MEGA

GOAL1.1
TEACHER’S GUIDE

MANUEL DOS SANTOS

ELI GHAZEL
DANAE KOZANOGLOU
 MegaGoal 1.1 Teacher’s Guide

MegaGoal Series Copyright © 2009 by McGraw-Hill Education

Adaptation Copyright © 2023 by McGraw-Hill Education (UK) Limited
Published by arrangement with McGraw Hill LLC
ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED OR TRANSMITTED IN ANY
FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPYING,
RECORDING OR BY INFORMATION STORAGE AND RETRIEVAL SYSTEMS, WITHOUT PERMISSION IN
WRITING FROM MCGRAW HILL.

ISBN: 9781398900455

Publisher: Jorge Rodríguez Hernández

Editorial director: Anita Raducanu
Development editors: Kasia McNabb, Ana Laura Martínez Vázquez, Janet Battiste
Teacher’s Guide Writing: Ellen Kisslinger
Art direction: Heloisa Yara Tiburtius
Interior design and production: Page2, LLC
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Photo coordinator: Kevin Sharpe

Photo Credits: The Photo Credits section for this book on page 73 is considered an extension of the copyright page.

© 2023. Exclusive rights by McGraw-Hill Education (UK) Limited for manufacture and export. This book cannot be
re-exported from the country to which it is sold by McGraw-Hill Education (UK) Limited.

www.mheducation.com
Contents

Scope and Sequence iv

Introduction vi

Unit Intro 2

Unit 1 Big Changes 6

Unit 2 Careers 20

Unit 3 What Will Be, Will Be 34

Unit 4 The Art of Advertising 48

EXPANSION Units 1–4 62

Vocabulary 69

Irregular Verbs 72

Audio Track List 74

Key to Phonetic Symbols 75

Photocopiable Activities Answer Key 76

Workbook Answer Key 80

Photocopiable Activities 88

iii
Scope and Sequence
Unit
UnitTitle
Title Functions
Functions Grammar
Grammar

Intro
Intro Express
Expressopinion
Agree
Agreeand
opinionand
anddisagree
andpreference
disagree
preference Recycle/use
Recycle/usefamiliar
modifiers.
modifiers.
familiarverb
verbforms,
forms,prepositions,
prepositions,

Pages
Pages2–5
2–5 Greetings,
Greetings,introductions
introductionsand
and
farewells
farewells
Make
Makeananappointment
appointment

11 Big
BigChanges
Changes Discuss
Discusspast
present
pastworld
worldevents
presenteffects
effects
eventsand
and Simple
Simplepresent
Simple
present
Simplepresent
presentand
andpresent
presentprogressive
progressive
Pages
Pages6–19
6–19 Talk
Talkabout
aboutglobal
globalissues
issues Simple
Simplepast
pastand
andpresent
presentperfect
perfect
Simple
Simplepast
pastand
andpast
pastprogressive
progressive
Past
Pastprogressive
progressive+ +when
when+ +simple
simplepast
past

22 Careers
Careers Talk
Talkabout
Talk
aboutcareers
Talkabout
careers
aboutpersonal
personalqualities
qualitiesand
and
Present
Presentperfect
present
perfectprogressive
presentperfect
progressiveand
perfectsimple
simple
and

Pages
Pages20–33
20–33 personality
personalitycharacteristics
characteristics Adjective
Adjective+ +preposition
preposition+ +gerund
gerund
Talk
Talkabout
abouthow
howlong
longyou’ve
you’vebeen
been Simple
Simplepresent
presentand
andWh-
Wh-questions
questions
doing
doingsomething
something Relative
Relativepronouns
pronouns

33 What
WhatWill
WillBe,
Be,Will
WillBe
Be Make
Makepredictions
predictionsabout
Express
Expressopinions
opinions
aboutthe
thefuture
future Future
Futurewithwithwill
affirmative,
willororbe
begoing
affirmative,negative,
goingto—to—
negative,questions,
questions,answers
answers
Pages
Pages34–47
34–47 Make
Makeand
andrespond
respondtotosuggestions
suggestions Will
Willversus
versusbebegoing
goingtoto
Future
Futureprogressive—affirmative,
progressive—affirmative,questions,
questions,
short
shortanswers
answers
Present
Presentprogressive
progressivefor forthe
thefuture
future
Wh-
Wh-questions
questionsand andtagtagquestions
questions

44 The
TheArt
ArtofofAdvertising
Advertising Talk
Talkabout
aboutcommercials,
product
commercials,ads,
producthistory
history
ads,and
and The
Thepassive
passive
Comparatives
Comparativesand andsuperlatives
superlatives
Pages
Pages48–61
48–61 Describe
Describeproducts
products Similarities
Similaritiesand
andDifferences
Differences(as(as+ +adjective
adjective+ +as)
as)
Make
Makecomparisons
comparisons Verbs
Verbslook,
look,smell,
smell,sound,
sound,taste
tastewith
withlike
like+ +noun
noun
Imperatives
Imperatives
Possessive
Possessiveadjectives
adjectivesand
andpronouns
pronouns

EXPANSION
EXPANSIONUnits
Units1–4
1–4 Language
LanguageReview
Reading:
Reading:The
Review
TheComputer
Computerandandthe
theInternet.
Internet.Good
GoodororBad?
Bad?
Pages
Pages62–68
62–68 Project:
Project:Research
Researchprotective
protectiveand
andmedicinal
medicinalpurposes
purposesofofmake-up
make-up

iv
Listening Pronunciation Reading Writing

Listen for fact, opinion and Rising and falling intonation

attitude

Listen for general Stress for important words in Progress Towards the Future Write an essay about an important
understanding about sentences change in your country
historical events Interview and write about people
who have moved from one
country to another (Project)

Listen for specific /m/, /n/, and /ŋ/ JobPool Write a cover letter for a job
information from a job Résumé application
interview Write a résumé (Project)

Listen for specific Words that are not stressed The Tulsa Time Capsule Tell a story about hidden
information from a speech treasure
Write about what to include in
a time capsule about your
country (Project)

Listen for specific Linking adjacent sounds The World of Plastic Write an essay about the history of
information from an ad a product
Write an ad for a product
(Project)

Chant Along: I Wonder What They’ll Be

Writing: Write about your dreams for the future

v
Introduction

Philosophy of the Program The Components

MegaGoal is a dynamic American English series for
international communication that takes students from
Student Book
pre-intermediate to high-intermediate level. It is The overall organization of the Student Books in the
specifically designed for teenagers and young adults. series is:
With eye-catching art and high-interest topics, MegaGoal Number of Units Pages per Unit
is easy and enjoyable to teach and to learn from.
Books 1.1–1.3 4 Units 14 pages
The goal of MegaGoal is to make the learning of 1 Expansion 6–10 pages
and 2.1–2.3
English fun, motivating, and success-oriented by way
of a carefully graded progression that builds students a Units have a consistent lesson format.
confidence, and helps them reach the point at which a The Expansion units review and expand on language
they can use English to express themselves meaningfully points with high-interest content in activities, readings,
about things that matter to them. and chants.
The methodology of MegaGoal integrates the four a A unit-by-unit vocabulary list is included at the back of
skills of speaking, listening, reading, and writing. The each Student Book.
earlier levels focus on speaking and listening, but reading
and writing are increasingly prioritized as students Teacher’s Guide
progress through the series. MegaGoal also puts an This interleaved user-friendly Teacher’s Guide is available
emphasis on grammar, particularly using grammar in for each level. The Teacher’s Guide offers an overview of
communicative activities. the course, some general teaching guidelines, and detailed
MegaGoal is designed to appeal to a visually-oriented unit-by-unit teaching notes.
generation. The visuals aid in presenting and reinforcing These unit-by-unit teaching notes include:
language at the same time that they engage student a Unit Goals
attention. The vocabulary and structures are introduced a Unit Warm Up activity
gradually and recycled systematically. And the tone of the
a Instructions for presenting each Student Book activity
book is humorous—to make the learning process
more enjoyable. a Answers to all the Student Book activities
a Audioscript for the Student Book listening activities
a Language Builder notes
Organization of Materials
a Teaching Tips
Each level in MegaGoal has the following components: a Additional Activities
a Student Book a Additional Projects
a Audio Program a Fun Facts
a Workbook The Teacher’s Guide for each book also contains
a Teacher’s Guide (interleaved) the following:
a Test Bank a Scope and Sequence chart
a Learning Center (optional) a Vocabulary lists per unit
a IWB Software & ActiveBook a Photocopiable Activities
MegaGoal has enough material of classroom instruction a Answers to the Workbook activities
for a whole academic year. The program is flexible, and a Key to Phonetic Symbols
it can be used with groups that have one, two, or three a Audio Program Track List
hours of instruction a day. It can also be used with groups
that have only two or three hours a week.

vi Teacher’s Guide
 Introduction

Workbook Learning Center

The Workbook provides exercises that reinforce the material The Learning Center incorporates and extends the learning
presented in the Student Book. goals of the Student Book with interactive practice on the
computer. A flexible set of optional activities correlated to
Number of Units Pages per Unit
each unit builds students’ skills.
Books 1.1–1.3 4 Units 10 pages
and 2.1–2.3 1 Expansion 6–10 pages
Student Book Units
Activities in the Workbook focus on reinforcement of
vocabulary and grammar. Some units also include a reading. Each unit follows a regular pattern:
In every unit there is a free writing activity based around a a Language—vocabulary, structures, and functions—are
photograph. Students should be encouraged to brainstorm as presented and used in context.
many words and phrases as they can in connection with the a Grammar points are presented in chart form
photograph. Encourage students to write full sentences when
and practiced.
appropriate. Answers will vary according to the students
a Additional functional language is presented in the
own ideas, opinions and experiences. Each unit ends with
a writing activity, often in the form of personal writing. The context of Conversations and role plays.
Expansion units cover vocabulary, grammar, and writing. a A Reading expands the unit theme.

The Workbook Answer Key is found at the back of this a A Writing activity calls on students to use the language
Teacher’s Guide. they’ve learned.
a Form, Meaning and Function activities expand
Audio Program students’ knowledge of structures and functional
The audio program for each level includes the following language.
material: a A Project allows students to perform a task and
a Listen and Discuss (Listen and Repeat in the Intro level) produce a product that calls on them to apply the
(opening presentation) language and vocabulary they’ve learned.
a Pair Work model conversations Here is a detailed list of the sections in the Student Book.
a Listening In some units, the order of some elements may vary. In the
a Pronunciation Intro level, some sections vary as appropriate to students’
a Conversation language abilities.
a Reading Presentation
a Writing The opening two pages of every unit contain the
a Chant-Along presentation called Listen and Discuss. This section
The audioscript for the Listening activities appear at point-of- introduces the unit theme, the communicative context, the
use in the Teacher’s Guide. grammar points, and the key vocabulary. Students discover
meaning from context—by the use of visuals and with help
Testing Program from the teacher.
The Test Bank provides a databank of testing items from
which teachers can create customized tests within minutes.
Quick Check
Test items reinforce vocabulary, grammar, listening, This section, which appears on the opening two pages,
conversation, reading, writing, and speaking. Teachers can includes a Vocabulary and a Comprehension activity
choose to use the items as they are, or teachers can edit, that check how well students understood the content of
add, delete, and rearrange items. the presentation. The questions are usually in simple
formats: matching, yes/no, short answers. Students can
IWB Software & ActiveBook do the activities independently, in pairs, or even in small
MegaGoal has two brand new and innovative digital groups. Answers can be checked as a class, in pairs, or
components: the Interactive Whiteboard Software for in small groups.
classroom use and the ActiveBook for self-study. Through a
variety of interactive applications the content of the books
comes to life on the board in class or on the computer screen
at home in a way that enhances the learning and teaching
process.
Teacher’s Guide vii
Introduction

Pair Work Sometimes the Your Turn activity is in the format of a class
This section, also on the opening two pages, gets survey. This activity allows students to use the language of
students involved in personalized communication right the unit in simulated everyday conversations.
away. It allows students to actively use the language and About You
grammar from the presentation in speaking activities. The purpose of the questions in the About You section
Students typically ask and answer about the content of is to help students improve their oral fluency. Students
the presentation pages, or they give personal information talk about themselves, putting into practice what they
relating to the content. have learned. Students’ attention is engaged as they
Grammar communicate basic personal information in English.
The Grammar section consolidates the grammar points Reading
and the communicative functions they convey. Students The Readings throughout the book expand on the unit
receive explicit instruction on key grammar points in chart topic, and relate to students’ age and interests. They
format and with example sentences. The charts are then take a variety of formats: newspaper and magazine
followed by activities and exercises that reinforce the articles, puzzles, humorous stories, etc. Sometimes new
points presented. The Grammar charts can also serve as a vocabulary is introduced. The Teacher’s Guide presents
convenient built-in reference section for students as they reading strategies and skills for students to apply to the
use English throughout the program. reading; for example, using prior knowledge, discovering
Listening meaning from context, scanning, making inferences, and
In this section, students listen to perform tasks. The drawing conclusions.
listening activity can take a variety of formats. The content Writing
of the listening often simulates an authentic context: radio The Writing sections in the series cover writing
ads and programs, messages on telephone answering sentences, paragraphs, letters, and brief reports. Writing
machines, interviews, personal conversations, and so on. is also integrated into many of the Projects. The writing
Pronunciation assignments in the Student Book sometimes use the
Students’ attention is focused on specific sounds of readings as models, asking students to write about
English in the Pronunciation section. Typically students themselves or topics that relate to them personally. Writing
listen and repeat sounds, first in the context of words and is also developed through assignments in the Workbook.
then in sentences. Form, Meaning and Function
Conversation The Form, Meaning and Function section recalls and
The Conversation section contextualizes the language recycles students’ knowledge of structure (form) and
as it is used in everyday situations. It is accompanied extends their ability to use their linguistic knowledge in
by the Real Talk feature that develops vocabulary and a meaningful and communicative way (function). The
everyday expressions. The Conversation also includes Teacher’s Guide presents concrete ideas and tips for the
functional language; for example, the language for presentation of form and gives suggestions on approach;
agreeing and disagreeing, changing topics, expressing so students are confident they are getting the language
thanks, expressing surprise, making suggestions, or right and they are able to see the communicative
complimenting. One of the unique features of MegaGoal (functional) purpose behind activities.
is the multiple-ending Conversations, which appear Project
regularly in the Student Book. Students choose the most Each unit includes a task-based activity in which students
appropriate ending for a Conversation or make up their typically cooperate to perform the task. They may make
own ending. a tourist brochure, design their dream house, interview
Your Turn people and report back, and so on. The Project relates
Your Turn is a role-play activity in which students are to the unit theme and requires students to use all the
encouraged to act out dialogs related to the Conversation. language they have acquired. In addition, the Project
They use personal information or take on made-up roles. offers further writing practice.

viii Teacher’s Guide

 Introduction

Student Book Expansion Units a Project

An additional Project is included at the end of
The Expansion units review and expand the material each unit.
covered in the previous set of units. Each Expansion typically a Fun Facts
includes: The Fun Facts offer interesting trivia or general
a Language Review: activities that recycle the knowledge information related to the unit content. Use
vocabulary and grammar of the previous set of units these when appropriate. You may want to have students
a Reading: a thematic reading that challenges students find out more about a given topic.
a Writing a Answers

a Project
The answers to all Student Book activities are provided.
a Workbook Reference
a Chant-Along: a chant that enables students to expand
their language in a pleasant way (in Level 1 only.) The Cross references to Workbook activities help in
chant expands on a theme or the language covered in lesson planning.
the units before it. The chant, and its related activities, a Audioscript
foster additional conversation and discussion as well as The Audioscript is provided for each unit’s Listening
acquisition of new vocabulary and expressions. activity. (The audio for all other sections is reproduced
directly from the Student Book page and, therefore, not
repeated in the Audioscript.)
Teacher’s Guide Units
The Teacher’s Guide is interleaved with the Student Book Guidelines for Presenting Materials
for ease of use. There is one Teacher’s Guide page facing
each Student Book page. Presentation
The following is an overview of the contents for a unit in The first two pages of each unit contain the presentation
the Teacher’s Guide. called Listen and Discuss. In this presentation, students are
a Unit Goals introduced to new vocabulary, language, and structures in
The Unit Goals are clearly listed at the beginning context. The Teacher’s Guide contains explicit instructions
of every unit in the Teacher’s Guide. These include for presenting each individual unit.
goals for Vocabulary, Functions, Grammar, Listening, In general, you may want to use the following technique.
Pronunciation, Reading, Writing, Form, Meaning and Before students open their books, present the topic of
Function and Project. the unit in a warm up, such as by bringing in pictures,
a Warm Up using the classroom environment, or using your personal
Each unit begins with a Warm Up that introduces experiences. Then it is recommended that students look
students to the topic and/or reviews language studied at the opening pages. Activate students’ prior knowledge
in previous units. by discussing the opening question(s). Then talk about any
a Teaching Notes vocabulary they know (provide support as needed), and
Step-by-step teaching notes are provided for all have them guess what the unit is about. Then students
presentations and activities. are ready to listen to the audio. You can have them follow
a Language Builder along with the text first as they listen. For any vocabulary
This feature consists of explanations of any potentially word lists on presentation pages, they can listen and
confusing aspects of grammar or vocabulary. repeat. It is recommended that you play the audio several
a Teaching Tips times. You might then read sentences, say vocabulary,
This feature offers practical tips, insights, and or describe part of the picture, and have them point to
recommendations based on the observations of the relevant part of the pictures or text. At this point,
experienced teaching professionals. have students do the Quick Check section to practice
vocabulary and to check that they have understood the
a Additional Activities
presentation.
These optional activities may serve as a useful way to
extend a topic that students have enjoyed. They may Vocabulary
also be useful in mixed-ability classes as activities to New vocabulary is presented in the Listen and Discuss
give to students who finish a certain task early. opening presentation and at key points throughout each

Teacher’s Guide ix
Introduction

unit. The words and expressions are then practiced and Before students listen to a recording, elicit predictions
recycled throughout the unit and subsequent units. Unit about what they are going to hear. Have them look at any
vocabulary lists are found at the back of the book and can related visual material or ask them to read the questions
be used for review. they have to answer. This way, students will have a clearer
Use the visuals in the Listen and Discuss presentation to idea of what to listen for.
explicitly teach the vocabulary. Listening can be a difficult skill for some students. These
a Pronounce each word and have students repeat it. students worry that they will not understand anything.
Alternatively, play the audio for students to listen Let them know that it is not necessary to understand
and repeat. every single word, but to get the general idea. Play the
a Provide example sentences, descriptions, and recording as many times as necessary, without getting
explanations using the opener visual. caught up in explanations of every word or phrase. Focus
students’ attention on the completion of the task. Letting
a Ask students to provide examples, descriptions, and
students work in pairs may lessen anxiety.
explanations of their own to determine comprehension.
a Have students keep a vocabulary notebook. Suggest Conversation
they use their own words to define the terms and The following is a suggested technique for presenting the
incorporate visuals whenever possible. Conversation section in the Student Book:
a Use the photos and illustrations throughout the unit a Use the picture(s) to introduce new vocabulary
to practice the words. Have students describe the and expressions. Have students predict what the
pictures as well as ask and answer questions about the Conversation is about.
pictures. a Go over the questions in About the Conversation
a Play games with the words. before students listen to the audio.
a Play the audio or read the Conversation. If appropriate,
Grammar
have students look at the picture(s), but keep the
There are many methods and approaches to grammar
text covered. Tell students that they don’t have to
teaching. Here are some suggestions that may be useful:
understand everything—but they should try to use
a Preteach the target structure by reviewing sentences
what they know to figure out what they don’t know. As
from the Listen and Discuss and Pair Work sections that an alternative, you may find it helpful to have students
use the structure. look at the text while listening to the audio, or you may
a Model the example sentences in the Grammar section. prefer to have them read the Conversation silently
a Make personalized statements or ask personalized before you play the audio or read the Conversation
questions that use the target structure. aloud.
a Ask students to provide personalized examples of a Play the audio or read the Conversation again while
sentences that use the structure. students look at the text.
a If appropriate, create visuals or graphics to illustrate the a Ask students to read the Conversation silently. Ask
structure. them to figure out the meaning of unknown words from
a If appropriate, use gestures or pantomimes to illustrate context.
the structure. a Have students answer the About the Conversation
a Have students write grammar exercise answers on the questions. They may do this individually, in pairs, in
board, highlighting the target structure and explaining small groups, or as a class.
their answers. a Have students work in pairs or groups and read the
a Have students work in pairs to complete and/or correct Conversation using the “Read and Look Up” technique.
grammar exercises. In this technique, students look at a sentence, look
a Use sentences from the grammar exercises for
up, and say what they have just read. This technique
helps students develop confidence in saying words
dictations.
and sentences in English. It aids them in mastering the
Listening mechanics of the language, sounds, and vocabulary,
The MegaGoal series offers a wide variety of listening and helps prepare them for freer use of English.
passages, including conversations, announcements, a Have students act out the Conversation.
advertisements, news reports, etc.

x Teacher’s Guide
 Introduction

Reading Encourage students to keep a separate notebook for their

The MegaGoal series offers a wide variety of reading text writing. You and the students can use these notebooks to
types (advertisements, magazine articles, encyclopedia assess students’ progress in English.
entries, letters, emails, etc.). Form, Meaning and Function
For every Reading, have students try to predict and The MegaGoal series offers plenty of opportunity to recall
preview the content of the reading before they read. and recycle previously taught structures and functional
This includes (1) looking at the pictures, (2) talking about language as well as introducing new linguistic and
what they know about the topic, (3) looking for familiar communicative knowledge along the way.
words, and so on. Let students know that it is usually not Encourage students to recall what they remember about
necessary to understand every word. the form if previously taught and give them plenty of
In addition, you can set a purpose for reading. For examples which demonstrate alternative meanings and
example, you can ask students to look for the most uses of that form.
important ideas or to look for the answers to one or more Give students ample opportunity in the lesson to practice
questions in the After Reading section. the new function of a familiar form in a meaningful context
You can present the Reading in a variety of ways. In fact, by encouraging them to fully participate in communicative
it is recommended that you take a variety of approaches: tasks.
(1) students can first listen to the audio recording of the
Reading with their books closed; (2) students can listen to Projects
the audio of the Reading and follow along in the text (this The following are some practical guidelines for the Projects.
helps students to “chunk” the text—that is, to see which a Try to have each group include students of different
words go together as meaningful units in English); (3) proficiency levels in English.
students can read silently first; (4) pairs can read different a Make sure that students have access to the materials to
sections or paragraphs and report to each other on what do a task, such as magazines, large pieces of paper or
they read. cardboard, paints or colored pencils, scissors, and
Encourage students to try to guess the meaning of so on.
unfamiliar words from context. Encourage them to ask a Help students break down the task into its basic
you or look in dictionaries if they still have difficulty. Also components; for example, a list of questions to answer,
encourage students to make lists of words that they want a list of materials to get, a format for the final product,
to learn. and so on.
Another effective way to review language and content a Encourage students to assign different roles to different
in a Reading is to retell the story or article in one’s own group members.
words—orally or in writing. Encourage students to work
a Provide students with guidelines for making oral
in pairs and tell what a Reading is about orally. They
presentations. These include writing down notes on
should tell the main idea first. One effective technique
the information they want to present, ideas for how to
is to summarize each paragraph, or to try to answer the
organize the presentation, ideas on how to divide the
questions Who, What, When, Where, and Why.
presentation among different students, and so on.
Writing a Provide a forum for students to “publish” their work.
The MegaGoal series offers students practice in writing This may be on displays in the classroom or in the
a variety of text types. These often follow the model school. Students might present the results to other
provided. classes, not just to their class.
Explain to students that writing is a process that requires Chants
prewriting, drafting, revising, editing/proofreading, and
Using chants in the classroom will enrich learning in
publishing. Encourage students to brainstorm and take
an entertaining way, motivate students, and generate
notes before drafting. After drafting, they should peer-
enthusiasm. The MegaGoal series includes original chants
edit each other’s work. Finally, they should use these
in Level 1. Activities to learn vocabulary and practice the
suggestions to create their final product. You may also
four skills are included with each chant. When presenting
want to provide students with a scoring rubric by which
the chants, you can follow the same presentation steps as
you will be evaluating their work. Criteria for scoring
with the Reading sections, whereby you activate students’
might include: ideas, organization, word choice, sentence
prior knowledge about the chant or its theme, introduce
fluency, grammar, punctuation.

Teacher’s Guide xi
Introduction

the lyrics as you play the chant, use cloze activities to test make learning more relevant and memorable.
listening skills, etc. Once students understand the meaning
of the lyrics, you can work on pronunciation and rhythm.
Pair Work
Additional games and the personalization of the chant Pair Work offers teachers and students a number of
lyrics, where students change the lyrics to reflect their own benefits. Having students work in pairs is an ideal way to
lives, will allow students to be more creative with English in maximize opportunities for communication and practice.
a fun and memorable way. Many students feel a great sense of involvement when
working with classmates. Another practical advantage is
that while students are working in pairs, the teacher can
General Teaching Suggestions spend time with individual students who need help.
For organizing students into pairs, the simplest method is
English in the Classroom to have students work with the person sitting next to them.
Ideally, teachers should use authentic English in the Alternatively, the students in the first row can turn around
classroom as much as possible. They should also to make pairs with the students in the second row, and so
encourage students to speak English as much as possible. on. Be sure to mix up the pairs periodically to give students
Apart from what are strictly teaching activities, English can a chance to work with other classmates. Ask students to
be used for taking attendance, for school announcements, stand in line in order of birth date, height, alphabetical
and for explaining activities and assigning homework. This order, etc., and pair students standing next to each other.
way, students see English as a vehicle for communication Cooperative Learning
and not just an academic subject to be studied. If students
MegaGoal provides students with many opportunities to
are expected to use English all the time in the classroom,
work together to complete a task. The Project section of
they will be giving themselves the opportunity to practice
most units is one such opportunity.
much more of the language.
To help ensure the success of such activities, make sure
Differentiating and Individualizing that groups are balanced in terms of language ability and
Classrooms comprise a wide spectrum of learners proficiency. Let students determine the different roles that
who vary in how they learn best. Some students are they might play (recorder, artist, researcher, and so on).
visual learners, while others are auditory learners. Still The teaching suggestions for the Project sections in this
other students rely on the written word to succeed. To Teacher’s Guide provide a lot of helpful information for
accommodate all students, teachers need to respond to you and students for organizing and managing projects.
each individual and offer appropriate experiences. The Most of the Projects in the Student Book are designed for
varied presentation formats in MegaGoal allow for this groups of four to six students.
differentiation of learning styles. The abundance of visuals, There are many techniques to encourage cooperative
the audio program, and the variety of activity formats can work, even in everyday classroom activities:
meet the needs of any learner. In addition, the Teacher’s a Numbered Heads Together. Each student in a group
Guide notes within the units provide suggestions for takes a number (for example, 1, 2, 3, or 4). You present a
alternative ways to present material. question. Students in the group work together to get the
MegaGoal also recognizes students’ individuality and answer and make sure that all the students in the group
encourages them to express themselves. Give students know the answer or can do the activity. To check for
plenty of opportunities to express their ideas, their accountability, call on, for example, all the “number 1s” to
preferences, and their opinions. This way, students will give the answer.
start to develop a sense of identifying with the language, a Pairs Check. Pairs take turns interviewing one another.
of owning the language, and of being able to use it to Then two pairs join together. Each student tells what he/
express real ideas. she learned about his/her partner.
It is also important to make connections between the a Think–Pair–Share. Students think about a topic or
characters and situations in the textbook with students’ question posed. They pair up with another student
own lives. Find ways to relate the information in the to discuss it. They then share their thoughts with
textbook to local and national figures, places, historical the class.
events, etc. Let students bring their own experiences,
attitudes, and ideas into the learning process in order to

xii Teacher’s Guide

 Introduction

a Jigsaw. Each student becomes an expert on a topic (or Ongoing, Informal Assessment
on one part of a Reading). That student teaches what There are many opportunities in MegaGoal for ongoing,
he/she knows to a small group. This is a way to present informal assessment. Some examples are:
a Reading: each student reads a different paragraph
a Student work in the About You section can be
and the groups work together to get the important
monitored to see how fluently students express basic
information from the Reading.
ideas in English.
Reading Strategies a Student work on the Project provides an opportunity
Researchers are giving more and more attention to how for you to assess students’ use of English informally as
language learners learn to read. The MegaGoal series students complete work on a topic.
contains explicit reading strategy tips for helping students a Short dictations can provide quick and easy mini-
to become better readers in the Teacher’s Guide. These assessments. For example, to assess understanding of
strategies relate specifically to the Reading, but can also questions and answers, dictate three or four questions.
be used for the presentation material, the Conversations, Then have students answer each of the questions.
and activities that require reading. Periodically review the Next, have students exchange and correct papers. This
tips throughout the program to help students apply them provides students with immediate feedback. Another
automatically. way is to write scrambled words or sentences on the
board for students to unscramble.
Grammar and Vocabulary Review
a Material in the Workbook can be used to measure
The Photocopiable Activities provide additional practice
individual students’ mastery of the material.
and consolidate the grammar and vocabulary of each unit.
They can be used as homework after Self Reflection, if a Students evaluate their own progress at the end of

students require more work on those areas or as optional every unit by completing the Self Reflection charts.
practice for early finishers in class. Self Reflection
a Tasks and activities vary in this section and include a The Self Reflection section of the course fully
question types such as blank fills, matching, acknowledges and supports ongoing , informal
collocations, sentence formation, answering open or assessment in a truly learner-centered way. It allows
closed questions or responding to situations. and trains learners to think back on the topics, tasks
a The Photocopiable Activities can be combined with and language presented and practiced in the unit, step
additional activities and used as self-assessment tasks by step in a systematic and consistent manner, utilizing
in Self Reflection. all available knowledge resources.
Monitoring Students and Correcting Errors a Allotting time and space within the syllabus to this
process takes the methodology of the course beyond
As students do pair and group activities, circulate around
minimal adherence to principles of reflective learning,
the room. Check that students are using English and
common in most courses. Self reflection is rightfully
are on task. This is an effective way to see how students
recognized as an integral part of the learning process
are progressing.
throughout.
In terms of error correction, it is recommended that you
a It is essential to treat this section, as a learning skills
don’t interrupt students to make corrections. Instead, make
development component. This is the time for students
a list of major mistakes or misunderstandings, and reteach
to decide for themselves what they can or cannot
once the pair or group activity is completed. It is important
do and to what extent; and to make a plan of action
to realize that errors are a natural part of the learning
to remedy problems, clarify points, confirm and
process and that students may recognize errors when
consolidate learning.
doing grammar activities but produce them while speaking.
a The Self Reflection section is an invaluable tool for
Give priority to errors that interfere with understanding.
the teacher, as it provides evidence of learning and
Less important errors can be ignored, at least while you
indicates areas for remedial work or expansion.
are focusing on major errors. Another technique is to tell
Additional Activity ideas as well as the Photocopiable
students that you will correct only errors of a specific type
Activities that have not been used in the lessons, can
or a particular grammar point in a forthcoming activity.
be used as tasks for self reflection.

Teacher’s Guide xiii

Intro
1 Listen and Discuss
Read the texts below and identify the sentence or words that express a fact or an opinion.

A space probe’s lander, Flying cars used to be a feature of science fiction and comic strips. But
touched down on Comet 67P, recent developments indicate that they are going to become a reality
510 million km from Earth; an very soon. One of the most successful hybrid flying cars is due to go
unprecedented achievement into production this year.
in space exploration!

Lifelong learning is the

self-motivated pursuit of
knowledge, for personal
or professional reasons,
throughout life, in a range of
situations. It is not confined to
the classroom nor restricted Accidents at home are more Teenagers who enjoy exercise
by age. Open, online sources common than anywhere else. and form healthy eating
have made this type of Falling and tripping accidents habits, stay fit throughout their
learning accessible to a cause injuries to thousands of lives.
greater number of people. people.

2
 Intro

Unit Goals
Vocabulary Grammar
space exploration Recycle/use familiar verb
flying cars forms, prepositions,
lifelong learning modifiers
home accidents Listening
health and fitness Listen for fact, opinion
radio advertising and attitude
career change
Pronunciation
Functions Rising and falling
Express opinion and intonation
preference
Agree and disagree
Greetings, introductions
and farewells
Make an appointment

Warm Up
Use this unit to get to know your students and to evaluate
how much they know. Greet your students and introduce
yourself. Tell the class something about yourself. For
example: I taught in Dubai before I came here.
Ask your students to stand up and say something about
themselves. For example: My name is Alex. I moved
here three months ago from Canada. Or, My name is
Hameed. I help my father at work after school.
If possible, have students describe their experiences
moving to a new place and/or going to a new school...
Ask: Who moved here recently? What was different for
you? What do you miss? What do you like? Elicit ideas
and list them on the board.

1 Listen and Discuss

a Have students look at the pictures on page 2 quickly
and make guesses about the topics.
a Give students a few minutes to look at the pictures and
scan the texts.

Teacher’s Guide 2
Intro

2 Pair Work B
a Read the directions. Encourage students to express
their real thoughts/opinions and discuss them in class.
A
a Go through the phrases in Expressing Opinion/
a Go over the directions.
Preference/Agreeing/Disagreeing and demonstrate with
a Have students work in pairs to complete the activity and
one or more students. For example:
write each topic as a heading above each text. What do you think of flying cars? I’m not sure but I
a Check answers in class. think (they’re like small planes). Can they also drive
along roads?
Answers What’s your opinion about lifelong learning? I think
• Space Exploration it’s really exciting.
• The Future Don’t you think it’s important to form healthy eating
• Learning
habits, early in life?
I totally agree with you. That’s when one’s system
• Accidents
develops./No, not really.
• Keeping Fit
• Advertising C
• Careers a Ask students to choose their favorite topic and talk
| Play the audio as students listen only. about the reasons for their choice. Have them discuss in
| Play the audio again as students listen and follow small groups or in class. Ask them to use phrases from
along in their books. Pause after each text to check their book.
comprehension and to allow students to comment
and/or add more information on each subject.
a Ask questions such as the following:
When did the lander touch down on Comet 67P?
(November 2014)
Why is this significant in space exploration? (It will
provide data about space, the composition of comets or
planets and contribute to space travel.)
Do you know where flying cars are being developed?
(By companies who invest in research and development
in the US and some European countries)
What are some of the differences between lifelong
learning and conventional learning? (age limit,
assessment of learning, individual strengths and
needs, options in terms of face-to-face, e-learning or
blended delivery, time restrictions, personal choices,
geographical restrictions)
Can you give some examples of home accidents?
(falling off a ladder, slipping and falling, burns, injuries
such as cutting oneself with a knife, etc.)
Why is it important for teenagers to exercise? (It helps
them stay fit and healthy, it provides physical activity that
teenagers who live in an urban center need, etc.)
Why is radio advertising popular? (It has a broader
reach than other media, for example, television as
it doesn’t require sophisticated infrastructure, e.g.
electricity – radios can function on batteries)
Can you give some examples of people who changed
careers later in life? (Students’ own answers)

3 Teacher’s Guide
Although restricted to sound, radio advertising Should people follow their passion and change
is an expanding medium that is available on air careers later in life if they feel unhappy and
and online. Radio broadcasts can reach a greater burnt out? Success stories of entrepreneurs who
number of people in remote areas and do not changed careers over the age of 50 prove that
require advanced technology. it is never too late to follow a new path.

2 Pair Work
A. Match each text with a topic. Write the topic as a heading above each text.
Space Exploration Careers The Future Advertising
Accidents Keeping Fit Learning

B. Express your opinion on each topic. Use some of these phrases.

Expressing Opinion/ Preference/ Agreeing/ Disagreeing
What do you think of …? I think it’s interesting / an amazing achievement.
I’m not sure but I think … and … are more interesting.
What’s your opinion about …? I think it’s exciting.
I’m not sure. I guess it’s useful / exciting…
Do you find … interesting? / Don’t you think it’s …? No, not really. I think it’s boring /
pointless / unimportant. I’d rather go for Y or Z
I don’t agree. Look at it this way. / I see your point but …
Yes, you’re right. / I certainly agree on this one / I totally agree with you …

C. Choose the topic you prefer. Give reasons for your choice.

3
Intro

3 Conversation
Listen and practice reading the conversation in pairs.
Ted is at the airport with his brother. He spots his friend
Ashraf in the waiting lounge.
Ted: Good morning, Ashraf!
Ashraf: Oh, hello Ted. What a surprise! Are you flying with
us to Dubai?
Ted: In fact, my brother and I are flying to Denver, to visit
our uncle.
Ashraf: You’re kidding! My father is attending a conference
in Denver! What’s it like in Denver?
Ted: It’s beautiful if you don’t mind cold winters! Anyway,
how are you? How is your family?
Ashraf: Very well, thanks. How about you?
Ted: Great! Oh, sorry, you haven’t met my brother Jack.
Ashraf: Hello, Jack! Pleased to meet you. King Khalid International Airport, Riyadh
Jack: Hello, Ashraf. I’m really glad to meet you. Ted talks
about you all the time.
(Loudspeaker flight call: Saudia flight 380 is now boarding at Gate 9.)
Ted: That’s our flight! Come on Jack, we need to go. Bye Ashraf. Have a safe flight and a great time in
Dubai.
Ashraf: Thanks Ted. Have a pleasant flight. Bye Jack, great to meet you. Please give my regards to your
father.

Greetings / Introductions / Farewells

Good morning / Good afternoon / Good evening / Hello / Hi
How are you? Very well, thank you - How about you? / How are you doing? Great!
This is … / Let me introduce (name) - Pleased to meet you / I’m really glad to meet you / Glad to meet
you / Great to meet you
Have a good / safe / pleasant flight / trip / a great time / See you in … / See you soon
Give my regards to (your parents / family) / Say ‘hello’ to … for me
What a surprise! I didn’t expect to run into you here / I don’t believe it! / Is this for real?

Your Turn
Role-play a conversation like the one above
4 Pronunciation
with a partner. A. Listen. Note the rising or falling
Decide about the following first: intonation.
• where you are, e.g. airport, bus station, train Are you flying to Dubai?
station Ted talks about you all the time.
• where you are going/your destination
• who is going with you B. Listen. Note the rising and falling
intonation in expressions of surprise.
Good morning, Ashraf!

4
 Intro

3 Conversation 4 Pronunciation
a Tell students to look at the photo. Ask: Where do you
think this photo was taken? What do you think the A
conversation will be about? (Students’ own answers) a Read the instructions with students and have them look
| Ask: Where did the conversation take place? (at the at the examples.
airport/in the waiting lounge) What’s the relationship a Play the audio and pause at the end of the question,
between the speakers? (friends/maybe classmates) and the statement and have students repeat.
Play the audio as students listen. Discuss answers to
the questions in class. B
| Play the audio again; pausing from time to time and a Read the instructions with students and have them look
ask students to suggest what follows. Tell them that at the example.
they don’t have to remember exactly what was said in a Play the audio and pause to allow students to repeat
the original conversation, as long as they suggest an using the correct intonation pattern.
alternative that makes sense in the particular context. a Play the audio, pause for the following expressions:
| Play the audio again and tell students to follow in their What a surprise! - You’re kidding!
books. Have students repeat.
a Have students practice the conversation with a partner.
Tell them to switch roles and practice again.
a Have students brainstorm and suggest expressions for
greetings and farewells. Ask a student to write them
on the board. Then ask them to get into groups and
introduce each other.
a Ask students to read the conversation and highlight
examples of greetings, introductions and farewells.
a Then have them go through the expressions in the
Greetings/Introductions/Farewells box and compare
them to the expressions they highlighted in the text.
Call on students to read the additional expressions in
the box.
a Ask students to find expressions that they would use
with friends/peers.
(Hi/How are you doing? Great!/Great to meet you!/Is
this for real?)

Your Turn
a Go through the directions with students.
a Divide your class into groups and make sure each
group spends time deciding on the points outlined in
the directions.
a Encourage them to make notes. Tell them not to write
the conversation as this is a speaking activity. Give
them time to rehearse.
a Invite volunteers to stand up and act it out for the class.

Teacher’s Guide 4
Intro

5 Listening Answers
caller - I’d like to make …
a Direct students’ attention to the photo of the dentist’s receptionist - The doctor (name)/is available …
office on page 5. Elicit ideas, feelings and information. receptionist - He/she’s booked up
For example ask: caller - t’s (rather) urgent, I’m afraid.
How do you feel about going to the dentist’s? (fine, caller - Would it be possible …
anxious, stressed/I hate it/I don’t mind/It’s OK)
receptionist - I’ll see what …
What do you need to do to keep your teeth healthy?
receptionist - Can you make it …
(Brush teeth regularly, avoid eating sweets etc.)
receptionist - We’ll be expecting you …
Why do you think there’s a number 2 next to the
door? (Because there are more rooms and dentists in
dental health clinics)
Do people have to make an appointment to see a 6 About You
dentist? (Usually they do./Students’ own answers)
a Read the directions with the students.
How do most people make an appointment? (They
call the surgery.) a Have them decide on all the details about the
Who answers the phone? (A receptionist/an assistant/ appointment.
the dentist) a Point out that both speakers have to decide on days/
Accept answers that are different if they represent what times that they are available.
happens in the town/ country where students live. a Give students time to prepare.
a Tell students they are going to listen to a conversation a Tell them to make notes, not write the whole
between a patient and a receptionist. Read the conversation.
directions with the students. Encourage them to listen a Remind them to use language from the box.
to the way the people speak as well as what they say to a Tell students to turn away/sideways in order to avoid
each other. seeing each other as they speak. Remind them that this
a Play the audio and have students listen to the audio and is supposed to be a telephone conversation.
answer the questions. Play the audio again if necessary. a Have pairs role-play their conversation as you circulate
and monitor. Then have them switch roles and role-play
Answers again.
- The receptionist sounds pleasant and professional. a Ask volunteers to stand up and act out for the class.
- The caller sounds composed at the beginning of the call but

7 Pronunciation
starts sounding more anxious and stressed as the conversation
goes on because she’s in pain. She is also worried that the
dentist might not be available soon enough.
- What she says, “Could I see her sooner? I’m in a lot of pain.” as A. Read the directions with the students. Play the audio
well as the way she speaks (tone of her voice) indicate that he is and have them listen to the examples. Pause and have
stressed and/or upset. Finally she sounds thankful/grateful and
them repeat the examples.
relieved at the very end of the call when the receptionist tells her
about the cancellation. B. Tell students that they will listen to the audio again with
pauses, so they can identify more examples of rising or
a Have students read the expressions in the Making an
falling intonation.
appointment box and say which expressions are likely
to be used by a receptionist and which by a patient/
caller who wants to make an appointment. Tell them to
use the conversation they listened to as a guide if they
can’t decide. Check answers in class.

5 Teacher’s Guide
55 Listening
Listening
Listen
Listentotothetheconversation
conversationand andidentify
identifythethe
attitude/feeling
attitude/feelingof:of:
- the
- thereceptionist
receptionistwhen whenshe sheanswers
answersthe thephone
phone
- the
- thecaller
calleratatthe
thebeginning
beginningand andatatthetheendendofof
thethecall
call
HowHowdodoyou youknow?
know?
Receptionist:
Receptionist: Dental DentalHealthHealthCenter,Center,goodgood
morning!
morning!
Mrs.
Mrs.Phillips:
Phillips: Good Goodmorning.
morning.This ThisisisMeg
Meg
Philips.
Philips.I’dI’dlikeliketotomake
makeanan
appointment,
appointment,please. please.
Receptionist:
Receptionist: OfOfcourse courseMrs. Mrs.Phillips.
Phillips.LetLetmemesee.
see.The Thedoctor
doctorisisavailable
availableononMondayMondayand andWednesday
Wednesday
afternoon
afternoonfrom from5.00 5.00toto6.00,
6.00,next
nextweek.week.
Mrs.
Mrs.Phillips:
Phillips: I see.I see.It’sIt’srather
ratherurgent
urgentI’m I’mafraid.
afraid.Could
CouldI see I seeher
hersooner?
sooner?I’m I’minina alotlotofofpain.
pain.
Receptionist:
Receptionist: I’m I’msorry
sorrytotohear hearthatthatMrs.
Mrs.Phillips;
Phillips;I’llI’llsee
seewhatwhatI can
I cando. do.I’m
I’mafraid
afraidshe’s
she’sbooked
bookedupuptoday
today
and
andtomorrow.
tomorrow.Let Letmemehavehavea aword
wordwith withherherand
andI’llI’llget
getback
backtotoyou.
you.
Mrs.
Mrs.Phillips:
Phillips: Thank Thankyou. you.I’llI’llwait.
wait.
Receptionist:
Receptionist: Hello, Hello,Mrs. Mrs.Phillips...
Phillips...CanCanyou youmake
makeit itthis thismorning,
morning,ininabout aboutananhour?
hour?There’s
There’sbeen
beena a
cancellation.
cancellation.
Mrs.
Mrs.Phillips:
Phillips: Yes, Yes,ofofcourse.
course.Thank Thankyou yousosomuch.
much.
Receptionist:
Receptionist: You’re You’rewelcome.
welcome.We’ll We’llbebeexpecting
expectingyou youininananhour.
hour.

Making
Makingananappointment
appointment
I’dI’dlike
liketotomake
makeananappointment.
appointment./ Can
/ CanI make
I makeananappointment
appointment……
The
Thedoctor
doctor/ (name)
/ (name)/ is
/ isavailable
availableonon(day/s)
(day/s)from
from– –toto/ (time),
/ (time),atat(time).
(time).
He/She’s
He/She’sbooked
bookedupupallallweek.
week./ I’m
/ I’mafraid
afraidhe/she
he/sheisisaway
away/ not
/ notavailable.
available.
It’s
It’s(rather)
(rather)urgent,
urgent,I’m
I’mafraid.
afraid./ This
/ Thisisisananemergency.
emergency.Could
CouldI see
I seehim/her
him/herright
rightaway?
away?
Would
Wouldit itbebepossible
possibletotosee
seehim/her
him/hersooner?
sooner?
I’llI’llsee
seewhat
whatI can
I cando.
do./ I’ll
/ I’llcheck
checkand
andget
getback
backtotoyou.
you.
Can
Canyou
youmake
makeit itthis
thismorning
morning/ on
/ onThursday
Thursdayafternoon?
afternoon?
We’ll
We’llbebeexpecting
expectingyou
youininananhour.
hour./ See
/ Seeyou
youininananhour.
hour./ Thank
/ Thankyou
youfor
forcalling.
calling.

66 About
AboutYou
You 77 Pronunciation
Pronunciation
Role-play
Role-playa aconversation
conversationlike likethetheone
oneabove
abovewithwitha a
partner.
partner.Use
Usephrases
phrasesfromfromthethebox.box.Then
Thenswitch
switchroles.
roles. A.A.Listen.
Listen.Note
Notethe
therising
rising oror falling
falling
Decide
Decideabout
aboutthe thefollowing
followingfirst:
first: intonation.
intonation.
• • who
whoyou
youwant
wanttotomake
makeananappointment
appointmentwith,
with,e.g.
e.g. Could
CouldI see
I seehim
himsooner?
sooner?
doctor,
doctor,manager,
manager,supervisor
supervisor I’llI’llsee
seewhat
whatI can
I cando.
do.
• • times
timesand
anddaysdaysyouyouare/the
are/theperson
personisisavailable
available B.B.Listen
Listenagain
againand andfindfindmore
moreexamples
examples
• • reason
reasonforforthe
theappointment
appointment forforrising
risingororfalling
fallingintonation
intonationininthe
the
conversation.
conversation.

55
1 Big Changes
1 Listen and Discuss
Read the texts below. Find the sentence that talks about the most important event in each.
After you finish reading, write the effect that each important event had.

The
Lookworld is constantly
at the pictures going
of the events. Which onethrough
do you thinkchanges. Look
has affected the worldat some
the most? Discuss with a partner.
important events that have changed the world and affected the lives of
many people in modern times.
The UnificaTion of The Kingdom of SaUdi arabia
King Abdulaziz, a gifted leader, was responsible for the legendary event that
marked the beginning of modern Saudi Arabia. In 1902, he regained Riyadh, beat
the city garrison, took the Masmak Fortress, and established his headquarters
in the city. He expanded Saudi Arabia to include all of the Hijaz, Makkah and
Madinah and united all the tribes. On September 23, 1932, the Kingdom of Saudi
Arabia was officially established, as an independent country, with Arabic as the
national language and the Holy Qur’an as its constitution. King Abdulaziz initiated
the building of infrastructure and set Saudi Arabia on the road to modernization.

The UniTed arab emiraTeS - Uae

The federation of the United Arab Emirates, known as UAE, consists of seven sheikhdoms;
Abu Dhabi, Ajman, Dubai, Fujairah, Ras Al-Khaimah, Sharjah and Umm Al Quwain. The
city of Abu Dhabi in Abu Dhabi is the capital. The UAE was officially established in 1971. It
came after the discovery of enormous oil reserves in Abu Dhabi in 1958. The UAE dirham, a
single national currency, was launched in 1973. The oil revenues as well as income from other commercial
activities have been used to develop a thriving economy and social infrastructure. Abu Dhabi now hosts
its own grand prix at Yas Marina Circuit and Dubai is home to the tallest building in the world, the Burj
Khalifa.

The Space race

The Russians launched the world’s first artificial satellite, Sputnik 1, on October 4, 1957.
Next, Sputnik 2 went up into space on November 3. The Americans won the race to
land on the moon more than ten years later—with Apollo 11 on July 20, 1969. “This is
one small step for a man, one giant leap for mankind,” said astronaut Neil Armstrong,
the first person to walk on the moon. Prince Sultan bin Salman bin Abdulaziz Al Saud
flew on STS-51G Discovery in June 1985 as the representative of the Arab Satellite
Communications Organization (ARABSAT). He was the youngest person to fly on the
Space Shuttle at the age of 28.

The commUnicaTionS revolUTion

The first communications satellite, called Telstar, was launched from Cape Canaveral on
July 10, 1962. This marked the start of rapid transmission of TV signals over wide areas.
What we take for granted today—satellite television, cellular telephones, wireless and high-
speed Internet connections, and so forth—were part of science fiction only 40 years ago.
Teenagers today are the first real citizens of the digital world. Unlike their parents, they
have grown up in a world in which electronic delivery of information and entertainment is
natural and more accepted than conventional forms like the newspaper, tape, or film.

6
 1 Big Changes

To activate prior knowledge and vocabulary, ask

a 

Unit Goals students to discuss what they see. For example, ask:
What is each photo of? (The Saudi flag; the UAE flag, a
spacecraft; a communication satellite)
Vocabulary Listening Where is the Masmak Fortress ? (in the center of
Past world events Listen for general Riyadh)
Current understanding
Why was it important for King Abdulaziz to
global problems Pronunciation conquer it? (because it allowed him to establish his
Immigration Stress for important headquarters in Riyadh and take more areas)
and emigration words in sentences What does UAE stand for? (United Arab Emirates)
Functions Reading What was the Space Race? (a race to see who could
Discuss past world Progress Towards the Future land on the moon first)
events and What countries were involved? (the United States and
present effects Writing
Write an essay about an the Soviet Union)
Talk about
global problems important change in your
country How do you think satellites created a
Grammar communications revolution? (Signals could be
Simple Present  orm, Meaning and
F
transmitted very quickly.)
Simple Present and Function
Present Progressive Simple Past and Past | Play the audio as students listen only.

Simple Past and Progressive | Play the audio again as students follow
along in their books. Pause after each segment
Present Perfect Project to check comprehension.
Moving from one a Ask questions, such as the following:
country to another
Why was Apollo 11 important? (U.S. won the race)
What happened in 1902? (King Abdulaziz marched
into Riyadh and took the Masmak Fortress)
Warm Up When was the UAE established? (in 1971)
What happened in the UAE in 1973? (The UAE dirham
With books closed, write the following words/phrases on
was launched as a national currency)
the board and ask students what they know about them.
Tell them to help each other in pairs. When was Sputnik I launched? (October 4, 1957)
overpopulation What was significant about Sultan Salman
endangered species Abdulaziz Al Saud? (He was the youngest person to
space exploration fly on the space shuttle at the age of 28)
Ask: What have you read or seen on TV about these What was Telstar? (the first communications satellite)
issues? Which issues are positive and which are a Ask students to work in pairs to check the most
negative in your opinion? Are there any other changes important event in each text, and write the effect that
that have impacted our world significantly? each important event had. Check answers as a class by
Encourage students to discuss the questions in small calling on students.
groups and report back on their group discussion. Discuss a Allow a few minutes for students to ask about any
as a class the global changes they feel are the most words or phrases that are unfamiliar to them.
significant.

1 Listen and Discuss Language Builder

Write on the board the famous quote by Neil Armstrong
a Have students look at the pictures on page 6. Read when he took his first step on the moon: “This is one
the title aloud: Big Changes. Tell them that by looking small step for a man, one giant leap for mankind.”
at the pictures and the captions quickly they can make Explain that a leap is a big jump or a big advancement.
guesses about what “big changes” means here. Give
students a few minutes to look at the pictures and scan
the article.
Teacher’s Guide 6
1 Big Changes

Global Issues Answers

a Direct students’ attention to page 7. Read the title aloud: 1. true
Global Issues. Ask students to look at the pictures and 2. true
describe what they see, either in pairs or as a class. 3. false (It has 7 sheikhdoms.)
| Play the audio for the list of global issues. Have 4. false (It came into use in 1973.)
students listen and follow along. 5. false (They are something of the present.)
a Tell students to scan the list of global issues, and to ask

2 Pair Work
about any unfamiliar words.
a Have students work alone to mark the global issues
they think affect us the most.
a Go over the directions together.
a Tell students to write a fact for each issue they chose
and an effect for that fact. | Play the audio of the conversations. Students listen
and follow along in their books.
a On the board, draw 3 columns with the headings, Issue,
Fact, Effect. After several minutes, call on one student | Play the audio again. Students listen and repeat.
from each group to report to the class and write their a Organize students into pairs. Tell them to take turns
choices on the board. asking and answering the questions. Allow a set time for
the activity (about eight minutes) or tell students to ask
a specific number of questions (maybe five). For some
Quick Check students, having parameters makes it easier for them to
engage in and finish the activity.
A
a Read the directions. Suggest to students that if they
are unsure of the correct answer, they should use the Workbook
context on page 6 to help them.
Assign page 79 for practice with the vocabulary of the unit.
a Have students work individually to complete
the activity.
a Have students check answers in pairs. Then, check
answers as a class.
Teaching Tip
When one student is reporting to the class, students sometimes
Answers see this as a time to relax. By giving the whole class a task to do
that involves listening to the student who is reporting, everyone
1. c stays involved in active learning. They are encouraged to focus
2. b if they know they must use what they hear. This also helps them
3. d develop the skill of listening for a purpose.
4. a
Additional Activity
5. e
Divide students into groups. Have each group choose one of the
global issues from page 7 and come up with a list of ideas of how
to address it. Have groups share their ideas with the class.
B
a Read the directions. Tell students to mark their answers,
and then to change the false statements
to make them true.
a Have students work individually to complete The Space Race. The first person in space was Yuri
the activity. Gagarin of the Soviet Union. He went into space aboard the
Vostok on April 12, 1961 and orbited Earth for 108 minutes.
a Check answers as a class by calling on students.
On February 20, 1962, John Glenn became the first American to
For the false statements, ask for corrections. facts successfully orbit Earth. Who won the space race? The Russians
said they did because they launched the first man into space,
whereas the United States claimed they did because they put
the first man on the moon.

7 Teacher’s Guide
Global Issues
Mark the global issues that you think affect us the most.
Write a fact for each issue you chose and an effect for
that fact.

____ global warming ____ pollution

____ poverty ____ diseases
____ security ____ unemployment
____ fresh water ____ traffic
____ economy ____ globalization
____ endangered species ____ natural disasters
____ terrorism ____ overpopulation

Quick Check e
Q 2 Pair Work
A. Vocabulary. Find each vocabulary word in the texts on
Find sentences that are facts in the
page 6. Read the words that come before and after that
texts you read on page 6. Make
vocabulary word and then decide which meaning is best for it.
questions for those facts. In pairs,
1. ___ to affect a. to set up, start ask and answer the questions. See
2. ___ to launch b. to send into space the examples below.
3. ___ to take for granted c. to produce a change
When was the Kingdom of
4. ___ to establish d. to accept as part of life
Saudi Arabia established?
5. ___ to host e. to provide a place for
It was officially established on
B. Comprehension. Answer true or false. September 23, 1932.
1. ___ Sputnik was the name of a Russian space ship. What has changed as a result
2. ___ King Abdulaziz set Saudi Arabia on the road to of the discovery of oil reserves
modernization. in the Emirates?
3. ___ At present the UAE has 10 member states. Revenue from the oil reserves
4. ___ The UAE dirham came into use in 1963. has been used to develop a
5. ___ Digital forms of information are something very successful economy and
of the past. infrastructure.

7
1 Big Changes

3 Grammar

Simple Present Tense – Revision of Use

Use the simple present tense for facts, permanent situations, or habits and routines.

Present Progressive – Revision of Use

Use the present progressive for actions and situations that are happening now or are in progress
(developing and changing) or for temporary situations.

Simple Present and Present Progressive – Revision of Form

PERMANENT TEMPORARY
John lives in Quebec, but he is studying in France this year.

Simple Past and Present Perfect – Revision of Use

Use the simple past to talk about events that began and ended in the past.
Use the present perfect to talk about events that began in the past and continue into the present.

Simple Past and Present Perfect – Revision of Form

The Russians launched the first artificial satellite in 1957.
The United States has launched many astronauts into space since 1969 and continues
to do so.

A. Complete the sentences with the words in parentheses. Use the simple present or the present
progressive of the verbs.
1. He ____________ with his uncle until he can find his own place. (live)
2. The water ____________. Please turn it off. (boil).
3. The scientists ____________ the cause of the problem. (not/understand)
4. ____________ in your country in winter? (it/snow)
5. The moon ____________ around Earth. (go)
6. What ____________ of my idea? (you/think)
7. Currently, the number of immigrants in our country ____________. (increase)
8. ____________ the year the first Grand Prix took place in Dubai. (we/not/remember)
9. Dubai is part of the UAE, but it ____________ as many oil reserves as Abu Dhabi. (not/have)
10. Ahmed has a part-time job on Saturdays, but he ____________ today. (not/work)

8
 1 Big Changes

3 Grammar Simple Past and Present Perfect –

Revision of Use and Form
Revise when the simple past and the present perfect
Simple Present Tense – Revision of a
are used, emphasizing the differences, using the two
Use examples.
a Remind the class when the simple present tense is a Write these sentences on the board:
used. They lived in L.A. for three years. (They don’t live
a Have volunteers give examples of habits or routines there now.)
using the simple present tense. They have lived in L.A. for three years. (They still live
a Write their examples on the board, underlining simple there.)
present verbs. They read two books about the Space Race. (They’re
finished.)
a Stress the simple present’s use for daily habits and
They have read two books about the Space Race.
permanent facts.
(As of now they have read two books, but they may
a If revision is needed, write sentences on the board
read more.)
about daily habits and underline the simple present
a Elicit examples from students. For example:
verbs. Call on students to complete the sentences with
We studied ______ last week.
real information.
We have studied ______ so far this week.
a Call on others to make statements about habits,
routines and facts using the simple present. A
a In pairs, have students ask and answer questions about a Have students work alone to complete the sentences.
routines and habits. a Have them check their answers with a partner by
taking turns reading the sentences aloud. Then call on
Simple Present and Present
volunteers to read for the class.
Progressive – Revision of Use and
Form Answers
a Remind the class when the simple present and present 1. is living/‘s living
progressive are used. 2. is boiling
a Walk to the door of the classroom: Say: I close the door 3. do not understand/don’t understand
every day when I leave. Then demonstrate closing the 4. Does it snow
door as you say: I am closing the door now. 5. goes
a Have volunteers offer examples and give prompts 6. do you think
such as: Say something about the weather today 7. is increasing
and something about the weather in general or Say 8. do not remember/don’t remember
something about what you are doing now and what 9. does not use/doesn’t use
you do every day.
10. is not working/’s not working/isn’t working
a Write their examples on the board and put the present
simple in a different color from the present progressive.
a Present the verbs that aren’t often used in the
progressive form. Explain that these verbs are all
Language Builder
nonaction verbs and so we don’t need to use the Write on the board: They launched the satellite. The
progressive. satellite took off up into space. Explain that launch is
a Give students two minutes to write sentences about
also used to mean to start something new. Write on the
board: His first novel launched his career. His career
themselves or other people, using the simple present
took off and he became a huge success.
or present progressive. Have students read their
sentences to the class.
Give students a copy of Exercises 1 and 3 of
Photocopiable Activities 1 for extra practice on the use
and form of Present Simple and Present Progressive.

Teacher’s Guide 8
1 Big Changes

a Organize students into pairs. Tell them to take turns

B being A and B.
a Read the directions with the class. Remind students to a Circulate as students practice. Note any problems
pay attention to the appropriate tense. students are having. Based on your observations,
a Have students work alone to complete the email. review the grammar points as needed with the
a Have them check their answers in pairs by taking turns whole class.
reading aloud sections of the email. a Then call on a few pairs to present for the class.
a Then call on volunteers to read for the class.
a Check understanding of the following vocabulary: Answers
dorm = a large building where students live Answers will vary. A sample answer:
settle into (life) = get used to A: Have you ever eaten fish and chips?
off-campus accommodations = places to live not B: Yes, I have.
on campus A: Do you like it?
B: Yes, I do.
Answers A: Do you eat it often?
1. are not working/aren’t working B: Yes, I do. It’s cheap.
2. is
3. live
Workbook
4. help
5. meet Assign pages 80-82 for more practice with the grammar
6. was
of the unit.
7. arrived
8. got
9. have
Teaching Tip
10. is
Try to adapt material to make it relevant to students. For example,
because this is the first unit, it is important for students to get
11. have not seen/haven’t seen
to know each other and feel comfortable in the class. Have
12. are swimming/’re swimming students spend a few minutes sharing a little about themselves,
13. am wearing/’m wearing using the grammar points. For example: I am from Abha. I go
14. applied to a private school in Abha. I have two brothers. They are
15. knew working in New York.
16. was
17. wanted
Additional Activity
Activity 1: In pairs, have students take turns making statements
18. like about your school or your class. If the statement is true, the
19. miss partner responds True. If the statement is false, the partner
20. feel responds False and then corrects the statement to make it true.
Activity 2: Have students work in small groups to play a
C guessing game. Students take turns making a statement about
a Go over the directions and then direct students’ a classmate. The rest of the group tries to guess who it is. Since
attention to the photo for the example conversation. this is the first unit, students may not be familiar enough with
Briefly discuss the photo. Ask students if any of them each other to talk about daily habits, but can focus on physical
have visited the Roman baths in Bath. attributes, or what classmates are wearing. For example:
a Call on two students to model the example conversation. A: He is wearing a T-shirt that says…
Point out that the directions say to make up questions B: Is it (name)?
and answers. Encourage student A to ask at least one A: Yes, it’s (name).
more follow-up question. For example: Did you like it
there?

9 Teacher’s Guide
 B. Complete the email with the correct forms of the verbs. Use the appropriate tense.

+
t
t

GRmail Archive Report spam Delete Move to Labels

Compose Mail

Inbox
Hi Martin,
How’s it going? I hope you are well and that you ________ (1. not work) too hard.
Starred
University life in Britain ________ (2. be) very different from the way it is in Santo
Chats Domingo. Most international students ________ (3. live) in dorms for the first year of
study. The dorms are places that ________ (4. help) new students gradually settle into
Sent Mail life in the UK and ________ (5. meet) other students like them!
In the second or third year, the university encourages students to find off-campus
Drafts accommodation. I ________ (6. be) lucky when I first ________ (7. arrive) at the
university. I ________ (8. get) a nice, comfortable room. I ________ (9. have) a
All Mail neighbor from Ghana who is also my friend.
Spam (1) It ________ (10. be) winter here now, and I ________ (11. not see) the sun since I
arrived. While you ________ (12. swim) in the warm ocean, I ________
Trash (13. wear) a raincoat. When I ________ (14. apply) for this scholarship, I ________
(15. know) it ________ (16. be) a great opportunity, and I ________ (17. want) the
Contacts experience of living abroad. I really ________ (18. like) this country, but I ________
(19. miss) you, and sometimes I ________ (20. feel) really homesick.

Write back soon.

Best regards,
Fernando

C. Ask Fernando, from exercise B, about his

life in Britain. Work with a partner. Make up
questions and answers.
A: Have you been to Bath?
B: Yes, I have.
A: When were you there? A traditional British Roman baths – Bath
B: I was there a month ago. restaurant
A: Did you see the Roman baths?
B: Yes, I did.

Fish and chips A game of cricket Shakespeare’s house – Stratford-upon-Avon

9
1 Big Changes

4 Language in Context
Find out the following information about your partner.
Then introduce him/her to the class.
1. Full name 6. About his/her relatives
2. Where he/she lives 7. About his/her interests
3. Where he/she was born 8. How long he/she has been
4. Where he/she grew up interested in them
5. About his/her family Your idea: ______________
background ______________________

5 Listening
Listen to the information about immigrants in the past.
Answer true or false.
1. ____ Many immigrants came to the United States in the
late 1800s and early 1900s.
2. ____ The voyage across the ocean was hard, but most
immigrants had comfortable compartments on
ships for sleeping and eating.
3. ____ Many of the immigrants were poor.
4. ____ At Ellis Island, the role of officials was to give
immigrants information about the United States.
5. ____ People who were sick had to go back to their
native countries.
6. ____ Ellis Island became known as “Heartbreak Island”
among immigrants.

6 Pronunciation
A. In English, speakers stress, or emphasize, words that they think are important. These are usually content
words like nouns, verbs, and adjectives. Listen and note the stress. Then practice.
My mother was born in Riyadh. Mona is going to college in Qassim.
Where did you grow up? Have you ever visited Europe?

B. Choose some sentences from the texts you read on page 6. Underline the words that you think are
important in each sentence. Practice reading the sentences aloud stressing the words you underlined.

7 About You
In pairs, ask the questions and have your friend answer. You can ask questions about each other or people
you know. Then switch roles.
1. Where is your family from? 4. Do you have relatives in other cities/
2. Have members of your family ever emigrated? countries? Have you ever visited them?
Where did they immigrate to? 5. Are there many immigrants where you
3. What problems do immigrants to new countries face? live? Where do they come from?

10
 1 Big Changes

4 Language in Context
Most of these immigrants were able to get just enough money to
pay for the trip across the ocean by boat. Many arrived without
any money to their names. Often the father of a family came first
a Go over the directions and organize students into and found work. Then he sent for his wife and children.
pairs. Remind them to take notes as they listen to their The trip across the ocean for poor immigrants was terrible.
partners’ answers. They will need the notes later when Men, women, and children stayed in crowded and smelly
they introduce their partner to the class. compartments, deep down in the hold of the ship. They had
no showers, and there were no dining rooms for them. They
a Before students begin, check understanding of
went up on deck to get food from huge pots. This was the
the terms grew up and family background. Quickly price they had to pay to get to the “New World.”
review terms for relatives, such as aunt, uncle, On their arrival in the United States, they saw the Statue of
cousins, and grandparents. Liberty in New York Harbor. But they weren’t free to enter
a Brainstorm together some questions they might America right away. When immigrants landed in New York,
use for Your idea. Write their ideas on the board. ferryboats took them to Ellis Island, where immigration officers
a Circulate and monitor students.
questioned the new arrivals, and doctors examined them.
Those who failed the medical exam had to go back to their
a Have pairs form small groups and introduce their native countries. Sometimes if a child was ill, the entire family
partners. Presenting in groups first provides additional had to return. Ellis Island became known as “Heartbreak Island”
speaking practice. Then call on students among immigrants.
to introduce their partners to the class.
Answers
5 Listening 1. true
2. false
3. true
4. false
5. true
6. true
a Direct students’ attention to the photo. Ask them to

6 Pronunciation
describe what they see. To activate prior knowledge
and help students predict what they will hear, ask
questions. For example:
Where did people emigrate from? A. Explain that in English, we stress important words
Why did they immigrate? in a sentence.
What was at Ellis Island? | Play the audio for students to just listen.
How do you think people felt when they saw the Play it again for students to repeat the sentences with
Statue of Liberty? proper stress.
Not everyone was allowed to enter the U.S. Why do B. Have students work in pairs. As students discuss the
you think they wouldn’t let some people enter? question, circulate, monitor, and give assistance where
| Play the audio as students listen. Check general needed.
understanding by repeating the first three questions

7 About You
above. Have students read the questions.
| Play the audio again. Have students mark their
answers. Play the audio a third time for students to
check their answers.
a Have students work in small groups. Tell them to
choose one person in their group to take notes, and
a Call on students for the answers. Ask them to correct
another student to report their findings to the class.
the false statements to make them true.
a Before students begin, write on the board:
| Audioscript emigrate + from
For centuries, people have made major changes in their lives. He was born in Brazil. He emigrated from Brazil.
Many have moved to other countries in search of new lives. One immigrate + to
of the great periods of immigration was between 1880 and 1920. He immigrated to Canada. He lives there now.
At that time, 23 million immigrants arrived in the United States.
a Allow time for discussion, and then call on groups to
Most of them came from poor towns and villages in Southern
and Eastern Europe. They had one thing in common: They
report to the class.
believed that in the United States life was going to be better for
them. It was the land of freedom and prosperity.

Teacher’s Guide 10
1 Big Changes

8 Conversation Your Turn

a Go over the directions and the information to include in
a Tell students to look at the photos. Ask: What do you their role play. Review the phrases used to start
think this conversation will be about? the conversation (Tell me about yourself) and to
| Play the audio. Have students listen and follow along keep it going (How about you? What do you do? Do
in their books. you miss…?).
a Have students practice the conversation with a partner. a Evaluate the general proficiency level of your class. If
Then they switch roles and practice again. you decide they need support forming questions using
what’s in the book, write examples on the board. For
Real Talk example: Where were you born? Where were your
grandparents from? Do you still have relatives in
a Model the phrases for students to repeat. those places? What languages do your parents/
a Ask: Who says in fact and You see in the grandparents speak? What do your parents do?
conversation? (Saud) Why does he add these? What did your grandparents do?
(Because it’s surprising that he’s from Dubai, but his a Have students practice the role play. Encourage them
grandparents are also from Berlin; so he has not to look at the conversation as they practice.
a German passport) a Have pairs present their role play for the class.
a Who says by the way? (Hans) Why does he say
this? (He’s changing the topic to talk about jobs.) Who
says fit in? (Saud) Workbook .
a Have students work with their partner to practice these Assign page 83 for additional reading practice.
phrases. Tell them to talk about a topic from the unit,
and have the partner interrupt and change the topic
using by the way.
a Have students discuss what it takes to fit in in various
Teaching Tip
Although it is easy to have students form pairs with classmates
situations; for example, at school, at work, in sports, or at sitting near them, students benefit from working with various
a party. Call on volunteers to share their ideas. partners. Students can be paired in a variety of ways. For example,
ask them to work with the person on their left, their right, in
About the Conversation front of them, behind them, or someone they’ve never worked with
before.
a Have students work with a partner to ask and answer
the questions. Additional Activity
a Call on one student to ask a question of another Have students work in pairs. They choose a country to be from
student. The student who answers then asks the next and make up information about themselves and their family using
question of a different student. the list in Your Turn. Encourage them to create any details they
want to make it an interesting family. Then have them form new
Answers pairs, and take turns talking about their make-believe selves and
families.
Answers will vary. Sample answers:
1. They are from Leipzig, Germany.
2. 
His family has been in the western part of Germany since soon
after the reunification. About 12 million immigrants passed through Ellis Island
3. No, he hasn’t. in New York between 1892 and 1954. Immigration officials
4. 
He’s allowed to work legally in Germany because his were strict about who they let in. Questions, such as Do you
have more than $30 with you? Are you able to read and write?
grandparents were from Germany.
5. No, he isn’t. He is happy in Germany.
facts Are you going to join a relative? were asked on the ship on the
way over. These same questions were asked again once they
arrived. Officials compared the answers to make sure that
the passengers were telling the truth.

11 Teacher’s Guide
8 Conversation
Underline the important words in the conversation. In pairs,
read the conversation aloud. Stress the important words
including in fact, you see, by the way and fit in.

Saud: Tell me about yourself.

Hans: I was born here in Berlin, but my family is
from Leipzig, in what was East Germany. They
moved over to the West soon after the German
reunification. How about you?
Saud: I’m from Dubai, but my grandparents were from
Germany. In fact, they were from Berlin.
Hans: So I guess you still have family here.
Saud: I’m afraid we lost touch with our relatives.
Hans: And how long have you been here?
Saud: I’ve been here for almost three years. You
see, I have a German passport because of my
grandparents. So I can work legally in this country.
Hans: By the way, what do you do?
Saud: I’m a biologist. I do research in a lab for a
pharmaceutical company.
Hans: Do you miss Dubai?
Saud: Quite a bit. But I’ve got a good job. I’ve made lots
of friends. I fit in OK… I’m happy here.

Humboldt University in Berlin

Real Talk
In fact, You see = expressions used to add information, often surprising information
By the way = expression used to introduce a new topic
fit in = be part of

About the Conversation Your Turn

In pairs, ask and answer the questions. Then Role-play a conversation like the one above with
switch roles. a partner. Give information about your family. Include
the following:
1. Where is Hans’ family from?
2. How long has his family been in the western • place of birth
part of Germany? • where your parents and grandparents
3. Has Saud kept in touch with his relatives in are/were from
Berlin? • if you still have relatives in those places
4. Why is he allowed to work legally • what other languages your parents and
in Germany? grandparents speak/spoke
5. Is he thinking of going back to his native • what your parents/grandparents do/did
country in the future?
11
1 Big Changes

9 Reading
Before Reading
Think about Saudi Arabia’s progress and growth since its
foundation in 1932 until now.
• What are the most significant advances or changes?
• How do you think these will develop or progress in the future?

Progress towards the future

All successful changes start with a vision. live in accordance with the Islamic principle
Successful visions are based on strong pillars. of moderation, are proud of their national
The first pillar of our vision is our status as identity and their ancient cultural heritage,
the heart of the Arab and Islamic worlds. We enjoy a good life, are protected by caring
recognize that Allah the Almighty has given families and are supported by a social and
to our country, a gift more precious than oil. health care system. The government is
Saudi Arabia is the Land of the Two Holy committed to supporting families and the
Mosques, the most sacred sites on earth and education and wellbeing of their children.
the direction of the Kaaba (Qibla) to which In the second theme, a thriving economy
more than a billion Muslims turn at prayer. We provides opportunities for all by building an
will expand and further develop our country education system that meets the needs of the
to ensure that that Muslims from around the market. It creates economic opportunities
world can visit the Holy Sites. for small enterprises as well as large
The second pillar of our vision is our corporations. Therefore, we will develop
determination to become a center for global and diversify our economy to create job
business. We will develop the economy to opportunities.
encourage investment from other countries Our third theme-an ambitious nation-is
and international businesses. built on a responsible, transparent and
The third pillar is transforming our unique high-performing government. We will apply
geographical location into a global hub efficiency and responsibility at all levels.
connecting three continents, Asia, Europe and We will also prepare the right environment
Africa. We will use our geographical position for our citizens, businesses and society to be
to improve trade and transport to and from responsible and take the initiative in facing
our country. challenges and seizing opportunities.
Although our country is rich in its natural We are confident about Saudi Arabia’s future.
resources, our real wealth lies in the ambition With all the blessings Allah has given us,
of our people and the potential of our younger we cannot help but be optimistic about the
generation. They are our nation’s pride and decades ahead.
the architects of our future. We will support The future of our country is one of huge
young people in finding jobs and training. promise and great potential. Our precious
Our vision is built around three themes: A country deserves the best.
vibrant society, a thriving economy and an Our vision, grounded in our country’s
ambitious nation. strengths, will deliver this stability and create
The first theme is vital to achieving the a brighter future for our country and our
vision. We believe in the importance of a people.
vibrant society. Members of this society
* Adapted from the text of the Vision Programs at https://vision2030.gov.sa/en and from the text that was drafted by the Council
of Economic and Development Affairs as instructed by the Custodian of the Two Holy Mosques, King Salman.

12
 1 Big Changes

9 Reading What are some of the important parts of each

theme? (answers will vary)
Is the text optimistic about the future of Saudi
Before Reading Arabia? (yes)
a Read through the Before Reading questions together. What words or phrases did you use as clues to
decide this? (answers will vary but can include:
a Ask students to consider the questions individually and
successful, determination, our nation’s pride,
to make notes about the issues in any format they wish.
committed, opportunities for all, responsible, high-
a Encourage them to use charts, lists, mind-maps or
performing, we are confident about Saudi Arabia’s
different colors to figure out what formats for recording future, we cannot help but be optimistic, huge promise
and organizing information and ideas work best for and great potential – and many more)
them.
a In pairs, have students share the unknown words they
a Tell them that they will share these ideas later.
had underlined while listening and have them try to
work out the meaning from the context.
READING STRATEGY Predicting
Take a few minutes to have students consider what
they usually do when they’re about to read something
unfamiliar. Ask: When you open a new book or
magazine, what do you do first? Do you just start
reading, or do you like to look at the pictures, the title,
or maybe a few sentences first? Elicit responses and
then say: These all give some clues to what the reading
is about. It’s always good preparation to look over
these obvious clues before we begin to read.
| Play the audio. Ask students to read along
as they listen. Have students underline any unknown
words as they listen.
Reassure them that they do not need to know every
word in order to understand the text and that many
unknown words will become clear from the context.
a Have students reread the text, one paragraph at a
time. Pause regularly, and ask questions to check
understanding of the main ideas. For example:
What is the overall theme of the text? (the future
of Saudi Arabia and plans for its development and
growth)
What assets or benefits is Saudi Arabia blessed
with? (the Two Holy Mosques, a unique geographical
location, rich natural resources, the ambition of the
people)
What are the three pillars of Saudi Arabia’s vision
for 2030? (1. The country’s status at the heart of the
Arab and Islamic worlds; 2. determination to become a
center for global business; 3. transforming the unique
geographical position into a global hub to connect 3
continents)
What themes is Saudi Arabia building its vision for
future around? (a vibrant society, a thriving economy
and an ambitious nation)

Teacher’s Guide 12
1 Big Changes

After Reading Discussion

a Read through the discussion points together and have
A
the students consider what the underlined expression
a Read through the exercise as a class to check means.
pronunciation.
a Share ideas as a class and encourage polite
a Have students complete the task individually. agreement and expression of personal opinion.
a Go over the answers as a class. Ask students for the
context clues they used to decide the answers.
Workbook .
Answers
Assign pages 84-85 for additional writing practice at word
1. b 3. a 5. a 7. a and sentence level.
2. a 4. b 6. c 8. c

B
a Have students look back at the ideas they listed before Teaching Tip
reading the text. When students encounter unfamiliar vocabulary, encourage them
In pairs, have them compare their ideas with the text. to use what they do understand to make guesses about what
a Share ideas with the class and discuss what types of
they don’t understand.
charts they used to record their ideas and why. Additional Activity
C For vocabulary development, have students use a dictionary to
look up other parts of speech for the words in After Reading,
a Have students look again at the text and complete the
exercise A. Ask them to write sentences using the words.
exercise individually.
a Go over answers as a class. Project: Cultural Events
Have students look again at their ideas in the Discussion section.
Answers In groups, have them research and think of ways to be
Answers will vary, but should include some of the following in responsible and take initiative in their school to contribute to the
students’ own words Vision 2030. Have them make a poster or a presentation about
these ideas to the class.
- expand and develop country to ensure Muslims from around the
world can visit the Holy Sites.
Teaching Tip
- develop economy to encourage investment from other countries
Saudi Arabia is the largest country in the world that does NOT
and international businesses
have a river! Despite this, through hard work, scientific progress
- use geographical position to improve trade and transport to and and the determination of its people, the country produces a
from our country plentiful supply of clean water for its residents, tourists and
- support young people in finding jobs and training pilgrims.
- develop and diversify the economy to create job opportunities
- apply efficiency and responsibility at all levels of government
- prepare the right environment for citizens, businesses and society
to be responsible and take the initiative in facing challenges and
seizing opportunities.

a Have students note down ideas on the opinion

questions at the end of exercise C.
a Elicit some phrases about how to agree and disagree
politely, and words and phrases to support one’s
opinions.
Write these on the board.
a In pairs, have students discuss their ideas, using the
elicited language.

13 Teacher’s Guide
After Reading
A. Choose the meaning of each word as it is used in the text.
1. transforming
a. moving b. changing completely c. making worse
2. hub
a. center b. start c. end
3. vibrant
a. strong and active b. awake c. quiet
4. thriving
a. happy b. prosperous and strong c. poor
5. ambitious
a. determined to succeed b. greedy c. glorious
6. enterprises
a. ideas b. schools c. businesses
7. diversify
a. make more varied b. widen c. improve
8. transparent
a. unclear b. unlocked c. open and honest

B. Look back at the ideas you listed before you read the text.
Compare your ideas with the aims in the text and share your comparisons with a partner.

C. Look again at the text. List five of the planned developments.

1.
2.
3.
4.
5.

• In your opinion, which of these is the biggest change? Which is the most important? Why?
• Share your ideas with a partner and support your opinions.

Discussion
• Is change always a good thing? Are
there any aspects of Saudi Arabia that
you think will (or should) never change?
Why?
• Look at the underlined expression. Can
you explain what it means?
• How can you ‘be responsible and
take the initiative’ in your school,
neighborhood or city to contribute to the
Vision 2030?

13
1 Big Changes

10 Writing
A. Read the guidelines and rewrite the sentences using capitals.

Writing Corner
Use capital letters:
1. When you begin a sentence
Many people were shopping at the mall.
2. For the names of people and places, e.g. cities, countries, rivers, lakes, universities, etc.
Jeddah, Oman, the Nile, Como, London University
3. For the days of the week and months of the year
Tuesday, January

1. jack decided to fly to new york next monday.

2. my brother has never been to dubai.
3. riyadh is the capital of saudi arabia.
4. the telephone was invented by graham bell.
5. africa is an amazing continent.
6. we usually go shopping on thursday evening.
7. a lot of people go away in august.
8. lake huron, in north america, is one of the largest lakes I have ever seen.

B. 1. How do most people communicate nowadays? How do you communicate with your friends
and relatives? Discuss and make notes.
2. Read the text and compare with your ideas. Underline new information.

How the Internet has changed the world

It all started in 1969 when a student at the University of Stanford tried to log in to a university
computer, from his home in Los Angeles. This gave scientists the idea that people could
communicate through computers, instead of posting letters or talking by telephone.
Many scientists researched ways to try and do this. In 1990 Tim Berners-Lee and Robert
Dailliau succeeded. They created a system for people to communicate with each other and
find out information using computers. In the beginning, they called it the “Worldwide Web”.
They changed the name to “The Internet” later. The Internet started with a few basic websites
and e-mail. At first, it was used mainly by scientists, governments and the military. Now, more
than 30 years later, there are more than four and a half billion users of the Internet (about half
of the world’s population!).
E-mail, instant messaging and online video calls connect people across the globe for business,
education and social purposes. Social networks allow people to communicate with large
numbers of friends, and upload pictures and videos to share.
Information is accessible to everyone online. All you need to do is ‘Google’ a few key words
and you get numerous sites and documents. We can also now learn via the Internet. People
can attend university or courses online and obtain academic and professional qualifications.

14
 1 Big Changes

10 Writing a Direct them to the title “How the Internet has changed
the world” and have students brainstorm. Call on
students to tell the class.
A a Read the directions for 2 and have students read and
underline new information individually. Ask them to
Writing Corner compare with a partner.
a Have students scan the texts and find words that begin
with a capital letter. Divide them into groups and ask
them to compare/combine what they found. Tell the
groups to try and identify the reason why each word
is capitalized. Call on one or two students to provide
an example and explain why they think it begins with a
capital letter.
a After a few minutes call on students to present their
group examples and comments.
a Direct them to read 1, 2 and 3 in the box and match
with some of their examples. Have them compare the
guidelines in the box with their findings.
a Call on students to tell the class.

Rewrite using capitals:

a Read the directions. Suggest to students that they
use the guidelines in the Writing Corner if they are not
sure. Have students work individually to rewrite the
sentences.
a Have students check answers in pairs. Then, check
answers as a class. Ask them to say why they
capitalized.

Rewrite using capitals.

1. Jack decided to fly to New York next Monday.
2. My brother has never been to Dubai.
3. Riyadh is the capital of Saudi Arabia.
4. The telephone was invented by Graham Bell.
5. Africa is an amazing continent.
6. We usually go shopping on Thursday evening.
7. A lot of people go away in August.
8. Lake Huron, in North America, is one of the largest lakes I have
ever seen.

B
a Read the directions for 1. Divide the students
into groups and have them brainstorm ways of
communication nowadays. Explain the meaning of
nowadays as in our time, in modern times.
a After a few minutes call on students to say what their
groups discussed for the rest of the class.
a Encourage them to talk about their favorite and least
favorite way of communication and give reasons.

Teacher’s Guide 14
1 Big Changes

C
a Have them read individually and make notes. Have students check answers in pairs. Remind them to include their own
views/ideas.
a Play the audio for students to listen and check their notes.
a Ask students to compare their notes in pairs or groups. Call on students to tell the class.
a Accept answers that are formulated differently, as well as different answers on advantages and disadvantages.

Answers
Major Change in Major Change in Education Major Change in Information
Communication
Fact that caused 1969/log in remotely to university E-learning accessible to all
or initiated change computer
1990 Worldwide Web
Advantages connect people/across globe attend courses online ‘google’ key words/numerous sites
communication with friends and documents/saves time
Disadvantages (students’ own ideas) e.g. restricts (students’ own ideas) e.g. no chance to (students’ own ideas) e.g. quality of
(your view) face-to-face communication meet people face-to-face information/uncertain
Situation in the (students’ own ideas) e.g. too long to (students’ own ideas) e.g. physical (students’ own ideas) e.g. obtaining
past (the way contact someone presence was necessary information was time-consuming and
things were) costly

D
a Read the directions and divide students into groups. Tell them to look at the photos and brainstorm Major
Changes in Saudi Arabia in their groups.
a Write areas of changes in boxes or circles on the board as students make suggestions. For example, business,
education, technology, cities, construction, science etc. Encourage students to use what they know from history,
what they have heard from different people at home or at school or what they have read.
a Tell them to work together and make notes in the chart. They should use the questions in the chart to help them.
Elicit the kind of language that students will need to write about the changes. For example: There were smaller
buildings. There were no buildings in some areas. Now there are tall office buildings. Neighborhoods have
changed.
a Circulate and monitor participation. After a few minutes call on one student from each group to present their
ideas to the class. Tell students to listen carefully as each group presents and then ask questions or comment.
a Students should write their short essays individually. Encourage them to circulate their essays in their group and
have their group members comment on and correct their work.

Teaching Tip
When one student is reporting in class ask the rest of the groups/class to listen carefully and avoid repeating the same things when their turn
comes. If you think most groups will overlap on the points raised, limit the number of points that they can present. For example, ask each group to
choose 3 main points that they would like to present.

Additional Activity
Divide the class into two groups. Each group represents a different viewpoint. E.g. Group A is in favor of social networking and Group B is against
it. Give them some time to prepare their arguments and organize a debate or discussion.

Workbook Assign page 86 for additional writing practice above word and sentence level.

15 Teacher’s Guide
C. Read the text and make notes in the chart about the important facts and the changes the Internet
has brought about.
Major Change in Major Change in Major Change in
Communication Education Information

Fact that caused

or initiated change

Advantages

Disadvantages
(your view)

Situation in the
past (the way
things were)

D. Think about an event that has brought about major changes. Make notes in the chart about the event and
the impact it has had on your country.

Impact 1 Impact 2 Impact 3

What was the

event?

When and/
or where did it
happen?
Did the event
have a positive or
negative impact on
your country?

2. Use the information you put in the chart to write a short discursive essay about the event and the
impact on your country.
3. Exchange and comment on each other’s work. Correct and re-write.

15
 1 Big Changes

11 Form, Meaning and Function

Simple Past Tense *
didn’t = did not
Affirmative (+) Negative (–)
I I
You You
He/She worked yesterday. He/She didn’t work yesterday.
We We
They They

Questions (?) Short Answers (+) Short Answers (–)

Did I/you/he/she work yesterday? Yes, I/you/he/she did. No, I/you/he/she didn’t.
we/they we/they we/they

Time Expressions for the Past

Q: What did you do last night? A: I watched a TV documentary about global warming.
Q: Where did you go yesterday? A: We visited the Roman baths.
Q: When did you visit Pakistan? A: I went to Pakistan last month.

A. What can you remember about Hans and Saud on page 11? Use the list below to make
true sentences. Use the simple past, present perfect simple, and simple present tense.
Hans wasn’t born in Leipzig. He was born in Berlin.
1. be from Leipzig?
6. be from Germany
2. be from Dubai
7. be a biologist
3. move to West Germany
8. have a good job
4. be in Berlin
9. have lots of friends
5. be born in Berlin
10. be happy

B. Compare your answers in exercise A with your partner.

Ask and answer questions. Use the past simple tense.

Did Hans’ grandparents No, they didn’t. They

stay in Leipzig? moved to West Germany.

Did Saud grow up No, he didn’t. He grew up

in Germany? in Dubai.

*FYI: For Your Information

16
 1 Big Changes

11 
Form, Meaning and
Answers
Answers may vary. Possible answers.
Function A: Did Hans’ grandparents grow up in Berlin?
B: No, they didn’t. They were born in Leipzig.
Simple Past Tense B: Did Hans’ grandparents stay in Leipzig?
a Present to the class when the simple past tense is A: No, they didn’t. They moved to West Germany.
used. A: Did Saud’s grandparents grow up in Berlin?
B: Yes, they did. They were born in Berlin.
a Have volunteers read the examples.
B: Did Samir stay in contact with his relatives in Germany?
a Write the following sentences on the board and
A: No, he didn’t.
underline the simple past verbs. Call on students to
complete the sentences with true information.
Last week our class studied … Language Builder
The last school trip our class went on was… Write on the board: King Abdulaziz initiated the building
An important event in our town was … of infrastructure and set Saudi Arabia on the road to
a Call on volunteers to make other true statements about modernization.
your class, school, town, city or country. Tell students to Explain that set on the road to is an idiomatic expression
use the past simple tense. For example, which means to allow for a positive outcome. It is
Our class had an English test last week and everyone commonly used with the following nouns: success, fame,
passed! happiness, progress, prosperity, triumph and victory.
A Write on the board: Ahmed’s excellent exam results set
him on the road to success and prosperity.
a Have students work alone to complete the sentences.
a Have students check their answers with the
Ask students to write true sentences about themselves
using the idiom set on the road to.
conversation on page 11 in the Student Book.

Answers
Answers may vary. Possible answers.
1. Hans isn’t from Leipzig. His family is from Leipzig.
2. Hans isn’t from Dubai. Saud is from Dubai.
3. Hans didn’t move to West Germany. His grandparents moved to
West Germany.
4. Saud has been in Berlin for almost 3 years.
5. Saud wasn’t born in Berlin. Hans was born in Berlin.
6. Saud isn’t from Germany. Hans is from Germany.
7. Saud is a biologist.
8. Saud has a good job.
9. Saud has lots of friends.
10. Saud is happy.

B
a Have students check their answers in A by taking it in
turns to read the sentences aloud.
a Have students work in different pairs. Students should
take it in turns to ask and answer questions about the
information in exercise A.
a Call on volunteers to demonstrate their short
conversations for the class.

Teacher’s Guide 16
1 Big Changes

Past Progressive Tense Answers

a Present to the class the form of the past progressive 1. The people were sleeping when the earthquake happened.
tense by writing on the board: 2. Fatima was going home when she saw her friend, Nawal.
I was sleeping… 3. Majid was looking at the trees when he saw a parrot.
You were sleeping… 4. The students were waiting for a bus when it started to rain.
a Highlight the form by underlining was/were and –ing.
a Demonstrate the function of the past progressive tense D
by asking students to complete the two statements on a Ask students to first read the paragraph and get the
the board with ideas of their own. general idea (the gist) by ignoring the gaps. Ask: What
a Check students’ ideas and if necessary explain the is the paragraph about?
meaning of the use by giving the following example: a Students should work alone to complete the gaps and
I was sleeping when the news broke on TV.= I was in then compare their answer with a partner.
the middle of sleeping when something happened that a Ask for a volunteer to read the completed paragraph
may or may not have woken me up. aloud for the class.
a Ask students if they know of any stories of immigration
Past Progressive + When + Simple Past Tense
in their own families. Tell them to share their stories with
a Using the example(s) written on the board, circle the a partner.
word when and underline the past simple. For example, a Ask for volunteers to share their stories with the class.
I was sleeping when the news broke on TV. Ask students to listen to the stories and write down
a Explain that we use when + simple past tense after the one question they would like to ask to learn more
past progressive when we want to show that a short information.
action happens in the middle of a longer action and may a Write any errors with the form of the past progressive
or may not interrupt it. For example, and past simple tenses on the board. Correct the errors
I was sleeping when the news broke on TV. (I did not as a class.
wake up to hear the news story.)
I was sleeping when the news broke on TV. (I woke up Answers
to watch the news story.)
1. left 6. were standing
a Explain that the clause with when can come first or last
2. traveled 7. made
in the sentence. For example, both of the following
3. boarded 8. arrived
sentences are correct:
4. was setting off 9. stepped
I was getting off the bus when the accident happened.
When the accident happened, I was getting off the bus. 5. cried 10. were

a Point out that verbs to do with thinking and feeling are

not normally used in the progressive form. For example: Workbook .
like, agree, know, want, believe, and understand.
Assign pages 87-88 for more practice with the form,
C function and meaning of the structures in the unit.
a Read the directions with the class. Remind students to
pay attention to the appropriate tense.
a Have students work alone to make the sentences. Have
Teaching Tip
Activity D allows for students to identify with the language
them check their answers in pairs by taking turns to presented in this part of the unit. By relating the language to
read aloud their sentences. personal narratives and experiences, students are more likely to
a Then call on volunteers to read for the class. retain the new structures and understand the use and meaning
a Ask students if they believe the longer action was more deeply. Sharing a little personal information also allows
interrupted by the shorter action in each sentence and the class to build trust and encourages students to contribute to
to give reasons for their answers. class discussion and facilitate learning.
Telling students every now and then something personal about
you can make the class atmosphere more relaxed. Students
will think of you not only as their teacher but someone who, like
them, has a life outside of class!

17 Teacher’s Guide
Past Progressive Tense
Affirmative (+) Negative (–)
I I
He was He wasn’t
She She
It sleeping. It sleeping.
We We
You were You weren’t
They They

Yes-No Questions (?) Short Answers (+) Short Answers (–)

I I I
Was he he was. he wasn’t.
she she she
it sleeping? Yes, it No, it
we we we
Were you you were. you weren’t.
they they they

Past Progressive + When + Simple Past Tense

Use when to indicate that a longer, continuous action is interrupted by a shorter one.
Hans was walking to college when he saw Saud.
Note: We do not usually use the progressive with verbs like the following: like, love, want, see, smell, taste, hear.

C. Make sentences using when. Follow the example.

The family / eat lunch // a visitor / arrive / at the house.
The family was eating lunch when a visitor arrived at the house.
1. The people / sleep // the earthquake / happen.
2. Fatima / going home // see / her friend, Nawal.
3. Majid / look at / trees // he / see / parrot
4. The students / wait for / bus // rain / start

D. Complete the text with the past simple tense or the past progressive tense of the verb in parentheses. Add
your own ideas.
When they were young, my grandparents were very poor. There was no work in their country, so they
decided to leave. In September 1971, my grandparents (1) left their hometown in Greece and
(2) (travel) to Athens. There they (3) (board) a train for Germany with 1,500
other passengers. As the long steam train (4) (set off), all the people on the train
(5) (cry) a final goodbye to their friends and family, who (6) (stand) on the
platform and watching the train depart. They (7) (make) their long journey to Germany and
(8) (arrive) in Munich in the early morning hours two days later. When my grandparents
(9) (step) off the train, their hopes and expectations (10) (be) bigger than
their suitcases…
17
1 Big Changes

12 Project
1. Find a person – a relative or a friend who has lived or lives
in another country in the Gulf, the Arab world, Europe, or
another part of the world.
2. Prepare questions that you would like to ask them in an
interview. You can use some of the questions from the
conversation on page 11 as examples.
3. Interview the person and write the answers in the chart
in note-form. You might have to interview your friend or
relative over the phone.

Name of the person you are interviewing

Your questions The person’s answers

What do you know about I know that Saudi Arabia hosted and led the
the G20 2020 Summit? event, so you must feel very proud!

18
 1 Big Changes

12 Project 2020 G20 Summit

a Ask the students if they know people, friends or
The G20 was founded in 1999 as a gathering
relatives who live in other countries.
between finance ministers and central bank
a Have them interview each other in small groups to find governors of the world’s 20 largest economies.
out. Encourage them to find out as much as they can Today, it continues to be a forum for economic
about the person, where he/she lives, what he/she cooperation between Heads of State and
does, if he/she has a family, how many children and government officials. In December 2019, Saudi
so on. Tell them to make notes as they interview each Arabia was announced as the 2020 G20
other. Circulate and monitor participation. Presidency. The Kingdom prepared an ambitious
a Have students change groups in order to interview as 2020 G20 agenda under the theme “Realizing
Opportunities of the 21st Century for All.” The
many people as possible.
agenda focused on three main goals: empowering
a Have students reflect on the type of questions they people, safeguarding planet earth, and shaping
asked. Call on a student from each group to tell the new frontier. Leaders from 20 nations participated
class in the event hosted by King Salman, including the
a Read the directions with the class. Encourage students United States, China, Japan, Germany, and India.
to use questions from the conversation on page 11 as
well as questions they used with their classmates. Have
them work in small groups.
a After several minutes call on a student from each group
to read out some of their questions in class. Encourage
students to say if each question is appropriate to use
with a younger relative, older relative or friend.
a Read the directions for 3. Have students copy the chart
and write their questions in the right column. Explain
that this will help them make notes as they interview
the person. Encourage them to repeat, rephrase
questions if necessary and/or ask additional questions
to clarify or get more information. For example: Where
to do you work? At a large pharmaceutical company. I
see, and what exactly do you do there? I’m a laboratory
technician. Really? What does a laboratory technician
do? …etc.
a Set a deadline and tell the class when they will have
to present the information they obtained from the
interview.

Additional Activity
Have each student use his/her completed chart to rehearse the
interview with a partner.
Encourage students to be as natural as possible and tell them
not to worry about repeating the exact words that the real
interviewee had used.
Have the class evaluate and identify the strong points of each
interview. Use criteria such as these: vocabulary, pronunciation,
acting out, realism, grammar, fluency

Teacher’s Guide 18
1 Big Changes

13 Self Reflection Additional Activity

a Brainstorm on the meaning of Self Reflection with the Collect data from the last part of each unit, i.e. Self Reflection to
class. Have students work in pairs to describe what is identify favorite things. Tell students to collect pictures and other
involved in self reflection. Encourage them to think of material on favorite things to add to a poster at the end of the
optional phrases or words to refer to it, for example, academic year.
thinking back on something.
Teaching Tip
a Divide students into groups and have them brainstorm When you complete lessons in each unit, ask students to reflect
on Unit 1. Tell them not to open their books. Explain that on the lesson and identify things they liked or didn’t like as well
this is not a test and they should not feel that they have as things they found easy or difficult. This way the final Self
to remember everything. Write some questions on the Reflection is going to be more realistic and more effective.
board to help them, for example:
a What was the unit about? Which stories/information
do you remember best?
a Which words and phrases do you remember? Which Additional Activity
part of the unit did you dislike? Why? Did you like Read part of the Reading passage or another passage to the
any part of the unit? Which? class, making sure you stress the appropriate items.
a Call upon a student from each group and have them Have students write the stressed words only and compare with
tell the class what the group decisions were. Ask their partners
students if they found the activity helpful; if it helped Call on students to use their notes in order to report the whole
them remember things. piece of information for the class. Tell them that they don’t have
a Explain to students the importance of thinking back to repeat the exact words but try to convey the information as
on what they have done and evaluating their progress accurately as they can.
themselves. Tell them that this is not a test but an Have students work in groups choosing excerpts from texts in
opportunity for them to go through the whole unit, think their book or writing their own sentences and reading them to
about what they have done and decide what they have each other to note-take. Then recreate the sentences as best
learnt, what they remember, what they have found they can.
more or less difficult. Teaching Tip
a Read the self reflection table with the class and have We usually write the words that are stressed when someone
volunteers suggest answers as examples. reads aloud or speaks. The reason for that is that stressed words
a Have students open their books and check through the carry the main information. It helps to train students to “hear” the
unit as they complete the table. Circulate and monitor; stressed words in listening and identify them in reading texts
help when necessary. through audio recordings.
a Have students compare their answers with their partner.
Encourage them to give reasons for their answers.
a Divide the class into small groups and have students
compare areas in each category to find out if some
things were class favorites or non-favorites. Have
students who did not experience difficulty with things
that others found difficult to form smaller groups and
help their classmates.

19 Teacher’s Guide
13 Self Reflection
Things that I liked about Unit 1: Things that I didn’t like very much:

Things that I found easy in Unit 1: Things that I found difficult in Unit 1:

I can do this I can do this I need to study/

Unit 1 Checklist very well. quite well. practice more.

discuss past world events and present effects

talk about global issues
use the simple present
use the simple present and the present progressive

use the simple past and the present perfect

use the simple past tense
ask questions and give short answers with ‘did’
use time expressions for the past
use the past progressive tense
Past progressive + when + simple past tense

If you’re still not sure about something

My five favorite new words from Unit 1: from Unit 1:

• read through the unit again

• listen to the audio material
• study the grammar and functions
from the unit again
• ask your teacher for help

19
2 Careers
1 Listen and Discuss
Read the three texts below. Find the sentences that say exactly what
each person does in his job.

Dream JOBS
Have you ever wondered how people get really cool jobs? Imagine you’ve been working at the same job for a long
time, and you’re getting tired of the daily grind. Maybe you can get inspiration from these lucky people and do
something creative and interesting.
CAR SCULPTOR FOOD SCIENTIST
Working with clay is normally When someone says that he is a laboratory scientist, what
associated with artists, not with immediately comes to your mind? You probably think of a white lab
the automotive industry. However, coat, sterile surroundings, a microscope, and test tubes. But that is
some of the world’s largest not the case of Matthew Duval. For the last three years, he’s been
automobile companies have a working as a food scientist for the makers of Tasty’s ice cream, and
permanent staff of sculptors to he has created several new flavors. He’s constantly searching for new
help them make designs for cars combinations of flavors to keep the products fresh and interesting
and visualize ideas for future for the company’s customers. In his lab, he experiments with different
products. Salim Saif went to products and flavors until he gets
art school and was going to be them just right. And, of course, he
an artist, but he ended up as a always gets to taste the results.
sculptor for General Motors. Salim One part of Matthew’s job involves
spends his days using his hands market research. He’s good at
to craft anything from miniature presenting his new products to
clay models to actual-size car customers and getting their input.
sculptures. He’s been working for
the company since he left college, ANIMATION DESIGNER
and he and his team have helped
Animation has been in high demand
design the latest models to come
in advertising, special effects, video
off the showroom floor.
games, and films. Animators need
to have artistic ability, creativity,
storytelling ability, technical skills,
scientific and technical knowledge, and
the ability to work with others.
Animators need to understand character development and be able
to portray character emotions in a convincing way. As computer
generated imagery (CGI) technology is used in both live action films
and animated movies and interactive games, it has become necessary
for designers to have scientific and technical knowledge. Animation
projects involve many people who work as a team. Clear and effective
communication with team members and clients is crucial.

20
 2 Careers

Unit Goals 1 Listen and Discuss

a Have students open their books to page 20. Read the
Vocabulary Listening title aloud: Careers. Ask students to look at the pictures
Types of jobs Listen for specific and guess what the people do for jobs. Tell them to
and careers information from a focus on the photos only. Elicit their ideas.
Personal qualities job interview a Tell students they are going to read about three people
Abilities and with unusual jobs. Tell them that before they read the
Pronunciation
experiences whole passage you want them to scan for facts about
/m/, /n/, and /ŋ/
Job applications, each person. Explain that knowing these facts will help
résumés, and Reading them understand the whole passage better. Remind
cover letters JobPool them that to scan means to read quickly to find specific
Writing information.
Functions
Write a cover letter for a Direct their attention to one job description at a
Talk about careers
Talk about personal a job application time. Ask the following questions, pausing briefly
for students to answer. Maintain a rapid pace so
qualities and  orm, Meaning and
F
that students can only scan quickly for the answer.
personality Function
characteristics Simple Present and Wh- Car Sculptor
Talk about how questions What is the person’s name? (Salim Saif)
long you’ve been Relative Pronouns Where does he work? (General Motors)
doing something What does he do? (He makes clay models of cars.)
Project
Grammar Write a résumé Food Scientist
Present Perfect
What is the person’s name? (Matthew Duval)
Progressive and
Present Perfect Simple Where does he work? (Tasty’s ice cream)
Adjective + Preposition What does he do? (He creates new ice-cream flavors.)
+ Gerund Animation Designer
What skills do animators need to have? (artistic and
storytelling ability, creativity etc.)
Warm Up What projects require an animator? (live action films,
animated movies, and interactive games)
Mention a few unusual jobs; for example, a hospital What is necessary to do their work? (computers)
clown. Ask students about interesting and unusual jobs
a With books closed, have students summarize what
they know. Write them on the board. Then ask what the
they found out about each person.
person in each job does and write it on the board. For
example: A hospital clown visits sick children in the | Play the audio as students listen with
hospital and makes them laugh. books closed.
Ask students which of the jobs on the board they would | Play the audio again as students listen and follow
want to have, and why. along in their books.
a Ask questions that call students’ attention to the
Choose a job on the board. Ask students what skills are
needed for that job, and what type of person would be present perfect progressive forms. For example,
suitable for it. List their ideas on the board. ask: How long has Matthew Duval worked as a food
scientist? (He’s been working as a food scientist for the
Ask students to consider what they are good at and what
past 3 years.)
skills they have that might help them get an interesting
a Allow a few minutes for students to ask about any
job. Give an example: My friend loves to cook. He’s also
a great photographer. He’s a food photographer for words or phrases that are unfamiliar to them.
cookbooks. Call on several students to share their ideas.

Teacher’s Guide 20
2 Careers

Qualities Employers Look for When

Hiring for Jobs 2 Pair Work
a Read the title aloud. Ask students to look at the picture. | Play the audio. Ask students to listen
Ask about the situation: Where are they? What are and repeat.
they doing? How do you think each person feels right a Model other examples with volunteers, changing roles.
now? a Organize students into pairs. Tell them to take turns

| Play the audio for the list of Top Twelve Qualities. Have asking and answering about the jobs in the reading
students listen and follow along. as well as jobs they are interested in.
a Call on one student from each group to present to a Monitor students as they practice. As a wrap-up, call on
the class their definition of one quality, and their several pairs to present for the class.
example of an action that demonstrates it. Tell students
to listen carefully as each group presents, so that each
group presents a different quality. Language Builder
Write on the board: interpersonal skills. Explain that
Quick Check inter- means between. Interpersonal skills are skills that
involve relationships between people. Write on the board:
A international, interstate, interschool. Have students
guess the meanings of these words.
a Have students work alone to answer the questions.
Make sure they know that they are to answer about the
car sculptor, food scientist, and Animation Designer
for question 1. For question 2, ask students to think of Workbook
examples of things they’ve done that demonstrate their
strongest and weakest qualities. Assign page 89 for practice with the vocabulary of the unit.
a Have students form pairs and discuss their answers.
a Call on students for their answers to question 1.
Discuss as a class the qualities needed for each Teaching Tip
job. Encourage students to give reasons for their During group work, some students may participate less
choices, using information in the paragraphs. than others. One way to encourage student participation is
for students to have assigned roles; for example, facilitator,
Answers secretary, and reporter. Check that they rotate positions.

Answers will vary. Additional Activity

Have students talk about the jobs of famous people, such as
B business leaders, sports figures, actors, or other celebrities,
a Have students work alone to answer true or false. modeling their conversations after the ones in Pair Work.
Tell them to change the false statements to make them As an alternative activity, you might have students search for
true. information about unusual and interesting jobs, and report
a Check answers as a class by calling on individual their findings to the class.
students. For the false statements, ask for corrections.
Some corrections may vary.
Companies spend millions of dollars researching what
Answers people want to eat and drink. Companies want to know
1. false (He makes clay models of cars) what flavors will bring in the most sales. Professional tasters
2. true try samples of many things, like coffee, ice cream, potato
3. false (He creates ice-cream flavors.) facts chips, and new soft drink flavors. They report back to the
companies which flavors they like best. A professional eater
4 true is a real job!
5. false (They work with others)

21 Teacher’s Guide
Qualities Employers Look for
When Hiring for Jobs
In groups, discuss the meaning of the qualities.
Give examples of actions that demonstrate the
qualities. What other qualities would you add?

Top Twelve Qualities

1. Communication skills (Verbal and Written)
2. Honesty/Integrity
3. Teamwork skills
4. Interpersonal skills
5. Strong work ethic
6. Motivation/Initiative
7. Flexibility/Adaptability
8. Analytical skills
9. Computer skills
10. Organizational skills
11. Time management skills
12. Critical thinking and problem solving skills

Quick Check e
Q 2 Pair Work
A. Vocabulary. Find sentences that are facts about the
three jobs you read on page 20. Make
1. Which of the qualities do you think the three questions for those facts. In pairs, ask
people you read about need in their jobs? and answer the questions. See the
2. Which of the above do you think are your examples below.
strongest and your weakest qualities?
How long has Matthew been
B. Comprehension. Answer true or false. working as a food scientist?
1. ___ Salim works as a car driver. He’s been working as a food
2. ___ He’s been working for an auto company since he scientist for three years.
left school.
What skills do you need to be
3. ___ Matthew has created several new flavors
a car sculptor?
of yogurt.
You must be creative.
4. ___ Matthew enjoys presenting his new products
to customers. What job are you interested in?
5. ___ Animators usually work alone on their creative I’m interested in becoming a child
projects. psychologist. I’m good at working
with children.

21
2 Careers

3 Grammar
Present Perfect Tenses: Progressive and Simple
Both tenses are used to talk about a situation that began in the past and continues into the present.
Use the present perfect progressive to talk about an action that is happening now and will probably continue.
Use the present perfect simple to talk about the amount of times/how long something has been done, up to this
particular point. The action is not happening at this moment and may not continue.

Present Perfect Progressive Present Perfect Simple

Hanan has been reading a book for two hours. She has read 30 pages.
How long have you been reading that book? How many pages have you read?
Saeed has been playing football since he was ten. He has played for three different teams.
How long have you been playing football? How many teams have you played for?

NOTE: The Present Perfect Progressive often uses since and for to show a length of time that the action is
happening over.

A. Read the three texts about jobs on page 20 and find sentences that are present perfect progressive and
present perfect simple. Say which ones happened all the time and which ones happened or changed from
time to time.

B. Choose the correct verb form.

1. I (’ve been looking for / ’ve looked for) a job for three months, and I still (haven’t found /
haven’t been finding) one.
2. My father (has worked / has been working) at many different jobs during his career.
3. Adnan (has written / has been writing) books for years, but he (hasn’t received / hasn’t been receiving)
an award yet.
4. How many pages of that book (have you read / have you been reading)?

C. Write answers to the following questions about your study of English.

1.1
Kingdom of Saudi
Arabia

1. How long have you been studying English? MegaGoal is a dynamic

students and Grades
students develop
American English
10-12. All the books
series for internatio
integrate the four
nal communication
designed for high

2. How many English teachers have you had?

natural conversa skills, present the school
and enjoyable to tion. With eye-catch
teach and to learn ing art and high-inte grammar in context, and help
from. rest topics, MegaGoa
l is easy
Features

• Unit openers, enhance

connections and d by attractive and
retain the new language contemporary illustrations, help

3. How many books have you used?

•Units are thematic students make visual
• and contain high-inte .
A consistent unit rest topics that relate
format
•The Grammar section makes navigation clear and predictab to students’ age and interests.
offers succinct explanati le.
points presented. ons, followed by
• Interactive Conversa activities that reinforce
the grammar
• Vocabulary developmtions allow students to choose

4. How long have you been using this book?

ent occurs througho or make up their own endings.
feature. ut and everyday
• Sections on expressions are
Pronunciation, Listening explained in the
Real Talk
• Readings and , and Writing are
Projects at the end included in each

1.1
• Chants enable of each unit allow unit.
students to expand students to experien
• Learning strategie their language in ce real world situations
s a pleasant way. .
• Humor and cross-culand critical thinking skills prepare
tural information students
and values are present for success.
throughout the series.

D. Work with a partner. Make sentences. Follow the example. KSA Edition

Hakim / photography studio / one year—taking pictures—photographer

Hakim’s been working at a photography studio for a year.
He’s good at taking pictures, and he’s interested in becoming a photographer.
Name:

McGraw Hill School:

STUDENT’S BOO
K
AND
WORKBOOK
MG1-1_COMBO_COVER_20
22.indd 1

1. Faiz / restaurant / six months—bake things—chef 28/3/22 1:54 AM

2. Refah / nursing home / two years—help old ladies—nurse

3. Yahya / newspaper / a while—interview people—reporter

22
 2 Careers

3 Grammar B
a Explain that in conversation we often make a
contraction with the subject pronoun + have/has: I’ve,
Present Perfect Tenses: Progressive
you’ve, he’s, she’s, it’s, we’ve, they’ve.
and Simple a Have students work individually to complete the
a Point out that the form for the present perfect sentences with the correct verb forms. Have them
progressive is have/has + been + verb + -ing. check their answers with a partner by reading the
a Have volunteers read aloud the examples in the sentences aloud.
chart. Ask students to identify the phrase in each
statement that tells them how long the action has been Answers
happening. (for two hours; since he was ten) Point out 1. I’ve been looking for, haven’t found
that for is followed by a length of time. Since is followed 2. has worked
by a specific time or date. 3. has been writing, hasn’t received
a Write sentences on the board. Call on students to make
4. have you read
present perfect statements based on them.
For example: C
Paul started reading at 9:00. It’s 10:00 now. (Paul a Have students work alone to answer the questions
has been reading for one hour/since 9:00.) about themselves.
Tina turned on the TV at 7:00. It’s 10:00 now. (She a Then they can take turns asking and answering the
has been watching TV for three hours/since 7:00.) questions with a partner. Finally, call on a few pairs to
a Ask students about their own hobbies and interests. present for the class.
For example, ask: Do you play a sport? How long
have you played it? Call on volunteers to make true Answers
statements about themselves. Answers will vary. Sample answers:
a Present when the present perfect simple is used.
1. I’ve been studying English for six years.
Explain that the present perfect progressive is used 2. I’ve had three teachers.
to talk about the length of the action in relationship to
3. I’ve used six books.
the present. The present perfect simple is used to talk
4. I’ve been using this book for three weeks.
about the completion of an action.
a Have volunteers read aloud the examples in the chart. D
Write on the board: He has played for three football
a Call on a student to read the example sentences for
teams. He has been playing for three football teams.
the class. Ask students to work in pairs to complete the
Explain that the first sentence tells us what he has done
sentences. Then have volunteers read their sentences
so far. The second sentence tells us he is still in the
for the class.
process of playing for three football teams.
Give students a copy of Exercise 1 of Photocopiable Answers
Activities 2 for extra practice on the use and form of the
1. 
Faiz has been working in a restaurant for six months. He’s good
Present Perfect tenses.
at baking things, and he’s interested in becoming a chef.
A 2. 
Refah’s been working in a nursing home for two years. She’s
good at helping old ladies, and she’s interested in becoming
a Have students work alone to find sentences. Go over a nurse.
the answers as a class. Ask students for the clues they
3. 
Yahya’s been working for a newspaper for a while. He’s good
used to decide the answers.
at interviewing people, and he’s interested in becoming
a reporter.

Teacher’s Guide 22
2 Careers

A: What have the people in the café been doing?

E B: They’ve been drinking coffee.
a This can be done in large groups or as a whole A: What has the man under the umbrella been doing?
class activity. Tell students to walk around the B: He’s been waiting for the rain to stop.
room and interview one another about their A: What has the child been doing?
abilities and experiences. Set a time limit for B: He’s been playing in the rain.
this activity.
a Before students begin, call on pairs to model the
Language Builder
conversations. Remind students that if a person
says I’ve been playing (football) since (2008), you Explain that English speakers often don’t answer
need to calculate the length of time; for example, in complete sentences when the context is clear.
for thirteen years. For example:
a Monitor students as they work, checking that
A: How long have you been ice skating?
they are filling in their charts and talking to B: Since I was five.
different classmates.
a Call on students to report to the class what they learned
about their classmates. Tell students to Workbook
listen carefully so that they don’t repeat what Assign pages 90-92 for more practice with the grammar
another student has said. of the unit.
F Good At or Interested In
a Organize students into pairs. Direct their attention to the
picture. Give them a few minutes to discuss what they a Draw students’ attention to the FYI box on page 23.
see. Model an example. For example, say: There is a a Ask volunteers to read the examples in the chart.
man holding an umbrella. a Write on the board: adjective+ preposition+ gerund
a Call on a pair to present the example conversation. a For each example in the FYI box, ask students to
Point out the contraction He’s in the responses. identify the adjective, the preposition and the gerund.
a Tell them to take turns being A and B as they ask a Call on volunteers to make statements about what they
and answer questions about the picture. are good at or interested in..
a Circulate as students practice. Review the grammar Give students a copy of Exercise 2 of Photocopiable
points as needed. Activities 2 for extra practice on using Good At and
a As a wrap-up, engage students in a chain question- Interested In.
answer response. Start by asking a student about
one of the people in the picture. That student answers
and then chooses another student to ask a question of.
Teaching Tip
Ask the question first, and then say a student’s name. Some students at this level may feel less motivated when
This will keep everyone in the class actively listening. practicing grammar points they have already studied. Explain
that it’s important to review so that their skill in using the point
For example: What has the child been doing, (Ali)?
increases and their fluency develops.
Answers Additional Activity
Answers will vary. Sample answers: Activity 1: Students work in pairs. One student makes a
A: What has the utility worker been doing during the rain? statement about him or herself. The partner restates it, using
B: He’s been trying to repair the stoplight. for or since. Students take turns. For example:
A: What has the man at the newsstand been doing? A: I started studying English three years ago.
B: He’s been reading a magazine. B: You’ve been studying English since (year).
A: What has the traffic cop been doing? Activity 2: Working in groups, have students take turns saying
B: He’s been directing traffic. what they are good at and interested in. They can also say what
A: What has the driver in traffic been doing? they are not good at and not interested in. Remind them to use
B: He’s been listening to the news on the radio gerunds. For example: I’m interested in drawing, but I’m not
A: What has the taxi driver been doing? very good at it. Encourage students to ask each other questions.
B: He’s been looking at the limousine. For example: Are you good at taking pictures?

23 Teacher’s Guide
E. Find out about your classmates’ abilities and experiences, and ask how long they’ve been
doing them. Complete the chart.
A: Can you ice-skate? A: Do you have a job now?
B: Yes, I can. B: Yes, I do.
A: How long have you been skating? A: How long have you been working at it?
B: I’ve been ice-skating since I was five. B: For about six months.

Activity Name Length of Time

Play a sport
Study languages
Live in the same house
Drive a car/Ride a bike
Work part-time
Swim
Your idea: ____________

To talk about someone’s abilities (how well or badly they can do something) and interests, use
expressions with Good at or Interested in.
He’s good at using computers. I’m not very good at speaking in public.
They’re interested in working outdoors. She’s not interested in working in the computer industry.

F. Ask and answer questions about the picture. It’s been raining for ten minutes.
What have the people been doing during this time?
A: What has the man at the magazine stand been doing during the rain?
B: He’s been reading.
A: How many magazines has he read?
B: He’s read several magazines.

23
2 Careers

4 Language in Context
Prepare a job profile. Write down your qualifications, skills, and personality characteristics. You can use the
examples in the chart below or your own ideas. In a group, discuss possible jobs for each student.

Personality Characteristics
creative, efficient, friendly, hardworking, intelligent, organized, reliable, sociable
Good At or Interested In
helping people creating things working outdoors
working alone making a lot of money working with people

Qualifications Special Skills Personality Possible Job

degree in good at speaking confident TV reporter
journalism in public

A TV reporter needs to be confident and has to be comfortable in

front of the cameras, and should be interested in following news
events.

5 Listening
Listen to the job interview, and complete the chart.

Candidate Job Applied For

Name: Working hours:
Education: Salary:
Skills: Job description:
Experience:

6 Pronunciation 7 About You

A. Listen. Note the differences in sounds. In pairs, ask the questions and have your friend
Then practice. answer. Then switch roles.

/m/ /n/ /ŋ/ 1. What do you plan to do when you finish school?
motivation inspiration reading 2. Do you have a job? How long have you been
working at your present job?
model plan working
3. What career interests you? Why?
He’s been working on making models. 4. Have you ever had a job interview? Talk about it.
He’s been an inspiration to me.
5. Have you ever had an internship? Talk about it.
B. Choose some sentences from the texts you read on 6. Tell your partner about the jobs you’ve had and
page 20. Underline the words that have m, n and ing the courses you’ve taken. Say how long you’ve
in each sentence. Practice reading the sentences been doing the jobs or taking the courses.
aloud making the three different sounds.

24
 2 Careers

4 L anguage in Context
salesperson while I was at college, and I found out I was good at
communicating with people.
Interviewer: OK. And can you tell me what experience you have
a Direct students’ attention to the chart. Ask for an actually had in architecture?
example for each personality characteristic. For Michael: I’ve been working as an architect for three years. The
example, ask: Who do you know that’s efficient? Why company I work for builds apartment buildings. I have been
do you think so? Encourage students to use gerund involved in drafting designs.
phrases. For example: An efficient person Interviewer: So, why do you want to change jobs?
is good at using her time well.
Michael: I’d like to do something more exciting and that
a Go over the job profile for the TV reporter. Elicit involves more contact with customers. Could you give me a job
students’ ideas on personality characteristics and skills description of the position you are looking to fill?
that would be good for a TV reporter to have. Interviewer: Our company puts up exhibit stands at fairs and
a Give students five minutes to prepare their own job expositions. First, we have to find out from our clients exactly
profiles. Have students exchange job profiles with a what they want. After that, we design the exhibit according to
partner and discuss them. their specifications. We get to travel a lot and go to fairs all over
the world. We’re looking for someone who can be involved in
a Call on students to report to the class about his or
all stages of our work, from selling to a client, to designing and
her partner’s job profile. putting up exhibit stands for the client.
Michael: That sounds fascinating to me. It sounds as if there is

5 Listening the opportunity to do a wide range of tasks and work closely

with a lot of different people.
Interviewer: The salary is high, but sometimes you might have to
a Tell students they are going to listen to a job interview. work 50 to 60 hours a week.
To help them predict what they’ll hear, ask questions
Michael: That’s OK. I’m prepared to work hard, and I would
the interviewer might ask. For example: welcome an opportunity to work in this field.
What are your qualifications for this job? What are
you good at? What are you interested in? How would Answers
you describe yourself?
Answers will vary. Sample answers:
a Explain that they will hear the interview several times.
Candidate = Name: Michael; Education: majored in architecture,
Tell them to just listen the first time to get a general
courses in marketing; Skills: good at communicating with people,
understanding of the interview.
architectural skills; Experience: 3 years as architect in apartment-
| Play the audio as students listen. building company, part-time sales job in college
a To check general understanding, ask: Who is the Job Applied For = Working hours: 50–60 hours a week; Salary:
interviewer? Who is being interviewed? What is high-paying; Job description: be involved in work through all stages,
the job he’s applying for? Does he feel qualified from selling to clients, to designing and putting up exhibit stands
for the job?

6 Pronunciation
a Have students read the chart. Now tell them to listen
for the specific information they need to complete the
chart.
| Play the audio again as students fill in the chart. Play A. | Play the audio once for students to just listen. Play
the audio a final time for students to check their it again for them to repeat the sentences.
answers. B. 
Have students work alone to find sentences. Go over
a Draw the chart on the board. Call on students to fill the task as a class.
in the information.

| Audioscript 7 About You

Interviewer: As you know, Michael, this job calls for someone a Have students work in pairs or small groups to discuss
with an architectural degree and some experience in marketing.
the questions.
Michael: I think my résumé shows that I have the right
qualifications for the job. I majored in architecture, and then I a Monitor as students talk, but do not make corrections
took some courses in marketing. I had a part-time job as a as the focus here is on fluency practice.

Teacher’s Guide 24
2 Careers

8 Conversation About the Conversation

a Have students work individually to complete the
a Have students cover the conversation and look at the exercise. Tell them to underline the sentences or
two photos. Ask: What is each person’s job? Do you phrases in the conversation that they used to answer
think they like their jobs? the questions.
| Play the audio. Have students listen with the a Call on students for the answers. Have them point out
conversation covered. the information they used to decide their answers.
a To check general understanding, ask: Do they like their
jobs? (Khalid does, Yousef doesn’t) Answers
a Have students read the conversation silently. Remind 1. true 4. true
them to use context to understand unfamiliar words and 2. false 5. true
phrases. 3. false
a Give students a few minutes to work in pairs to help
each other understand new words and phrases.
Your Turn
| Play the audio again as students follow along in
their books. a Have students work in pairs. Each pair can decide on
a Ask comprehension questions. For example:
their own new job for Yousef, or you can first brainstorm
a list as a class and write it on the board for students to
What is Khalid’s job? (He’s a TV reporter.)
use. Remind students to include all the details asked for
Why does Khalid like his job? (He enjoys being out in the directions.
talking to people.)
a Call on pairs to present their interviews for the class.
Why doesn’t Yousef like his job? (It’s boring.)
What skills does he say he has? (He is good at solving
problems, organized, reliable, and hardworking.)
Language Builder
Remind students that phrasal verbs, such as move on and
Real Talk talk out of, look like verb + preposition, but together they
a Ask: Who says day after day, day in and day out? form a new meaning. For example, move on means to start
(Yousef) What does he mean? (It’s the same thing on something new. Talk out of means to persuade.
all the time.) Who says bored to death? (Yousef)
Why does he say this? (to show he’s extremely
bored) Who says luckily? (Yousef) What does he
mean? (He’s happy he changed his mind.) Workbook
a Write on the board: My parents talked me out of it. Assign page 93 for additional reading practice.
Call on volunteers to share with the class an experience
they had of a parent, a friend, or someone else talking
them out of something. Give an example: I wanted to Teaching Tip
learn how to sky dive. My friend talked me out of it. Find ways to personalize the tasks for students. Communicating
He said it was too dangerous. Students may also want about their own lives in English helps students connect English
to share experiences in which someone tried to talk with their world outside of the classroom.
them out of something, but they did it anyway.
Additional Activity
Your Ending Have pairs prepare another role play in which Yousef talks
about whether he made the right choice in his career move, or a
a Have students work alone to choose an ending, and terrible mistake. Tell students to include details like the specific
then form groups to compare their choices. skills he is able to use (or not use), the working conditions, and
a Call on students to report to the class. Ask them to give how his personality characteristics match (or don’t match) those
reasons for their answers. of his coworkers. Encourage students to draw on their own life
experiences in any jobs they’ve had.

25 Teacher’s Guide
8 Conversation
Underline the words that have m, n and ing in the conversation and the expressions
day after day, day in day out, bored to death, talked someone out of it and luckily.
In pairs, read the conversation aloud. Make sure to produce the three different sounds
and the expressions correctly.
Yousef: So, Khaled, are you happy with your job at the TV station?
Khaled: Yes, very happy. I enjoy being out there and talking to people.
I get a lot of satisfaction out of my job.
Yousef: How long have you been working on TV?
Khaled: I’ve been a reporter at this station for five years—since my internship. What about you?
Yousef: I’ve been working at the bank since I left high school. It’s the same thing day after day, day in and
day out. I’m bored to death. I was hoping to be a watch repairer, you know, but my parents talked
me out of it. They said it wasn’t a serious profession.
Khaled: Well, I was going to be a dentist, but luckily I changed my mind. Can you imagine me in a small
room, stuck between four walls?
Yousef: That’s where I am right now. It’s time to move on and find something more challenging. I have a lot
of different skills. I’m good at solving problems. I’m organized, reliable, hardworking...What do you
think I should do?

Your Ending
What advice do you think Khaled gives Yousef?

1 I’m looking for an assistant. Are you interested?

2 Why don’t you network with friends and find out
about available jobs?
3 You should look at job sites on the Web.
4 Your idea: _______________________________

Real Talk
day after day, day in and day out = following the same pattern
bored to death = very bored
talk someone out of it = to convince to do something different
luckily = used to give an opinion that an event was positive

About the Conversation Your Turn

Answer true or false. Role-play with a partner. Imagine Yousef
1. ____ Khaled has been working on TV for five years. found another job and has been working
2. ____ He wanted to be an engineer. there for a year now. Ask what he’s been
3. ____ Yousef has had several jobs since he left doing and what changes have occurred in his
high school. career. Present your interview to the class.
4. ____ He wanted to be a watch repairer.
5. ____ He’s been thinking of getting another job.

25
2 Careers

9 Reading
Before Reading
Read the three job opportunities and find the sentences that say
what a person should be able to do in each job.

Search Jobs media positions Search

JobPool Has the Job for You

About Us:
JobPool is a privately-owned career network with branches all over the world. Since its foundation in 2000, the company
has constantly improved its users’ experience with new features and services. JobPool has been growing globally through
strategic international expansion. We have helped professionals and companies all over the world to meet each other.
OPENINGS [Internships]
Media Intern: TV and Radio Media Archaeological Interns: Students Environmental Engineering: Saudi
International Learning Overseas Construction, Riyadh
Do you want to be part of the fast- Here’s an opportunity to study Great opportunity for a civil
paced world of television and meet history firsthand and to work with engineering graduate student in
famous people at the same time? noted archaeologists on an exciting the environment field! This project
Here’s your chance. Our interns dig. We’ve been uncovering ruins at involves the construction of a
research information about hot the famous ancient city of Pompeii road and a number of other local
topics. They need to find information for several years. Interns’ job is to projects, such as research centers
quickly and be able to summarize it dig slowly and carefully. They also and new pipelines. The interns
in clear language. Our hosts use the work to uncover buildings that work alongside experienced civil
information on their programs. Our have been buried for centuries. It engineers and receive training in
interns also greet our guests when is very hard and painstaking work. the different work sectors. You need
they arrive in our studios. You need The reward is a chance to discover to be able to read blueprints, have
to be fluent in English and be good something that the volcano Vesuvius some knowledge of Arabic, and
at using computers. And you must buried with its lava two thousand be able to cope with temperatures
be friendly and outgoing. This is a years ago. This is an unpaid three- that average 104°F (40°C). Food and
paid internship for the summer. month internship, but lodging and accommodation will be provided.
meals are provided near the site.
Send applications to: [email protected] Attach a cover letter and a résumé.

26
 2 Careers

9 Reading  What characteristics are needed? (hardworking,

patient, reliable, good at working with others)
Is it a paid position? (No, it isn’t.)
READING STRATEGY Analyzing format How long is the internship? (3 months)
Tell students that studying the format and design of a Who should apply for the internship in Saudi
reading will usually give them some insight into the topic. Arabia? (civil engineering graduate students)
Explain that it’s always a good idea to read the title and try What will they do? (construct roads, research
to predict what the reading is going to be about. Subtitles, centers, new pipelines)
such as those under OPENINGS, also provide information What skills are needed? (read blueprints, some
about the content. Arabic)
a Have students read the title and subtitles. Then ask Is it a paid position? (No, it isn’t.)
them to look at the format and say how the reading is How long is the internship? (It doesn’t say.)
arranged. Ask students to say what they think they will
a Elicit any words or expressions that are unfamiliar
learn from the reading based on all these elements.
to students. Write them on the board and go over them.
a Discuss the Before Reading question. Have students
Many words have multiple meanings. Talk about the
work individually to scan the text. Tell them to underline meanings in the context of the reading. Possible new
the sentences or phrases that tell what a person should words and expressions include:
be able to do in each job. Go over the task as a class.
hot = current, exciting
Answers fast-paced = exciting, happening quickly
host = master of ceremonies or interviewer on a
Media Intern: They need to be:
able to find information quickly, and summarize it in clear
talk show
language outgoing = friendly, sociable
fluent in English firsthand = directly
good at using computers
dig = archeological excavation site
friendly, outgoing
ruins = remains of something that has been
Archaeological Interns: They need to:
be very careful
destroyed, usually an ancient site
be able to dig slowly painstaking = showing great care or effort
Environmental Engineering: They need to:  civil engineer = person who designs public works,
be able to read blueprints such as bridges
have some knowledge of Arabic blueprints = plans for a building, a bridge, etc.
be able to cope with high temperatures
cope with = handle a difficult situation
a Have a general discussion about ways to find jobs. Ask
accommodations = temporary housing related
how students have found any jobs they have now or
to travel
have had in the past. Ask: Which way do
you think works best? Why? a In pairs, have students discuss which internships they

a Discuss using an Internet job service, including the pros

might be interested in, and why.
and cons. a Direct students’ attention to the note at the bottom of

a Have students read the introductory paragraph.

the page. Explain that a cover letter, also called a letter
of application, is submitted with a résumé. It is a very
Ask them to describe JobPool in their own words.
important part of the job-seeking process because it
| Play the audio while students read along. has to tell all about the candidate in just a few words.
| Play the audio again, pausing after each internship Companies receive many applications, especially
description to check understanding. online. The cover letter has to encourage them to want
For example, ask: to read the résumé. It has to make the candidate stand
What do TV interns research? (hot topics) out in some way.
Is it a paid position? (Yes, it is.)
Is it year-round? (No, it’s only for the summer.)
Where is the archeological internship? (Pompeii)

Teacher’s Guide 26
2 Careers

Résumé
| Play the audio for the résumé. Ask students to listen Teaching Tip
and follow along. Students may be unfamiliar with the organization of a business
a Tell students to read the résumé again and pay attention
letter. Before students write their cover letters, discuss the basic
elements of a business letter, and include a formatting model on
to how it is organized. Point out that the different
the board.
sections (Education, Experience, etc.) are typically
included, but that the order may vary depending on Additional Activity
the person and the job being applied for. For example, Activity 1: Have students work in groups to write a description
someone with the required skills, but not a lot of work of an interesting or unusual job other than those mentioned so
experience, may decide to list skills first. far in class. Have them describe what a person in the job does,
a Briefly go over each section and have students say in and what skills and characteristics the person must have. Then
their own words what is included. have each person in the group say whether he or she would be
suited for the job. Call on students to describe their group’s job
and tell if they would be good at it.
After Reading
Activity 2: Have students write about the perfect job or the worst
a Have students complete the task individually. job for them.
a Call on volunteers to check answers. As students say
true or false, ask them to support their answers with Project: Job Fair
information from the reading. As an additional activity, have students set up a job fair in the
classroom. Half of the students stay seated, and half circulate
Answers in the classroom. Each student who is seated represents a
company that wants to hire new employees. He or she decides
1. true 4. true what the job is, and the qualifications needed. Students walk
2. false 5. true around and talk to at least three different representatives.
3. false 6. false

Discussion
There are hundreds of internship opportunities. A quick
a Organize students into groups to answer and have a Internet search will show you there are sites dedicated to
discussion about questions 1 and 2. only cool jobs, fun jobs, mountain jobs, resort jobs, etc.
a After the group discussion, hold a class discussion for facts Internships can be great for those seeking high adventure!
question 3. As students share their ideas, list them on
the board.

Workbook
Assign pages 94-95 for additional writing practice at word
and sentence level.

27 Teacher’s Guide
 Résumé
After Reading
Carl Barthes
Answer true or false.
543 Limerick Road
Englewood, New Jersey 07632 1. ____ JobPool has been growing
Telephone: 201-555-7287 • Cell phone: 201-555-7398 since the year 2000.
email: [email protected]
2. ____ The archaeological interns
get a good salary.
Education______________________________________________ 3. ____ The media intern needs to
• Undergraduate student at Center University, majoring speak several languages.
in Media Studies 4. ____ The candidate for the
• Graduate of City High School engineering job must be
good at reading blueprints.
Experience_____________________________________________
5. ____ Carl has experience with
• Host of radio program. Responsibilities include:
Interview people about teen-related issues on the air word-processing programs.
Decide on topics and help organize the show 6. ____ One of Carl’s articles has
• In charge of school website “School Days” appeared in newspapers all
Have written articles on community issues and on student over the country.
concerns. Have done interviews and research to get background
information.

Honors/Awards_________________________________________
• The school website won an award as one of the most useful
to students in the state.
• An article I wrote about jobs for young people has appeared in
the local press.

Skills__________________________________________________
• Computer expertise in word-processing and graphic programs
• Fluent in Spanish

Discussion
1. What types of information does Carl include in his résumé?
What types of jobs do you think Carl has the qualifications
and experience for? Explain.
2. What qualifications do you have that you can include in a
résumé? What jobs are you qualified for?
3. In your opinion, what makes a person qualified for a job?

27
2 Careers

10 Writing
A. 1. Read the three job opportunities
again. Write the qualities,
qualifications, and experience that
a person needs for each job in
note-form in the chart below.
2. Which job would you apply for if
you had the qualifications? Why?
3. Which job would you not be
interested in? Why not?
4. Discuss your choices in class.
Which is the most popular job?
Which is the least popular job?

Qualifications
Qualities
Job (certificates, awards, Experience
(see page 21)
diplomas, degrees)

Media Intern

Archaeological
Intern

Engineering
Intern

B. 1. Read the cover letter for a job application on page 29. Collect information about the person and
make notes in the chart which follows it.
2. Think about your favorite job in the JobPool. Write information about yourself in the YOU column.
3. Use your information to write a cover letter applying for the position.

Writing Corner
When you write a cover letter it is important to think about why you are writing it (purpose);
who you are addressing (audience); and the information you will put in each paragraph:
• include the name, title, and address of the recipient on the left
• start with a short introduction stating your reasons for writing
• include a section or paragraph about why you are the right person for the job
• finish with a closing statement thanking the recipient
Find the features mentioned above in the letter on page 29 before you write your own cover letter.

28
 2 Careers

10 Writing
a Organize students into pairs. Direct their attention to the picture. Give them a few minutes to discuss what they see. Give
students some questions to help them. For example: Who do you think the people are? What are they doing in the picture?
Where do you think they are? Why? What do you think has happened? What do you think is going to happen? What
qualities and qualifications do you think a person needs for this kind of job?
a Have volunteers report answers/ideas for the class.

A
a Read the directions for 1 with the class and have students read the headings in the chart. Ask questions to check that they all
know what they need to do. For example:
a Do you remember which qualities the media intern needs to have? Where will you find the information you need?
a Have students read the JobPool texts individually to make notes then form groups to compare their notes. Circulate and
monitor participation. Help when required.
a Call on students to report to the class. Ask them to give reasons for their answers.
a Please note that the answers given are sample answers. Allow students to make notes using their own words and accept
different answers that are justified.

Answers
Job Qualities Qualifications (certificates, Experience
awards, diplomas, degrees)
Media Intern Find information quickly/ summarize/ Not applicable Research and public
clear language • fluent English (no mention) relations
computer skills • friendly and outgoing
Archeological careful and methodical • interested Not applicable Not applicable/no mention
Intern in history • interested in archeology/ (no mention) probably experience is not
working with noted archeologists a necessary requirement
Engineering ability to read blueprints • knowledge Degree in civil engineering/ Not required
Intern or Arabic • tolerance to high graduate student
temperatures

a Direct students to question 2 and have them work alone on their answer. Then ask them to compare with a partner.
a Call on students to present their choices in class. Ask the rest of the class to make notes on the choices made by different
students.
a Have students answer 3 in pairs. Encourage them to discuss the reasons for their answer. Encourage them to make notes as
they discuss. Explain that the notes will help them present their ideas for the class later.
a Read directions for 4 with the class. Have students check their notes on the answers that students had given in class earlier.
Organize them in groups and give them a few minutes to collate their notes and make a final decision.
a Call on volunteers from each group to report the group answers for the class. If there is disagreement about which is the most
or least favorite job, ask the class to confirm with a show of hands, i.e. write the job on the board and ask students to raise
their hands if it is their favorite. Then ask the students who dislike the job to raise their hands. Write the numbers on the board
next to the job , under favorite and least favorite. Do the same with all the jobs. Then have students compare the results with
their group results.

B
a Tell students that they are going to read a cover letter. Call on volunteers to tell the class what they remember about cover
letters. Use questions to help them. For example: Who is a cover letter addressed to? What purpose does it serve? What kind
of information does it include?
a Read the instructions for 1, 2 and 3 with the class. Explain that they will use the letter and chart on the next page. Direct them
to page 29.

Teacher’s Guide 28
2 Careers

a Have students read the chart. Elicit the type of

information that they need to include in each section.
a Have students read and make notes individually about Teaching Tip
the writer of the letter. Then ask them to check with Help learners focus on the content of letters when they read and
their partner. Discuss the answers in class. edit by setting relevant criteria. For example:
a Give them some time to make notes about themselves Information: Is it relevant? Does it answer your questions as a
in the YOU column. Encourage them to use their reader? Is it adequate, inadequate, too much?
imagination and present themselves in the best way Impression/impact: What is your impression of the person
possible. who wrote the letter? Does it read like hundreds of other
letters or does it stand out?
a Ask students to you use their notes about themselves
to write a cover letter. Direct them to the Writing Corner Additional Activity
on the previous page. Call on volunteers to read each Post an advertisement for a job, e.g. a computer game
point in class and elicit examples from the cover letter evaluator or have volunteers write an advertisement. Have
to illustrate. students exchange email addresses. Email the advertisement
a Give students time to write their first draft of a cover to all the students. Divide the class into two groups; Group
letter alone. Then ask them to compare in pairs and A: the recruitment committee, Group B: the applicants. Ask
help each other. Encourage them to comment and/ the applicants to email their cover letter and resume to the
or ask questions to help each other edit the letter. committee. Have the committee members share the applicant
Circulate and monitor participation. Encourage less letters and resumes and reply inviting applicants to an interview.
confident students and help when required. As you
circulate remind students that they will have the chance
to edit their letter more than once.
a Elicit questions and difficulties that some students
might be encountering and discuss them in class. Call
Workbook
on volunteers to make suggestions. Assign page 96 for additional writing practice above
a Have students write their final drafts. word and sentence level.
a Organize students into 3 or 4 groups. Collect their
letters and hand them over to a different group. For
example: Collect the letters of Group A and give them
to Group C, give the letters of Group B to Group A and
letters from Group C to Group B.
a Tell groups that they are now on the JobPool
recruitment committee and they need to decide on the
most promising candidates for the jobs advertized on
the basis of the cover letters that they have. Explain
that they will have to choose one candidate for each
position. Ask them to give reasons for their choices. Set
a time limit of 5 to 10 minutes depending on class size.
a Call on a student from each group to present the
group decisions. Write the choices on the board under
each position. After all the groups have presented
their decisions, collect the letters of the short-listed
candidates and have volunteers or writers read each
letter aloud for the class. Ask the class to listen carefully
and make notes.
a Discuss in class and make a final decision. Post the
letters of the students that got the jobs on the board/
wall for everyone to read.

29 Teacher’s Guide
 Ahmed Alsaaleh
Human Resources Manager
Zero A Company
87 Riyadh Road
Jeddah
(555) 555-5555
[email protected]
15 April 2019
Dear Mr. Alsaaleh,
I am writing to apply for the Public Relations position advertised in PR Journal.
As requested, I am enclosing a completed job application, my certification, my
résumé, and three references.
I believe that my experience, education, and training will make me a
competitive candidate for this position. The key strengths that I possess for
success in this position include:
• I am a dedicated and enthusiastic professional.
• I welcome challenge and strive for continued excellence.
• I am an experienced and effective communicator.
• I have had five successful years in PR in large corporations.
With a Bachelor’s Degree in Public Relations and a Master’s Degree in
Intercultural Communication, I have a full understanding of the factors
involved in the successful operation of a multinational organization such as
yours.
Thank you for your time and consideration. I look forward to hearing from you.
Sincerely,
Saud Khalid

Person who wrote

Applicant YOU
the cover letter

Qualities
(see page 21)

Qualifications
(certificates, awards,
diplomas, degrees)

Experience

29
2 Careers

11 Form, Meaning and Function

Simple Present Tense
Use the simple present to talk about things that are true in general or that happen all the time.
Affirmative (+) Negative (–)
I I
You work in an office You don’t work in an office.
We We
They They
He works He doesn’t
She She

Time Expressions for the Present

We can use time expressions to talk about routines or habits.
He works at the hospital from Sunday to Thursday. He doesn’t work on the weekend.
He works at the hospital on weekdays. In his free time, he plays football.

Wh- Questions in the Simple Present

Q: Where does he/she work? Q: Where do you/they work? Q: What do you do?
A: He/She works in a hospital. A: I/They work in an office. A: I’m a salesperson.
Note: What do you do? usually means What’s your job?

Prepositions of Time for the Present

Look at these examples to understand when we use prepositions to talk
about time:
at three o’clock, noon/midnight/ midday/ night
in the morning/afternoon/evening
on Thursday, weekdays, Saturday morning, weekends, the weekend

A. Complete the sentences with the simple present tense of an appropriate

verb. Write the correct preposition.
Ahmed is a teacher. He teaches in a high school. He works on weekdays.
1. What your uncle ? He’s a writer.
He books.
2. Adnan is a bus driver. He a city bus.
He works night.
3. Where Omar and Ali ? They in a hospital. They are doctors.
4. Hameed is a journalist. He for a newspaper. He
weekdays and weekends.
5. Fahd is a pilot. He planes. He likes to play tennis his free time.

30
 2 Careers

11 
Form, Meaning and
Prepositions of Time for the Present
a Ask students to read the information in the last
Function presentation section and answer the questions:
Which preposition do we usually use with days of the
Simple Present Tense week? (on)
Which preposition do we usually use with specific times
a Present to the class when the simple present tense is
of the day? (at)
used.
Which preposition do we usually use with parts of the
a Have volunteers read the examples.
day? (in)
a Write the following sentences on the board and
a Elicit or explain that we can also use the preposition in
underline the simple present tense. Call on students to with seasons (spring, summer, autumn and winter) and
complete the sentences with true information. the months of the year.
On Mondays, our class has …
Once a week, my family goes… A
An important event in our town is… a Have students work alone to complete the sentences
a Call on volunteers to make true statements about your and then compare their answers with a partner before
class, school, town, city or country. Tell students to use reporting back to the class.
the simple present tense. For example:
Our class has an English test every week. Answers
1. does, do, writes
Time Expressions for the Present
2. drives, at
a Direct students to the next section in the presentation 3. do, work, work
and ask volunteers to read the information aloud. 4. writes/works, works, on, on
a Underline the time expression and call on students to 5. flies, in
volunteer alternatives. Write any correct suggestions on
the board. For example,
Our class has an English test every week. Language Builder
every day
Write the word resit on the board. Point out that the prefix
once a week
re- means (to do) again. For example: Any students that fail
every Wednesday
the test can resit in September.
once a month
once a week Other words with the prefix re- include: reapply,
rearrange, redo, reorganize, reapply, revisit, rework,
a Ask students to write true sentences for themselves
rethink, and recharge.
using the time expressions on the board. Students tell
their sentences to a partner. For example:
I work at my father’s store every Saturday.

Wh-Questions in the Simple Present

a Read through the next section with students and then
write on the board:
Where…?
What…?
a Ask students to add other Wh- question words to the
list. For example, Why, When, Who. Students should
work in pairs and take it in turns to ask and answer
about what they do on a regular basis. For example,
Student A: Where do you work every Saturday?
Student B: I work in my father’s store.
Student B: Who has an English test every Wednesday?
Student A: Everyone in my class!

Teacher’s Guide 30
2 Careers

Relative Pronouns: Who, That, Which a Explain that to show that two actions were happening
at the same time, we use while to join two clauses in
a Have volunteers read aloud the simple sentences and
the past progressive.
then the complex sentences with the relative clauses.
a Explain that relative clauses (also called adjective B
clauses) describe a noun that comes before it (in the a Have students complete the sentences alone and then
main clause). compare their answers with a partner.
a Relative clauses begin with that, who, or which. Elicit a Call on volunteers to report the answers to the class.
that who is used with people (The man who was
talking to the tourists…); which is used with things (The Answers
computer company which is making a good profit…);
1. who 3. who 5. who
and that can be used with people or things.
2. that 4. that 6. that

Language Builder C
All clauses contain a subject and a verb. Clauses are either
a Ask students to describe what they see in the pictures.
independent (also called main clauses) or dependent (also Have students work in pairs to make sentences for the
called subordinate clauses). Independent clauses express pictures, using while.
a complete thought and can be written as a sentence. a As a follow-up, give students thirty seconds to study
An independent clause is: I was walking down the street. the pictures. Have one student in each pair, Student A,
Adjective clauses, adverb clauses, and noun clauses close his or her book. Have the other student, Student
are examples of dependent clauses. They are part of a B, ask questions beginning with: What was (name)
sentence, but they cannot stand alone as a sentence. A doing while…? For example:
dependent clause is: when I saw him. Student A asks: What was Fatima doing while she was
shopping?
Student B either answers the questions or says: I can’t
remember.
Language Builder
That is generally used in restrictive relative clauses rather Answers
than which or who. Restrictive clauses are essential to the 1. Faisal was listening to the football while he was studying.
meaning of a sentence. (I ate at the restaurant that opened 2. Fatima was talking on her cell phone while she was food
this weekend.) Restrictive clauses answer the question: shopping.
Which? (Which restaurant? The one that opened this 3. The people were talking while they were waiting for a bus.
weekend.)
Which and who are used for nonrestrictive clauses. These
are clauses that give additional information that is not Workbook .
essential to the meaning of a sentence. (I saw Burj Khalifa,
Assign pages 97-98 for more practice with the form,
which is the tallest building in the world.)
function and meaning of the structures in the unit.

Past Progressive with While

Teaching Tip
a Have volunteers read aloud the example sentences. Pay close attention to your students’ facial expressions and body
Remind students how the past progressive is formed language. These signs will tell you if students are interested
(was/were + verb + -ing). Then elicit why the past or bored, and if they are learning. Taking cues from their body
progressive is used in both the first and the second language can help you make decisions during class. For
sentence. example, if students seem bored with an exercise, you might
a Remind students that the past progressive is used to want to try to finish it quickly and move on. On the other hand, if
talk about an action that started and was continuing in students seem particularly interested in an activity and seem to
the past, while we use the simple past to talk about an be learning from it, it makes sense to prolong or extend it.
action that ended in the past.

31 Teacher’s Guide
Relative Pronouns: Who, That, Which
Relative clauses add information about a noun in the main clause.
Use the relative pronoun who or that for people.
Use the relative pronoun that or which for things and animals.
The man was talking to the tourists. He was friendly.
The man who/that was talking to the tourists was friendly. (relative clause)
The computer company is making a good profit. It is called Easy Surf.
The computer company that/which is making a good profit is called Easy Surf.

Past Progressive with While

We can use the past progressive with while to talk about actions that were happening at the same time:
Mohammed was working on the computer while his brother was talking on the phone.
While you were working at the photography studio, I was studying graphic design at college.
They were waiting for their father at the office while their father was waiting for them at home.
While she was talking with her sister downstairs, her mother was looking for her upstairs.

B. Complete the sentences with who or that.

1. The new driver started work yesterday is very quiet.
2. The products they launched this week are selling well.
3. I’d like to introduce you to the person organized the conference.
4. That isn’t the job he applied for.
5. The actor was playing the lead role was very funny.
6. Isn’t that the book you were reading last week?

C. Work with a partner. Make sentences to describe

the actions in the pictures.
It was raining while Yahya was washing the car.
Yahya

1. Faisal 2. Fatima 3. The people

31
2 Careers

12 Project
1. Find a person – a relative or a friend who
has a job that you are interested in.
2. Prepare questions that you would like to
ask him/her in an interview.
3. Interview the person and write the
answers in note-form. Use the same
categories in the chart to organize them:
Qualities, Qualifications, Experience, and
Skills.
4. Use the same questions as in 2 to
interview each other. Answer using your
notes about your relative’s or friend’s job.
Write your partner’s answers in the chart in
note-form.
5. Use your partner’s answers to write a
résumé using Carl’s résumé as a model.

Your questions Your partner’s answers

Qualities
(see page 21)

Qualifications
(certificates, awards,
diplomas, degrees)

Experience

Skills

32
 2 Careers

12 Project
a Have a volunteer read the directions for 5 for the
class. Discuss what needs to be done. Elicit the type of
information that is included in a resume and its format.
a Have each student make a short list of jobs that they
a Allow a few minutes for the students to work in pairs
are interested in and the reasons for their choice. Ask
reading Carl’s resume and writing the first couple of
them to compare their lists in groups.
sentences. Call on volunteers to read what they have
a Call on students to report their choices and reasons
written aloud for the class to hear.
for the class. Write the jobs that are suggested on the
a Have students write individually. Then exchange drafts
board or call on a volunteer to do it.
and check in pairs.
a Have students work in groups discussing what they
know about some of the jobs. Have them use the
categories that are mentioned in the chart, i.e. qualities,
qualifications, skills, experience and what the job Teaching Tip
involves in practical terms. Students may not feel very confident about interviewing people
a Call on volunteers to present the information for the outside class. In that case do activities like the interview above,
class. Encourage the rest of the class to listen and in class first to give them the opportunity to rehearse and help
comment, agree or disagree. each other.
a Read the directions for 1 and 2 with the class. Elicit
examples from students. For example: Name a person Additional Activity
whose job you are interested in. Is he/she a relative Have students match resumes and jobs. Organize them in
or friend? Where does he/she work? What does the groups and hand out resumes that different students have
job involve? Tell the class a question that you might written. Ask them to suggest the most suitable job for each
resume. Call on volunteers from each group to present their
want to ask the person.
decisions for the class. Hold a class discussion about the
a Call on a volunteer to read 3 aloud. Ask students to suitability of the jobs.
choose one of the people they know and prepare
questions individually. Tell them to organize their
questions according to the areas in the chart.
Encourage them to add more questions if they wish.
Circulate and monitor to make sure that all the students
are doing the task. Help when necessary.
a After the students have completed the task individually,
ask them to check with their partners.
a Explain that they have to use their questions to
interview the real person they have chosen face-to-
face, on the phone or on the internet. Remind them to
make notes on the answers.
a Read the directions for 4 with the class. Point out that
this can be done before the actual interview with the
real person they have chosen or afterwards. Have
students work in pairs asking and answering questions.
Remind them to write their partner’s answers in the
chart in note-form.
Example questions:
How do you feel about working with other people?
Can you use specialized computer software to
design interiors?
How long have you worked in sales?
What was the focus of your MA research/
dissertation?

Teacher’s Guide 32
2 Careers

13 Self Reflection a Have students complete their Self Reflection charts as

before about likes, dislikes and things they found easy
or difficult.
a Brainstorm Careers. Write the word on the board and
a Before directing students to 10 Writing ask them to say
elicit as many ideas and words as possible from the
class. List the words on the board. what they remember about cover letters. Give them
some time to work in pairs and then call on volunteers
a Have students scan pages 20 and 21. Ask them
to answer.
think about things they liked and things they disliked
a Have students scan pages 28 and 29 and make notes
about this part of the unit. Use questions to help them
remember. For example: as before.
Did you like any of the dream jobs mentioned? a Direct students to the 12 Project page and hold a
Which? Why? Why not? discussion about what they found more or less useful
What is your dream job? and more or less interesting. Hold a class discussion
Which qualities do you remember? Are there any about project work. Elicit ideas from the students
qualities that you need more explanation on? and explain some of the benefits of this kind of work.
a Give students time to make notes about likes and List some aspect of project work on the board. For
dislikes and easy or difficult items in the section. example:
Personalization
a Before directing students to pages 22, 23, ask them
Creativity
some questions. For example:
Natural language use
How long have you been studying English?
Focus on meaning
How many different books have you used?
Research/collecting information
How long have you been attending this class?
Using other knowledge
Have volunteers answer the questions. Elicit more
a Allow time for students to make notes on the project
questions and answers from pairs of students after you
give them a couple of minutes to think. section individually. Then have them check with a
partner.
a Discuss the grammar of the unit with the class. Call on
a Have students fill out the checklist alone and write their
volunteers to say if they found it easy or difficult and
give reasons. five favorite words.
a Discuss areas that student feel they need more work
a Have students make notes in the Self Reflection chart.
Ask them to focus on likes, dislikes and easy or difficult on and make suggestions. Check to make sure that
items. they have chosen the appropriate suggestion from the
last column in order to deal with difficulties.
a Direct students to pages 24, 25. Call on volunteers to
say what the context is in this lesson, i.e. business, jobs,
job interviews.
a Have students say what they remember from this
section and have them make notes in the chart.
a Write JobPool on the board and brainstorm on
language and information that students remember. Call
on volunteers to list as much as possible on the board.
a Organize students in pairs and ask them to answer as
quickly as they can to questions like these:
Name 4 sections of a resume.
Say which is right:
A resume is written in complete, detailed sentences.
A resume is written in a condensed style.
The most important thing in a resume is the
language used.
The most important thing in a resume is presenting
information.

33 Teacher’s Guide
13 Self Reflection
Things that I liked about Unit 2: Things that I didn’t like very much:

Things that I found easy in Unit 2: Things that I found difficult in Unit 2:

I can do this I can do this I need to study/

Unit 2 Checklist very well. quite well. practice more.

talk about careers

talk about personal qualities and
personality characteristics

talk about how long I’ve been doing something

use the present perfect progressive versus the
present perfect simple

use the construction adjective + preposition + gerund

use the simple present and ask Wh- questions

use prepositions of time for the present

use relative pronouns

use the past progressive with while

If you’re still not sure about something

My five favorite new words from Unit 2: from Unit 2:

• read through the unit again

• listen to the audio material
• study the grammar and functions
from the unit again
• ask your teacher for help

33
3 What Will Be, Will Be
1 Listen and Discuss
1. Read the title. What words does it make you think of?
2. Read the text. Find the sentences that talk about the future and the ones
that talk about the past.

A Vision of the Future

The French writer Jules Verne wrote several books in the
late 1800s. In them, he wrote about the future. He asked,
“What will life be like at the end of the 20th century—one
hundred years from now?” In one of his adventure novels
(From the Earth to the Moon), his characters traveled to
the moon in a rocket. In another novel (20,000 Leagues
Under the Sea), his characters dove through the depths
of the ocean in a submarine in the shape of a whale.
In a novel titled Paris in the Twentieth Century, Verne
described a city with skyscrapers of glass and steel, high-
speed trains, gas-powered automobiles, and a global
communications network. Space rockets and submarines
and other things in his novels didn’t exist in Verne’s time,
but many of the inventions that Verne imagined became
reality by the end of the 1900s. That’s why people call
Verne a visionary.

Jules Verne

to the Moon
h
From the Eart Sea
der the
0 Leagues Un
20,00 th Cen
tury
tie
the Twen
in
Paris
34
 3 What Will Be, Will Be

Unit Goals 1 Listen and Discuss

a Have students open their books to page 34. Read
Vocabulary Listening the title aloud: A Vision of the Future. Ask students
Predictions Listen for specific what they know about Jules Verne. Explain that he
and opinions information from was a French novelist who lived from 1828–1905,
Intelligent buildings a speech and is considered the father of science fiction. He
and homes was interested in science and geography and wrote
Pronunciation
Time capsules a series of novels about journeys in which he talked
Words that are
Hidden treasures about many scientific and technological achievements
not stressed
of the 20th century. He is especially famous for the
Functions Reading novels A Journey to the Center of the Earth and
Make predictions The Tulsa Time Capsule 20,000 Leagues Under the Sea.
about the future
Writing a Write science fiction on the board. Explain that this
Express opinions
Write a story about hidden is a type of fantastic literature based on science or
Grammar treasure pseudoscience. It had its beginnings in the late 19th
Future with Will century. At that time, things such as robots, space
 orm, Meaning and
F
or Be Going To— travel, and invasions from outer space were fantasies,
affirmative, negative, Function but considered within the realm of future possibility.
questions, answers Present Simple versus Ask students which of these are no longer considered
Will versus Be Going To Present Progressive fantastic. For example, we have robots today, and
Future Progressive— Make and Respond to space travel.
affirmative, questions, Suggestions
a Direct students’ attention to the pictures and ask
short answers Tag Questions
students to describe them.
Project a Tell students they are going to read about Jules Verne
Time capsules and his vision of the future. Ask students to say what
language they think they will be using in this unit if
they’re going to be talking about the future.
a Write the word will on the board. Say: Find the

Warm Up question that Jules Verne asked. Call on a student

to read it. (What will life be like at the end of the 20th
Ask students to look at the unit title and say what they century…?) Point out that he uses will to indicate
think it means. This is a saying in English. Does the the future.
students’ language have a similar expression? | Play the audio of the passage as students listen with
Ask students to think of an experience they had in which their books closed.
the expression what will be, will be applied. Discuss these | Play the audio again as students follow along in their
experiences as a class. books.
a Direct students’ attention to question 2. Have students
work individually. Call on students to read the
Language Builder sentences.
a Ask: What did Jules Verne say life would be like?
Explain how centuries are referred to. Write on the board:
1800–1899. Ask: What century was this? (the 19th) Write: Have students give specifics from the paragraph. Say:
1900–1999. Ask: What century was this? (the 20th) Then Vision means the ability to see. Ask: Why do people
ask: What century are we in now? (the 21st) call him a visionary? (He could “see” into the future.)
Ask students if they can think of anyone alive now who
seems like a visionary.
a Allow time for students to ask about words and phrases
that are unfamiliar to them. Review the irregular past
tense verb forms in the paragraph: wrote (write), dove
(dive), and became (become).

Teacher’s Guide 34
3 What Will Be, Will Be

Comments Made in the

United States in 1955 Workbook
a Direct students’ attention to the photos on page 35. Ask Assign page 99 for practice with will and be going to.
students to describe the photos.
| Play the audio for the predictions on page 35.
Language Builder
| Play the audio again and have students follow along in
Explain that for something to catch on, it goes from
their books.
being just a fad to something that is part of the culture.
a Call on students to read each prediction aloud. Have
For example, when fast food restaurants were first
the class say if the prediction was right or wrong. introduced, many people didn’t believe they would last
a Ask students to read the FYI silently. Elicit their because most people cooked all their meals at home.
reactions. This is obviously no longer true.

Quick Check

A Teaching Tip
a Remind students that to scan means to read quickly to Students may be unsure of the vocabulary they need to express
find specific information. Tell students to scan the two their ideas and predictions about the future. Encourage students
pages for the answers, not reread. to think about things they use and see in their daily lives and
work from there. This helps reinforce how much they do know,
Answers and builds their confidence.

1. adventure Additional Activity

2. fast food Activity 1: Imagine it is the year 2050. Have students write
3. used comments about the predictions they compiled on the board.
4. kitchen To help students get started, write some sentence starters on the
board. For example:
5. hair
I can’t believe they thought…
B They were right! We do have…
a Have students work individually to mark the predictions They were so wrong. Of course we have…
that came true. Then call on a student to read aloud Activity 2: Have students work in pairs or groups to design an
each prediction and have the class say if it came true. advertisement for a product in the future. It should be something
“futuristic” that people will most likely need. Each group can first
Answers brainstorm possible products and then choose one to promote.
The following should be marked: 1, 2 and 5

2 Pair Work
a Have students work in pairs to make as many • In the past, many people didn’t realize how computers
predictions as they can about life in 2050. would change our world and become a part of everyday
Encourage them to use their own ideas as well life. In 1943, Thomas Watson, the chairman of IBM, believed
as ideas in the book. there was a world market for maybe five computers. Kenneth
a Ask pairs to share their ideas with the class. Compile Olson, the founder of a large computer company at one time,
a list of their predictions on the board. facts Digital Equipment Corporation, believed in 1977 that there
was no reason anyone would want to have a computer in
their home.

35 Teacher’s Guide
 Comments Made in the United States in 1955:
Right or Wrong Predictions?
Read the predictions below. Find the sentences that talk
about the future.

“I seriously doubt that fast food restaurants will

ever catch on.”
“Have you seen the new cars coming out next year?
It won’t be long before $1,500 won’t even buy a used car.”
“Did you see where some baseball player just signed a contract for
$75,000 a year just to play ball? It wouldn’t surprise me if someday
they’ll be making more than the president.”
“Soon all our kitchen appliances will be electric. They are even
making electric typewriters now.”
“I’ll tell you one thing, if things keep going the way they are, it’s
going to be impossible to buy a week’s groceries for $20.”
“If they think I’ll pay 50 cents for a haircut, forget it.”

What a dollar bought in 1955 would take about $9.65 to buy in 2020, because of inflation.
The average baseball player makes nearly $4.5 million a year. Today a haircut for a man costs
an average of $28.

Quick Check e
Q
A. Vocabulary. Complete the B. Comprehension. Mark which of these predictions
following with words from the texts. came true.
1. ________ novel 1. ___ People will drive gas-powered cars.
2. ________ restaurant 2. ___ People will live in skyscrapers.
3. ________ car 3. ___ People will travel to the center of the earth.
4. ________ appliance 4. ___ Fast food restaurants won’t catch on.
5. ________ cut 5. ___ Sports stars will earn more than the president.

2
There won’t be any more cars.
Pair Work People will travel in vehicles that
ride through the air.

Think of one thing we use now. Write down some of its

features. Think how each of these features may change
in 30 to 40 years. Make predictions of how people will
use it in the year 2050.

35
3 What Will Be, Will Be

3 Grammar
Future with Will or Be Going To
Use will or be going to to make predictions about the future.
Affirmative (+) Negative (–)
Computers will perform many functions. Computers won’t have feelings.
People are going to have more free time. Machines aren’t going to control us.
Questions (?) Answers (Opinions)
Will people eat artificial food? I guess so. I hope not.
Are we going to travel to other planets? I think so. I don’t think so.
We also use will when we decide to do something at the time we’re speaking,
such as for offers or promises.
We don’t have any milk. I’ll get some from the store.

Will versus Be Going To

Use be going to to express a plan that is already made or decided.
Use will to express uncertainty, often with maybe or probably.
What are your vacation plans? I’m going to spend a month in Abha.
Maybe I’ll go to Abha.

Future Progressive
Use the future progressive (will + be + present participle) for continuous actions in the future.
Or use be going to + be + present participle.
Affirmative (+)
(At) this time tomorrow, I’ll be swimming in the ocean. OR I’m going to be swimming…
A week from today, I’ll be relaxing on the beach. OR I’m going to be relaxing…
By the year 3000, people will be living to the age of 120. OR They are going to be living…
Questions (?) Short Answers (+) Short Answers (–)
Will you be working on the weekend? Yes, I will. No, I won’t.
Are they going to be taking the test, too? Yes, they are. No, they aren’t.

A. Complete the predictions about the future with the correct form of the verb.
More than one answer is possible.
1. In one hundred years, people ________________ on other planets. (live)
2. Students ________________ with computers instead of books. (study)
3. Cars ________________ on gasoline. (not run)
4. Robots ________________ people’s lives. (not control)
5. Young people ________________ only to smartphones. (listen)
6. At the age of 50, people ________________ young. (be)

36
 3 What Will Be, Will Be

3 Grammar a Have students work in pairs to ask each other about

their plans for the week. They should reply with short
answers. For example:
Future with Will or Be Going To A: Will you be studying at the library tomorrow?
B: Yes. I will.
a Present that will and be going to are used to make
predictions about the future. Remind students that a Write on the board: What are you going to be
English has no future tense and no special verb form doing...?/What will you be doing...? Then write future
for the future. time cues on the board. For example: next year, at
a Have volunteers read the examples in the chart.
this time tomorrow, a week from today, in five years,
a month from now, next weekend, next school
Ask students to make their own predictions about the
vacation. Have students ask and answer questions
future, both affirmative and negative. Have
using the cues. For example:
other students say Yes to agree or No to disagree.
For example: A: What are you going to be doing next weekend?
A: People won’t drive cars. B: I’m going to go to my friend’s graduation.
B: Yes, I agree. We’ll all use something else.
A
C: No, I think people are still going to drive cars.
a Explain that the phrases I guess so and I think so a Have students work individually to complete each
indicate a yes response. I hope not and I don’t prediction with the correct verb form. Remind them that
think so indicate a no response. However, all of more than one answer is possible.
these expressions indicate that the speaker is a Call on students to read their completed sentences for
not completely sure. the class.
a Call on volunteers to ask questions of other
students. Have students give reasons for their Answers
responses. For example:
Answers will vary. Sample answers:
A: Will people live in space stations? 1 will live/are going to live/will be living/are going to
B: I think so. Lots of people have gone up into space. be living
(The student who answers asks the next question of 2. 
will study/are going to study/will be studying/are going
another student.) to be studying
B: Will people wear disposable clothes? 3. 
won’t run/aren’t going to run/won’t be running/aren’t going to be
running
C: I hope not. I like my black sweater. I’ve had it for
a long time. 4. 
won’t control/aren’t going to control/won’t be controlling/aren’t
going to be controlling
5. 
will listen/are going to listen/will be listening/are going
Will versus Be Going To to be listening
a Go over the information in the chart. 6. will be/are going to be
a Have each student make a list of five things he or she is
going to do next summer, or another time in the future.
Then have students read their lists to the class. Language Builder
Explain that for short answers, English speakers say both
Yes, I will and Yes, I will be. Both are correct.
Future Progressive
a Present to the class when the future progressive is
used. Explain that both will and be going to can be
used to talk about a continuous action that will occur in
the future.
a Go over the affirmative statements and the questions.
Point out that in conversation, the short answers
are enough. It’s not necessary to repeat everything
because the meaning is clear.

Teacher’s Guide 36
3 What Will Be, Will Be

B
Teaching Tip
a Arrange students in groups to look at the photos and Sometimes it’s difficult to know whether to use be going to or
answer the question. Have them discuss their answers will. Point out that in most situations the difference in meaning
and give reasons for their opinions. is very slight, and they will be understood regardless of which
they use. Tell students to pay attention to what they see and
Answers hear, and try to come up with their own conclusions about which
Answers will vary. Sample answers: to use.
People probably will be using ballpoint pens. People will always need
to write. We can’t use computers for everything.
Additional Activity
Write optimist on the board. Explain that an optimist is someone
People won’t be reading magazines like we have today. I think
who believes good things will happen in the future. Next write
people will only read them electronically.
pessimist. Explain that a pessimist is someone who believes bad
a Have students name other items in use today that they things will happen in the future.
think won’t be used in fifty years. Ask them to imagine Organize students into pairs and assign roles: the optimist and
what new developments in technology will replace the pessimist. Have pairs make up their own questions and
these items. Some possible items might be TVs, smart/ answers about other problems that need to be solved. Students
cell phones, stoves, refrigerators, and electric light answer according to whether they’re an optimist or a pessimist.
For example:
bulbs.
Question: Do you think there will be enough oil for everyone
C in 50 years?
Pessimist: I don’t think so. We’re running out now.
a Read the directions and have two students model the Optimist: Sure. We’ll have plenty in the future. They’re always
example conversation. finding new oil.
a Go around the room, having each student read an idea For an additional challenge, call on pairs to present an exchange
from the list aloud. Allow students to ask about any for the class. Tell the class to listen carefully and decide who the
vocabulary that they don’t understand. Use the pictures optimist is, and who the pessimist is.
to help them understand words.
a Have students work in pairs and take turns asking and
answering the questions. Tell them to give reasons for
their opinions.

Answers
Answers will vary. Sample answer:
A: 
Do you think there will be enough food for everyone in
the world?
B: 
I believe there will be. Scientists will figure out a way to feed
more people with the resources we have.

Workbook
A. Complete
Assign the predictions
pages 100-102 about
for more practice thethefuture
with with the correct form of the verb.
grammar
More than one answer is possible.
of the unit.
1. In one hundred years, people ________________ on other planets. (live)
2. Students ________________ with computers instead of books. (study)
3. Cars ________________ on gasoline. (not run)
4. Robots ________________ people’s lives. (not control)
5. Young people ________________ only to smartphones. (listen)
6. At the age of 50, people ________________ young. (be)

37 Teacher’s Guide
B. Work in groups. Answer this question:
Which of the following do you think
people will still be using in 50 years?

ballpoint pens

personal computer

DVD player

magazines
cell phone

flat screen TV microwave oven

C. Work with a partner. Ask and answer: Which of the following do

you think will be solved in the next 50 years? Add your own ideas.
A: Do you think there will be enough food for everyone in the world?
B: I believe there will be.
A: Do you believe there will be peace on Earth?
B: No, I don’t. Nations are too selfish.

Researchers will find a cure for cancer.

Global warming will melt the ice at the poles.
People will be preserving the environment.
There won’t be any more pollution.
There won’t be any more war.
Many plant and animal species won’t exist anymore.

37
3 What Will Be, Will Be

4 Language in Context
Write down three things you want to change and improve in your life. Compare your ideas with a partner.
I won’t use my cell phone so much.
I’ll start exercising.
I’ll study more.

5 Listening
Listen to the principal’s speech at graduation, and complete the chart
about the students’ past and future.
Name Past Future
Ibrahim
Steven
Saeed
Jim

6 Pronunciation
A. Listen. Note the words that are usually not stressed. Then practice.

a in a century to nine-to-five
and young and old was It was common.
can Cars can fly. of cars of the future

B. Read the text about Jules Verne again. Find the sentences that contain a, and, can,
to, and of. Practice reading these sentences without stressing a, and, can, to, and of.

7 About You
In pairs, ask and answer the questions. Then switch roles.
1. Do you believe that people can predict the future? Explain.
2. Do you know of any predictions that came true? Explain.
3. What changes do you predict for the next 50 years?
4. What do you think you’ll be doing 20 years from now?
5. What kind of TV programs will people be watching in
50 years?
6. What will schools be like in 20 years?

38
 3 What Will Be, Will Be

4 Language in Context Ibrahim Al-Onazy, no one could run like you in school races.
You have become a really good athlete, and I’m sure you’re
going to make a fine physical education teacher when you finish
a Write several personal resolutions on the board.
college.
For example: I will eat healthier food. I will go to
Steven Walker, you always had to prove your point, and you
bed earlier. I will study more on the weekend.
could argue your points well and give a lot of good reasons. You
a Ask: How are these sentences the same? Explain that have been a great captain of our debate team. I’m certain you’re
a resolution is a promise you make to yourself. You going to be a successful lawyer, and I wish you the best of luck
promise to do something that will help you. at college and then at law school.
a Have students write their own resolutions and share Saeed Al-Yami, you always had a great scientific mind, and you
them with a partner. Then ask volunteers to share some truly deserve that scholarship to the School of Science and
resolutions with the class. Find out how many students Technology. Our school is going miss you. We’re going to lose
have the same resolutions. our science researcher temporarily. I say temporarily because
in the future we’ll probably be reading about your work in

5 Listening
scientific journals and the press. We might even watch you being
interviewed on television.
Jim Miller, you were always busy raising money and working for
a Tell students they are going to listen to a principal’s good causes and charities. You’ll be a wonderful social worker
speech at a high school graduation. To help them use after you finish college.
prior knowledge to predict what they will hear, ask the Whatever road you may take, I’m sure you’ll always remember
following questions: the days you spent at Riverside High. The friends you made and
Who has been to a high school graduation? the good times you had are things you will never forget.
Who usually goes to the graduation?
Answers
What do you think the principal will talk about?
a Explain that the principal will talk about four different Name Past Future
students. Ask a student to read the names in the chart. Ibrahim He was a good runner in He will be a physical
Hearing the names in advance will help them follow the school races. education teacher.
organization of the speech.
Steven He was captain of the He will be a lawyer.
a Tell students they will hear the speech several times. debate team, and good at
The first time you just want them to listen for general defending her point of view.
understanding.
Saeed He had a great scientific He will become a
| Play the audio for students to just listen. mind. science researcher.
a Ask: What two things does the principal talk about Jim He raised money and He will be a social
for each student? (the student’s achievements and his worked for good causes. worker.
predictions for their future)
| Play the audio again for students to fill in the chart.
Play the audio a third time for students to check their 6 Pronunciation
answers.
a Give students a few minutes to work in pairs,
| Play the audio for students to just listen.
A.
comparing answers and making any corrections. | Play the audio again and have students repeat the
words and sentences.
a Draw the chart on the board. Call on students to fill in
the information. B. Have students work alone to find sentences. Go over
the task as a class.
a Ask: How do you think the students feel as they
listen to the speech?

| Audioscript 7 About You

Today is a very important day for all of you. It marks the end a Have students work in pairs or small groups to discuss
of your high school days and the beginning of a new life for you. the questions.
From here, some of you will go off to college and others will be
a Monitor as students talk, but do not make corrections
starting jobs. I’ve known you all through high school. And some
as the focus here is on fluency practice.
of you I’ve known since kindergarten, when you were only six
years old.

Teacher’s Guide 38
3 What Will Be, Will Be

8 Conversation Answers
1. 
The intelligent house will monitor lighting, security, ventilation,
a Have students cover the conversation and look at the heating, and audiovisual systems.
photos. Ask: What is the house like? Tell students this 2. 
When someone enters the house, the lights will come on at night,
type of house is known as an intelligent house. Explain the climate control will be activated, and surround sound will
that it’s called intelligent because it has a complicated automatically play your favorite radio station.
electronic system so that it can do many things 3. 
You will be able to “call” your refrigerator and find out about
automatically. Ask students to share what they know the things in it.
about intelligent buildings. 4. 
The reporter would like a robot to do the cleaning, washing,
a Ask students questions about robots. For example: and cooking.
Would you like to have a robot do your housework?
What are the advantages and disadvantages? Your Turn
List their ideas on the board.
a Have students work individually. Tell them to include the
a Tell students that the conversation is between a reporter
features in the conversation, and to add more features
and an engineer. They are talking about the features of to their house that would make a difference in their
an intelligent home. Ask them to scan the conversation lives.
and quickly read the questions the reporter asks, but
a Call on students to present their intelligent house for the
not the engineer’s responses.
class.
| Play the audio. Have students cover the conversation
and just listen.
a Then have students read the conversation silently. Workbook
| Play the audio again as students follow along in their Assign page 103 for additional reading practice.
books.
a Have students work in pairs to practice the
conversation. After practicing it once, they should switch Teaching Tip
roles and repeat. As students write sentences, remind them to use features from
a Ask a few questions. Tell students to answer in their
the conversation. This will help them remember larger chunks of
words at a time.
own words. For example: What is the concept of
intelligent buildings? (an integrated system that makes Additional Activity
people’s lives easier) How do you open the front door?
Have the class work together to make a list of resolutions for
(The system reads your fingerprint.) what they will do to improve their English. For example: I will
What makes the refrigerator “smart”? (It can tell write down new words I hear and look up their meaning later. I
you what you need to buy.) will keep a vocabulary list of new words and add to it. Post the
list in the classroom as a reminder.
Real Talk
a Go over the phrases. Ask who says them in the
conversation. Ask students why they think the reporter
is surprised about the robot.

About the Conversation

a Have students work in pairs, taking turns asking and
answering the questions.
a Call on students for the answers.

39 Teacher’s Guide
8 Conversation
Find and underline some of the words you practiced in the pronunciation
section. Practice reading the conversation in pairs.
Reporter: Would you tell us about the new intelligent home of
the future?
Engineer: Certainly. The concept of Intelligent Buildings is to monitor and
optimize lighting, security, ventilation, heating, audiovisual and
entertainment systems, and so on. It’s an
integrated household system that will
make people’s lives easier.
Reporter: How will the house actually function?
Engineer: When you arrive at the front door, you
won’t need a key. The door will open with
a touch of your finger. The system will
recognize your fingerprint.
Reporter: What happens after I enter the house?
Engineer: The lights will come on if it’s night, the
climate control will be activated, and
surround sound will automatically play
your favorite radio station.
Reporter: What special facilities will there be in
the kitchen?
Engineer: You’ll be able to “call” your refrigerator
when you’re at the supermarket and find
out how much milk there is or how many
eggs you have left.
Reporter: That’s wonderful. What about the
housework? I hate doing that.
Engineer: The house will come equipped with a
robot that will do the cleaning, the
washing, and the cooking.
Reporter: No kidding? Can I buy the robot
without the house?

Real Talk
Certainly = used to say yes
No kidding? = to express surprise, in this case, pleasant surprise

About the Conversation

In pairs, ask and answer the questions. Then switch roles.
1. What are some features of the intelligent house?
Your Turn
2. What will happen after a person enters the house? Draw an intelligent house that you
would like to have one day. Write
3. What will you be able to do over the phone? sentences about the intelligent
4. Why is the reporter interested in the robot? features and how they work.

39
3 What Will Be, Will Be

9 Reading
Before Reading
1. Read the title. What words does it make you think of?
2. Read the text. Match a heading to each paragraph.
a. What the car contained d. They lived to see it
b. The burial of a car e. Everyone came to the event
c. 50 years later

The Tulsa Time Capsule

1 A crowd of people gathered outside the
courthouse in Tulsa, Oklahoma, in June 1957, to
witness the burial of an unusual time capsule: a
brand-new gold-and-white Plymouth Belvedere
car. The city leaders explained: “In exactly 50
years time, this car will be unearthed to show the
world who we were and how we lived in Tulsa in
1957.”

2 The automobile contained a flag, a city phone

directory, an unpaid parking ticket, and the
contents of a woman’s purse: bobby pins, a
ladies’ powder compact, a plastic rain cap, On June 13, 2007, the vault was opened, and the
several combs, a tube of lipstick, a pack of gum, car was raised as thousands of people watched.
a wad of tissues, $2.73 in bills and coins. Five The organizer of the event said: “Ladies and
gallons of gas were also included, in case the gentlemen, I present you Miss Belvedere.”
combustion engine became obsolete by 2007 Unfortunately the tomb was unable to protect
and no fuel was available. the car from moisture, and the vintage vehicle
was covered in rust. The contents of a “typical”
3 The event attracted all sorts of people to Denver woman’s handbag in the glove compartment
Avenue that day in 1957. Some thought that the looked like a lump of rotted leather. The microfilm
idea of burying a new car was dumb; others that recorded the names of the contestants
thought it was brilliant. Raffle tickets (for the car) wasn’t found. There was a bit of disappointment
were sold. The person to guess the approximate that the items were not in better condition.
population of Tulsa in 2007 would win. “I’ll never However, some items inside the time capsule
be alive,” said Teddy Baxter, aged 6. “Sure you were in good shape—they included a U.S. flag
will,” answered his brother Henry, who was 19. and some historical documents, such as aerial
“I might not be, but you’ll be around for sure.” maps of the city and postcards.
Gene McDaniel, who was 20 at the time, thought:
“In 2007, I’ll be 70—I’ll never make it.” 5 The good news is that when the Belvedere
was unearthed, Teddy and Gene were still alive.
4 The Plymouth was wrapped in protective They never thought they would be here to see
materials and lowered into a concrete vault, it happen. Someone present said, “It’s our King
which was supposed to withstand even a nuclear Tut’s tomb. It’s like a fairy tale.”
attack. It lay there for 50 years.

40
 3 What Will Be, Will Be

9 Reading Language Builder

Explain that the meaning of the expression, I’ll (never)
READING STRATEGY Analyzing pictures make it depends on the context. In this article, to make it
means to live that long. Other examples with to make
Have students read the title. Ask what U.S. state Tulsa is in.
it include:
(Oklahoma) Ask students to look at the photos on pages
40 and 41 carefully, and describe them. Ask what details in to make it to the train station on time = to arrive there
the photos help them understand the title. on time
a Ask the Before Reading questions. Encourage the to make it in a career = to be successful
students to scan the text and find the answers. After to make it to the game = to be able to go to
several minutes call on students for the answers. the game
a Have students share with the class anything else they
know about time capsules. Then ask them to read the
first paragraph of the article and stop.
a Ask: What was the Tulsa Time Capsule? Why did
they do it? Have students answer in their own words.
a Point out that newspaper articles are typically
organized like this one. The main ideas of the entire
article are summarized in the first paragraph. The rest
of the article provides more details.
a Have students read the article on their own.

| Play the audio as students follow along in their books.

a Have students work in pairs. Tell them to reread the
article silently, one paragraph at a time. After each
paragraph, have them tell each other the main ideas
of the paragraph in their own words. Explain to them
that you don’t want them to read aloud to each other.
You want them to look down at the paragraph to get
an idea, and then look up and say it. Tell them you
don’t expect them to say all of the information in each
paragraph.
a When students are finished, ask some general
questions about the time capsule. For example, ask:
Do you think it was a good idea?
What was the main reason the items in the time
capsule were in bad condition?
What did Teddy and Gene mean by saying, “It’s our
King Tut’s tomb?”
Who was King Tut?
a Share with the class that King Tut was a pharaoh in
Ancient Egypt (1334–1324 b.c.e.). He became a ruler
when he was only nine years old. His tomb was
discovered in the early 20th century. It was full of gold
and treasures from the past.

Teacher’s Guide 40
3 What Will Be, Will Be

After Reading
Workbook
A Assign pages 104-105 for additional writing practice at
word and sentence level.
a Have students work individually to complete the
exercise and then check their answers in pairs.
a Answer any questions about the vocabulary. Teaching Tip
Encourage students to correct each other during pair work.
Answers Stronger students will have their skills reinforced, while weaker
1. a 2. c 3. c 4. b 5. b 6. c students will have more opportunities to become aware of
their errors.
B
Additional Activity
a Have students work in pairs to ask and answer the Have students work in groups to plan a space capsule of items to
questions. Call on pairs to present for the class. send to another planet. Ask them to include at least 5–8 items that
they think represent people on Earth.
Answers
Answers will vary. Sample answers:
1. The purpose was to show how people lived in Tulsa in 1957.
In 1865, The Republic, a ship carrying supplies to New
Orleans, sank during a hurricane. Now, about 150 years later,
2. 
They included the gas in case the combustion engine
sunken treasure worth about 150 million dollars has been
became obsolete.
found on it. More surprising are the hundreds of jars and
3. The microfilm is obsolete.
4. 
The winner of the contest was going to be the one who guessed
facts bottles of food still in excellent condition, such as pickles,
champagne, and mustard. The ship is a kind of time capsule
the population of Tulsa in 2007. of life back then.
5. 
Water got into the vault, and the car was covered in rust.
The microfilm for the contest wasn’t found.

C
a Have students work alone to complete the sentences.
Remind them to use their own words, and not copy
directly from the reading.
a Have students compare their answers in groups. Then
call on students to read their sentences aloud.

Answers
Answers will vary. Sample answers:
1. see what Tulsa was like in 1957
2. live long enough to win the prize
3. will find a woman’s purse and its contents

Discussion
a Discuss “hidden treasure” as a class. Bring up the topic
of treasure that has been discovered on sunken ships
in recent years. New technology has made it possible
to locate treasure no one could get to in the past. Who
has the right to this treasure? Who should be allowed to
keep the treasure?

41 Teacher’s Guide
After Reading
A. Choose the correct meaning of each word.
1. to gather (paragraph 1)
a. to come together b. to separate c. to join
2. to witness (paragraph 1)
a. to give evidence b. to help c. to see an event
3. bobby pin (paragraph 2)
a. pin worn by boys b. safety pin c. hairpin
4. obsolete (paragraph 2)
a. complete b. outdated c. high-tech
5. vault (paragraph 4)
a. an electric measure b. a safe c. a can
6. to withstand (paragraph 4)
a. to oppose b. to observe c. to resist or survive

B. Answer the questions about the reading.

1. What was the purpose of burying the car for 50 years?
2. Why did the organizers include five gallons of gas for the car?
3. Are any of the items put in the car obsolete today?
4. Who was going to be the winner of the contest?
5. What was the bad news in 2007?

C. Complete the sentences about the reading in your own words.

1. “In 50 years time, when this car is taken out of the vault, people will
_____________________________________________________.”
2. “If I buy a raffle ticket for the car, I might not
_____________________________________________________.”
3. “When people open the glove compartment in 2007, they
_____________________________________________________.”

Discussion
Have you ever read about
“hidden treasure”? When was
it hidden and what did people
find?

41
3 What Will Be, Will Be

10 Writing
A. Answer the questions.
1. Read the title. Who do you think the keeper is?
2. Look at the photos. Where was the treasure hidden?

Keeper of hidden treasure

This is not a fairy tale, nor a scary story; it is the
story of the discovery of 900-year-old treasure off
the Korean shore.

A fisherman caught an octopus that had bits of

blue pottery attached to its tentacles. At first,
he thought they were shells. He caught more
octopus and they all had shards attached to their
tentacles. Finally, he brought up an octopus that
had a whole plate caught on its tentacles.

That was when he realized that he had made an

important discovery; he had heard about
shipwrecks with ancient pottery, in the area. So
he contacted the museum as soon as he got back.

An urgent underwater exploration led to the

discovery of thirty, perfect examples of 12th
century bowls, thanks to the octopus family.

3. Read the story and make notes in the boxes.

Who found the treasure?

Where did he find it?

How did he find it?

What was the treasure?

What did he do with it?

42
 3 What Will Be, Will Be

10 Writing
A
a Direct students’ attention to the picture and the title. Give them a few minutes to discuss what they see in pairs.
a Read the directions for 1 and 2 ask students to try and guess what a keeper is. Ask them to speculate on what the treasure
might be and where it might be hidden.
a Have volunteers report answers/ideas for the class. List the ideas on the board.
a Have students read the text individually to find out what the treasure was and where it was hidden. Ask them to compare
with their ideas.
a Play the audio and have students follow in their books and mark stressed words. Have them compare stressed words in
pairs. Then check in class. Play the recording again if necessary. Tell students that you will come back to the stressed items
later.
a Have them read the story and make notes as in 3. Ask them to compare notes in pairs. Then tell students to compare their
notes and the stressed words in the text to find out how many are the same. Explain that normally stressed items are the
items we use to make notes.
a Check answers in class. Call on volunteers to report their answers.
a Please note that the answers given are sample answers. Allow students to make notes using their own words and accept
answers that make sense.

Answers
Who found the treasure? A Korean fisherman
Where did he find it? Off/near the Korean shore
How did he find it? He caught an octopus with blue shards attached to its
tentacles/then caught another octopus with a whole plate
What was the treasure? Thirty perfect 12th century bowls
What did he do with it? He contacted the museum/He reported it to the museum

a Have students work in small groups discussing the fisherman’s decision to contact the museum. Ask them to think about
whether they would have done the same or not and why.
a Discuss ideas in class. Choose the best idea.

Additional Activity
A chain story- Explain to students that they will have to listen very carefully to every person as the story progresses. Start the story with an
opener. For example:
One day, an old man called … or This is the story of … Or
Asma looked around. Everyone in the family …
The first person has to continue and complete the sentence. For example:
One day, an old man called Saeed decided to dig a well. So …
So he packed food and some more supplies and tools on his camel and left the village.
As he was …
Explain that students need to listen very carefully so they can continue the story with their own sentence. From time to time call on volunteers to
go over the story and repeat what has already been said.
If you wish you can record the story and have student listen, take notes and write it

Teacher’s Guide 42
3 What Will Be, Will Be

B always very interesting. For example think about these

two sentences:
a Organize students in small groups and have them
brainstorm stories that they might have read or heard He was lost in the desert, compared to, He was lost, or
about a “hidden treasure”. Give them a few minutes He was lost in the mall
to discuss one or two stories in their group. Circulate Do they all carry the same meaning and evoke the
and monitor participation to make sure that everyone is same feelings and images?
contributing to some extent. The order of events: As mentioned before about time,
a Call on each group to tell the story for the class. we don’t always relate the events in the order they
Encourage them to share parts of the story to make sure happened, in natural order. Remind students that there
that everyone participates. are stories or even films that begin with the final event
a Direct students to the Writing Corner. Ask them to think and then go back.
about stories they like and the reasons they like them. The beginning and end of the story: It is important to
Have them think about the characters, the events, the think about how you are going to begin and end even if
place where the story takes place. Call on volunteers to you decide to make changes later.
say what they like about the stories in class. a Read questions 1 and 2 in the Writing Corner with the
a Read the guidelines in the Writing Corner with the class. class. Have students think about the story they read. Did
Pause and discuss each point. they expect the keeper to be an octopus? How did they
Audience: Tell students to think about the reasons feel when they found out? Were they surprised?
they like some stories and use that to guide them. For a Call on volunteers to elicit ideas. Explain that if a
example, if they like a story because it creates a very writer raises certain expectations by using certain
vivid and interesting picture of the main characters and words or phrases or events and then does something
the place, to try and do the same when they write their unexpected that does not agree with most people’s
own story. expectations he/she creates an effect.
People: The characters are extremely important in a Ask students to think of how suspense is created. Use
stories. There are whole stories that are mainly based questions to help them. For example:
on characters and not so much on places or events. Does the writer or filmmaker give all the information
Tell students to choose the names of their characters at once?
carefully and to try and picture them in their minds Do you know what is going to happen next? Are there
before they use them. Also, have students think about clues that make you think something important is
the personality of each character and whether he/she is going to happen? How does that make you feel?
a good person or a bad person, etc. a Have students work in small groups to discuss their
The place or places: It is not enough to simply name stories and make notes in the chart. Remind them to
a place, for example, place a character at home or at read the directions for B. Give them time to write their
work. What kind of home is it? Is it large or small? Where stories. Tell them to feel free to modify the group story if
is it located? Is it traditional? Are there large windows they want.
that let in plenty of light? Etc. a Have students exchange drafts and make comments or
The time: Time is an important element in stories. We suggestions. Encourage them to read as more drafts if
often tell a story in “jumbled order” in other words we there is enough time. Ask them to use the comments
do not follow a strict chronological order in stating the and rewrite their stories. Call on volunteers to read their
events but we use language to indicate that certain stories in class.
events took place before others. Also, era or season
are quite important. For example, “a cold winter day”
in Northern Europe or America carries a completely Workbook
different meaning to “a cold winter day” in Southern
Mediterranean or the Middle East. Assign page 106 for additional writing practice above
word and sentence level.
The events/the plot: This is usually the part of the story
that most people pay attention to. They talk about what
happened. However, the events out of context are not

43 Teacher’s Guide
B. Think of a story about "hidden treasure" that you have read or heard. Make notes in the chart below and then use
your notes to write the story.

Why did he hide it? Who did it? Where was it hidden?

What was the treasure?

Who found it?

How did he find it? What did he do with it?

Writing Corner
When you write a story you need to think about:
• Your audience. Who is reading or listening to the story?
• The people (characters) in the story. Who are they? What do they look like? What kind of person
are they?
• The place or places where events take place. Describe these places.
• The events (plot). What happens in your story? Use past verb forms.
• The time things happened. Which year is your story set in? What time of day is it? Which season is
it? Use past time.
• The order of the events. What happened first, second, third and so on? Use a variety of past
tenses to order your events.
• The beginning and end of the story. How will you begin your story? How will you end your story?
1. What do you think causes a reaction, e.g. surprise, suspense, laughter/humor etc.?
2. What was your reaction to the octopus story?

43
3 What Will Be, Will Be

11 Form, Meaning and Function

Present Simple Tense versus Present Progressive Tense
We use the simple present to talk about habits or routines.
We use the present progressive for actions occurring now or for a temporary situation.
Omar lives in Riyadh. He works for a big computer company as a computer
scientist.
Omar is working at the Al Qassim Science Center in Saudi. He is creating an
exhibit named 'Computers in the Future.'

Present Progressive for the Future

We can also use the present progressive tense to talk about arrangements and scheduled events in the future.
Q: When are they flying to Dubai? A: They’re flying to Dubai tonight.
Q: When are the new cars coming out? A: They're coming out next year.
Q: When is Omar leaving for Riyadh? A: He’s flying at 9 o'clock in the morning.

Time Expressions for the Future

Q: What are you going to do tomorrow? A: I’m going to visit the museum of Science and Technology.
Q: Will she go on the school trip next week? A: Yes, she will.
Q: Are you sitting examinations next month? A: Yes, I am.

Make and Respond to Suggestions

To make suggestions we can use: Let’s.../ How about ...?/ Why don’t we/ you ...?
Q: Let’s look for the hidden treasure. A: We can’t. We don't have a map.
Q: How about making a time capsule for the school project? A: Great idea! Let’s do it!
Q: Why don’t we design a robot to help with the cleaning? A: Yes, why not! That sounds great!

A. Hussein and Ahmed are going on a school trip. They will visit a new Science and Technology museum. Work
with a partner. Ask and answer. Use future forms and time expressions.
A: When are they going?
B: They are going tomorrow.
A: What will they see and do at the museum?
B: They are going to see exhibits about robots. They will
learn about space travel in the future.
A: What will they take?

B. Hussain and Ahmed are at the museum. They are discussing

what to see and do. Make up a dialogue. Use language for
making and responding to suggestions.
Hussain: Let’s go to the 'Space Show.'
Ahmed: Great idea! Oh wait … We can’t. It’s sold out.
How about …

44
 3 What Will Be, Will Be

11 
Form, Meaning and
Make and Respond to Suggestions
a Go over the information in the chart. Have volunteers
Function read the examples to the class.
a Tell students to work in pairs and to look at the
Present Simple Tense versus Present Progressive examples of some arrangements on the board. Explain
Tense that each student should make a suggestion for each
arrangement using: Lets …, How about …?, Why don’t
a Remind students or explain that the present progressive
we/you …? Their partner should respond appropriately.
is used mainly for two reasons— to express that
They should take it in turns to make and respond to
something is happening right now, or that something
suggestions.
happening now is temporary.
a Have volunteers read the examples aloud. Ask questions A
about Omar. Write the answers on the board. Ask a Read the directions and have one pair (Student A and
students to say what tense is used and why. For example, Student B) model the example conversation.
Where does Omar usually live? (Omar lives in Riyadh; a Remind students they should use future forms and
present simple, permanent) time expressions. Set a time limit of 3-5 minutes. After
Where is Omar working now? (Omar is working at the Al 3-5 minutes students should swap roles so that both
Qassim Science Center; present progressive, temporary, students in the pair get an opportunity to ask and
happening now) answer questions.
a Choose one pair (or ask for volunteers) to role-play
Present Progressive for the Future
their conversation in front of the class.
a Present that be going to can also be used to talk about
arrangements and scheduled events happening in the Answers
future.
Answers will vary. Sample answer.
a Have volunteers read the examples in the chart.
A: When are they going?
a Have each student make a list of 3 arrangements they
B: They are going on Tuesday.
have scheduled for this week/on the weekend.
A: What will they see and do at the museum?
Time Expressions for the Future B: They will see exhibits about new inventions. They will learn
about scientific discoveries that will change the world in
a Remind students that English has no future tense and no the future. They will also do some experiments in a science
special verb form for the future. However, we can use laboratory and a scientist will answer any questions they have
some time expressions to show that we are talking about about how things work.
future. A: What will they wear in the laboratory?
a Have volunteers read the examples in the presentation. B: They will wear a white coat and a mask to protect their eyes.
a Have each student circle the time expression in A: What time are they going to eat lunch?
their sentences from the previous activity about their B: They are going to eat lunch at 1 o’clock.
arrangements for this week/on the weekend. Tell
students if they haven’t included a time expression, they B
should add one now. a Tell students to work in their pairs and create the rest
a Write on the board: of the dialogue. They can write the dialogue in their
What are you doing this week/on the weekend? notebooks. Remind them they should use language for
making and responding to suggestions.
a Have students report their arrangements to their partner
a Choose one pair (or ask for volunteers) to role-play
and then to the class.
their conversation in front of the class.
a Write some of the students’ arrangements on the board.
For example:
Answers
Faisal is meeting with his math tutor on Wednesday
morning to talk about the test results. Students’ own answers.
Ismail and Ibrahim are watching a football game at
‘Central Stadium’ on Saturday at 3 o’ clock.

Teacher’s Guide 44
3 What Will Be, Will Be

Information Questions Language Builder

Aside from using tag questions to check information, we
a Call on volunteers to read the questions and answers in
also use tag questions to ask for agreement. We use rising
the chart aloud to the class.
intonation—the voice goes up—when we check information
a Point out that, as with many other question forms, there
(You’re going to come to the park, aren’t you?), but falling
is an inversion in the word order, and the auxiliary or the intonation—the voice goes down—when we know the
modal will is placed before the subject. answer and are just asking for agreement (It’s really cold,
a Finally, point out that it is common to use probably or isn’t it?).
maybe when we use will to predict or speculate.

Tag Questions C
a Call on volunteers to read aloud the questions in the a Write the following phrases on the board:
chart. Point out the rules about forming tag questions: I’ll definitely…, I’ll probably…, Maybe I’ll…, I don’t think
If the first part of the sentence is affirmative, the tag is I’ll…, I definitely won’t…
negative. We make the first part affirmative if we think a Have students describe what the boy in the picture is
the answer is “yes.” If the first part is negative, the tag is doing. Go over the future time expressions in the box.
affirmative. We make the first part negative if we think Ask two students read aloud the conversation.
the answer is “no.” a Have a volunteer ask you a question with one of the
a Point out that the tag contains a pronoun that refers to time expressions. Answer truthfully.
the subject of the sentence. Write the first sentence a Have students do the activity in pairs, taking turns to
from the chart on the board: answer the questions.
Global warming will melt the ice at the poles, won’t it?
a Circle it and ask: What does it refer to? Then circle Answers
Global warming. You might want to do this with all
Answers will vary.
of the tag questions in the chart to clearly show the
relationship. D
a Show how verbs in tag questions are formed. Write
a Ask a pair of students to read aloud the sample
on the board the verbs from each sentence and tag conversation.
question and go over them with students:
a Have students write down five answers about their

Affirmative Sentence (Negative Tag) classmates from exercise C. For example,

Ahmed is playing football on Thursday.
will, won’t snows, doesn’t a Then have students address the person they wrote
use, don’t are, aren’t about, using the format in the sample conversation to
are, aren’t check. For example,
Ahmed, you are playing football on Thursday, aren’t
Negative Sentence (Affirmative Tag) you?
won’t, will doesn’t, does a The person will answer with a short answer, either

are not, are isn’t, is affirmative or negative.

a Tell students to swap roles so that they both have a
isn’t, is
chance to ask and answer tag questions.
a Read aloud the first part of the affirmative sentence
with negative tag questions from the chart and have Answers
students call out the tag question. For example, say:
Global warming will melt the ice at the poles… Answers will vary.
a Elicit from students:
… won’t it? Workbook .
a Do the same for the negative sentences with affirmative
Assign pages 107-108 for more practice with the form,
tag questions
function and meaning of the structures in the unit.

45 Teacher’s Guide
Information Questions
Q: What are you going to do in the summer? A: I’ll probably travel.
Q: Where will you go? A: I’ll go to Najran.
Q: How will you get there? A: Maybe I’ll drive.
Note: We often use will with probably or maybe to express doubt or uncertainty.

Tag Questions
We often use tag questions to check information. We use an auxiliary verb and a subject personal pronoun.
With an affirmative sentence, use a negative tag. With a negative sentence, use an affirmative tag.
Affirmative (Negative Tag) Negative Sentence (Affirmative Tag)
Global warming will melt the ice at the poles, won’t it? People won’t live on other planets in 100 years, will they?
Most people use their cars to get around the city, They are not going to go on the school science trip,
don't they? are they?
Scientists are close to finding a cure for cancer, He isn’t working at the research center tomorrow,
aren’t they? is he?
It usually snows in winter, doesn’t it? It doesn’t usually rain in summer, does it?
You are from Riyadh, aren’t you? She isn’t from Muscat, is she?

C. Find out about your classmate’s hobbies and interests. Ask and answer questions about their plans for the
various times in the box. Use future forms and time expressions.
A: What are you going to do on the weekend?
B: I’ll visit my cousins. I’ll probably go horseback riding on Saturday.
A: That sounds great!
B: What will you do on the weekend?
A: I’ll probably go to the new science museum with my brother. I haven’t been yet.
in the summer in the winter in the spring in the fall
on the weekend next week next year on Saturday
tomorrow in the future this year soon

D. Write down some of your classmate’s answers from exercise C.

Then check the information with them. Use question tags.
A: You usually go horseback riding on the weekend,
don’t you?
B: Yes, I will probably go on Saturday.

B: You are going to go to the new science museum, aren’t you?

A: Yes, that’s right!

45
3 What Will Be, Will Be

12 Project
1. Think about life in your country and plan
a time capsule to be opened in 50 years’
time. Work in groups.
2. Use the questions in the planner to help
you decide what to put in it. Make notes in
the chart.
3. Try to choose things that represent
different areas in your country. Think
about different kinds of objects.
4. Suggest and discuss different ideas in
your groups before you decide. Share
the work required to collect information,
design the time capsule, and write short
texts about what the objects are and why
they have been included.
5. Create a poster of your capsule with
photos or drawings of the objects. Include
brief captions about each object.
6. Present your project in class.

Planning questions Group’s decision

What will you use as

a time capsule?

How will you protect

the time capsule?

Where will you bury

the time capsule?

What will you put in

the time capsule?

Why did you choose

the things that you
will put in the time
capsule?

46
 3 What Will Be, Will Be

12 Project that they will need the short texts about the objects to
use as captions on their poster.
a Allow time for research. This means that if students
a Organize students in groups and have them brainstorm
don’t have access to the internet or a library they might
on life in their country as they know it. Suggest that
not be able to collect the information and/or photos
they think about :
they need. In this case it would be advisable to ask
People
them to share the tasks they need to complete, do the
Places
research, collect information and visuals and complete
Transport
the poster in the next lesson.
Shops
Travel a Call on each group to present their poster. Suggest that
Cities they take turns presenting each item that they have
The countryside researched and collected information about.
Sports a Display the posters on the wall if you can. Have
Education students choose the poster they like best.
Food
Technology
Encourage them to think about different things if they
Additional Activity
wish. Remind them to choose one or two people in Have students work in groups to plan and create a time capsule
to be opened at the end of the school year. Tell them that the box
their group to make notes as they discuss their ideas.
or container that they use will have to be sealed and handed in
a Call on a student from each group to present some of for safekeeping. Explain that they can include assignments, notes,
their ideas for the class. photos, drawings, objects etc.
a Tell students that they will have to plan a time capsule
and choose objects to include. Encourage them to use Teaching Tip
their imagination and visualize life in their country in 50 When students work in groups, more outgoing students tend
years’ time. Elicit ideas about changes in the country. to monopolize most of the discussion and decision making. In
Have them suggest the shape and material that they order to include everyone, remind students to choose one or two
would use for the time capsule. Remind them that they people to be note-takers and one student to act as a chairperson
might decide to use a type of container or packaging and make sure everyone has the chance to speak. Suggest that
that is available. they assign tasks to each group member based on their individual
skills and interests. For example, an artistic student should do the
a Have students read directions 1 to 4 and tell them to illustrations.
study the planner and make notes before they decide.
Set a time limit for groups to decide or limit the number
of objects they can put in the time capsule, for example
an object per student in each group.
a Circulate and monitor participation. Encourage quieter
students to participate. Help when necessary.
a When the time is up remind them to share the work
they need to do collecting information and writing
about the objects. Give them time to share the objects
in the group and tell them to write short texts about
what each object is, what it is used for, what it is
made of , where it comes from and why it has been
included in the time capsule.
a Read directions for 5 and 6 with the class. Explain to
students that they will need a large sheet of paper
(e.g. the size used for flip charts) or a large sheet of
cardboard. Tell them that they can use any color they
want and choose pictures or draw their own. Tell them
that sometimes people even attach small objects to the
posters to make them three-dimensional. Remind them

Teacher’s Guide 46
3 What Will Be, Will Be

13 Self Reflection a Have students complete their Self Reflection charts as

before about likes, dislikes and things they found easy
or difficult.
a Write “What Will Be, Will Be” on the board and elicit as
a Before directing students to 10 Writing ask them to say
many ideas and words as possible from the class. List
the words on the board. what they remember about stories. Give them some
time to work in pairs and then call on volunteers to
a Have students scan pages 34 and 35. Ask them to
answer.
think about things they liked and things they disliked
a Have students scan pages 42 and 43 and make notes
about this part of the unit. Use questions to help them
remember. For example: as before.
How do you feel about some of the predictions that a Direct students to the 12 Project page and hold a
people have made? discussion about what they found more or less useful
Can you make some predictions about the future and more or less interesting. Hold a class discussion
from your viewpoint? about project work. Elicit ideas from the students and
a Give students time to make notes about likes and
have them present their experiences for the class.
dislikes and easy or difficult items in the section. Did they have difficulty making decisions in their
a Before directing students to pages 36, 37, ask them
group? Why? Why not?
some questions. For example: Did they feel that they had the chance to present
Have you made any vacation plans? What are you their ideas?
going to do during the term break? Was it difficult or easy to collect information about
What will you be doing at this time on Friday? Will the objects chosen? Why? Why not?
you be taking a test? Where did they find information? Where did they find
Have volunteers answer the questions. Elicit more photos?
questions and answers from pairs of students after you Did they enjoy the poster presentation?
give them a couple of minutes to think. Would they change anything if they had the chance
a Discuss the grammar of the unit with the class. Call on to do it again? What?
volunteers to say if they found it easy or difficult and Did they enjoy designing the poster? Did everyone
give reasons. contribute?
a Have students make notes in the Self Reflection chart. Was there room for originality and creativity? Why?
Ask them to focus on likes, dislikes and easy or difficult Why not?
items. a Allow time for students to make notes on the project
a Direct students to pages 39, 40. Call on volunteers section individually. Then have them check with a
to say what the context is in this lesson, for example: partner.
future career plans, future study plans, future homes a Have students fill out the checklist alone and write their
and appliances five favorite words.
a Have students say what they remember from this a Discuss areas that students feel they need more work
section and make notes in the chart. on and make suggestions. Check to make sure that
a Write The Tulsa Time Capsule on the board and they have chosen the appropriate suggestion from the
brainstorm on language and information that students last column in order to deal with difficulties.
remember. Call on volunteers to list as much as
possible on the board.
a Organize students in pairs and ask them to answer
questions like these:
What is your opinion about the Tulsa Time Capsule?
Would you have chosen to bury a car? Why?
Why not?
What would you have used instead?

47 Teacher’s Guide
13 Self Reflection
Things that I liked about Unit 3: Things that I didn’t like very much:

Things that I found easy in Unit 3: Things that I found difficult in Unit 3:

I can do this I can do this I need to study/

Unit 3 Checklist very well. quite well. practice more.

make predictions about the future

express opinions
use the future with will or be going to in the affirmative
and negative and in questions and answers

use will versus be going to

use the future progressive in the affirmative and
negative and in questions and answers
use the present progressive for the future

use time expressions for the future

make and respond to suggestions

ask Wh- questions and use tag questions

If you’re still not sure about something

My five favorite new words from Unit 3: from Unit 3:

• read through the unit again

• listen to the audio material
• study the grammar and functions
from the unit again
• ask your teacher for help

47
4 The Art of Advertising
1 Listen and Discuss
1. Before you read, look at the pictures, and write as many words as you can about each.
2. Read the texts and see if you can find any of the words that you wrote for each picture.

COMPACT CARS: The Smaller, the Better SUITCASE: For the Price of a Car
According to Forbes magazine, Henk is the most
expensive suitcase in the world. The Henk “friendly”
suitcase was developed by a group of Dutch engineers
and designers over a period of ten years. Each suitcase
is made individually and is built to the individual
customer’s requested specifications. You may prefer to
opt for one of the recommended combinations, which
have been carefully selected.

FEATURES
Weight:
Lighter than any other
The tiny classic is back, measuring 10 feet 11 bag. It has been designed
inches (335 centimeters) long, 5 feet 5 inches to feel like you’re pulling
(165 centimeters) wide, and 4 feet 11 inches no more than 25 grams,
(149 centimeters) tall. The new FIAT 500 is a even if you’ve packed
triumph of Italian design. Every line has been bricks in the suitcase.
crafted to reflect the legendary original, and Materials:
buyers will be offered a variety of colors and It comes in ebony (wood)
options to customize their car. The FIAT 500 two- or Italian leather.
seater was introduced in 1957, and it became Remote Control:
an automotive legend. It featured a 13 horsepower The control is used to hide
engine and had a top speed of about 53 miles (85 the wheels and to activate
kilometers) per hour. a locking system.
Wheels:
The wheels are made of
titanium, providing the
smoothest ride.
Prices:
The price can be as high
as a car, ranging from
$20,000 to $40,000.

48
 4 The Art of Advertising

How would you describe the product in each ad?

Unit Goals How is the old bicycle at the top of page 49 different
from bicycles today?
a Explain that making comparisons to find patterns
Vocabulary Listening among components of a presentation will help students
Advertising Listen for specific
understand the purpose of the presentation. Have them
Products, designers, information
scan the three parts of the reading to determine the
and inventors
Pronunciation overall theme, as well as language that is common to
Unusual new gadgets each part. The theme is that each part is promoting a
Linking adjacent sounds
Credit cards product; all of them are advertisements. The language
Functions Reading common to all three advertisements is comparative and
The World of Plastic superlative adjectives.
Talk about
commercials, ads, a Review how to identify comparative and superlative
and product history
Writing adjectives. Most comparatives are formed with
Write an essay about the
Describe products history of a product either -er at the end of the adjective or the word more
Make comparisons before it. Write examples on the board, for example:
 orm, Meaning and
F prettier, stronger, more interesting, more intelligent.
Grammar Function Superlatives are formed with -est and
The Passive Pronouns the word most. Write on the board: prettiest,
Comparison of Imperatives strongest, most interesting.
Adjectives Articles a/an a Have students scan the product descriptions and write
(comparatives and Quantitative too/enough C above each comparative adjective and S above each
superlatives) superlative adjective. (Comparatives include: smaller,
As…As Project better, lighter, easier, less bulky, bigger, and faster.
Verbs Look, Smell, Write an ad for
a product Superlatives include: most expensive, smoothest.) Ask
Sound, Taste with students: What is the superlative form of less bulky?
Like + Noun (least bulky)
a After going over the adjectives students found in
the ads, ask if anyone wrote down more readily. Point
out that readily is an adverb modifying stored, not
Warm Up
an adjective.
Ask students about advertisements they remember from | With students’ books closed, play the audio through.
any source, such as radio, TV, the Internet, magazines, or | Play the audio again as students follow along in their
on billboards. Have them describe the ad and say whether books. Ask them to circle any words and expressions
they liked it or disliked it, and why. Ask what kinds of that they don’t understand.
claims were made in the advertisements. For example: You a Have students work in pairs or small groups to
will lose 10 kilos in only 5 days! Try to elicit comparative ask about the unfamiliar words and expressions
and superlative forms. For example: Your teeth will be they circled.
brighter and whiter in no time!
a Ask the class about the phrase to customize their
Ask: What features make an ad good? What features car from the car ad. Students will use the phrase
make an ad bad? Elicit ideas from students and list them a personalized car in Pair Work, and so this is a
on the board. good point to explain that both terms mean to make
according to what someone wants.

1 Listen and Discuss

a Have students open their books to pages 48-49.
Tell students to look at the photos without reading the
ads to think and write as many words as they can. After
several minutes ask them to scan the texts to see if
they can find any of the words. Then call on volunteers
to report to the class. Ask: What is each photo of?
Teacher’s Guide 48
4 The Art of Advertising

Quick Check B
A a Give students a few minutes to choose a product and
write down two reasons that he or she likes it.
a Read the directions with the class. Draw a three-column
a Have students share their products and reasons with a
chart on the board. Label the headings: car, suitcase,
partner. Then have pairs form small groups to compare
and bike. Tell students to draw the chart on a piece of
the products they chose, and why.
paper and use it to complete the activity. This activity
can be done individually or in pairs. a Call on one student from each group to tell the class

a To check answers, call on students to fill in the chart on

about a product of someone else in the group. This will
encourage active listening during group work.
the board.

Answers
Language Builder
Answers will vary. Sample answers:
Explain that another way to say “the standard bike” is to
Car: tiny classic, new
say “the typical or ordinary bike.” We use the word
Suitcase: most expensive, “friendly,” lighter than
standard to refer to what is normal or usual. For example:
any other bag, price as high as a car
Bike: portable, smaller and less bulky, attractive
It’s now standard practice at some schools to take away
students’ cell phones before exams.
B
a Have students work individually to answer true or false
for each statement. Workbook
a To check answers, call on one student to read each
Assign page 109 for practice with the vocabulary of
statement and have the class say if it is true or false.
the unit.
Answers
1. true 3. false 5. true
Teaching Tip
2. false 4. true 6. true
Having students work with their peers in small groups to check
on unfamiliar vocabulary can benefit everyone. Students often

2 Pair Work feel more comfortable sharing their ideas with one another.
Learning from peers can encourage them to work harder so that
they can help each other more in the future.
A Additional Activity
a Organize students into pairs. Tell them to take Arrange students in small groups to play a game. One student
turns asking and answering about the products begins by describing an object in the room. For example: That
in the advertisements. Tell them to ask as many book is small. A student in the group responds by describing
questions as they can. another object. For example: This book is bigger. The student
| Play the audio. Ask students to listen who responded then makes the next statement. Students see
and repeat. who can respond first. Alternatively, students take turns in a circle.
a Model the example conversations with volunteers,
changing roles. Encourage students to use comparison
of adjectives (comparatives and superlatives) in their
The Super Bowl, the championship game of the U.S. National
questions
Football League, is also a “Super Bowl” for commercials.
and answers. For example: Every year, approximately 100 million viewers watch the
A: How does the fold-up bike compare to a standard
bike in size? facts game—many of them just to watch the ads. So the ads must
be innovative and spectacular. It costs several million dollars
B: It’s smaller and less bulky. to air a 30-second ad during the Super Bowl, but many
a Monitor students as they practice, offering help
companies think it is worth it.
as needed. Then call on several pairs to present for
the class.
49 Teacher’s Guide
 THE FOLD-UP BIKE About Bicycles
Bicycles were
invented in France
in the 1790s.
The first bikes
were made of
wood, had a
front wheel
that didn’t
move from
left to right,
It looks like an ordinary bike, and didn’t have
but it’s portable. This folding pedals. In 1817,
bike can easily be transported a steerable front
and stored when it is not in use. wheel was developed
It can make your life easier. In by Baron Karl von Drais
contrast to the standard bike, it in Germany, and in 1839, the first pedals were
is much smaller and less bulky, introduced by Kirkpatrick MacMillan, a blacksmith
so it can be parked and stored from Scotland. The first bikes had large front wheels
more readily. The fold-up bike because it was believed that the bigger the front
is attractive, and it comes in a wheel, the faster the bike.
variety of styles.

Quick Check e
Q 2 Pair Work
A. Vocabulary. List the words that describe
A. Find sentences that are facts about the four
the car, the suitcase, and the bike.
products you read about. Make questions
B. Comprehension. Answer true or false. for those facts. In pairs ask and answer the
1. ____ The new FIAT 500 is one of the world’s questions. See the examples below.
most compact cars. What were the first bikes made of?
2. ____ The car will be available in only one They were made of wood.
color.
What’s special about the new FIAT 500?
3. ____ The Henk suitcase was designed
Customers can choose a personalized car.
in Germany.
4. ____ The suitcase can be made of wood. How does the Henk compare with other
5. ____ The fold-up bike isn’t as bulky as an suitcases?
ordinary bike. It’s much lighter than other brands.
6. ____ The first bikes didn’t have any pedals.
B. Choose a product that you like. Why is it
special? Write down two reasons. Share them
with a partner.

49
4 The Art of Advertising

3 Grammar

The Passive
Use the passive to emphasize what was done instead of who did it.
The passive is formed by combining a form of the verb to be with the past participle of the main verb.
Simple Present: This car is made in Japan.
Simple Past: The suitcase was developed in the Netherlands.
Present Perfect: Our products have been used by travelers all over the world.
Future: A clean engine will be produced in the future.
A phrase with the preposition by can follow the passive verb to indicate the doer of the action.

Comparison of Adjectives (comparatives and superlatives)

Use comparative and superlative forms of adjectives when you compare the qualities of two
or more people, things, animals, or situations.
Adjective Comparative Form Superlative Form
The hydrogen car is clean. It’s cleaner than other models. It’s the cleanest car of all.
The bag is expensive. It’s more expensive than others. It’s the most expensive bag.

Similarities and Differences (as + adjective + as)

Use as … as to show two items are the same in some way.
The special suitcase is as expensive as a car.
Use not as … as to show that two items are not the same in some way.
The fold-up bicycle is not as bulky as a regular bicycle.

More Similarities and Differences (look, smell, sound, taste ... like + noun)
The new compact car looks like a bug. That sounds like a good idea.

A. Change the sentences from the active voice to the passive voice.
A company in Japan makes the car. The car is made by a company in Japan.
The company has opened a new factory. A new factory has been opened by the company.
1. Karl Benz made the first car in 1886.
2. Companies produce cars in many different countries, nowadays.
3. In the future, people will drive smaller cars.
4. Cartier makes perfume, watches, and jewelry.
5. Francois Coty started the perfume industry in the
late 1800s.
6. The French have produced famous perfumes for
many years.
7. In the future, people will buy more
hybrid cars.
8. In the past, many people used bikes
to go to work.

50
 4 The Art of Advertising

3 Grammar Contrast the example That sounds like a good idea

with What’s that? It sounds like a train to show that
sounds like can also be used to talk about physical
The Passive attributes.

a Go over the material in the grammar chart for the A

passive. Point out that when using the passive,
stating the agent (who or what performed the action) a Have students work individually to rewrite each
is optional. If the agent is included in a sentence, it sentence in the passive.
usually comes immediately after the past participle and a To check answers, call on volunteers to read their
is preceded by by. sentences for the class.
a Say, or write on the board, sentences in the active a Point out that the agent is not optional in numbers 1, 4,
voice. Have students change each sentence from 5, and 6 because the agent adds to the meaning. In
the active to the passive. For example: numbers 2, 3, and 7, the agent is optional because the
You: The boy broke the window. meaning is clear without it, and the agent is obvious.
Class: The window was broken by the boy. For example, only people drive or buy cars, so there’s
no need to state this. We would, however, state the
Comparison of Adjectives agent if it was more specific and the focus of the
sentence. For example: In the future, smaller and
(comparatives and superlatives) smaller cars will be driven by commuters.
a Go over the material in the grammar chart for
comparatives and superlatives. Answers
a Have students practice using comparatives and Answers will vary. Sample answers:
superlatives with items in the classroom. For example, 1. The first car was made by Karl Benz in 1886.
say: This piece of paper is small. This piece of paper 2. 
Cars are produced (by companies) all over the
is smaller. Alternatively, draw on the board lines, world nowadays.
squares, and other geometric shapes for students to 3. 
In the future, smaller cars will be driven (by people).
compare. For example, say: Triangle A is bigger than 4. Perfume, watches, and jewelry are made by Cartier.
triangle B. Triangle C is the biggest.
5. 
The perfume industry was started by Francois Coty
in the late 1800s.
Similarities and Differences (as + 6. 
Famous perfumes have been produced by the French
adjective + as) for many years.
7. 
In the future, more hybrid cars will be bought (by people).
a Go over the examples of when to use as…as
8. In the past, bikes were used by many people to go to work.
and not as…as. Point out that this structure is
used to show how things are the same or how
they are different.
a Remind students that we use a similar structure to
Language Builder
compare amounts or degrees (as much/many + noun + Explain that looks like has other meanings.
as) For example: This backpack has as many pockets When talking about the weather, we often use looks like to
as that one. She doesn’t have as much money as I describe what the weather will be like soon. For example:
have. It’s cloudy and windy out. It looks like it’s going to rain.
It can also be used to state a conclusion. For example:
More Similarities and Differences (look, Wow, it’s going to snow a lot tonight. It looks like we aren’t
going to have school tomorrow.
smell, sound, taste ... like + noun)
a Read the examples in the chart with the class.
a To help students understand better, you might
point out that all of the examples are about physical
attributes, except for the one with sounds like.

Teacher’s Guide 50
4 The Art of Advertising

B D
a Have students work individually to complete the a Have students work in pairs to express their opinions
paragraph with the passive forms of the verbs. about which ad is the best one. Ask them to focus on
a To check answers, call on students to read sentences of which ad is the most effective. For example, which ad
the paragraph for the class. would make them want to buy the product if it was
a For additional practice, have students rewrite the something they needed?
paragraph using the active voice. Explain that a Encourage students to share their personal experiences
sometimes the agent will not be clearly stated. In those in choosing products they often buy, such as shampoo
cases, they can omit the agent, or add by people if they or snacks. How do they decide what to buy? Do ads
think it is needed to make the meaning clear. influence them?

Answers Answers
1. are made Answers will vary.
2. were considered
3. was used
E
4. was opened
a Have students work alone to complete the sentences.
5. were sprayed
a To check answers, call on students to read their
6. was worn
sentences. In some cases more than one answer
7. was named
is possible.
8. was packaged
9. was launched Answers
10. has been enjoyed
1. sounds (or looks)
2. look
C
3. smells
a Have students fill in the ads with the correct 4. taste
comparative or superlative form of the adjective 5. sound
in parentheses. 6. look
a Have students work in pairs to compare their answers.
Check by asking students to read the ads aloud.
Encourage them to think about ads on TV or radio, and
Workbook
present the ads in a lively way. Assign pages 110-112 for more practice with the grammar of
the unit.
Answers
Perfume ad: most refreshing
Toothpaste ad: cleaner, brighter
Teaching Tip
Pet food ad: healthier
Personalizing learning in the classroom reinforces new language
and shows students its relevance to their lives outside of
Hand-held device ad: most reliable
the classroom.

Additional Activity
Activity 1: Have students work in groups to take turns describing
their favorite foods, or traditional foods for holidays, using looks
like, tastes like, and smells like.
Activity 2: Have students work in pairs. Ask them to decide on
a product to advertise, and then to write an ad statement about
the product. For example: Brighto. It makes your clothes cleaner
and brighter.

51 Teacher’s Guide
B. Complete the paragraph with the passive form of the
verbs in parentheses. Use the correct tense.
Perfumes __________ (1. make) from flowers and many other pleasant-smelling substances. The ancient
Egyptians were the first to introduce perfume into their culture, and some special perfumes actually
__________ (2. consider) more precious than gold. Perfume __________ (3. use) by the rulers of ancient
Egypt in their tombs. For example, when the tomb of Tutankhamen __________ (4. open) in the 1920s,
there was still an odor of perfume. In Rome, various scents __________ (5. spray) extravagantly in the
famous baths and during banquets. Perfume __________ (6. wear) in Arabia, India, China, and Japan. In
fact, perfume has had its popularity since ancient times, and in modern times, it is available to more and
more people. The first perfume that __________ (7. name) after a fashion designer was Chanel No. 5, and
it __________ (8. package) in a now-famous Art Deco bottle. It __________ (9. launch) in 1923, and so it
__________ (10. enjoy) for nearly a century.

C. Complete the ads with the comparative or superlative forms of the adjectives.

D. In your opinion, which is the best ad in excercise C? Compare your ideas with a partner.

E. Use the correct verb: look, smell, sound, or taste.

1. This new doorbell ________ just like a parrot.
2. You ________ like a business man with that new haircut.
3. I like this new fragrance. It ________ like roses.
4. This restaurant food doesn’t ________ like home cooking, but it’s OK.
5. You ________ just like my father and mother, but thanks for the advice, anyway.
6. The twins ________ just like their mother, don’t you think?

51
4 The Art of Advertising

4 Language in Context
How good is your general knowledge? Choose the correct answer. Then check the answers
at the bottom of the page. How many points did you get?

1. Ice cream was invented ___ a. Hassan Kamel Al-Sabbah in 1930.

2. The first “camera obscura” was b. by Ibn Sina (980-1037), a Muslim
devised ___ philosopher, physician and scientist.
3. Surgical instruments that are still c. made in 1440.
being used were devised ___
4. The original solar cell was invented and tested d. by the Chinese 4,000 years ago.
by___
5. The law of gravity was discovered ___ e. in the 10th century by Al-Zahrawi, a Muslim
surgeon.
6. Radioactivity was discovered ___ f. by a Hungarian, Ladislas Biro.
7. The telephone was invented ___ g. by Ibn Al Haytham.
8. The first printing press was ___ h. by Marie Curie in 1903.
9. The ballpoint pen was made famous ___ i. by Isaac Newton.
10. “The Book of Healing and The Canon of j. by Alexander Graham Bell in 1876.
Medicine” was authored ___

5
Points 9–10 Excellent, 6–8 Good, 4–5 Not bad, 0–3 Weak
Listening
Listen to the ads and match.
1. ___ Sunray a. an effective pain killer
2. ___ Sparkle b. a lotion used to protect your skin
3. ___ NoAche c. a soap that removes dirt and leaves a nice fragrance
4. ___ Spotless d. a soft drink that provides a lot of energy

6 Pronunciation
Read the text about advertising. Find examples of consonant + vowel and consonant + consonant and
practice reading them aloud.
Consonant + Vowel Consonant + Consonant
the best ice cream the cleanest (t)eeth
the most expensive bag in contrast (t)o the standard bike
It was introduced in 1957. a specially designed (d)olphin food

7 About You
In pairs, ask and answer the questions. Then switch roles.
1. Are you influenced by advertising? Think of a product 4. Do you think advertising standards should
that you bought because of an ad. What factors be stricter?
influenced your decision? 5. To what extent do you think ads influence
2. What is false advertising? Can you give examples of it? children and teens, and people in general?
3. What items shouldn’t be advertised? Why not?
Answers: 1. d, 2. g, 3. e, 4. a, 5. i, 6. h, 7. j, 8. c, 9. f, 10. b
52
 4 The Art of Advertising

4 Language in Context
3. 
Do you have a splitting headache? Are you suffering from
a toothache? NoAche will take away your pain, and you will
feel better immediately. Why don’t you try NoAche and get
a Direct students’ attention to the pictures. Ask rid of your aches and pains almost instantly?
them to first identify what they see, without 4. 
When the kids got home from their camping trip, their
reading the exercise. suitcases were full of dirty clothes that smelled bad. I just
a Have students work alone to match the sentence threw all the clothes into the washing machine, added a
halves, and then compare their answers in pairs. measure of Spotless, and just look at them now. They’re
Check as a class by calling on students to read the clean and spotless again—and they smell great, too.
completed sentences aloud.
Answers
Answers 1. b 2. d 3. a 4. c
Answers at bottom of page in Student Book
1. d
2. g
3. e
4. a
5. i
6. h
7. j
8. c
9. f
10. b 6 Pronunciation
a Point out that these adjacent sounds link naturally in

5 Listening |
speech.
Have students listen to the audio and repeat the
a Tell students they will hear ads about four products. Ask phrases and sentences.
a student to read aloud the names of the four products. | Play the audio again for students to listen and repeat.
Next, ask students to read the phrases in the right- a Have students work individually to find examples.
hand column. Tell them to make predictions about the After several minutes have students in small groups to
matches, but not say them out loud. practice reading them aloud. Monitor students as they
a Explain that writing down key words instead of trying to practice, offering help as needed.
remember longer phrases or sentences is an effective

7 About You
tool when listening for specific information. Here, they
are being asked to focus on what the product is for. Do
the first item with the class to model what key words to
listen for. a Have students work in pairs to use the questions as a
basis for their discussion about truth in advertising, and
| Play the audio for number 1 only.
how ads influence their buying decisions. Ask students
a Write on the board: suntan, protect, skin, care,
to present details about the best and worst ads they’ve
protection. Show students how these key words can seen or heard.
help them find the answer.
a Ask pairs to share with the class one idea or conclusion
| Play the complete audio. Have students listen and from their discussion.
write down key words.
a Call on several volunteers to share with the class about
a Have students mark their answers.
an occasion when they bought a product after being
| Play the audio again for students to check their influenced by advertising, but the ad turned out to be
answers. false or misleading.

| Audioscript
1. 
Sunray gives you the most wonderful suntan while protecting
your skin all day long against the wind and harmful rays
of the sun. Use Sunray for utmost care and protection.
Recommended by dermatologists all over the world.
2. 
When you’re feeling tired, hot, and thirsty, there’s nothing
more invigorating than Sparkle. It’s cooler than an
ocean breeze, fresher than a mountain stream, and it has
a delicious, refreshing taste. Try Sparkle now.

Teacher’s Guide 52
4 The Art of Advertising

8 Conversation Your Turn

a Have students work alone to complete the organizer.
a Have students scan the conversation for unfamiliar After several minutes have students in pairs. One
words and phrases. Encourage them to try to student describes a gadget, and the other expresses
understand the words and phrases through context, or disbelief. Have students switch roles so that each gets
encourage other students to tell the meanings of the the chance to describe a gadget and express disbelief.
words and phrases if they know them.
a Give students a few minutes to scan the conversation
to find and underline the passive sentences. Elicit the Workbook
passive sentences. Assign page 113 for additional reading practice.
| With books closed, have students listen to the audio.
| Play the audio again, and have students read along in
their books.
a Have students underline examples of consonant +
Teaching Tip
If possible, bring realia to class, such as magazines and
vowel and consonant+consonant
newspapers that will provide students with ideas of new
gadgets for Your Turn. Alternatively, have them research
Real Talk a new gadget for homework the day before presenting
the conversation.
a Explain that What are you up to? is used to ask about
what someone is doing at that moment. It is also Additional Activity
used as a general greeting, similar to How’s it going? Activity 1: Have students restate each sentence in Language
or How have you been? in Context on page 52, using the active voice instead of the
a Ask: Who says What on earth? (Adnan) Why does he passive. For example: The Chinese invented ice cream
say this? (He is unfamiliar with a flying helicopter alarm 4,000 years ago.
and thinks it’s a little strange.) Activity 2: Have students work in small groups to design a
gadget they think would be useful in their daily lives. It can
Your Ending be unusual and creative, but should address a real need. An
example might be a gadget that allows them to prepare for a test
a Have students work alone to choose an ending, while they sleep.
and then form small groups to exchange ideas. Call on
students for their answers, and the reasons they
chose them.
• At the St. Louis World’s Fair in 1904, an ice cream vendor
ran out of dishes. At another booth, Ernest Hamwi was selling
About the Conversation waffles. Hamwi rolled a waffle into a cone to put
a Have students work alone to go through the
conversation and underline the sentences that facts the ice cream in. It worked great, and the ice cream cone
was created. In 1920, Hamwi received a patent for his
tell them how the flying helicopter alarm works. Have simple creation.
them write a short explanation in their own words. • The Internet is a part of our everyday lives now, but this wasn’t
a Then have students present their explanations to a always the case. It was designed in 1973 by an American
partner. Tell students to help each other computer scientist, Vinton Cerf. For many years it was only
used by scientists and researchers. However, by 1996, more
make corrections.
than 25 million people in 180 countries were connected, and it
a Call on a few volunteers to present to the class. took off from then.
Answers
Answers will vary. Sample answer:
The flying helicopter alarm is placed on a base. When it goes off it
flies so you have to get up and catch it.

53 Teacher’s Guide
8 Conversation
Find and underline examples of consonant + vowel
and consonant + consonant and practice reading
the conversation in pairs.
Adnan: Hi, Omar. What are you up to?
Omar: I’m turning off my alarm.
Adnan: What on earth is that?
Omar: It’s the new flying helicopter alarm. It runs on rechargeable
batteries! It’s the best alarm clock I’ve ever had.
Adnan: How does it work?
Omar: You see, the top part, in other words the flying part, is placed on a base. The
alarm is set and when it goes off the top part flies off the base. It is made to
fly in order to make you get up, catch it, and put it back on its base.
Adnan: And why is it here?
Omar: Well, you know how it is when you have a lot to do at work and you also
have to attend meetings. I don’t have an assistant so if I am working on an
important project I forget. The flying alarm can solve the problem. I set it in
time for any meeting or conference that I have and I don’t have to worry.
What do you think?

Your Ending
What do you think Adnan answers? Real Talk

1 What a great idea for heavy sleepers! What are you up to? = What are you doing now?
2 What a crazy idea! If you don’t hear it, it goes What on earth…? = expression to show surprise
on flying. when asking a question
3 What does the boss have to say about this?
4 Your idea: ___________

About the Conversation

In your own words, explain how the flying helicopter alarm works.

Your Turn
Describe to your partner some unusual new gadgets you have seen or read about. First complete the organizer
with the necessary information. Your partner expresses disbelief using the following expressions:
It is awesome/incredible, I’ve never seen anything like it and It makes you wonder.

What the gadget is called What the gadget looks like How the gadget works

53
4 The Art of Advertising

9 Reading
Before Reading
1. What words do you think of when you read the words “credit card”?
2. Read the text and write sentences to show the history of the credit card. Use the timeline below.

The World of Plastic

1 Can you imagine a world without credit cards? Until
the 1950s, a world without the use of cash was simply
inconceivable. Today an economic universe without
plastic would be impractical. Whether it’s for business the 1962 movie, The Man from the Diner’s Club. In it,
or for leisure, the credit card is used to pay for goods an employee at Diner’s Club issues a credit card to a
and services from New York to Beijing. well-known gangster and has to get it back in order to
2 It all started in 1949 when Frank McNamara scheduled keep his job. The Ideal Toy Corporation joined in the
a business dinner in a New York restaurant. Before trend when it created a board game called the Diner’s
he left for the dinner, Frank changed suits. When the Club Game. The idea of the credit card quickly expanded
waiter presented the check, Frank realized that he outside the United States. The Diner’s Club Card
had left his wallet in the other suit. The embarrassing became the first international charge card in 1952
situation was solved, but that night Frank asked with franchises in Canada, France, and Cuba. In 1955,
himself: “Why should people Western Airlines became the first airline to accept
be limited to spending what the Diner’s Club Card. Ten years later, the card was
they are carrying in cash, accepted by every airline in the United States. Diner’s
instead of being able to spend Club expanded its services to hotels, car rentals, and
what they can afford?” A year other businesses.
later, Frank returned to the
4 Other famous international credit cards have
same restaurant in New York.
When the check came, Frank been created such as American Express, Visa, and
handed the waiter a small MasterCard. There are hundreds of local bank cards,
cardboard card, a Diner’s Club department store credit cards, supermarket credit
Card, and signed for the meal. cards, and so forth around the world.
This event is known in the 5 In 1984, the first card members rewards program was
credit card industry as the “First Supper.” Soon the created, aimed mostly at business travelers. It gave
concept of “charging it” was picked up by merchants valuable benefits and special privileges to loyal users.
as an alternative form of payment to the use of cash. Now many reward programs offer free airline miles
By 1952, the Diner’s Club Card was accepted by and discounts on hotels and other products.
thousands of businesses across the United States, and
it became a status symbol for those who carried it. 6 Ever since a businessman forgot his cash in 1949,
people have used credit cards. An entirely new
3 The Diner’s Club Card soon became a cultural icon. business was created that revolutionized the way the
Hollywood cashed in on the “charge-it craze” with world has paid for goods and services ever since.

1949 1950 1952

1949: Frank couldn’t pay for dinner because he forgot his wallet.

54
 4 The Art of Advertising

9 Reading Language Builder

Write these sentences on the board:
READING STRATEGY Analyzing paragraphs I don’t have any plastic.
Review the general format of a paragraph. Explain that it This restaurant doesn’t take plastic.
usually contains one or two sentences that express the Can I use plastic?
main idea, and several sentences that support the main Explain these are examples of how the word plastic is
idea. Tell students that analyzing each paragraph within a used in everyday conversation to refer to a credit card.
reading will clarify all the ideas expressed about the topic
of the reading.
a Point out that this reading gives a chronology of credit
card use. Tell students to pay attention to each year
mentioned, and what happened in that year. This will
help them follow the development of credit card use.
a Have students read the title and look at the photos.
Have a class discussion about the meaning of the title:
The World of Plastic. Ask them to share any ideas they
have on the topic, such as the pros and cons of using
credit cards.
a Ask the first Before Reading question. Have students
read the text and write sentences using the timeline.
| Play the audio as students follow along in their books.
a Ask a few general questions to check comprehension.
For example:
What was the “First Supper” in the credit card
industry? (the first time Frank McNamara used
a credit card)
What happened in 1955? (A credit card was accepted
by an airline for the first time.)
When was the first members rewards program
created? (in 1984)
a Tell students that they will listen to the reading again.
As they listen to each paragraph, ask them to think
about these questions: What is the paragraph about?
What more does it tell me about the topic?
| Play the audio again. Ask students to underline the
sentences in each paragraph that
tell the main idea.
a Arrange students in pairs. Have them tell each other
the main idea of each paragraph in their own words.
a Monitor students to check that they are not reading
from their books as they exchange ideas.

Teacher’s Guide 54
4 The Art of Advertising

After Reading
Workbook
A Assign pages 114-115 for additional writing practice at
a Have students work individually to choose the correct word and sentence level.
meaning of each word based on the reading.
a Check answers as a class.

Answers
Teaching Tip
Brainstorming possible writing topics as a class helps generate
1. b 2. a 3. b 4. c 5. a 6. c 7. a ideas and stimulates creativity.

B Additional Activity
a Have students work alone or in pairs. Call on students Have students write a short essay about the funniest ad they’ve
to write their answers on the board for the class to copy seen or heard.
into their notebooks.
a Ask students to notice the letters that come after the
prefix im-. Ask them to say those words using in-, so
P roduct placement is an important advertising strategy.
that they know how difficult it is. This will help them
Companies choose particular TV programs and movies
understand why we use both prefixes for not. during which to run their ads.
Answers facts
Answers will vary.

C
a Have students work alone to answer the questions.
a Check answers as a class by having one student
ask the question and another student answer.
The student who answers asks the next question.

Answers
Answers will vary. Sample answers:
1. Since the 1950s.
2. He didn’t have enough money to pay for a business dinner.
3. 
He thought people should be able to spend what they
could afford, not only what they are carrying in cash.
4. “charging it”
5. 
Hollywood made a film about it, and a board game called Diner’s
Club was created.
6. It became a status symbol.
7. 
It started for use in restaurants and then expanded to other
businesses and to other countries.

Discussion
a Have a class discussion about what the students’
life would be like without credit cards. Ask students to
think of specific situations, such as shopping online,
buying airline tickets, and downloading computer
programs.

55 Teacher’s Guide
After Reading
A. Choose the correct meaning of each word.
1. inconceivable (paragraph 1)
a. cannot have children b. impossible to imagine c. uncreative
2. impractical (paragraph 1)
a. not convenient b. not usual c. out of practice
3. limited (paragraph 2)
a. small company b. kept within a boundary c. disabled
4. status symbol (paragraph 2)
a. belonging to the state b. brand name c. sign of high social standing
5. cash in (paragraph 3)
a. to make money from b. use a cash machine c. to invest
6. franchise (paragraph 3)
a. a French product b. a big corporation c. branch of a company
7. revolutionize (paragraph 6)
a. greatly change b. protest strongly c. turn back

B. With the help of a dictionary, write down three words that start with the following prefixes, meaning “not”:
in-: __________________________________
im-: __________________________________

C. Answer the questions about the reading.

1. How long have credit cards been available?
2. Why was Frank McNamara embarrassed?
3. What did McNamara think was a silly restriction?
4. What phrase was used to describe the use of credit cards, in contrast to the phrase “paying in cash”?
5. What shows that the Diner’s Club card was becoming popular?
6. What did the credit card represent to people who possessed one?
7. How did the use of credit cards expand?

Discussion
What do you think the
world would be like
without credit cards?

55
4 The Art of Advertising

10 Writing
A. Consider the following questions and discuss your ideas
with a partner.
1. Do you have a cell phone? What do you use it for?
2. What type/brand of cell phone do you like? Why?
3. How would life be different if there were no cell phones?

B. Read “The Invention of The Cell Phone” and complete the timeline.
1. Write all the dates/years along the line in chronological order.
2. Make notes about what happened on each date.

Michael Faraday, research

on electricity in space

1843 1865 1973

The Invention of the Cell Phone

The history of the cell phone goes back to Michael Faraday
who researched into whether space could conduct electricity,
in 1843. His work had a substantial effect on the development
of cellular phones. Dr. Mahlon Loomis, a dentist, was the first
person to communicate through the wireless atmosphere in
1865. He developed a method of transmitting and receiving
messages through the atmosphere.
Dr. Martin Cooper is considered to be the inventor of the first portable cellular phone. He
was the first person to use a cellular phone in 1973.
Cell phones went public in 1977 with trial testing in Chicago and eventually other cities in
the US. As the cell phone became more popular, it drew the interest of large companies
and was introduced in more places around the world.
The Cellular Technology Industry Association (CTIA), developed in 1988, set goals and
standards for cellular phone providers.
In spite of consumer demand, it took cellular phone service nearly 40 years to become
commercially accessible. It has now become one of the largest industries internationally
with billions of users.

56
 4 The Art of Advertising

10 Writing make notes on the timeline. Circulate and monitor

participation.
a Call on students to write their answers on a timeline
A on the board for the class. Have the class check their
a Direct students’ attention to the picture. Discuss what answers.
they see. Elicit answers to questions. For example:
Is this a common picture? Do you see many people Answers
with their cell phones glued to their ears in shops, 1843 Michael Faraday, research on electricity in space
work places or the street? 1865 
Dr. Mahlon Loomis, communication through wireless
Do people use their cell phones in cars? atmosphere
What gadgets are available to prevent people from 1973 Dr Martin Cooper, first user of cellular phone
holding their phones directly to their ears? 1977 Cell phones go public in USA
a Read the directions for 1 and 2 with the class. Have
1988 CTIA, goals & standards for cellular phone providers
students work in pairs discussing the questions. Call on
volunteers to present their answers for the class.
a Have a brief class discussion about cell phones. Ask
a Have students move around and find out what type
students how they would feel if their cell phones
of cell phone different people have as a class survey.
stopped functioning.
Hold a class discussion on different types of phones
and what they can be used for.
a Call on a volunteer to read the directions for 3 aloud Additional Activity
for the class. Have students work individually to answer
Organize students in groups. Ask them to think about gadgets
the questions. Tell them to make notes. Then have
and inventions that they use and make a short list. Call on a
them compare with a partner.
student from each group to present the group’s decision for the
a Call on students to report their answers and have a class. List the gadgets and inventions that are suggested on
class discussion. the board. Assign an item per group or pair and ask students to
research and find out about its history on the web or in a book.
B Have them draw a timeline and make notes along the dates that
a Direct students to the title of the text. Ask them they have written.
questions to help them make predictions. Call on
volunteers to answer them for the class. Make a note of Teaching Tip
their answers on the board. When students have to search on the internet for information,
What kind of information do you expect to find in the they are not always certain that what they have found is reliable.
text? This is the reason they sometimes turn up with endless amounts
Is the cell phone a new invention? When do you of unfiltered information that is not very helpful. It might help
think it was invented? if you set a limit to the number of sources they can download
material from to, for example, three and encourage them to
a Remind them that the title and pictures can help them highlight key information on their hard copies or make notes.
remember what they know about the subject and make
predictions that facilitate understanding of what they
read.
a Play the audio and have students listen and follow
in their books. Ask them to compare the information
to their own answers about the invention of the cell
phone.
a Call on volunteers to answer in class.
a Have students copy the timeline in their notebooks.
Ask them to make it longer to include more dates after
1973.
a Read the directions for 1 and 2 with the class. Organize
students in pairs. Give them some time to read and

Teacher’s Guide 56
4 The Art of Advertising

1988 CTIA – Cellular Technology Industry Association, goals &

C standards for cellular phone providers – Stage 5
a Tell students that they will write a short text about the 40 years later commercially accessible
history of a product or gadget. Now one of the largest industries worldwide
a Direct them to the Writing Corner and have them read 5 main stages of development
the guidelines as you ask questions. For example: People/organizations; Michael Faraday, Dr. Mahlon Loomis,
Where can you find information about a product or Dr Martin Cooper, Cellular Technology Industry Association,
gadget? CTIA.
What kind of information do you need to select if 2. 
Yes, the writer is addressing people who are familiar with
you want to write about the history of the product/ cell phones. He doesn’t present or define cell phones as a
invention? new item.
Do you need to include every single detail? Why?
a Read directions for C with the class. Have students work
Why not?
How do you decide what to include and what to in pairs to choose a product/gadget and find out as
leave out? much as they can about it. If they have already collected
How do you organize and present facts/events? information about an invention/gadget, ask them to use
it.
a Call on volunteers to provide the answers. Ask students
a Have students go through their information and put it on
to mention the guideline and/or words that they used to
answer each question. a timeline. Then have them use the chart to make notes
about the product/invention.
a Have students work in pairs. Tell them to make sure
a Ask them to use their notes to organize and write about
they have one book open on page 56 and one open
on page 57. Explain that this will save having to turn the history of the product. Encourage them to use the
back and forth from the Writing Corner to the text on guidelines in the Writing Corner and the model text on
The Invention of the Cell Phone. the Invention of the Cell Phone.
a Have students work alone to write their first draft. Then
a Call on a volunteer to read the directions for task 1 in
the Writing Corner. Tell students to highlight items in check with their partner.
the text and make notes. Circulate and monitor, provide a Ask them to rewrite an improved version of their
help or clarification when required. product history, taking into consideration their partner’s
a Call on pairs to present their answers for the class. Ask comments and suggestions.
them to give reasons by mentioning clues and/or lines
in the text. Additional Activity
a Direct pairs to task 2 of the Writing Corner and have Help students collect all the texts on the history of different
them look at the text again and decided. Tell them to products/inventions and edit them. Create a book of inventions
think of reasons for their answer. Check in class. or a class portfolio with all the texts and pictures of the products.
Encourage students to add more.
Answers
Teaching Tip
1. 
Facts and events are organized in chronological order, as
When correcting written texts, it helps to use a correction code
marked along the timeline.
for different language mistakes. For example:
1843 Michael Faraday, research on electricity in space/
WW wrong word WO word order
substantial effect on development/cellular phones
– Stage 1 VF verb form Sp spelling
1865  Dr. Mahlon Loomis, communication through wireless Pt punctuation Prep preposition
atmosphere, developed method receiving/transmitting Ar article ^ something missing
messages through atmosphere – Stage 2 ? I don’t understand
1973  Dr Martin Cooper, first user of cellular phone/invented first
portable cellular phone – Stage 3
1977  Cell phones go public in USA/trial testing/Chicago then Workbook
other cities, attracted large companies/introduced around
the world – Stage 4 Assign page 116 for additional writing practice above word
and sentence level.

57 Teacher’s Guide
C. Choose a product and find out as much as you can about it. Put the information on a timeline. Use the
information to write about the product’s history.

Year / Date What happened

Writing Corner
When you write about a product/invention you need to:
• Look up sources, e.g. the Internet, articles, advertisements, manuals, and collect data about
the product/invention/gadget and its history.
• Make sure you have the right information about key people and/or organizations.
• Select the information that you think will interest your readers most.
• Decide on the key stages you want to focus on. For example, cars have gone through
multiple stages of development but you might choose to focus on 4 or 5 stages that you
think affected development greatly.
• Organize facts/events in chronological order, that is, in the order they happened.
1. Now look at the text about the cell phone on page 56 and identify:
Facts/events and how they are organized: ____________________________
Stages of development/number of stages: ____________________________
People/organizations involved: _______________________________
2. Is the writer presenting the information in the text to people who are familiar with cell
phones? How do you know?

57
4 The Art of Advertising

11 Form, Meaning and Function

Demonstrative Pronouns – Revision
These are the best headphones on
Use demonstrative pronouns to point to objects. the market. Buy these!
near far
singular This That
plural These Those

Imperatives – Revision
Use the imperative for commands and instructions. Say please to be polite.
Also use the imperative to give advice.

The indefinite articles a/an come before singular nouns.

Use a before words that begin with a consonant sound.
Use an before words that begin with a vowel sound.

A. Work with a partner. Ask and answer about things you can see around you. Use this/that or these/those.

A: What’s this? A: What are those?

B: It’s a pencil. B: They’re keys.

B. Write your own advertising slogans. Turn the sentences into imperatives. Use your own ideas.
You should clean your teeth with Sparkle toothpaste. It will make your smile very bright.
Clean your teeth with Sparkle toothpaste for the brightest smile!
1. You must buy the new model of that tablet. It’s light and very fast.

2. When you spray this perfume Bliss, you will feel fresh and fragrant.

3. If you want your pet to stay healthy, you should try Pet Foods. Your pet will be happy.

58
 4 The Art of Advertising

11 
Form, Meaning and
Indefinite Articles: a/an -Revision
a Focus students’ attention on the FYI box.
Function a Write the words a pencil and an airplane on the board
and say them aloud to the class. Show students how it’s
easier to say an airplane with the /n/ sound in an.
Language Builder a Ask students to call out the vowels (a,e,i,o,u) and write
Explain that’s is a contraction for that is. Point out that these on the board.
there is no contraction for this is
a Ask volunteers to suggest a word starting with a vowel.
Write it on the board. Write an in front of the word and
say the phrase. Have students repeat the phrase.
Demonstrative Pronouns – Revision
a Get students to work in pairs to say a word starting with
a Focus students’ attention on the picture and on the a vowel and then adding an in front of it.
box. Explain that this/these refer to items near to the
speaker and that/those refer to items far away. A
a Give students a few more examples using classroom a Model the activity with a volunteer. Read the questions
objects. For example, pick up a pencil and say: This is and answers in the two examples.
a pencil. Then point to something across the room and a Put students in pairs to do the exercise. They should
say: That’s a _____. take turns asking and answering the questions.
a Elicit the question form from the students by miming a Walk around to check that they are using the
to something far away and saying What is ____? and demonstrative pronouns correctly.
then something nearby saying What is ___? Students a Check answers by having different pairs read the
should be able to correctly respond that and this. conversations aloud.
a In pairs, have students ask and answer questions about
items in the classroom (singular and plural) that are near Answers
and far away. Students’ own answers.

Imperatives – Revision B
a Read the explanation of the use of imperatives with the a Tell students to work on the activity alone and then
class. compare their answer with a partner. Explain that there
a Remind students of the form by writing Stand up and is more than one possible answer.
Don’t stand up on the board. a Call on volunteers to read out their sentences and have
a Say Stand up and motion with your hands to ask the a class vote on the best for each one.
class to follow the instruction.
a Say Sit down and wait for the class to comply.
Answers
a Call on students to give a command/instruction. The Answers will vary. Possible answers.
rest of the class does the action. 1. Buy the best, lightest and fastest tablet!
a Remind students that using please makes the 2. Feel fresh with just one spray of Bliss.
instruction more polite. 3. Try Pet Foods for healthy and happy pets!

Language Builder Language Builder

Explain that for English speakers, it’s important to use Point out that the answer to the question What’s this?
the word please when asking people to do things. Ask usually begins It’s a/an…, (NOT This is…). Answers to the
students if this is the same or different in their language questions What are these? or What are those? begin with
and culture. They’re…

Teacher’s Guide 58
4 The Art of Advertising

Possessive Adjectives and Possessive Pronouns Quantitative: Too, Enough

a Write the subject pronouns I, you, he, and she on the a Read the two example sentences in the presentation.
board. Ask: Is the person going to buy the jacket? (no) Is this
a Elicit from students the possessive adjective that goes person going to buy the shoes? (no)
with each and write it on the board. a Explain that too means more than enough, more than is
a Say the name of a student in the class, for example, necessary, or more than is wanted.
Fahd. Elicit the sentence: His name’s Fahd.
C
a Point to yourself and say your name. Elicit from a
a Focus students’ attention on the names of the
student the sentence:
speakers. Ask: Who is talking? What a do you imagine
Your name’s ____
they might be talking about?
a Focus students’ attention on the list of possessive
a Have students a glance at the conversation, without
adjectives in the chart. Explain that we use possessive
writing anything, to see if they are right.
adjectives (my, your, his, her, our, their) to indicate that
a Have students complete the activity alone. Then
one person or thing belongs to another, or is related to
another. they check answers with a partner and practice the
conversation in pairs.
a Focus students’ attention on the possessive pronouns
in the chart. Ask students what differences they notice a Choose one pair to role-play their conversation for the

between the possessive pronouns and the possessive class/ Students listen and check they agree with the
adjectives. choice of correct word.
a Explain that possessive pronouns, like other pronouns,
Answers
are used on their own without a noun. Explain that they
are used when it is not necessary to mention or repeat 1. yours 6. too 11. Who
a noun, either singular or plural. 2. ones 7. Mine 12. too
3. mine 8. Whose 13. my
4. his 9. one 14. my
Language Builder 5. your 10. one
Point out that in English the possessive form agrees with
D
the person, not with the thing. Fahd’s book = his book.
a Have students work in different pairs to exercise C.
a Call on volunteers to role-play their conversations for
the class.
Question Word: Whose a Take a class vote on the best conversation.
a Focus students’ attention on the questions with Whose.
Elicit or clarify that Whose is used to ask who something
belongs to. Remind students that the subject-verb order Answers
is inverted
Students’ own answers.
Pronouns: One/Ones
a Have volunteers read aloud the two example dialogs in Workbook .
the next part of the presentation.
Assign pages 117 and 118 for more practice with the form,
a Explain that one is used in the answer if the noun after
function and meaning of the structures in the unit.
Which is singular (Which coat ...?) and ones is used if the
noun after Which is plural (Which boots …?).
a Explain the position of one in full sentences rather than
in short answers. For example:
Which coat is hers? The green one is hers.

59 Teacher’s Guide
Possessive Adjectives Possessive Pronouns
my mine.
your yours.
It’s his cell phone. It’s his.
her hers.
our ours.
their theirs.

Question Word: Whose

Q: Whose credit card is this? Q: Whose shopping bags are these?
A: It’s mine. It belongs to me. A: They’re hers. They belong to that lady.

Pronoun: One/Ones
Q: Which coat do you like? Q: Which boots do you prefer?
A: The green one. A: The leather ones.

Quantitative: Too, Enough

This jacket is too small for me, and the shoes are too big.
The jacket is not big enough for me, and the shoes are not small enough.

C. Complete the conversation. Choose the correct words.

Mom: Which socks are (1. your / yours)?
Hameed: The black (2. one / ones). The red ones aren’t (3. my / mine). I think they’re Ali’s.
They’re (4. his / him) size.
Mom: Is this (5. your / yours) hat?
Hammed: No. That’s (6. too / enough) small for me. (7. My / Mine) is the blue one.
Mom: (8. Whose / Who) backpack is this?
Hammed: Which (9. one / ones)? Let me see …
Mom: The blue (10. ones / one). And this football kit … (11. Whose / Who)
does this belong to? It’s (12. too / enough) clean to be Ali’s.
Hammed: That’s (13. mine / my) football kit. I missed training on Saturday.
Have you seen (14. my / mine) football boots?
Mom: Perhaps if you tidy up you might be able to find them yourself!

D. Look around your classroom. Work with a partner. Write a conversation similar to the one in exercise C.
Role-play your conversation for your classmates.

59
 4 The Art of Advertising

12 Project
1. Work in groups. Choose a Saudi product to advertise internationally.
2. Use the organizer to make notes. Then use it to write a description of the product for a website or
catalog advertisement. Use other advertisements in the unit as examples.
3. Find photos for your advertisement and present it in class. Choose the best advertisement.
4. Modify your advertisement so it can be used for a television commercial. Film or demonstrate in class.

Slogan

Product you want to advertise

Interesting words about it How it is better than other products

60
 4 The Art of Advertising

12 Project a Have students reflect on advertisements they have

seen in publications and their televised versions,
a Organize students in groups. Have them choose up to for example, sports shoes. Discuss differences and
3 Saudi products to advertize internationally. similarities in class. For example: television commercials
a Call on groups to share their answers with the class. show movement and a number of images of the
Have a class discussion about which products can be product advertised from different angles or being used
advertized more effectively on an international basis. by different people for different purposes. Magazine
Have groups choose one product to advertize. Tell advertisements only show one stationary image which
them that if they choose the same product as another might be one of the shots used on television with a
group, they will be competing for the same spot. So slogan.
they will have to think of something more original and a Have a discussion about whether advertisers rely on
more impressive. television commercials when they design a stationary
a Direct students’ attention to the photos in the book. Ask advertisement for a magazine, a poster or other
them some questions about the photos. publication.
a Have students work in groups to modify their
What product is being advertized?
advertisements so they can be used for a television
Where would you expect to find this photo/image?
commercial. Direct them to task 4. Tell students that
(magazine, information leaflet, manual, book, menu,
they can arrange to film their advertisement if they want
television commercial) Give reasons for your answer.
or act it out in class.
Which photos do you prefer? Why?
a Post advertisements on the wall for students to look
Which photos would you reject? Why? at and evaluate. Have students choose the best
a Call on volunteers from each group to provide answers advertisement and give reasons for their choice.
for the class. Ask students to give reasons for their
answers.
a Have students think about advertisements that they Additional Activity
are familiar with. Ask them to say which ones are more
Collect all the advertisements and put them in a class portfolio or
memorable and why. Elicit slogans that they remember display them on posters. If you choose to make posters you can
and write them on the board. choose different options:
a Read the directions for task 2 with the class. Give them
a) group the ads according to product categories, for example,
time to look at the organizer.
leather goods, sports accessories, clothing, electronic gadgets
Explain to students that they need to focus on one
etc.
product and write a description in the box ‘Product you
want to advertise’ and compare it with other similar b) an assortment of different types of products on a number of
products in their groups. Tell them to make notes in the posters, for example each poster includes an ad on sports
box about ‘How it is better than other products’ and list accessories, an ad on clothing, another one on gadgets etc.
its advantages.
a
Teaching Tip
Ask students to brainstorm and list key words that can
When students work in groups, they don’t always share ideas or
be associated with the product. Explain that this is information. This happens because they are used to competing
going to help them create and write a slogan. with each other. It is a lot more constructive to train students
a Remind the groups to share the work involved in to work in groups in a collaborative manner making sure that
designing and creating an advertisement and to assign everyone contributes something to the final outcome.
tasks to members of the group depending on their
skills and talents.
a Have students work in groups making decisions
about their advertisements as you circulate to monitor
participation and help when needed.
a Have groups find photos or draw and present an initial
draft of their advertisement to the class. Ask the class
to comment and make suggestions for improvement.

Teacher’s Guide 60
4 The Art of Advertising

13 Self Reflection When presenting the history of a product you don’t

need to describe all the stages of development in
detail.
a Brainstorm The Art of Advertising. Write the title on the It is best to organize events in natural/chronological
board and elicit as many ideas and words as possible order when presenting the history of a product.
from the class. Call on a volunteer to list the words on
a Have students complete their Self Reflection charts as
the board.
before about likes, dislikes and things they found easy
a Have students scan pages 48 and 49. Ask them to think or difficult.
about things they liked and things they disliked in this
a Before directing students to 10 Writing, ask them to say
part of the unit. Use questions to help them remember.
what they remember about a brief history of a product/
For example:
invention. Give them some time to work in pairs and
Did you like any of the products advertised? Which?
then call on volunteers to answer.
Why? Why not?
What is your dream product that you think would a Have students scan pages 56 and 57 and make notes
be an instant success? Describe it and list its as before.
advantages. a Direct students to 12 Project page and hold a
a Give students time to make notes about likes and discussion about what they found more or less useful
dislikes and easy or difficult items in the section. and more or less interesting. Discuss what they did.
a
Elicit answers from the students and ask them if they
Before directing students to pages 50, 51, ask them
think it was beneficial. List some aspect of project work
some questions. For example:
on the board. For example:
Which is the preferred car by young people in your
Personalization
country? Why?
Creativity
Do many people drive SUVs? Why? Why not?
Natural language use
Why is it sometimes difficult to choose one of two
Focus on meaning
comparable products? For example two pairs of
Research/collecting information
shoes that you like.
Using other knowledge
Have volunteers answer the questions. Elicit more
questions and answers from pairs of students after you a Have students reflect on the work they did with their
give them a couple of minutes to think. group and evaluate the activity. Identify the aspect that
a
they think they fulfilled.
Discuss the grammar of the unit with the class. Call on
volunteers to say if they found it easy or difficult and a Allow time for students to make notes on the project
give reasons. section individually. Then have them check with a
a
partner.
Have students make notes in the Self Reflection chart.
Ask them to focus on likes, dislikes and easy or difficult a Have students fill out the checklist alone and write their
items. five favorite words.
a Direct students to pages 52, 53. Call on volunteers to a Discuss areas that student feel they need more work
say what the context is in this lesson, i.e. products and on and make suggestions. Check to make sure that
their features, advertising. they have chosen the appropriate suggestion from the
a
last column in order to deal with difficulties.
Have students say what they remember from this
section and ask them to make notes in the chart.
a Write the title of the reading on the board and
brainstorm on language and information that students
remember. Call on volunteers to list as much as
possible on the board.
a Organize students in pairs and ask them to answer as
quickly as they can to questions like these:
How is a short history of a product organized?
Say which is right:
You don’t need to include the names of key people
or organizations, only the facts.

61 Teacher’s Guide
13 Self Reflection
Things that I liked about Unit 4: Things that I didn’t like very much:

Things that I found easy in Unit 4: Things that I found difficult in Unit 4:

I can do this I can do this I need to study/

Unit 4 Checklist very well. quite well. practice more.

talk about commercials, ads, and product history

describe products
make comparisons
use the passive
use comparatives and superlatives
use as…as
use the verbs look, smell, sound, and taste with
like + noun
use indefinite articles: a/an
use possessive adjectives and pronouns
ask questions with Whose
use one/ones and too/enough

If you’re still not sure about something

My five favorite new words from Unit 4: from Unit 4:

• read through the unit again

• listen to the audio material
• study the grammar and functions
from the unit again
• ask your teacher for help

61
EXPANSION Units 1–4
1 Language Review
A. Ask questions about the situations.
Use the present perfect progressive.
Have you been fighting?

1 2 3

4 5 6
1. _______________________________ 4. _______________________________
2. _______________________________ 5. _______________________________
3. _______________________________ 6. _______________________________

B. Complete the sentences with the words in parentheses. Use the present perfect progressive or
the present perfect form of the verb.
1. Someone ________________________________ (steal) my car. I left it parked here, and it’s gone.
2. I ________________________________ (live) in this apartment since I moved here two years ago.
3. How long ________________________________ (you/wait) in line?
4. I feel really tired. I ________________________________ (not/sleep) well for several nights.
5. There’s a wonderful smell in here. ________________________________ (you/use) my perfume?
6. The friends ________________________________ (paint) the room for two days, but
they ________________________________ (only/finish) one wall.

C. Complete the questions.

to a doctor about his/her patients How many patients have you seen/treated today?
1. to a pilot about his career How long _______________________________?
2. to someone who writes books How many ______________________________?
3. to a baker making cakes How many ______________________________?
4. to a football player How long _______________________________?
5. to an English student How long _______________________________?
62
 EXPANSION Units 1–4

B
Unit Goals a This exercise reviews when to use the present perfect
progressive and the present perfect. Remind students
Language Review Chant-Along that the present perfect progressive is used to talk
I Wonder What about the length of an action in relationship to the
Reading They’ll Be present. The present perfect is used to talk about the
Eye Make-up in Ancient completion of an action. Refer back to the Grammar in
Egypt Writing Unit 2 (page 22) as necessary. As an example, write on
Write about your
the board:
Project personal dreams
Research the history She has cooked dinner. (It’s ready.)
of a fashion item She has been cooking dinner. (It’s not ready.)
a Have students work alone. Then call on volunteers to
read the completed sentences. Ask them to say the

1 Language Review
context clue they used to help them decide the correct
verb form.

Answers
A
1. has stolen
a This exercise reviews the present perfect progressive.
Remind students that we use the present perfect 2. have been living/’ve been living
progressive to say how long something has been 3. have you been waiting
happening. Refer back to the Grammar in Unit 2 (page 4. haven’t slept
22) as necessary. 5. Have you been using
a Write on the board: I lost my keys. I (look) ____ for 6. have been painting, have only finished/’ve only finished
them all day. Ask students to complete the sentence.
Elicit: have been looking. Next, have students C
form the question. Elicit: Have you been looking a This exercise reviews formation of questions using
for your keys? the present perfect. Remind students that the present
a Have students work alone to complete the activity, and perfect progressive is used to ask about how long
then check answers in pairs, taking turns asking and something has been done, and the present perfect
answering the questions. simple is used to ask about how many times or how
a Call on students to say the questions. many things have been done. Refer back to the
Grammar in Unit 2 (page 22) as necessary.
Answers a Go over the example and point out that there is more
than one way to form each question. For example:
Answers will vary. Sample answers:
1. How long have you been a doctor? How long
1. Have you been waiting for the bus a long time?
have you been working at the hospital?
2. Have you been eating chocolate?
a Have students complete the exercise individually and
3. Have you been cleaning the house?
then check their answers in pairs. To check as a class,
4. Have you been skiing?
have one student ask the question and another make
5. Have you been jogging?
up an appropriate answer.
6. Have you been sleeping?
Answers
Answers will vary. Sample answers:
1. have you been flying airplanes
2. books have you written
3. cakes have you made
4. have you been playing for the local team
5. have you been studying English

Teacher’s Guide 62
EXPANSION Units 1–4

D
a Have students work in pairs. Give them time to read
the article and then tell them to ask and answer the
questions: After several minutes call pairs to present
their answers to the class.

Answers
Answers will vary.

E
a Have students work in pairs to discuss and write a brief
reply. After several minutes call pairs to present their
answers to the class. Point out the speech bubbles and
tell students that they can model their answers after
these examples. Ask them to give a reason for each
answer.
a As a follow up have students consider which other
technological advances ( i.e. have affected our every
day lives in a positive or negative way.)

F
a This exercise reviews future tenses. Referring back
to the Unit 3 Grammar (page 36), remind students
the different types of future (will, be going to, future
progressive)
a Have students work in pairs. After several minutes have
students compare their answers in small groups.

Answers
Answers will vary.

Workbook
Assign pages 119-121 for review of vocabulary and grammar
presented in Units 1–4.

63 Teacher’s Guide
D. Read the texts. Find the text that most closely represents your view. Who do you think wrote the texts? Are
they older adults, teenagers, or children? How do you know? Point to clues in the texts that justify your
answer.

The computer and the Internet. Good or bad?

Have we become dependent on computers and the Internet? Re: Computer and the Internet. Good or bad?
´ Thread Started on Sept 2, 2020, 4:55 PM ´ ´ Reply #3 on Sept 3, 2020, 4:01 PM ´
Computers have become an integral part of our lives. They Learning is the big issue here. Does technology foster learning
make day to day tasks easier and save time. Does that make us or does it provide ready data that do not promote critical
incapable of doing simple tasks without the aid of the computer? thinking? And what about math? There seem to be more and more
Can we still use hard copies of dictionaries or books? young people who are unable to calculate. They are completely
Can we write by hand? dependent on computers.
I think most of us can. Not having to do things in a conventional Re: Computer and the Internet. Good or bad?
manner allows more time for thought and creativity. ´ Reply #4 on Sept 3, 2020, 9:40 PM ´
Re: Computer and the Internet. Good or bad? The Internet has contributed greatly to learning, through the
´ Reply #1 on Sept 2, 2020, 5:21 PM ´ wealth of information it can provide, on a wide range of topics.
I agree that computers and the Internet are valuable tools that In addition, it has made it possible for people to study through
provide access to information quickly and efficiently. On the e-learning. In other words, the Internet has brought schools and
other hand, literacy appears to be affected in more ways than universities to people, wherever they might be, provided that they
one. People don’t bother to learn how to spell correctly or write are connected.
by hand. They sometimes rely on the computer to correct their Re: Computer and the Internet. Good or bad?
grammar and spelling. I know my handwriting has suffered since I ´ Reply #5 on Sept 6, 2020, 5:12 PM ´
started word processing. Our teacher says that the Internet prevents us from developing
Re: Computer and the Internet. Good or bad? our memory, an important aspect of learning. He thinks that easy
´ Reply #2 on Sept 2, 2020, 7:43 PM ´ access to information prevents learning, simply because we do not
Does it matter if we are not all adept at handwriting? At the end have to make any effort to memorize. I don’t agree. Memorizing
of the day, technology is here to stay. If computers can help us facts is not an effective way of learning. There are a lot of people
write, why should we write by hand? Isn’t it better to invest that who are unable to do that, yet when you talk to them or let them
time on learning? present a viewpoint or solve a problem, you realize they are highly
intelligent and articulate. I am getting confused. Can someone help?

E. How would you reply? Work with a partner and write a brief reply. Compare your replies in class.
1. Students in my country have been using computers for _______________________________ .
2. Write about yourself.
(use computers) _______________________________
(write by hand) _______________________________
(use spell-check) _______________________________
(learn online) _______________________________
3. Add your own ideas.
I think people will still be using
spell-checks in 100 years.
F. Which of the things mentioned in the text will
people be doing in 100 years/in the future?
I don’t think people will use
Compare your ideas with a partner. spell-checks in the future.

63
EXPANSION Units 1–4
2 Reading
Before Reading
1. Look at the photo of ancient Egyptians. What do you notice about their eyes?
2. What did they use for the heavy eye make-up that is so noticeable in the wall painting?
3. What was the purpose of the make-up?

EYE MAKE-UP
IN ANCIENT EGYP T
ch
wearers against eye disease, according to Fren
Ancient Egypt’s striking eye make-up protected ador n the
re of lead and lead salts and it was used to
scientists. The make-up was concocted with a mixtu
eyes and ward off evil!
nal
tists from the Louvre museum and the CNRS (Natio
Philippe Walter, who co-headed a team of scien the past
out that this observation had been made in
Center for Scientific Research, France), pointed
the make-up had medicinal properties, but the team
by ancient Greeks and Romans who believed that
how it worked.
wanted to determine the exact composition and
the team demonstrated that in very low doses lead
Contrary to widely held belief that lead is harmful, t of
d out with a tiny electrode, to observe the effec
does not damage cells. The research was carrie ates the immune
that lead produces a molecule that activ
Egyptian lead chloride on a single cell. It proved as a disin fectant
an eye infection. So, make-up was used
system which in turn attacks bacteria in case of
and more importantly as preventive medication.

After Reading
A. Answer the questions about the reading.
1. What was Egyptian make-up concocted with?
2. What was make-up used for in Ancient Egypt?
3. What did the Greeks and Romans believe?
4. How was the research carried out?
5. What were the findings of the research?
6. According to the text, how long have people been using make-up?

64
 EXPANSION Units 1–4

2 Reading Answers
1. It was concocted with a mixture of lead and lead salts.
a Discuss the Before Reading questions with the 2. It was used to adorn the eyes and ward off evil
students. Ask students to look at the picture on 3. They believed that make-up had medical properties.
page 64 and describe what they see. Ask them 4. They observed the effect of lead chloride on a single cell.
not to read the text.
5. Lead produces a molecule that activates the immune system to
attack bacteria.
After Reading 6. For thousands of years.

A
Have
a  students work alone to answer the
questions. Have them identify specific lines in the
reading that tell them the answer.
a Help students with new vocabulary. To review the
reading strategy of scanning, have students scan the
reading quickly and identify words and expressions
that are new to them. Write the words on the board.
Encourage students to use the context to understand
the meanings before you explain them.
a As a follow-up have students in small groups to discuss,
provide, and share any information they have about
customs and practices of other ancient civilizations e.g.
Sumerians
Assyrians
Thamud
a Draw a chart on the board and have students do the
same to organize their information.
a After several minutes call volunteers to report to the
class.
civilizations customs and practices

Teacher’s Guide 64
EXPANSION Units 1–4

After Reading
|  lay the audio and have students read along as they
P
3 Project
listen. a Brainstorm a list of items students might research.
a Help students with new vocabulary. Have students read Compile a list on the board. Tell students they can
as they listen and identify words and expressions that either choose from the list or choose a different item
are new to them. Have students in pairs and encourage they would like to research.
them to use the context to understand the meanings a Discuss ways to do the research. For example, if they
before you do the Task B. are going to do it online, ask them to consider what
would be good key words to use to find the information
B they need.
a Check as a class by calling on students to give the a Students can work alone or in pairs to conduct their
answers. research, but have them prepare a written report to
submit as a writing assignment.
Answers a Have students report their findings to the class. Tell the
1. h class to listen carefully to each speaker, and to write
2. i down one question to ask him or her afterwards. This
3. c will encourage active listening and keep everyone
4. d involved throughout the activity.
5. e
6. g
7. j
8. a
9. b
10. f

Discussion
a Read the questions aloud. Organize students into
small groups to discuss the questions. Ask students to
discuss any other reasons why people wear
make-up.
a Circulate and monitor students as they talk, but do not
make corrections at this point since the focus here is on
fluency.
a Have one student from each group report back to the
class. Ask students to listen carefully and ask questions
or make comments.

Workbook
Assign pages 122-123 for additional writing practice at
word and sentence level.

65 Teacher’s Guide
B. Match each word or phrase in the text with the correct definition.

1. h
______ immune system a. attractive in an unusual way that attracts attention
2. ______ disinfectant b. to make something by mixing things in liquid or powder form, which are
not normally combined
3. ______ point out
c. draw attention to a new fact or one that someone had not thought of or
4. ______ properties noticed, tell someone something they didn’t know or had not thought of
5. ______ effect d. the qualities or characteristics that something, e.g. a substance or
6. ______ molecule object, has
7. ______ preventive e. the way in which an event, action, or person changes/influences someone
or something
8. ______ striking
f.  the smallest part of a living thing
9. ______ concoct
g. the smallest unit that a substance can be divided into while maintaining its
10. ______ cell chemical nature, usually consisting of two or more atoms
h. the system that the body uses to protect itself against disease or infection
i.  a substance/chemical that destroys bacteria
j.  intended to stop something from happening, pre-emptive

Discussion
1. Are there people in your country who use make-up for protection or medicinal purposes? What do you know
about it?
2. What do people use in the desert to protect themselves during sandstorms or under the very hot sun?

3 Project
Research the history of an item that is used in the Kingdom of Saudi Arabia. Report your findings to the class.
Use the organizer below to help you. Copy the organizer into your notebook and write your notes in it.
Then use it to help you write.

Name an item that is used in the Kingdom of Saudi Arabia:

When was it first used in the
Kingdom of Saudi Arabia?
Who were the first people to use it?
Why did people need to use it or to
have it?
How has it changed since it was first
used?
Do you think people will keep on
using it after 50 years?

65
EXPANSION Units 1–4

4 Chant Along

I Wonder What They’ll Be

,
My children will be grown some day
And I hope I’ll still be here
Will they be just what I
To see what they will be. want?
Will my dreams come tru
But whatever they may do e?
If I could predict
They won’t be needing me
To take them by the hand.
Chorus If someone knew—
I may not be there,
Hoping they’ll be kind
And when I am gone,
And praying that they’ll find
sand. Life will go on
A castle made of stone and not of
Without me.

e day,
ch ildren will be grown som
My
t be around
But I might no
ey will say.
To hear what th
y’ll understand
I wonder if the m.
wished for the
The things I’ve
on their own,
When they’re
e shown
Will the path I’v
y on,
Help them carr
and light
And bring love
ome?
To their own h

Will they be just what I

want?
Will my dreams come tru
e?
If I could predict
If someone knew—
I may not be there,
And when I am gone,

Chorus Life will go on

Without me.

66
 EXPANSION Units 1–4

4 Chant-Along
a Tell students that they are going to hear a chant called
I Wonder What They’ll Be. Ask students to cover the
chant lyrics and just look at the picture. Ask:
Who do you see?
What is the relationship of the people?
What are they doing?
What do you think the chant is about?
Elicit students’ ideas and write them on the board.
a Have students read the lyrics to the chant silently.
Ask them to share their first impressions of what
the chant is about.
| Play the chant as students follow along in their books.
a Give students the opportunity to ask about any
expressions that they don’t understand. Point out that
some of the language is metaphoric. Discuss the line
bring love and light to their own home. Explain that to
bring light means to bring happiness or joy.
a Ask students to say the lines that contain will and the
contraction ‘ll. Point out that these lines tell us that the
chanter is talking about his children in the future.
| Play the chant a second time so that students can
learn the tune. Then play it again, pausing after certain
lines to have students supply the next line.
a Ask students to identify the verbs and the verb phrases.
For example, ask: What is he hoping for? (that they’ll
be kind) What is he wondering? (if they’ll understand
her dreams for them)
| Play the complete chant one more time and
encourage everyone to participate.
a Ask students how the chant makes them feel. Help with
vocabulary as needed.
a Then ask students what the main message of the chant
is. What does the father want to tell us in this chant?
(He hopes that his children have a wonderful future,
and that he has helped to show them how to have a
happy life.)

Teacher’s Guide 66
EXPANSION Units 1–4

Vocabulary repairer, but his parents didn’t approve.) You might also
ask them to discuss what they plan to do to accomplish
A their dreams.
a Read aloud the first word and have students say which a Have one person in each group report back to the
of the phrases best defines how it is used in the chant. class. Ask him or her to share the dreams of one
Then have students work alone to match the words and student’s parents in the group, and how the student
the definitions. Make sure that they refer to the chant to feels about those dreams.
find the meanings, and not a dictionary.
a Check answers by calling on students to say the answer
and to read aloud the line of the chant in which the 5 Writing
word or phrase appears.
a Review with students that before they begin writing, it
is important to think about what they want to say, and
Answers
organize those ideas. The graphic organizer in their
1. d 2. e 3. b 4. a 5. c book is a good way to organize their ideas.
a Demonstrate ways to use the organizer for this topic.
B
a Have students work alone to write, either in class or for
a Have students work in pairs or small groups to discuss
homework.
the meaning of the expressions. Then ask each student
to write their own definitions. a In class, have students exchange their finished writing

a Call on students to share their definitions with the class.

with a partner and read each other’s work. Tell them to
ask questions about anything that’s unclear, or that they
Encourage them to use lines from the chant to support
want more information about.
their ideas.
a Call on students to read their writing about personal
Answers dreams to the class.
Answers will vary. Sample answers:
1. to show a person what to do or how to do something
2. something that is worthless and easily destroyed
Workbook
Assign pages 124-125 for additional writing practice at word
Comprehension and sentence level.

A
a Have students work alone or in pairs to answer true
or false for each statement about the chant.
a Go over the answers as a class. Ask students to read
aloud the lines of the chant they used to decide
their answers.

Answers
1. true 4. false
2. false 5. true
3. true

Discussion
a Read the questions aloud with the class. Have students
work in pairs or small groups to discuss their answers.
You might raise the question of whether they have the
same dreams as their parents have for them. (Remind
them of the banker in Unit 2 who wanted to be a watch

67 Teacher’s Guide
 Vocabulary
A. Match the words with the meanings as found in the chant.
1. ____ grown a. a way of life
2. ____ come true b. alone
3. ____ on their own c. to continue
4. ____ path d. adults
5. ____ carry on e. to happen as predicted

B. What do you think the following expressions mean?

1. To take someone by the hand ___________________________________________________

2. A castle made of sand ___________________________________________________

Comprehension
Answer true or false about the chant.

1. ____ The chanter hopes to be alive to see what his children will be.
2. ____ He fears that his children won’t know what to do if he dies.
3. ____ The chanter hopes that his dreams for his children will come true.
4. ____ He has wished health, wealth, and happiness for his children.
5. ____ The chanter hopes that his example will help his children through life.

Discussion
1. What dreams do you think your parents have for you?
2. Do you think you’ll accomplish them?

5 Writing
Write what you dream of doing after you finish school. Use the organizer below to help you. Copy the
organizer into your notebook and write your notes in it. Then use it to help you write.

1. What I will do 1. Why I will do it

I finish school _________________ _________________
in ______ (year) _________________ _________________
___________________
___________________ 2. What I will do 2. Why I will do it
___________________ _________________ _________________
_________________ _________________

67
EXPANSION Units 1–4

6 Language Review
Α. Complete the ad using the correct passive form of the verbs in parentheses.

Paradise Resort Hotel and Spa

This award-winning resort ________ (1. locate) Personal Fitness Training

on Paradise Island and ________ (2. build) only A program to develop your endurance, strength,
recently. Guests ________ (3. offer) a unique and flexibility for your mind and body
setting and a wide choice of rooms that ________ (9. will–design) for you personally
________ (4. decorate) magnificently. The hotel by our highly qualified fitness experts.
is on a quiet beach, and it ________ (5. surround)
by palm trees. Our staff ________ (6. dedicate) Nutritional Consultation
to meeting your every need. Exquisite gourmet In order to benefit from a complete fitness
dishes ________ (7. prepare) for our guests by program, a healthy diet ________ (10. will–
our international chefs. Paradise Resort focuses on create) for you by one of our nutritionists.
the exotic. Relaxation and healing techniques from With our program, your concentration
cultures around the globe ________ (8. use) to ________ (11. will–improve), and your stress
help guests renew themselves. ________ (12. will–reduce).

68
 EXPANSION Units 1–4

6 Language Review
A
a This exercise reviews the passive. Referring back to
Unit 4, remind students that the passive is used to
emphasize what was done instead of who did it. Also
remind them that a phrase with by following the passive
verb indicates who performed the action.
a Have students work in pairs to fill in the correct passive
form of each word in parentheses.
a Call on volunteers to read the ad aloud.
a Discuss with students any unfamiliar vocabulary.
Encourage students to use the context to get a general
understanding of the meanings.

Answers
1. is located
2. was built
3. are offered
4. are decorated
5. is surrounded
6. is dedicated
7. are prepared
8. are used
9. will be designed
10. will be created
11. will be improved
12. will be reduced

Teacher’s Guide 68
 Vocabulary
1 Big Changes
VOCABULARY

Nouns Nouns—Global issues Verbs Adjective

biologist disease pollution affect accessible
citizen economy poverty establish legendary
currency endangered species security initiate numerous
exploration fresh water terrorism launch
federation globalization traffic lose touch
government global warming unemployment obtain
infrastructure natural disaster
reunification overpopulation
satellite
transmission

EXPRESSIONS
Idiom Real Talk
take for granted by the way
fit in
in fact
you see

2 Careers
VOCABULARY
Nouns Nouns—Personal Verbs Adjectives
animation qualities related design challenging
animator to jobs end up creative
computer generated adaptability expand crucial
imagery (CGI) analytical skills experiment efficient
flavor flexibility visualize hands-on
microscope honesty hardworking
qualification initiative lucky
sculptor integrity miniature
sculpture motivation permanent
showroom teamwork skills reliable
staff work ethic sociable
test tube stuck
trend

EXPRESSIONS
Real Talk
bored to death
day after day
day in and day out
luckily
talk someone out of it
69
 Vocabulary
3 What Will Be, Will Be
VOCABULARY
Nouns Verbs Adjectives
appliance shard activate gas-powered
character shipwreck attach high-speed
exploration skyscraper dive
glass steel monitor
haircut submarine optimize
novel tentacle
prediction vision
robot visionary
rocket whale

EXPRESSIONS
Real Talk
certainly
No kidding?

4 The Art of Advertising

VOCABULARY
Nouns Verbs Adjectives
brick conduct bulky
classic customize portable
combination devise renewable
compact car opt smooth
frame substantial
fuel surgical
legend wireless
option
pedal
provider
triumph

EXPRESSIONS
Real Talk
What are you up to?
What on earth . . . ?

70
EXPANSION Units 1–4
VOCABULARY
Nouns Verbs Adjectives
access attach adept
cell carry out articulate
composition concoct conventional
disinfectant ward off integral
immune system preventive
infection striking
lead
literacy
molecule
property
range

71
 Irregular Verbs
Base Form Simple Past Past Participle
be was/were been
become became become
break broke broken
buy bought bought
come came come
cut cut cut
do did done
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
fight fought fought
find found found
fly flew flown
get got gotten
give gave given
go went gone
have had had
hear heard heard
hold held held
hurt hurt hurt
know knew known
leave left left
lend lent lent
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
read read read
ride rode ridden
run ran run
say said said
see saw seen
sell sold sold
send sent sent
sew sewed sewn
sing sang sung
sit sat sat
sleep slept slept
speak spoke spoken
spend spent spent
steal stole stolen
swim swam swum
take took taken
teach taught taught
tear tore torn
think thought thought
throw threw thrown
wake (up) woke (up) woken (up)
wear wore worn
win won won
write wrote written

72
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2 (br) ©Artur Didyk/Shutterstock, 3 (tl) ©Aleksandra Suzi/Shutterstock, 3 (tr) ©ZouZou/Shutterstock, 4 (tr) ©Moatassem/Shutterstock,
5
iii (tr) ©BrunoWeltmann/Shutterstock,
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2 (tl) ©Raymond Cassel/Shutterstock, 6 (cl) ©National
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(tl) ©Julinzy/Shuttesrtock, 9 (bl)
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©TTstudio/Shutterstock, Guler/Shutterstock, 14
(c) ©Tupungato/Shutterstock, (bl)©Justin
9 (cr) ©PavelBlack/
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Shutterstock, 9 (bl) ©stocksolutions/Shutterstock, 9 (bc) ©ChrisVanLennepPhoto/Shutterstock, 9 (br) ©Paul Cowan/Shutterstock, 10 (tr) 18 (b)
©Bohbeh/Shutterstock, 20 (tr) ©M. Unal Ozmen/Shutterstock, 20 (c) ©Gorodenkoff/Shutterstock, 20 (inset)
©Underwood Archives/Shutterstock, 11 (tr) ©Christian Draghici/Shutterstock, 13 (tl) ©Digital Archive Japan/Alamy, 13 (b) ©Samet Guler/ ©M. Unal Ozmen/Shutterstock,
20 (bl) ©Gorodenkoff/Shutterstock, 20 (br) ©Tatweer Co. for Educational Services, 21 (tr) ©Tatweer Co. for Educational Services, 22 (bl)
Shutterstock, 14 (bl) ©Pavel Ignatov/Shutterstock, 15 (cl) ©Goldilock Project/Shutterstock, 15 (cr) ©Victor Jiang/Shutterstock, 18 (tr)
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©Ahmad Ihsan/Shutterstock, 18 (b) ©Bohbeh/Shutterstock, 20 (tr) ©M. Unal Ozmen/Shutterstock, 20 (c) ©Gorodenkoff/Shutterstock, 20
24 (bkgd) ©Ruslan Ivantsov/Shutterstock, 25 (tr) ©Tatweer Co. for Educational Services, 25 (cr) ©Tatweer Co. for Educational Services, 26
(inset) ©M. Unal Ozmen/Shutterstock, 20 (bl) ©Gorodenkoff/Shutterstock, 20 (br) ©Tatweer Co. for Educational Services, 21 (tr) ©Tatweer
(bkgd) ©Africa Studio/Shutterstock, 27 (br) ©NERYXCOM/Shutterstock, 28 (tr) ©Hyserb/Shutterstock, 29 (tc) ©Tatweer Co. for Educational
Co. for Educational Services, 22 (bl) ©wajdram/Shutterstock, 22 (br) ©hikrcn/Shutterstock, 23 (tr) ©Astrid Gast/Shutterstock, 24 (inset)
Services, 30 (br) ©as-artmedia/Shutterstock, 32 (tr) ©Dreams Brand/Shutterstock, 34 (tr) ©AP/Shutterstock, 34 (cl) ©Kharbine-Tapabor/
©Tatweer Co. for Educational Services, 24 (bkgd) ©Ruslan Ivantsov/Shutterstock, 25 (tr) ©Tatweer Co. for Educational Services, 25
Shutterstock, 34 (bc) ©Design Pics Inc/Shutterstock, 34 (br) ©ChonnieArtwork/Shutterstock, 35 1 ©Alexander Kalina/Shutterstock,
(cr) ©Tatweer Co. for Educational Services, 26 (bkgd) ©Africa Studio/Shutterstock, 27 (br) ©NERYXCOM/Shutterstock, 28 (tr) ©Hyserb/
35 2 ©scottff72/123RF.com, 35 3 ©Berg Dmitry/Shutterstock, 35 (4) ©rocharibeiro/Shutterstock, 37 1 ©vtls/123RF, 37 2 ©Mny-Jhee/
Shutterstock, 29 (tc) ©Tatweer Co. for Educational Services, 30 (br) ©as-artmedia/Shutterstock, 32 (tr) ©Dreams Brand/Shutterstock, 34 (tr)
Shutterstock, 37 3 ©Scanrail1/Shutterstock, 37 (4) ©Christian Bertrand/Shutterstock, 37 (5) ©cobalt/123RF, 37 (6) ©Marine’s/Shutterstock,
©AP/Shutterstock, 34 (cl) ©Kharbine-Tapabor/Shutterstock, 34 (bc) ©Design Pics Inc/Shutterstock, 34 (br) ©ChonnieArtwork/Shutterstock,
37 (7) ©AmaPhoto/Shutterstock, 37 (8) ©davemhuntphotography/Shutterstock, 37 (9) ©Jan Martin Will/Shutterstock, 37 (10) ©PENpics
35 1 ©Alexander Kalina/Shutterstock, 35 2 ©scottff72/123RF.com, 35 3 ©Berg Dmitry/Shutterstock, 35 (4) ©rocharibeiro/Shutterstock, 37
Studio/Shutterstock, 38 (tr) ©Tatweer Co. for Educational Services, 38 (cr) ©Tatweer Co. for Educational Services, 38 (br) ©Sergey Nivens/
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Shutterstock, 39 (tr) ©Scott Maxwell LuMaxArt/Shutterstock, 39 (cr) ©Oleksandr Riabokin/Shutterstock, 39 (br) ©Phonlamai Photo/
37 (6) ©Marine’s/Shutterstock, 37 (7) ©AmaPhoto/Shutterstock, 37 (8) ©davemhuntphotography/Shutterstock, 37 (9) ©Jan Martin Will/
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Shutterstock, 37 (10) ©PENpics Studio/Shutterstock, 38 (tr) ©Tatweer Co. for Educational Services, 38 (cr) ©Tatweer Co. for Educational
Shutterstock, 42 (cr) ©Shane Gross/Shutterstock, 44 (tr) ©Tatweer Co. for Educational Services, 46 1 ©Oleg GawriloFF/Shutterstock,
Services, 38 (br) ©Sergey Nivens/Shutterstock, 39 (tr) ©Scott Maxwell LuMaxArt/Shutterstock, 39 (cr) ©Oleksandr Riabokin/Shutterstock,
46 2 ©JOAT/Shutterstock, 46 3 ©Bloomicon/Shutterstock, 46 (4) ©mama_mia/Shutterstock, 48 (tl) ©pio3/Shutterstock, 48 (cr) ©Dmitry
39 (br) ©Phonlamai Photo/Shutterstock, 40 (cr) ©CarlsPix/Shutterstock, 41 (tr) ©Monica Armstrong/Shutterstock, 41 (br) ©Ttatty/
Zimin/Shutterstock, 49 (tl) ©yackers1/Shutterstock, 49 (tr) ©Brittny/Shutterstock, 50 1 ©Vladimir Kramin/Shutterstock, 50 2 ©AlexRoz/
Shutterstock, 42 (tr) ©Olga Visavi/Shutterstock, 42 (cr) ©Shane Gross/Shutterstock, 44 (tr) ©Tatweer Co. for Educational Services, 46 1
Shutterstock, 50 3 ©Tanongsak Panwan/Shutterstock, 50 4 ©Hekla/Shutterstock, 50 5 ©Julian Rovagnati/Shutterstock, 51 (tr) ©Africa
©Oleg GawriloFF/Shutterstock, 46 2 ©JOAT/Shutterstock, 46 3 ©Bloomicon/Shutterstock, 46 (4) ©mama_mia/Shutterstock, 48 (tl) ©pio3/
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Shutterstock, 48 (cr) ©Dmitry Zimin/Shutterstock, 49 (tl) ©yackers1/Shutterstock, 49 (tr) ©Brittny/Shutterstock, 50 1 ©Vladimir Kramin/
Shutterstock, 52 (tr) ©Chuck Rausin/Shutterstock, 52 (c) ©gresei/Shutterstock, 52 (cr) ©Pakhnyushchy/Shutterstock, 54 (tr) ©Andrey_
Shutterstock, 50 2 ©AlexRoz/Shutterstock, 50 3 ©Tanongsak Panwan/Shutterstock, 50 4 ©Hekla/Shutterstock, 50 5 ©Julian Rovagnati/
Kuzmin/Shutterstock, 54 (cl) ©Rido/Shutterstock, 55 (tr) ©Konstantin Kolosov/Shutterstock, 55 (br) ©Billion Photos/Shutterstock, 56 (tr)
Shutterstock, 51 (tr) ©Africa Studio/Shutterstock, 51 (cr) ©VLADGRIN/Shutterstock, 52 (tl) ©Prachaya Roekdeethaweesab/Shutterstock, 52
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(tc) ©M. Unal Ozmen/Shutterstock, 52 (tr) ©Chuck Rausin/Shutterstock, 52 (c) ©gresei/Shutterstock, 52 (cr) ©Pakhnyushchy/Shutterstock,
©gkrphoto/Shutterstock, 60 (cr) ©Kwangmoozaa/Shutterstock, 60 (bl) ©Joshua Resnick/Shutterstock, 60 (br) ©Creative Lab/Shutterstock,
54 (tr) ©Andrey_Kuzmin/Shutterstock, 54 (cl) ©Rido/Shutterstock, 55 (tr) ©Konstantin Kolosov/Shutterstock, 55 (br) ©Billion Photos/
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Shutterstock.

Cover: (bl) ©wajdram/Shutterstock, (br) ©hikrcn/Shutterstock.

73
MEGAGOAL 1.1 Audio Track List
CD1
Track Unit Student Book Section
2 Intro 1 Listen and Discuss
3 Intro 3 Conversation
4 Intro 4 Pronunciation
5 Intro 5 Listening
6 Intro 7 Pronunciation
7 Unit 1 1 Listen and Discuss
8 Unit 1 2 Pair Work
9 Unit 1 5 Listening
10 Unit 1 6 Pronunciation
11 Unit 1 8 Conversation
12 Unit 1 9 Reading
13 Unit 1 10 Writing
14 Unit 2 1 Listen and Discuss
15 Unit 2 2 Pair Work
16 Unit 2 5 Listening
17 Unit 2 6 Pronunciation
18 Unit 2 8 Conversation
19 Unit 2 9 Reading
20 Unit 2 10 Writing
21 Unit 3 1 Listen and Discuss
22 Unit 3 5 Listening
23 Unit 3 6 Pronunciation
24 Unit 3 8 Conversation
25 Unit 3 9 Reading
26 Unit 3 10 Writing
27 Unit 4 1 Listen and Discuss
28 Unit 4 2 Pair Work
29 Unit 4 5 Listening
30 Unit 4 6 Pronunciation
31 Unit 4 8 Conversation
32 Unit 4 9 Reading
33 Unit 4 10 Writing
34 EXPANSION 2 Reading
35 Units 1–4 4 Chant Along

74
Key to Phonetic Symbols
Vowels Consonants
Symbol Sample Word Symbol Sample Word

/iy/ week /b/ bike

/ɪ/ gift /p/ pool
/ɛ/ bed /g/ give
/æ/ bad /k/ car
/α/ father, box /d/ day
/ə/ month, bus /t/ ten
/ɔ/ small, door /z/ zero
/u/ room /s/ son
/ʊ/ book /ʃ/ shoe
/eɪ/ name /dʒ/ just, garage
/aɪ/ line /ʒ/ television
/ɔy/ boy /tʃ/ check
/aʊ/ town /v/ very
/oʊ/ old /f/ fine
/ər/ first /w/ wife
/y/ yard
/h/ here
/ð/ this
/θ/ thousand
/m/ map
/n/ now
/ŋ/ ring
/l/ left
/r/ right
Photocopiable Activities 1.1 Answer Key

1 Photocopiable Activity

Exercise 1 Exercise 3
Sample answers: 1. is studying/wants – is relocating/is trying
1. Yes, I am/No, I’m not. 2. is submitting/ are applying/prefers
2. I’m having difficulty with Math and Science (or another 3. are researching/work
subject)
4. is enrolling/is thinking
3. Yes, I am/No, I’m not.
4. I usually walk to school./My father usually drives me to Exercise 4
school/I usually go to school by bus./Yes, I am./No, I’m
results health situation food boat rocket
not.
5. They’re doing the exercise./They’re studying. affect Q Q Q Q Q Q
6. I’m answering the questions./I’m writing. launch Q Q
7. I’m going on a picnic./I’m watching the football game. establish Q
take for
Exercise 2 Q Q Q Q
granted
1. She has gotten married.
transform Q Q Q Q
2. She has had three children.
ration Q
3. She has completed her studies.
4. She has gotten her degree. Sentences will vary.
5. She has learnt three languages.
6. She has attended many seminars. Exercise 5
Students’ own answers. 1. elaborate 3. launched 5. flooded
2. transformed 4. rationed 6. tumbling

76 Photocopiable Activities 1.1 Answer Key

 Photocopiable Activities 1.1 Answer Key

2 Photocopiable Activity

Exercise 1 Exercise 3
1. Saeed has been studying since 12.00/for 3 hours.
a. 4 or 1 c. 2 e. 1 or 4 g. 6
He has read 145 pages.
b. 3 d. 8 f. 7 h. 5
2. Faisal has been working at the bank for two years/since
…/He’s been writing reports about businesses./He has Exercise 4
written 90 reports.
Answers will vary.
3. Asma has been trying to get through to her friend for an
hour.
She has called 10 times./She has made 10 attempts./She
has tried 10 times.
4. Imad has been using the same laptop for three years./
Imad has had his laptop for three years./He has backed
up 2000 files.
5. Hanan has been reading English books for five years.
She has read 100 books.
Exercise 2
Answers will vary:

Photocopiable Activities 1.1 Answer Key 77

Photocopiable Activities 1.1 Answer Key

3 Photocopiable Activity

Exercise 1 Exercise 3
Answers will vary: 1. This time tomorrow I will be flying to London.
Sample answer. A week from today I will be flying to Scotland./I will be
When I get my high school diploma, I will apply to university arriving in Scotland.
to study medicine. I have always wanted to become a 2. Before the end of the week, Fahad will be flying to
doctor. When I graduate, I will move to another country to Bahrain./will be in Bahrain
specialize in microsurgery and work as a surgeon at one of A week from today, he will be starting in his new job./he
the best hospitals. will be working in a large construction company.
Two weeks from today, he will be moving into his new
Exercise 2 apartment.
1. I’m going to see my dentist at 5:00 pm.
Exercise 4
2. Maybe I’ll invite him/her over.
3. I’m going to have a class in two hours/at 10 o’clock. 1. cure 4. high-speed 7. visionExercise
4. Someone is going to deliver a package between 10.00 2. visionaries 5. monitor 5
and 11.00 am. 3. equipped 6. optimize
A package is going to be delivered between 10.00 and Exercise 5
11.00 am.
5. I am going to do my homework tomorrow./I am not going Answers will vary:
to forget my homework again. Sample answer.
1. Schools will be in ‘clever’ buildings with ‘clever’ classes.
2. They will be fully equipped with surveillance systems,
electronic boards, virtual keyboards and robots.
3. Teachers will teach online. Occasionally, there will be a
face-to-face class.
4. The cleaning will be done by robots and automatic self-
cleaning systems.
5. Classes will be like virtual worlds where everything will
be demonstrated electronically.
6. Students will use microchips and micro-computers to
study and write.

78 Photocopiable Activities 1.1 Answer Key

 Photocopiable Activities 1.1 Answer Key

4 Photocopiable Activity

Exercise 1 Exercise 3
Answers will vary. renewable source of energy
Exercise 2 wise option
1. The students are gathered in the school yard. portable device
2. They are led to their classrooms. compact car
3. The teachers are greeted when they enter. bulky style
4. Attendance is taken. brick building
5. Assignments are collected. popular style
And the students’ ideas.
Exercise 4
1. unimaginable
2. inconvenient
3. transformed
4. status
5. cash

Photocopiable Activities 1.1 Answer Key 79

WORKBOOK 1.1 Answer Key

G
1 Big Changes 1. has wanted 3. has lived
2. have affected 4. have lost
Page 79 H
A 1. went 5. were 9. learned
1. overpopulation 6. pollution 2. saw 6. were 10. has been
2. global warming 7. natural disaster 3. have been 7. sat
3. fresh water 8. endangered species 4. loved 8. ate
4. security 9. economy
5. traffic Page 83
I
Page 80
1. F 3. T 5. T 7. F
B 2. T 4. T 6. F 8. T
1.  is 9. affects 17.  is
2. live 10. wants 18. affects Page 84
3. am 11. is 19. talk J
4. have 12. take 20. want Answers will vary. Sample answers:
5. watch 13. makes 21. know 1. A: I live in Jeddah./In Jeddah
6. do 14. cut down 22. is 2. A: No, I’m not.
7.  is 15. burn 23. needs 3. A: Germany and France./I have visited Germany and
8. am 16. means France.
C 4. A: On business./I have been out of the country on
business.
1. She lives in Blumenau, Santa Catarina, Brazil.
5. A: For 20 days./I’ve been out of the country for 20 days.
2. Carolina’s sister, brother, and father watch TV
every evening. K
3. She is interested in global warming. Answers will vary. Sample answer:
4. They talk about the rain forests and global warming. Work: People can access files without having to move.
5. The whole world needs to help reduce global warming. They can communicate through email and have
meetings through video conferencing
Page 81
Home: People have access to information on the internet.
D Online television has gained ground.
1.  is 9. are meeting 17. want School: Students can take computer-based tests
2. is 10. don’t know 18. want Interactive boards have been introduced in a lot of
3. think 11. is 19. love schools.
4. is finishing 12. lives 20. don’t / come
5. are / doing 13. is visiting 21. is
Page 85
6. am making 14. is 22. have L
7. Are 15. are / going Answers will vary. Sample answers.
8. am 16. is 1. I went about a month ago.
E 2. I stayed for about two weeks.
3. I visited mosques, museums, and malls.
1. are they meeting 3. do they want to go
4. I went shopping and driving in the desert.
2. is Sierra 4. are they going
5. I saw new skyscrapers, and interesting artwork.
Page 82 6. fascinating, exciting, fabulous, fun, interesting,
adventurous, unique, luxurious
F
1. used 2. had 3. launched 4. increased

80 WORKBOOK 1.1 Answer Key

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Page 86
M
2 Careers
Answers will vary. Page 89
Page 87 A
N 1. initiative 3. honesty / integrity
2. work ethic 4. teamwork skills
1. didn’t go 8. didn’t arrive 15. made
2. wanted 9. decided 16. discussed Page 90
3. waited 10. didn’t think 17. sat
B
4. lived 11. tried 18. completed
5. was 12. reached 19. wanted 1. Yes. He has been taking computer science for
three years.
6. damaged 13. watched 20. didn’t want
2. Yes. He has been speaking Spanish for three years.
7. caused 14. talked
3. Yes. He has been studying French for two years.
O 4. Yes. He has been playing basketball for four years.
1. He wanted to write a report (about natural disasters). 5. Yes. He has been working in a restaurant for
2. They lived in the same town. two years.
3. It damaged the road (and caused a traffic problem). 6. Yes. He has been answering phones for two years.
4. No, they didn’t. They went by bicycle. C
5. No. they didn’t. They watched a documentary.
Answers will vary. Sample answers:
6. He completed it last night.
1. I have been studying English for four years.
7. Yes, he did.
2. I have been working at a bookstore for one year.
Page 88 3. I have been playing football for ten years.

P Page 91
1.  f 4. c D
2. d 5. b
1. have been doing / has won / have been working /
3. e 6. a
has told
Q 2. have been working / have been doing / have sent / have
1. was sleeping, flooded 4. located, was studying kept
2. heard, was 5. Was … traveling, made 3. have been doing / have met / have been working / have
3. weren’t rationing, started 6. was representing, flew traveled

R Page 92
1. 
Ahmed Zewail was teaching in California when he won
the Nobel Prize. E
2. They were crossing the border from Iraq when the 1. interested in working 6. good at studying
earthquake happened. 2. good at using 7. good at finding
3. The water supply was running out when the rescue team 3. good at speaking 8. good at finding
arrived. 4. good at writing 9. interested in having
4. Was Sabah doing medical research when the Internet 5. interested in using
went down?
Page 93
F
1. He has been working with snakes since he was a
little boy.
2. Tony’s father has been handling snakes for twenty years.

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WORKBOOK 1.1 Answer Key

3. He’s handled nearly 1,000 snakes. Page 96

4. He’s been earning his living from snakes for five years.
5. Tony is so comfortable around snakes because he has J
been working with them since he was a little boy. Answers will vary.

Page 94 Page 97
G K
Answers will vary. Sample answers: 1. What does Rana do? She’s a nurse.; Where does she
1. Hameed has written more than 150 reports and countless work? She works in a hospital.
emails. 2. What do you do? I’m a chef.; Where do you work? I work
2. He has been a sales manager for the last two years. in a hotel restaurant.
3. He is interested in signing new contracts. 3. What do your uncles do? They are lawyers.; Where do
they work? They work in an office.
1. Ali has been studying for the last ten years. 4. What does Aisha’s father do? He’s a sales manager.;
2. He has been doing his internship in a hospital in Riyadh. Where does he work? He works at the shopping mall.
3. He has spent more than 12 years of his adult life studying 5. What does Faisal do? He’s a car mechanic.; Where does
and specializing. he work? He works in a garage.
H L
Answers will vary. Sample answer: 1. work 6. I do 11. to
1. How did you find out about the job? 2. do you do 7. do they do 12. in
2. Why are you applying for it? 3. on 8. play 13. at
3. What are some of your strengths? 4. doesn’t work 9. When 14. don’t
4. How do you feel about teaching large classes? 5. have 10. on
5. Have you taught teenagers before?
Page 98
Page 95 M
I 1. who 4. who
2. which 5. who
Answers will vary. Sample answers:
3. which 6. who
1. The man on the left is an architect or perhaps a civil
engineer. The man on the right is a researcher/specialist. N
2. The civil engineer needs to check the blueprints and 1. Some passengers were sleeping while the pilot was
supervise work at the construction site. landing the plane.
The researcher needs to make appointments for 2. The baby was crying while Nawal was talking on the
interviews and search for information on the web. phone.
3. There are some dangers in the first man’s job because 3. It was raining while we were driving home. playing tennis
he needs to spend time in and around buildings under 4. Faisal was working on the weekends while he was
construction and construction sites. studying at university.
4. Architects and civil engineers work in and out of the 5. I was doing my science homework while my sisters were
office. They have a creative and challenging job. watching a film.
A researcher/specialist works in comfortable 6. Dan was organizing the conference while you were
surroundings with other specialists. preparing your speech.
5. demanding, creative, challenging, interesting, rewarding,
methodical, systematic, detailed, crucial O
1. was 4. who 7. who/that
2. while 5. was
3. were 6. which/that

82 WORKBOOK 1.1 Answer Key

 WORKBOOK 1.1 Answer Key

G
3 What Will Be, Will Be 1. Yes, she will.
2. Yes, they will.
Page 99 3. No, we aren’t. We’re going to be flying in a plane.
A 4. Yes, they are.
5. No, I won’t. I’ll be launching my rocket tomorrow.
1. Will / tell 6. will not work 11. will live
2. Of course 7. will have 12. will be able to Page 103
3. will be 8. Will / spend 13. will feel
4. Will / work 9. I hope not
H
5. I hope not 10. will not need Answers will vary. Sample answers:
1. There is no reason anyone would want a computer
B
in their home.
1. Are / going to become 5. are going to pass 2. He accurately predicted the moon landing.
2. I think so. 6. are going to have 3. He predicted that space travel would soon
3. are going to sell 7. am going to go become common.
4. Are / going to be 8. am not going to know 4. Science and technology will affect the future
in very powerful ways.
Page 100 5. The impact of science and technology in the future will
C depend on how we decide to use it.

Answers will vary. Sample answers: Page 104

1. Cars won’t have wheels. I
2. Cars are going to fly.
Answers will vary, but should follow the model.
3. Robots will carry things.
He will move to a large house.
4. Cities in the future won’t have trees.
He will be travelling all over the world.
5. There will be steel sidewalks.
He will have two cars, one for the city and an SUV for the
6. Cities won’t have bus stops. country
Page 101 J
D Answers will vary. Sample answer:
1. am going to travel 4. will spend On Friday, I am going to visit my aunt and uncle. We are
2. will visit 5. Will you stay/Are you going to drive to their house which is about 50 km from the
going to stay center of town. Maybe we will spend the night there and
3. Will you go/Are you
going to go return on Saturday morning.
On Saturday, I am going to study and do all my homework.
E Then I’m going to meet my friends at the mall. We’ll go
1. am going to fly 5. will buy shopping and then have a burger at the fast food restaurant.
2. am going to go 6. will be/is going to be Then maybe we’ll go to a friend’s house to watch a DVD.
3. are going to spend 7. will go
Page 105
4. will take
K
Page 102
Answers will vary. Sample answers:
F
1.  Both the buildings show towers. In photo A, the tower is
Answers will vary. Sample answers: a modern skyscraper. In photo B, the tower is part of a
1. I will be writing a report for class next week. castle.
2. I will be visiting some relatives in Australia this summer. 2. These buildings are constructed from different materials.
3. I am going to be studying in college in five years. In photo A, the tower is probably made from glass and
4. I am going to be working as a biologist in 10 years. metal. In photo B, the tower was made from brick.

WORKBOOK 1.1 Answer Key 83

WORKBOOK 1.1 Answer Key

3. These buildings are unlikely to change significantly in

the next 50 years. However, architects and engineers 4 The Art of Advertising
will probably make the modern skyscrapers ‘greener’ by
installing wind turbines and solar panels on the roof.
Page 109
Page 106 A
L 1. compact 3. options 5. smooth
2. customize 4. classic
Answers will vary.
Page 110
Page 107
B
M
1. were made 7. are shown
1. c 3. a 5. c 7. a
2. were bought 8. is not launched
2. b 4. c 6. a 8. a
3. were produced 9. have been asked
N 4. were sold 10. Have/been affected
1. f 3. a 5. e 5. were told 11. will be spent
2. c 4. d 6. b 6. is spent 12. will be asked
C
Page 108
1. The Longest Marriage
O
2. The Tallest Man
Answers will vary. Possible answers. 3. The Most Expensive Movie
1. I probably will visit the United Kingdom. 4. The Most Valuable Slice of Cake
2. I will visit several museums and maybe do some
shopping. Page 111
3. I probably will travel by plane. D
P 1. more expensive / cheaper
Answers will vary. Possible answers. 2. more comfortable / more special
1. A: Your parents don’t speak English, do they? 3. healthier / more refreshing
B: No, they don’t. They do speak French. 4. smaller / larger
2. A: The school will close for the vacations soon, won’t it?
B: Yes, it will close next week. Page 112
A: It doesn’t rain often in Saudi Arabia, does it?
E
B: No, it doesn’t. It is warm and sunny most days.
4. A: Your friends are not all scientists, are they? 1. not as warm as 3. as healthy as
B: No, my friends have many different jobs. 2. not as expensive as 4. as hot as
5. A: The weather usually gets extremely hot here in the F
summer, doesn’t it? 1. Smell 2. tastes 3. sound 4. Look
B: Yes, but winter is very pleasant weather.
6. A: We won’t drive the same kind of cars in the future, Page 113
will we?
B: No, they will be safer and cause less pollution. G
7. A: Your mother isn’t from Jeddah, is she? Answers will vary. Sample answers:
B: No, she is from Riyadh. 1. They use stories and pictures.
8. A: You’re going to study in the United States next year, 2. They try to show people that they can meet their needs
aren’t you? by buying products.
B: Yes, I am going to be there for sixth months. 3. Three of the needs are friendship, success, and escape.
4. Companies are advertising during children’s TV shows.

84 WORKBOOK 1.1 Answer Key

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Page 114 Page 118

H O
Answers will vary. Sample answer: 1. yours, mine 3. hers, her
1. was invented / were also invented 2. your, my 4. your, ours
2. was invented/ patented / was made / was sold P
3. was processed / used / was made / were soaked 1. Whose 4. too 7. one 10. theirs
4. are equipped / have been updated- were updated / was 2. yours 5. my 8. enough 11. his
installed-has been installed / were trained-have been 3. my mine 6. which 9. their 12. enough
trained

I
Answers will vary. Sample answer: EXPANSION Units 1-4
1. a smart phone or laptop
2. biscuits or crisps
Page 119
3. a car or motorcycle
4. a car dealer / a model car company A
5. a soft drink / a gadget/ shoes 1. global warming 5. natural disaster
7. watches, cell phones, travel, airline 2. Traffic 6. microscope
8. soft drink / vacation / hotel 3. motivation 7. qualifications
9. a printer / a car 4. steel 8. rockets/satellites

Page 115 B
Global Issues: pollution, poverty, disease
J Personal Qualities: flexibility, adaptability, integrity, honesty
Answers will vary. Sample answers: Scientific Tools: rocket, satellite, submarine, microscope
1. Watch: reliable/reliability, precision, quality, style
Pen: smooth, elegant, prestigious, traditional Page 120
2. Watch: scuba diving/in the water, at work
Pen: at work, at home C
3. Watch: important, successful, professional, casual 1. are / living 6. am not working
Pen: knowledgeable, respectful, accomplished 2. am living 7. am looking
3. are / taking 8. is looking
Page 116 4. am taking 9. am going
K 5. Are / working
Answers will vary. D
Page 117 1. have / been working 7. Have / tried
2. have been working 8. have been
L 3. have met 9. have been going
1. That, these 3. This, an 5. A, that 4. haven’t made 10. have done
2. That, an 4. These, those 6. those 5. have / been saving 11. haven’t spent
M 6. have been saving
1. What are these/those? They’re sculptures. Page 121
2. What is this/that? It’s an airplane.
3. What is this/that? It’s an electric car. E
4. What are these/those? They’re smartphones. 1. will do 5. Will / buy
5. What is this/that? It’s a computer users’ magazine. 2. will be 6. are going to get
N 3. will publish 7. will be
Students’ own answers (starting with imperatives) 4. am going to give 8. is going to take

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WORKBOOK 1.1 Answer Key

F Page 124
1. My brother will be attending K
2. Will you be attending Answers will vary. Sample answers:
3. I am going to be working 1. A. A civil engineer reads blueprints. He inspects roads
4. Are you going to be living and buildings for safety.
5. will be saving B. A pharmacist distributes pharmaceuticals to
6. you are not going to be working customers. He gives advice on which remedies are
available without a prescription.
Page 122 2. A. creative, good at math, good at design
G B. organized, polite, careful, tidy
3. A. He needed to study structural engineering.
1. Cures have been discovered, for many diseases. B. He needed to study pharmacology.
2. Many more cures will probably be found.
3. Football is played by most young people in Brazil. Page 125
4. I was surprised by his letter.
L
5. The package will be mailed this afternoon.
Answers will vary.
6. All the windows have been washed (by my sister).

H
1. coolest 5. more unbelievable
2. smaller 6. amazing
3. more compact 7. more unbelievable
4. lighter 8. better

Page 123
I
Answers will vary. Sample answers:
Laura
1.  She’ll take her final examination next week.
2. This summer she is going to travel to Singapore to visit
relatives.
3. After college she’s going to work as a teacher in high
school.
Edson
1.  Next week, Edson is going to play basketball with his
team.
2. This summer, he is going to have a vacation and then
start training for the season.
3. He is going to work as a physiotherapist with athletes.
J
Answers will vary. Sample answers:
2. buy a house He saved money
He wants to move into the new house
3. do an MA He got a scholarship
He wants to study in another country
4. teach at university She applied for a job
She got the job.

86 WORKBOOK 1.1 Answer Key

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WORKBOOK 1.1 Answer Key 87

 1 Photocopiable Activities
Grammar and Vocabulary Review
Exercise 1
Write answers to the questions. OR Ask and answer with a partner.
1. Are you spending a lot of time studying these days?

2. Which subjects are you having more difficulty with?

3. Are you studying another language?

4. How do you usually get to school? Are you doing the same these days?

5. What are your classmates doing at the moment?

6. What are you doing right now?

7. What are you doing this weekend?

Add your own ideas …

Exercise 2
Talk or write about achievements. Complete the texts.
I really admire Mona. She’s only 22 and she has already done so much.
1. get married She has gotten married.
2. have three children She has had three children.
3. complete her studies 
4. get her degree 
5. learn three languages 
6. attend many seminars 

Tip:
If you want to emphasize completion of something or stress the fact that you or someone else has
done something worthwhile, i.e. an achievement or accomplishment, use present perfect.

Now think of somebody that you admire. Make a note of the things he or she has accomplished. Then report to
your partner or the class.

88
1 Photocopiable Activities
Exercise 3
Fill in the blanks with the correct form of the verbs in brackets. Use present simple or present
progressive.
1. Farah (study) is studying very hard this semester. She (want) wants to get good grades.
Her family (relocate) _______________ to another city and she’ll have to go to a new school.
Farah (try) _______________ her best.
2. Adel (submit) _______________ his application form to the admissions office. A lot of students
(apply)_______________ online these days but he (prefer) _______________ to do it in person.
3. A lot of students (research) _______________ online courses. They need some flexibility with
their schedule because they (work) _______________.
4. My brother (enroll) _______________ in the medical faculty today. He (think) _______________
of specializing as a heart surgeon but he knows it’s very demanding.

Exercise 4
Match the words to form collocations. Tick the items that can be combined.

results health situation food boat rocket

affect Q
launch
establish
take for granted
transform
ration Q

Choose some of the items and write sentences. Look for examples in Unit 1.
Food is usually rationed during a war.

Exercise 5
Choose words from the list and fill in the blanks. Make sure you use the right form of each word.

tumble launch transform flood elaborate ration

1. Handmade carpets with _______________ patterns are sold at considerably higher prices.
2. The old part of town has been _______________ . Beautiful old buildings were renovated
last year.
3. Many countries have _______________ communication satellites into space.
4. During dry spells in hot countries, water is _______________ to make it last through
the summer.
5. Chinese products _______________ into markets in African, Europe, and the States.
6. The whole structure came _______________ down when the earthquake hit, and buried at least
15 people.

89
 2 Photocopiable Activities
Grammar and Vocabulary Review
Exercise 1
Read the situations and write sentences. Follow the example.
1. Saeed went to the library and started studying at 12:00. It is now 3:00 p.m. and he is still there. He was on
page 5 when he started and he is now on page 150.
Saeed has been studying since 12:00/ for 3 hours.
He has read 145 pages.
2. Faisal got his job at the bank two years ago. He still works there. He writes reports about businesses. He is
finishing his 90th report.


3. Asma is trying to get through to her friend. She started calling about an hour ago but cannot get through. This
is her 10th attempt.


4. Imad bought his laptop three years ago. He still uses the same laptop because he is very happy with it. He
backs up all his files. He has now got about 2000 back up files.


5. Hanan started reading English books five years ago. She reads about 20 books every year. She is in the
middle of her 100th book.



Exercise 2
Think about your interests and skills/abilities. Tick the right column. Then write sentences about yourself or your
partner. Follow the example

Interested Not interested Good at Not good at

learn languages
communicate with people
take pictures
listen to people
collect information
learn about cars
give advice

I am not interested in learning languages but I am interested in learning about cars.

I am good at collecting information.
Add your own ideas about things you are interested in or are good at. Compare with a partner.
90
2 Photocopiable Activities
Exercise 3

a. communication skills 1. He always manages to get through to people.

b. teamwork skills 2. He always tells the truth and sticks to his beliefs.
c. honesty/integrity 3. He affects co-workers positively and is always happy to work
d. intitative/motivation with others.
e. interpersonal skills 4. People are always keen to talk to him and they know he listens.
f. organizational skills 5. He is adept at using word-processing and graphic design
g. adaptability/flexibility programs.
h. computer skills 6. He can work in any type of context and adapt to conditions.
7. He is a very good organizer. He sets up systems that can be
maintained by everyone.
8. He does not need to be monitored in order to work hard and do
a good job. He sets his own goals and will not stop till after he
has achieved them.

Exercise 4
Answer the questions. Then look at the answers and find suitable jobs/professions depending on
your qualities.
1. Do you like working with other people?

2. Are you willing to make decisions and act upon them or do you prefer to be told/asked
what to do?

3. Do you visualize ideas or do you simply put them into words using previous models?

4. Do you like analyzing complex situations?

5. Do you like resolving problems?

6. Are you creative?

7. Do you welcome challenge?

8. Add some of your own ideas.


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 3 Photocopiable Activities
Grammar and Vocabulary Review
Exercise 1
Answer the questions about yourself. Or ask and answer with a partner.
Make a note of the answers. Add more questions.

You Your partner/ friend

Have you made plans about your future?

What will you do when you get your high school

diploma? Are you sure?

Will you apply to university?

Which faculty? Why?

What will you do when you graduate?

Will you move to another city/country? Why? Why not?

Where will you work?

Now write about yourself or your partner.

Exercise 2
What would you say in each case?
1. You’ve arranged to see your dentist at 5:00 pm.
I’m going to see my dentist at 5:00 pm.
2. You want to invite your friend over but you are not absolutely certain.

3. You have a class in two hours. It is 10:00 am now.

4. You have arranged for someone to deliver a package between 10:00 and 11:00 am.

5. You have forgotten to do your homework for today. Your teacher is going to be back tomorrow.
What do you say to her?

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3 Photocopiable Activities
Exercise 3
Read the situations and write sentences about the future. Follow the example.
1. You have arranged to spend a week in London and a week in Scotland. Your flight is leaving tomorrow
at 5:00 pm. It is 6:00 pm now.
This time tomorrow I will be flying to London.
A week from today I _______________________________________________________________.
2. Fahad has to be in Bahrain by the end of the week. He has a new job in a large construction company.
He has to start working next week. Two weeks later he is going to move to his new apartment.
Before the end of the week, Fahad 
 .
A week from today, he 
 .
Two weeks from today, he 
 .

Exercise 4
Fill in the blanks with words from the list.

vision optimize equipped visionaries monitor cure high-speed

1. Researchers hope to find a _______________ for cancer in the next decade.

2. _______________ predict a complete transformation of households.
3. Houses will be _______________ with robots who will do all the housework.
4. _______________ vehicles will run on “clean” fuel.
5. Intelligent buildings will be able to _______________ lighting.
6. Intelligent appliances will _______________ sources of energy in order to preserve the environment.
7. This _______________ of a fully integrated household system is not a new concept.

Exercise 5
Think about what schools will be like in the future. Use words from the list to talk/write about your ideas.

integrated equipped glass monitor activate optimize robot

1. What kind of buildings will they be in?


2. What will the building be equipped with?

3. Who will teach?

4. Who will do the cleaning?

5. What will classes be like?

6. What kind of materials will students use?

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 4 Photocopiable Activities
Grammar and Vocabulary Review

Exercise 1
Read and complete the questionnaire. Make a note of the answers. Then ask your partner.
Market Survey: The most popular stores and more
You Your friend

Where do you and your friends buy clothes?

What is the trendiest clothing store in town?

Where do you buy accessories?

What type of accessories do you buy?

Which cell phone company do you use?

How much do you spend on shopping every month?

How much is your weekly/monthly allowance?

What do you spend it on?

Use your notes to write a short report about yourself or your partner. Begin like this:
My partner gets … as a weekly allowance. He/She spends most of it on …
Now ask others in class about their partners. Make a note of each answer.
Use your notes to write a short survey report.
Best Rags is the most popular clothing store in town. It is as nice as … but has better prices.

Exercise 2
Talk or write about set procedures at school using the passive.
1. The students are gathered in the school yard. (gather)
2. They ____________________________________________to their classrooms. (lead)
3. The teachers ______________________________________ when they enter. (greet)
4. Attendance __________________________________________________. (take)
5. Assignments _________________________________________________. (collect)

Add more sentences. Think about things that take place at different times of day.
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4 Photocopiable Activities
Exercise 3
Match the words to form collocations. Provide real-life examples.
The Mini Cooper is a compact car.

renewable building
wise appliance
portable style
compact option
bulky source of energy
brick device
popular car

1. 
2. 
3. 
4. 
5. 
6. 
7. 

Exercise 4
Replace the underlined words/phrases with words and phrases from the unit.

A world without cars and computers is impossible to imagine. Early computers were not convenient
because they took up a lot of space. More compact desktop computers greatly changed the way
things were done.

Credit cards are considered a sign of high social standing. In the beginning, it was difficult for people
to accept cards instead of banknotes and coins. Gradually, plastic money took over and became a
standard method of payment.

1. 
2. 
3. 
4. 
5. 

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