EXPANSION Units - Mega goal 3 - ثالث ثانوي

EXPANSION Units 5-8 1 Language Review A. Rewrite each pair of sentences as a single sentence with an adverb clause. Use a word or phrase from the box to begin each adverb clause. For some items, more than one answer may be possible. because even if if in case (in order) to now that only if since so that unless where wherever Check the product carefully. There may be defects. Check the product carefully in case there are defects. 1. You feel anxiety about leaving your job. You should still do it. 2. The police will have trouble finding the criminal. It would help if there were a witness. 3. We have finished this tedious task. We can relax. 4. She feels restless. It doesn't matter where she is. 5. Let's choose our destination. Then we can book our trip. 6. More consumers buy that brand. It has a good reputation. 7. He wants to be accepted into a prestigious university. He will have to study hard. 8. The secret agent altered his appearance. It was difficult to recognize him. B. Write two sentences about each item using adverb clauses. ? I brought an umbrella in case it rains. Wherever I go, I bring an umbrella. وزارة التعليم Ministry of 24ation 2024-1446 1. a bicycle MG_03_COMBO_TEXT_2024.indb 124 2. a bilingual dictionary 3. a cell phone 4. a chocolate bar 30/4/24 3:05 AM

O C. Explain what each person is saying. Use the verb in parentheses, followed by a gerund or an infinitive. Sabrina: Oh no! I think I left the oven on when I left my house. (forgot) Sabrina thinks she forgot to turn off the oven. 1. Ahmed: I shouldn't have bought this car. It keeps breaking down. (regret) 2. Abdullah: I wish I could be at the meeting, but unfortunately I can't. (regret) 3. Tom: We got so bored of that TV show. We don't watch it anymore. (stop) 4. Allen: The election is Monday. Make sure you vote. (remember) 5. Dennis: Watching the Olympics live was incredible. I will never forget it. (remember) 6. Andrew: Jack and I were driving when we saw fireworks. We pulled over and watched them. (stop) 7. Kaya: I'm looking for a dress for the wedding. (try) 8. Jimmy: Did you look online for the tennis match schedules this weekend? (try) D. For each pair of pictures, write sentences with but or and + an auxiliary verb. ? The K.S.A. is in the Middle East, but the U.S. isn't. وزارة التعليم Ministry of Education 2024-1446 1. The K.S.A./the U.S. مند انقلش 淡 3. a burrito/sushi 2. a cell phone/a laptop 4. a race car driver/a mechanic MG_03_COMBO_TEXT_2024.indb 125 125 30/4/24 3:06 AM

وزارة التعليم Ministry 26ation 2024-1446 EXPANSION Units 5-8 O E. 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 he 2. You in our apartment. enjoyed the game if he had gone with them. But then again, been bored. told us that you needed a place to stay. There's plenty of room 3. Luke was really hoping to get the job. He gave it to someone else. 4. She hurt her feelings. not 5. Where were you on Saturday? You 6. If your dinner was cold, you 7. The streets are all wet. It 8. John been disappointed when they said she preferred Maria's hair long. I think she help clean the apartment. asked the waiter to heat it up. rained last night. graduate in June, but he decided to take a year off. F. 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 Google Maps 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 MG_03_COMBO_TEXT_2024.indb 126 30/4/24 3:06 AM

وزارة التعليم Ministry of Education 2024-1446 O G. Use the words to write sentences with but or and + an auxiliary verb. Ice cream is made from milk/butter Ice cream is made from milk, and butter is too. 1. Gold is a kind of metal/silver 2. Shoes are worn on the feet/gloves 3. Alligators don't live in the desert/monkey 4. An uncle is a male relative/nephew 5. Ice is a form of water/steam 6. Elephants aren't predatory animals/deer 7. Kenya is an African country/Nigeria 8. Men often wear ties/women 9. Apples aren't tropical fruits/cherries 10. Colombia is in South America/Canada 11. Penguins can't fly/parrots 12. The United States doesn't have a royal family/England H. Complete each sentence with a participle phrase and an idea of your own. After 1. While 2. After 3. Before 4. While 5. After 6. Before are locked. spending the day at the beach he was very sunburned. I had the most exhilarating feeling. she didn't feel very well. he was nervous. Paul felt completely relaxed. her English was much improved. we always make sure the doors MG_03_COMBO_TEXT_2024.indb 127 127 30/4/24 3:06 AM

EXPANSION Units 5–8 2 Reading Before Reading 1. Do you think it is easy for people to make real friends online? Why? Why not? 2. Do you text or call people you know? What kind of language do you use in each case? The impact of a changing world on human language and communication Recent research on the impact of online communication across cultures in Europe has revealed some very interesting findings. Although, social networking and online communication has become the norm among young people nowadays, the formation of lasting friendships among peers appears to require face-to- face communication. The project involved communication with partner schools in different countries. According to project participants, online communication and information exchange was effective for a period of time and undoubtedly provided the input and information. needed. However, when it came to the formation of long-term friendships, they strongly felt that face-to- face communication was a key requirement; as was mobility, in other words travel to different countries. The way one of the participants put it, “It's different to find out about each other's culture through reading, talking about it and exchanging pictures or videos, and different to actually experience it in person. It's the day-to-day things that tell you more about people and their mindset." These conclusions were reached after participants visited the countries where partner schools were located. As funding was limited, not all project participants were able to join. All interviewees appreciated the accessible and affordable opportunities offered through technology and online communication but stressed the need for communication beyond cyberspace. Interestingly, young people nowadays take cyberspace for granted and consider more conventional, real world experiences to be more creative and rewarding. Overall, the conclusion reached pointed out that although technology “connects" people, lasting friendships require face-to-face contact to make initial connections more meaningful. This was further confirmed by the diminishing interest and involvement of the participants that had not been able to travel. As expected, English was used as the common medium of communication. Project participants admitted to having been intimidated and reluctant to initiate conversation due to their language “inadequacies.” They soon found out that none of their peers from other countries were perfect either, but were only too willing to utilize all available. resources to speak. So they quickly revised their views on language competence and stopped being over-concerned with potential "errors." The task at hand required them to communicate with people that they had previously communicated with through email and video conferencing, under more controlled circumstances with teacher support, and time to check and edit their language. Face-to-face communication had to be spontaneous and genuine, so they were required to do their best, to listen, understand, and ask for clarification or repetition, use gestures or point to things if they could not recall words and so on. More importantly, their peers from other countries routinely resorted to the same strategies in conversation. On occasion, when lost for words, their interlocutors would say: "text me"; this they could do without difficulty, using abbreviated language. They would then use the text message, as a basis to clarify meaning. Abbreviated language, this special kind of electronic shorthand, which often confuses older adults, is accessible to young people. In fact, it is the electronic variety of English as an international medium, and an identifying marker of generations that are natives to technology. وزارة التعليم Ministry of28ation 2024-1446 MG_03_COMBO_TEXT_2024.indb 128 30/4/24 3:06 AM

O The context and means of communication do have an immediate impact on the type of language used. The need for speedy and highly economical messaging has fostered the development and evolution of “texting" language. Abbreviated language is regarded as a type of slang, categorizing it as a substandard variety of language. On the other hand, some analysts attest to the fact that it indicates high intelligence and speed of processing that should not be overlooked. According to Professor Crystal, “text-speak”, the combination of vowel-free abbreviations and acronyms, "has definitely been overhyped” and does not qualify as a new language. When these issues were addressed in a focus group with high school students who had participated in the multicultural project, they were ready with clear and highly articulate answers. They agreed that context and circumstances impose the need for changes in communication and therefore the type of language used. They were pleased to be able to use abbreviated. language in texting and messaging effectively and efficiently. However, they pointed out that they would very much like to develop their language and communication skills further in order to be able to operate in a different range of contexts. As one of the interviewees put it, “It wouldn't be a good idea to use abbreviated language in term papers when I get to university!" After Reading A. Complete the sentences with the words from the box. norm abbreviated diminishing intimidated utilize acronym interlocutor overrated 1. The disappointing results of the experiment were, unfortunately, caused by the researcher's enthusiasm and interest. 2. Unfortunately, consuming too much fast food is the among young people, these days, not the exception. 3. Although he had spent days preparing his presentation, he got so by the audience that he could hardly say a word. 4. You should not give up when you run into difficulties. Instead, you should all your skills and experience to deal with them. 5. UAE is an It stands for United Arab Emirates. 6. A good communicator always tries to facilitate his 7. Young people use language in texting. as a home appliance. 8. People used to think that computers were vastly B. Answer the questions. 1. What were the conclusions of research on the impact of online communication across cultures? 2. What did the project participants believe about lasting friendships? 3. What was the main difference between participants who traveled to different countries and those who didn't? 4. How did the project participants feel about their language competence to begin with? Why? 5. Which factors fostered the development of “texting" language? 6. What did high school students believe about different types of language? Why? Discussion 1. Do you think abbreviated, "text-speak" qualifies as a new language? Why? Why not? 2. Do you think technology has had a positive or negative impact on language and communication? Give reasons. وزارة التعليم Ministry of Education 2024-1446 MG_03_COMBO_TEXT_2024.indb 129 129 30/4/24 3:06 AM

+ EXPANSION Units 5-8 3 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)! وزارة التعليم Ministry 30ation 2024-1446 MG_03_COMBO_TEXT_2024.indb 130 30/4/24 3:06 AM

وزارة التعليم Ministry of Education 2024-1446 + 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 1. improving 2. intensify 3. comfort 4. released 5. logical devastating distress irrational 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. MG_03_COMBO_TEXT_2024.indb 131 131 30/4/24 3:06 AM

+ EXPANSION Units 5–8 4 Language Plus Aa 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. g. Every time I go to the dentist, I break out in a cold sweat. h. I'm afraid to jump. Maybe I shouldn't throw caution to the wind. 1. 5. 2. 3. 4. 6. 7. scare the living daylights out of 5 Writing Tools for Writing: Run-on Sentences A run-on sentence is a sentence with two or more independent clauses that are incorrectly placed together without any punctuation or a coordinating conjunction. Incorrect: You look in the cafeteria I'll look in the auditorium. Run-on sentences can be avoided by using a period to separate the clauses into two separate sentences, or by adding a coordinating conjunction after a comma. Correct: You look in the cafeteria. I'll look in the auditorium. Correct: You look in the cafeteria, and I'll look in the auditorium. Correct each run-on sentence in two different ways. 1. The weather has been great it has been warm. 2. She can't make it she has other plans. 8. 3. He's tired he doesn't want to stay out late. 4. I understood the lesson I can help you. وزارة التعليم Ministry of 32ation 2024-1446 MG_03_COMBO_TEXT_2024.indb 132 30/4/24 3:06 AM

وزارة التعليم Ministry of Education 2024-1446 MG_03_COMBO_TEXT_2024.indb 133 + Writing Prompt Write an essay about tales involving animals in your culture. Include grammar points from Units 5-8. Write Your Essay 1. Think about the following questions: Where did the tale originate? What is the significance of the tale? Is there a moral? 2. Use a chart to organize your ideas. In the first column, write two or three tales about animals that you are interested in learning more about. Research these tales. Then write notes about the origin of each in the second column. Use these notes when you write your essay. 3. Write an outline for your essay, and then write a draft. 4. Have a partner read and comment on your draft. Use your partner's comments and suggestions to revise your essay. Animal Tale Origin of the Tale Developing Your Writing: Outlining an Essay Writers use outlines to help them organize their thoughts before they begin writing. Outlines show the order in which topics will be introduced. They also include categories and subcategories to show the relationship between the different parts of the essay. Outlines are usually arranged from general points to more specific points. Outlines are also usually arranged by a system of numbers and letters, as in the example below. I. Introduction A. There are numerous tales about animals in American culture. B. These tales often teach an important lesson/moral. II. Body A. First tale: The Tortoise and the Hare 1. origins of the tale 2. significance/moral of the tale B. Second tale: The Lion and the Mouse 1. origins of the tale 2. significance/moral of the tale III. Conclusion Animal Tales in American Culture on from are still American culture has a rich assortment of animal tales that are passed generation to generation. Most of these tales originated centuries ago, told to children today. Each tale has a moral—an important lesson to be learned... but 133 30/4/24 3:06 AM