Complete the first part of the sentences. Use was/were going to and your own ideas

. . . but then I found a better one.

I was going to take the first job I was offered, but then I found a better one.

1. . . . but we were too tired. 4. . . . but he didn’t get accepted.

2. . . . but he lost his credit card. 5. . . . but we were too nervous.

3. . . . but you weren’t home. 6. . . . but she didn’t feel well.

D. Look at the pictures. Complete the paragraph about how Ming’s life has changed since he became wealthy. Use used to, be used to, would, and was going to.

When Ming was younger, his life was very different . . .

Ming, 10 years ago Ming, now

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18

4 Conversation

Ahmed: My parents gave me $3,000 for graduation.

Ibrahim: Wow! What are you going to do with all that cash?

Ahmed: I don’t know. I’m going around in circles about it, driving myself and everyone else crazy. At fi rst I was going to do something really indulgent with it, like take a vacation. I was ready to book it, but then I got cold feet.

Ibrahim: Why? I think a vacation sounds like a great idea. You’ve worked really hard for four years. You deserve a break.

Ahmed: That’s true. But, on the other hand, I don’t want to spend all that money on something that will be over in a week. So, then I was thinking of buying something useful, like a used car.

Ibrahim: That’s a good idea.

Ahmed: Yeah. It would be a great convenience to have a car. But, at the same time, I’m used to taking public transportation, and I really don’t mind it. Frankly, I can’t think of anything that I really need. So maybe I should put the money aside for a rainy day.

Ibrahim: Well, yes, I suppose the alternative would be to just put it in the bank until you need it.

Ahmed: Right. But then again, what’s the point of having money if you’re not enjoying it? Maybe I should do something indulgent with it—like take that vacation.

Ibrahim: Now I see how you’re driving everyone crazy!

Real Talk cash = money

go (around) in circles = to think through many possibilities over and over without coming to a decision drive someone crazy = greatly annoy or irritate

get cold feet = to decide not to do something because you are too scared or nervous don’t mind = not annoyed or bothered by

put (something) aside for a rainy day = to reserve something, usually money, for a future need

Your Turn

Role-play with a partner. Discuss a choice that one of you has to make. The choice can be real or made-up.

Use phrases for discussing options.

About the Conversation

1. What options is Ahmed considering?

2. How is he driving people crazy?

3. What do you think he’ll do with the money? Why?

Discussing Options At the same time,…

But then again,…

I could always…

On the other hand,…

The alternative would be to…

What would you think about…?

2 Rags to Riches

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Teacher’s Guide

2 Rags to Riches

18

4 Conversation

zWith students’ books closed, say and write on the board: You won $3,000! (Or write an equivalent amount of money in the students’ currency.) Ask:

What will you do with it? Elicit answers from a few students.

zTell students to open their books to page 14 and look at the photos. Ask: What is the young man thinking about? (He is deciding whether to spend his money on a car or a vacation.)

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Play the audio of the conversation. Have students just listen.

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Play the audio again. This time, have students listen and read along in their books.

Real Talk

zDraw students’ attention to the Real Talk box. Point out that the words in this box are highlighted in blue in the conversation. Explain that these are usually idiomatic or slang words and expressions that students may not be able to find in their dictionaries.

They are defined here. Note that all of the words and phrases in this Real Talk are acceptable for use in formal conversation.

zModel the words and phrases for students to repeat.

zWrite the following questions on the board:

How much cash do you usually carry with you?

(I only carry the amount of cash that I need to buy lunch for the day. I bring my checkbook or ATM card if I need more money.)

Have you ever had to make a decision that you went around in circles about?

(I went around in circles about what to buy my brother for his graduation. I just didn’t know what he would like.)

What is something that drives you crazy?

(It drives me crazy when people talk on their cell phones when waiting in line to pay at stores. I think it is rude.)

Have you ever gotten cold feet?

(Once while skiing I was going to ski down a difficult trail, but I got cold feet and took the easy way down instead.)

What is something you don’t mind doing that others don’t like to do?

(I don’t mind doing laundry. Although many people don’t like it, I think it is relaxing.)

Are you the kind of person who spends your money or puts it aside for a rainy day?

(I like to put my money aside for a rainy day. You never know when you might need it!)

zHave a student ask you each question. Give an honest answer to each as an example. (See possible answers above in parentheses.)

zArrange students in pairs. Have pairs practice the words and phrases by asking and answering the questions on the board.

zHave students practice the conversation with a partner. Then they switch roles and practice again.

About the Conversation

zHave students work in pairs and take turns asking and answering the questions.

zCall on pairs to read aloud the questions and answers.

Since answers will vary for number three, have a few students give their answers.

Answers

Answers will vary. Sample answers:

1. He is considering buying a car, going on vacation, and putting the money in the bank.

2. He can’t make up his mind.

3. I think he will buy a used car, because that is what I would do.

Your Turn

zCall on a student to read the directions aloud.

zDirect students’ attention to the box. Explain that these phrases are used to talk about possible options. Ask: Which of these phrases are used in the conversation? (At the same time…, But then again…, On the other hand…, The alternative would be to…)

zAs a class, brainstorm a few ideas for students’

conversation. Write some possible ideas on the board, for example:

Choose what to do this weekend.

Choose where to go on vacation.

Choose what to give a friend for his or her birthday.

Choose what schools to apply to.

Choose what jobs to apply for.

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Teacher’s Guide

2 Rags to Riches

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5 ^Listening

z Have a student read aloud the directions. Give students time to look at the list of the forms of money to help them know what information they will listen for.

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Play the audio once for students to just listen.

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Play the audio a second time for students to write the dates. Then have them order the forms of money. You may want to pause the audio periodically.

The fi rst way in which goods were bought was not with money.

Instead, people used to trade something of value that they possessed for something they needed. The most common things to trade with were cattle and crops, like corn and wheat.

So, for example, if you were a farmer, you might trade your corn with a butcher for meat. The butcher might trade his meat with a shoemaker for shoes. This kind of trade was called bartering.

Bartering began as far back as 9000 B.C.E.

However, there was a problem with bartering. What if someone had something to trade but no one wanted or needed it? Or what if people could not agree on what was a fair trade? To solve this problem, the fi rst kind of money came about around 1200 B.^C.^E. in China, where people would use special shells called cowrie shells to purchase goods. These shells were the most widely and longest used form of money in history. In some parts of Africa these shells were used until the middle of the 1900s.

The earliest metal coins were produced in China around 1000 B.^C.^E. The coins were made out of an inexpensive metal and had holes in them so that they could be put together to make a chain. The earliest coins made of valuable metals were silver coins produced in Turkey around 500 B.C.E. Coins made of silver, bronze, and gold were soon being used by the Greeks, Romans, and Persians. By 800 C.^E., the fi rst paper money had appeared in China. This form of money eventually became common around the world.

At one point, people probably thought cowrie shells were going to be used forever. That’s what many of us think about coins and paper money now. But money is likely to continue to change.

In fact, a new kind of money is already being exchanged over

the Internet. This money, called electronic money or digital cash, functions like real cash, except it’s not on paper. The money in a bank account is converted to a digital code, which can be used to make purchases. While digital cash is very new, it is expected to become common in the years ahead.

6 Pronunciation

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Play the audio for the explanation while students read along in their books.

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Play the rest of the audio for students to listen and repeat the sentences.

7 Vocabulary Building

A

zRead the directions with the class. Have students work individually to match each word with its meaning.

Answers

1. a 2. g 3. e 4. b 5. h 6. d 7. f 8. c

B

zHave students compare answers with a partner.

Workbook

Assign page 13 for additional reading practice.

Teaching Tip

Before a listening activity, make sure students know their purpose for listening. Make it clear what information they need to listen for and how many times they will listen. This will help them to focus their listening and complete the task successfully.

Additional Activity

Do an ABC Brainstorm about money. Students go around the room, saying a word or phrase that is related to money that begins with the consecutive letters of the alphabet. For example:

add up, barter, cash, debt, etc.

The bill of the largest denomination ever was the one milliard Hungarian Pengõ (100,000,000,000,000,000,000), which was printed in 1946. It was worth about $0.20 at that time.

f ^acts

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5 Listening

Listen to the lecture about the history of money.

Write the date by each form of money. Then number the forms of money in the order they were used.

6 Pronunciation

In English, the past tense ending -ed has three diff erent pronunciations.

For verbs that end in the sounds p, k, f, s, ch, or sh, pronounce the ending /t/ as in worked.

For verbs that end in vowel sounds or b, g, v, z, zh, th, j, m, n, ng, l, r, pronounce the ending /d/ as in opened.

For verbs that end in the sounds d or t, pronounce the ending /κd/ as in wanted.

Listen and practice.

1. They traded something of value that they possessed for something they needed.

2. What if no one wanted or needed it?

3. The fi rst coins were produced in China, and the fi rst paper money appeared in China.

4. Money called digital cash is already being exchanged over the Internet.

7 Vocabulary Building

In document Mega Goal 5 Teacher Guide (Page 45-49)