new developments and
think we should deal with those first before. You
inventions. Artificial Intelligence is in great
know, before we send people off to other
demand and its demand would further increase.
planets, otherwise we'll probably just repeat the
Artificial intelligence is the branch of computer
same mistakes there that we're making here.
science that works on the development of
3
intelligent machines that think and work like
I think we don't really have the science yet to
humans. The artificial intelligence we use
send people to other planets. We've got so much
nowadays is the Google map that shows the
still to learn about space and also when people
direction, predicts the time we will reach our
get there, what would they do? There are so
destination, the fastest route and so on. Common
many challenges. There's no air to breathe or
apps that we may use to book a ride like Uber
anything. So, no. I don't think it will be possible to
and Careem also use artificial intelligence to let
live on other planets. I'd like to go into space for a
us know the price of our ride. Other examples are
holiday perhaps, but I wouldn't want to live
online banking, Facial Recognition to detect a
there.
user’s face, online shopping, machine translations
4
etc.
Perhaps not in my lifetime, but I'm certain we'll
Self-driving cars is also an example of the use of have some place on the moon or on a planet like
artificial intelligence. They are already available Mars where people could live full time. Really
but may not be that common, by the next two to what I think is stopping us now is politics, but I
three decades; we will see more people using think if humans focused on the things we have in
them. common rather than our differences, then you
know we'll achieve it sooner rather than later.
Artificial intelligence machines will replace 5
humans in certain jobs like customer service, Yes, because if we keep hurting the planet and
book keeping, data entry, proof reading, courier we end up destroying it, then we'll need another
services, security guards etc. But artificial option, like a plan B, you know, and maybe we'll
intelligence will not be able to replace a writer, be more careful the second time round. So, if
people lived in other parts of the solar system, or
English Ahead 7
maybe if we travel to other solar systems. That What is Earth's atmosphere made of?
would be awesome. Earth's atmosphere is made-up of 78% nitrogen,
10.2 21% oxygen and only 1% of other things,
Page 140 including carbon dioxide.
File Name: English Ahead_Level 2_Track 10.2 6
(Page 140) When did the first person go into space?
Vocabulary 1 Vostok 1 carried the first human, Yuri Gagarin,
Exercise 1 into space in 1961.
Our solar system is made up of the Sun and other 7
objects such as planets, moons, and asteroids. It How many satellites are in orbit around Earth?
is believed to be four billion years old. Planets There are about 2200 satellites currently in orbit
and asteroids travel in orbits around the Sun, around Earth.
while moons have orbits around planets. Earth is
special because it contains things that are 10.4
necessary for life, such as water and a thick Page 143
atmosphere with oxygen. File Name: English Ahead_Level 2_Track 10.4
In the 20th century, we started to build (Page 143)
spacecraQ in order to send satellites into orbit
around Earth and to explore space. Since then, Reading
we have found signs of water on Mars and the Exercise 2
moons of Saturn and Jupiter, which suggests we Space Express
may discover life in another part of the solar
system one day. Although our solar system is If you had the chance to go into space, would you
huge, there may be around 200 billion solar go? There have only been around 560 humans in
systems in our galaxy. And there are at least 100 space, but millions more would like to have this
billion galaxies in the universe! experience. Space Express wants to help
10.3 everyone realize his or her dream. Our goal is to
Page 141 make it possible for anyone to travel outside
File Name: English Ahead_Level 2_Track 10.3 Earth's atmosphere and into outer space. Some
(Page 141) people might worry about their safety. Of course,
Vocabulary 1 there is always some danger involved in
Exercise 4 spaceflight. However, we do everything we can to
What do you know about the solar system? reduce the risk through our preflight training and
1 use of the most up-to-date technology available.
How many planets are in orbit around the sun? All passengers on our flights received 3 full days
There are eight planets in our solar system. of training before their actual trip into space,
Mercury, Venus, Earth, Mars, Jupiter, Saturn, including completing the flight in virtual reality.
Uranus, and Neptune. This makes sure that everyone is prepared for the
2 journey and gets to enjoy the trip to the fullest.
What is the largest planet in the Solar system? On the day of your flight, you take part in the
Jupiter is the largest planet. It is more than 1300 briefing where the crew goes over each part of
times the size of Earth. the trip. We could change plans depending on the
3 weather, such as when we take off. You then get
Which planet is closest to the sun? into your spacesuit and aboard the spacecraft.
Mercury is the closest planet to the sun. It's so Once safely on board, space Express takes off like
close. That the temperature can reach 450 an ordinary aero plane and ascends to just over
degrees Celsius. 15,000 meters where we do a final safety check.
4 Then the pilots fire its rockets, which carry the
How many moons does Mars have? spacecraft beyond Earth's atmosphere. In a few
Mars has two small moons, Deimos and Phobos. seconds, the speed increases from 800 kilometers
5 per hour to over three times the speed of sound,
English Ahead 7
3700 kilometers per hour. After you leave Earth's I read lots of scientific magazines and when I see
atmosphere more than 100 kilometers above its an interesting idea I would think, what would
surface, the Rockets turn off and you can leave happen if I used that idea on another planet?
your seats and float around the cabin to
experience zero gravity. Through the windows Why do you set your novels on other planets in
you can admire Earth, its colors and textures, and the solar system?
you can stare into the blackness of space. On
some trips, passengers may see the moon, or The setting for my stories isn't important. What's
they might even spot a satellite in orbit. After 5 important is that people find the story interesting
minutes of weightlessness, you go back to your and believe that it could happen. I guess people
seat for the return journey. Gravity gently pulls are excited by the space environment. They want
the spacecraft back towards Earth. At this point to escape their everyday problems by reading
you are actually falling rather than flying, but at about an extreme environment like space. But I
20 kilometers the atmosphere becomes thick think. Readers also recognize the problems
enough so that you can glide back the rest of the characters have to deal with. For example, when
way down. The entire journey takes just over 2 my heroes are struggling to live on another
hours. And the $175,000 price tag might sound planet, that's also about real problems we face
expensive, but this is a once in a lifetime here on Earth. The choices these explorers make
experience that you'll never forget. affect their survival, and it's the same for all of us,
10.5 here and now.
Page 148
File Name: English Ahead_Level 2_Track 10.5 A lot of sci-fi novels predict the future. How do
(Page 148) sci-fi writers know how technology and society
Listening will develop?
Exercises 2, 3 and 4
With us today is science fiction writer Adam Many of our predictions don't come true, and I
Marsh, who has written over 10 novels. Adam, think we get lucky sometimes. But it's true things
why did you become a sci-fi writer? like credit cards were first written about in
science fiction novels.
I've always enjoyed science and writing, so it
combines both interests. Have any of your predictions come true?
Not yet. But as we begin to explore space further,
But you didn't start out as a writer, did you? some of them may happen one day. It doesn't
really matter if my predictions are right, although
Well, yes and no. I mean. I used to be a science I really hope I get one right someday.
teacher, but I've always written since. I was about
14 years old. It's my passion. So that's how I Adam Marsh, thank you very much for your time.
spend my free time.
Thank you.
And when did you publish your first novel? 10.6
Page 149
When I was about 25, I got published. My first File Name: English Ahead_Level 2_Track 10.6
novel was called Voyage to Saturn, and I was (Page 149)
really pleased with it. But neither that nor my Speaking
second novel was very popular. My third novel, Exercises 2 and 3
Life on Titan, was a big hit, as you know. And So, what things would you take with you into
after that I quit my job and started writing full space?
time.
Well, for me, I definitely miss my family and it
How do you come up with ideas for your stories? might not be possible to keep in touch. So, I'd
take some family photos with me.
English Ahead 7
 actually been into space. My favorite one has to
Ok, that's true. But I think there are more be Apollo 17, which was the last spacecraft to
essential things like food and water and oxygen. take people to the moon back in 1972. Perhaps
the most popular thing to do there is the NASA
Oh I, I see your point. Those are obviously tram tool of the NASA Johnson Space Center,
essential, but we need more than just the where many spacecrafts are designed and tested.
essentials for one whole year. If you ask me, we
have to think about our happiness as well. We The best part of the tour was seen as Saturn 5
need a few more things that will make us feel rocket up close that was used to send spacecraft
happy and stop us feeling homesick. to the Moon. There are two tours available. The
full tour takes 90 minutes, but if you don't have a
I suppose, and I guess a few photographs of our lot of time, there is a 30-minute tour as well. The
families wouldn't take up a lot of space. What center can be very busy, so if you are going to
else? visit you should try to go on weekdays. Also, if I
had the chance to visit again, I'd spend 2 days
Well, personally I'd like to take my guitar with me there and because you have to do a lot of walking
because, like you said, we'd probably get bored around, I'd take a pair of shoes that are more
and would need some form of entertainment. comfortable. It's a fantastic place though, and I
strongly recommend going there.
I'm not sure that would be a good idea, because
the guitar's quite large and there wouldn't be a
lot of space on a spacecraft.

That's a good point, but I think it would be very

good for keeping us happy and entertained.

Yes, I agree with Mariam.

Ok, I suppose you're right.

SELF CHECK E
Page 153
File Name: English Ahead_Level 1_Track E (Page
153)
Self-check
Exercise 4
On today's program, I continue my tour of the
USA. This time I'm going to talk about my visit to
the Space Center in Houston. This is where many
of the flights into space were organized. Today it
is also a Space Museum, which includes more
than 400 items collected from America’s space
exploration and it attracts hundreds of thousands
of visitors every year. I could only spend one day
there, which really wasn't enough time to see
everything because it is a huge place, but I was
able to learn a lot about the history of human
space exploration.

The first part of the museum I visited was the

Starship Gallery. There are some amazing things
there, including several spacecraft that have
English Ahead 7