Mega Goal 2 Teacher's Guide PDF

MEGA GOAL 2 TEACHER’S GUIDE MANUEL DOS SANTOS JILL KOREY O’SULLIVAN ELI GHAZEL - DANAE KOZANOGLOU MegaGoal 2 Teacher’s Guide MegaGoal Series Copyright © 2009 by McGraw-Hill Education Adaptation Copyright © 2024 by McGraw-Hill Education (...

MEGA GOAL 2 TEACHER’S GUIDE MANUEL DOS SANTOS JILL KOREY O’SULLIVAN ELI GHAZEL - DANAE KOZANOGLOU MegaGoal 2 Teacher’s Guide MegaGoal Series Copyright © 2009 by McGraw-Hill Education Adaptation Copyright © 2024 by McGraw-Hill Education (UK) Limited Published by arrangement with McGraw Hill LLC ALL RIGHTS RESERVED. NO PART OF THIS BOOK MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPYING, RECORDING OR BY INFORMATION STORAGE AND RETRIEVAL SYSTEMS, WITHOUT PERMISSION IN WRITING FROM MCGRAW HILL. ISBN: 9781398939622 Publisher: Jorge Rodríguez Hernández Editorial director: Anita Raducanu Development editors: Kasia McNabb, Ana Laura Martínez Vázquez Art direction: Heloisa Yara Tiburtius Interior design and production: Page2, LLC Cover design: Page2, LLC Photo coordinator: Kevin Sharpe Photo Credits: The Photo Credits section for this book on page 214 is considered an extension of the copyright page. © 2024. Exclusive rights by McGraw-Hill Education (UK) Limited for manufacture and export. This book cannot be re-exported from the country to which it is sold by McGraw-Hill Education (UK) Limited. www.mheducation.com  Contents Scope and Sequence iv Connect 2 Unit 1 Connected by Technology 6 2 Crime Doesn’t Pay Term 1 Unit 20 Unit 3 Far and Away 34 Unit 4 TV Around the World 48 EXPANSION Units 1–4 62 Unit 5 Working 9 to 5 72 Unit 6 Going Green 86 Term 2 Unit 7 There’s No Place Like Home 100 Unit 8 The Sporting Life 114 EXPANSION Units 5–8 128 Update 138 Unit 9 Laugh Out Loud 142 Unit 10 You Are What You Eat 156 Term 3 Unit 11 Amazing Animals 170 Unit 12 What Would You Do? 184 EXPANSION Units 9–12 198 Vocabulary 204 Irregular Verbs 212 Audio Track List 213 Key to Phonetic Symbols 215 Photocopiable Activities Answer Key 216 Workbook Answer Key 228 Photocopiable Activities 252 iii Scope and Sequence Unit Title Functions Grammar Connect Express opinion, feeling and preference Agree and disagree Had better Recycling/using familiar verb forms, Pages 2–5 Ask for and give information and instructions prepositions, modifiers, inversion, Warning and advice conditionals 1 Connected by Ask for clarification and confirm Discuss using technology for Auxiliary verbs: do, have, be The comparative and superlative Technology communication Talk about personality characteristics Needs to be done; have/get something done Past participles as adjectives Pages 6–19 2 Crime Doesn’t Pay Discuss crime and punishment Read and discuss newspaper articles The passive Past perfect and past perfect progressive Pages 20–33 Explain steps in a process Simple past tense: be, regular and irregular verbs Used to and would Past progressive tense 3 Far and Away Talk about travel experiences and travel dreams Adverbs of degree Sentence adverbs Pages 34–47 Discuss hotels and services Future with be going to and will Make and decline special requests Information questions Present progressive 4 TV Around the World Discuss types of TV programs Express and explain preferences Direct and indirect objects To and for before indirect objects Pages 48–61 Express certainty Articles Talking about festivals Adjective clauses and relative pronouns Relative pronouns as subjects and objects EXPANSION Units 1–4 Language Review Reading: Computer Viruses: A Headache for Humans Pages 62–71 Reading: The Psychology of Color 5 Working 9 to 5 Talk about jobs Ask for favors, make requests and ask for Subjunctive I’d like you + infinitive / Pages 72–85 information I want you + infinitive Express obligation, necessity and lack of Tag questions necessity 6 Going Green Evaluate how “green” you are Discuss ways to be environmentally Gerunds after verbs Infinitives after verbs Pages 86–99 responsible Simple present tense versus present Make suggestions progressive Express preferences with I’d rather Conditional sentences with present and future forms 7 There’s No Place Talk about your home Describe things you are looking for Adjective order Too and enough Like Home Words connected with directions for places Expressing requests, offers, promises, warnings; Discuss quotes and feelings about home Pages 100–113 making decisions iv  Listening Pronunciation Reading Writing Listening for fact, speaker attitude, relationship Listen for specific details about a Syllable stress on Amazing Internet Write an essay comparing ways of socializing cell phone bill numbers Connections and state your preference Write about and evaluate things you can do on the Internet (Project) Listen for specific details Linking adjacent Crime Puzzles Write a story for a newspaper or web article in a lecture on safety consonant sounds Research and write about Famous Crimes, Frauds, or Blunders (Project) Listen for specific details Stress on compound nouns Ecotourism: See the World Write a letter about places to visit in Saudi about packing for a trip While Saving It Arabia Research and make a poster promoting ecotourism in your country (Project) Listen for specific information Reduction of going to and A Brief Overview of the History Write a book review about a game show want to of Television Write, direct, and film your own TV episode (Project) Language Plus: Words ending with load Tools for Writing: Capitalization Writing: Write about a problem or difficult situation you have experienced Listen for specific information Syllable stress on words You Do What For a Write about an unusual job about a survey on job ending with -tion, -cian, Living? that you might like to have satisfaction and -sion Research and write a presentation on Great Jobs and Careers (Project) Listen for specific information Thought groups Living Off The Grid Write a letter to a newspaper about glass recycling Design and make posters promoting “Going Green” in your school Listen for specific Stress on two-syllable nouns Vision 2030 Kingdom of Saudi Write a description of a home details about renting and verbs Arabia Research and write about different types of an apartment houses in the world; prepare a poster or PowerPoint presentation (Project) v Scope and Sequence Unit Title Functions Grammar 8 The Sporting Life Talk about the Olympics Talk about sports and athletes Gerunds as subjects Superlative + present perfect Pages 114–127 Encourage and express confidence Present Perfect Progressive versus present in someone perfect simple Explain steps in a process or game Time expressions: How long...? Adverbs of manner Comparative forms and structures with adjectives and adverbs EXPANSION Units 5–8 Language Review Reading: Can You Believe They Believed It? Pages 128–137 Language Plus: Idioms with colors Tools for Writing: Common errors with prepositions Update Express personal view/objective comment, enthusiasm/regret/wishes/strong agreement Recycle familiar verb forms, simple present/ narrative, connectors and modifiers, Pages 138–141 Talk about advantages/disadvantages, possibility/ passive forms, would –hypothesis, necessity/consequence/result, relate past to progressive forms, have something done, present, size/characteristics, make deductions modals about past/present, report statements/ questions/thoughts, focus on action 9 Laugh Out Loud Talk about humor Explain consequences with comparatives Past and present participial adjectives Get + adjective; Get + past participle Pages 142–155 Tell and respond to jokes The…the… comparatives Expressing wishes, regret and criticism Such...that/ so...that Can’t, could, couldn’t, must, may, or might 10 You Are What You Eat Talk about food myths Discuss eating habits Phrasal verbs Separable and nonseparable phrasal verbs Pages 156–169 Offer, accept, and decline food and drink Three-word phrasal verbs Count/noncount nouns Expressions of quantity: some/any, few, little, a lot of, much/many, enough Would like Words connected with recipes Sequence words: First, then, after that, finally 11 Amazing Animals Talk about animals and their behavior Ask for advice Passive modals The passive with reporting verbs Pages 170–183 Give advice Adjectives All/both/neither/none; Both...and.../neither... nor.../either...or... 12 What Would You Do? Talk about ethics and morals Discuss ethical dilemmas Present hypothetical conditionals versus past hypothetical conditionals Pages 184–197 Give opinions Implied conditionals As if/As though for unreal situations Future progressive and future perfect Time expressions for the future: by the year, this time tomorrow Used to versus be used to Was/were going to EXPANSION Units 9–12 Language Review Reading: Mind Over Matter Pages 198–203 Language Plus: Idioms with mind vi  Listening Pronunciation Reading Writing Listen to profiles of Olympic Voiced and voiceless th A Country Born on Skis Write an email giving complex instructions athletes for specific details on a sport or other recreational activity Research and write about the most popular Olympic sporting events; prepare a poster (Project) Writing: Write about cultural meanings of color, symbols, customs or gestures Language Plus: Idioms about sports Tools for Writing: Avoiding wordy sentences Writing: Write about a hoax Listen for specific information Recycle and use familiar Listen and identify language/ stress, intonation patterns, questions in discourse/interview identify falling/ rising intonation patterns and effects, e.g. enthusiasm, regret Listen for specific information The b and v sounds Laughter Really Is the Write short messages about animals’ ability to laugh Best Medicine Write a scene from a TV sitcom Research and write about a funny scene from a sitcom or film; prepare a Power- Point presentation (Project) Listen for sequence in Stress on two-word and Accidental Food Write a description of a memorable event the process of making three-word phrasal Discoveries Research and write about snacks and a chocolate bar verbs desserts in the Arab world; prepare a PowerPoint or poster presentation (Project) Listen for specific information The y and j sounds Animal Heroes Write about a type of animal about horse training Research and write about animals in the Arab world; prepare a poster presentation (Project) Listen for specific details Stress on content words and Peeking into Our Write a personal narrative about an about mountain rescues function words Medical Future important decision that has impacted your life Research ground-breaking treatment and procedures in Saudi Arabia; prepare a PowerPoint presentation (Project) Tools for Writing: The definite article and generalizations Writing: Write about a new technology vii Introduction Philosophy of the Program The Components MegaGoal is a dynamic American English series for international communication that takes students from Student Book absolute beginning to high-intermediate level. It is The overall organization of the Student Books in the specifically designed for teenagers and young adults. series is: With eye-catching art and high-interest topics, MegaGoal Number of Units Pages per Unit is easy and enjoyable to teach and to learn from. MegaGoal 1–3 12 Units 14 pages The goal of MegaGoal is to make the learning of 3 Expansion Units 6–10 pages English fun, motivating, and success-oriented by way of a carefully graded progression that builds students 2–3 Intro Units 2–4 pages confidence, and helps them reach the point at which a Units have a consistent lesson format. they can use English to express themselves meaningfully a The Expansion Units review and expand on language about things that matter to them. points with high-interest content in activities, readings, The methodology of MegaGoal integrates the four and chants. skills of speaking, listening, reading, and writing. The a A unit-by-unit vocabulary list is included at the back of earlier levels focus on speaking and listening, but reading each Student Book. and writing are increasingly prioritized as students progress through the series. MegaGoal also puts an Teacher’s Guide emphasis on grammar, particularly using grammar in This interleaved user-friendly Teacher’s Guide is available communicative activities. for each level. The Teacher’s Guide offers an overview of MegaGoal is designed to appeal to a visually-oriented the course, some general teaching guidelines, and detailed generation. The visuals aid in presenting and reinforcing unit-by-unit teaching notes. language at the same time that they engage student These unit-by-unit teaching notes include: attention. The vocabulary and structures are introduced a Unit Goals gradually and recycled systematically. And the tone of the a Unit Warm Up activity book is humorous—to make the learning process more enjoyable. a Instructions for presenting each Student Book activity a Answers to all the Student Book activities a Audioscript for the Student Book listening activities Organization of Materials a Language Builder notes Each level in MegaGoal has the following components: a Teaching Tips a Student Book a Additional Activities a Audio Program a Additional Projects a Workbook a Culture Notes and Fun Facts a Teacher’s Guide (interleaved) The Teacher’s Guide for each book also contains a Test Bank the following: a Learning Center (optional) a Scope and Sequence chart a IWB Software & ActiveBook a Vocabulary lists per unit MegaGoal has enough material of classroom instruction a Photocopiable Activities for a whole semester. The program is flexible, and it can a Answers to the Workbook activities be used with groups that have one, two, or three hours a Key to Phonetic Symbols of instruction a day. It can also be used with groups that a Audio Program Track List have only two or three hours a week. viii Teacher’s Guide  Introduction Workbook Learning Center The Workbook provides exercises that reinforce the The Learning Center incorporates and extends the learning material presented in the Student Book. goals of the Student Book with interactive practice on the computer. A flexible set of optional activities correlated to Number of Units Pages per Unit each unit builds students’ skills. MegaGoal 1–3 12 Units 10 pages 3 Expansion Units 6–10 pages Activities in the Workbook focus on reinforcement of Student Book Units vocabulary and grammar. Some units also include a Each Student Book contains 2 or 3 brief Intro Units that reading. In every unit there is a free writing activity based recycle familiar language forms and present engaging real- around a photograph. Students should be encouraged world topics and situations, providing students with extra to brainstorm as many words and phrases as they can practice in functional language skills. in connection with the photograph. Encourage students to write full sentences when appropriate. Answers will Each of the 12 core units follow a regular pattern: vary according to the students own ideas, opinions and a Language—vocabulary, structures, and functions—are experiences. Each unit includes a writing activity, often in presented and used in context. the form of personal writing. The Expansion Units cover a Grammar points are presented in chart form vocabulary, grammar, and writing. and practiced. The Workbook Answer Key is found at the back of this a Additional functional language is presented in the Teacher’s Guide. context of Conversations and role plays. a A Reading expands the unit theme. Audio Program a A Writing activity calls on students to use the language The audio program for each level includes the following they’ve learned. material: a Form, Meaning and Function activities expand a Listen and Discuss (Listen and Repeat in the first level) students’ knowledge of structures and functional (opening presentation) language. a Pair Work model conversations a A Project allows students to perform a task and a Listening produce a product that calls on them to apply the a Pronunciation language and vocabulary they’ve learned. a Conversation Here is a detailed list of the sections in the Student Book. a Reading In some units, the order of some elements may vary. In the a Writing first level, some sections vary as appropriate to students’ a Chant-Along (in the first level) language abilities. The audioscript for the Listening activities appear at point- Presentation of-use in the Teacher’s Guide. The opening two pages of every unit contain the Testing Program presentation called Listen and Discuss. This section introduces the unit theme, the communicative context, the The Test Bank provides a databank of testing items from grammar points, and the key vocabulary. Students discover which teachers can create customized tests within minutes. meaning from context—by the use of visuals and with help Test items reinforce vocabulary, grammar, listening, from the teacher. conversation, reading, writing, and speaking. Teachers can choose to use the items as they are, or teachers can edit, Quick Check add, delete, and rearrange items. This section, which appears on the opening two pages, IWB Software & ActiveBook includes a Vocabulary and a Comprehension activity that check how well students understood the content of MegaGoal has two brand new and innovative digital the presentation. The questions are usually in simple components: the Interactive Whiteboard Software for formats: matching, yes/no, short answers. Students can classroom use and the ActiveBook for self-study. Through a do the activities independently, in pairs, or even in small variety of interactive applications the content of the books groups. Answers can be checked as a class, in pairs, or comes to life on the board in class or on the computer in small groups. screen at home in a way that enhances the learning and teaching process. Teacher’s Guide ix Introduction Pair Work the format of a class survey. This activity allows students This section, also on the opening two pages, gets to use the language of the unit in simulated everyday students involved in personalized communication right conversations. away. It allows students to actively use the language and About You grammar from the presentation in speaking activities. The purpose of the questions in the About You section Students typically ask and answer about the content of is to help students improve their oral fluency. Students the presentation pages, or they give personal information talk about themselves, putting into practice what they relating to the content. have learned. Students’ attention is engaged as they Grammar communicate basic personal information in English. The Grammar section consolidates the grammar points Reading and the communicative functions they convey. Students The Readings throughout the book expand on the unit receive explicit instruction on key grammar points in chart topic, and relate to students’ age and interests. They format and with example sentences. The charts are then take a variety of formats: newspaper and magazine followed by activities and exercises that reinforce the articles, puzzles, humorous stories, etc. Sometimes new points presented. The Grammar charts can also serve as a vocabulary is introduced. The Teacher’s Guide presents convenient built-in reference section for students as they reading strategies and skills for students to apply to the use English throughout the program. reading; for example, using prior knowledge, discovering Listening meaning from context, scanning, making inferences, and In this section, students listen to perform tasks. The drawing conclusions. listening activity can take a variety of formats. The content Writing of the listening often simulates an authentic context: radio The Writing sections in the series cover writing ads and programs, messages on telephone answering sentences, paragraphs, letters, and brief reports. Writing machines, interviews, personal conversations, and so on. is also integrated into many of the Projects. The writing Pronunciation assignments in the Student Book sometimes use the Students’ attention is focused on specific sounds of readings as models, asking students to write about English in the Pronunciation section. Typically students themselves or topics that relate to them personally. Writing listen and repeat sounds, first in the context of words and is also developed through assignments in the Workbook. then in sentences. Form, Meaning and Function Conversation The Form, Meaning and Function section recalls and The Conversation section contextualizes the language recycles students’ knowledge of structure (form) and as it is used in everyday situations. It is accompanied extends their ability to use their linguistic knowledge in by the Real Talk feature that develops vocabulary and a meaningful and communicative way (function). The everyday expressions. The Conversation also includes Teacher’s Guide presents concrete ideas and tips for the functional language; for example, the language for presentation of form and gives suggestions on approach; agreeing and disagreeing, changing topics, expressing so students are confident they are getting the language thanks, expressing surprise, making suggestions, or right and they are able to see the communicative complimenting. One of the unique features of MegaGoal (functional) purpose behind activities. is the multiple-ending Conversations, which appear Project regularly in the Student Book. Students choose the most Each unit includes a task-based activity in which students appropriate ending for a Conversation or make up their typically cooperate to perform the task. They may make own ending. a tourist brochure, design their dream house, interview Your Turn people and report back, and so on. The Project relates Your Turn is a role-play activity in which students are to the unit theme and requires students to use all the encouraged to act out dialogs related to the Conversation. language they have acquired. In addition, the Project They use personal information or take on made-up roles. offers further writing practice. Sometimes the Your Turn activity is in x Teacher’s Guide  Introduction Student Book Expansion Units a Project An additional Project is included at the end of The Expansion Units review and expand the material each unit. covered in the previous set of units. Each Expansion includes: a Culture Notes and Fun Facts a Language Review: two pages of activities that recycle The Culture Notes and Fun Facts offer interesting trivia the vocabulary and grammar of the previous set of units or general knowledge information related to the unit a Reading: a thematic reading that challenges students content. Use these when appropriate. You may want to a Writing have students find out more about a given topic. a Project a Answers a Chant-Along: a chant that enables students to expand The answers to all Student Book activities are provided. their language in a pleasant way (in the first level a Workbook Reference only). The chant expands on a theme or the language Cross references to Workbook activities help in covered in the units before it. The chant, and its lesson planning. related activities, foster additional conversation and a Audioscript discussion as well as acquisition of new vocabulary and The Audioscript is provided for each unit’s Listening expressions. activity. (The audio for all other sections is reproduced directly from the Student Book page and, therefore, not repeated in the Audioscript.) Teacher’s Guide Units The Teacher’s Guide is interleaved with the Student Book Guidelines for Presenting Materials for ease of use. There is one Teacher’s Guide page facing each Student Book page. Presentation The following is an overview of the contents for a unit in The first two pages of each unit contain the presentation the Teacher’s Guide. called Listen and Discuss. In this presentation, students are a Unit Goals introduced to new vocabulary, language, and structures in The Unit Goals are clearly listed at the beginning context. The Teacher’s Guide contains explicit instructions of every unit in the Teacher’s Guide. These include for presenting each individual unit. goals for Vocabulary, Functions, Grammar, Listening, In general, you may want to use the following technique: Pronunciation, Reading, Writing, Form, Meaning and Before students open their books, present the topic of Function and Project. the unit in a warm up, such as by bringing in pictures, a Warm Up using the classroom environment, or using your personal Each unit begins with a Warm Up that introduces experiences. Then it is recommended that students look students to the topic and/or reviews language studied at the opening pages. Activate students’ prior knowledge in previous units. by discussing the opening question(s). Then talk about any a Teaching Notes vocabulary they know (provide support as needed), and Step-by-step teaching notes are provided for all have them guess what the unit is about. Then students presentations and activities. are ready to listen to the audio. You can have them follow a Language Builder along with the text first as they listen. For any vocabulary This feature consists of explanations of any potentially word lists on presentation pages, they can listen and confusing aspects of grammar or vocabulary. repeat. It is recommended that you play the audio several a Teaching Tips times. You might then read sentences, say vocabulary, This feature offers practical tips, insights, and or describe part of the picture, and have them point to recommendations based on the observations of the relevant part of the pictures or text. At this point, experienced teaching professionals. have students do the Quick Check section to practice a Additional Activities vocabulary and to check that they have understood the These optional activities may serve as a useful way to presentation. extend a topic that students have enjoyed. They may Vocabulary also be useful in mixed-ability classes as activities to New vocabulary is presented in the Listen and Discuss give to students who finish a certain task early. opening presentation and at key points throughout each Teacher’s Guide xi Introduction unit. The words and expressions are then practiced and Before students listen to a recording, elicit predictions recycled throughout the unit and subsequent units. Unit about what they are going to hear. Have them look at any vocabulary lists are found at the back of the book and can related visual material or ask them to read the questions be used for review. they have to answer. This way, students will have a clearer Use the visuals in the Listen and Discuss presentation to idea of what to listen for. explicitly teach the vocabulary. Listening can be a difficult skill for some students. These a Pronounce each word and have students repeat it. students worry that they will not understand anything. Alternatively, play the audio for students to listen Let them know that it is not necessary to understand and repeat. every single word, but to get the general idea. Play the a Provide example sentences, descriptions, and recording as many times as necessary, without getting explanations using the opener visual. caught up in explanations of every word or phrase. Focus students’ attention on the completion of the task. Letting a Ask students to provide examples, descriptions, and students work in pairs may lessen anxiety. explanations of their own to determine comprehension. a Have students keep a vocabulary notebook. Suggest Conversation they use their own words to define the terms and The following is a suggested technique for presenting the incorporate visuals whenever possible. Conversation section in the Student Book: a Use the photos and illustrations throughout the unit a Use the picture(s) to introduce new vocabulary to practice the words. Have students describe the and expressions. Have students predict what the pictures as well as ask and answer questions about the Conversation is about. pictures. a Go over the questions in About the Conversation a Play games with the words. before students listen to the audio. a Play the audio or read the Conversation. If appropriate, Grammar have students look at the picture(s), but keep the There are many methods and approaches to grammar text covered. Tell students that they don’t have to teaching. Here are some suggestions that may be useful: understand everything—but they should try to use a Preteach the target structure by reviewing sentences what they know to figure out what they don’t know. As from the Listen and Discuss and Pair Work sections that an alternative, you may find it helpful to have students use the structure. look at the text while listening to the audio, or you may a Model the example sentences in the Grammar section. prefer to have them read the Conversation silently a Make personalized statements or ask personalized before you play the audio or read the Conversation questions that use the target structure. aloud. a Ask students to provide personalized examples of a Play the audio or read the Conversation again while sentences that use the structure. students look at the text. a If appropriate, create visuals or graphics to illustrate the a Ask students to read the Conversation silently. Ask structure. them to figure out the meaning of unknown words from a If appropriate, use gestures or pantomimes to illustrate context. the structure. a Have students answer the About the Conversation a Have students write grammar exercise answers on the questions. They may do this individually, in pairs, in board, highlighting the target structure and explaining small groups, or as a class. their answers. a Have students work in pairs or groups and read the a Have students work in pairs to complete and/or correct Conversation using the “Read and Look Up” technique. grammar exercises. In this technique, students look at a sentence, look a Use sentences from the grammar exercises for up, and say what they have just read. This technique helps students develop confidence in saying words dictations. and sentences in English. It aids them in mastering the Listening mechanics of the language, sounds, and vocabulary, The MegaGoal series offers a wide variety of listening and helps prepare them for freer use of English. “texts,” including conversations, announcements, a Have students act out the Conversation. advertisements, news reports, etc. xii Teacher’s Guide  Introduction Reading Encourage students to keep a separate notebook for their The MegaGoal series offers a wide variety of reading text writing. You and the students can use these notebooks to types (advertisements, magazine articles, encyclopedia assess students’ progress in English. entries, letters, emails, etc.). Form, Meaning and Function For every Reading, have students try to predict and The MegaGoal series offers plenty of opportunity to recall preview the content of the reading before they read. and recycle previously taught structures and functional This includes (1) looking at the pictures, (2) talking about language as well as introducing new linguistic and what they know about the topic, (3) looking for familiar communicative knowledge along the way. words, and so on. Let students know that it is usually not Encourage students to recall what they remember about necessary to understand every word. the form if previously taught and give them plenty of In addition, you can set a purpose for reading. For examples which demonstrate alternative meanings and example, you can ask students to look for the most uses of that form. important ideas or to look for the answers to one or more Give students ample opportunity in the lesson to practice questions in the After Reading section. the new function of a familiar form in a meaningful context You can present the Reading in a variety of ways. In fact, by encouraging them to fully participate in communicative it is recommended that you take a variety of approaches: tasks. (1) students can first listen to the audio recording of the Reading with their books closed; (2) students can listen to Projects the audio of the Reading and follow along in the text (this The following are some practical guidelines for the Projects. helps students to “chunk” the text—that is, to see which a Try to have each group include students of different words go together as meaningful units in English); (3) proficiency levels in English. students can read silently first; (4) pairs can read different a Make sure that students have access to the materials to sections or paragraphs and report to each other on what do a task, such as magazines, large pieces of paper or they read. cardboard, paints or colored pencils, scissors, and Encourage students to try to guess the meaning of so on. unfamiliar words from context. Encourage them to ask a Help students break down the task into its basic you or look in dictionaries if they still have difficulty. Also components; for example, a list of questions to answer, encourage students to make lists of words that they want a list of materials to get, a format for the final product, to learn. and so on. Another effective way to review language and content a Encourage students to assign different roles to different in a Reading is to retell the story or article in one’s own group members. words—orally or in writing. Encourage students to work a Provide students with guidelines for making oral in pairs and tell what a Reading is about orally. They presentations. These include writing down notes on should tell the main idea first. One effective technique the information they want to present, ideas for how to is to summarize each paragraph, or to try to answer the organize the presentation, ideas on how to divide the questions Who, What, When, Where, and Why. presentation among different students, and so on. Writing a Provide a forum for students to “publish” their work. The MegaGoal series offers students practice in writing This may be on displays in the classroom or in the a variety of text types. These often follow the model school. Students might present the results to other provided. classes, not just to their class. Explain to students that writing is a process that requires Chants prewriting, drafting, revising, editing/proofreading, and Using chants in the classroom will enrich learning in publishing. Encourage students to brainstorm and take an entertaining way, motivate students, and generate notes before drafting. After drafting, they should peer- enthusiasm. The MegaGoal series includes original edit each other’s work. Finally, they should use these chants in the first level. Activities to learn vocabulary suggestions to create their final product. You may also and practice the four skills are included with each chant. want to provide students with a scoring rubric by which When presenting the chants, you can follow the same you will be evaluating their work. Criteria for scoring presentation steps as with the Reading sections, might include: ideas, organization, word choice, sentence whereby you activate students’ prior knowledge about the fluency, grammar, punctuation. Teacher’s Guide xiii Introduction chant or its theme, introduce the lyrics as you play make learning more relevant and memorable. the chant, use cloze activities to test listening skills, etc. Once students understand the meaning of the lyrics, Pair Work you can work on pronunciation and rhythm. Additional Pair Work offers teachers and students a number of games and the personalization of the chant lyrics, where benefits. Having students work in pairs is an ideal way to students change the lyrics to reflect their own lives, will maximize opportunities for communication and practice. allow students to be more creative with English in a fun and Many students feel a great sense of involvement when memorable way. working with classmates. Another practical advantage is that while students are working in pairs, the teacher can spend time with individual students who need help. General Teaching Suggestions For organizing students into pairs, the simplest method is to have students work with the person sitting next to them. English in the Classroom Alternatively, the students in the first row can turn around Ideally, teachers should use authentic English in the to make pairs with the students in the second row, and so classroom as much as possible. They should also on. Be sure to mix up the pairs periodically to give students encourage students to speak English as much as possible. a chance to work with other classmates. Ask students to Apart from what are strictly teaching activities, English can stand in line in order of birth date, height, alphabetical be used for taking attendance, for school announcements, order, etc., and pair students standing next to each other. and for explaining activities and assigning homework. This Cooperative Learning way, students see English as a vehicle for communication MegaGoal provides students with many opportunities to and not just an academic subject to be studied. If students work together to complete a task. The Project section of are expected to use English all the time in the classroom, most units is one such opportunity. they will be giving themselves the opportunity to practice To help ensure the success of such activities, make sure much more of the language. that groups are balanced in terms of language ability and Differentiating and Individualizing proficiency. Let students determine the different roles that Classrooms comprise a wide spectrum of learners they might play (recorder, artist, researcher, and so on). who vary in how they learn best. Some students are The teaching suggestions for the Project sections in this visual learners, while others are auditory learners. Still Teacher’s Guide provide a lot of helpful information for other students rely on the written word to succeed. To you and students for organizing and managing projects. Most of the Projects in the Student Book are designed for accommodate all students, teachers need to respond to groups of four to six students. each individual and offer appropriate experiences. The varied presentation formats in MegaGoal allow for this There are many techniques to encourage cooperative differentiation of learning styles. The abundance of visuals, work, even in everyday classroom activities: the audio program, and the variety of activity formats can a Numbered Heads Together. Each student in a group meet the needs of any learner. In addition, the Teacher’s takes a number (for example, 1, 2, 3, or 4). You present a Guide notes within the units provide suggestions for question. Students in the group work together to get the alternative ways to present material. answer and make sure that all the students in the group MegaGoal also recognizes students’ individuality and know the answer or can do the activity. To check for accountability, call on, for example, all the “number 1s” to encourages them to express themselves. Give students give the answer. plenty of opportunities to express their ideas, their preferences, and their opinions. This way, students will a Pairs Check. Pairs take turns interviewing one another. start to develop a sense of identifying with the language, Then two pairs join together. Each student tells what he/ of owning the language, and of being able to use it to she learned about his/her partner. express real ideas. a Think–Pair–Share. Students think about a topic or It is also important to make connections between the question posed. They pair up with another student characters and situations in the textbook with students’ to discuss it. They then share their thoughts with own lives. Find ways to relate the information in the the class. textbook to local and national figures, places, historical a Jigsaw. Each student becomes an expert on a topic (or events, etc. Let students bring their own experiences, on one part of a Reading). That student teaches what attitudes, and ideas into the learning process in order to he/she knows to a small group. This is a way to present xiv Teacher’s Guide  Introduction a Reading: each student reads a different paragraph Ongoing, Informal Assessment and the groups work together to get the important There are many opportunities in MegaGoal for ongoing, information from the Reading. informal assessment. Some examples are: Reading Strategies a Student work in the About You section can be Researchers are giving more and more attention to how monitored to see how fluently students express basic language learners learn to read. The MegaGoal series ideas in English. contains explicit reading strategy tips for helping students a Student work on the Project provides an opportunity to become better readers in the Teacher’s Guide. These for you to assess students’ use of English informally as strategies relate specifically to the Reading, but can also students complete work on a topic. be used for the presentation material, the Conversations, a Short dictations can provide quick and easy mini- and activities that require reading. Periodically review the assessments. For example, to assess understanding of tips throughout the program to help students apply them questions and answers, dictate three or four questions. automatically. Then have students answer each of the questions. Next, have students exchange and correct papers. This Grammar and Vocabulary Review provides students with immediate feedback. Another The Photocopiable Activities provide additional practice way is to write scrambled words or sentences on the and consolidate the grammar and vocabulary of each unit. board for students to unscramble. They can be used as homework after Self Reflection, if a Material in the Workbook can be used to measure students require more work on those areas or as optional individual students’ mastery of the material. practice for early finishers in class. a Students evaluate their own progress at the end of a Tasks and activities vary in this section and include every unit by completing the Self Reflection charts. question types such as blank fills, matching, collocations, sentence formation, answering open or Self Reflection closed questions or responding to situations. a The Self Reflection section of the course fully a The Photocopiable Activities can be combined with acknowledges and supports ongoing , informal additional activities and used as self-assessment tasks assessment in a truly learner-centered way. It allows in Self Reflection. and trains learners to think back on the topics, tasks and language presented and practiced in the unit, step Monitoring Students and Correcting Errors by step in a systematic and consistent manner, utilizing As students do pair and group activities, circulate around all available knowledge resources. the room. Check that students are using English and a Allotting time and space within the syllabus to this are on task. This is an effective way to see how students process takes the methodology of the course beyond are progressing. minimal adherence to principles of reflective learning, In terms of error correction, it is recommended that you common in most courses. Self reflection is rightfully don’t interrupt students to make corrections. Instead, make recognized as an integral part of the learning process a list of major mistakes or misunderstandings, and reteach throughout. once the pair or group activity is completed. It is important a It is essential to treat this section, as a learning skills to realize that errors are a natural part of the learning development component. This is the time for students process and that students may recognize errors when to decide for themselves what they can or cannot doing grammar activities but produce them while speaking. do and to what extent; and to make a plan of action Give priority to errors that interfere with understanding. to remedy problems, clarify points, confirm and Less important errors can be ignored, at least while you consolidate learning. are focusing on major errors. Another technique is to tell a The Self Reflection section is an invaluable tool for students that you will correct only errors of a specific type the teacher, as it provides evidence of learning and or a particular grammar point in a forthcoming activity. indicates areas for remedial work or expansion. Additional Activity ideas as well as the Photocopiable Activities that have not been used in the lessons, can be used as tasks for self reflection. Teacher’s Guide xv  Connect 1 Listen and Discuss Read the texts below and match each one with the correct heading. Write in the blank. Technology Unusual Buildings Ecotourism TV Around the World Working Days Going Green Ecotourism allows travelers to observe and experience life and culture in a natural and often undisturbed location that lends itself The paper vs. eBook debate, which to activities like hiking, climbing, rafting etc. This type of tourism has been going on for several years, often provides funds for conservation and contributes to the does not seem to serve any real development of the local economy. Would you be interested in purpose. Digital has become an this type of travel? integral part of life; so much so, that we fail to notice it. Hard copies, on the other hand, are still available, but for how long? Cable television is gradually being replaced by the Internet. The Makkah Clock Royal Tower is Recent research indicates that a substantial number of cable among the top tallest buildings in the subscribers in their late twenties to mid-thirties are planning to world. The clock face is large enough discontinue their cable TV subscriptions. On-demand viewing to be seen from 25 kilometers away. appeals a lot more to people who want to watch a show of their Have you seen it? choice at a time that suits them best. What is your view? 17 2  Connect Answers Unit Goals page 2 Technology Ecotourism Unusual Buildings TV Around the World Vocabulary Grammar page 3 Working Days Going Green eBook Had better Εcotourism Recycling/using familiar a Ask students to read through each text and highlight Βuildings verb forms, any new information that they find. Then have groups Cable television prepositions, modifiers, report and comment. Some students are likely to know Work routine inversion, more about some of the topics. Encourage them to Climate change and “green” conditionals comment and exchange information at this stage. Elicit policies Listening or explain the meaning of any words or expressions Functions Listening for fact, speaker students don’t understand. Express opinion, feeling and attitude, relationship a Write these words and phrases on the board. Have preference students find them in each text and try to work out their Agree and disagree meaning from context. Ask for and give information debate: a discussion between people in which they and instructions express different opinions on an issue or subject Warning and advice integral part of: very important and essential lends itself to: that is good/ suitable for funds: available money conservation: the protection of animals, plants, and natural resources Warm Up cable television: a system in which television signals are sent through cables rather than through the air a With books closed, ask students: discontinue: end, stop Do you watch television? What kind of shows do you subscription: an agreement with a company or watch? organization to get a publication or service regularly What do you know about ecotourism? and that you usually pay for in advance Do you prefer to read paper books or eBooks? on-demand viewing: available when needed or Name some of the tallest buildings in your country. wanted Do you follow a set routine every day? retirement: the act of ending your working or What do you know about climate change? professional career, the period after ending your a Encourage students to say whatever they know or career think. You don’t need to spend too long on each timely: happening at the correct or most useful time question. You are simply using the questions to activate prevent the implementation: stop the use/practice, prior knowledge. stop putting into action a Have students find and highlight at least one sentence 1 Listen and Discuss in each text that expresses an opinion/point of view. Tell them that they will have the opportunity to express their own view later in the lesson. a Have students look at the pictures on pages 2 and 3 and quickly and make guesses about the topics. Make a note of their answers on the board. a Have students read the directions. | Play the audio for the texts on pages 2 and 3. Have students listen with their books closed. | Play the audio again. Ask students to read along in their books. a Put them in small groups or pairs and give them a few minutes to write the headings in the blanks. Teacher’s Guide 2 Connect 2 Pair Work a Go over the directions. a Have students find and read the last question in each text, to make sure they are all clear about what they are expected to do. Direct the students’ attention to the expressions in the Expressing Opinion/Feeling/Preference – Agreeing/ Disagreeing box and go through the expressions. Give some examples, ask: What do you think of Ecotourism? Call on volunteers to answer the question using expressions from the box, for example: I admire people who do it but I can’t see myself doing it. What’s your view on eBooks? I’m not sure I can see why people are still debating the point. Everything seems to be digital these days. Explain: We’re on the same page here to express strong/total agreement. I see your point but (don’t you think it’s worth considering a different option?) Explain that we use this expression to express tentative agreement/ disagreement. I think I’d opt for (cable television) to express preference, i.e. I would choose cable television. a Put the students in groups and have them discuss the points raised by the questions. As students work go around and help as needed with vocabulary. Write some of the more useful words and phrases that students ask for on the board for everyone to see. 3 Teacher’s Guide  Term 1 It is not unusual for working people to Climate change has been a critical issue in recent years due complain about having to follow the to its destructive consequences caused by natural disasters, same routine day in and day out. Come such as storms, hurricanes, flooding and landslides. Deciding retirement time, however, a great number to “go green” has presented a dilemma for countries which of them feel lost and suffer physically and have to choose between immediate economic growth psychologically through the absence of and greener policies. This has delayed timely action and the same routine. Why do you think this prevented the implementation of “green” measures that can happens? contribute to the reduction of carbon emissions. What is your view? 2 Pair Work Answer the question at the end of each text and discuss. Express your opinion and agree or disagree. Use phrases from the box. Expressing Opinion/ Feeling/ Preference - Agreeing/ Disagreeing What do you think of …? I think it’s interesting / an amazing achievement. What’s your view on …? I’m not sure. I can see why … but I can’t see eye to eye with … Don’t you think it’s an interesting / original …? No, not really. We’re on the same page here. I see your point but … / I have no doubt that your view is valid, but I personally feel that… I admire people who … but I can’t see myself doing it. Which would you choose? I prefer... / I think I’d opt for … / go for (conventional travel). 18 3  Connect 3 Conversation Listen and practice reading the conversation in pairs. Then act it out. Librarian: Can I help you? Hashim: Could you please tell me where I can find biology books and research documents? Librarian: What exactly are you looking for? Hashim: It’s about a science project and I need to gather information, in order to create a timeline for biological research over the last 60 years or so. Librarian: I see. That must be interesting. It can’t be easy to collect all the information and choose the key items you need but I’m sure you’ll manage. Go to aisle 5 and look up the biology section. I’m sure you’ll find what you need. Hashim: I hope so. Thanks for your help. Librarian: One more thing! The research documents are in the reference section. You have to sign and get a key. You can look up what you need and read documents in the reference section, but you mustn’t take anything out. Hashim: Can I photocopy any pages? Librarian: You’ll have to check with me first. You are not allowed to photocopy old manuscripts. Hashim: I understand. Thanks again. (an hour later) Ali: I’ve noticed you have to use a whole pile of books. Are you doing research? Hashim: Yes, I’m trying to. But I’m not sure I can do it within the deadline. I’ll need to spend days in the library, reading and making notes. Ali: Don’t you worry! Of course you’ll make it. It seems impossible at first but you get used to it. Would searching online or using eBooks help? Hashim: That would be awesome but all the computers are taken. Ali: No, not really. How about using this one? I’m just about to leave. Hashim: Are you sure? Your Turn Ali: Absolutely. I’ll let the librarian know on my way out. You’d better Role-play a move over right away before someone else takes it. Here, I’ll help conversation like the you move your things. one above with a Hashim: Thanks a lot. I owe you big time! partner. Use phrases Ali: Not, at all. I’m sure you’d do the same! from the box below. Asking for and Giving Information / Instructions Could you please tell me where I can … / where the … Can I photocopy …? / Am I allowed to …? / Is it all is? Go to (aisle 5) and … / walk down (aisle 3) right if I …? and turn right … Obligation / Ability / Prohibition What exactly are you looking for? You have to/need to sign … Information / data … / It’s a project that I need … You mustn’t take anything out/touch anything … Asking permission You are not allowed to... 17 4  Connect 3 Conversation Your Turn a Have students read the directions. Tell them that they a Look at the photo and elicit ideas about the place. can use the same context, i.e. student, librarian, at the a Ask students to think about libraries in groups/pairs library with the student asking for information and an and say what people can do there. Ask them if there older student, or a different context, e.g. a large store, a is a library in their school and if it is a lending library. bank, a museum with different roles. (Explain that people can borrow books at a lending a Put students in groups of three and give them time library and return them after a set period of time. to decide on the situation and their roles before they Tell them that there can be a reference section or a practice. reference library where readers can use the books, a Give them time to rehearse. Encourage them to make documents, etc. but are not allowed to take them out.) notes. Remind them not to write down every single Ask them if there is any other equipment in modern word as this is a speaking activity. libraries that they know of, for example, computers, a Advise students to listen to each other and respond as photocopiers, printers, etc. naturally as possible while role-playing. Tell them not to | Write these questions on the board: What kind worry about mistakes during the role-play. Encourage of books and documents is Hashim looking them to focus on meaning and communication. for? (biology books and research documents) a Invite volunteers to stand up and act it out. Which section of the library are the documents in? (the reference section) Play the first part of the conversation and have students listen with their books closed. Call on volunteers to answer. Add one more question: Why do you think Ali knows more about how things are done? (He’s an older, more experienced student.) | Play the audio again. Have students listen and follow in their books. a Put students in groups of three (one for each role). Have them practice reading the conversation. Tell students to try and act out the conversation as best they can. Encourage them to rehearse more than once. Advise them to look up after they’ve had a quick look at their lines and act out. a Have them switch roles and repeat. a Invite groups to stand up and act out the conversation. a Go over the expressions in the Asking for and Giving Information/Instructions box. a Ask students to try and think of their own examples, in pairs. a Point out the expressions for Asking permission and Obligation/Ability/Prohibition. a Have students find examples in the conversation and replace them with alternative expressions. For example, “You have to sign …” can be replaced by “You need to sign …”; “…you mustn’t take anything out,” can be replaced by “…you are not allowed to …”, etc. Teacher’s Guide 4 Connect 4 Listening the members of each group do not reach a unanimous decision, i.e. if some choose statement A and some statement B, ask them to regroup with students who a Have students look at the photo and talk about the have the same opinion. Eventually, you should have people, where they are, and what they are doing. a group A and B. Tell students to exchange ideas a Go over the directions with students. Ask them to focus and prepare a brief presentation of their view and on questions 1 and 2, about the relationship between their reasons. Tell them to choose up to 5 speakers the speakers. per group. Call on the first speaker of each group to | Have students close their books and listen to the present their view in about 2 minutes. The audience can conversation between the speakers. Elicit ideas about comment or ask questions. The speakers of each group the speakers’ relationship. Make sure students justify should defend their team’s standpoint as they respond their answers. Tell students that the team which manages to persuade more people to join them, wins. Answers a Have students read question 4 and discuss it in pairs. Possible answers: Call on students to report. Alternatively, you might friends - older to younger friend: Omar, the first speaker must be choose to ask student to write a Dos and Don’ts list. older because he advises Imad about what he should or shouldn’t do a Put students in pairs and ask them to role-play a and warns him about the consequences. conversation like the one they listened to. Remind them Instructor-student: possibly at university or technical college. to use language from the box. Tell them that they can Accept any answer that can be justified through content, attitude, change the context of the conversation, i.e. decide on and/or register/style of language used. a different setting/location, and people with a different relationship, time, activity, etc. Invite volunteers to act | Have students listen to the conversation and follow in out in class. their books. If necessary, play the CD again and pause after each speaker to allow students to repeat quietly in pairs. a Put students in pairs and ask them to act out the dialog. Tell them to switch roles and practice again. a Invite volunteers to act out in class. a Go over the expressions in the Warning/Advice box. Have students find and highlight the expressions in the conversation. Then ask them to provide their own examples. Give them situations they can relate to in order to help them. For example, a teacher warning a student, a boss warning or advising an employee, etc. 5 About You a Have students read and answer question 1 in class, or circulate a paper where each student writes the number of hours they study. Write on the board: 1. from (minimum number of hrs) to (maximum number of hrs). Continue with question 2. Put students in groups and let them talk and compare answers. Call on groups to report. a Ask student to discuss question 3 in their groups. Remind them that they have to justify their answers. If 5 Teacher’s Guide 4 Listening Listen to the conversation and answer the questions. 1. What is the relationship between the speakers? Are they friends, brothers, other? 2. How do you know? 3. Listen and practice the conversation in pairs. Omar: You’d better have your eyes checked if you don’t want to get into serious trouble. Imad: Yes, I know they feel all dry and puffy. Omar: Have you been sleeping well? Imad: As well as possible! I’ve been staying up trying to finish my project, and spending a lot of time in front of the computer. Omar: Do you take breaks? You need to take a break every hour. Imad: I’d never get to the end of it that way. Omar: Well, you won’t have the eyesight you need to get to the end of it if you don’t have breaks! Another reason for taking breaks is to prevent damage to your back from endless hours of sitting at your desk. Imad: But I’m young. Older people tend to have back problems. Omar: You’re wrong there. People can cause themselves damage at any age. What has saved you so far is the fact that you work out and do sports. Imad: Yes, my parents have said the same thing! 5 About You 1. How many hours a day do you spend studying during exams? 2. How do you feel at the end of an examination period? Warning / Advice 3. Which of the statements below do you agree with? Give reasons. A. You’ll do a better job if you stay up and work through the night. You’d better … if you don’t want to get into serious B. You’ll do a better job if you get some sleep and work in trouble. the morning. 4. What would you advise your friend to do/not to do when You’ll do a better job/ have a preparing for exams? better … if you … 5. Role-play a conversation like the one above with a partner. You won’t … if you don’t / You Use phrases from the box. need to … or else … 18 5 1 Connected by Technology 1 Listen and Discuss Read the Internet profiles of the three young people. Find two important details about each. I believe in living life to the fullest. My friends call me “adventure boy” because I’m very spontaneous and I love to do new things. There’s almost nothing I won’t try once. For example, I’ve gone bungee jumping Name: Faisal Alharbi and parachuting! I’ve eaten shark fin Gender: Male soup and chocolate covered crickets Age: 19 ! I like to set challenges for myself, Home: Jeddah, Saudi Arabia and I’ve found that I can do anything I set my mind to. I’m also a very Send a Message Add as Friend straightforward person. I say what I Forward to Friend mean and I mean what I say. If you Send a Smile ask my advice, you’re going to get it! Age: 17 Name: Luke Mitchell nd Home: London, Engla Gender: Male that should know about me is OK. So the first thing you to be ology and media. I have I’m obsessed with techn on the Web