7FUTURE

BE
VISIONS of the 7
●●
 

Unit Contents
Visions of the Future
Vocabulary Computers and
communication; technology verbs
●● Grammar Will and won’t for predictions;

adverbs of possibility; first conditional

with will (not), may (not), and might (not)
●● Listening They’re always coming out with

something new.
●● Reading Computers: A Big Past, A Small

Future; How do you think people will

listen to music in the future?; Television
Grows Up . . . and Down!
●● Conversation Asking for and giving

instructions
●● Writing An opinion paragraph
Communication Objectives
●● Discuss technology items you
use
●● Share ideas about what

computers should do in the

future
●● Make predictions about your

future
●● Give instructions about how to

do something on a computer
●● Ask and answer questions

about hypothetical future events

●● Discuss how you watch TV now

and how you will watch it in the

future
Unit Videos
7.1  A Pizza Robot
7.2  Real Talk: How
important is your
cell phone?
7.3  Music Sharing
7.4  CLIL: The Secret of
the Pyramids

About the Unit
■■ Before students open their books, write on the board:
A Pizza Robot visons of the future. Ask students what they think this
phrase means. If they need prompting, ask: What is
vision? (eyesight or the ability to imagine the future)
What is the future? (the time that is upcoming and has
not happened yet) Guide students to understand that
someone’s vision of the future is what they think will
happen in the future.
How important
is your cell phone? ■■ To reinforce comprehension, give students an example
of a vision you have for the future, for example: In my
vision of the future, our town will be a large city with big
buildings and a lot more people. Ask the class: What is
a vision you have of the future? Elicit various responses.
Tell students that their visions can be about their
Music Sharing personal lives or life in general.
■■ Tell students that this unit is all about what people
think will happen in the future.
Unit Opener Questions
■■ Have students open their books and look at the picture
on page 64. Ask students to discuss what they see. Point
The Secret of
the Pyramids to different details in the picture and ask students to
describe each one or say what each one is. Write any
new vocabulary on the board that students can use to
1. What is this city like? How is it different from our cities today? answer the questions, such as reflection, smooth, shiny,
pointed, etc.
■■ Have a student read the unit opener questions aloud.
Ask volunteers to answer the questions.
2. How do you think people communicate in this city?
3. Would you like to live in a place like this? Why or why not?
Optional After discussing any new words, have students
work with a partner to use each word written on the board
in a sentence. Or have them add the words into their
vocabulary journals. Circulate and help as needed.
Answers
1. Possible answers: This city looks very modern
and new.; The buildings are shaped differently and
look like they are made of a different material.
2. Possible answer: People might communicate with
technology that we don’t have yet.
3. Possible answer: Yes, because it looks modern
and fun. / No, because I don’t see any grass or
trees. It looks too unfamiliar.
■■ Draw students’ attention to the pictures of the videos
they will watch in this unit. Have a volunteer read aloud
the title of each video and describe what he or she sees
in the picture. Ask other students to predict what the
video will be about. The following are example answers
and predictions:
7.1: A Pizza Robot I see a robot that is dressed like an
Italian chef. Maybe this robot will cook or deliver
pizzas to customers.
7.2: How important is your cell phone? I see a boy in a
video interview. I think different people will say
whether or not their cell phones are important to
them in the video.
7.3: Music Sharing I see a man standing with guitars
behind him. We might learn about how he and
others share music.
7.4: The Secret of the Pyramids I see one of the great
pyramids of Egypt. I think we will learn about a
mystery surrounding it.

UNIT CONTENTS
Vocabulary Computers and communication; technology verbs
Grammar Will and won’t for predictions; adverbs of possibility; first conditional with will (not),
may (not), and might (not)
Unit 7  Visions of the Future  T-64
Listening They’re always coming out with something new.
64 | Unit 7
 Vocabulary: Computers and 3 Vocabulary: Computers and communication
Read the directions aloud. Have a volunteer read aloud
communication ■■
1. Match the words (a–i) with the correct pictures.

FUTURE
the first sentence and explain why the sample answer
1 is correct. a. a keyboard d. a printer g. a touch pad
■■ Read aloud the directions. Say each word and have ■■ Have students work individually to complete the b. a flash drive e. a smartphone h. a touch screen
students repeat. Point out that a flash drive can also be exercise and then compare answers with a partner.
c. a mouse f. a tablet ✓ i. Wi-Fi
called a memory stick or a thumb drive. Check answers as a class.
■■ Have students work with a partner to match each Optional Have students each write two more items to
picture to the correct word. add to this exercise. Students then exchange papers with a
partner and have their partner choose the correct words to
Vocabulary complete the sentences.
a flash drive a tablet
a keyboard a touch pad Speaking: A computer quiz
a mouse a touch screen
a printer Wi-Fi Objective: to give information about how you use
a smartphone computers every day 1. i 2. d 3. c 4. a

2 CD2, TRACK 10 4
7.01
YOUR TURN   Read aloud the directions. Do the first
■■ Tell students to listen to the audio and check their item as a class to make sure students understand the
answers. Play the audio again and have students exercise. Tell students to look at the words in Exercise 1.
repeat the words. Listen for pronunciation and correct Ask: What is something you use at school? Elicit various
any mistakes. Play or say individual words again for answers and indicate that students should write them in
students to listen and repeat, if necessary. the first blank.
■■ Use the pictures to reinforce the meaning of the ■■ Have students work individually to write their answers
5. f 6. h 7. b 8. e 9. g
vocabulary words. Pantomime or give more context to to the quiz.
help students understand the meaning of each word.
For example, say: I use this to type on my computer. 5 2. Listen, check, and repeat.
7.01
What is it? (a keyboard) Elicit similar contexts from ■■ Read aloud the directions. Have a volunteer read the
students for each vocabulary word and have their 3. Circle the correct words.
speech balloon out loud to the class. Tell students to
classmates guess the word. 1. Do you usually use Wi-Fi / a touch pad or a mouse? 7.02 Say it RIGHT!
refer to their lists of items they wrote in Exercise 4 to
tell their partner about the technology items they use. The letters ou can sound like the
Optional For additional reinforcement of these technology 2. You can save your work on a flash drive / a touch pad. /uh/ or /ow/ sound. Listen to the
terms, if you have a computer in your classroom, have a Point out that they should use complete sentences when
sentence.
student write the words on small pieces of paper or sticky speaking with their partners and not just read the list of 3. You use Wi-Fi / a printer to go on the Internet. My cousin has three computers in
notes and label the items in the classroom. items they wrote. her house.
4. You use a mouse / a keyboard to type an email.
Which words in Exercise 1 have the
Say it Right! 7.02 CD2, Track 11 Workbook 5. You can carry a smartphone / a touch screen easily in letters ou? What sounds do they
Draw students’ attention to the information in the box. Students complete the exercises on Workbook one hand. make?
Play the audio as students listen and read along. page 44 in class or for homework. See Teacher’s Book
Have students look at the words in Exercise 1 and page T-131 for Workbook answer key. 6. I prefer a flash drive / a mouse to a touch pad.
write down the words with the letters ou. (mouse,
touch pad, touch screen) Then pronounce or play the Speaking: A computer quiz
audio of the words again while students listen to
hear the sound the ou makes. (mouse – /ow/; touch 4. YOUR TURN Use the words from Exercise 1 to give information about you.
[screen/pad] – /uh/) Something I use:
If possible, elicit other words students know with
• at school: • every day:
the letters ou and ask what sound they make.
(/ow/ – announcement, playground, loud; /uh/ – • to do homework: • to play games:
cousin, country, double, etc.) • at home: • to communicate with friends:
Optional Point out that the letters ou can make other
sounds as well: /oo/ as in you and group and /o/ as 5. Work with a partner. Share your answers to the quiz in Exercise 4.
in four and course.
I use Wi-Fi, a printer, and a touch pad at school.

Workbook, p. 44

Reading Computers: A Big Past, A Small Future; How do you think people will listen to music in
the future?; Television Grows Up . . . and Down!
Conversation Asking for and giving instructions
T-65  Unit 7  Visions of the Future
Writing An opinion paragraph
Unit 7 | 65
 Reading: An article about Optional For additional reading practice, play the audio

The Future of
again. Have students read along chorally, but quietly,
computers with the reader, paying attention to pronunciation and
intonation patterns. Then have students practice reading

Technology
Objective: to read an article about computers
the article in pairs, taking turns to read aloud each
■■ Preview the reading. Tell students to read the title: paragraph while the other follows along.
“The Future of Technology. Computers: A Big Past,
A Small Future.” Did You Know . . .?
■■ Check comprehension of the words future and Read the information aloud. Share the following
additional information with students:
technology. Ask: What is technology? (new things people
Computers: A Big Past, A Small Future develop, especially involving computers and science) In 2013 in the United States, 78 percent of teenagers
had a cellphone, and almost half of those were
When is the future? (It is upcoming time that hasn’t
Over 65 years ago, the world’s first computer was “born.” Scientists called it “The smartphones. One in four teens had a tablet.
happened yet.) Ask: What do you think this article is
Baby,” but it was huge. It filled an entire room! Three people made the computer Ninety percent of text messages are read within three
about? What will you learn? Elicit ideas from students.
minutes of delivery.
and programmed math problems for it. On June 19, 1948, the computer solved
On average, people who use technology carry 2.9
its first math problem – in 52 minutes! At that time, this was amazing. 1 devices with them at all times.
■■ Read aloud the directions and ask the question. Draw
Computers are now much smaller. With touch-screen technology, many students’ attention to the photo of the computer across
Thirty million people watch TV shows on their
computers don’t need extra things, like a keyboard or a mouse. In the future, smartphones.
the top of the page. Elicit possible answers.
computers probably won’t need these things at all. Some computers, like the
smartphone, can fit in one hand. Computers are also more powerful today. There Answer 3
is more computing power in a smartphone than there was in all of the computers Possible answer: The first computer was a lot bigger.
■■ Read aloud the directions. Have students read the
on Apollo 11, the first spacecraft to take people to the moon! questions silently so that they know what information
to look for in the reading.
How else will computers change in the future? A computer’s “brain” is a chip 2 7.03
CD2, Track 12
■■ If they are able, tell students to try to answer the
inside the computer, and in the future, people will definitely be able to save much ■■ Read aloud the directions and the question. Have questions from memory first. Then have them look
more information on a computer chip. So, computers will be smaller and even students skim the article to find the answer. Tell them back through the article to check their answers.
more powerful. Perhaps they’ll even think like humans! Maybe we won’t need to to underline the answer when they find it. ■■ Have students complete the exercise individually and
tell computers what to do because they’ll decide for themselves! ■■ Check the answer as a class. Ask volunteers to point to check answers with a partner. Then check answers as
the place in the reading where they found the answer. a class.

Answer 4
Reading: An article about computers DID YOU Possible answer: It was huge. It filled an entire room. YOUR TURN   Read aloud the directions. Have a

1. Work with a partner. Look at the photo of an old computer.

KNOW . . .? It was slow. At the time, it was amazing. volunteer read the example speech balloon aloud to the
There are more class and complete the sentence with his or her own idea,
How was it different from modern computers? ■■ Then play the audio. Tell students to listen and follow
than two billion for example; They should do the laundry.
along silently.
2. Read and listen to the article. What was the first personal computers ■■ Circulate and help as needed while partners discuss at
7.03 in the world today, ■■ Give students time to underline any unfamiliar
computer like? least five things they want computers to be able to do In
including tablets vocabulary in the reading. Have students compare their
the future.
and smartphones. underlined words with a partner and guess the meaning
3. Read the article again. Circle the correct answers. of the words from context together. Discuss any new
1. The first computer fit in . words as a class and, if possible, have students explain
5
YOUR TURN   Have pairs join another pair to continue
the meaning of new words to each other.
a. a hand b. a room c. a building their discussion. Ask groups to report to the class on
2. The Baby found the answer to math problem(s) in 52 minutes. their best ideas. Take a class vote to decide which idea
is the best.
a. 1 b. 3 c. 65
3. The computers on Apollo 11 were a smartphone.
a. more powerful than b. less powerful than c. as powerful as
4. Today, many computers don’t have .
a. keyboards b. chips c. touch screens

4. YOUR TURN Work with a partner. Think of at least five things you think computers
should do in the future.
Computers should clean our houses in the future. They should . . .

5. YOUR TURN Join another pair. Share your ideas from Exercise 4. Which idea do you
think is the best?
Unit 7  Visions of the Future  T-66
66 | Unit 7
 Grammar: will and won’t for ■■ Check answers as a class. Ask volunteers to explain Grammar: will and won’t for predictions
which predictions are true and give examples to
predictions support their opinions.
6. Complete the chart.

Objective: to make predictions about things that will and Use will and won’t to predict future events.
won’t happen in the future Answer Wh- questions Affirmative answers Negative answers
Predictions 2, 3, and 5 are true now. (1 and 4 are
What will my smartphone do in the future? Perhaps it’ll think like a human. It will not drive a car.
not true now.)
6 How will computers change? They ’ll / will be smaller. They won’t be bigger.
■■ Before students open their books, demonstrate the
9 Yes/No questions Short answers
grammar. Write on the board: In 10 years, students will/ ■■ Read the directions aloud. Draw students’ attention to
won’t . . . Use the stems to model predictions using will Will my smartphone think like a human? Yes, it will. No, it won’t .
the Adverbs of possibility chart. Present the information
and won’t, for example: In 10 years, all students will have
in the chart. If it is helpful, draw a continuum on the Will computers change? Yes, they will . No, they won’t.
a computer on their desk. / In 10 years, students won’t
board that shows that definitely and certainly mean
come to school every day. Contractions: I will = I’ll you will = you’ll he will = he’ll she will = she’ll it will = it’ll
100 percent sure; probably means 60–75 percent sure;
■■ Ask various students to make predictions using the and maybe and perhaps mean about 25–50 percent we will = we’ll they will = they’ll
stems on the board. Ask: What do we make when we sure. Elicit examples from students that demonstrate Check your answers: Grammar reference, p. 112
guess about the future? (a prediction) Teach the forms comprehension, for example: We will definitely have
to predict (verb), prediction (noun), and predictable a quiz on Friday. / Maybe we won’t have homework
(adjective). Have students say and write example tonight, etc. 7. In 1900, an American engineer made these predictions. Complete them with will or
sentences using these words correctly on the board. won’t and the correct verbs.
Ask students to open their books and look at the
■■

grammar chart. Read the explanation at the top of the

Speaking: Predictions about buy eat not be not cook ✓ not live not wait talk
chart aloud. my future
1. Animals won’t live in the wild.
■■ Draw students’ attention to the example questions
Objective: to ask and answer questions about the future
and answers in the chart. Explain to students that they 2. People will talk on wireless phones.
should pay special attention to the words in bold. Read
the sentences aloud, leaving out the words that will go 10 3. We won’t cook all of our own meals. We will buy them in stores.
in the blanks. YOUR TURN   Read the directions aloud. Have two 4. The letters C, X, and Q won’t be in the alphabet.
■■ Have students fill in the blanks in the grammar chart volunteers read the speech balloons aloud to the class.
individually. Then check answers as a class. Have Point out that the question What will you do in the future? 5. We won’t wait until summer to eat vegetables. We will eat them in winter.
students practice asking and answering the examples in often refers to your job. Elicit the question forms for the
the chart with a partner. other ideas in the box for example: Will you go to college? 8. Work with a partner. Which predictions in Exercise 7
■■ Ask questions to check comprehension. Ask: What What college will you go to? What will your friends/family are true now?
is the contraction of she will? (she’ll) What is the do? What town/city will you live in? What will your town/
city be like? What will your computer look like? 9. Write sentences about the future with will and won’t. Adverbs of possibility
contraction of she will not? (she won’t) Point out that
■■ Have students practice asking and answering the questions
How sure are you? Use definitely, certainly, probably,
will is a modal like should, must, and have to, which
they learned in Unit 6. It goes in the same place in the with a partner. Circulate and help as needed. Ask students maybe, or perhaps.
sentence – before the main verb in its base form. to report to the class about their partner’s answers. 1. we / have / Wi-Fi connections in our clothes Sure Pretty sure Not as sure
We’ll probably have Wi-Fi connections in our clothes. definitely probably maybe
Grammar support Video certainly perhaps
For further grammar presentation support and practice, 7.1 A Pizza Robot  Ordering a pizza is easy, but 2. cars / not need / human drivers Use adverbs of possibility to say how sure you are
see Teacher’s Book page T-112. See Student’s Book if you’re in an awkward location, it’s not always about a prediction. Definitely, certainly, and probably
page 112 for the complete grammar chart. possible to have it delivered. A group of hungry come between the subject and will or won’t, or
men take on the task of figuring out the best way 3. people / live / to be 120 years old between will and the base form of the verb. Perhaps
to get their pizza. They try everything from flying a and maybe come before the subject.
7 blimp to programming an actual robot, called Luigi.
■■ Read the directions aloud. Ask a volunteer to read the After testing Luigi on a course, he’s ready for the They definitely will think like humans.
example aloud and explain why won’t live is correct. real thing and succeeds! 4. we / not use / pens and pencils They’ll probably think like humans.
(Won’t live is the correct future form of not live.) Students complete the video worksheet on
Perhaps they will think like humans.
■■ Have students complete the exercise individually. Ask Workbook page 84 in class or for homework. See
students to compare answers with a partner. Then Teacher’s Book page T-139 for Video answer key.
check answers as a class. Have students explain why
Speaking: Predictions about my future
each answer is correct, referring to the chart for help 10. YOUR TURN Work with a partner. Ask and answer questions about
as necessary. Answer the future. Make predictions about the items below or your own ideas. Find out about a new
They get pizza delivered by a small robot. technology. How do the
BE
8 people get pizza?
your school/job your friends/family your town/city your computer (Workbook, p. 84)
■■ Read the directions aloud. Have students take turns
Workbook
reading the predictions aloud to each other and then What will you do in the future?
discuss whether or not each one is true today. Students complete the exercises on Workbook
page 45 in class or for homework. See Teacher’s Book
page T-131 for Workbook answer key. I’ll probably write software for computers.
7.1 A PIZZA ROBOT
T-67  Unit 7  Visions of the Future
Workbook, p. 45 Unit 7 | 67
 Listening: They’re always Jenna: What kind of games will you make if you’re
a designer?
coming out with something Karl: I really like action games, like Cyber Chase.
new. If I make games, they won’t be boring. That’s
for sure!
Objective: to listen to friends talk about a video game Jenna: There are a lot of computer classes at school.
Will you take any of them?
■■ Direct students’ attention to the picture at the top of
Karl: Yeah. I actually have one now – computer
the page and ask a student to read aloud the Listening
graphics. If I like it, I might take more.
section title. Ask students to predict what they will hear
about in the listening exercise. Jenna: Cool. So, do you want to play another game of
Cyber Chase?

Using 1 Karl: Of course! Hey, if I beat you, will you do my

■■ Read the questions aloud. Ask students to raise their homework?

TECHNOLOGY
hand to show how many play video games. Elicit the Jenna: No way!
names of popular games they play.
a Answer
2 7.04
CD2, Track 13 Karl

■■ Explain to students that they will listen to two friends

3 CD2, Track 13
talk about a video game. Play the audio once all the way 7.04

Listening: They’re always coming out with something new. through. Tell students to listen for the gist. ■■ Read the directions aloud. Have students read the
■■ Read aloud the directions and the question. Play the sentences to see what information they will be
b 1. Do you and your friends play video games? What do you play? listening for.
audio again and have students listen for the answer.
Elicit and check the answer as a class. ■■ Play the audio. Ask students to complete the task
2. Listen to Jenna and Karl talk about a video game. Who wants to work
7.04
Karl: Do you want to play a video game? I just got a individually. Check answers as a class.
with computers in the future?
new game console – the Ztron 2100.

c 7.04
3. Listen again. Are the sentences true (T) or false (F)? Jenna: Cool! Vocabulary: Technology verbs
1. Karl has a new game console. T Karl: Let’s play Cyber Chase. It’s a really cool game.
Jenna: OK. Vocabulary
2. There aren’t any boy characters in Cyber Chase. F back up sign into
Karl: First, we need to choose our characters. I’ll be
3. Jenna and Karl play Ocean World. F Zed. Just click on the character you want. click on sign out
4. Jenna wants a game console for her birthday. T Jenna: OK, but they’re all boys. scroll down turn on
Karl: If you scroll down, you’ll see more characters. scroll up zoom in
d 5. Karl thinks Jenna should get a Ztron 2100. F
shut down zoom out
Jenna: Oh, OK. I’ll be Afra.
6. Karl is taking a computer class. T
Karl: Now let’s pick the world we want. You’ll see all
of the choices if you zoom out. 4 7.05
CD2, Track 14
Vocabulary: Technology verbs Jenna: OK. How about Ocean World? ■■ Read aloud the directions. Have a volunteer read aloud
4. Match the pictures with the correct sentences. Then listen and check your answers. Karl: That one is really hard. How about Amazon the first sentence. Ask him/her to explain why picture c
7.05
World? is the correct answer.
1. c To see the bottom of the web page, scroll down. To go back to the top,
Jenna: Sure. That was fun! Hey, if I get a Ztron, will we Have students work with a partner to match the rest
e scroll up. ■■
be able to play together from our own houses?
of the sentences with the pictures. Then play the audio
2. d Click on the item you want. Karl: Sure. We just have to connect with Wi-Fi, and and have students check their answers.
we can both play from our own game consoles.
3. g To see more of the city on the map, zoom out. To look at your street, ■■ Use the photos to explain or reinforce the meaning
Jenna: Cool. If I ask my parents, they might get it for
zoom in. of the verbs. Have students say and write example
me for my birthday.
sentences using the verbs on the board. Point out that
f 4. f You can sign into your web page from any computer. Don’t forget to Karl: You know, if you wait a few months, you may be these are two-word (or phrasal) verbs. Demonstrate
able to get the Ztron 3100.
sign out when you’re done! how some of them are separable and some are not
Jenna: Really? (separable: shut down, turn on, back up).
5. e Do you shut down your computer at night? Karl: Yeah. They’re coming out with a new
6. a Turn on your computer with the power button.
model soon. 5
Jenna: They’re always coming out with something YOUR TURN   Explain the exercise. Have a volunteer read
g 7. b I back up my files every day. new. I wonder what video games will be like in the example speech balloon aloud to the class and finish
the future?
the sentence. Ask: What did he/she tell us how to do? (write
5. YOUR TURN Work with a partner. Tell your partner how to do one of these things Karl: I don’t know. But I think I’ll probably be a video an email) Have students work in pairs to give instructions
on a computer. Use the phrases in Exercise 4. game designer in the future. how to do the things in the box. Circulate and help pairs
as needed.
listen to music read a blog watch a video write an email

Turn on your computer. Then sign into your email account. Next, . . .
Unit 7  Visions of the Future  T-68
68 | Unit 7
 Grammar: First conditional
with will (not), may (not), and
might (not)
Objective: to use will (not), may (not), and might (not) to
talk about possible results of future actions
6 switching the order of the clauses and including
■■ Ask students to look at the grammar chart on page 69.
Read the explanation at the top of the chart aloud.
■■ Have students work with a partner. Provide each pair of
students with a copy of the audio script of the Listening
exercise on page 68. Ask students to read through the
script and underline all of the sentences with if. (If you
scroll down, you’ll see more characters. You’ll see all of
the choices if you zoom out. Hey, if I get a Ztron, will we
be able to play together from our own houses? If I ask
my parents, they might get it for me for my birthday. You
know, if you wait a few months, you may be able to get
the Ztron 3100. What kind of games will you make if
you’re a designer? If I make games, they won’t be boring.
If I like it, I might take more. Hey, if I beat you, will you
do my homework?)
■■ Ask students to study the examples and come up with
general grammar rules for if. For example, guide them
to notice that a present tense verb follows if in the main
clause and that the result clause contains will/won’t and
the base form of a verb. Ask questions to elicit that the
if clause refers to a state or event that may happen in
the future. The result clause refers to a possible result of
that state or event.
Optional If possible, project the audio script so that
you can look for the sentences with if as a class and
underline them.
■■ Draw students’ attention to the example sentences
in the chart. Explain to students that they should
pay special attention to the words in bold. Read the
sentences aloud, leaving out the words that will go in
the blanks.
■■ Have students fill in the blanks in the grammar chart
individually. Then check answers as a class. Have
students practice saying the examples in the chart with
a partner.
■■ Point out that might is a modal like will. It is used in the
same position in the sentence, but it is less definite than
will. Remind students of the Adverbs of possibility chart
on page 67. Explain that might has a meaning similar to
maybe and perhaps.
Grammar support
For further grammar presentation support and practice,
see Teacher’s Book page T-112. See Student’s Book
page 112 for the complete grammar chart.
T-69  Unit 7  Visions of the Future
Notice it
Grammar: First conditional with will (not), may (not),
Review the information in the box. For additional and might (not)
practice, ask students to refer back to the Listening
audio script. Tell them to circle the sentences in
6. Complete the chart.
which the if clause comes first. Then have them make Use the first conditional to show results or possible results of future actions.
squares around the sentences in which the if clause Use if and the simple present in the main clause and will (not), may (not), or NOTICE IT
comes second. Tell them to draw a triangle around The if clause can come
might (not) and the base form of a verb in the result clause.
the commas. Then have them rewrite the sentences, at the beginning or end of
Statements
the sentence. Use a comma
commas where necessary. Check answers as a class. You’ll see all of the choices if you zoom out. after the if clause when
it comes at the beginning.
If I make games, they won’t be boring.
If you scroll down, you’ll see
7 If I ask my parents, they might get it for me for my birthday. more characters.
■■ Read the directions aloud. Have a student read aloud You’ll see more characters
the if clause in the first sentence and explain why I may not get the Ztron 2100 if a newer model comes out. if you scroll down.
learns is correct. (A present tense verb is correct in the
Questions
if clause.)
■■ Have students complete the exercise individually, and What kind of games will you make if you’re a designer? Action games.
then compare answers with a partner. Present the Get it If I beat you, will you do my homework? Yes, I will. / No, I won’t .
Right! box before checking answers as a class.
Check your answers: Grammar reference, p. 112
Get it Right!
7. Circle the correct words.
Draw students’ attention to the information in the box Get it RIGHT!
and ask a student to read it aloud to the class. 1. If Joe learns / might learn to write code, he gets / might get a
Ask students to check their sentences in Exercise 7 to great tech job.
Do not use the simple present in the
main clause with the first conditional.
confirm that they have chosen the correct words. Have
2. If my parents get / will get a new computer, they don’t buy / I’ll win if we play that game.
them exchange books with a partner for their partner
NOT: I win if we play that game.
to check as well. won’t buy a tablet.
3. You don’t lose / won’t lose your files if you back / may back them up.
8
■■ Read the directions aloud. Have a student read aloud 4. I buy / may buy a new smartphone if I get / will get enough money
the first if clause and sample answer and explain why for my birthday.
the sample answer is correct. (because a present tense
verb is correct in the if clause) 5. Will I get / Do I get to your blog if I click on / will click on this link?
■■ Have students work individually to complete the 6. If my computer stops / will stop working, I don’t finish / may not finish
sentences. Check answers as a class. Ask a volunteer to my homework.
read the completed paragraph aloud to the class.
7. If you decide / will decide to get a printer, which one do you buy /
will you buy?
Speaking: A lot of Ifs!
8. Your tablet shuts down / will shut down if you click on / will click on that.
Objective: to ask and answer questions about possible
events in the future 8. Complete the paragraph with the simple present or will (not).
If I 1 pass (pass) all of my exams, my parents 2 will buy (buy) me a
9 new tablet. If I 3 get (get) a new tablet, I 4 will start (start) my own
YOUR TURN website. I 5 will post (post) a video of my dog riding a skateboard if I
  Explain the exercise and have a student
make like
read aloud the ideas in the box. Have two volunteers read 6
(make) my own website. If one million people 7 (like) my
the example speech balloons aloud to the class. video, I 8 will be (be) famous! I 9 won’t be (not be) famous if no one
■■ Encourage pairs to continue their conversations by 10 watches (watch) my video. If I 11 fail (fail) any of my exams, my
won’t buy (not buy) me a tablet. I should start studying!
expressing interest and asking additional questions. Ask parents 12
pairs to share their conversations with the class.
Speaking: A lot of Ifs!
Workbook
9. YOUR TURN Ask and answer questions with the ideas below or your own ideas.
Students complete the exercises on Workbook
Use will (not), may (not), or might (not).
pages 46–47 in class or for homework. See Teacher’s
Book page T-131 for Workbook answer key.
If I have a website in the future, . . . If I buy a computer in the future, . . .
If I make a video in the future, . . .
What will you post if you have a website in the future?
If I have a website, I’ll post funny videos.
Workbook, pp. 46–47 Unit 7 | 69
REAL TALK 7.2 HOW IMPORTANT Tech Conversation: Using your cell
phone
3 CD2, Track 16

TRENDS
IS YOUR CELL PHONE? 7.07

■■ Explain to students that they will hear a conversation

Objective: to ask for and give instructions between a teenager and her grandmother. Kendra is
teaching her grandmother how to use a smartphone.
Draw students’ attention to the Useful language box
Video and read the phrases aloud. Explain that these phrases
Conversation: Using your cell phone 7.2 Real Talk: How important is your cell phone?  are used when asking for and giving instructions. Ask:
Six speakers answer the question: How important Which phrases are used to ask for instructions? (How do
1. REAL TALK Watch or listen to the teenagers. How many think their cell phones
7.06 is your cell phone?
are important? How many don’t think they’re important? Write I . . . ? and How does it work?) Which phrases are used
the numbers. to give instructions? (You need to . . . and all you have
1 CD2, Track 15 to . . .)
7.06
Important Not important ■■ Play the audio once all the way through so students can
REAL TALK   Explain to students that they will watch listen for general understanding.
4 2 a video (or listen to the audio version) about teenagers ■■ Play the audio a second time and have students
talking about how important their cell phones are to them. complete the conversation with the phrases from
Allow students to look at the chart before they listen so the box.
2. YOUR TURN How important is your cell phone? Tell your partner. they know what information they are listening for. Suggest
that students put a check in the appropriate box as they
■■ Play the audio a third time for students to confirm their
3. Kendra is telling her grandmother how to make a call on a smartphone. Listen and listen to each speaker. answers. Then check answers as a class.
7.07
complete the conversation. ■■ Play the video or audio and have students complete the
4
task individually by writing the number of people who Have students practice the conversation from Exercise 3
USEFUL LANGUAGE: Asking for and giving instructions ■■
say cell phones are important and the number of people with a partner, taking turns with each part. Challenge
you need to all you have to how do I How does it work? who say cell phones are not important. Check answers students to try to say as much as they can from
as a class. memory, rather than just reading their lines. Encourage
Grandma: Can I borrow your phone to call Grandpa? Interviewer: How important is your cell phone to you? them to act out the conversation, using appropriate
Kenneth: I don’t have my own phone – so it’s not facial expressions and gestures.
Kendra: Sure. Here’s my smartphone.
important to me at all!
Grandma: 1 How does it work? Katie: My phone’s quite important to me, but 5
Kendra: First, 2 you need to press the round button to turn it on. it’s more important to my mum so she YOUR TURN   Draw students’ attention to the words in
can call me any time she wants! purple in the conversation in Exercise 3. Then have them
Grandma: Like this?
Anderson: It’s not really important to me. I usually look at the chart. Explain that they will use the words in
Kendra: Yes. That’s it. See . . . it’s a touch screen. Now, click on the leave it at home! Hi, Mum! the chart to change the words in purple in the Exercise 3
phone icon. Brooke: My phone’s very important to me – I use conversation to have a new conversation with a classmate.
Grandma: OK. So, 3 how do I make a call? it for the games and the apps, and I If it is helpful, tell students to cross out the words in purple
watch my favorite TV programs on it. in the conversation and write in the new words. Then have
Kendra: Click on the contacts icon and scroll down to Grandpa’s name.
Ariana: Very important! My mom tells me to take students practice the new conversation.
Grandma: OK. Now what? it with me whenever I go out. ■■ Then give students time to write their own ideas to

Kendra: 4 All you have to do is click on his name. Xavier: My phone is quite important to me. I use substitute into the conversation in the chart. If students
Grandma: I see. That was easy! it to phone my mum and dad and to text need help with ideas, brainstorm a few tasks that they
my friends. can ask for and give instructions for, such as playing
4. Practice the conversation with a partner. Interviewer: How important is your cell phone to you? a game, downloading an app, listening to music, etc.
Tell students that if they need to add more steps to
5. YOUR TURN Repeat the conversation in Exercise 3, but change the words in purple.
2 the instructions, they can change the conversation
YOUR TURN   Read the directions aloud. Have students as necessary.
Use the information in the chart for one conversation and your own ideas
for another. work in pairs to discuss how they feel about their cell ■■ Have students practice the conversations with new
phones. Circulate and help as needed. If time allows, ask information with a new partner. Call on a few pairs to
volunteers to share their opinions with the class. perform their conversations for the class.
My ideas

Task text Aunt Linda

Type of icon text message

Task send a text

scroll down to Aunt Linda’s name

Step 1 and click on it

Step 2 type your text and click on “send”

Unit 7  Visions of the Future  T-70

70 | Unit 7
 Reading to write: An opinion Optional Project the reading on the board so you can look TechIt Question of the Week:
for the phrases as a class. How do you think people will listen to music in the future?
paragraph Marcus Howard posted 10/18

Objective: to read an opinion paragraph
6 People won’t need to carry MP3 players or even smartphones for
■■ Have students look at the photo and the paragraph. Ask
general questions to help students preview the reading,
for example: What kind of text is this? (an online post or
blog) Who wrote the post? (Marcus Howard) Why did
he post this text? (to answer the question How do you 9 will listen to music in their clothing, and it will be great!
think people will listen to music in the future?) When did
■■
he post this answer? (October 18)
■■ Read aloud the directions and elicit possible answers to
the question. Have students read the paragraph silently
to check their answers.
Answer
Possible answer: Music players will be in
sunglasses.
Focus on Content Writing: Your opinion
Have a student read the information aloud. Check
understanding by asking comprehension questions,
paragraph
such as: What should you include first? (an
Objective: to write an opinion paragraph
introduction) What should you give for your opinion?
(reasons), etc.
Plan
7 ■■
■■ Read the directions aloud. Have students complete the
task individually by locating each piece of information
in the paragraph. Then have students compare answers
with a partner. Check answers as a class.
Answers ■■
A: In my opinion, people will listen to music from
computer chips in their clothing.
B: One reason is that it will be an easy way to listen
to music. Another reason is that some of this
technology exists already. ■■
C: People won’t need to carry MP3 players or even
smartphones for music. Small computer chips
will be in sunglasses, hats, jackets, and shirts. For Write
example, you can buy sunglasses that play music. If
■■
this trend continues, it will be popular in the future.
D: In conclusion, I think people will listen to music in
their clothing, and it will be great!
Focus on Language
Review the information in the box with students. To
check understanding, ask an opinion question such as: Check
■■
Do you agree with Marcus Howard’s opinion? Ask various
students to respond, using phrases from the box.
8 • Do you use the expressions
■■ Read the directions aloud. Have students complete the ■■
task individually. Then have them compare answers
with a partner.
Answers In my opinion, people will listen to music from computer chips in their
In my opinion,
clothing. One reason is that it will be an easy way to listen to music.
One reason is that
Another reason is that
music. Small computer chips will be in sunglasses, hats, jackets, and
In conclusion,
shirts. Another reason is that some of this technology exists already.
I think
For example, you can buy sunglasses that play music. If this trend
continues, it will be popular in the future. In conclusion, I think people
Read the directions aloud. Have students work
individually to complete the paragraph with the phrases
2 0
from the box. Have students compare answers with a
partner and then check answers as a class.
Workbook
Reading to write: An opinion paragraph
Students complete the exercises on Workbook
pages 48–49, before beginning the Plan, Write, 6. Look at the title and the photo. How does Marcus think Writing: Your opinion
and Check writing activities. See Teacher’s Book people will listen to music in the future? Read his
page T-132 for Workbook answer key.
paragraph
paragraph to check.
PLAN
Focus on CONTENT Choose one of the topics about the
In an opinion paragraph, include: future or your own idea. Write notes
- A an introduction to the topic and your opinion about it.
- B reasons for your opinion
How do you think people will . . . in
- C facts and examples to support your reasons
the future?
- D a conclusion with your opinion
Read the directions aloud. Tell students they will each communicate with listen to music
write an opinion paragraph. Demonstrate how the 7. Read Marcus’s paragraph again. Label the sentences in each other
phrases from the box can be inserted into the question, shop
the paragraph with the items in the Focus on Content read books
for example: How do you think people will read books in use their
box (A–D).
the future? Elicit other topic ideas from the class if they travel smartphones
have them.
Topic and opinion:
Direct students’ attention to the graphic organizer Focus on LANGUAGE
and tell them that using it to organize their ideas and You can use these phrases in opinion pieces: Reason Fact / Example
information will help them to plan their writing. Ask To give opinions: In my opinion, I think (that)
them to give at least two reasons for their opinion and I believe (that)
at least one fact or example to support each reason. To give reasons: One reason Another reason
Have students work individually to complete the chart is (that) is (that)
with ideas for their opinion paragraph. To conclude: In conclusion, For these reasons,
WRITE
8. Find examples of the phrases in the Focus on Language box
Have students write their paragraphs using the opinion Write an opinion paragraph about your
in Marcus’s paragraph.
paragraph about music in the future as a guide. Remind topic. Use your notes to help you.
them to include all of the information from the graphic Write at least 80 words.
9. Complete the paragraph.
organizer they completed. When they are finished
writing, have them count the number of words they another reason is that I believe that one reason is that CHECK
wrote and include it on the paper. for these reasons in my opinion Check your writing. Can you answer
“yes” to these questions?
1 In my opinion , people will ride in cars without drivers
Read the questions aloud. Have students check their • Is information for each category
in the future. 2 One reason is that it will make streets safer. from the Focus on Content box in
own paragraph individually and then exchange their
The cars will drive themselves with new technology. If people your paragraph?
paragraph with a partner. Have partners check each
other’s paragraph and offer suggestions. don’t drive, accidents won’t happen. 3 Another reason is that
it will save people a lot of money. The cars will be electric,
Encourage several students to share their opinion from the Focus on Language box
and people won’t have to buy gas. 4 I believe that
paragraphs with the class. correctly?
this will happen because the technology already exists.
5 For these reasons , people won’t drive cars in the future.

T-71  Unit 7  Visions of the Future

Workbook, pp. 48–49 Unit 7 | 71
 Television Grows Up . . . and Down!
People in every country and every culture watch television. You watch TV differently than
your parents and grandparents did. And TV watching will probably be different in the future.
The story of TV started
over 80 years ago. In
1936, there were only
about 200 televisions.
Sixty years later, there
were one billion TVs
worldwide. The first
TVs were big, square
boxes, and the TV
shows were in black and white. People had
to get off the couch to turn on the TV and In 1973, the first big-screen TV was in
change the channel with a button on the
front of the TV. Color TVs arrived in the
1950s. Today, all TVs are in
color, and people change the
channel with remote controls.
And there are more channels.
When TV started, there were
only a few channels, and now
there are hundreds!
Culture: How we watch TV
1. Look at the photos. How are TVs today different than they
were in the past?
2. Read and listen to the article. What is the main idea?
7.08
a. how we watch TV today
b. the history of TV watching
c. the future of TV watching
3. Read the article again. Are the sentences true or false?
Write T (true), F (false), or NI (no information).
1. The first TVs were in color and black and white. F
2. In 1996, there were about one billion TVs in the
world. T
3. Today, there are over 500 TV channels. NI
4. Big TVs aren’t popular today because people watch
shows on their phones. F
5. There are some shows you can only watch online. T
6. In the future, everyone will watch 3D TV shows. NI
4. YOUR TURN Work with a partner. How do you watch TV
now? How do you think you’ll watch TV in the future?
Workbook, p. 85
72 | Unit 7
How will people watch TV in the
future? Some newer inventions are
3D television and smart TVs with
Wi-Fi connections. Some people say
our TVs at home will get even bigger,
while the gadgets we watch TV on
will get smaller; for example, there
are “TV watches” and “TV glasses.”
Most people agree that TV watching
will definitely stay popular.
stores. Today, TVs are getting bigger
– and smaller. People have huge
flat-screen TVs, and some have
surround sound. It’s like being at a
movie theater at home. “TVs” are
also getting smaller. Many people
watch TV shows on their tablets
and smartphones. Some shows
are only available online.
DID YOU
KNOW . . .?
The remote control
arrived in 1956.
Surround sound,
sound that comes
from speakers
instead of just
the TV, was first
available for TVs
in 1982.
Find out about Napster. What is
BE
it? (Workbook, p. 85)
7.3 MUSIC SHARING
Culture: How we watch TV
Objective: to read about and then discuss how we
watch TV
1 again and have students read aloud quietly with the reader,
■■ Read aloud the directions. Ask the question and elicit
possible answers. Have a student read aloud the article
title. Ask students to explain what grows up means. (to
grow both older and bigger) Ask: How have TVs grown
up and down? (As the technology has grown older and
changed [become more sophisticated and powerful],
TVs have actually gotten smaller.)
Answer
Possible answer: TVs are both smaller and bigger
than TVs in the past. TV shows are in color
today rather than in black and white. TVs can do
more things.
2 CD2, Track 17
7.08
■■ Tell students to close their books and just listen to the
article for overall comprehension. Play the audio.
■■ Ask: What is the main idea of the article? Have
volunteers read aloud the three choices. Then have
students read the article silently to find the answer.
■■ Have students compare the main idea they chose with a
partner. Have them discuss the answer if they disagree
to choose the correct answer together. Then check the
main ideas as a class.
Did You Know . . .?
Have a student read the information aloud. Share the
following additional information with students:
The TV broadcasts that are the most watched are
usually worldwide events such as the Olympics and
the World Cup championship games.
The first VCR was sold in the UK in 1963, although
VCRs didn’t really become popular until the 1970s.
VCRs began to be phased out for DVD players in the
1990s. DVD players are being phased out by VOD
(video on demand) and streaming.
The first remote control for TVs had a wire connecting
it to the TV.
3
■■ Read the directions aloud. Have students complete the
task individually. Tell them to refer to the article as
needed to find the information and to rewrite any false
statements to be true. Check answers as a class.
Optional Have students work with a partner to write two
more true/false statements about the article. Students then
exchange sentences with another pair to decide if they are
true or false.
Optional For additional reading practice, play the audio
mimicking the correct pronunciation and intonation
patterns to improve reading fluency.
4
YOUR TURN   Read the directions aloud. Have pairs
discuss the questions. Encourage pairs to share their ideas
with the class.
Optional Have pairs research and prepare a report on
the history of another technology device: for example,
telephones, printers, cameras, music players, etc. Brainstorm
possible topics with the class and write them on the board.
Tell students they can choose a topic from the board or
think of a different one. Have students present the history
of their technology device to small groups or the class.
Video
7.3 Music Sharing  The process of sharing your
favorite tunes has changed over the years. It all
started when 18-year-old Shawn Fanning created
a computer program designed to allow people all
over the world to share music via their computers.
Soon after, he started the company, Napster,
which lasted just long enough to make a serious
impact on the music world. Now that world will
never be the same, and file sharing has become a
way of life.
Students complete the video worksheet on
Workbook page 85. See Teacher’s Book
page T-139 for Video answer key.
Answers
Napster is a computer program that downloads
music and lets you share the music with
your friends.
Unit 7  Visions of the Future  T-72
 Unit 7 Review
Vocabulary
■■ Explain that Exercises 1 and 2 will review the
vocabulary that students have learned in this unit.
Before students look at the exercises, allow them time
to review the vocabulary exercises in the unit. Remind
them that they have learned words for computers and
communication. They have also learned technology
verbs. Review and explain any vocabulary as necessary.
1 individually. Check answers as a class. Ask pairs to role-
■■ Explain to students that they will look at the pictures
and write the word for each item. Have students
complete the exercise individually and check answers as
a class.
2 the class.
■■ Explain to students that they will circle the correct
words to complete each sentence. Have students
complete the exercise individually and check answers as
a class.
Grammar
■■ Explain that Exercises 3 and 4 will review the grammar
that students have learned in this unit. Before students
look at the exercises, allow them time to review the
grammar exercises in the unit. Remind them that they
have learned about using will and won’t for predictions.
They also learned how to use first conditionals with will
(not), may (not), and might (not). Review and explain
any grammar as necessary.
3 ■■
■■ Explain to students that they will change the sentences
to be about the future by using will or won’t and the
word in parentheses. Have students complete the
exercise individually and check answers as a class.
4
■■ Explain to students that they will match the phrases to
form complete sentences. Have students complete the
exercise individually and check answers as a class.
Optional For additional practice with first conditionals,
have students create a chain story. Start the story with a
sentence, such as: I’m leaving the country tonight. Have a
student give a sentence that shows a possible result, such
as: If you leave the country tonight, you won’t be in school
tomorrow. The next student continues with a possible
result of that action, such as: If you are not in school
tomorrow, we won’t have class, etc. This activity can be
done orally or by writing sentences on paper. It can also be
done as a small group or large group activity.
T-73  Unit 7  Visions of the Future
UNIT 7 REVIEW
Vocabulary 4. Match the phrases to make sentences.
Useful language 1. If you’re going to a. if your computer
1. Label the photos with the correct words.
■■ Explain that Exercise 5 will review the useful language be late, c breaks?
that students have learned in this unit. Allow students
2. If you get a smaller b. I won’t pass my
time to review the Useful language exercises in the unit.
computer, d test tomorrow.
5 3. If I don’t study c. will you send me a
■■ Explain to students that they will read each text message?
1. a mouse 3. a keyboard tonight, b
conversation and circle the correct word or words
to complete it. Have students complete the exercise 4. What will you d. it will be easier to
do a carry.
play the completed conversations in pairs.
Optional Have students work in pairs to write a Useful language
conversation that practices the useful language they have 2. a printer 4. a flash drive
5. Circle the correct answers.
learned in this unit to ask for and give instructions. Then
have them practice and role-play their conversation for 2. Circle the correct words. 1. A: This is a great new video game.
1. How often do you scroll up / back up your B: How does it work / need / do?
Progress Check files?
2. A: What / How / Who do I send an email
■■ Review the Progress Check items with students. 2. If you zoom in / sign into, you can see my from my phone?
■■ In pairs, students take turns giving examples or house on the map.
explanations for each of the Progress Check items. B: First, sign into your email account.
3. Will you please turn on / shut down my
■■ Students complete the Progress Check by checking the 3. A: Can you help me download this app?
items they know and leaving blank those they are not computer when you’re done with it?
B: Sure. First, you need to / click on /
confident about. 4. Click on / Zoom out that link to see the
will to go to the app store.
■■ Identify the class’s problem areas and review or reteach photos I posted.
them as needed. Help individual students as required. 4. A: How do I shut down my tablet?
Grammar
B: All you like to / don’t have to /
■■ To review Vocabulary, refer students to Student’s
Book pages 65 and 68 and Workbook pages 44 3. Write sentences about the future with will or have to do is hold that button down for a
and 46. won’t and the word in parentheses. few seconds.
To review Grammar, refer students to Student’s 1. Everyone works at home. (probably)
Book pages 67 and 69 and Workbook pages 45
and 47. Everyone will probably work at home.
■■ To review Useful language, refer students to
2. People have robots in their houses. (perhaps)
Student’s Book page 70 and Workbook page 48.
Perhaps people will have robots in their houses.
CLIL Project 3. Students don’t use flash drives. (definitely)
See Teacher’s Book page T-119 for notes and ideas Students definitely won’t use flash drives.
for the CLIL/Project lesson.
4. We go to the moon for vacation. (maybe)
Video Maybe we will go to the moon for vacation.
7.4 CLIL: The Secret of the Pyramids  Looming
in the distance of Egypt’s capital city, Cairo, are
three magnificent structures: the pyramids of Giza.
A tremendous amount of time and effort went into
building these giant pyramids, which stand tall PROGRESS CHECK: Now I can . . .
after 4,000 years. To this day, we still don’t know
■ talk about computers and technology. ■ ask for and give instructions.
how the workers were able to construct them,
■ make predictions about the future. ■ write an opinion paragraph.
but they continue to attract visitors from all over
the world. ■ talk about how to use technology. ■ talk about how I watch TV today and in the future.
CLIL PROJECT
7.4 The Secret of the
Pyramids, p. 119
Unit 7 | 73