Jordan Grade 11 Semester 1 Student's Book PDF

K INGDO ITE M M HE...

K INGDO ITE M M HE OF THE HAS JOR DAN ON M N I 28.4.2024 IST I RY O AT F EDUC Jordan M ITE K INGDO M HE OF THE HAS JOR DAN ϧ ON M N I IST I RY O AT F EDUC Χγ Grade 11 Semester 1 ΗΔ Student’s Book Evaluation and Adaptation Committee Ο Nayel Darweesh Al-Shara’h Manal Fahed Aburumman Jihad Mohammad Hamdan Saad Mohammad Odeh ϳέ Abdallah Ahmad Bani Abdelrahman Hamzah Ali Omari Dina AbdulHameed Al-Jamal Hanan Hasan El-Kanash Mania Moayad Mubaslat Zeina Mohammad AlKaraki ΔϳΑ Production: Proofreader: Reviewer: i  The Ministry of Education has decided to adopt this book for Jordanian schools in accordance with the approval of the Board of Education decision No.      in its meeting No.      on      for the 2024/2025 academic year. All rights reserved to the Ministry of Education York Press Ltd. 322 Old Brompton Road, London SW5 9JH, England Pearson KAO TWO KAO Park ‫ﻧ‬ Hockham Way Harlow, Essex CM17 9SR ‫ﺳﺧ‬ England and Associated Companies throughout the world © Pearson Education Limited The right of Rachael Roberts, Caroline Krantz, Lynda Edwards, Catherine Bright, Bob Hastings and Emma Szlachta to be identified as authors of this work has been asserted by them in accordance with the Copyright, Designs and Patents Act, 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the Publishers. ‫ﺔﺗ‬ First published in 2020 This edition © Pearson Education Limited and York Press Ltd. 2024 ‫ﯾ‬ ‫ﺟر‬ ‫ﺑﯾﺔ‬ ISBN: Printed 2024 ii  K INGDO ITE M M HE OF THE HAS JOR DAN ON M N I IST I RY O AT F EDUC K INGDO ITE M M HE OF THE HAS JOR Jordan DAN ‫ﻧ‬ ON M N I IST I RY O AT F EDUC ‫ﺳﺧ‬ ‫ﺔﺗ‬ ‫ﺟر‬ Grade 11 Semester 1 ‫ﯾ‬ ‫ﺑﯾﺔ‬ Student’s Book Rachael Roberts | Caroline Krantz Lynda Edwards | Catherine Bright | Bob Hastings | Emma Szlachta  CONTENTS UNIT GRAMMAR VOCABULARY 01 Get the message pp4–5 Present and past tenses pp4–5 Collocations with contact, p9 Question tags and echo questions message and touch Pronunciation: Intonation patterns p8 Idioms and phrases related to communication Active Vocabulary: Idioms p10 Emotion adjectives 02 Looking ahead pp16–17 Future forms for predictions p17 Cause and effect phrases p23 Future forms for plans and hopes p18 Threats to the environment ‫ﻧ‬ Active Vocabulary: Compound nouns ‫ﺳﺧ‬ Pronunciation: Stress in compound nouns p19 Weather-related vocabulary p20 Endangered species LIFE SKILLS How to give a persuasive presentation pp28–29 03 Influences pp30–31 Past and present habits pp30–31 Phrases for ways of p36 Relative and participle clauses behaving ‫ﺔﺗ‬ p32 Life events p33 Personal qualities and behaviour Pronunciation: Stress patterns in adjectives 04 Inside story pp42–43 Narrative tenses; Past pp42–43 Fake news stories Perfect Simple and Continuous p44 News reporting ‫ﺟر‬ Pronunciation: Weak pronunciation Active Vocabulary: Collocations p45 Negative inversion p48 Photography LIFE SKILLS How to be good at debating pp54–55 05 Making sense of the pp56–57 Gerunds and infinitives pp56–58 The senses ‫ﯾ‬ senses p59 Verbs with gerunds and p60–61 Social work and education infinitives p62 Food and cooking ‫ﺑﯾﺔ‬ pp68–69 Culture Spot pp70–71 Literature Spot pp72–76 Word List pp77-89 Grammar Reference and Practice 2  READING LISTENING SPEAKING WRITING REVISION pp6–7 Making contact p10 A radio interview p11 Using fixed pp12–13 An pp14–15 Active Reading: about emotional phrases to express analytical essay Revision 01 Identifying the intelligence emotions author’s opinion Use of English > page 91 pp20–21 They need p19 A lecture about p22 Using fixed pp24–25 A pp26–27 saving too! climate change phrases to express formal email Revision 02 ‫ﻧ‬ Active listening: indecision, Signposting agreement, Use of ‫ﺳﺧ‬ disagreement and English > page 91 to reach a decision pp34–35 A summary p32 A radio p37 Using pp38–39 An pp40–41 of Oliver Twist programme about life generalisations opinion essay Revision 03 ‫ﺔﺗ‬ events Active listening: Distinguishing to talk about something that is usually true Active Writing: Topic sentences Use of English > page 92 between facts and opinion pp46–47 New hotel p48 A radio p49 Telling an pp50–51 A pp52–53 is just what the area programme about anecdote story Revision 04 ‫ﺟر‬ needs; New hotel, but famous photos no new hope for locals Use of Active Reading: English > page 93 Recognising bias pp60–61 Sabriye p62 A podcast about p63 Talking about pp64–65 A pp66–67 ‫ﯾ‬ Tenberken: An the history of ketchup preferences review Revision 05 amazing woman Pronunciation: Stress Use of ‫ﺑﯾﺔ‬ Active Reading: in international food Making inferences words English > page 93 p90 Irregular Verbs pp91–93 Use of English pp94–96 Communication 3  01 VOCABULARY  Get the message Collocations with contact, message and touch, phrasal verbs, emotion adjectives (see the word list on page 72) GRAMMAR Present and past tenses, question tags, echo questions Use of English > page 91 LISTENING Understanding a radio interview about emotional intelligence SPEAKING Expressing emotions READING Understanding an article about how animals communicate WRITING An analytical essay ‫ﻧ‬ LESSON 1A VOCABULARY AND GRAMMAR ‫ﺳﺧ‬ 1 Read the article and check which forms of communication … make it easier to stay in touch nowadays. c an be used to convey a short and were a good way to quickly spread the message simple message. that an enemy was coming. could be a good way to make contact if can carry a message over a long distance. you were stuck on a desert island. Messaging through time … Since the dawn of time, people 1 have been using different ways of communicating at ‫ﺔﺗ‬ a distance. In ancient times, they used smoke signals and after writing developed, they 2 invented more ingenious methods of delivering messages; for example, sending a message in a bottle. At the turn of the 20th century, bottles were found which had been sent by people who 3 were travelling on board the Titanic. Happier stories have also come to light. In 1956, Ake Viking, a Swede, tossed a letter into the sea, hoping it would reach his future wife. Two years later, he received a letter from a Sicilian girl, Paolina, who 4 had found his bottle and soon after they were married! ‫ﺟر‬ The invention of the telegraph in 1837 sped up communication dramatically. A criminal, John Tawell, was caught after he had escaped on the train to London. A telegram was sent to the London police, and they 5 were waiting for him when he arrived there. In Jordan, there are over six million mobile phones in use by the population. But you can still send telegrams through the Jordan Post Company! Since the invention of the mobile phone and the Internet, the world 6 has become a different place. People 7 are still sending messages and it usually 8 takes only seconds to deliver them. But 9 are we now forgetting how to communicate face-to-face? Without a doubt there are some ‫ﯾ‬ challenges, but there are also examples of when the Internet 10 has changed someone’s life for the better. Look at Tara Taylor’s case, a mother who 11 lives in the USA: when she uploaded a ‫ﺑﯾﺔ‬ photo of her daughter on social media, a friend spotted a problem with one of the child’s eyes. It turned out that the girl had a rare disease, but her sight was saved! 2 Make more collocations with the nouns message, contact, touch, using the verbs from the box. You can use one word twice. deliver  ​establish  ​lose  ​maintain  ​pass on 1  / / contact 2  / a/the message 3  touch 3 Discuss in pairs. How can a means of communication change someone’s life? Find examples in the text. 4  01 Present and past tenses 6 Match the sentence halves. In pairs, discuss 4 Study the Grammar box and match the the reasons for your answers. underlined phrases 1–11 in the article with 1 The phone is ringing . The phone the meanings a–k. rings . a all the time now that we run a business Present and past tenses b and I can’t find where I’ve put it  e use the Present Simple for: W 2 I’ve been calling Malek . I’ve called a □ routines and habits Malek . b □ facts and things that are generally true a all day today   b a couple of times We use the Present Continuous for: today □ ‫ﻧ‬ c things happening now or around now 3 It’s getting . It gets . d□ situations which are changing during the a easier and easier to stay in touch with ‫ﺳﺧ‬ present time people We use the Past Simple for: b less difficult every time I write an essay e □ actions that started and finished at 4 I was watching a film . I watched a a specific time in the past film . We use the Past Continuous for: f □ actions in progress at a specific time in a when the lights suddenly went out b when I got home from school the past g □ a long activity interrupted by a short one 5 What do you think  ? What are you h □ ‫ﺔﺗ‬ We use the Present Perfect Simple for: actions and states which began in the past and continue until now thinking  ? a of my phone   b about i □ finished actions in the past when we don’t say exactly when they happened We use the Present Perfect Continuous for: j □ a  n action in progress or repeated over ‫ﺟر‬ a period of time up until now We use the Past Perfect for: k □ an action in the past that was completed before another action or time in the past Grammar Reference and Practice > page 77 5 Match time expressions below with the tenses in Exercise 4. Find more time ‫ﯾ‬ expressions in the article. ‫ﺑﯾﺔ‬ at the moment  ​at the time  ​currently  ​earlier today  ​ever since  ​every so often  ​for   ​from time to time in recent years  ​nowadays  ​ once in a while  ​recently  ​right now 7 VALUES Why is it important to communicate since  ​the day before yesterday these days regularly with people we care about? 8 SPEAKING Complete the sentences with your own ideas. 1 I was talking to a friend the other day when … 2 By lunchtime yesterday, I had already … Now go to Workbook page 4 for the next lesson. □ I can use the present and past tenses to talk about different actions. 5  LESSON 2A READING AND VOCABULARY 1 SPEAKING In pairs, discuss the question. What do you think would happen if we could talk to animals? 2 CRITICAL THINKING Read the article and study Active Reading. What opinions about communication does the author express? How far do you agree with him? M A K I N G contact 1.2 ‫ﻧ‬ By Amer Asmar ‫ﺳﺧ‬ We know that some animals understand basic instructions, allowing travellers to control their horses or camels, for example. But although some of the more intelligent animals can figure out what we want them to do, we have long assumed that communication with – and between – animals must be limited. However, thanks to the work done by the naturalist Jane Goodall since the 1960s, we should take the possibility seriously that some animals can both take in what we are saying and get across complex ideas. ‫ﺔﺗ‬ As a child, Jane loved reading books about a fictional character called Dr Dolittle, who could talk to animals. Perhaps this is what inspired her to go to Africa when she was in her 20s. Here she came across a scientist who asked Jane if she might want a job observing chimpanzees in the wild. She immediately said yes. She went with her mother to the shores of Lake Tanganyika in Tanzania to start her new job, and it was not long before she made out a group of chimpanzees in the trees around an area now called the Gombe Stream National Park. ‫ﺟر‬ How could a young English woman with no scientific training possibly make contact with a group of wild chimpanzees? At first, the animals ran away as soon as they saw her. But maybe because she knew very little about these wild animals, it is highly likely that her calmness gained their trust. It was only later that Jane would learn how dangerous they could be. She saw that different groups of chimpanzees had battles in which they tried to wipe out the rival group. But before this, her studies showed her that the chimpanzees could clearly communicate, allowing them to groom and help each other, share food as well as have arguments. Jane pointed out that the animals couldn’t communicate using language like people, but they could communicate by touch and sound. Amazingly, she also realised they could use sign language. ‫ﯾ‬ At this time, people believed that only humans could use tools, but Jane watched chimpanzees ‫ﺑﯾﺔ‬ using sticks to take ants from a tree, and then used the sticks to feed the ants to their young. Through her work, Jane spelled out to the scientific community for the first time that animals, too, could use tools. Jane went on to write a number of books about her work. As well GLOSSARY as explaining chimpanzees’ highly developed social behaviour, groom – to brush and clean fur she taught us that they are omnivores (people used to think they omnivore – a living being that were vegetarian). In 2002, she became a UN Messenger for eats plants and animals Peace. rival – a person or group that In my opinion, Jane Goodall brought about a complete change competes with others in the way people understood how animals can communicate. Since her work in Tanzania, naturalists have continued to study different forms of communication between animals such as whales and elephants, who can pick up sounds made by other whales and elephants over large distances. I feel that we may well learn even more about animal communication in the future. 6  01 ACTIVE READING | Identifying the author’s 4 Match the highlighted phrasal verbs from the article with their definitions below. opinion 1 to receive sounds, phone signals, etc. In a text, the author presents his/her point of 2 to cause something to happen view on a topic and different arguments to support that view. 3 to tell someone something you think they don’t know Writers often use opinion verbs and phrases to signal their position, e.g. I feel …, I think …, 4 to see something with difficulty In my opinion …, etc. 5 to destroy something completely Sometimes they express their views more 6 to successfully communicate a message/ an idea ‫ﻧ‬ subtly by using modal verbs, e.g. We should …, It must be …, etc. 7 to explain something very clearly ‫ﺳﺧ‬ They may also use phrases of probability, 8 to meet or find something or someone e.g. Maybe …, Possibly …, etc. 9 to solve or understand something Remember that you can form your own 10 to understand and remember something opinion, rather than uncritically accepting you are told what the author has to say. 5 Complete the sentences with the phrasal verbs from the article, in the correct form. 3 Read the article again and choose the correct answers. 1 I was embarrassed when he  that I ‫ﺔﺗ‬ 1 According to the author, how did Jane get the chimpanzees to trust her? had made some basic spelling mistakes. 2 It was cloudy, but he could still  distant star. the a She talked to them. 3 I an interesting article about space b She was relaxed with them. exploration the other day. c They did not know she was there. 4 Technology has  many changes in the 2 What were the two most important way we live. ‫ﺟر‬ discoveries that Jane made? 5 My science teacher is very good at a The chimpanzees could talk and make  difficult ideas so that we always tools. understand them. b The chimpanzees had fights and 6 It took me ages to  exactly how to disciplined their children. use the telescope. c The chimpanzees could use tools and 7 You don’t understand? Do I have to  communicate using sign language. what I mean? ‫ﯾ‬ 3 What does the author believe might 8 We couldn’t use our mobile phones in the happen if humans could talk to animals? desert, but started to  signals when ‫ﺑﯾﺔ‬ a We would change our minds about how we went into the mountains. animals communicate. 6 SPEAKING In small groups, ask and answer b We might learn to communicate like the question. whales and elephants. If you could communicate with animals, c They might teach us important lessons. which animal would you like to talk to most? Why? 7 REFLECT | Culture In small groups, discuss what questions you would like to ask if you could talk to an animal. Now go to Workbook page 6 for the next lesson. □ I can identify the author’s opinion and talk about animal communication. 7  LESSON 3A VOCABULARY | Idioms and phrases related to communication 1 In pairs, answer the questions. 2 Study the phrases highlighted in the article. 1 Can you work out the meaning of the title? Then complete the second sentence so that it means the same as the first. 2 Do you find it easy or difficult to break the ice with people you don’t know? Say why. 1 He started talking to the new neighbour. STRUCK He  with the new neighbour. How to 2 She gave the impression of being very self-confident. ACROSS She  being very self-confident. and make new friends 3 Abeer commented on how nice her shoes ‫ﻧ‬ Don’t worry too much about making a were. PAID Abeer  about her shoes. favourable impression. Often the best way 4 I immediately liked him. TOOK I  ‫ﺳﺧ‬ to strike up a conversation is simply to immediately. comment on the weather. If you can have a 5 We found it really funny. LAUGH We laugh about something you’re both doing, it really  about it. can really create a bond between you. 6 I didn’t really like her friends when I met People like it if you pay them a compliment, them. OFF I didn’t really  with her but you need to sound sincere. Just make friends when I met them. small talk about where you live, and so on. 3 1.3 Listen to someone You may find that you really hit it off and ‫ﺔﺗ‬ become friends for life. People are more likely to take to you if you talking about breaking the ice. What behaviour does she find annoying when meeting new come across as a warm person. So, make people? eye contact and smile. 4 Match idioms 1–6 with definitions a–f. 1 □ jump down somebody’s throat Nice □ put somebody on the spot ‫ﺟر‬ 2 Thanks, I hammer! got it for my 3 □ fire questions at someone birthday. 4 □ refuse to let something drop 5 □ insist on having the last word 6 □ not get a word in edgeways a to be unable to say anything because someone else is talking all the time ‫ﯾ‬ b to embarrass someone by forcing them to answer a difficult question ‫ﺑﯾﺔ‬ c to have to make the final point d to not stop talking about something e to react angrily to something f to ask someone a lot of questions quickly ACTIVE VOCABULARY | Idioms 5 REFLECT | Society In pairs, make a list of five An idiom is a fixed phrase that has a special rules for making a good impression when meaning which is different from the usual you meet people for the first time. meaning of the individual words. Now go to Workbook page 8 for the next lesson. 8 □ I can talk about making new friends.  LESSON 4A GRAMMAR 01 1 1.4 Listen to three conversations 5 1.6 Look at these more unusual where people meet for the first question tags. Choose the correct time. Which do you think is the words to complete the sentences. best question they use to keep a Listen and check. conversation going? 1 This is silly, isn’t it / this? 2 Nothing ever changes, do / does it? 3 Come and look at this, will / don’t you? 4 Everyone was there, weren’t / wasn’t they? 5 Don’t be late, are / will you? 6 No one likes him, do / does they? ‫ﻧ‬ 6 In pairs, look at the echo question in italics. ‫ﺳﺧ‬ Then answer questions 1−3 below. Habib Actually, it’s my birthday tomorrow. 2 Think of three more questions you could Faisal Is it? Do you have anything special ask to get to know someone better. planned? 1 What is the function of an echo question? Question tags and echo questions 2 Do we use a positive or a negative 3 Look at the underlined examples of question to reply to a positive statement? question tags from the dialogues. Then ‫ﺔﺗ‬ complete the sentences 1−4 below with the words in the box. 3 Which intonation pattern from Exercise 4 do we use with an echo question: A or B? Grammar Reference and Practice > page 78 end  ​modal  ​negative  ​positive It’s such a great city, isn’t it? 7 1.7 Complete the conversation with no more than three words in Wow, so you’d never been there before, had each gap. Listen and check your ‫ﺟر‬ you? answers. I shouldn’t be so fussy, should I? Imad Where would you go on holiday if 1 A question tag is a short question added to you could go anywhere in the world? the  of a sentence. Jamal 1 a good question, isn’t it? I don’t 2 We form a question tag using an auxiliary think I’ve ever really thought about it or a  verb and a pronoun. before. Hmm … Somewhere with nice 3 A positive statement usually has a  beaches, I guess. ‫ﯾ‬ question tag. Imad But 2 are lovely beaches in this 4 A negative statement usually has a  country, aren’t there? ‫ﺑﯾﺔ‬ question tag. Jamal Oh yes, there are, but I’d like to go to a beach where it’s not too hot in the 4 1.5 PRONUNCIATION Listen and summer. It can be too hot here, 3 ? match what you hear with Imad Actually, I used to live in France. intonation pattern A or B below. Jamal 4 you? I bet 5 too hot there Which pattern is used for a in the summer, was it? wh- question and which for Imad No, it was quite cool, actually. confirming something the speaker already knows? Jamal That sounds great. 8 SPEAKING In pairs, write and role play a conversation. Go to page 94. A B Now go to Workbook page 9 for the next lesson. □ I can use question tags and echo questions to keep a conversation going. 9  A B C ‫ﻧ‬ ‫ﺳﺧ‬ D E F LESSON 5A LISTENING AND VOCABULARY 1 THINK BACK In pairs, look at the photos 4 1.8 Listen to an interview. above and discuss what emotions you What is the difference between think the people are feeling. IQ and EQ? ‫ﺔﺗ‬ annoyed  ​confused  ​frightened  ​furious  ​ nervous  ​sad  ​surprised  ​thrilled 5 1.8 Listen again and complete the sentences with a word or a phrase. 1 One piece of research showed that people 2 Match the adjectives below with their with high emotional intelligence  a synonyms in Exercise 1. Which of the words lot more than those with a low EQ. have a stronger meaning than their synonyms? 2 Emotional intelligence is not  , which ‫ﺟر‬ is different from IQ. 1 terrified frightened 5 tense 3 One way to become more self-aware is to 2 astonished 6 ecstatic write a . 3 exasperated 7 bewildered 4 We need to learn how to recognise our 4 livid 8 devastated negative emotions in order to be able to  them. 3 Complete the sentences with the adjectives 5 Other people cannot make us feel a certain from Exercise 2. ‫ﯾ‬ way; we are largely  for our own 1 I’m completely  about my exam moods. results – I never thought I’d do so well! ‫ﺑﯾﺔ‬ 6 Body language, such as  , can 2 He has no idea how he lost his phone. He demonstrate that you are listening. feels completely . 7 Active listening can also help you to avoid 3 Randa’s mother was absolutely  . when she found out that her daughter had cheated in the exam again. 6 SPEAKING In pairs, discuss the questions. 4 She felt very  as she waited for her job 1 Which aspects of emotional intelligence interview. do you think you are strongest at? 5 He’s  that someone will find out his 2 How could you further improve your secret. emotional intelligence? What could be 6 Nothing is changing and he is becoming the benefits? more and more  about the situation. Now go to Workbook page 10 for the next lesson. 10 □ I can identify specific information in a radio interview and talk about emotional intelligence.  LESSON 6A SPEAKING 01 1 1.14 Listen to six short conversations. 4 Replace the underlined words with phrases What is the main emotion each from the Speaking box and suitable speaker expresses? Why did each responses in Exercise 3. speaker feel that way? 1 A I’m extremely concerned about my 2 Complete the Speaking box with the aunt  - she isn’t very well. phrases from the box. B That’s awful. It’s horrible when a relative is sick. Get out of here!  ​I’m feeling a bit blue.  ​ I’m heartbroken.  ​I’m worried sick about …  ​ 2 A I’ve got to give a presentation in class I’ve had it up to here with …  ​ next week. I’m really nervous. I’ve been ‫ﻧ‬ That’s a weight off my mind.  ​ worrying about it a lot. B There’s no need to worry. You’ll be great! ‫ﺳﺧ‬ SPEAKING | Expressing emotions 3 A My parents are taking me to Florida this Expressing anxiety summer. It’s been keeping me up at night. B I don’t believe you! You lucky thing! 1  A Yes, I’m so happy. Expressing relief 4 A I’m completely fed up with people I can breathe a sigh of relief now. gossiping behind my back. 2  B I don’t blame you. It’s awful. ‫ﺔﺗ‬ Expressing annoyance and frustration … is driving me up the wall! 5 A I finally finished my geography project. B That must be a relief for you. … really gets on my nerves. 5 In pairs, role play the situations. Student A, 3  read the instructions below. Student B, go Expressing surprise or disbelief to page 95. ‫ﺟر‬ You’ve got to be kidding me! STUDENT A 4  In pairs, role play the two situations. Use Who would have thought it? language for expressing emotions and for responding from this lesson. Expressing sadness I’m feeling a bit down in the dumps. 1 You can’t decide what subjects to choose 5 for your final year at school. You’re really  6 worried about this. Tell your friend how  ‫ﯾ‬ you feel. Expressing enjoyment or happiness 2 You did badly in your exams. Tell your ‫ﺑﯾﺔ‬ I’m walking on air! friend how you feel. I can’t stop smiling! Your partner is going to tell you about two different situations. For each situation 3 1.15 Listen to six statements. which your partner describes, respond When you hear a beep, choose according to these instructions. and say a suitable response from the box. 1 Express your happiness at the situation. 2 Express your surprise and pleasure. I don’t blame you.  ​I know, right?  ​ I’m really pleased for you.  ​ I’m so sorry to hear that.  ​What a pain!  ​ What’s the worst that could happen? Now go to Workbook page 11 for the next lesson. □ I can use fixed phrases to express emotions. 11  LESSON 7A WRITING | An analytical essay 1 In pairs, answer the questions. 1 Do you think computer technology will change the way children communicate in the future? Why? 2 Do you think there are any dangers to the growth in computer technology? 2 Read one student’s answer to the essay question given below and compare it with your ideas from Exercise 1. ‫ﻧ‬ Is Artificial Intelligence good or bad for children? ‫ﺳﺧ‬ REGULATED AI IS GOOD FOR CHILDREN Artificial Intelligence (AI) refers to how The people looking into using AI in Jordan computers can do tasks that are usually are hoping it will help in science, investment done by intelligent humans. As a result, AI and government services. However, there is computers can now do amazing things, a danger that this increased use of AI could including writing songs, solving scientific result in problems with online safety if not problems and even helping to find cures for controlled. Consequently, the government diseases. People are also using AI more and plan to set up regulations to address these ‫ﺔﺗ‬ more in everyday life and although it might make many aspects of life easier, it could also make things worse, especially for our dangers and strictly control how it is used. Of course, some people are worried that students using AI might end up with children. incorrect work. AI search engines do AI is already used by many forms of social not always use reliable sources and so media. As with other forms of social media, information provided by AI might be AI can learn about its users’ interests and incomplete or even wrong. ‫ﺟر‬ hobbies, and that includes children. We are still at an early stage in the According to the website Net Positive, AI development of AI and there is no doubt it can even identify children’s voices. This is an exciting form of technology. However, might mean children are directed to online without careful rules to control how it is advertising and content that their parents used, and who it is used by, there are would not want. undoubted problems with it. Children However, some countries like Jordan are themselves might find they are relying on a hoping to use AI sensibly. UNIDO reports form of technology that in its present form ‫ﯾ‬ that many industries have worked together should not always be trusted. As Time to create a plan for using AI in the country’s magazine argues in its article in July 2023, ‫ﺑﯾﺔ‬ development over the next five years. unless we start to control how we use AI, Jordan is in a good position for using AI as it ‘kids will be the biggest losers.’ is at the forefront of technology. 12  01 3 An analytical essay looks at a topic in detail 5 Answer the questions. and proves ideas that the writer has about 1 Which are the topic sentences in the essay? the topic. It uses researched facts to prove 2 Which idea is included that the writer does the ideas. Read the essay again. Which not fully agree with? Why? researched facts does the writer use? 3 How many sources are listed? 4 Complete the Writing box with examples from the essay. 6 Many verbs are followed by a specific preposition. Complete the table with examples from the essay on page 12. WRITING | An analytical essay on 1  ‫ﻧ‬ Organisation to 2  , 3 Research the topic using reliable sources. ‫ﺳﺧ‬ about 4  Plan what you want to write. Introduce your topic in the introduction so 7 Complete the sentences with the correct readers know what you will be looking at. preposition in each gap. The main part of the essay should explain 1 I can see my grandparents struggle to your ideas. Use a paragraph for each idea learn  the latest developments with evidence to support each one. in computing. Start each paragraph with a topic sentence 2 Social media sites explain ways that ‫ﺔﺗ‬ and remember to include the sources you researched to back up each idea. Write a conclusion to summarise what you parents can have control  children’s internet use. 3 We know that social media directs their have said. advertisements  its users. Content 4 Too many children probably rely  You can include other people’s ideas and social media to make friends. ‫ﺟر‬ explain why you do not agree with them. 8 Read the analytical essay question below. Remember to present only facts. Do you agree or disagree? Research facts Make a note of all the sources you have that can back up your argument. used both within and at the end of the Social media is a good thing because essay. You can use the following phrases in young people have more friends in more the essay. places than ever before. Do you agree? Informal style 9 WRITING TASK Write your essay. Use the ‫ﯾ‬ 1 1 the website Net Positive, AI can Writing box and remember to use sources. even identify children’s voices. Don’t forget to only include facts and not ‫ﺑﯾﺔ‬ 2 UNIDO 2 many industries have opinions. worked together to create a plan for using Use the Graphic Organiser to help you AI in the country’s development over the plan your writing. next five years. 3 Time magazine 3 in its article in July 2023. Now go to Workbook page 12 for the next lesson. □ I can write an analytical essay. 13  01 Revision VOCABULARY AND GRAMMAR 4 Complete the mini-dialogues with a question tag or an echo question. 1 Complete the sentences with the words from the box. There are three extra words. 1 A I’m sure you felt stressed out,  ? B I sure did. carry  ​get across   hit it off  ​laugh  ​pass on  ​ 2 A He paid me a lot of compliments. real bond  ​strike up  ​took to B ? That’s nice! 1 We  right from the start. We talked all 3 A Don’t tell anyone my secret,  ? day! B Of course not! 2 We created a . I felt like I’d known her 4 A I’m always making mistakes,  ? for a year, not an hour. ‫ﻧ‬ B But you always correct yourself! 3 I don’t usually like someone immediately 5 A We hadn’t had such a good laugh for ‫ﺳﺧ‬ but I really  him. ages,  ? 4 My grandparents are really funny. We B Right! I really enjoyed myself. always have a good . 6 A Let’s go to the Dead Sea,  ? 5 It’s sometimes difficult to  a B That’s a great idea! conversation with people you don’t know. USE OF ENGLISH 2 Complete the second sentence using the word in bold so that it means the same as 5 Choose the correct words a–c to complete the first one. Use no more than five words, the text. ‫ﺔﺗ‬ including the word in bold. 1 I found it hard to understand what the People 1 recording information in the physics teacher was talking about. FIGURE form of writing since ancient times. Subjects I found  what the physics teacher were usually connected to religion, science, was talking about. trade and government, although historians have also 2 across letters people wrote 2 You must explain your idea very clearly so to stay in touch in those times. ‫ﺟر‬ he understands. SPELL You must ‌ your idea so he understands. The spread of postal services in the 19th 3 Rana has drawn my attention to a century permitted families and friends to problem. POINTED Rana ‌ a 3  messages to each other by letter. 4  in contact was much easier than it had problem to me. ever been. 4 I couldn’t process so much information. TAKE I ‌ all the information. But why bother writing a letter when you can make small 5 on the phone for very little ‫ﯾ‬ 3 Complete the text with the correct words. cost? Most people would agree, however, that there is something very special about ‫ﺑﯾﺔ‬ I’m a very good student, so I was really receiving a personal, handwritten letter. 1 ecstatic / devastated when I found out I’d failed an exam. I was really 2livid / down in 1 a were b had been c have been the dumps while my friends who had passed 2 a been b gone c come felt like they were walking on air! I genuinely 3 a convey b carry c write felt 3thrilled / heartbroken for them but at the 4 a Staying b Passing c Maintaining same time I was 4hazardous / bewildered as to 5 a chat b speak c talk why I hadn’t passed. Use of English > page 91 14  READING 6 Read the text. Match sentences A–F with The next lingua franca gaps 1–6 in the text. A recent study in the UK revealed that only A Finally, we shouldn’t forget that when about 25% of adults in the UK can hold students learn a foreign language, they a conversation in a foreign language. 1 are also learning about the culture of the However, language learning is now being country or countries where it is spoken. prioritised in schools. French, Spanish B It is easy to get your message across in a and German are three of the languages hotel or restaurant in Spanish and French, identified as the most important. ‫ﻧ‬ but neither is as widely spoken or as On the other hand, the situation in other simple to learn as English. ‫ﺳﺧ‬ countries is different. 2 English is now C This was attributed to a mixture of cultural a compulsory subject in many primary reasons and past government policies. schools too. Fluency in a foreign language D Perhaps students are wasting their time by is highly important for a student’s future. learning French and German, and should There are many reasons for this. Firstly, be turning their attention to Mandarin, the having a good command of a foreign most spoken language in the world. language can help young people be E India and China are considered to be the ‫ﺔﺗ‬ main emerging economies, so it would seem to make sense to study one of the successful in their chosen career. What’s more, proficiency in a different language also makes travelling less stressful and fun! main languages spoken in these countries. 3  This is a great way of promoting F The vast majority of students at secondary global understanding too. school learn a foreign language, which is often English. However, is English really as crucial as ‫ﺟر‬ the large number of students of English WRITING would suggest? 4 The question of 7 Read the task below. which languages will dominate the future is a difficult one to answer. It really depends Social media sites are never popular for upon which future we are considering. long because people invent other sites that Take the future of business. 5 Reports are more interesting. Do you agree? also suggest Arabic and Spanish will be ‫ﯾ‬ important languages to do business in. 1 Decide if you agree or not. As far as travel is concerned, Chinese is ‫ﺑﯾﺔ‬ 2 Research facts to support your ideas. the most spoken language in the world, 3 Plan an analytical essay in paragraphs. but as it is complex, it isn’t the ideal lingua Write your essay. franca. 6 So, English as a vehicle of international communication would seem to be here to stay. 15  02 VOCABULARY  Looking ahead Cause and effect phrases, compound nouns for threats to the environment, describing wildlife and threats to wildlife (see the word list on page 73) GRAMMAR Future forms for predictions, plans and hopes ​Use of English > page 91 LISTENING Understanding a lecture about climate change SPEAKING Problem solving READING Understanding an aricle about saving all animals WRITING A formal email ‫ﻧ‬ LESSON 1A VOCABULARY AND GRAMMAR ‫ﺳﺧ‬ 1 In pairs, read the definition of ‘dystopia’ 2 Read the magazine article about two and discuss the question. different visions of the future. Which text Do you enjoy reading books, watching films is dystopian? or playing video games set in a dystopia? FUTURE’S… THE ‫ﺔﺗ‬ dystopia /dɪsˈtəʊpiə/ an imaginary place where life is extremely difficult … BRIGHT … TERRIFYING! ‫ﺟر‬ In many ways, human life on this planet is better We may have seen some improvement in than it’s ever been. In many countries across the poverty and crime in recent decades, but why world, crime has been dropping steadily. This assume that this pattern will continue? I’d argue may be due to better education, or perhaps to that for most people life is actually unlikely to a reduction in extreme poverty. In 2018, the get better. proportion of the world’s population living in Advances in robotics and artificial intelligence extreme poverty fell to around 10%. With luck, will not only reduce the number of unskilled no one 1 will be living in this way within ‫ﯾ‬ jobs available, but will also eliminate a few decades. semi-skilled jobs which can be done by a ‫ﺑﯾﺔ‬ Technology is also making our lives easier and computer. By 2050, young people 2 will have safer, and this trend is bound to continue. For been trying, and failing, to get a job for most example, driving is sure to become safer. Human of their ‘working’ lives! In 30 years’ time, a few error is the key reason for most car accidents, and lucky people will be rich and the rest of us will well-programmed driverless cars may save huge be poor. numbers of lives. Such cars are already a reality Within 20 years, we 3 will have stopped and are going to become more common in the fighting over oil – 4 we’ll be fighting over water next few years. instead, as global warming is certain to lead to And finally, life expectancy is already higher than more water shortages. it’s ever been and as a result of better medicine, people are likely to live until the age of 100. 16  02 Future forms for predictions 7 2.1 Complete the article with 3 THINK BACK Look at two predictions the phrases from the box. Then from the texts. Which verb form is used listen and check. when there is some evidence now for is likely to mean ​is unlikely the prediction? will be eating will have risen will have to 1 Driverless cars are already a reality and are going to become commonplace in the next What will we be eating in the future? few years. 2 A few lucky people will be rich and the rest By 2075 the population of the world 1 to of us will be much poorer. more than nine billion. This  2 that we will ‫ﻧ‬ need to use more and more land for housing. 4 Match the underlined phrases (1–4) in the ‫ﺳﺧ‬ article to these tenses. We will also need to produce more food and it a □ F uture Perfect Simple 3  that we will be able to produce enough b □ F uture Perfect Continuous meat to feed all those people without further c □□ Future Continuous damaging the environment. Our eating habits 4  change. 5 Now match tenses a–c in Exercise 4 to Luckily, scientists are already working on explanations 1–3 below. alternatives to meat, such as insects and 1 □  n activity in progress at a specific time a synthetic protein. It may sound disgusting, 2 ‫ﺔﺗ‬ □ in the future  n activity which will be completed by a a specific time but in a few years, all of us 5 it! 8 Rewrite the sentences below using the 3 □  n activity which continues up to a a phrases from the box. specific point in the future a big cause of  ​as a consequence of  ​ 6 Choose the correct answers to complete cause (v)  ​give rise to   result from  ​result in ‫ﺟر‬ the sentences. 1 By 2050, software will be able / will have 1 This may be due to better education. been able to predict traffic jams. 2 As a result of better medicine, people are 2 In a few years, tablets won’t exist likely to live until the age of 100. anymore. They will be / will have been 3 Global warming is certain to lead to water replaced by smartwatches. shortages. 3 By the time today’s young people retire, 9 VALUES Can we all do something to help they will be working / will have been our planet? If so, what? Discuss in pairs. ‫ﯾ‬ working for 70 years. 4 I don’t think we will need / are going to ‫ﺑﯾﺔ‬ need passwords, as computers will be able to recognise our faces. 5 In a few decades, everyone will be growing / will have been growing their own food. Grammar Reference and Practice > page 80 Now go to Workbook page 14 for the next lesson. □ I can use a variety of forms to talk about future predictions. 17  LESSON 2A VOCABULARY | Threats to the environment 1 In pairs, look at the ‘before’ and ‘after’ The first word can be a noun, adjective or a photos. What do you think happened? verb, but the second word is always a noun, e.g. climate change (N + N), industrial waste (A + N), swimming pool (V + N). Before... After... When both words are nouns, the stress is always on the first noun, e.g. climate change. When the first word is an adjective or a verb, the stress is on the second word, e.g. industrial waste. ‫ﻧ‬ 5 Complete the sentences with compound nouns from Exercise 2. ‫ﺳﺧ‬ 1 80 percent of the energy we consume is provided by  which pollute the atmosphere. 2 Deforestation causes  because tree roots are no longer in place to bind the earth together. 2 2.2 Complete the compound nouns. 3 It is claimed that  from cars kill twice Then listen and check. as many people as accidents caused by ‫ﺔﺗ‬ effect  ​emissions  ​energy  ​ erosion  ​fuels  ​fumes​  ​layer  ​ vehicles. 4 Up to 300 homes can be powered by one  , using . loss  ​rain  ​scarcity  ​species  ​ turbine  warming  waste 5 is the greatest threat to  which are close to extinction. 1 acid  ​ 8 ozone  6 For safety reasons,  must be stored in 2 endangered  ​ 9 renewable  sealed containers underground. ‫ﺟر‬ 3 exhaust  10 soil  7 damages buildings, forests, and 4 fossil  11 toxic  ​ kills fish. 5 global  12 vehicle  6 REFLECT | Culture In small groups, make a list 6 greenhouse  ​ 13 water  of at least three environmental issues for 7 habitat  14 wind  each of the categories below. 3 PRONUNCIATION Read the compound nouns 1 The most urgent issues to deal with. in Exercise 2 aloud. Is the stress on the first 2 Ideas for how people could easily change ‫ﯾ‬ or the second word for each compound their behaviour. noun? Underline the correct word. 3 The issues that most affect you. ‫ﺑﯾﺔ‬ 4 2.2 Study Active Vocabulary. Then listen 7 Choose one category from Exercise 6 and again and check your answers to Exercise 3. present your choices to the class. Practise saying the compound nouns. 1 When you give your presentation, give reasons for your answers and say what ACTIVE VOCABULARY | Compound nouns actions people could take. A compound noun is made up of two words. 2 When you listen to presentations, make Usually the first part of the compound tells us notes and ask questions at the end. the type or purpose of the second noun, e.g. climate change (climate tells us what type of change we are talking about). Now go to Workbook page 16 for the next lesson. 18 □ I can talk about threats to the environment.  LESSON 3A LISTENING AND VOCABULARY 02 1 SPEAKING In pairs, look at the photos and 5 Study Active Listening. Then match the make a list of weather-related vocabulary signposting phrases to the functions. to describe them. Which of the types of weather have you seen? 1 □ I’m going to be talking about … 2 □ In other words, … A B 3 □ The second thing is … 4 □ … whereas … 5 □ So, to sum up, … a sequencing an argument b indicating that the speaker is going to ‫ﻧ‬ C D paraphrase what they just said c introducing the topic ‫ﺳﺧ‬ d concluding e indicating another example ACTIVE LISTENING | Signposting 2 Make more weather-related collocations, ‘Signposts’ are phrases that help you follow using the nouns from the box. what a speaker is saying. They can also indicate how something relates to what has floods  ​heat  ​humidity  ​rain  ​snow  ​ already been said. 1 ‫ﺔﺗ‬ temperatures  ​weather  ​winds blistering  6 2.4 Listen again and complete the notes with up to three words in each gap. 2 freak  / / 3 gale-force  1 The percentage of scientists who believe that climate change is real is about . 4 heavy  / 2 To understand changes to climate, it is 5 high  / necessary to look at the  rather than ‫ﺟر‬ 6 scorching  / / the current weather. 7 soaring  3 It is possible that warmer weather may 8 sub-zero  actually cause more . 9 torrential  4 In the past, temperature changes were 3 In groups, discuss the questions. gradual and caused by natural factors such as solar activity and . 1 What problems do such weather conditions cause? 5 While carbon dioxide may help plants to ‫ﯾ‬ grow, it also causes freak weather which 2 Look at some arguments people make destroys . about climate change. Do you think there ‫ﺑﯾﺔ‬ is any truth in them? 7 REFLECT | Society Discuss the questions. The temperature is actually cooling 1 Is climate change something that you rather than heating up. worry about? Say why. Climate change is not being caused by 2 What do you think individuals can do to human beings. make a difference? 4 2.4 Listen to a lecture about climate change. Does the speaker agree with any of the arguments in Exercise 3? Now go to Workbook page 17 for the next lesson. □ I can understand signposting in a lecture and talk about climate change. 19  LESSON 4A READING AND VOCABULARY 1 In pairs, look at the photos on the right. What do you think all these creatures have in common? 2 Read the article quickly and find two things the creatures have in common. the blob fish THEY NEED SAVING TOO! the pangolin 2.11 ‫ﻧ‬ A It’s no accident that the symbol of the World Wide ‫ﺳﺧ‬ Fund for Nature is a giant panda. These animals are cute or beautiful, or both, and of course we all want to save them. This popularity enables organisations 5 such as the WWF to raise money to support a range of critically endangered species. However, less well-known or ‘exciting’ creatures are far more likely to become extinct because they the aye aye don’t get enough attention from researchers. Invertebrates ‫ﺔﺗ‬ (animals without a backbone) make up over 90% of all the 10 creatures on Earth, but get only a tiny percentage of the money available to protect our wildlife. B And what about those creatures that many people would find positively ugly? With its tiny eyes, big mouth and slimy pink body, the blobfish is far from attractive. This marine 15 creature lives deep in the ocean, where the pressure is very ‫ﺟر‬ high. As a result, it has tiny fins and no skeleton, which keeps it from being crushed by the water pressure. Unfortunately, when fishing boats sweep the ocean floor, looking for other fish and crustaceans, these fish can get swept into the nets GLOSSARY 20 accidentally. poacher – someone who C The threat faced by the pangolin, however, is far from accidental. illegally catches animals They are more often targeted by poachers than any other animal ‫ﯾ‬ in the world. Unique among mammals, it is covered in scales, like a reptile. ‫ﺑﯾﺔ‬ They may not look very cuddly or cute, but these scales are highly prised in 25 traditional Chinese medicine, which has caused the population of pangolins in China to fall by around 90% since the 1960s. Their scales protect them from their natural predators, but it’s simple for a poacher to just pick them up. D Other creatures become endangered precisely because people find them ugly. Take the aye aye for example. Found only on the island of Madagascar, the aye 30 aye is the world’s largest nocturnal primate. During the day they sleep in nests in the trees, coming out to hunt at night. They are solitary creatures, furry, and unfortunately, the way they look means that they are traditionally considered an omen of bad luck. As a result, they are often killed. 20  02 3 Read the article again. In which paragraph 6 Complete the short texts below with words does the author … from Exercises 4 and 5. 1 □ t ell us what kind of creatures get the least funding in terms of research and preservation? 2 □ t ell us about a creature whose body is perceived as useful by some humans? □ m ention a belief that a particular The 3 creature might be a good/bad sign? blue whale ‫ﻧ‬ 4 □ e xplain how a creature’s physical The blue whale is critically 1. Blue ‫ﺳﺧ‬ features protect it from an extreme whales are 2 animals, preferring to environment? travel alone or in small groups. They have 5 □ e xplain why wildlife conservation few natural 3 other than man. institutions often choose certain animals to represent them? 6 □ d escribe an animal that is very different from others in its class? ‫ﺔﺗ‬ 4 Write the highlighted words from the article under the correct heading. The Animals:  pygmy tarsier Parts of the body: Until 2008, the tiny pygmy tarsier was ‫ﺟر‬ assumed to be 4. The animals look  very cute and  5 , with what looks like a Adjectives to describe a creature: permanent smile.  5 Complete the collocations from the article with the correct words from the box. 7 SPEAKING In groups, discuss the statistic. What can be done about the situations? ​critically  ​extinct  ​natural ‫ﯾ‬ Since 1978, over 100 Arabian 1 Animals that are classified as ‘endangered’ oryxes have been bred in captivity ‫ﺑﯾﺔ‬ are at risk of becoming . in Jordan. How could this species be reintroduced to the wild? 2 Tigers – the largest living cats on Earth – are at the top of their food chain so they have no  predators. 8 SPEAKING Work in pairs. Go to page 94. Prepare a presentation. 3 The orangutan and black rhino are  endangered which means they are facing a very high risk of extinction. Now go to Workbook page 18 for the next lesson. □ I can identify specific details in an article and talk about endangered species. 21     Do you have an idea t o help our school better protect the environment? We have up to 100 JOD available to help you get your idea off the ground! Complete the form to tell LESSON 5A SPEAKING ‫ﻧ‬ us about your idea! ‫ﺳﺧ‬ 1 In pairs, look at the notice for a competition. 4 2.13 Complete the discussion Can you think of an idea that could help your with phrases from the Speaking school to protect the environment? box. Listen and check. 2 2.12 Go to page 94 and study some Aisha Which poster do you prefer? ideas for the competition in Faten I don’t know. I’m 1 this one with Exercise 1. Then listen to a student the water bottle, and that one with committee discussing the ideas. Which the bright colours. idea do they finally choose? Nadia I can’t put 2 , but the one with the 3 ‫ﺔﺗ‬ 2.12 Complete the Speaking box with the words from the box. Listen to the water bottle doesn’t 3 Faten Maybe it’s just not original?. conversation again and check your answers. Aisha I don’t think this idea will really inspire people to take part. It takes a lot fence  ​finger  ​grab  ​mind  ​second  ​spot of effort to remember to bring in a ​track  ​what  ​with reusable bottle. We need to think about how to motivate people to ‫ﺟر‬ SPEAKING | Problem-solving do it. Expressing indecision Faten That’s a 4 , but maybe that I’m torn between … and … depends on how we present the I’m on the 1 (about) … concept. I’m having 2 thoughts. Nadia Yes, you’re 5 , Faten! That’s why I can’t make up my 3. we need a poster that really makes On the one hand, … but on the other hand, … an impact. I can’t put my 4 on it, but … ‫ﯾ‬ Aisha OK, let’s make a decision on which Expressing agreement poster then. Will 6 the one with ‫ﺑﯾﺔ‬ You’re 5 on! the bright colours? That’s  6 I was going to say! /Absolutely! Nadia Yes, it looks 7 that one is the Expressing disagreement best idea. It doesn’t 7 me. 5 In pairs, discuss the ideas for the I think we’re on the wrong 8. competition in Exercise 1 and reach That’s a good point, but … a decision. Ok, but another option might be … Seriously?! Reaching a decision So, let’s make a decision on this. Okay, so shall we go 9 …? It looks as if we agree that … Now go to Workbook page 20 for the next lesson. 22 □ I can use fixed phrases to express indecision, agreement, disagreement.  LESSON 6A GRAMMAR 02 1 In pairs, look at the infographic. Do these 5 In pairs, discuss the pair of sentences. statistics surprise you? Say why. Explain the difference in meaning, if any. a Sorry about breaking your favourite mug. THE CLOTHING INDUSTRY I’ll buy you a new one, I promise. Clothing production doubled in the b I’m going to buy a new coat today. first 20 years of this century, and 6 2.17 Read the rules a–d below the number of garments purchased and complete the sentences with each year by the average consumer an appropriate form. Listen and increased by 60 %. check. ‫ﻧ‬ Consumers keep clothing items about half as 1 So, I  set up a small business recycling long as they did 15 years ago, throwing them and customising denim. ‫ﺳﺧ‬ away after just seven or eight wears. 2 I selling them online once I have enough items to sell. GREENHOUSE GASES Making one kilo of fabric 3 I start working on a project to design generates nearly 23 kilos a shop window display. 23 of greenhouse gases! 4 It  go on display to the public at the beginning of next week. 2 2.16 Listen to three students 5 So, I  get an expert to come in and talking. What projects are they talk to the whole school about the topic. 3 ‫ﺔﺗ‬ involved in? 2.16 Listen again. Why are denim and 6 Students  auditorium. arrive at 7 p.m. at the cotton bad for the environment? How is Heba We use these phrases to talk about the planning to sell her denim? How is Lama future: hoping to change people’s opinions? a for plans, we can use be planning/hoping to Future forms for plans and hopes + infinitive or be thinking of + gerund ‫ﺟر‬ 4 Match the examples of future forms from b for things happening very soon, we can the recording with explanations a–e. use be about to + infinitive 1 □ I ’m going to turn them into shorts. c for timetabled events, we can use be due to 2 □ S end me