English Book

MEGA
GOAL 6
MANUEL DOS SANTOS

JILL KOREY O’SULLIVAN
ELI GHAZEL - DANAE KOZANOGLOU
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MegaGoal 6 Student Book
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2017 by McGraw-Hill Education. All rights
reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or
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other electronic storage or transmission, or broadcast for distance learning.
ISBN: 978-1-5268-1922-2
Publisher: Jorge Rodríguez Hernández

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www.mheducation.com
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Contents
Scope and Sequence iv
Unit Intro 2
Unit 1 Everyone Makes Mistakes 6
Unit 2 Against the Odds 20
Unit 3 Beauty Is Only Skin Deep 34
EXPANSION Units 1-3 48
Unit 4 They Said, We Said 54
Unit 5 Express Yourself 68
Unit 6 Lost and Found 82
EXPANSION Units 4-6 96
Vocabulary 102
Irregular Verbs 106
Audio Track List 108
iii
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Scope and Sequence
Unit Title Functions Grammar
Intro Express opinion/ view, argument,

agree and disagree,/belief,
Can’t be – must be/ must be + -ing – can’t have – must
have
Pages 2–5 disbelief Recycle familiar verb forms, narrative, connectors
Make deductions/ past and present and modifiers, passive forms, would –hypothesis,
Ask for and give clarification modals for ability, possibility, adverbs, gerund,
Make suggestions e.g. capable of -ing
Summarize/recap
1 Everyone Makes Talk about famous mistakes in

history
Modals and passive modals in the past
Count and non count nouns
Mistakes Discuss personal mistakes Expressions of quantity: some, any, a lot of, much,
Apologize many, enough, plenty of, few, a little, hardly any
Pages 6–19 Respond to an apology
Words connected with business
2 Against the Odds Discuss remarkable events and

coincidences
Such . . . that/so . . . that
Reducing adverb clauses
Pages 20–33 Express surprise Past progressive
Was/were going to; was/were about to
Past perfect tense
Past perfect progressive and past simple
3 Beauty Is Only Discuss beauty products and

practices throughout history
Noun clauses beginning with that
Noun clauses after verbs
Skin Deep Talk about the importance of beauty
products
Noun clauses after adjectives
Noun clauses as subjects of sentences
Pages 34–47 Make a complaint Needs to be done; get/ have done
Respond to a complaint Present and past participles
EXPANSION Units 1-3 Language Review

Reading: Phobias: Nothing to Fear
Pages 48–53 Language Plus: Idioms about fear
4 They Said, We Said Discuss gossip and rumors

Tell a secret
Noun clauses as reported speech versus quoted
speech
Pages 54–67 Promise to keep a secret Rules and exceptions to the sequence of tenses
Words connected with the body Noun clauses beginning with whether or if
Modal auxiliaries for the present and future: must,
should, ought to, may, might, can, could
5 Express Yourself Discuss world languages

Talk about the English language
Adjective clauses and relative pronouns
Relative pronouns as subjects and objects of
Pages 68–81 Ask someone to repeat something adjective clauses
Words connected with different Future forms with will and be going to
kinds of vacations Conditional sentences with if-clauses (present)
Wish/ If only
6 Lost and Found Conduct an interview

Express regret
Using where and when in adjective clauses
Using whose in adjective clauses
Pages 82–95 Express understanding Conditional sentences with If-Clauses (Past)
Words connected with historical As if/ as though
monuments Inversions
EXPANSION Units 4-6 Language Review

Reading: It’s a Mystery
Pages 96–101 Language Plus: Idioms about mysteries
iv
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Listening Pronunciation Reading Writing
Listen for specific information/ Recycle and use familiar stress,

draw conclusions intonation patterns, to express
Listen and identify language attitude or feelings, e.g. disbelief,
functions in discourse surprise, query
Listen for specific Reductions of modals + have: Happy Accidents Write a descriptive and personal narrative
information in stories could have, should have, might Research and make a poster presentation
about mistakes have, must have about indispensable home inventions
(Project)
Listen for specific details in a Dropped final consonants Survival Against the Write a descriptive essay about your vision
news story about identical twins Odds of the future in Saudi Arabia in 2030
who were separated Research and design a cartoon strip about
at birth a survival story (Project)
Listen for specific information in Stress on affirmative and nega- Changing Concepts of Write a persuasive essay about the
a lecture about fad diets tive auxiliary verbs Beauty in History importance of beauty
Research and evaluate cosmetic products
and make a poster presentation (Project)
Tools for Writing: Sentence fragments

Writing: Write an informational essay about a condition or disorder that involves the human mind
Listen for specific details in Question intonation Psst. Pass It On. Write a summary of an article about gossip
a rumor as it is spread (Why We Gossip) Research harmful rumors and make a
PowerPoint presentation (Project)
Listen for specific details in Emphasizing different words in Invented Languages Write an email to a friend giving news and
stories about people making a sentence to convey different discussing differences between your
mistakes in English meanings language and English
Research and identify specific similarities
and differences between English and
Arabic; make a PowerPoint presentation
(Project)
Listen for specific details in The dropped h sound at the Look What I Found! Write a personal narrative describing a
stories about lost and beginning of pronouns and time that you lost and found something
found items auxiliary verbs important
Research a discovery story and make
a PowerPoint or poster presentation
(Project)
Tools for Writing: Using the definite article with geographical nouns
Writing: Write an essay about an unexplained mystery
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Intro
1 Listen and Discuss
Read and find out what each text is about.
• human behavior • an accidental discovery
• a clever business decision • a breakthrough in space exploration
Rocking Chairs …where? Is Europa similar to Earth?

Usually, people expect to see them on A reprocessed, high resolution, photo of Jupiter’s moon Europa was
front porches, in living rooms, bedrooms, released in 2014, showing the largest proportion of the satellite’s surface.
cozy places where one is likely to have the Scientists claim that there is water underneath Europa’s icy shell that
time to relax. One of the last places where could host life, under the right conditions. This has provided an additional
you’d expect to see rocking chairs is a busy incentive to push forward with the exploration of this amazingly colorful
airport, right? Wrong! Rocking chairs have moon. A new study, also suggests that there are big plates of ice sliding
caught on as a special touch in about 40 over and under each other within Europa’s shell. This effectively means
airports in the US. The trend started in that the Earth is not the only solar system body that possesses plate
1997 at an international airport that was tectonics, as was formerly believed!
hosting a photography exhibit called Porch
Sitting. There were photos of porches with
rocking chairs, with actual rocking chairs
placed in front of the photos as props.
When the exhibit was over, and the rocking
chairs were being removed, people started
protesting. So the airport manager was
quick to respond. He kept the chairs and
ordered more. From then on, rocking chairs
spread as a trend to more airports.
Did you know that?

Safety glass, which is widely
used in windshields, safety
goggles, and more, was
invented by accident over a
century ago. In the early 1900s,
a French scientist accidentally
knocked a glass flask off his
desk. The flask fell to the floor
but only cracked instead of
shattering into pieces. Having
inspected the broken flask, he
realized that it had contained
plastic cellulose nitrate, which
had coated the glass and
prevented it from shattering
upon impact.
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And did you know Would you gossip about a friend?
that? Gossip and rumors can destroy a young person’s self-
The first synthetic dye was confidence and affect their self-esteem. It can also lead to
accidentally created in 1856, by serious conditions such as depression, anxiety and eating
William Perkin, an 18-year- old disorders. Betraying the trust of a friend by talking behind
chemist. He was carrying out an their back reflects very badly on the person gossiping. People
experiment in search of a cure instantly assume that if one is capable of gossiping about a
for malaria when it all went very friend, then he/she is capable of doing it about anyone and
wrong resulting in a murky mess keep their distance. Talking about a friend with negative
in the petri dish. Upon closer intent does not make one stand out or help him/her become
examination, William noticed a
more popular. It is the surest way of isolating oneself and
gradually losing one’s friends altogether.
brilliant color radiating from the
petri dish. It was the beginning
of synthetic dyes that would
change the world of fashion and
manufacturing forever.
2 Pair Work
A. Before you discuss each issue, brainstorm and think of language you can use:
• to express your opinion/ view
• to agree or disagree
• to present arguments
• ask for and give clarification, confirmation
• to make suggestions
• to summarize/ recap
B. Which topic/s would you like to find out more about? Why?
C. Present similar examples that you know about.
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Intro
3 Conversation
Listen and practice reading Part 1 of the conversation in
pairs. Then underline examples of deductions about the
past and the present.
Adnan: Hey, listen to this. It’s about a man who survived a

plane crash.
Omar: There can’t be too many people who’ve lived to talk
about a crash!
Adnan: No, probably not. Apparently, the plane had
crashed and burst into flames about 2-4 km from the end of the runway. According to this
article, three passengers survived the impact but two of them died in hospital a few hours later.
Omar: He must have been the only survivor then!
Adnan: Correct! He was thrown off the plane, strapped to his seat and landed upright on the street!
Omar: You must be kidding! He can’t have landed upright on the street! Do you believe it?
Adnan: That’s what the article says. Here’s a picture of the man now. He was only 17 when it happened. It
happened in January 1985. You can look it up!
Omar: I’ll do that! Is there more?
Listen to Part 2 of the conversation in pairs and complete the blanks with must have or can’t have.
Adnan: Here’s another story of a man who beat the odds!

Omar: Not another plane crash!
Adnan: No, this happened in Sweden. The man was
trapped inside his car, for two months.
Omar: Two months? Why didn’t he try to get out?
Adnan: He couldn’t. His car was snowed over. He must
have got snowed in on his way to the next town.
Omar: He _____________ stayed alive for two months
in the cold. What did he eat?
Adnan: According to the interview, he ate snow and
whatever snacks he had.
Omar: But that _____________ been enough for two
months. He _____________ been confused. It _____________ been less than two months.
Adnan: Yes, well the rescuers felt the same way. They couldn’t believe he’d been there that long but
scientists confirmed that he _____________ gone into hibernation. They also said that an “igloo
effect” _____________ been created by the insulation of the car, so he was able to survive!
Your Turn
Role-play a conversation like the one above with a partner.
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4 Speaking
1. Read about people who realized their dreams against all odds. What do you
think motivates some people to persevere and make the most of their lives?
Brian is a triple amputee who lost his legs and his right arm in an explosion. Three years
later, with three prosthetic limbs, he enrolled in one of the most competitive schools of
architecture in the US and was due to graduate in 2014. He didn’t think he should settle
for anything less since his head had not been injured and his brain could function as well
as it did before!
Mark has been working as a janitor at a prestigious university for two decades. He has
worked from early afternoon till 11.00 at night mopping floors and emptying garbage
cans and then stayed up after midnight studying for his classes. He signed up for one or
two classes per semester and managed to graduate with honors in 2012, at age 52. He
is not planning to give up his job, as it offers an irresistible benefit, namely free tuition.
Instead, he is planning to study for his post-graduate degree next!
Martha earned two college degrees while living in an iron lung. She was paralyzed by
polio at the age of 11 in 1948 and was confined in a metal tube, 23 hours a day. But she
never gave up. She kept reading and attending classes without fail through her custom-
built intercom system. This is what she said in a documentary about her life: “Something
happens to all of us. Mine is more visible than yours, but you have to deal with your
things, too. None of us are exempt from things that would make us extraordinary people
if the world knew the story.”
2. Work in pairs. Discuss and make notes.

A. What motivated Brian and Mark to carry on and pursue their dreams in learning?
B. How do you think Brian’s life might have developed, if he hadn’t been as determined?
C. How do you think Mark’s life might have developed, if he hadn’t taken advantage of the employee
benefit that had been available to him?
D. How do you think Martha’s life might have developed, if she had given up?
3. Now use your notes to present and compare ideas in class.
4. Do you know or have you heard of other stories of courage and perseverance? Talk about them in class.
5. Try to find more amazing stories like the ones above and make notes. Present them in class.
5
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1 Everyone Makes Mistakes
1. How would you define the word mistake?
2. What do you think the following quote means?
“Don’t fear failure so much that you refuse to try new things. The saddest summary of a life contains
three descriptions: could have, might have, and should have.” —Louis E. Boone
3. Accepting failure and hardship is often difficult. How do we endure such bad situations?
Mistake: A company rejected the patent for the telephone.

In 1876, the most important communications technology was the telegraph. A wealthy company called
Western Union was in control of this technology. The president of the company, William Orton, was
offered the patent for an invention called the telephone for $100,000. Orton sent a response to the
29-year-old inventor of the telephone, Alexander Graham Bell. It said, “After careful consideration of
your invention…while it is a very interesting novelty, we have come to the conclusion that it has
no commercial possibilities…What use could this company make of an electrical toy?” Bell kept
the patent and created his own telephone company, which became the largest in the U.S. The
patent Bell had offered Western Union eventually became the most valuable patent in history.
Orton could have made one of the best deals in business history. Instead, he may have made
the worst business mistake in history.
Mistake: The Titanic ignored warnings about icebergs.

On April 14, 1912, the RMS Titanic, the largest and most modern passenger ship
of its time, hit an iceberg and sank. This resulted in the deaths of 1,517 people. Yet
incredibly, this tragedy could have easily been avoided. On the day the Titanic sank,
it had received five warnings from other ships about heavy ice in the area. However,
the captain was not worried. In fact, he even increased the speed of the ship so that it
could arrive in New York a day earlier than expected. That evening, while the Titanic’s
radio operator was sending out personal messages from the passengers, he received a
sixth ice warning. This one warned of an iceberg directly in the path of the Titanic. The
operator was supposed to give the message to the captain. But busy with his task, he
put the message aside. It never reached the captain. If it had, the Titanic tragedy might
never have happened.
Mistake: Russia sold Alaskan gold to the U.S.

Alaska had been considered a burden, rather than an asset, by Russia for a long
time. It was remote, indefensible, and of little benefit. So when William Seward,
U.S. Secretary of State, began negotiations on his own initiative, he expected to
encounter some opposition. However, the outline of the deal was accepted by the
cabinet and the agreement was signed in March 1867, transferring Alaska to the
United States for a payment of $7.2 million. However, the purchase of a seemingly
desolate and mostly frozen land was greeted with criticism by the press and the
public. Alaska was referred to as “Seward’s Folly,” “Seward’s Icebox,” or President
Johnson’s “polar bear garden,” attitudes that must have changed drastically after the
discovery of gold. Russia should have investigated potential resources before selling
the land to the U.S. at the price of about 2.5 cents per acre.
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Mistake: Coca-Cola tampered with their
successful formula.
Coca-Cola® was launched in the 1880s. By 1980, it had been the most
popular soft drink in the world for nearly 100 years. However, by that time
Coke had more competition, and its sales figures started slipping. In an effort
to boost sales, Coca-Cola created a new, improved formula. This new formula
was tested in 200,000 taste tests, and the results were clear: most people
much preferred the flavor to the original Coke. The Coca-Cola Company
decided to stop producing the formula they had been using for 100 years
and to replace it with New Coke. This was an enormous marketing mistake.
People were outraged that the original Coke was no longer available, and
New Coke was a flop. Coca-Cola executives must have been surprised! They
had to get rid of New Coke quickly and bring back the original formula.
Quick Check e
Q
A. Vocabulary. Match each word to its definition.
1. ____ boost a. very angry
2. ____ endure b. put up with
3. ____ flop c. new thing
4. ____ novelty d. failure
5. ____ outraged e. interfered with
6. ____ tampered f. raise
B. Comprehension. Answer the questions.

1. What was William Orton’s mistake?
2.
How could the sinking of the Titanic have been avoided?
3.
What do the Russians probably regret? Why?
4.
How did Coca-Cola mess with success?
2 Pair Work
Interview your partner to find out about a mistake they or someone they know once made. Ask
questions, such as: What was the mistake? Who made the mistake? Why was the mistake made?
What happened as a result of the mistake? How could it have been avoided?
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3 Grammar

Modals in the Past
May Have / Might Have
May/Might have + past participle is used to suggest uncertainty or possibility about the past.
I lost my cell phone. I may have left it at school.
You might have dropped it at the restaurant.
Could Have
Could have + past participle is used in two ways: to talk about the past with uncertainty, or to talk about an
option in the past that was not taken.
Do you think I could have left my cell phone at your house?
He could have been a doctor if he hadn’t made the mistake of dropping out of school.
Must Have
Must have + past participle is used for drawing conclusions about the past.
I got lost on the way here. I must have taken a wrong turn somewhere.
Should Have
Should have + past participle is used to talk about mistakes made in the past or expectations that have not
been met.
You should have apologized for your mistake.
They should have arrived by now.
Was/Were Supposed To
Was/Were supposed to + base verb is used to express that an expected action didn’t happen.
The football game was supposed to start at 1:00, but it was postponed because of the rain.
Where were you last night? You were supposed to help me with my essay.
Passive Modals in the Past

Passive modals in the past are used to give opinions about events and situations that happened in the past.
The form is: subject + modal + have been + past participle.
The money could have been given to the poor.
The package should have been sent a week ago.
A. Circle the correct modal in the past to complete each sentence.

1. I have a sore throat. I (should have / may have) caught your cold.
2. He (wasn’t supposed to / shouldn’t have) know about the business deal, but he found out by accident.
3. You have a big smile on your face in all the vacation pictures. You (should have / must have) had a
great time.
4. I don’t know where she is, but she was very tired. She (should have / may have) gone to bed.
5. I (must have / should have) paid more attention in English class. Now I’m completely confused
about the grammar.
6. I (must have / shouldn’t have) ordered that new laptop. It was way too expensive.
7. Did you get the package? It (was supposed to / must have) arrive by today.
8. You (may not have / should not have) said that. Now you’ve hurt your friend’s feelings.
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B. C
omplete each sentence with a modal in the past. For some items, more than one modal
may be possible.
I should have worn a suit to the interview. I don’t think my clothes were formal enough.
1. It’s too bad we didn’t know you were there. We ________ met up.
2. She ________ study biology in school, but she ended up studying medicine instead.
3. Farah ________ gone to Dubai this summer, but she decided to stay home instead.
4. He ________ have said that. I think they must have misunderstood him.
5. It was such a beautiful day today. We ________ gone to the beach.
6. I’m not sure what we did with the bottles. We ________ put them in the recycling bin.
7. The product ________ been a big success, but instead it was a flop.
8. You were right there when the accident happened. You ________ seen everything.
9. Who knows what ________ happened if the other candidate had won the election.
10. You look refreshed and well-rested. You ________ slept well.
C. Rewrite each sentence as a passive sentence.

The coach should have chosen Abdullah for the football team.
Abdullah should have been chosen for the football team.
1. Someone must have dropped these keys at the meeting.
2. The Mayans may have drunk hot chocolate as far back as 2,600 years ago.
3. A professional photographer must have taken this picture.
4. A computer error may have caused the accident.
5. The police officer could have arrested him for speeding, but he let him go with a warning.
6. The registrar should have given you a course catalog on the first day of school.
7. A squirrel or a rabbit might have eaten the vegetables in our garden.
8. The mechanic was supposed to have fixed our car by now, but it’s still broken.
D. L ook at the photos. Write at least three sentences about each photo using
modals in the past and passive modals in the past.

He must have been caught in the rain. He should have brought an umbrella.
He could have stayed dry if he had an umbrella. He may have caught a cold.
A B
C D
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4 Conversation
Hamda: What did you do on Thursday night?
Fatima: My family took me out because I graduated.
Hamda: Oh no! I forgot that you graduated last week.
I’m so sorry!
Fatima: Why?
Hamda: I should have gotten you something for the occasion. I should have at least called you.
Fatima: Don’t worry about it. It’s no big deal.
Hamda: No big deal? Of course, it’s a big deal. It was your graduation. I don’t know how I
forgot about it. Come to think of it, I was so focused on studying for final exams, your
graduation must have just slipped my mind. I feel awful about it. Can you forgive me?
Fatima: You’re making too much of it. Forget about it. Anyway, you were studying for finals.
That’s a good excuse. Don’t sweat it.
Hamda: But I feel like such a flake.
Fatima: No more apologies! You’re making me wish I hadn’t mentioned it to you.
Hamda: Sorry!
Real Talk
(no) big deal = (not) something of great importance
slip (one’s) mind = forget about something
make too much of (something) = exaggerate the importance of something
Don’t sweat it. = Don’t worry about it.
flake = irresponsible person
About the Conversation Your Turn

1. Why is Hamda apologizing? Role-play with a partner. Choose a situation in which
2. What is Hamda’s excuse? one person apologizes to another. Use phrases for
3. What is Fatima’s response to Hamda’s apologies? apologizing and responding to an apology.
Apologizing Responding to an Apology

Can you forgive me? Don’t sweat it.
I feel awful about this. Don’t worry about it.
I’m so sorry. Forget about it.
I’m sorry. I should (not) have… It’s no big deal.
Please excuse me for… That’s OK.
10
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5 Listening
Listen to the stories about
two silly mistakes. Then fill in
the chart.
The Bee Story The Ring Story

1. What was the person’s goal?
2. Did the person achieve the goal?
3. What mistake did the person make?
4. What were the consequences of the mistake?
6 Pronunciation
In casual speech, modals + have are often reduced in the following way:
Standard Form Reduced Form
could have / could not have coulda / couldn’ta
should have / should not have shoulda / shouldn’ta
might have / might not have mighta / mightn’ta
must have / must not have musta / mustn’ta
Listen and practice the reductions in the sentences.
1. But it was an idea that he should have thought twice about.
2. Looking back at all this, there might have been a better way.
3. He should have known better.
4. He couldn’t have known that he was the one in for a surprise.
5. He must have had fun explaining what had happened to his wife!
7 Vocabulary Building
A. You will see the following words in the reading on pages 12 and 13. Match the words with their meanings.
1. ______ absent-minded a. found everywhere
2. ______ adhesive b. harm
3. ______ automatically c. a material that causes two materials to stick together
4. ______ damage d. something done without thought, as is done by a machine
5. ______ discarded e. forgetful, distracted
6. ______ ubiquitous f. thrown away
B. Check your answers with a partner. If you do not understand the meaning of a word, look it up in
a dictionary.
11
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8 Reading
Before Reading
Can an accident or mistake ever end up leading to something good?
Happy Accidents
When we make a mistake, often our first instinct is to say, “Oh no!” and to feel regret and maybe even
embarrassment at our failure. But mistakes and accidents are not always a bad thing. In fact, they
sometimes give rise to extraordinary ideas. In 1492, Christopher Columbus set out to discover a new
route to Asia. He did not reach Asia, but this failure resulted in his discovering the New World!
There are many stories of such happy accidents throughout modern history. For example, one of
the greatest medical discoveries of the 20th century was antibiotics, a kind of medication used to kill
bacteria that cause disease. Since the discovery, antibiotics may have saved millions of lives. Yet, the
discovery of the first antibiotic happened by accident.
In 1928, a Scottish scientist named Alexander Fleming was researching a kind of bacteria called staphylococcus. He
conducted experiments with the bacteria in dishes. Fleming was brilliant, but he was messy and absent-minded. When
he left his laboratory to go on vacation, instead of cleaning up, he left the bacteria in the dishes. When he returned, he
noticed that mold had grown in the dishes while he was gone. He could have just thrown the dishes away. Fortunately,
instead, he looked at them under a microscope. Fleming found that the area around the mold was free of bacteria. He
realized that the dangerous bacteria must have been dissolved by the mold. These dirty dishes led to the discovery of
penicillin, the first antibiotic. Today, this life-saving drug is used around the world. Each year there are over 80 million
prescriptions written for penicillin in the U.S. alone!
Not all lucky accidents have changed the way we live in dramatic ways. Some fortunate accidents have just made life a
little more convenient. But many of these conveniences have become such a part of our everyday lives that we’ve come
to take them for granted.
The discovery of Velcro® is one such fortunate accident. One summer day in 1948, a
Swiss inventor named George de Mestral went for a hike. When he returned, he was
covered in burrs—seed-sacs that cling to clothes. Nature designed burrs to do this
in order to spread seeds to new areas. De Mestral became curious about how these
burrs attached themselves to clothes and hair. He inspected one of the burrs from
his pants under a microscope. He saw that it had countless tiny hooks that clung
to the tiny loops in the fabric of his pants. This gave him the idea
to design a new kind of fastener. The fastener would be
made of two nylon strips, one side with stiff hooks like
the burrs and the other side with loops like the fabric
of his pants. His invention, Velcro, has since become
ubiquitous. It can be found on everything from
shoes to wallets to blood pressure cuffs to
space shuttles.
12
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Another modern invention we owe to a happy accident is Post-it™ Notes, those small
pieces of notepaper that can be stuck and unstuck again and again. In 1970, Spencer Silver
was working in a research laboratory, trying to create a strong adhesive. He created a new
adhesive that stuck to objects, but it could also easily be lifted off them. Because the adhesive
was so weak, Silver considered it a failure. He shouldn’t have. A few years later, a co-worker of
Silver’s was looking in a book. He used scraps of paper to keep his place in the book, but the scraps
kept falling out. Remembering Silver’s invention, the co-worker put some of the adhesive on the scraps.
It was perfect! The scraps stayed in place, but came off easily so they didn’t damage the book. Post-it
Notes were introduced in 1980, and quickly became an essential office product around the world.
All of these stories show that accidents are not always a bad thing, and that not all mistakes should
automatically be discarded. Instead, perhaps we should take a closer look at our accidents and mistakes. They just may
reveal the solutions to a problem, or pave the way to an extraordinary new idea.
After Reading
Answer true or false. Rewrite the false statements to make them true.
1. ___ Mistakes sometimes lead to great new discoveries.
2. ___ Antibiotics have been in existence since the 1800s.
3. ___ The idea for Velcro came from nature.
4. ___ Post-it Notes have a strong adhesive.
9 Speaking
1. Work in pairs/groups. Think about how the world would be different without the discoveries and
inventions mentioned in the reading and make notes in the chart.
2. Use your notes to discuss your ideas in class.
What the world would be like

Discoveries or How the discoveries/inventions
if each invention/discovery had not
inventions changed the world
been made
1 Penicillin
2 Velcro®
3 Post-It™ Notes
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10 Writing
A. 1. Have you ever made a mistake that has turned
out for the best? When? Where? Who was
involved?
2. Read the text and find out.
• Where did the incident take place?
• Who was involved?
• What was the outcome?
• What impact did it have on the writer?
3. Is there an explicit description of the people
involved? How old do you think they are?
What kind of people do you think they are?
Compare notes with a partner.
ed back,
just gone I smiled holding up the coat. He smil
I was traveling to London and had pointing to my coat. We exchanged
coats and
When
through security check at the airport. introductions. Surprisingly, we shared
the same
vier than
I picked up my coat it felt a bit hea family name.
n to fatig ue as I
usual, but I quickly put it dow before our
had worked through the night in ord
er to com- We decided to spend the time left
s over a
plete some work before I left. I che
cked the flights working out possible connection
we wer e both
time and decided that it was far too
early to cup of coffee. As it turned out,
simply
proceed to the departure gate, so I sau ntered descendants of the same family. We
at differ-
about the Dut y Free section of the term
inal , hav- happened to be in different places
sical rese mblance
ing a look at displays. ent times. We found the phy
n bro thers or
n I heard quite amusing. We could have bee
I was examining a computer case whe cousins. We have since kept in touc
h and have
mistakenly
the announcement. Somebody had become very close friends, or relative
s, if you
lighter than his, and
taken a coat that was a lot wish.
hav e acci-
requested that the person who might security
dentally taken the wrong coat meet
him at the If I hadn’t taken the wrong coat at the
my long lost
information desk. I did not take any
notice at check, I might never have run into
the exis-
first, but when the announcement was repeated relative. I would not have known of
me and car-
for a third time, I stopped and had
a look at tence of someone who looked like
e missed the
the label of the coat I was carr ying
. I had never ried the same name. I would hav
nt person in
seen it before! opportunity to encounter an importa
desk, my life.
When I got closer to the information
uely familiar.
I saw someone who looked vag
4. Read the text again and identify which paragraph(s):

• s ets the scene
• r eveals the first clue
• r eveals the second clue
• p resents factual outcome
• p resents the writer’s thoughts/reflection
5. Is the outcome predictable after the third paragraph? Why? Why not?
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B. 1. Think of a mistake or an accident. It can be something that happened to you, someone you know,
or a famous person.
2. Did the mistake/accident work out for the best, or not? Think about how things might have turned
out differently if it had not happened. Use a chart to organize your ideas.
3. Write a descriptive account of the event. Write about what happened as a result of the mistake or
accident, and speculate on how things might have turned out differently if it had not happened.
What happened? What might have happened?
My Father Becoming a Doctor

The Mistake that Led to d history
ays wa nt ed to be co me a historian. He used to rea
My father had alw ta he could from
cu rre nt aff air s co ns ist ently, and collect all the da
books, follow
different sources. reading and collecting da
ta demanded
ere wa s no Int ern et , so
At the time, th was
pu blis he d ma te rial, an d a lot of determination. He
r
access to books and othe study and specialization.
He could not have
e a rel eva nt co urs e of
supposed to pursu logy would accidentally
his ou ts ta nd ing pe rfo rmance in science and bio
known that in medical school.
r him away fro m his to ry and secure a place for him
stee
Writing Corner
When you write a personal account or narrative:
• think about the people involved in terms of personality, physical characteristics, skills and
abilities, behavior, feelings and aspirations:
personality
physical characteristics
skills and abilities
behavior
feelings and aspirations
• try not to restrict your account to a series of facts. Include details and description which will
get your reader visualizing places and people, and speculating, predicting and anticipating
what will happen next.
As you might notice in the model text, factual sentences are interspersed with personal thoughts,
comments, and feelings.
1. Use two different colors to highlight factual sentences/information and the writer’s personal
comments, thoughts, and feelings.
2. Is there a regular pattern? Why? Why not?
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11 Form, Meaning and Function

Words Connected with Business
Here are some words and phrases often connected with business. Work with a partner and add a word or phrase of
your own to each column.
Doing Business Good Business Bad Business

a good deal boost sales no commercial possibilities
begin negotiations new and improved make a mistake
sign an agreement an asset slipping sales figures
buy/sell a valuable patent stop producing
Articles
a/an
Use the indefinite article a/an before singular count nouns when we refer to the noun in a general sense, and when
we mention something for the first time.
In an attempt to boost sales, a well-known soft drinks company created a new, improved formula.
the
We use the definite article the before singular and plural nouns when we refer to something already known,
mentioned or defined.
The new formula, which was tested in 200,000 taste tests replaced the original formula.
Use the with superlative and comparative adjectives and adverbs.
In 1876, the most important communications technology was the telegraph.
Use the to refer to inventions.
Alexander Graham Bell invented the telephone.
Don’t use the before the names of people, streets, cities, and countries.
Fahd is my brother. He lives on Main Street. He’s in Dubai on vacation.
A. Complete the sentences with the, a, an, or no article (-).

1. A company rejected the patent for telephone.
2. William Orton was offered the patent for invention called the telephone.
3. Orton may have made worst business mistake in history.
4. Alaska had been considered a burden rather than asset by Russia.
5. Replacing the old formula with the new formula proved to be mistake and the company
brought original formula back quickly.
B. Work with a partner. Imagine you work in your ideal job. Ask and answer about
the following things:
your salary and perks your working environment your colleagues

travel opportunities recent business deals mistakes you have made
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Count/Noncount Nouns
Count nouns name things that you can count. They have singular and plural forms.
Singular Count Nouns Plural Count Nouns
a warning two warnings
an iceberg three icebergs
Noncount nouns name things that you can’t count: advice, information, news, time, furniture etc. They don’t use a/an.
They don’t have plural forms.
Expressions of Quantity: Some/Any

Use some in affirmative statements. Use any in negative statements and in questions. Use some/any with noncount
nouns and with plural nouns.
Affirmative (+) Negative (–) Questions (?)
There is some news. There isn’t any news. Is there any news?
There are some newspapers. There aren’t any newspapers. Are there any newspapers?
Expressions of Quantity: A Lot of, Much, Many, Enough, Plenty of, (A) Few, Little, Hardly Any
Count Noncount
How many jobs have you had? How much gold did they sell?
He only has (a) few friends. There’s little money left.
Use plenty of, a lot of, hardly any and enough for both plural count and noncount nouns.
She has plenty of/hardly any friends. She has plenty of/hardly any money.
C. Read the career advice and complete each gap with a word from the box. There is more than one possible
answer for some gaps. You will not need to use all the words.
career high school occupation salary degree interests profession
university guidance job qualifications work
1.
What are you good at? What is right for you?
2.
You should choose a that you’ll find rewarding,
3.
If you attend , you’ll obtain a degree.
4.
If you have , you will earn a higher .
5.
You should look at your , and test your IQ.
6.
You should choose a satisfying line of that you’ll never find boring.
7.
You should ask your teacher for in order to choose the right path.
D. Work with a partner. Ask and answer about the nouns in exercise C. Use quantifiers before the nouns.
A: How many part-time jobs have you had?
B: I haven’t had many part-time jobs but I do have some experience working in my father’s store. I sold plenty
of furniture.
A: Do you have a lot of interests?
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12 Project
As you know, most modern homes are equipped with a number of inventions, i.e. devices, gadgets and
appliances, that have become an integral part of our lives. This is the reason we often take them for granted
and fail to notice them.
1. Look around your home and make a list of all the inventions that facilitate day to day life, e.g. telephone,
microwave oven, printer, etc.
2. Think about where each invention is, what it’s used for, and who uses it.
3. Choose 3 or 4 inventions that you think have become almost or completely indispensable for you and/or
your family and provide reasons for your choice.
4. Research and collect information about each item and use the chart to make notes.
5. Use your notes to prepare a poster presentation. Make sure you include photos or drawings.
Inventions 1 ____________ 2 ____________ 3 ____________ 4 ____________

History
Use
Advantages
Disadvantages
Rate of necessity
and alternatives
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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.
talk about famous mistakes in history
discuss personal mistakes
apologize
respond to an apology
use modals in the past: may have/might have, could have,

must have, should have, was/were supposed to
use passive modals in the past
talk about business
use count and non count nouns with quantifiers: some,

any, a lot of, much, many, enough, plenty of, few, a little,
hardly any
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
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2 Against the Odds
1. Despite difficult or unusual circumstances, things sometimes happen against the odds. People can
achieve extraordinary things even when others think it’s not possible. What is something you have
achieved that you or others thought impossible?
2. Remarkable and unusual coincidences sometimes happen when people do not expect them.
Tell the class about a coincidence that you have experienced or have heard about.
Beware of Falling Babies

One spring day in 1937, the lives of a street sweeper named Joseph Figlock and
a one-year-old baby were brought together in a most unusual way. As Figlock
was walking down a Chicago street, a baby fell from a fourth-story window and
landed on him. Fortunately, Figlock broke the fall and the baby was not injured. A
year later, while passing by that same building, the same baby fell out of the same
window and landed on Mr. Figlock. Once again, both the baby and Mr. Figlock
escaped unharmed.
The Fatal Kimono

One of the most famous kimonos in Japanese
history is one that, in the 17th century, was owned
successively by three teenage girls. Each time one of the girls inherited the
kimono, she would die before she had the chance to wear it. The kimono was
believed to be so harmful that, in 1657, a Japanese official decided to burn it in
order to destroy the kimono forever. As the kimono burned, a wind blew the
flame and spread the fire, which quickly burned out of control. Eventually this
fire spread through most of Tokyo, destroying 300 public places, 500 palaces,
9,000 shops, 61 bridges, and killing 100,000 people.
Struck by Lightning
In 1971, a truck driver named Edwin Robinson was in a road accident. The head
injury he suffered left him blind and deaf. Nearly ten years later on June 6, 1980,
while looking for his pet chicken
during a thunderstorm, he was
struck by lightning. Robinson
later recalled that it felt as if “somebody had cracked a whip
over my head.” He was hit so hard that he was unconscious
for 20 minutes. After regaining consciousness, he suddenly
realized that he could see and hear again. And to make the
story even more incredible, after decades of being bald,
several weeks later, the delighted Robinson started to grow
hair again.
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Double Trouble
On July 28, 1900, King Umberto I of Italy was seated in
a small restaurant when the owner came to take his
order. The king and his advisor were astounded. The
man looked identical to the king. After taking a few
minutes to appreciate their striking resemblance, the
men began talking and found a number of other odd similarities. Both men were named Umberto, both
were born on the same day in the same city, and both were married to a woman named Margherita.
The following day, the king was informed that the restaurant owner had been killed that morning in a
mysterious shooting accident. Minutes after hearing this news, while climbing into his carriage, the king
was assassinated.
Quick Check e
Q
A. Vocabulary. Complete each sentence with a word from the box.
assassinated delighted striking
astounded resemblance successively
1. The ______ between Juan and his brother is incredible. They could pass for twins.
2. We were ______ by the news that they were leaving the country.
3. Their letters became ______ shorter and shorter, until finally they stopped writing
to each other.
4. I was ______ to get the news that I had been accepted into my first choice college.
5. The heir to the Austro-Hungarian throne was ______ in 1914. This was thought to
be the first in a series of events that led to World War I.
6. That black-and-white photograph is so ______. I can’t stop looking at it.
1. How did Joseph Figlock save a baby twice?
2. Why did a Japanese official from the 17th century decide to burn a certain kimono?
3. What happened when the kimono was burned?
4. How did Edwin Robinson’s life change after he was struck by lightning?
5. When King Umberto I and the restaurant owner met, what similarities did they
find they shared?
2 Pair Work
With a partner, choose one of the unusual events you read about. Write a list of 5 to 7 questions
to ask a person who experienced the event. Then role-play an interview between a reporter
and the person you selected.
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2 Against the Odds
3 Grammar

Such…That / So…That
Such and so make the meaning of an adjective or adverb stronger. Such…that and so…that are used to show
cause and effect.
such + adjective + noun + that
It was such a strange experience to see my old friend again that I was speechless.
Jake is such a determined person that he always manages to succeed.
so + adjective or adverb + that
Finding my keys on the beach was so unlikely that I was shocked when I spotted them.
He ran so quickly that he won the race.
so + many/few + plural count noun + that
We discovered so many similarities between our lives that it almost frightened us.
So few people were accepted into the school that it’s amazing we both got in.
so + much/little + noncount noun + that
I have so much homework that I won’t be able to go out tonight.
He had so little training that no one thought he would be accepted to the energy company.
Note: That is frequently left out in casual speech.
The book was so popular (that) it sold out within a week.
Reducing Adverb Clauses

An adverb clause can be reduced to a participle phrase when the subject of the adverb clause and the
subject of the main clause are the same. To do this, drop the subject in the adverb clause, and follow it with
a gerund.
After we met online, we discovered that we live in the same town.
After meeting online, we discovered that we live in the same town.
I ran into him on the street while I was calling him on my cell phone.
I ran in to him on the street while calling him on my cell phone.
A. Complete each sentence with such (a/an), so, so much, so many, so little, or so few.
1. My grandfather drives ______ slowly that other drivers get annoyed.
2. I got ______ sleep last night that I feel exhausted today.
3. He has ______ big family that he has cousins he hasn’t even met.
4. They are ______ good friends that they are more like brothers.
5. The restaurant was ______ crowded that we couldn’t get a seat.
6. There are ______ rooms left in the hotel that we’ll have to take whatever is available.
7. There are ______ good courses this year that I can’t decide which ones to take.
8. That TV has ______ large screen that it feels like you are almost part of the story.
9. There are ______ shoppers in the store today that it looks empty.
10. There are ______ good TV programs on these days that I hardly watch TV at all.
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B. Match the sentences. Then use these ideas to write one sentence with so…that or such…that.
I’m having such a good time that I don’t want to go home.
1. ___
d I’m having a good time. a. My mouth burned for half an hour after eating it.
2. ___ The food was spicy. b. We’ve had to build a shelf to put them on.
3. ___ Emma is a popular name. c. They only accept one student for every
4. ___ The school is selective. 100 applications.
5. ___ The company received many complaints. d. I don’t want to go home.
6. ___ My brother has won many sports trophies. e. We’ll never be able to finish it all.
7. ___ You made a big meal. f. There are four girls in the class with that name.
g. They had to recall the product.
C. Rewrite the sentences, reducing the adverb clauses to participle phrases.

While my brother was vacationing in New York City, he visited the Empire State Building.
While vacationing in New York City, my brother visited the Empire State Building.
1. After I finish a large meal, I often feel sleepy.
2. You should always put on sunscreen before you go to the beach.
3. While we waited for the bus, we looked through some magazines.
4. Before they found an apartment to rent, they had looked at dozens of apartments.
5. Before we moved to Riyadh, my family had always lived in the country.
6. Since he joined the social networking site, he has met many new friends.
7. While I was walking down the street, I ran into my old science teacher.
D. Look at the picture. Describe what you see using so…that, such…that, and reduced adverb clauses.
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2 Against the Odds
4 Conversation
Ahmed: Fahd? Fahd?
Fahd: Yes? Hey, aren’t you…?
Ahmed: Ahmed! Abdullah’s brother. From Jeddah. From back home.
Fahd: I knew you looked familiar, but I couldn’t place your face.
What are you doing here?
Ahmed: I’m going to school here.
Fahd: No way! That’s incredible. Abdullah never mentioned that
you were going to college in Beirut.
Ahmed: I didn’t know either until a couple of months ago. I applied,
but I was put on the waiting list. It was looking iffy there for a while, but I got a break in July.
A space opened up. I was so happy that I was on cloud nine for weeks.
Fahd: I can’t get over this. What are the chances? I hope we’ll see each other around campus. Though,
I don’t know if we’ll run into each other that often. I’ll be spending most of my time on the north
campus. That’s where most of my classes will be.
Ahmed: Why? What are you studying?
Fahd: Pre-law.
Ahmed: No way! I’m studying pre-law, too!
Fahd: OK. Now you’re freaking me out.
Ahmed: This is amazing. What dorm are you in? Wait. Don’t tell me. I bet you’re in Fares Hall.
Fahd: No. Habib Hall.
Ahmed: Whew. I’m almost glad. I don’t think I could have handled another coincidence.
About the Conversation Real Talk

1. How do Ahmed and Fahd know each other? iffy = uncertain
2. What unexpected coincidences are revealed break = significant opportunity
during their conversation? on cloud nine = extremely happy
3. How does Fahd feel about the coincidences? freak (someone) out = to shock or disorient someone
Your Turn
Role-play with a partner. Think of a
Expressing Surprise
situation in which two people might
be surprised by a coincidence, for How about that! No way!
I can’t believe this! That’s incredible/amazing!
example: two people finding out
I can’t get over this. This is hard to believe.
they have the same name, or two I’m speechless. What are the chances?
friends who run into each other at
the mall and find out that they’ve just
bought the exact same item. Role-play
the conversation, using phrases for
expressing surprise.
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5 Listening
Listen to the story about identical twins who
were separated at birth. Then list the similarities
between the twins.
How are Alicia and Jenna alike?
6 Pronunciation
Sometimes consonant sounds are left out in casual speech. For example, when a word with a final t is followed
by a word that begins with another consonant sound, the t is often left out. Listen and practice.
1. They are identical twins who, at birth, were adopted by different families.
2. The first meeting was emotional.
3. I thought my heart was going to thump out of my chest.
4. I just dropped the phone.
5. The strangest thing of all is that we even have the same recurring dream.
1. ______ detectable a. remaining whole and unharmed
2. ______ disoriented b. imagining things that are not real
3. ______ exhilarating c. very thin and tired
4. ______ haggard d. able to be found
5. ______ hallucinating e. the quality of radio waves received by a device
6. ______ intact f. very surprising
7. ______ reception g. causing a strong feeling of excitement and happiness
8. ______ startling h. confused
B. C
heck your answers with a partner. If you do not understand the meaning of a word, look it up in
a dictionary.
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2 Against the Odds
8 Reading
Before Reading
Think of a story you’ve heard about a person
who survived a dangerous or difficult situation.
Tell the class about it.
Survival
Against the Odds
Beating the odds is always a great feeling. Just
ask anyone who has been accepted to a selective
college, or unexpectedly won an athletic event.
But beating the odds is never quite as exhilarating
an experience as when the odds are against your
survival.
Tami Oldham Ashcraft knows this feeling. At the
age of 23, while she was sailing the South Pacific, Ashcraft was caught in a violent hurricane. The 50-foot (15-meter) waves
overturned her boat. Ashcraft, who was below deck, was knocked unconscious. When she awoke 27 hours later, the boat
had turned right side up again, but the storm had been so violent that the sails were destroyed, the motor was dead, and
the radio was lost. Only the rudder, which steers the ship, was intact. Ashcraft was badly injured and disoriented.
Determined to survive, Ashcraft created a sail from scraps of material and charted a path to Hawaii, which was
1,500 miles (2,400 kilometers) away. Traveling only two miles an hour, Ashcraft reached her destination 41 days later.
Having lost 40 pounds (18 kilograms) during her ordeal, Ashcraft was thin and haggard when she arrived. However,
she was happy and grateful to have beaten the odds. Ashcraft, who still sails, eventually told her tale of survival in a
book called Red Sky in Mourning.
Another such tale of survival against the odds can be told by Eric Le Marque, a hockey player who played with the French
national Olympic team during the 1994 Olympics. One day in February 2004, Le Marque set out for a day of snowboarding
in California’s Sierra Nevada Mountains. But by the end of the day, Le Marque found himself in a life-or-death situation.
While looking for a good place to snowboard, Le Marque lost his way and ended up in the wilderness at the back of the
mountain. Le Marque, who had expected to just be out for a couple of hours, had no food, very few supplies, and his cell
phone battery was dead. All he had was a seemingly useless pocket radio. Once he realized he was lost, he decided to
keep moving. Unfortunately, he chose the wrong direction and, over the next few days, moved farther and farther away
from safety and rescue. Knowing that eating snow lowers body temperature, Le Marque ate only tree bark and pine seeds.
After a few days Le Marque had an idea that may have saved his life. He turned the pocket radio into a kind of compass.
He noticed that whenever he pointed the radio in a certain direction, the reception for a local radio station grew stronger.
Using this radio reception as a guide, Le Marque switched direction and started walking towards safety and, ultimately,
rescue.
For days, Le Marque struggled through hunger, freezing temperatures, and 12-foot (4-meter) deep snow. By the eighth
day, Le Marque was so weak and his legs were so frostbitten that he could no longer walk or even stand. He was in such
bad condition that he began hallucinating that his situation was just a video game. He recalls thinking, “The game is over.
Let’s reset it. I give up.” Le Marque was at the point of exhaustion and death when he was found by rescuers in a helicopter.
Although he lost his legs to frostbite, Le Marque’s survival experience left him with more of an appetite for life than ever
before. After being fitted with artificial limbs, he vowed to go snowboarding again. Only in the future, he plans to be much
better prepared.
Occasionally, some owe their survival not to struggle, but to nature. Take the startling case of Mitsutaka Uchikoshi. One
ice-cold October day in 2006, Uchikoshi had been with a group on a mountain in western Japan. After wandering off into
a field on his own, Uchikoshi tripped, hit his head, and was knocked unconscious. As Uchikoshi remembers, “I was in a
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field, and I felt very comfortable. That’s my last memory.” He remained unconscious in
almost-freezing temperatures without food or water for more than three weeks.
When he was found in the freezing field 24 days after his fall, he did not seem to be
breathing and had no detectable pulse. His body temperature was nearly 30 degrees
below normal, and his organs had nearly shut down. Doctors assumed he was dead.
Yet something incredible happened while he was at Kobe City General Hospital: He
woke up! Even more incredibly, Uchikoshi, who was treated for severe hypothermia
and blood loss, made a full recovery. Doctors believe that Uchikoshi’s body went into a state similar to hibernation. In
hibernation, the body temperature of an animal is lowered and its breathing and heart rate slow down. Hibernation
reduces the need for food and protects animals from damage to the brain and other organs.
Stories like these remind us that even when we are in a situation that seems impossible, we should never give up hope.
After all, there is always a chance that you will succeed—against the odds!
After Reading
Answer the questions.
1. How did Ashcraft beat the odds?
2. What condition did Ashcraft return in?
3. How did Le Marque end up in such a dangerous situation?
4. What were two decisions Le Marque made that helped him survive?
5. How did Uchikoshi end up unconscious in an ice field?
6. How was the state Uchikoshi ended up in similar to hibernation?
9 Speaking
1. Work in pairs/groups. Think about emergency situations that are life-threatening, such as being
stranded in the desert, getting caught in a storm, being trapped in a cave in freezing weather, or
being buried under the ruins of a building after an earthquake. Talk about survival stories that you
have read or heard about.
2. What qualities and attitudes can help a person beat the odds in a survival situation? Do you think
some people are better able to survive than others? Why? Why not?
3. Use the situations in the chart below or add your own. Some notes have been made for you. Add
your own ideas and talk about them in class. Compare ideas with other pairs/groups.
Survival situation Helpful attitudes Helpful actions
trapped in a building after have a strong will or determination defeat negative thoughts and fears;
1
an earthquake to live do not panic
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2 Against the Odds
10 Writing
A. 1. What makes the Kingdom of Saudi
Arabia a strong and wealthy nation?
2. How can it become an even
stronger global economy?
• Are some of your ideas included
in the text?
• Is there new information? What
is it about?
• How are the following defined in
the text?
a vibrant society
a thriving economy
an ambitious nation
The Kingdom of Saudi Arabia is blessed with an A thriving economy offers equal opportunities
abundance of untapped, natural resources and for all citizens through an updated, high quality
growth opportunities. Its real wealth, however, lies educational system aligned with the employment
in the abilities and potential of the nation’s society. needs of a dynamic market. Access to economic
Saudi Arabia is an exceptional nation due to its and employment opportunities will be available
Islamic faith, national identity, culture and heritage. for entrepreneurs, small and large enterprises. The
A vibrant society will be the foundation of Saudi Kingdom’s diversified economy and streamlined
Arabia’s 2030 vision. A society whose members business services will attract new talent and
enjoy a fulfilling and secure life in an attractive, investments. Saudi Arabia’s strategic position will
sustainable environment, and are empowered by make it the logistical hub connecting Europe,
social and health care systems that ensure their Africa, and Asia.
physical, psychological, and social well-being. Investment capabilities will be maximized through
The Saudi society is defined by its adherence the ongoing privatization of state owned assets
to Islamic values and its family orientation. It is and agencies. New sectors will enrich national
essential, therefore, to support and empower economy. Telecommunications and information
families so that they can develop their children’s technology, including high-speed broadband, will
talents and character, and have an active role in be developed in and around cities and rural areas.
their education.
An effective, transparent, responsible, accountable,
The Saudi nation cherishes the honor bestowed enabling, and high-performing government is
upon the Kingdom to welcome and serve an a fundamental prerequisite for an ambitious
increasing number of pilgrims and visitors every nation. In view of this, all the necessary steps
year. For this reason, plans have been made for will be taken to ensure that relevant services and
a further expansion of the Two Holy Mosques regulations are in place, to foster the ongoing
and the upgrading of services, in order to growth and development of the private and
accommodate 15 million visitors by 2020. non-profit sectors. Our goals and commitments
Culture and entertainment are an integral part of a include programs that will contribute to the
fulfilling life. To this effect, projects will be launched effective restructuring of government agencies,
to establish libraries, galleries, and museums and fiscal management, regulations, and performance
provide different types of entertainment. management programs.*
* T he original text was drafted by the Council of Economic and Development Affairs as instructed by the Custodian of the Two
Holy Mosques, King Salman.
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B. 1. Write about your vision of the future. Choose an area/sector that you would
like to focus on. Here are areas that you might like to choose from:
Sports • Technology • Entertainment • Education / Schools • Culture
Cities • Energy • Sustainability • Business • Health • Social Services
Water Management • Employment • Buildings / Construction
2. Research and find out more about:
• Saudi Arabia 2030 Vision
• Other projects and information relevant to your chosen area of focus
3. Write your essay.
(Features, factors, facilities, support, resources, etc.) Available Now 2030 2050
Cities of the Future one essential

ver sio ns of cit ies in th e future but they all share
I can visualize different bio-dome, built to make th
e most of light and
ey are pro te ct ed by a
characteristic. Th of radiation.
vent the damaging effects
renewable energy and pre s are constructed around the
initial mega
w ad jac en t do me e of a
As a city expands, ne ow it as a nu mb er of “bubbles” in the shap
the city wo uld sh
dome. A satellite view of g of bu bb les in a geometrical shap
e, and so on…
st em , or a st rin
flower, with or without a t arb itrary constructions and
determine the
ulatio ns wil l pre ven
Strict building reg
ed …
type of materials to be us
Writing Corner
When you write about your vision:
• close your eyes and visualize, i.e. create imaginary mental pictures.
• hold the image in your memory and make notes (write key words, e.g. adjectives,
nouns, etc. that describe the image).
• address your readers directly.
• think about what they might know or have seen in images, films, science fiction,
documentaries, and other sources.
• use vivid descriptions and similes.
• be imaginative and creative.
• use a thesaurus or dictionary to help you.
• draw a picture.
Edit the following examples to make them more reader-friendly and imaginative.
1. Residential districts are constructed according to a set of pre-approved plans and are
required to use sustainable technologies.
_______________________________________________________________________
2. The domes function as filters of urban biospheres, with thriving indoor and outdoor
vegetation in all available spaces.
_______________________________________________________________________
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2 Against the Odds

Past Progressive
Use the past progressive (be + present participle) to describe a long action that is interrupted by a short action.
As Figlock was walking down a Chicago Street, a baby fell from a fourth-story window. A year later, while he
was passing by that same building, the same baby fell out of the same window and landed on Mr. Figlock.
Use the past progressive when we describe what was happening at a specific time in the past.
Q: What were you doing at three o’clock today? A: I was driving home from work.
Use the past progressive when we talk about a temporary state or action.
Q: Have you always lived in Riyadh? A: No. A few years ago, I was living in Dubai.
Q: What were you doing in Dubai? A: I was studying for my degree.
Use the past progressive with always to describe a repeated or annoying action.
My old car was always breaking down so I bought a new one.
Use the past progressive to describe two actions that were happening at the same time.
On June 6, 1980, Edwin Robinson was out walking and looking for his pet chicken during a thunderstorm when
he was struck by lightning.
Was/Were Going To and Was/Were About To

Use was/were going to/about to + base form to refer to actions that were intended but probably didn’t happen.
I was going to study Engineering, but my father advised me otherwise.
They were just about to leave when the phone rang.
A. Complete the news report using the verbs in parentheses. Use the passive and
active simple past, the past progressive tense and was/were about to.

The last thing 17-year-old Ricardo Gordon remembers (1. be) that
a storm (2. be about to) come, and he (3 rush)
to get inside. Next thing he (4. know), he (5. lie)
in a hospital bed. Here is what (6. happen).
Ricardo (7. listen) to the live broadcast of the football
game when lightning (8. hit) him. As a result, his hair and
ears (9. burn), and he (10. have) dark spots all over
his body. The wounds on his body (11. follow) the wire of his
smartphone, from his ears down to his hip, where he (12. carry)
the device. The electric current (13. travel) from his smartphone
to his headphones. Ricardo is lucky to be alive!
B. Work with a partner. Look at the newspaper headlines and imagine the story. Tell the story.
British Burglar Says ”Sorry” With Flowers

Criminals with Big
Plans, Small Car
Paper Boy Steals Truck
to Speed Up Deliveries
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Past Perfect Tense
Use the past perfect tense (had + past participle) to indicate an action that happened before another action
in the past
When Edwin Robinson was struck by lightening he had been blind and deaf for almost 10 years.
Past Perfect Progressive and Past Simple Tense

We use the past perfect progressive when the activity was in progress at the time another activity or event
happened in the past.
King Umberto of Italy had been climbing into his carriage when he was assassinated.
C. Complete the sentences using the verbs in parentheses. Use the simple past
and the past perfect forms.
1. Ahmed ____________ (cook) his favorite meal when the pan
____________ (catch) fire.
2. By the time we ____________ (arrive) at the picnic, the rain
____________ (stop).
3. Dinosaurs ____________ (be) extinct for millions of years before the first
humans ____________ (appear).
4. I ____________ (never, travel) outside my country until I ____________ (go) to Disney World last summer.
5.
We wanted to get a picture of the meteorite, but when we ____________ (arrive), the police ____________
(already, take) it away.
D. Read the newspaper story about a burglar that was caught against the odds. Complete the article with the
correct form of the verbs. For some answers, both the simple past and the past perfect forms are possible.
Would-Be Robber Forgets Important Detail

STANTON, Texas—John Wilkinson, 24, ____________ (1. attempt) to rob the Stanton Drug Store yesterday.
Wilkinson ____________ (2. spend) weeks planning every detail of the robbery. He ____________ (3. buy)
a ski mask to cover his face. And right before the robbery, he ____________ (4. take) the license plate off his car.
Wilkinson ____________ (5. feel) confident that he ____________ (6. plan) the perfect robbery. The robbery
itself ____________ (7. go) off without a hitch. The problems began when Wilkinson ____________ (8. try)
to get away. Wilkinson ____________ (9. run) to his car. He ____________ (10. leave) it parked and running
in front of the pharmacy. He ____________ (11. try) to get in the car but the door wouldn’t open. Wilkinson
____________ (12. discover) that he ____________ (13. make) an incredibly stupid mistake. He ____________
(14. think) so much about the robbery, that he ____________ (15. lock) his keys in the car by mistake!
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2 Against the Odds
12 Project
1. Work in pairs/groups. Research and collect information about real survival stories.
2. Use a real story or create your own. Think about:
• the setting (where the story took place)
• the people/person involved
• the circumstances
• the survivor’s attitude
• the survivor’s actions and frame of mind
• how the survivor managed to save himself or was rescued
3. Make notes in the chart and use them to organize and finalize your story.
4. Make a comic strip or a storyboard with your story.
5. Share the work among members of your group. If you make
a comic strip decide on:
• what will go in each frame
• whether you will use captions to narrate the story
• whether you will use speech bubbles and thought bubbles
to show what each person is thinking or saying
• what you will write in the captions
• what you will write in the bubbles
6. Display your comic strip in class and act it out.
A Survival Story
The people/person
involved
The setting/location
The circumstances
The problem
The survivor’s
attitude/feelings
The survivor’s
actions
The final outcome
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13 Self Reflection

discuss remarkable events and coincidences
express surprise
use such…that/so…that
reduce adverb clauses
use the past progressive
use was/were going to; was/were about to
use past perfect forms and past simple


from the unit again
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3 Beauty Is Only Skin Deep
1. What does the expression Beauty is only skin deep mean?
2. Which do you think is more important: beauty or intelligence? Why?
The Hairbrush
Hairbrushes have been around
for thousands of years. However,
you may be surprised to learn
that until recently they were
only used by the wealthy and
privileged. The upper-class ancient
Egyptians used hairbrushes made of animal hair, porcupine quills, shells, and bone for combing and to
remove lice and other pests that got tangled in their hair. Brushes were manufactured for the first time
in 1777 by an English company. The bristles came from wild animals and were stitched into the brush by
hand. It is not surprising that these brushes were quite expensive. It wasn’t until the beginning of the 20th
century that brushes began to be manufactured by machine and to be produced with cheaper, synthetic
materials, like nylon bristles. With these developments, brushes became extremely common.
Lipstick
Ancient Egyptian women made lipstick from a red dye extracted from seaweed and
the poisonous element iodine. It was eventually discovered that this early form of
lipstick made women very sick. Cleopatra had a safer, although not very appealing,
recipe for lipstick: It was made from ants and beetles. The ants were used as the base,
and crushed carmine beetles for their deep, red color. In 1884, the first modern lipstick
was introduced in Paris. It was a solid stick made of castor oil, beeswax, and animal
fat. By the 1940s, the use of lipstick by famous, wealthy women had led to its
widespread popularity. During this period, rotating lipstick in a tube was
invented. Today, the average woman owns eight lipsticks!
Deodorant
The ancient Egyptians worked hard to hide body odor. They put perfume in their baths and
applied great quantities of it to their underarms. They tried using many odd items like incense
and porridge as deodorant. The ancient Greeks were also afraid that they might give off an
odor. Like the Egyptians, they bathed constantly and wore a lot of perfume. The Romans took
this obsession a step further: They soaked their clothes in perfume, and even put it on their
horses and household pets. The first trademarked deodorant, a paste called Mum, didn’t
appear until 1888. In the mid-1950s, the ballpoint pen inspired the first roll-on deodorant.
Today deodorants are a multi-billion dollar industry and are as common as toothpaste in
most homes.
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Nail Polish
Nail polish can be traced back to around
3,000 b.c.e in both China and Egypt. Chinese
nail polish was a mixture of beeswax, gelatin,
egg whites, and a gum from a special tree. Nail color represented social class. During the Chou Dynasty,
around 600 b.c.e, the royal colors were gold and silver, so these were the colors worn by royalty and the
upper class. Lower-ranking women were only allowed to wear pale colors. If they wore royal colors, they
could be put to death. Ancient Egyptian men and women of high social rank stained their nails with
red henna. Military commanders in Egypt and early Rome felt that it was important to be well-groomed
before going into battle. It is strange, but true, that they spent hours before a battle having their hair
curled and their nails painted.
Modern nail polish was invented in the 1920s. Its formula is very similar to the formula for car varnish.
Quick Check e
Q
appealing extracted privileged traced
elements obsession synthetic
1. She seems to have an ______ with handbags. She can’t stop buying them.
2. The outbreak of food poisoning was ______ to a shipment of bad tomatoes.
3. The scientist ______ genetic information from the skin sample.
4. Iron, copper, oxygen, and carbon are all examples of ______.
5. There are no natural materials in this shirt. It’s all ______.
6. You should feel ______ that you get to attend one of the best universities in
the country.
7. The food was left out overnight, so it no longer looked very ______.
1. What were hairbrushes made out of thousands of years ago?
2. What are some of the different ways that lipstick has been made
throughout history?
3. How did the ancient Egyptians try to hide their body odor?
4. What did nail polish represent in ancient Egypt and China?
2 Pair Work
Work with a partner to make a list of the four most important cosmetics or toiletries. Explain to the class
why you chose these items.
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3 Grammar

Noun Clauses Beginning with That
A noun clause is a dependent clause that is used to make a statement within a statement. Some noun clauses
are introduced by the word that. However, that can be left out, especially in speaking.
I think (that) beauty is about what is on the inside of a person.
Noun Clauses After Verbs

A noun clause can follow certain verbs, such as:
believe (that) expect (that) hope (that) remember (that)
complain (that) fear (that) imagine (that) suspect (that)
decide (that) feel (that) know (that) think (that)
discover (that) find out (that) learn (that) understand (that)
dream (that) forget (that) notice (that)
I noticed (that) she didn’t put any make-up on today.
Do you think (that) beauty products make some people look better?
Noun Clauses After Adjectives

A noun clause often follows be + certain adjectives, such as:
be afraid (that) be certain (that) be happy (that) be surprised (that)
be amazed (that) be disappointed (that) be lucky (that) be worried (that)
be aware (that) be glad (that) be sure (that)
She doesn’t seem to be aware (that) her dress is no longer in style.
Are you sure (that) these products are not tested on animals?
Noun Clauses as Subjects of Sentences

A sentence can have a noun clause as its subject. These sentences usually begin with it. Common expressions
that begin sentences with noun clauses as the subjects include:
It is a fact (that) It is obvious (that) It is strange (that) It is true (that)
It is funny (that) It is possible (that) It is surprising (that) It is unlikely (that)
It is surprising (that) toothbrushes only became common in the 20th century.
It is obvious (that) many beauty products contain unhealthy chemicals.
omplete each sentence with a verb + that. Be sure to use the correct form of the verb. In some cases,
A. C
more than one answer is possible.
I couldn’t believe that you told him your secret.
1. Don’t _____________ you are supposed to meet us at the restaurant at 7:30 tonight.
2. We’re sorry to hear that you’re sick. We _____________ you get better quickly.
3. I _____________ you like that color, but I think you look better in green.
4. She’s always _____________ it’s too hot or too cold.
5. I _____________ you were going to come to the park with us.
6. The police _____________ the criminal escaped the country.
7. I _____________ you haven’t eaten anything on your plate.
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B. Read and respond to each item. Include a noun clause in your response.
Talk about something you learned recently.
I recently learned that a communications company once rejected Alexander Graham Bell’s idea.
1. Talk about something you saw recently.
2. Talk about a complaint you made recently.
3. Talk about a decision you made recently.
4. Talk about something you believe.
5. Talk about a dream you have for the future.
6. Talk about something you will always remember.
7. Talk about something you expect to happen in the future.
8. Talk about something people often forget.
C. Combine the ideas in each pair of sentences into one sentence. Use a noun clause.
The next bus is due to arrive at 6:00. I’m sure of it.
I’m sure that the next bus is due to arrive at 6:00.
1. She’s worried. She thinks she’s going to fail the class.
2. We’re going to have a mid-term exam. Are you aware of that?
3. We’re lucky. We had good weather for the picnic.
4. He drove all the way here from his house. I’m amazed.
5. Joanne passed the exam. I’m certain.
6. He didn’t get the job. He’s really disappointed.
7. The summer is finally here. I’m glad about that.
8. Don’t you like coffee? I’m surprised.
D. Look at the picture. Describe the scene and how you think each person feels. Use noun clauses.
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4 Conversation
Sophie: I’d like to speak with a manager.
Anne: I’m the manager. How can I help you?
Sophie: Look at my hair!
Anne: It’s lovely.
Sophie: I’m not going to beat around the bush. I am very upset with this haircut. It’s by far the worst haircut I’ve
ever gotten. The hairstylist didn’t listen to me at all. This is not the style I asked for. I’m fit to be tied.
Anne: I’m sorry you didn’t get what you were expecting. But I have to tell you, I saw you when you
walked in. I did a double take when I saw you after the haircut. I think this style really suits you. It’s
a dramatic improvement.
Sophie: But it’s too short and it has all these layers! I look ridiculous.
Anne: Not at all! You just aren’t used to it. Trust me. It brings out your eyes, and it makes you look more
sophisticated.
Sophie: You’re just trying to make me feel better.
Anne: No, I’m being entirely honest. You look elegant and sophisticated.
Sophie: I have a wedding to go to this weekend, and I wanted to look my best.
Anne: Perfect! You’re going to blow them away with your new style.
Sophie: You really think so?
Anne: Absolutely. I’ll tell you what: See what happens at the wedding. If your family and friends don’t like it,
come back next week, and we’ll give you any haircut you want on the house.
Sophie: Well, OK. I guess that’s fair.
Real Talk
About the Conversation beat around the bush = speak indirectly
1. What was Sophie’s complaint? by far = by very much; obviously
2. How did Anne respond? fit to be tied = very angry
3. How did Sophie’s attitude change by did a double take = looked again in surprise at someone or something
the end of the conversation? Why? blow them away = really impress them
on the house = free
Your Turn
Role-play with a partner. Think of a situation in which someone might make a complaint about a
service or product. Pretend you are the customer and make the complaint. Your partner, who has
given the service or represents the business, responds to the complaint.
Making a Complaint
I am very unhappy/upset about/with… I’m sorry to have to say this but…
I insist that you… This is completely unsatisfactory.
I want to make a complaint. This is not what I expected/is nothing like…
I’d like to speak with a manager. This…is too…
I’m not (at all) satisfied with this (situation).
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5 Listening baby food
Listen to the lecture given by a nutritionist about fad diets.

Then complete the chart.
cabbage
Name of Diet Idea Behind Diet Problems with Diet
1.
2.
3.
cotton balls
6 Pronunciation
Affirmative auxiliary verbs are usually not stressed in sentences unless they are used for special emphasis.
However, negative auxiliary verbs are stressed within sentences. Listen and practice.
1. One recent fad diet that was popular with some famous people was the baby food diet.
2. Baby food has a texture and taste that is unappealing to adults.
3. The small portions aren’t enough to keep an adult healthy.
4. It doesn’t provide any of the vitamins and nutrients a person needs to survive.
5. This diet isn’t guaranteed to result in weight loss.
1. ______ emerge a. idea of perfection
2. ______ famine b. done from feeling rather than reason or learned behavior
3. ______ ideal c. the relationship of one part of something to another part in size and shape
4. ______ instinctive d. appear
5. ______ plump e. something against which other things are measured
6. ______ proportion f. change in form; be different from
7. ______ standards g. serious food shortage
8. ______ vary h. slightly overweight
B. C
a dictionary.
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8 Reading
Changing Concepts ofinBeauty

Before Reading
Describe the features that you notice when you first meet someone.
History
Most societies place great value on beauty whether in art and architecture, fashion and appearance,
or design and advertising. Throughout history, elegance and beauty have been the subjects of
admiration and fascination. In modern times, we have competitions to find the most beautiful person,
magazines to tell us about trends in fashion and design, and a billion-dollar cosmetics industry built
around looking and feeling beautiful. Yet despite the importance placed on beauty, one question
remains: What is beauty?
The ancient Greeks thought that proportion was the key to beauty. The Greeks believed that they
had discovered the mathematical formula that represented perfect beauty, which was based on
proportions in nature. According to this formula, for example, the ideal face was two-thirds as wide
as it was high. Modern research has proven that the basic concept of the Greeks’ formula, if not the
formula itself, was correct: Beauty does seem to relate to proportion and balance. When related to
beauty, these qualities are called symmetry. A perfectly symmetrical face, just like a symmetrical flower,
would have a left side that is identical to its right side. Research has shown that the more symmetrical
an object or a face is, the more beautiful it is believed to be.
You might assume that this response to symmetry is something we learn. However, research has
shown that the human appreciation for symmetry is instinctive. It has been found that babies will spend more time staring
at pictures of symmetrical objects than they will at photos of asymmetrical objects. Not only is this response instinctive,
but it does not appear to vary from one culture to another. In a study conducted at the University of Louisville, Kentucky,
participants from thirteen different countries were shown pictures of a number of different people. All the participants rated
the attractiveness of the people in the same way. They all gave the highest ratings to the people with the most symmetrical
faces.
While it is true that people across all cultures tend to admire symmetrical features, standards of beauty do vary from one
culture to another and from one time period to another. For example, each of the following was considered beautiful at a
certain time and place, but would not be considered so today:
• During the Elizabethan era in England, women thought that high foreheads were elegant. So they plucked inches of their
front hair to achieve this look.
• Also during the Elizabethan era, women brushed egg whites over their faces in order to have a glazed look.
• In ancient China, the belief that it was elegant for women to have tiny feet led to foot binding.
• From the 14th to 19th centuries in Europe, women would bind their waists. The binding was sometimes so tight that often
women could not breathe properly and sometimes fainted.
Another example of how the concept of beauty and fashion changes with time is the way attitudes toward weight have
changed through the ages. In Europe between 1500 and 1900, a plump figure was considered very attractive. Famine
was widespread, so plump figures represented health and wealth. During that period, it was common for people to pad
themselves in order to look heavier.
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In the 1900s, fears of food shortages started to diminish, and with it, so did the chubby figure. A new ideal began to emerge:
Thin was in. Of course, this trend has continued to today. Because there is an overwhelming amount of fattening food
available in most developed countries, it is now considered more attractive and healthy to be thin.
Today, fashion and beauty products are usually associated with women. However, this, too, is the result of a change that
took place over time. In fact, the male form was the original standard of beauty in Western culture. The muscular and fit
male athlete was the ideal of elegance. For hundreds of years, make-up was associated with both women and men. Men
in ancient Greece, Egypt, and Rome wore make-up on their faces and nails. Roman men even had some bizarre beauty
practices of their own, such as the habit of bathing in crocodile water to improve their skin. Men’s grooming and make-up
went in and out of style a number of times through history, before becoming very unfashionable during the industrial age of
the early 1800s. However, there are signs that masculine concern for appearance is making a return, as more men are joining
gyms and opting to use skin care products than ever before.
The standards for beauty and fashion have changed frequently throughout history and will, no doubt, continue to do so.
However, one thing unlikely to ever change is people’s fascination with beauty.
After Reading
1. How did the ancient Greeks view beauty? What did they base their formula on?
2. What is symmetry? How does it relate to beauty?
3. What has research shown?
4. Give an example of something considered beautiful at a certain time and place in history.
5. How have attitudes toward body weight changed over time?
9 Speaking
1. Think about and compare inner and outer beauty. Work in pairs/groups.
2. Make notes of your ideas in the chart. Then use your notes to present and discuss your ideas in class.
Inner beauty Outer beauty
Advantages
Disadvantages
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10 Writing
A. 1. How important is wealth, in your view? What can it buy? Make a list.
2. Are there things that “money cannot buy”? What are they?
3. Why do you think most people are interested in earning enough money
for their families? What kind of expenses do they need to cover?
• What is the writer’s view on the issue?
• What arguments does he use to support his view?
• What kind of examples does he use?
5. Do you agree or disagree with the writer? Why? Why not?
The importance of wealth

Although a lot of people say that money is not everything, I think wealth brings far
more benefits than problems. It is common knowledge that people who are well
off have easier lives. They don’t have to worry about living expenses, household
bills, school tuition, medical bills, and a lot more.
Consider a person who has three children. He is educated and holds a reasonable
job with a reasonable salary. However, one of his children develops a condition
that requires ongoing care and costly medication, while the other two are
planning to study law and medicine. They expect to eventually go abroad in order to complete their postgraduate
studies and specializations. His wife, who used to teach, can no longer work as she has a problem with her eyes.
How is he going to manage?
It is obvious that this otherwise happy person with a happy family is faced with a predicament. He has to decide
whether he can support everyone’s plans and dreams or prioritize things in a way that will allow for partial
satisfaction. In other words, should he encourage his two healthy children to go ahead and study but not expect to
specialize abroad; or should he reduce medical expenses by moving his sick child to a cheaper facility? On the other
hand, they are all his children, and he doesn’t want to discriminate against any of them. He wishes he could find a
way to fund everything and not displease anyone. In addition, his wife is going to need surgery soon.
I think the situation above demonstrates the importance of money as a means of providing and catering for
a family’s needs in a satisfactory manner. None of the problems that worry the father day and night and have
changed his mood and personality would exist, if he had the funds. Naturally, wealth cannot buy happiness if there
is none to be had. On the other hand, it can help sustain it in cases like the one described.
So regardless of how materialistic this might sound, I believe that money is important. What I would like to say to
those who claim that health is more important is that, although this might be true, it is equally true that having
money can preserve a sense of well-being and health more effectively than not.
6. Read the text again and answer the questions.

• H ow many paragraphs are used? What is the theme of each paragraph?
• Identify the thesis statement and supporting argument.
• What does the writer use to support his view?
a. examples
b. questions to the reader
c. opposing views and comments
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B. 1. Write a persuasive essay, answering the question: Is beauty important?
2. Think of reasons why beauty is and is not important, and write them in a chart. Use your chart to help you
decide what viewpoint you will take in your essay.
3. Write your essay.
Beauty is important because… Beauty is not important because…
The Importance of Beauty I think beauty brings far

,
at being beautiful has its drawbacks
Although some say th y ‘beautiful’, I mean healthy, we
ll-groomed, and
pro ble ms . Wh en I sa l good on
more benefits than od on th e ou tside also makes one fee
at loo kin g go
attractive. It is obvious th
the inside…
Writing Corner
When you write a persuasive essay:
• think about opposing views and arguments.
• consider your viewpoint.
• use arguments that support your view.
• use arguments that weaken the opposing view.
• address your reader in as friendly a manner as possible.
• address opposing views as if you can hear the reader’s thoughts.
• do not patronize your reader and do not be aggressive.
• reflect on the things that put you off and lead you to stop reading something, and avoid such
things when you write.
1. What do you think the effect is going to be if a writer is patronizing or aggressive? Why?
_______________________________________________________________________________
2. How do you react if you get the impression that the writer is not very considerate or fair with the
reader?
_______________________________________________________________________________
_______________________________________________________________________________
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Need to Be (Done)
The hairbrushes need to be produced more cheaply. (= Someone needs to produce the hairbrushes more cheaply.)
The zip on my handbag needs to be replaced. (= Someone needs to replace the zip on my handbag.)
Have/Get Something (Done)

Use have or get, with the past participle, when someone else does the service for you.
I will have/get my hair cut tomorrow.
I’m having/getting my hair cut tomorrow. What style should I ask for?
I’m going to have/get my hair cut next week. I need to book an appointment.
I had/got my hair cut yesterday. What do you think?
Past Participles as Adjectives

break–broken The zip was broken. He fixed the broken zip.
crack–cracked The mirror was cracked. I threw away the cracked mirror.
damage–damaged Her health was damaged by the fad diet. The fad diet damaged her health.
tear–torn The shirt was torn. The tailor sewed the torn sleeve.
A. Say what is wrong with the following items. Then say how the things should be fixed. Use the words in the
box to help you.
dry-clean repair replace sew sharpen fix mend
The jacket is stained. It needs to be dry-cleaned.
1 2 3
4 5 6 7
B. Work with a partner and make a list of services you have used in the past. Talk about what you had or got done.
Were you satisfied with the service provided?
A: I got my hair cut last month. The style of haircut was not what I asked for! I was not happy at all.
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Present and Past Participles
Use a participle clause to give more information. Use the present participle (the –ing form) when the
meaning is active.
Companies selling beauty products understand the importance most societies place on appearance.
People arriving early will be given priority seating.
Use the past participle (the –ed form) when the meaning is passive.
The cosmetics industry, built around making people look and feel more beautiful, is worth a billion dollars.
The jewelry stolen last week has been found.
Participle Clauses With Conjunctions and Prepositions

Use the –ing form of the verb after these conjunctions and prepositions: while, before, after, on, without, instead of.
While working out at the gym, he saw an old school friend.
Before exercising, you should have a medical check up.
On arriving at the school, you should give your name to the person on the front desk.
Instead of going to the gym, he decided to play football.
Past and Present Participial Adjectives

The past participle and the present participle forms of a verb can also be used as adjectives.
Past participles generally end in -ed (but can also end in -d, -t, -en, or -n) and describe
how someone feels.
Mariam and Mona were excited about visiting the new store.
Present participles always end in -ing and describe what causes the feeling.
Looking at jewelry for a wedding is exciting.
C. Rewrite the sentences using a past or present participle so that

the meaning stays the same.
Mona tried on gold earrings. Mariam told her about the wedding plans. (while)
While Mariam told her about the wedding plans, Mona tried on gold earrings.
1. The train which is arriving on Platform 3 is the 10:33 Fast City Link. (arriving)

2. The doctor who they called out lives nearby. (called)

3. They didn’t go home. They went to the park instead. (instead of )

4. He was listening to the football game on the radio and at the same time he did his homework. (while)

5. The stock market crash which occurred in 2008 affected many people around the world. (occurring)

6.
The news that Jack hadn’t been accepted to his first choice of university was disappointing. (disappointed)

7. As soon as you arrive at the airport, you must check in your bags. (on)

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12 Project
1. Work in pairs/groups. Research 2 or 3 cosmetic products, such as a shampoo, conditioner, skin cream,
lotion, etc., and collect information about their:
• ingredients • testing
• purpose • promotion
2. Study the promotional material you have discovered, e.g. leaflet, prospectus, website, poster, etc., and
find out what the product claims to do. For example, a shampoo might claim to remove dandruff
miraculously after a few uses. Does it?
3. Find out if the claim is true or not. Ask people and search for information on the Internet.
4. Use the chart to make notes. Then use your notes to design and prepare
a poster presentation. Remember to use photos or illustrations.
5. Try to find out which products the product in question is competing against
in the market. Collect information about them.
6. Share parts of your presentation within your group. Present in class.
Allow 5 minutes for questions and answers after each presentation.
Cosmetic 1 __________________ 2 __________________ 3 __________________

Ingredients
Purpose
Claim
True facts
Source of true
facts/evidence
Competing
products
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13 Self Reflection

discuss beauty products and practices throughout history
talk about the importance of beauty products
make a complaint
respond to a complaint
use noun clauses beginning with that
use noun clauses after verbs
use noun clauses after adjectives
use noun clauses as subjects of sentences
use the structures: needs to be done; get/ have done
use present and past participles in a range of ways


from the unit again
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EXPANSION Units 1-3
1 Language Review
A. Complete each sentence with might have, could have, must have, should have, or was/were
supposed to. For some items, more than one modal is possible.
1. He _____________ enjoyed the game if he had gone with them. But then again,
he _____________ been bored.
2. You _____________ told us that you needed a place to stay. There’s plenty of room
in our apartment.
3. Luke was really hoping to get the job. He _____________ been disappointed when they
gave it to someone else.
4. She _____________ not _____________ said she preferred Maria’s hair long. I think she
hurt her feelings.
5. Where were you on Saturday? You _____________ help clean the apartment.
6. If your dinner was cold, you _____________ asked the waiter to heat it up.
7. The streets are all wet. It _____________ rained last night.
8. John _____________ graduate in June, but he decided to take a year off.
B. Join each set of words together to form a sentence. Use so, such, so many, so much, so little,
or so few…that…
the adhesive is / strong / it stuck my fingers together
The adhesive is so strong that it stuck my fingers together.
1. the noise was / startling / it made us jump
2. they are / good friends / I assumed they would go to the same university
3. I had / interest in the documentary / I fell asleep halfway through it
4. people were / outraged by the radio announcer’s comments / his show was cancelled
5. he got / disoriented driving in the city / he had to use his GPS to find his way home
6. he is taking / classes this semester / he has time to work two jobs
7. it was / a violent storm / it snapped most of the branches on that tree
8. she is / an absent-minded person / she forgot her dental appointment
9. the accident did / damage to the car / it’s not even worth fixing
10. there were / people ahead of us in line / it took an hour to get into the museum
C. Complete each sentence with a participle phrase and an idea of your own.
After spending the day at the beach , he was very sunburned.
1. While ____________________________________________, I had the most exhilarating feeling.
2. After ____________________________________________, she didn’t feel very well.
3. Before ____________________________________________, he was nervous.
4. While ____________________________________________, Paul felt completely relaxed.
5. After ____________________________________________, her English was much improved.
6. Before ____________________________________________, we always make sure the doors
are locked.
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D. Complete each sentence with a noun clause that is true about you.
Sometimes I complain that I have too much homework .
1. Ten years from now, I hope that ____________________________________________.
2. I sometimes fear that _____________________________________________________.
3. I would never forget that __________________________________________________.
4. When I was younger, I decided that _________________________________________.
5. Last week in class, I learned that ____________________________________________.
6. When most people meet me, they probably notice that _________________________.
7. My parents expect that ___________________________________________________.
8. People who have known me a long time know that _____________________________.
E. W
rite a sentence with an adjective + noun clause for each picture. Use the adjectives
provided and your own ideas.
(worried) 1. (disappointed) 2. (happy)

He is worried that he may
have failed the exam.
3. (surprised) 4. (unaware) 5. (glad)
F. Use the words and phrases to write sentences with noun clauses as the subjects.
true: elephants have great memories
It is true that elephants have great memories.
1. a fact: your diet affects your health
2. unlikely: he’ll be able to afford a car this year
3. funny: he doesn’t like tomatoes, but he does like tomato soup
4. strange: he missed the goal even though he was very close to it
5. obvious: people who study harder usually get better grades
6. possible: if people start using alternative sources of energy, global warming can be slowed
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EXPANSION Units 1-3
2 Reading
Before Reading
1. What are you afraid of?
2. How does your body respond when you feel fear?
PHOBIAS: NOTHING TO FEAR

John Dickson was walking down the street with his friend Len when a cute, friendly, little squirrel ran over
to them. Len knelt down and gave it a nut, but John froze and backed away in terror. Although the squirrel
was clearly not a threat, John felt so terrified that his heart began pounding. He broke out in a cold sweat,
and he felt like he was about to faint. Why did John have such an extreme reaction to such a harmless
animal? John has a phobia of animals.
A phobia is an intense, irrational fear of a specific situation, activity, or thing that, in actuality, doesn’t pose
any true danger. People with phobias have a feeling of uncontrollable anxiety when they are exposed to
the source of their phobia. This psychological reaction causes many physical symptoms. Some symptoms
include shaking, rapid heartbeat, difficulty breathing, sweating, chest pains, dizziness, and a feeling of
overwhelming anxiety. When a person has such physical reactions to something they fear, they are said to
be having a panic attack.
People with phobias feel such great distress when they encounter the thing they fear that they go out
of their way to avoid such an encounter. People with phobias often know that their fears are irrational,
but feel completely unable to control their fears. Sometimes a phobia has only a minimal impact on a
sufferer’s life. For example, Janet Acra has a paralyzing fear of spiders (arachnophobia). However, as long as
she avoids going into woodsy or grassy areas, she is generally able to avoid seeing them. Some phobias,
however, can prevent sufferers from participating in normal, everyday activities. These kinds of phobias can
have a devastating impact on the sufferer’s life. For example, after being in a car accident, George Ramirez
developed ochophobia, a fear of riding in vehicles. After that, the only way George could get from one
place to another was to walk. And, since his college was 20 miles (32 kilometers) away—too far to walk—
George dropped out.
There are hundreds of different kinds of phobias, but only a handful are very
common. One of these phobias is the fear of heights (acrophobia). People with this
fear are unable to look out the window of a tall building without feeling a panic
attack coming on. Another common phobia is the fear of being in confined spaces
(claustrophobia). People with claustrophobia commonly feel trapped when they
are in small, enclosed places like elevators, tunnels, or closets. On the other hand,
people who suffer from agoraphobia fear being in large, wide-open spaces, or
places where leaving would be difficult. Agoraphobics generally avoid places like
shopping malls, stadiums, and other crowded places. Some people develop such
intense agoraphobia that they are not able to leave their home for years.
In addition to the more common phobias, there are dozens of unusual, little-known
phobias, such as the fear of clowns (coulrophobia), fear of taking a bath or shower
(ablutophobia), and fear of trees (dendrophobia). In fact, there is even a fear of
phobias (phobophobia)!
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Although no one knows for sure how phobias develop, some researchers
believe that phobias are passed from parents to children in one of two
ways: either by inheriting the gene for a phobia, or by observing a parent’s
phobic reaction to something and learning to react in the same way. Another
possibility is that phobias are a reaction to something frightening a person
may have previously experienced. For example, John Dickson could have
developed his fear of animals (zoophobia) when, as a child, he saw an animal
bite another child.
However, there are treatments that can help people with phobias. While
some people take medication to alleviate their phobias, many others go
to counseling where they learn techniques to overcome their phobias
permanently. For example, learning simple relaxation exercises can help
people feel more in control when confronted with feared objects and
situations. People can also be taught to overcome their fear through gradual
exposure to it. For example, a person with a fear of heights might be encouraged to imagine being in a tall
building. Once capable of doing this without having a panic attack, the person might be brought into the
ground floor of a tall building. After becoming comfortable there, the person would be brought to the second
floor. Eventually, the phobic person would reach the top floor of the building and the end of their fear.
There is a Japanese proverb that says, “Fear is only as deep as the imagination allows.” People who have learned
to overcome phobias understand how true this is.
After Reading
A. Write each word next to its antonym.
alleviate confined devastating distress irrational
1. improving _________________________
2. intensify _________________________
3. comfort _________________________
4. released _________________________
5. logical _________________________
B. Answer the questions.

1. What is a phobia?
2. What are some physical symptoms that a person with a phobia might experience?
3. Name two phobias and describe them.
4. Why do people develop phobias?
5. Explain some of the treatments available to people with phobias.
Discussion
1. Imagine you know someone who has a fear of cats. How might you try to help that person?
2. Do you think phobias are genetic, learned, or both? Explain.
3. Do you think people of different cultures are more likely to have different phobias? Explain.
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EXPANSION Units 1-3
3 Language Plus
Read the sentences. Then match the idioms with the pictures.
a. When the burglar broke into my house, I was scared to death.
b. That book of scary stories is so spooky it will make your hair stand on end.
c. I was scared stiff while watching that horror film on TV.
d. You will scare the living daylights out of her if you sneak up behind her.
e. Before giving a presentation, I often get goose bumps.
f. I shake like a leaf every time I pass that big, abandoned house. 1. ___________________________
scare the living daylights out of
2. ___________________________ 3. ___________________________
4. ___________________________ 5. ___________________________
4 Writing
Tools for Writing: Sentence Fragments
A sentence fragment is a dependent clause that is incorrectly
treated as a complete sentence.
Incorrect: Because he’s so intelligent. 6. ___________________________
Sentence fragments can often be fixed by either adding the fragment
to an independent clause, or by removing the introductory word
from the fragment.
Correct: I like listening to his lectures because he’s so intelligent.
Correct: He’s so intelligent.
Correct these sentence fragments.
1. After the news report was over. 3. Unless the weather is nice.
2. If I go shopping. 4. Because we eat too much fast food.
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Writing Prompt
Write an informational essay about a psychological condition or disorder. Include grammar points from
Units 1, 2, and 3.
Write Your Essay

1. Decide what condition you want to write about. Some possible subjects include stuttering, insomnia,
dyslexia, anxiety, attention deficit disorder, and eating disorders.
2. Research the disorder to answer the following questions: What is this disorder? What causes it? What
are the symptoms? What are some example cases? How is the disorder treated?
3. Use a chart to record information and organize your ideas.
4. Write a draft of your essay. Be sure to avoid plagiarism.
Disorder: _____________
Paraphrase and cite sources when necessary.
5. Have a partner read and comment on your draft. Use Definition
your partner’s comments and suggestions to revise Causes
your essay.
Symptoms
Example cases
Treatment
Developing Your Writing: Avoiding Plagiarism

Plagiarizing means copying ideas and words from another writer without giving credit to the writer.
When you gather information for your essays, be careful to note any information you take directly
from another source. When using this information, avoid plagiarism by doing the following things:
Quote exact words: Place exact words from another source in quotation marks. This clearly indicates
that the words in quotations are not your own.
Paraphrase: Summarize and put ideas from another source into your own words.
Whether you use exact quotes or paraphrase, be sure to give credit to the original source after the
quote or paraphrase. Then include a list of your sources at the end of your essay.
Stuttering
James has to give a speech in front of his class, and he doesn’t want to. He is afraid
that he will embarrass himself in front of his classmates. In fact, he is so scared of
embarrassing himself that he would rather accept a failing grade for the assignment
than take the risk.
James is a stutterer. Stuttering is a common speech disorder that affects a little
less than one percent of the population. People who stutter repeat or prolong sounds
and words, which disrupts the normal flow of speech. (NIDOCD, 2009)
National Institute of Deafness and Other Communication Disorders.

September 3, 2009. <http://www.nidcd.nih.gov/health/voice/stutter.asp>
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4 They Said, We Said
1. What is gossip?
2. Do rumors circulate quickly? Why or why not?
4 Benjamin Franklin once said, “To
3. Do you think gossiping is wrong? Why or why not?
find out people’s faults, praise
them to their friends.”
2 To quote George Bernard Shaw, 5 Bertrand Russell
“The things most people want to
1 Will Rogers said know about are usually none of said, “No one
that the only time their business.” gossips about
people disliked other people’s
gossip was when secret virtues.”
the gossip was
about them.
3 There’s a Spanish proverb that

says: Whoever gossips to you
will gossip about you.
7 Eleanor Roosevelt said, “Great

minds discuss ideas, average
minds discuss events, and small
minds discuss people.”
6 Someone once said that trying

to squash a rumor was like
trying to unring a bell.
8 Oscar Wilde said that there was

only one thing in the world worse
than being talked about, and
9 “If everyone knew what others
that was not being talked about. said about him, there would not
be four friends in the world.” A
French mathematician named
Blaise Pascal said that.
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11 Someone once said that a gossip is one
who talks to you about others; a bore is
one who talks to you about himself; and
10 In an interview I saw recently, a celebrity a brilliant conversationalist is one who
asked if it was possible for a famous talks to you about yourself.
person to live without hearing rumors
about himself.
12 I read an interview with a famous celebrity. He said that he

thought that the hardest part about being a teenager wasn’t
dealing with the gossip in the scandal magazines, but dealing
with the criticism, ridicule, and gossip of other teenagers.
Quick Check e
Q
A. Vocabulary. Match each word to its definition.
1. _____ brilliant a. pointing out bad points about something
2. _____ circulate or someone
3. _____ criticism b. making fun of
4. _____ praise c. say complimentary things
5. _____ ridicule d. move around
6. _____ rumor e. gossip that follows an embarrassing event
7. _____ scandal f. morally good characteristics
8. _____ virtues g. information that comes from gossip rather than
a reliable source
h. exceptional

1. Who doesn’t like being the subject of gossip? Who does?
2. What are some of the frustrations celebrities have expressed about gossip?
3. Explain the meaning of the Spanish proverb in your own words.
4. Which quote do you most strongly agree with? Why?
5. Do you disagree with any of the quotes? If so, which one and why?
2 Pair Work

Play a game of “telephone” with your class. Work with your partner to think of a rumor to spread about a
famous person. Whisper the rumor to the person next to you. That person whispers it to someone else.
Continue to pass the message around the classroom, trying to keep the exact wording. The last person says
the rumor out loud. How close is it to the original rumor?
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3 Grammar

Noun Clauses as Reported Speech versus Quoted Speech
Quoted speech repeats the exact words that someone said. A comma follows the verb in the main clause,
and the quoted speech is placed inside quotation marks.
Reported speech uses a noun clause to paraphrase what someone said. It is not necessary to repeat the exact
words, and quotation marks are not used.
Quoted Speech Reported Speech
My mother said, “Gossiping is a bad habit.” My mother said (that) gossiping was a bad habit.
He said, “Mark cheated on the test.” He said (that) Mark had cheated on the test.
Rules and Exceptions to the Sequence of Tenses

In reported speech, if the reporting verb in the main clause is in the past tense, the tense of the verb in the
noun clause generally moves back one tense.
Quoted Speech Reported Speech
They said, “He likes gossip.” They said (that) he liked gossip.
They said, “He is gossiping.” They said (that) he was gossiping.
They said, “He was gossiping all day.” They said (that) he had been gossiping all day.
However, there are some exceptions to the rule of the sequence of tenses:
1. If the reporting verb is in the present tense, present perfect, or future, the noun clause verb does not
change tense.
She says (that) gossiping is mean.
2. If the noun clause states a fact or general truth, the present tense can (but doesn’t have to) be retained.
The psychologist said that it is (or was) human nature to enjoy hearing about scandal.
3. When the action that the reported speech refers to has not happened yet, either will or would can be used.
Our teacher said that the mid-term exam will (or would) be given next week.
4. The modals should, might, should have, could have, and must have do not change form in reported speech.
“Tim should keep his mouth closed.” He said that Tim should keep his mouth closed.
5. An imperative is changed to an infinitive, and tell is used as the reporting verb.
“Don’t spread that rumor.” My friend told me not to spread that rumor.
Noun Clauses Beginning with Whether or If

To report yes/no questions, whether or if is used to introduce the noun clause. Ask (not say or tell) is used as the
reporting verb.
Jane asked, “Is the rumor true?” Jane asked her friend if the rumor was true.
He asked, “Are they spreading rumors?” He asked whether they were spreading rumors.
A. W
rite sentences that quote the speaker’s exact words. Use said along with correct punctuation
and capitalization.
Professor Jin: There will be no written exams. Professor Jin said, “There will be no written exams.”
1. Rebecca: They should mind their own business. 4. You: I promise that I won’t tell your secret.
2. Albert: Can I have the check, please? 5. Mark Twain: The rumors of my death
3. Me: He deserves praise for all of his accomplishments. have been greatly exaggerated.
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B. Change the quoted speech to reported speech.
Taro said, “Albert and I are going to form a writers’ group.”
Taro said that he and Albert were going to form a writers’ group.
1. Mrs. Jackson said, “I have taught at this school for 15 years.”
2. He said, “My cell phone isn’t working.”
3. The teacher asked John, “Why are you late?”
4. My brother said, “I think I’m going to grow a beard.”
5. They said, “We don’t want to go out tonight.”
6. My sister promised, “I’ll tell you my secret later.”
7. Peter said, “There’s a brilliant lecturer speaking tonight.”
8. We said, “We’ll help them move into their new apartment.”
9. The waiter said, “There will be a 20-minute wait for a table.”
10. Pedro said, “I was watching TV when the earthquake began.”
C. Circle the correct verb to complete each sentence. If both verbs are possible, circle both.
1. They said that they (might / might have) join us later.
2. She says that she (likes / liked) her classes.
3. The weatherman said that there (will / would) be a storm tonight.
4. He said that criticism (is / was) hurtful.
5. My aunt said that I (should / should have) call her this week.
6. The teacher said that a full moon (appears / appeared) once a month.
7. He said that he (has been / had been) to both London and Paris.
8. He asked his friends not (call / to call) him at work.
9. He said that he (will / would) try to come to the meeting.
10. Her friend warned that she (will / would) get in trouble.
D. Change each sentence to reported speech with if or whether.

My friend asked me, “Will you buy a laptop soon?”
My friend asked me if I would buy a laptop soon.
My friend asked me whether I would buy a laptop soon.
1. They asked him, “Is the rumor true?”
2. My sister asked me, “Are you going to tell me your secret?”
3. The waiter asked the customer, “Do you want milk for your coffee?”
4. I asked him, “Did you vote in the last election?”
5. They asked us, “Do you need directions?”
6. She asked her sister, “Can you get some groceries from the supermarket?”
E. W
rite 6 to 8 more lines of dialogue for the phone conversation.
Then change each line of dialogue to reported speech.
Tom: I heard that Ahmed and his wife are flying to Jeddah this week.
Tom said he heard that Ahmed and his wife were flying
to Jeddah this week.
Faisal: I thought Ahmed didn’t like flying.
Faisal said that he thought Ahmed didn’t like flying.
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4 Conversation
Anna: Hello.
Farah: Anna, I’m so glad I found you. You’ll never believe
what I just heard. Ella and Susan had a huge
argument and split up.
Anna: Again? That’s a real on again, off again friendship!
Farah: Yes, but this time I hear it’s for good.
Anna: What happened?
Farah: Rumor has it that Ella told Susan she was tired of her talking about herself and her problems and never
wanting to listen to her. But the real reason was that she was really upset because she found out that
Susan had been talking about her behind her back.
Anna: But she hadn’t, had she?
Farah: No. But Stacy told Ella that she had heard Susan talking about her.
Anna: I thought Stacy was supposed to be Susan’s friend. What a backstabber! Why would she bad-mouth
Susan like that?
Farah: Isn’t it obvious? She said it because she wants to become Ella’s friend. But that’ll never happen because
we’ll set things right!
Anna: We will? How are we going to do that?
Farah: We’re going to talk to Ella and tell her that Stacy was lying. And we’ll do it in front of Stacy.
Anna: Oh, no. I don’t want to do that. You’re better at this sort of thing. I hate confrontation.
Farah: But we need to confront Stacy with this. If we don’t, she’ll do it again. And it’s not right for Ella and
Susan to fall out over a lie. They’d have gotten over that other issue about listening to each other but
not this. Would you forgive me if you found out I had talked about you behind your back?
Anna: Absolutely not. Have you?
Farah: Anna! This is not about us. It’s about Ella and Susan; they’ve been friends since kindergarten.
Anna: Well, so have we. OK, OK, Let’s do it!
Farah: Great! I’ll call you back later with more details.
About the Conversation Real Talk

1. What news does Farah give Anna? split up = stopped being friends
2. Why is Anna surprised at Stacy? on again, off again = something that is not stable
3. What is Anna’s response to Farah’s for good = permanently
suggestion? behind (someone’s) back = without (someone) knowing
backstabber = a person who says bad things about another
person behind his/her back
Your Turn bad-mouth = to criticize someone to other people
Role-play with a partner. Make up some
gossip to tell your partner. Discuss the gossip,
using the phrases for telling a secret and
promising to keep a secret.
Telling a Secret Promising to Keep a Secret

Can you keep a secret? I promise I won’t tell anyone.
Please don’t tell anyone I told you this, but… I won’t say a word about it.
You’ll never believe what I heard. My lips are sealed.
You’re not going to believe this, but… You can trust me.
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5 Listening
Listen to a rumor as it is spread from student to student
at a high school. Then complete the chart.
Rumor Truth
1. What were Matt and Jake
doing?
2. Why did Ryan think they had
gotten into serious trouble?
3. What was their father doing
at the scene of the accident?
6 Pronunciation
Questions usually serve one of two purposes:
1. T o find out information that you don’t already know. This kind of question usually ends with
falling intonation.
2. To confirm that information you believe to be true is correct. This kind of question usually ends
with rising intonation.
Listen and practice.
1. What do you think is going to happen?
2. What’s going on?
3. Isn’t that a bit harsh?
4. What are you talking about?
5. Didn’t all that happen?
1. ______ confidential a. better than others
2. ______ derogatory b. not vulnerable to being affected by something
3. ______ divulge c. done or communicated in secret
4. ______ excluding d. deliberately harmful
5. ______ immune e. showing lack of respect
6. ______ malicious f. leaving out
7. ______ superior g. tell something that was secret
B. C
a dictionary.
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8 Reading
Before Reading
Why do you think people gossip?
Almost everyone has indulged in gossiping about other people at some time. Gossiping seems to be part of human nature.
Gossip is spread in classrooms, in offices, at restaurants, in hallways, on the street, over the phone, and on the Internet. No
one is immune to gossiping or being gossiped about. But just why is it that people gossip?
There are many reasons people gossip. Some people gossip because it makes them feel like they are part of a group. The
people spreading the gossip feel like they are in on a secret and that they are accepted by the people listening to the gossip.
By excluding the person they are gossiping about, the gossipers feel included.
David Jardel has experienced this first hand. David recalls, “When I first graduated from college, I was hired along with a
few other graduates to be an assistant at a news station. It was a really competitive job, and at first, it was difficult to make
friends. We worked long hours and weren’t paid very much. We were all really struggling. Or at least that’s what I thought.
But one day I overheard one of the other assistants, Rick, on the phone with his father. He asked his father if he could send
more money to cover his rent. He also asked him whether he could increase the limit on the credit card he had given him.
I got the feeling from the conversation that his parents were basically supporting him. I ended up gossiping about it to the
other assistants. I knew I was wrong to do it, but at the time, I couldn’t resist. We all had a good laugh about it, and it helped
us bond as a group. But there was a price to be paid for that, and Rick paid it. We used to tease him quite a bit. For example,
if we were ordering a pizza, we would say, “Oh Rick, wouldn’t you prefer to have a nice meal at a restaurant and charge it to
your daddy?” We meant it in good fun, but looking back, I can see how it might have seemed malicious to Rick. He ended up
quitting. I’ve always felt bad about the part I played in his decision to leave.”
Other common causes of gossip are insecurity and a need to feel superior. When you spread rumors about someone, it
reduces that person’s status in other people’s eyes. Judging other people negatively can make insecure people feel better
about themselves, at least temporarily. Jim Lyle recalls having been guilty of this himself: “When I had been at my first job for
about a year, I was hoping for a promotion. Instead, they hired a new guy for the job that I had wanted. About six months
later, a friend who worked in human resources told me that the new guy had been given a really bad performance review.
My friend said that if his performance didn’t improve, he would be in danger of being fired. I knew that this was confidential
information, but each time I was having a conversation with someone in the office, I somehow found myself gossiping
about it.” Gossiping also made Jim feel powerful, important, and like the center of attention—at least for the few minutes
it took to divulge the gossip. However, Jim adds, “His performance improved, and he’s very good at his job now. Also, I’ve
gotten to know him, and he’s really a nice person. Now I’m always worried someone will tell him that I used to gossip about
him!”
Interestingly though, the number one reason most young people
gossip is not insecurity or a need for attention or acceptance.
According to polls, most young people say they gossip out of
boredom. Some people feel that when there is no conflict or drama
in their social circle, life is too dull. For them, spreading rumors shakes
things up and makes life more interesting. In essence, for many
people gossip is a form of entertainment. Cindy LaMott, a 19-year-
old student at a community college admits to being a big gossiper.
Explains Cindy, “The truth is too boring. Gossip is fun. Though, I don’t
know whether I’d feel that way if the gossip was about me!”
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However, for all its potential to do harm, gossip is not always a
negative thing. Some gossip is harmless talk that is part of
how people communicate and stay connected with each other. When people gossip about minor
things, gossip can strengthen bonds between people and within a community. The issue isn’t so much
with gossip itself, but with the content of the gossip. Gossip becomes a problem when it is derogatory
and hurtful.
So the next time you hear a piece of gossip and feel the urge to pass it on, stop for a moment. Ask
yourself whether the gossip will do harm to the person being gossiped about. If you think it might, it’s a
good time to keep your mouth closed!
“ The one w
ho spreads g
After Reading not enter pa
radise.”
ossip will
Answer true or false. Rewrite the false statements to make them true. —Prophet
Mohamme
1. ___ It is human nature to gossip. (peace be up d
on him)
2. ___ Disappointment and anger are common causes of gossip.
3. ___ Gossiping is usually an effective way of gaining acceptance into a group.
4. ___ Gossip usually reduces the status of the person being gossiped about.
5. ___ The number one reason most young people gossip
is a need to feel superior.
to say
him) told us ‘Backbiting is
“The Prophet (peace be upon d about
t they wouldn’t like to be sai
something about someone tha have
if the ba d thing you said about them is true then you
them; m’.”
then you have slandered the
backbited, and if it is false
c narrations)
—(From Muslim authenti
9 Speaking
If you heard harmful gossip about someone you knew, would you do anything to stop it? Why? Why not?
1. Work in pairs/groups. Think about the harm that can be done through spreading rumors and how
you can stop them.
2. Use the chart to make notes. Then use your notes to discuss and compare ideas in class.
Examples of rumors 1. _________________ 2. _________________ 3. _________________
Consequences/harm
The way you would react

upon being told the
rumor
The way you would

stop it
The reason you would

not stop it
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10 Writing
A. 1. Read the title. Do you think gossip is boring? Why? Why not?
2. What do you talk about when you are with your friends?
• What is the writer’s viewpoint? Why?
• How does she react when someone starts gossiping?
• Is she in favor or against minding one’s own business?
Why gossip is boring

I hate gossip. I find it boring and destructive. Yet, so much in the media, in publications,
and on the Web is based on gossip. A lot of people have become so heavily conditioned
to it that they fail to recognize it as gossip. They regard it as news; information for public
consumption.
I met an older friend that I had not seen for some time. She proceeded to tell me all the
“news” about people I knew, and people that I had never heard of. None of it was harmful
on its own but it was infinitely boring and awkward. I honestly felt I was wasting my time and
hers for no obvious reason. I also became very reluctant to share any of my “news” because
I felt that it would very likely become public property.
At some point, she realized that I was not engaged in the conversation and attributed my
attitude to my obsession with work. So she started lecturing me on the negative effects of
not having some normal time off. She then told me about someone else who carried on like
me—someone I knew—and how sick she had gotten through overwork that she had to be
hospitalized for about four months. I started feeling physically sick.
What right does anyone have to upset someone to such an extent that they become sick?
Why is it, that disaster draws so much attention? Why doesn’t anyone tell stories or spread
rumors about good days, successful endeavors, and happy people? Imminent calamity seems
to sell a lot better than a happy development.
The trend has established itself quite well. Most news items are about threats, criminal
behavior, destruction, bankruptcy, war, etc. The more dismal the news is, the larger the
audience, the higher the ratings, and the more successful the program is.
“Mind your own business” is considered rude and aggressive. If you dare utter these words,
you are summarily dismissed as a selfish, insensitive, and ungrateful. Somehow making others’
business our own has become the norm rather than the exception. But I would still say it
and take the risk in order to preserve some peace of mind and do my duty in a small way:
reminding those who care to be reminded that we all have a right to privacy without being
considered peculiar.
4. Read the text again and identify the main idea. Choose the best summary of the main idea from the list:
a. The writer gives her reasons why gossip is rude and unhelpful.
b. The writer gives her reasons why gossip is not boring and helpful.
c. The writer gives her reasons why gossip is harmful and upsetting.
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B. 1. Read the article on pages 60 and 61 again and identify the main reasons given by the writer on
why gossip is an unhealthy and/or harmful practice.
2. Make notes on each main idea in the chart below. Then re-write each main point using your own
words. Don’t introduce anything new, paraphrase only the ideas given in the article.
3. Write a summary of the article. Use linking words. Include an introduction.
Main Idea Paraphrase
Why Gossip is Boring e

d upsetting too. Th
im s th at go ss ip is no t only boring but harmful an
The ar ticle cla all, …
for th is vie wp oin t are many and varied. First of
reaso ns
Moreover, …
In addition, …
Writing Corner
When you write a summary:
• You should first identify the main ideas by underlining them in the article and taking notes.
• You must use your own words and paraphrase the main ideas.
• Do not include examples.
• Do not introduce any new ideas of your own.
• Use appropriate linkers to connect your main points.
• Don’t plagiarize. Remember to cite your source. Look back at page 53 and read about
plagiarism and correct citation.
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Words Connected to Parts of The Body
Look at the picture of candidate running for mayor and say which
parts of the body you can see.
1. eye 9. arm
2. hand 10. ear
3. nose 11. back
4. throat 12. foot
5. head 13. knee
6. mouth 14. shoulder
7. leg 15. teeth
8. neck 16. stomach
Modals and Giving Advice in the Present and Future

Use ought (not) to, had better, and should (not) to give advice.
Ali: The candidate for mayor said he would build a sports complex and lower taxes. We should vote for him!
Majid: I don’t agree. The news story says that he is not telling the truth. We ought not to vote for that candidate. We
had better vote for someone else.
A. Match the problems with the advice. Complete the gaps with a modal verb. Then practice
with your partner.
A: Ali is always making fun of my younger brother.
B: You should talk to Ali and explain how hurtful his behavior is.
Problem Advice
1. I heard a rumor about you. a. You take a rest.
2. We’re very tired. b. He go to the dentist.
3. Miriam is always gossiping. c. You tell the teacher.
4. Ahmed has a toothache. d. You tell me what you heard!
5. The children have a sore throat. e. She about other people.
6. Faisal cheated on the test. f. They drink warm liquids.
B. Imagine your friend has started a rumor which they now regret. Give your friend some advice
and tell them what they should, shouldn’t, had better and ought to do.
A: I told Ali’s brother that Omar had cheated on the text. But it wasn’t
true and I was only angry because he got a better mark than me.
Now the whole school thinks Omar cheated and I’m afraid Ali’s brother
will tell Omar it was me that started the rumor. What should I do?
B: You had better tell Omar what you did and apologize. You shouldn’t ….
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Modals Auxiliaries for the Present and Future
Ability
Use can and be able to to express ability in the present.
Can you keep a secret Yes I can. / No, I can’t.
Is he able to discover who started the rumor? Yes, he is. / No, he isn’t.
Use can and will be able to to express ability in the future.
Will you be able to speak to the principal? Yes, I will. / No, I won’t.
Can you find out who started that rumor? Yes, I can. / No, I can’t.
Permission
Use may and can to express permission.
May I leave early today? Yes, you may. / No, you may not.
Can I have another soda? Yes, you can. / No, you can’t.
Requests
Use can and could to make polite requests. Could is more formal.
Could I have the check, please? Yes, of course./Certainly.
Can I speak with you Sure. / Not now. I’m busy.
Possibility
Use may, might, and could to talk about possibility. Use can’t to talk about impossibility.
Do you think he might give away the secret? He can’t tell. He doesn’t know anything.
Obligation and Necessity
Use must, need to and have to to express obligation and necessity. Use should to give advice.
You must stop gossiping. You should talk about events and not about people!
You must not spread rumors. You shouldn’t tell anyone what you know.
Note: Must is stronger than should. It has a more formal or official tone.
C. Circle the correct verb to complete each sentence. If both verbs are possible, circle both.
1. My grandmother said that we (should / might) call her this week.
2. The teacher told us we (may / could) have a test this week.
3. Ali said after he passes his test, he (can / will be able to) drive his father’s car.
4. The news reporter said the missing helicopter (can / could) be in the Atlantic Ocean.
5. The teacher explained that students (have to / shouldn’t) gossip about other students.
6. Faisal and Omar said they (may / might) play football later. We (ought to/must not) go and play, too.
7. My brother said he (may / might) go to Dubai on vacation this year.
8. That (can’t / must) be the man we saw yesterday. The man we saw was much taller.
9. My father has to work late today and so he (won’t be able to / can’t)
join us for dinner.
10. Excuse me, (can / need to) you help me find the accounts department?
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12 Project
1. Work in pairs/groups. Think about
or research a rumor that caused a
lot of harm. Make notes about it
in the chart.
2. Collect information and data
from different sources. Include
conflicting opinions on the truth
or validity of the story.
3. Use your notes to prepare a
PowerPoint presentation for
your class. Remember to include
photos or pictures.
Source 1: ________ Source 2: ________ Source 3: ________

The rumor
When and how it started
Who was responsible
How it was spread
How it affected the life of

a person / a group / an
organization, etc.
How the person or group

responded/dealt with it
Your view on what

should/shouldn’t have
been done
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13 Self Reflection

discuss gossip and rumors
tell a secret
promise to keep a secret
use noun clauses as reported speech versus quoted

speech
apply rules and exceptions to the sequence of tenses
use noun clauses beginning with whether or if

use a range of modal auxiliaries for the present and future:
must, should, ought to, may, might, can, could
Talk about parts of the body


from the unit again
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5 Express Yourself
1. What languages do you speak?
2. Do you think English is a difficult language? Explain.
3. Why do you study English?
Fascinating Language Facts

1
The most widely spoken language in the
world is Mandarin. There are 885 million 2 There are more people in China who speak
people in China who speak it. English is the
English than there are in the United States.
second most widely spoken language.
3
There are 13 languages that 100 million
people or more speak. These languages
are Mandarin, English, Hindi, Spanish,
Russian, Arabic, Bengali, Portuguese, Malay-
Indonesian, French, Japanese, German,
and Urdu.
5
The language which has the world’s largest
alphabet is Cambodian. It has 74 letters.
4 The language with the shortest alphabet is
There are about 7,000 languages spoken
in the world today. However, about 2,000 Rotokas, used in the Solomon Islands. It has
of these languages have fewer than only 11 letters.
1,000 speakers. 7
Some of the languages that people speak
in Africa include a clicking sound. These
6 languages sound different from and are not
It is believed that nearly half of the estimated related to any other known language. It is
7,000 languages currently spoken in the believed that the click languages may be the
world will have become extinct by 2050. earliest human languages. These languages
can only be spoken properly by those who
8 acquire the language in childhood.
Arabic has influenced many languages.
Many words in English have been borrowed
directly or indirectly from Arabic. Such
words include admiral, adobe, alchemy,
algebra, alkaline, amber, arsenal, candy, 9 There are about 800,000 words in the English
carat, coffee, cotton, hazard, jar, lemon,
mattress, sofa and a lot more. language. This is more words than any other
language in the world. But people who speak
English routinely use only about 1 percent of
the immense number of words in the language.
10
Punctuation did not exist in English
until the 15th century.
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English Language Facts
11
“Go” is the shortest complete sentence in the
English language. 12 The English language has only one solitary
word that ends in the letters mt. It is dreamt.
13
Bookkeeper is the only English word that
has three consecutive doubled letters.
14
There is no word in the English language that
rhymes with month, orange, silver, or purple.
15
The word that has more definitions in the
English language than any other is set.
Quick Check e
Q
A. Vocabulary. Match each word to its synonym.
1. ______ acquire a. single
2. ______ consecutive b. gigantic
3. ______ currently c. learn
4. ______ extinct d. regularly
5. ______ immense e. dead
6. ______ routinely f. presently
7. ______ solitary g. continuous
B. Comprehension. Answer true or false. Rewrite the false statements to be true.
1. ______ English is the most widely spoken language in the world.
2. ______ More people speak English in China than in the United States.
3. ______ The shortest complete sentence in the English language is “We go.”
4. ______ A few words in English have been borrowed from Arabic.
5. ______ Punctuation was introduced to English in the 15th century.
2 Pair Work
Create a five-question quiz about the English language to give your partner. You might ask your partner
to define certain words or to identify words based on clues. Ask each other your questions and discuss
the answers.
1. What does the word equivalent mean?
2. Say one English word that ends in the letters -tion.
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5 Express Yourself
3 Grammar

Adjective Clauses and Relative Pronouns
An adjective clause is a dependent clause that describes or gives information about the noun that comes
before it.
I know a person who speaks three languages.
The language that he/she speaks at home is Spanish.
Relative pronouns relate clauses to nouns in adjective clauses. Use the relative pronoun who for people, and
which and that for things.
Note: The relative pronoun that can also be used when talking about people in general. However, when a
particular person is being referred to, who is preferred.
She is the kind of person that is always there for her friends.
The tutor who helps me with my English is very kind.
Relative Pronouns as Subjects of Adjective Clauses

Relative pronouns can be the subject of an adjective clause. Relative pronouns that are followed by a verb are
subject pronouns. Subject pronouns must always be included.
I am someone who loves doing crossword puzzles.
Words that have many meanings can be confusing.
Relative Pronouns as Objects of Adjective Clauses

Relative pronouns can also be the object of an adjective clause. Relative pronouns that are followed by a noun
or pronoun are object pronouns. Object pronouns can be omitted.
Spanish is a language (that) many people find easy to learn.
There are many words (which) James mispronounces.
Note: Whom is considered more correct than who when used as the object of an adjective clause. However,
whom is very formal. In casual speech, either who is used or the relative pronoun is simply left out.
The teacher (who[m]) I like best is my language professor.
A. Match the sentence halves. Rewrite the sentence, using a relative pronoun to join the two halves.
A photographer is someone who takes photographs.
1. h A photographer is someone who a. have the same meaning.
2. ____ A fashion designer is someone ______ b. lets you read books on a screen.
3. ____ A flag is something ______ c. tests a student’s knowledge.
4. ____ A linguist is someone ______ d. gives the meanings of words.
5. ____ A hammer is something ______ e. is a symbol of a nation.
6. ____ An exam is something ______ f. doesn’t eat meat.
7. ____ An electronic reader is something ______ g. creates clothing.
8. ____ A vegetarian is someone ______ h. takes photographs.
9. ____ Synonyms are two words ______ i. is used to put nails in a wall.
10. ____ A dictionary is something ______ j. studies languages.
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B. D
ecide whether the relative pronoun can be omitted in each sentence. If it can, rewrite the sentence
without it. If it cannot, write no change.
My sister never told me the reason that she called.
My sister never told me the reason she called.
1. The bird that they saw in the museum is extinct.
2. Melissa cooks dishes that are incredibly delicious.
3. That’s not the book that the teacher asked us to get.
4. Where is the food that I brought home from the restaurant last night?
5. The goalkeeper that plays for that team is from my hometown.
6. The people who live next door are always very friendly.
7. John is a person who others can count on.
8. Do you have another pen that you can lend me?
9. The book that you bought me is interesting.
10. Do you know anyone who speaks Swahili?
11. Jane is a solitary person who prefers to be alone.
C. Combine each pair of sentences. Use the second sentence as the adjective clause.
I finally finished reading the book. You gave it to me.
I finally finished reading the book that you gave me.
1. I saw the man. He stole the wallet.
2. The email didn’t make sense. You sent it to me.
3. We saw a film on TV last night. It was really depressing.
4. The man looked confused. He asked for directions.
5. This is the restaurant. We have eaten at this restaurant for three consecutive days.
6. The article isn’t in this newspaper. You want to read an article.
7. She lost the necklace. She borrowed it from her mother.
8. I know the neighbors. They have ten children.
9. Do you like the textbook? You are using it in that class.
10. Where can I find the supermarket? It sells organic fruits and vegetables.
11. You need to write a research paper. The paper cites at least three sources.
D. Complete each sentence with an adjective clause. Use your own ideas.
I like to eat foods that are healthy .
1. English is a language
.
2. I routinely eat foods
.
3. I like people
.
4. Students usually like teachers
.
5. I sometimes worry
.
6. I like books
.
7. I have a friend
.
8. I have a job
.
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5 Express Yourself
4 Conversation
Jason: This restaurant is jam packed.
Badr: I know. I had to elbow my way through the crowd just to
get to the buffet table for some munchies.
Jason: And the people’s voices are way too loud.
Badr: I’m sorry, I didn’t catch that. What did you say?
Jason: I said the people’s voices are way too loud! Hey, did you see that guy in the blue suit?
He seems to be familiar.
Badr: Oh, yeah, he’s the captain of the football team.
Jason: What’s his name?
Badr: Ian Ford.
Jason: Sorry you’re bored, but I was asking you the name of that guy.
Badr: No, I said his name is Ian Ford!
Jason: Oh, sorry. The people’s voices are ridiculously loud. So, what’s he like?
Badr: He’s OK. The only thing he’s interested in is sports. I find him a bit boring.
Jason: Pardon? You found him snoring?
Badr: Oh, forget it. This is crazy.
Jason: Trying to talk over this noise is too difficult.
Badr: Yeah, I can’t deal with it anymore. Do you want to leave?
Jason: What do you want to tell Steve?
Badr: No, I said let’s leave. We can get a bite at the diner on the corner.
Jason: Yeah. Let’s go.
Real Talk
About the Conversation
jam packed = very crowded
1. What problem are Badr and Jason having? elbow (one’s) way = make one’s way through
2. Who is Ian Ford, and what does Badr say about him? a crowd using some
physical force
3. At the end of the conversation, what do Badr and munchies = crunchy junk foods
Jason decide to do?
deal with = put up with
bite = snack
Your Turn
Role-play with a partner. Imagine you are in a noisy or crowded place, such as a shopping mall, a
subway, or a city street. Discuss your English class, pretending that you can’t hear each other clearly.
Use the phrases for asking someone to repeat something.
Asking Someone to Repeat Something

Can/Could you repeat that, please? Pardon (me)?
Could/Would you say that again? What did you say?
Excuse me, but I didn’t catch the last part/the part about… What was that?
I’m sorry. I didn’t catch that. Would you mind repeating that?
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5 Listening

Listen to the students discuss
making mistakes in English.
Then complete the chart.
What She What She

Said or Wrote Meant to Say or Write
1. Badria (about her plans for the weekend)
2. Paula (about her mother’s visit)
3. Tina (about getting caught in the rain)
4. Amira (about a recipe)
6 Pronunciation

Different words in a sentence can be emphasized to convey different meanings.
Listen to the sentences. How does the meaning change in each pair?
1. a. You know ONE of the things that I find most difficult about learning English?
b. You know one of the things that I find most difficult about learning English?
2. a. I know what you MEAN.
b. I know what YOU mean.
3. a. We’ve ALL had that kind of thing happen.
b. We’ve all had THAT kind of thing happen.
4. a. Is THAT a traditional gift in your country?
b. Is that a TRADITIONAL gift in your country?
A. You will see the following words in the reading on pages 74 and 75.
Match the words with their meanings.
1. ______ evolve a. lack of ability
2. ______ exception b. shown to have exclusive legal ownership
3. ______ fictitious c. not favoring one side or the other
4. ______ humanitarian d. develop and change
5. ______ limitations e. honorable
6. ______ neutral f. devoted to improving the lives of all people
7. ______ noble g. make-believe, not real
8. ______ trademarked h. something that is different from what is expected
B. C
heck your answers with a partner. If you do not understand the meaning of a word,
look it up in a dictionary.
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5 Express Yourself
8 Reading
Before Reading
What do you think an invented language is?
Do you think such a language could be successful?
INVENTED
LANGUAGES
Every language has its flaws and limitations. Some people have been so frustrated
with the imperfections of existing languages that they have actually tried to
create better languages themselves! There have been more than 500 attempts at creating such languages. Each of these
invented languages, complete with a vocabulary and grammar of its own, has had a specific goal. For example, some
language inventors have wanted to invent a simple and easy-to-learn language, some have wanted to create a gender-
neutral language, and some have wanted to make language more mathematical or scientific. While none of these invented
languages has ever become widely spoken, there are a couple that have been learned and spoken by a surprisingly large
number of people.
The invented language that has the most speakers is Esperanto. This language was created in 1887 by Ludwig Zamenhof, a
Russian doctor. Zamenhof lived in an area populated by four different ethnic groups that spoke many different languages.
There were a great number of problems between these groups. Zamenhof felt that the language difference between the
groups was the root of the problems. This gave him the idea of creating a language that would not belong to any one
country or culture, but instead, would belong equally to all people. The hope was that a neutral second language would
break down language barriers and build a sense of equality and brotherhood between nations. The language which he
created to fulfill this dream was called Esperanto, which means hope in the Esperanto language.
Because Zamenhof’s goal was clearly a humanitarian one, he was not interested in making any money from Esperanto. He
published a guide to speaking Esperanto, and gave up all rights of ownership to the guide. This way the guide could be
freely circulated to all people interested in learning the language.
Zamenhof wanted as many people as possible to learn Esperanto, so he made the language extremely simple, with no
irregularities or exceptions to the basic rules. For example, in Esperanto all nouns end with an -o. All nouns can be made
plural by simply adding a -j. So the word for friend is amiko, and the plural is amikoj. All adjectives end with an -a. To create
the opposite meaning, a speaker simply adds mal- to the beginning of the word. So, for example, the word for big is granda,
and the word for small is malgranda. The rules for verbs are equally simple, with no irregular verbs and no conjugation.
For all Zamenhof’s good intentions, Esperanto never became the unifying international language he had hoped it would
become. People were not eager to spend time learning a new language which so few other people spoke. However,
Esperanto has survived to this day and is spoken by at least 100,000 people around the world.
The second most successful invented language is called Klingon. Other than the fact that it is also an invented language, it
shares almost no similarities with Esperanto. Klingon, which was invented over 25 years ago, was not created with the noble
intention of promoting the peaceful coexistence of people from different cultures. Instead, it is a trademarked invention of a
major television studio. It was created in 1984 by a linguist named Marc Okrand for use in the Star Trek series. The characters
who speak this language are the Klingon, a fictitious race of people from outer space.
The Klingon Dictionary, which is copyrighted by the television studio, has sold more than 300,000 copies, and has made
quite a bit of money. Unlike Esperanto, Klingon is an extremely complicated language with complex grammar, making it an
immensely difficult language to learn. As a result, it is estimated that only a few thousand people can speak Klingon with any
fluency. Yet interestingly, Okrand intentionally made Klingon difficult to learn. His goal for Klingon was almost the opposite
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of Zamenhof’s goal for Esperanto. Okrand did not want
many people to be able to speak Klingon fluently. On the
contrary, Klingon was designed to be an exclusive language
that could only be spoken by the most committed Star Trek
fans.
The vast majority of invented languages have disappeared
almost as soon as they were created. While the most
successful invented languages, like Esperanto and Klingon, have caught the imagination of a community of people, these
languages are spoken more as a novelty than as a practical, everyday language. The fact that no invented language has ever
become widely spoken seems to tell us something: It is only languages that evolve naturally and slowly over time that have
the power to spread, to continue, and to become part of our identity.
After Reading
1. What are some reasons people have created invented languages?
2. How did where Zamenhof lived inspire him to create Esperanto?
3. If bela means beautiful in Esperanto, what is the word for ugly?
4. Why didn’t Esperanto become an international second language?
5. What is Klingon, and why was it invented?
6. How are Esperanto and Klingon alike? How are they different?
9 Speaking
1. Work in pairs/groups. Think about the languages that you, your family, and relatives can speak and
make notes in the chart.
2. Decide which language(s) you prefer and why. Think about the people who use it, the reason it is
used, how easy or difficult it is, etc.
3. Which language would you like to learn well? Say why you want to learn it. Compare answers. Which
is the most popular language in your class?
Languages 1 __________________ 2 __________________ 3 __________________
People who use it
Reasons/purpose of use
Ease/difficulty of use and

reasons
Your preferred language
of use and reasons
Your choice of language
to learn and reasons
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5 Express Yourself
10 Writing
A. 1. Why do so many people learn English? What are some of the main purposes?
2. How important is it to have a “good accent” in English? Please define “good accent.”
3. How easy is it for you to understand different speakers of English? Justify your answer.
• How important is accent according to the writer?
• What should a learner develop to enhance understanding of spoken language?
• Why do native speakers of English attend courses in English for international communication?
• Why are features of intercultural communication important?
• Do you agree with the writer’s views? Why? Why not?
English as an International Language
In language learning, most people believe that a native different countries! So, for a change, native speakers
speaker-like accent is an asset that can be used to have to attend courses that will familiarize them with new
impress people. The question, however, is which variety of varieties of their language and help them develop the skills
English? The language spoken by people in the North of required to understand the people they communicate with.
England is different from the variety spoken by people in Naturally, intercultural communication and its requirements
the South; and this only touches upon the two ends of the are a very important part of such courses and a
continuum. There is a multitude of regional varieties within. prerequisite for successful communication with members of
So, maybe, the first thing to consider is the reason why different cultures.
we learn the language and what we intend to do with it. English as an international medium of communication is
Is it important for a learner of English to imitate one or an evolving variety that is affected by the speakers of the
more varieties when speaking? No, not necessarily, language, whether they happen to be native or
although people who learn the language in its natural non-native. Therefore, our idea of a good user of
setting tend to adopt regional features in terms of the language has to be modified to accommodate
pronunciation, vocabulary, and grammar. What is more characteristics that make one an effective communicator
useful is developing the ability to understand different across cultures, over and above acquiring a prestigious
speakers, including speakers of other languages as a native speaker accent and structurally accurate use of
primary need. the language. If culture-specific variations will eventually
As more and more people use English as a common be looked upon as varieties of the international medium
medium to communicate with people from other countries, remains to be seen. The fact, however, is that English is no
they affect the language and develop their own variety in longer the property of the English-speaking countries but of
terms of accent, vocabulary, and other features. So much the whole world, and as such, it will inevitably reflect the
so, that special language courses are offered for native culture and norms of different people.
speakers who need to conduct business with people in
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B. 1. Compare your first language with English. How is it similar? How is it different? Compare things
like the pronunciation, grammar, and expressiveness of the languages. Make notes on your ideas
in your notebook.
2. Read the email below and answer the questions:
• Who is writing? Why are they writing?
• How do they start the email? How do they end the email?
Backk to
Rep
Rep•ly
ly Are there any interesting features typical of an email to a friend? What are they?
Bac to sch
school
ool
Reply
Rep ly to
to all
all
Forwar
For ward
d
Printt
Prin
Delete
ete
To:: Badr
To Del
ia
Cc
Cc::
Subje
Su bject:
ct: Back
to school
At tachm
Attac hmen
ent:
t: 789.jpg
Hi Badria,
How are you doing
? Did you have a go
life for all of us! od summer? How’
s school? I guess yo
This is my first we u’ve just started ag
ek back at high sc ain, right? Well, th
ho at ’s
new French teach ol. It has been an
er, Miss Brown. Sh exciting week! I ha
e is a great teacher ve made lots of ne
There are so many but I must admit w friends and we
grammar rules to that I am finding have a
can’t keep up! An lea rn . I th ou ght I French very dif fic
d there are many kn ew th em all an ult.
don’t say them pe new words which d then Miss Brown
rfectly, just as lon I can’t pronounce gives us another
communicate. g as people can un properly. But Miss one. I
derstand me. She Brown says that it
told me that what is OK if I
That made me fee ’s important is that
l a bit better but I I try to
grammar is so easy still think French
in comparison. Oh is much harder th
able to speak as we well, I must keep an En glish. English has
ll as you trying hard to lea lots more words bu
rn French, I suppos t the
Guess what? My pa e, and one day I wi
rents have given ll be
that cool? We shou m e their permission
ld chat soon and to come and stay
make plans! with you during th
Well, time to go an e school holidays!
d study my Frenc Isn’t
have any photos h ho mework! I’ve attac
from your summer hed a photo of m
Well, bye for now vacation? e with on my summ
and send me all yo er vacation. Do yo
ur u
Your friend, ne ws soon.
Josie
3. Write an email to an international e-pal and explain how your language is similar or different to
English.
Writing Corner
When you write an email to a friend:
• greet and sign your letter in an informal manner, e.g. Hi/Hello/Dear + first name and Best/
Best wishes/See you soon/Take care + your first name.
• write as if you were speaking to him/her, i.e. use contracted forms, emoticons, or
abbreviations.
When you want to compare two or more entities:
• identify different aspects/components of the entities that you are comparing, e.g. language:
spoken vs. written language, varieties and speakers, appropriateness (i.e. formal or informal
language); vocabulary: words, phrases, expressions, idioms, etc.
• if you are not sure, look up the topic or entities that you are required to compare and find out
which parts they consist of; then choose the parts/aspects that you want to focus on.
• think of examples and consider similarities and differences, e.g. with language; think of a
situation and consider what people might want to convey to each other and what kind of
language they would use, for example: Two students are talking about a football game they
watched the previous evening. They are running over incidents in the game and arguing whether the
referee was right or wrong in different cases. Each student supports a different team.
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5 Express Yourself

Future with Will or Be Going To
Use will or be going to to make predictions about the future.
Questions (?) Answers (Opinions)
Will people speak Arabic? I guess so. / I don’t think so.
Are we going to learn Chinese at school? I think so. / I hope so. / I hope not.
Will versus Be Going To

Use will to make an on-the-spot offer, request or decision. Use be going to to express a plan that is already made or
decided.
Ali is going to have his work professionally translated, but I can’t afford it. I’ll translate it using machine
translation software on the Internet.
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 (+)
Free machine translation services on the Internet are going to get better and better. By 2030, most people around
the world will be translating foreign languages through machines. They will no longer be learning the lingua
franca (the common global language) to communicate in business and trade.
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 the next couple of years, speech recognition applications ________________ (translate) foreign languages
at business meetings in real time.
2. Someday soon, we ________________ (use) our smartphones to translate printed text by using the camera
function.
3. Cars ________________ on gasoline. They will run on electricity. (not run)
4. Robots ________________ (not/ be able to) make autonomous decisions. They ________________ (do)
what they are programmed to do.
5. In 50 years time, no-one ________________ (use) the lingua franca to communicate. We will all use machine
translation software.
B. Work with a partner. Ask and answer. Which of the following do you think people will still be using in 50 years?
A: Do you think we will still be using ballpoint pens?
B: No, I don’t. I think that we won’t use pens for anything in 50 years and all communication will be digital.
ballpoint pens DVD players magazines cell phones
flat screen TVs microwave ovens books vacuum cleaners oon
to the M
washing machines dishwashers cars planes e Earth
From th Sea
agues Under the
20,000 Le Centu
ry
entieth
the Tw
78 Paris in
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Words Connected with Different Kinds of Vacations
Some words we connect with vacations are:
Adjectives Nouns Verbs
amazing exciting/thrilling marine life rocks visit travel
spectacular luxurious rain forest adventure see hike
magnificent exotic plants wildlife learn
wonderful awesome animals coral reef explore
ancient city desert oasis dive
peaceful/relaxing archaeological site museums experience
inexpensive buildings art galleries trek
popular tombs
Conditional Sentences with If-Clause: Imaginary Situations for the Present

Use conditional sentences to talk about imaginary or hypothetical situations in the present.
Use the simple past in the if-clause.
If I didn’t know foreign languages, I wouldn’t travel around Europe alone this summer.
(But I do know foreign languages, so I’m going to travel around Europe alone.)
Verb: Wish/If only for Unreal Situations

Use wish for things you want to happen but probably won’t. We can also use If only in place of wish to add emphasis.
in the present
I don’t know many foreign languages. I wish/If only I knew more foreign languages.
in the future
My parents won’t let me go on vacation with my friends. I wish/If only my parents would let me go.
Note: Was is usually used in informal spoken English with I: I wish I was on vacation.
C. Match the headings (a—d) to each text (1—4). Complete the gaps with a vocabulary word from the chart above.
a. _____ Scuba Diving in the Red Sea, Saudi Arabia c _____ Ecotourism in the Malaysian rain forest
b _____ Trekking in Oman d _____ Desert Tour, Jordan
1 2 3 4
(1.) Visit the spectacular (6.) ____ in the peaceful (9.) ____ through the rain Follow the Frankincense
(2.) ____ city of Petra. coral (7.) ____ of the forest at Kinabalu Park and Trail from Muscat to Salalah
You’re going to (3.) ____ Red Sea. You’re going to learn about one of the and (13.) ____ the secrets of
this magnificent see some of the most world’s unique ecosystems. the ancient perfume. You’re
(4.) ____ site and see the awesome and colorful You’re going to come into going to visit a (14.) ____
wonderful buildings and (8.) ____ life! Come face contact with thousands of oasis and see (15.) ____
(5.) ____ carved out in to face with sea turtles, different species of (10.) ____ views of mountains, coastal
the rock. lionfish, manta rays, and and (11.) ____, including an villages, and archaeological
dolphins. (12.) ____ variety of orchids. sites.
D. Work with a partner. Read the sentences below and end with your own ideas.
1. If I could choose any destination, 4. He won’t lend me his textbook. I wish
2. If I had some extra money, 5. If we had more time,
3. My friend asked me to go surfing. I wish 6. If I could be anyone in the world,
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5 Express Yourself
12 Project
1. Compare English and Arabic. Find or write sentences that refer to
specific time, i.e. past, present, and future, without time words.
2. Study the sentences and identify similarities and differences.
Compare word order and ways that time is indicated. Remember
to look for relevant data and analyses in books or on the Internet.
Make notes in the chart.
3. Use your notes to prepare a PowerPoint presentation with
additional examples, data, and sources.
4. Use questions to address your classmates and make your
presentation more interactive.
5. Use illustrations to support meaning and/or elicit ideas from
your audience.
English and Arabic Similarities Differences

sentences (word order/time) (word order/time)
1a.
1b.
2a.
2b.
3a.
3b.
4a.
4b.
5a.
5b.
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13 Self Reflection

discuss world languages
talk about the English language
ask someone to repeat something
use adjective clauses and relative pronouns
use relative pronouns as subjects of adjective clauses
use relative pronouns as objects of adjective clauses

use future forms with will and be going to
use conditional sentences with if-clauses (present); and
wish/ If only
talk about different kinds of vacations


from the unit again
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6 Lost and Found
1. Talk about the most valuable thing you have ever lost.
2. Talk about the most valuable thing you have ever found.
Amazing Lost Treasures

Moctezuma’s Treasure
Moctezuma II was an Aztec emperor who ruled from 1502 to 1520. This was a time when the Aztecs controlled
most of what is now Mexico and Central America. In 1520, the notorious Spanish invader Hernán Cortés
kidnapped and killed Moctezuma. Cortés and his men then collected all of Moctezuma’s dazzling treasures and
tried to escape with them. But the Aztecs, who refused to surrender, caught up with the Spanish and fought
them. Cortés and a few of his men escaped empty-handed, but eventually returned to take revenge and to
attempt to steal the treasure again. However, the Aztecs hid the treasure somewhere around Lake Texcoco, and
Cortés never found it.
One of Mexico’s former presidents actually drained Lake Texcoco in an attempt to find the treasure, but he failed
to find any trace of it. Today it is believed that Moctezuma’s treasure is hidden somewhere near Mexico City, but
no one knows exactly where.
Tutankhamun’s Treasure
King Tutankhamun of Egypt, the boy pharaoh, succeeded his father to the throne
when he was barely 9 or 10 years old. He died in his late teens. According to
speculation, he was either assassinated or died of infection after an accident.
Tutankhamun’s tomb, in the Valley of the Kings in Egypt, is the best preserved royal
tomb ever discovered. Theodore M. Davis, an American businessman, was the
first person to find clues that led to the discovery of the tomb. Howard Carter, an
Egyptologist, confirmed, upon examining the clues, that the tomb lay inside the
Valley of the Kings, the royal necropolis of the time.
Carter persuaded his friend Carnarvon to finance his search for the tomb. They had
nearly given up when they finally noticed some steps buried under an ancient
hut, leading to the sealed door of the tomb. They dug an opening that allowed
entry to the tomb, where they found the most amazing artifacts: gold masks and
furniture, stunning jewelry, exquisite paintings and inlaid boxes, and other objects of
astonishing beauty and craftsmanship. It took Carter many years of his life to study
and record all the findings. Everything was photographed and itemized. King Tut’s
treasure toured the world for the first time in the 70s. The second tour began in 2004.
The Amber Room

The Amber Room was a 180-square-foot (17-square-meter) room, whose four
walls were made of six tons of amber, decorated with jewels. The room, which was
constructed by Prussian King Friedrich Wilhelm I, took over eight years to build. It was
completed in 1716, at which time it was given to Tsar Peter the Great of the Russian
Empire as a gift.
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During World War II, the Nazis found the invaluable room,
tore it down, packed it in hundreds of crates, and took it to
a destination that has never been discovered. One theory is
that it was loaded onto a passenger ship that was sunk by a
Soviet submarine. Another possible destination was the Ore
Mountains in Germany, where the Amber Room may have
been buried in salt mines. The most popular theory, however,
is that the Amber Room was hidden in a lost, underground
shelter somewhere in the city of Konigsberg, Germany. The
beautiful room has been called the eighth wonder of the world, and historians estimate that its value
today would be around $142 million. The search for the Amber Room continues to this day.
Quick Check e
Q
preserve notorious surrender treasure
invaluable revenge theory
1. We should do whatever we can to ______ our historic monuments.
2. The burglars tried to steal the woman’s jewelry, but she wouldn’t ______ without
a fight.
3. My ______ is that people search for gold not because they want to get rich, but
because it is exciting.
4. The police were finally able to catch the ______ bank robbers.
5. The explorers found a ______ worth millions of dollars that had been buried for
hundreds of years.
6. Even though Lisa borrowed and lost her favorite earrings, Beth knew it was an
accident and so she didn’t try to get ______.
7. The collection of the Egyptian Museum in Cairo is ______.
1. Why didn’t Cortés escape with Moctezuma’s treasure?
2. What did one of Mexico’s former presidents do in an effort to find
Moctezuma’s treasure?
3. Who was Tutankhamun?
4. What is so special about King Tutankhamun’s tomb?
5. What is special about the Amber Room?
6. What are three theories about the location of the Amber Room?
2 Pair Work
Conduct an interview with a partner. One of you will be Moctezuma, Tutankhamun, or Peter the Great,
and the other will be a reporter. Discuss the treasure each person is associated with. For example: What
did the treasure contain? What do you think happened to the treasure? Will the treasure ever be found? Why or
why not?
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6 Lost and Found
3 Grammar

Using Where and When in Adjective Clauses
Where is used to modify a place in an adjective clause. Where cannot be omitted.
Last year I visited the city where Moctezuma’s treasure is said to be buried.
There are alternatives to using where in an adjective clause. Where can be replaced by:
1. preposition + which
Last year I visited the city in which Moctezuma’s treasure is said to be buried.
2. that/which + preposition
Last year I visited the city that Moctezuma’s treasure is said to be buried in.
When is used to modify a noun or time in an adjective clause. When can be omitted.
Last Monday was the day (when) I found a SR 100 bill on the street.
There are alternatives to using when in an adjective clause. When can be replaced by:
1. that (that can also be omitted)
Last Monday was the day (that) I found a SR 100 bill on the street.
2. preposition + which
Last Monday was the day on which I found a SR 100 bill on the street.
Using Whose in Adjective Clauses

Whose is the possessive form of who. It can stand for his, her, its, and their, and is always used before a noun.
Whose cannot be omitted.
There are people whose lives are spent looking for ancient objects.
Whose can be either the subject or the object of an adjective clause.
Tutankhamun was a pharaoh. His story is the most interesting to me.
Tutankhamun was the pharaoh whose story is the most interesting to me.
The man was very happy. I found his wallet.
The man whose wallet I found was very happy. (Whose is the subject.)
Note: Don’t confuse whose with who’s, which is the contraction for who is or who has.
The woman who’s coming over tonight lost her watch.
She is the woman who’s lost her watch.
She is the woman whose watch disappeared.
ombine each pair of highlighted sentences using where or when. Use the second sentence as the
A. C
adjective clause.
The King’s Palace in Riyadh is the palace. King Salman lives.
The King’s Palace in Riyadh is the palace where King Salman lives.
1. September 23rd is the day. People in Saudi Arabia celebrate National Day.
2. 1918 was the year. World War I ended.
3. There are websites. You can buy used textbooks.
4. 11:07 is the time. My train arrives.
5. Do you know a place? I can buy an electronic reader.
6. Dubai is a city. Many towers have been built.
B. Rewrite your answers for exercise A with an alternative way of expressing where and when clauses.
The King’s Palace in Riyadh is the palace in which King Salman lives.
The King’s Palace in Riyadh is the palace that King Salman lives in.
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C. F inish each sentence with an adjective clause beginning with
where or when.
When I was a child, I lived in a home where there was a lot of love .
1. I’ll always remember the day ___________________________________.
2. I like to visit places ___________________________________________.
3. 2009 was the year ___________________________________________.
4. I’d like to attend a university ____________________________________.
5. I felt nervous the time ________________________________________.
6. I usually eat in restaurants _____________________________________.
7. I like to go to parks __________________________________________.
8. I sometimes have days ________________________________________.
D. Combine each pair of sentences with whose. Use the second sentence as the adjective clause.
I need to thank the classmate. I borrowed my classmate’s cell phone.
I need to thank the classmate whose cell phone I borrowed.
1. I have neighbors. Their son has the TV on loud day and night.
2. Is he the author? His books are so popular.
3. The teacher is fantastic. I’m taking the teacher’s course next semester.
4. I have a friend. My friend’s father is a doctor.
5. He is the chef. His restaurant is notorious for causing food poisoning.
6. Who is the person? Their moldy sandwich is in the refrigerator.
E. Fill in the blanks with whose + a logical noun.

I have a friend whose parents are very demanding.
1. Last night I saw a celebrity on TV __________ __________ was annoying.
2. John is a man __________ __________ are always very stylish.
3. They are popular writers __________ __________ are well-known.
4. It is a poem __________ __________ is very difficult.
5. The student __________ __________ won first prize was very proud.
F. Circle who’s or whose.

1. Do you know the person (who’s / whose) standing at the back of the class?
2. He’s the guy (who’s / whose) notorious for borrowing money that he never repays.
3. Al-Kwarizmi is the mathematician (who’s / whose) ten-digit numbering system had
a great impact on mathematics and arithmetic worldwide.
4. They want to find a secretary (who’s / whose) responsible and efficient.
5. Professor Blake is the one (who’s / whose) taught us math for two years.
6. We have a friend (who’s / whose) brother is in Australia.
7. Is she the woman (who’s / whose) wallet was lost?
8. Amin is a poet (who’s / whose) poetry both my father and I enjoy.
9. I’d like to find out (who’s / whose) eaten everyone’s food.
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6 Lost and Found
4 Conversation
Abdullah: Hey, Mohammed. How was your day?
Mohammed: Leave me alone.
Abdullah: What’s eating you?
Mohammed: Sorry. I’m just really aggravated. I lost the watch that my parents
got me for my graduation. I’m really down in the dumps.
I loved that watch. And, of course, my parents are going
to hit the roof when they find out. If only I’d been more
careful with it.
Abdullah: What a shame. Do you know where you left it?
Mohammed: If I knew where I left it, then it wouldn’t be lost!
Abdullah: OK. OK. Don’t get bent out of shape. When did you realize it was gone?
Mohammed: When I got to work this morning. I looked all over the office and here at home. It seems to
have vanished into thin air.
Abdullah: And when’s the last time you remember seeing it?
Mohammed: I was running late this morning. I remember taking the watch off my nightstand and
looking at it right before I went into the bathroom to shave.
Abdullah: Did you put it on after you looked at it?
Mohammed: No. I didn’t want it to get wet, so I put it on top of the medicine cabinet. Hold on. Let me
take a look… Here it is! Abdullah, you’re a genius!
Abdullah: I keep trying to tell you that!
Real Talk
About the Conversation
eating = bothering
1. Why is Mohammed aggravated? down in the dumps = feeling sad and disappointed
2. When did Mohammed realize that his watch was missing? hit the roof = be very angry
bent out of shape = upset, agitated
3. Where did Mohammed leave his watch? How did he
vanished into thin air = disappeared without a trace
realize this?
Your Turn
Role-play with a partner. Tell your partner about something you lost. Use phrases from the box to
express regret about the thing you lost. Your partner will express understanding and sympathy about
the loss.
Expressing Regret Expressing Understanding

I regret (not) having… How awful/upsetting that must have been!
I regret verb + -ing… I know how that feels.
I will/would never do that again! I’m sorry that happened.
I wish I had(n’t)… That’s too bad.
I’m really annoyed that… What a shame!
I’m sorry I ever…
If only I…
Looking back, I would have…
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5 Listening

Listen to two people talking about things
they have lost. Then complete the chart.
David Mariella
1. What was lost?
2. How did it get lost?
3. How was it found?
4. How will the person avoid
losing it again?
6 Pronunciation
The h sound is often left out at the beginning of:
• the pronouns he, her, him, and his;
• the auxiliary verbs have, has, and had.
Listen and practice.
1.
By the time I came outside to check on him, he was gone.
2.
I spent an hour looking for him around the neighborhood, but couldn’t find him.
3.
It was a woman in one of her classes.
4.
The most important thing I have ever lost was my cell phone.
5.
She said a woman had found it on the beach.
1. ______ accustomed a.
someone who determines the value of something
2.
______ appraiser b.
real
3.
______ astronomer c.
stuck between two things
4.
______ authentic d.
used to
5.
______ stumble upon e.
find something by chance
6.
______ wedged f.
scientist who studies outer space
B. C
heck your answers with a partner. If you do not understand the meaning of a word, look it up
in a dictionary.
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6 Lost and Found
8 Reading
Before Reading
Where are some places that people might find valuable items? Have you ever
looked for treasures in these places? If so, what have you found?
LOOK WHAT
I FOUND!
We are accustomed to hearing announcements of important discoveries made by experts. For example, no
one was surprised that it was an archaeologist who discovered Tutankhamun’s tomb or an astronomer who
spotted Neptune. But every once in a while, the most astonishing discoveries are made by ordinary people.
Take, for example, the story of the Philadelphia man who, in 1989, made a historic discovery in a flea market.
The man, whose identity was never made known, bought an old painting at the flea market for $4. He did
not like the painting, but bought it because he liked the frame. When he got the painting home and took
it out of the frame, he was surprised to discover a folded-up document wedged between the painting
and the backing of the frame. The document appeared to be an old copy of the American Declaration
of Independence. Taking a friend’s advice, the man took the document to a professional appraiser where
he received incredible news. The document was one of the original copies from the first printing of the
Declaration of Independence in 1776. There were only 24 other such copies known to be in existence.
The man put this incredibly rare document up for sale and found a buyer for $2.42 million!
Teri Horton had a similar experience in 1987. Horton was looking through a thrift shop one day when she
came across a painting that she thought was one of the ugliest things she had ever seen. She decided to
buy it for a friend as a joke gift. She bargained the $8 price of the painting down to $5 and dragged the
huge painting to her friend’s home. However, the friend refused to take the painting because she thought it
was too big and ugly. Horton took the painting home and organized a garage sale where she hoped to get
rid of it.
A local art teacher happened to be passing by and saw the painting. She told Horton that the painting
looked like it had been painted by Jackson Pollock, a famous 20th century painter whose paintings sell
for millions of dollars. Horton had the painting evaluated by experts, many of whom agreed with the art
teacher. Since then, Horton has devoted herself to proving that her painting is authentic. She has gained
many supporters along the way, including a powerful art dealer. She has had numerous offers to buy the
painting, including one for $9 million, but has refused each one. Horton is confident that eventually the
art world will accept the painting as an authentic Pollock. If and when this happens, the painting could be
worth over $50 million!
Perhaps the single most historic discovery made by a non-expert in recent years was made by an
unemployed British man named Terry Herbert. Herbert is an amateur treasure hunter who searched fields
and back lots with his metal detector for over 18 years. In all those years, Herbert had never found anything
of significant value. But it is a good thing he was so persistent. In September of 2009, while using his metal
detector on the land of a friend’s farm, the detector started beeping wildly. Herbert started digging and
soon discovered that he had struck gold—literally: He had stumbled upon the largest Anglo-Saxon treasure
ever found. The treasure consisted of 11 pounds of gold and 5 pounds of silver in the form of over 1,500
ornaments, swords, and other weapons. Experts believe this find will give us a much greater understanding
of the Anglo-Saxons, the rulers of England from the 5th century until 1106. They also believe that this
discovery will be considered one of the most important discoveries in British archaeological history.
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The treasure, the value of which will be
determined by a committee of experts, will
be sold to a museum. The money from this sale
will be split evenly between Herbert and the friend who
owns the field where Herbert made the discovery. Herbert says
that this experience has been “more fun than winning a prize.”
A portion of the Anglo-Saxon treasure found
So the next time you pass a garage sale or thrift store, or are clearing
out “junk” from your attic, take a careful look. Who knows what unimagined treasures you may discover!
After Reading
Answer true or false. Rewrite the false statements to be true.
1. _____ An original copy of the American Declaration of Independence was once bought for $4.
2. _____ Jackson Pollock was a famous 19th century painter.
3. _____ Teri Horton owns a painting that may be an original Jackson Pollock.
4. _____ The Anglo-Saxons ruled England in the 1600s.
5. _____ The largest Anglo-Saxon treasure ever found was found with an ordinary metal detector.
6. _____ The Anglo-Saxon treasure found by Herbert consisted entirely of jewels.
9 Speaking
1. Choose a historical place in Saudi Arabia and talk about it. Think about what you might find there.
2. What would you do if you discovered a treasure there, like the people in the reading and didn’t know
it was valuable? Would you get rid of it, keep it, sell it, or have it appraised by an expert?
3. What would you do if you knew it was valuable? Make notes in the chart and compare ideas in
groups.
What would you do

1. valuable document 2. valuable object 3. buried treasure
if you found a…
Describe the…
How would you feel if you

found a…?
What would you do

with the…?
Reasons for your choice
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6 Lost and Found
10 Writing
A. 1. Have you ever lost a piece of luggage during or after a trip? What would you do if you discovered
that you had lost your suitcase?
2. Do you think lost luggage is eventually found or not? Please give reasons.
3. What would you do to avoid losing it?
4. Read the title of the text below. It does not tell you what happened but raises some questions.
• When do you think someone might be thinking or saying this?
• What kind of story do you expect to read about?
5. Read the personal narrative below and find out.
• What is the writer’s occupation?
• D o you know anything about his age or appearance?
• What kind of person do you imagine he is?
• Where did the incident take place?
• What kind of state do you think the writer was in? How do you know?
• C ould you predict the ending before you got to it? Why? Why not?
• H ow do you think the writer felt at the end?
6. What would you have done? Why?
Had I really lost it?

I had just gotten back from a business trip in China.
I had been working very hard for a week, trying to
make the most of my time there; I had meetings
every day, wrote proposals and reports, discussed
options with my associates, and so on. In other words,
I was exhausted! there was no more luggage. I could not believe it!
I had had a long but comfortable flight, during which I had even packed a new laptop in my suitcase to
I had been unable to relax because I kept thinking avoid carrying it. I rushed to the information desk, all
of the backlog waiting for me at work. All kinds of worked up, ready for a fight!
pending issues surged into my mind and started The person in charge was used to dealing with upset
swirling about. I tried to push them back, but with passengers, so he explained what the procedure was
little success. When we landed, I made up my mind to and offered to take me to the service that dealt with
drive to the office first, deal with any urgent matters, lost items, where I would have to fill out a form with
and then go home. all my details. He assured me that, in most cases, the
I headed for the carousel to wait for my luggage. I luggage was eventually recovered. On the way, we
just followed the crowd and stood by with a trolley, walked passed another carousel with some suitcases
waiting for my suitcase to appear. People kept on lined up alongside it. I caught a glimpse of a familiar
picking up their luggage and walking away, and I sticker through the corner of my eye. When I stopped
kept on waiting and getting more and more stressed. to check, I realized that I had found my suitcase. I had
Eventually, the carousel stopped. I was told that been waiting at the wrong carousel!
7. Read the personal narrative again and identify:

• s tatements that provide factual information about what the writer and other people did
• s tatements that provide access to the narrator’s thoughts and feelings
• s ections that convey slower motion and faster motion, and how this is achieved
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B. 1. Write a personal narrative about something important that you have lost and/or found.
2. Before you begin writing, use a chart to outline the events of the story in the order that they
happened.
3. Write your personal narrative describing what happened. Gives as many details as you can about
the experience.
Topic of Narrative: _______________________ Feelings/attitude

First
Next
Next
Then
Finally
How Did You Lose That? l always

em ba rra ss ing on e. It ha ppened in 2009, which I wil
tell is an -inch laptop. It was not
The story I am about to my lap to p. That’s right. I lost my 17
wh en I los t
remember as the year
some
stolen. I lost it. rsi ty libr ary wh ere I had gone to study and do
ge un ive for a spot
My story begins at a lar to ge t in an d ha d to wait for almost an hour
ership ca rd ited about
research. I used my memb ble s wh ere I co uld plu g in my laptop. I was so exc
of the ta d away
to become vacant at one ere , th at I lef t eve ry th ing on the table and walke
just being th p, I
my new membership and ed to ge t ba ck to th e ta ble, where I’d lef t my lapto
ion. When I tri
towards the journals sect the outlet…
no t fin d it . I had forgo tten the number next to
could
Writing Corner
When you write a personal narrative:
• use devices that can make your story more vivid.
• include parts where you are thinking aloud and revealing your thoughts or predicament.
• address direct questions to the reader, such as: Who would think of such a thing?
• vary the pace of your story depending on the events and the feelings/mood involved.
• notice that you don’t need to state everything explicitly; some developments or thoughts are
naturally understood by the reader.
1. Identify all the acts and/or thoughts that are implied and understood by the reader in the
last lines of the model essay and write them.
I stopped walking toward the service desk where I was going to fill out a form for my lost luggage.
I walked toward the suitcases that…_________________________________________________
_______________________________________________________________________________
2. What is the effect on the reader when everything is stated or even restated explicitly?
_______________________________________________________________________________
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6 Lost and Found

Conditional Sentences with If-Clause: Imaginary Situations for the Past
We use past hypothetical conditionals to talk about things that did not happen in the past. They are often used to
express regret or criticism. The past perfect is used in the if-clause.
If Howard Carter hadn’t persuaded his friend, Carnarvon, to fund the search for Tutankhamun’s tomb, he

would never have discovered King Tut’s treasure.
As If/As Though for Unreal Situations

We can use as if and as though + a past or past perfect verb to suggest that something is unreal or untrue.
He talks as if he were an expert in the field. They act as though they had not cheated on the test.
It’s High Time/It’s About Time for Unreal Situations

Use It’s high/about time + past simple to talk express criticism that something should have happened, or should
already have been done.
It’s high time you found a job and earned a wage. It’s about time you thought about the future.
A. Read the situations and speculate on how things might have turned out differently.
Rewrite the situation using hypothetical If-clauses for the present and the past.
Compare your ideas with a partner.
C
arter did not give up the search for Tutankhamen’s tomb. Carter’s team discovered the most amazing artifacts.
The artifacts were moved to The Egyptian Museum in Cairo. Many people have enjoyed visiting the exhibition.
If Carter had given up the search for Tutankhamen’s tomb, he wouldn’t have discovered the most amazing artifacts.
The treasures wouldn’t have been dug up and exhibited in The Egyptian Museum in Cairo. Many people would not have
been able to see the incredible display.
1. A Philadelphia man visited a flea market. He purchased an old painting. Inside the painting was a valuable
and rare document.
2. Teri Horton was having a garage sale. A local art teacher was passing and saw a painting. The teacher told Mrs.
Horton that the painting looked like a valuable piece of art by a very famous painter.
3. Terry Herbert bought a metal detector. He used the metal detector to search for treasure for more than 18
years. He didn’t give up. He visited a friend’s farm and used his metal detector on his friend’s land. He found
a lot of gold. Archaeologists and historians learned a lot about England in the 5th century as a result of Terry
Herbert’s discovery.
B. Use the cue words to write a new sentence with It’s high/about time, as though and as if.
1. Terry Herbert was not dreaming when he found 11 pounds of gold! (feel / as though / be )
Terry Herbert felt as though he were dreaming when he found 11 pounds of gold!
2. We are not rich. (spending money / as though)
3. You should stop gossiping. (It’s high time)
4. You did not see something scary. (look / as if )
5. Adel is not an old man. (walks / as though)
6. You don’t own this house. (behaving / as if )
7. He didn’t take lessons in public speaking. (speaks / as if )
8. Faris needs this job. (talking / as though)
9. My brother ought to take better care of himself. (It’s about time)
10. She started the rumor. (pretends / as though)
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Words Connected With Historical Monuments
Some words we often use to talk about historical monuments are:
ancient tomb archaeologists discover

ethnographic exhibits historians preserve
exquisite artifacts Egyptologist photograph
extraordinary lost treasures king record
priceless museum queen search
breathtaking art gallery pharaoh exhibit
legendary monuments reveal
Inversions
Use the following expressions at the beginning of a sentence + auxiliary + subject to show emphasis:
Not only did they find exquisite paintings, but they also found furniture when they opened up the tomb.
No sooner had they decided to give up than they saw a sealed door leading to the tomb.
Little did they know that they would find some steps buried under an ancient hut.
Not until I heard their story did I understand the hardships they must have suffered.
On no account/ Under no circumstances should they give up the search.
Seldom have I been so lost for words.
Never have I seen something so remarkable.
C. Read each review of museum exhibits in a city. Complete the gaps with a
vocabulary word from the chart above. There may be one more than one possible answer for some gaps.
Jeddah Regional Museum of Archaeology The Egyptian Museum of Antiquities, Cairo

and Ethnography
The first section of the museum houses the lost (7.) ______
The museum can be found in the (1.) ______ of Tutankhamun, the boy pharaoh of Egypt who became a
Khuzam Palace in the Al-Nuzlah al-Yamaniyah (8.) ______ when he was only nine or ten years old. There
in the south of Jeddah. The building, which was are gold masks, stunning jewelry, (9.) ______ paintings and
originally a royal palace, is (2.) ______. There are inlaid boxes, and other objects of (10.) ______ beauty and
artifacts dating from the stone age period, and craftsmanship. The next sections of the museum take you
more (3.) ______ and (4.) ______ which show through a tour of history, including (11.) ______ from the pre-
the rise of Islam. There is also an (5.) ______ dynasty and the Old Kingdom and monuments from more
collection of (6.) ______ items which illustrate recent times. In other rooms you can see (12.) ______ coins
the culture of the region in more recent times. and papyrus. There is also a hall for mummies, housing eleven
(13.) ______ and kings.
D. Rewrite the sentences in your notebooks using the words in parentheses. Use inversions.
Y ou can see ancient coins and papyrus. (not only)
Not only can you see ancient coins, but you can also see papyrus.
1. You can’t take photographs of any rooms or exhibits. (circumstances)
2. I don’t go to museums and art galleries very much these days. (seldom)
3. Ali and Ahmed had just arrived when the seminar finished. (sooner)
4. The ancient Egyptians knew about the medicinal use of oils and kohl. (not only)
5. You are not allowed to touch anything. (account)
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6 Lost and Found
12 Project
1. Work in pairs/groups. Think about and research 2 discoveries that were made by ordinary people by
accident. If you choose to use real stories of your family, interview people who can give you more
information about what happened and the people involved.
2. Make notes about the story in the chart. Include, your own comments.
3. Use your notes to prepare a PowerPoint or a poster presentation of the discovery story in class.
Remember to use photos and/or illustrations.
Discoveries Made by Ordinary People

What was discovered? 1. 2.
Where was the discovery made?
Who made the discovery? How?
What did the finder do?
What was the outcome?
Your views and comments
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13 Self Reflection

conduct an interview
express regret
express understanding
use where and when in adjective clauses
use whose in adjective clauses

use conditional sentences with If-clauses (past time)
use: as if/ as though
use a range of inversions
talk about historical monuments


from the unit again
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EXPANSION Units 4–6
1 Language Review
A. Change the quoted speech to reported speech. In some cases, more than one answer is possible.
Keep away from people who try to belittle your ambitions. Small people always do that, but the

really great make you feel that you, too, can become great. —Mark Twain

Mark Twain advised people to keep away from people who try to belittle their ambitions. He said that
small people always did that, but the really great made you feel that you, too, could become great.
1. We have to be always ready and fit. I train my own children to walk barefoot, to rise two
hours before dawn, to eat but little, to ride horses bareback – sometimes we have not a
moment to saddle a horse, leap to his back and go. —King Abdul-Aziz
2. I will be father to the young, brother to the elderly. I am but one of you; whatever troubles
you, troubles me; whatever pleases you, pleases me. —King Fahd bin Abdul-Aziz
3. A man who views the world the same at fifty as he did at twenty has wasted thirty
years of his life. —Muhammad Ali
4. I will praise any man that will praise me. —William Shakespeare
5. He who obeys the Almighty has no difficulty in exacting obedience to himself.
—King Abdul-Aziz
6. …every Muslim should work on some endowments that could benefit him in the life
after death. Likewise, I prefer for my children to work on developing the wealth, that they
would normally inherit after my death, while I am still alive, rather than keep it and
continue working to increase it myself. —Sulaiman Al-Rajhi
King Abdul-Aziz
(Ibn Saud)
B. Complete each sentence with a relative pronoun and your own idea.
I am accustomed to wearing clothes that are baggy and comfortable .
1. The most ridiculous rumor ________ I ever heard was _________________________________ .
2. The virtues ________ I think are the most important are ________________________________ .
3. Makkah is a city ________________________________________________________________ .
4. I am someone ________ always __________________________________________________ .
5. I think __________________ is the person ________ has had the biggest impact on my country.
6. The language ________ I would most like to acquire is _________________________________ .
7. ___________ is a person ________ I admire so much because ___________________________.
8. I am accustomed to having friends ________________________________________________ .
9. The object ________ is my greatest treasure is _______________________________________ .
10. ______________________________________ is something ___________ really intimidates me.
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C. Circle the correct relative pronoun in each sentence.
1. My mother is the person (who / that / whose) praise means the most to me.
2. The shirt (where / who / which) I bought has a stain on the collar.
3. The day (where / when / which) he graduated was the best of his life.
4. The appraiser (who / which / whose) determined the diamond’s authenticity is an expert.
5. Al-Zahrawi is the 10th century surgeon (who / whose / where) is considered to be one of the fathers
of modern medicine.
6. I like weekends (where / who / when) I can spend time with my family.
7. We often go to the park (whose / where / when) we relax for hours.
8. A humanitarian is a person (who / whose / when) goals are noble.
D. W
rite sentences with adjective clauses for as many of the photos as you can.
Use the pronouns that, which, who, where, when, and whose.
1939 was the year when World War II began.

Septemb
23
er
1939
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2 Reading
Before Reading
1. What are some things in the natural world that might

have been difficult for people to understand before
the development of science and technology?
2. Do you think everything in the natural world can now
be explained with science and technology?
It’s a Mystery
Before the development of science and technology, man viewed the natural world as mysterious
and sometimes frightening. People were confounded by questions such as What is thunder? How are
mountains formed? What causes sickness? Then, with the development of science, man started to find the
answers to such questions. Now that we live in an age of advanced scientific knowledge, it sometimes
seems we have unlocked all the mysteries of nature. Yet every so often, nature presents us with
unexplained phenomena for which there are still no rational, scientific explanations.
One such phenomenon that has been reported around the globe since ancient times is strange rainfall.
From such diverse points on the globe as the U.S., Europe, and India, people have periodically reported
such things as fish, frogs, and snakes suddenly falling from the sky. In one case, in July of 1901, a sudden
heavy rain of frogs and toads fell on the city of Minneapolis, Minnesota. A reporter who covered the
event wrote: “When the storm was at its highest, there appeared from the sky a huge green mass. Then
followed a peculiar sound, unlike that of rain or hail. When the storm lessened, people found a variety of
frogs ‘three inches deep and covering an area of more than four blocks…so thick in some places [that]
travel was impossible.’”
Some people believe these events are caused by tornadoes that occur over bodies of water. The theory
is that the tornadoes, whose force sucks up animals into the clouds, are also responsible for carrying the
animals until they are dropped back onto land. However, this explanation has never been proven. It also
does not explain why many of these rainfalls consist of only one species, and why many of them consist
of species that are not native to the area where they fall, but to an area many hundreds of miles away.
Perhaps the rainfall that has most confounded scientists is a heavy red rain that fell sporadically on Kerala,
India over a two-month period in 2001. According to locals who experienced the rains, there was a flash
of light and a boom so loud that it shook the houses in town. And then the rain began. The Kerala rain
was studied by scientists around the world. It became famous in 2006 when Godfrey Louis, a professor at
Mahatma Gandhi University in Kerala, made some astonishing claims about the rain. Louis said that the
rain appeared to be composed of living, biological cells. However, he said that there was no evidence of
DNA in the cells. As all cells on earth contain DNA, Louis concluded that the colored particles were living
cells from a life form on another planet, carried to this planet by a meteorite. However, not all scientists
agree with Louis, and the origin of the red rain of Kerala is still generally considered to be a mystery.
Another natural phenomenon that science has yet to explain is ball lightning. Ball lightning is the term
for rare balls of light, usually at least as big as a doorknob and sometimes as big as a football, that float
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through the air during thunderstorms. These balls
have no smell and no heat. They usually vanish
soundlessly or explode with a loud pop when they
come across something electrical, like a computer or
TV. Although these strange electrical occurrences are
not common, there have been occasional reports of
ball lightning for centuries.
One widely-reported case of ball lightning occurred
in January of 1984 in a Russian passenger plane. A
Russian newspaper reported that the ball lightning
“…flew above the heads of the stunned passengers.
In the tail section of the airliner, it divided into two
glowing crescents that then joined together again and left the plane almost noiselessly.” Although
the ball lightning left two holes in the plane, it has often been reported to pass through solid objects
without leaving a mark. Because ball lightning occurs so rarely and unexpectedly, scientists have not
been able to study this phenomenon, and it remains a great mystery.
In this age of advanced scientific knowledge, it may seem surprising that there are occurrences in
the natural world for which we have no explanation. But perhaps it is a good thing that we have not
unlocked all of the mysteries of the natural world. Such mysteries help us maintain a healthy respect,
curiosity, and awe of the natural world.
After Reading
A. Match the words with their meanings.
1. _____ confounded a. logical
2. _____ rational b. strange
3. _____ mass c. having no pattern or order in time
4. _____ peculiar d. confused
5. _____ species e. type
6. _____ sporadically f. an amount of matter with no specific shape
7. _____ meteorite g. amazement
8. _____ awe h. rock or metal that has fallen to Earth from outer space
B. Answer the questions.

1. What are some of the mysterious things that have fallen from the sky?

2. What does Godfrey Louis believe about the red rain of Kerala and why?
3. What is ball lightning?
4. Describe the ball lightning that occurred on a Russian airplane.
Discussion
1. Would you like science to discover a reason for the mysteries described in the reading? Why or why not?
2. Do you think people had more respect for the natural world before science unlocked so many of its
mysteries? Explain.
3. What are some other mysteries for which there are no known explanations?
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3 Language Plus C
piece together
can’t make heads nor tails of F

not have a clue
D
E
It’s all Greek to me.

get to the bottom of Beats me.
Complete each situation with an idiom shown.

1. I cannot understand the directions in this computer manual. __________________
2. A: Why did he drop the class?
B: __________________ He told me last week that he loved the class.
3. I __________________ the assignment, so I’m going to talk with my teacher about it.
4. He’s been having lots of different problems with his car lately. He’s taking it to a garage today
so that a mechanic can __________________ the problem.
5. The investigators will __________________ the clues to track down the thieves.
6. I found a gold watch in my mailbox, and I do __________________ where it came from.
4 Writing
Tools for Writing: Using the Definite Article with Geographical Nouns
The is generally not used before:
• continents: Asia, Europe
• countries: Saudi Arabia, Oman, Brazil, Canada (Exceptions include: the United States, the Philippines)
• states, cities, and streets: Jeddah, Abha, Massachusetts, Chicago, Wall Street
The is generally used before:
• points on the globe: the Equator, the South Pole
• geographical areas: the Middle East, the South
• rivers, oceans, and seas: the Nile, the Atlantic, the North Sea
Correct the use of the in these sentences.

1. The Arizona is a state in southwest of the United States.
2. Egypt is on the continent of the Africa.
3. Nile River helped the Egypt become one of the most powerful nations of the Africa and Middle East.
100
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Writing Prompt
Research and write an essay about an unexplained mystery. Include grammar points from
Units 4, 5, and 6.
Write Your Essay

1. Choose a mystery to research and write about. Use an idea from the box or an idea of your own.
Big Foot Stonehenge The Loch Ness Monster
Chupacabras The Bermuda Triangle The Lost City of Atlantis
Crop Circles The Green Sahara The Taos Hum
2. Use a chart to organize your ideas. Write what you already know about the mystery in the K (Know)
column. Write what you want to learn in the W (Want to Learn) column. Research these questions in
your library or on the Internet. Then write what you’ve learned in the L (Learned) column.
K W L
3. Write a draft of your essay, working carefully to construct an effective conclusion.

4. Have a partner read and comment on your draft. Use your partner’s comments and suggestions to revise
your essay.
Developing Your Writing: Writing Effective Conclusions

An effective conclusion usually refers back to the topic sentence in the essay’s introduction, gives
an essay a sense of completeness, and gives the reader something to think about. It is common to
conclude an essay with one or more of the following techniques:
• asking the reader a thought-provoking question
• using a quotation
• calling for some kind of action
• evoking an image
• echoing an image or idea from the introduction
It seems there is much we may never know about Stonehenge. For all the years that
scientists have studied this prehistoric monument, we still do not know who built it or how it was
built. We do not know whether it was used as a scientific observatory, as a place where people
were buried, or as a place to which people came for ancient ceremonies. However, one thing is clear:
Stonehenge reveals the amazing mathematical sophistication and engineering knowledge of its
builders. How did these builders have such complex mathematical understanding thousands of
years before the Egyptians arrived at the principles of modern mathematics? This is, perhaps, the
greatest mystery of Stonehenge and will be speculated about for many years to come.
The Mystery of Stonehenge

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Vocabulary

VOCABULARY
Nouns Verbs Adjectives Adverb

adhesive boost absent-minded automatically
descendant damage commercial
executive discard countless
fastener dissolve desolate
flop endure indefensible
novelty tamper intense
patent outraged
ubiquitous
EXPRESSIONS
Apologizing Responding to Real Talk

Can you forgive me? an apology (no) big deal
I feel awful about this. Don’t worry about it. Don’t sweat it.
I’m so sorry. Forget about it. flake
I’m sorry. I should (not) have… It’s no big deal. make too much of (something)
Please excuse me for… That’s OK. slip (one’s) mind
2 Against the Odds

VOCABULARY
Nouns Verbs Adjectives Adverbs

fate reception assassinate astounded identical seemingly
hypothermia resemblance hallucinate delighted intact successively
pulse detectable selective ultimately
disoriented startling
exhilarating striking
frostbitten unconscious
haggard
EXPRESSIONS
Expressing surprise Real Talk
How about that! No way! break
I can’t believe this! That’s incredible/amazing! freak (someone) out
I can’t get over this. This is hard to believe. iffy
I’m speechless. What are the chances? on cloud nine
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VOCABULARY
Nouns Noun clauses after adjectives

appreciation obsession be afraid (that) be certain (that) be happy (that) be surprised (that)
elements proportion be amazed (that) be disappointed (that) be lucky (that) be worried (that)
famine standard be aware (that) be glad (that) be sure (that)
fascination symmetry
ideal varnish
Noun clauses after verbs
believe (that) expect (that) hope (that) remember (that)
complain (that) fear (that) imagine (that) suspect (that)
Verbs Adjectives
decide (that) feel (that) know (that) think (that)
emerge appealing discover (that) find out (that) learn (that) understand (that)
extract bizarre dream (that) forget (that) notice (that)
faint chubby
rotate glazed
stitch instinctive Noun clauses as subjects of sentences
trace plump It is a fact (that) It is obvious (that) It is strange (that) It is true (that)
vary privileged It is funny (that) It is possible (that) It is surprising (that) It is unlikely (that)
synthetic
well-groomed
EXPRESSIONS
Real Talk
Making a complaint
beat around the bush
I am very unhappy/upset about/with… I’m sorry to have to say this but… blow them away
I insist that you… This is completely unsatisfactory. by far
I want to make a complaint. This is not what I expected/is nothing like… did a double take
I’d like to speak with a manager. This…is too… fit to be tied
I’m not (at all) satisfied with this (situation). on the house
EXPANSION Units 1-3

VOCABULARY EXPRESSIONS
Nouns Verbs Adjectives Idioms

cold sweat alleviate confined get goose bumps
distress kneel devastating make your hair stand on end
phobia pose gradual scare the living daylights out of
irrational scared stiff
minimal scared to death
shake like a leaf
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Vocabulary

VOCABULARY
Nouns Verbs Adjectives

bore gossip scandal circulate indulge brilliant
boredom insecurity status divulge praise confidential
calamity promotion virtues exclude squash derogatory
conflict ridicule imminent
criticism rumor immune
malicious
superior
EXPRESSIONS
Telling a secret Promising to keep a secret Real Talk

Can you keep a secret? I promise I won’t tell anyone. backstabber
Please don’t tell anyone I told you this, but… I won’t say a word about it. bad-mouth
You’ll never believe what I heard. My lips are sealed. behind (someone’s) back
You’re not going to believe this, but… You can trust me. for good
on again, off again
split up
5 Express Yourself
VOCABULARY
Nouns Verbs Adjectives Adverbs

barrier acquire consecutive immense currently
exception evolve exclusive neutral immensely
flaw extinct noble routinely
limitation fictitious solitary
humanitarian trademarked
EXPRESSIONS
Asking someone to repeat something Real Talk

Can/Could you repeat that, please? bite
Could/Would you say that again? deal with
Excuse me, but I didn’t catch the last part/the part about… elbow (one’s) way
I’m sorry. I didn’t catch that. jam packed
Pardon (me)? munchies
What did you say?
What was that?
Would you mind repeating that?
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6 Lost and Found
VOCABULARY
Nouns Verbs Adjectives

appraiser bargain split accustomed notorious
astronomer drain stumble upon amateur numerous
revenge evaluate surrender authentic persistent
theory preserve weave dazzling
treasure reveal wedge invaluable
EXPRESSIONS
Expressing regret Expressing understanding Real Talk

I regret (not) having… How awful/upsetting that must have been! bent out of shape
I regret verb + -ing… I know how that feels. down in the dumps
I will/would never do that again! I’m sorry that happened. eating
I wish I had(n’t)… That’s too bad. hit the roof
I’m really annoyed that… What a shame! vanished into thin air
I’m sorry I ever…
If only I…
Looking back, I would have…
EXPANSION Units 4-6

VOCABULARY
Nouns Verbs Adjectives Adverb

awe composed of diverse sporadically
mass confound native
meteorite peculiar
occurrence rational
species
EXPRESSIONS
Idioms
Beats me.
can’t make heads nor tails of
get to the bottom of
It’s all Greek to me.
not have a clue
piece together
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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
106
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Photo Credits
2 Stephen Chiang, Stocktrek, Agencja Fotograficzna Car/Alamy, Cultura RM/Alamy; 3 Seb Oliver, BC photography/Alamy; 4 Guy Croft /Alamy,
C.O. Mercial/Alamy; 5 Anton Prado/Alamy, Zoonar GmbH/Alamy; 6 TL ©Jeff Thrower/SHUTTERSTOCK, MR ©Liveshot/SHUTTERSTOCK, BL ©Jon
Arnold Images Ltd/Alamy; 7 TR ©Dave Thompson/SHUTTERSTOCK; 9 ©arabianEye/Getty, Pankaj & Insy Shah/Getty, ©MANDY GODBEHEAR/
SHUTTERSTOCK, ©TommL/ISTOCK, ©Dawna Stafford/ISTOCK, ©Jerzy Jacek Gladykowski/ISTOCK, ©Photodisc, ©Grapheast; 10 TR ©Getty Images/
Getty; 11 (bees) ©Wild Orchid Images/Getty, (ring) ©Tobik/SHUTTERSTOCK, (balloon) ©Zsolt, Biczó; 12 (pills) ©Steve Cukrov/SHUTTERSTOCK, (cell
phone) ©ARENAcreative/SHUTTERSTOCK, (velcro) ©stocksnapp/SHUTTERSTOCK; 13 TL ©Eray Haciosmanoglu/SHUTTERSTOCK; 14 Clerkenwell/
Getty; 18 Art Directors & TRIP/Alamy, David J. Green, Tetra Images/Alamy, mediablitzimages, D.Hurst/Alamy, Hugh Threlfall/Alamy; 20 TR ©Lisa
Valder/GETTY, ML ©Rex Allen/Alamy, BR ©Dariush M./SHUTTERSTOCK; 21 TR ©Hulton Collection/Getty; 24 TR ©Grapheast/Alamy; 25 TR ©Jiri
Hubatka/Alamy; 26 TR ©Abner Kingman/GETTY; 27 TL ©DavidXu/SHUTTERSTOCK; 28 Tim E White/Alamy; 29 (flag) Digital Archive Japan/Alamy
32 Romilly Lockyer; 34 TR ©1809056 OntarioLtd./SHUTTERSTOCK, MR ©Salima/SHUTTERSTOCK, BL ©restyler/SHUTTERSTOCK; 35 TR ©Kasia/
SHUTTERSTOCK; 38 TR ©IMAGEMORE Co Ltd; 39 (baby food) ©Teresita Cortés/ISTOCK, (cabbage) ©Georgy Markov/ISTOCK, (cotton balls)
©Floortje/ISTOCK; 40 © Art Directors & TRIP/Alamy, Antony Nettle/Alamy, Stephen Morris; 42 Image Source/Alamy, Raymond Patrick,
gulfimages, ERIC LAFFORGUE/Alamy; 46 Visage/Getty, James Freeman/Alamy, Katrina Brown/Alamy, Medioimages/Photodisc, David Buffington,
Glowimages; 49 (worried) ©Vesna Andjic/Alamy, (disappointed) ©Supri Suharjoto/SHUTTERSTOCK, (happy) ©RABIH MOGHRABI-AFP-Getty Images,
(surprised) ©charles knox/SHUTTERSTOCK, (unaware) ©Laura Hart/ISTOCK, (glad) ©IS2 from Image Source/Alamy; 50 TR ©Michael Wesemann/
SHUTTERSTOCK, BL ©Jacom Stephens/ISTOCK; 51 TR ©Alexey Khromushin/SHUTTERSTOCK; 57 ©Tomasz Trojanowski-Alamy, ©Image Source-
Alamy; 58 TR ©Richard Laschon/Alamy; 59 TR ©J.Elias / Daily Life; 60 TR ©Dimitriy Shironosov/SHUTTERSTOCK, BR ©B-C Images/Getty;
61 TL ©photoHare/SHUTTERSTOCK; 66 Patrick Lane/Getty, Wendy Ashton, Hans Neleman; 68 TR ©Mikhail Zahranichny/SHUTTERSTOCK, MR
©fotohunter/SHUTTERSTOCK, BL FAYEZ NURELDINE-AFP-Getty Images/Getty, BR ©Hashim Dabbagh; 69 TR ©Joseph Calev/SHUTTERSTOCK, M
©Stephen Aaron Rees/SHUTTERSTOCK, gulfimages/Alamy; 71 BR ©arabianEye/Getty; 72 TR ©Celia Peterson/Getty; 74 TR ©Mary Evans Picture
Library/ALAMY; 75 TR ©United Archives GmbH/ALAMY; 76 Image Source, GlowImages/Alamy, Bernhard Lang, Image Source, Jeff Greenberg/
Alamy; 80 Steve Allen/Getty, gulfimages, RTimages/Alamy, Just One Film, gulfimages, Triangle Images, Comstock Images; 82 TR ©Holger
Mette/SHUTTERSTOCK, ML ©Brian Lawrence, BL ©DEA PICTURE LIBRARY; 83 TR ©AFP/Getty Images/GETTY; 85 TR ©arabianEye; 86 (man) ©
itanistock/Alamy, (watch) ©ronen/SHUTTERSTOCK; 87 TM ©Kevin Schafer/Alamy, TR ©Tatiana Popova/SHUTTERSTOCK; 88 TR ©Susan Law Cain/
SHUTTERSTOCK; 89 TR ©Getty Images/GETTY; 90 Baerbel Schmidt; 94 Dave King, American Images Inc, Henry Horenstein, National Geographic;
96 Getty Images/Getty; 97 (2013) ©SHUTTERSTOCK, (January 1) ©R. MACKAY PHOTOGRAPHY/SHUTTERSTOCK, (calendar) Jasper White, (Machu
Picchu) ©Joel Shawn/SHUTTERSTOCK, (Sphinx) ©Asier Villafranca/SHUTTERSTOCK, (ancient ruins) Gamma-Rapho via Getty Images/Getty, (Eiffel
Tower) ©Frank F. Haub/SHUTTERSTOCK, (Tutankhamun) ©Getty Images/GETTY, ((Titanic) © MicheleTrasi/SHUTTERSTOCK,(tower) ©Tim E White-
Alamy, (mosque) ©Art Directors & TRIP.
107
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MEGAGOAL 6 Audio Track List
CD1
Track Unit Student Book Section
2 Intro 1 Listen and Discuss
3 Intro 3 Conversation
4 Intro 4 Speaking
5 Unit 1 1 Listen and Discuss
6 Unit 1 4 Conversation
7 Unit 1 5 Listening
8 Unit 1 6 Pronunciation
9 Unit 1 8 Reading
10 Unit 1 10 Writing
15 Unit 2 8 Reading
21 Unit 3 8 Reading
EXPANSION
23 Units 1–3 2 Reading
CD2
6 Unit 4 8 Reading
7 Unit 4 10 Writing
12 Unit 5 8 Reading
18 Unit 6 8 Reading
EXPANSION
20 Units 4–6 2 Reading
108
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MEGA

MANUEL DOS SANTOS

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Publisher: Jorge Rodríguez Hernández

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Unit 1 Everyone Makes Mistakes 6

Unit 2 Against the Odds 20

Unit 3 Beauty Is Only Skin Deep 34

EXPANSION Units 1-3 48

Unit 4 They Said, We Said 54

Unit 5 Express Yourself 68

Unit 6 Lost and Found 82

EXPANSION Units 4-6 96

Irregular Verbs 106

Audio Track List 108

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Intro Express opinion/ view, argument,

1 Everyone Makes Talk about famous mistakes in

2 Against the Odds Discuss remarkable events and

3 Beauty Is Only Discuss beauty products and

EXPANSION Units 1-3 Language Review

4 They Said, We Said Discuss gossip and rumors

5 Express Yourself Discuss world languages

6 Lost and Found Conduct an interview

EXPANSION Units 4-6 Language Review

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Listen for specific information/ Recycle and use familiar stress,

Tools for Writing: Sentence fragments

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Rocking Chairs …where? Is Europa similar to Earth?

Did you know that?

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Adnan: Hey, listen to this. It’s about a man who survived a

Adnan: Here’s another story of a man who beat the odds!

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2. Work in pairs. Discuss and make notes.

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Mistake: A company rejected the patent for the telephone.

Mistake: The Titanic ignored warnings about icebergs.

Mistake: Russia sold Alaskan gold to the U.S.

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B. Comprehension. Answer the questions.

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Passive Modals in the Past

A. Circle the correct modal in the past to complete each sentence.

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C. Rewrite each sentence as a passive sentence.

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About the Conversation Your Turn

Apologizing Responding to an Apology

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The Bee Story The Ring Story

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What the world would be like

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4. Read the text again and identify which paragraph(s):

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C. Rewrite each sentence as a passive sentence.

Inventions 1 2 3 4

Listen to the lecture given by a nutritionist about fad diets.