.EAP Student Coursebook

English for
Academic
Purposes
University General Requirement
© UTAS Oman 2022

English for Academic Purposes V1 _ UTAS UGR _ 2022 © UTAS Oman 2022 1
© UTAS Oman 2022
Authors
Dr. Faisal Al Saidi UTAS Almusanna Ms. Afrah Al Salmi UTAS Almusanna
Ms. Safiya Al Makhmari UTAS Shinas Mr. Mohammed Al Jahwari UTAS Suhar
Acknowledgements
The following have contributed to the writing of this book:
Mr. Andries Oberholzer UTAS Ibri Dr. Marwan Al Yafaee UTAS Salalah
Dr. Faqir Mohammed UTAS Salalah Mr. Salim Al Hashmi UTAS Nizwa
Mr. Erin Yard UTAS Sur Mr. Slim Ourimi
Dr. Mohammed Chamek UTAS Ibra Ms. Alice Course UTAS Muscat
Ms. Anna Letowt-Vorbek UTAS Almusanna Mr. Rud Barnes UTAS Nizwa
Ms. Soraya Allie UTAS Almusanna Dr. Tayba Al Hilali UTAS Muscat
Dr. Nadia Al Issaee UTAS Suhar Mr. Lungile Portia UTAS Ibri
The following have contributed to the recording of the listening scripts:
Karim Hanefioui UTAS Shinas Razwana Khawaja UTAS Shinas

Abdullah Khalid Al Balushi UTAS Shinas Peter Hurst UTAS Shinas
Amira Al-Balushi UTAS Shinas Abdullah Al-Balushi UTAS Shinas
Thanks and gratitude are also extended to UTAS Suhar management for supporting the team logistically.
Table of content
Unit Theme Lessons
Get ready A (Notetaking)
Reading | E-waste >>> Page 5
Listening | Board games >>> Page 8
1 Get ready B (Notetaking)
Listening & speaking | Food myths >>> Page 11
Get ready C (Reflective writing)
Video | Sophia Robot >>> Page 16
Get ready D (Reflective writing)
Reading | Plastic: What can we do? >>> Page 20
Lesson A
Listening & speaking | >>> Page 27
2 Industry Reading | >>> Page 30

Lesson B
Reading | >>> Page 40
Lesson C
Reflective writing | >>> Page 46
Lesson A
3 Business Reading | >>> Page 54

Lesson B
Lesson C
Lesson A
4 Technology Reading | >>> Page 74

Lesson B
Lesson C
Lesson A
5 Space Reading | >>> Page 98

Lesson B
Lesson C
Unit 1
Notetaking & Reflective Writing
Images source: http://www.oman2040.om/
Get Ready A: Notetaking
Think and Discuss
A | In small groups discuss the following:
1. What do you do with your old home appliances?
2. If more and more of home appliances are discarded, what consequences that might bring to the
environment?
B | Study the picture and answer the following questions:

1. What is the picture below of? Who might have written it and for what purpose? Have you ever
written something similar before? Explain.
2. Find and underline the points/ideas in the picture that correspond with the information in the text
(E-waste). The first one is given as an example.
3. Why do you think the person noted these pieces of information?
4. Describe the techniques used to present the points/ideas that are in the picture.
5. Label the sections on the picture with the following elements

A. Details and notes
B. Title
C. Main ideas / questions
6. These notes are written following the Cornell Method of notetaking. With a partner
discuss the following:
A. How are the notes written using the Cornell Method?
B. How useful do you think the Cornell Method is to you?
C. The Cornel Method usually has a summary section at the end of it, which is
not in the given sample, what do you think should be included in the summary
section?
E-WASTE
Every year, millions of electronics are discarded worldwide. These electronic devices that are disposed of
are called electronic waste, or e-waste for short. Obviously, because all these electronic devices contain
chemicals that are dangerous for our environment, they are considered a serious issue.
Because of how rapidly this e-waste is increasing, it can fairly be said that the issue is getting more and
more serious every year. According to the Environmental Protection Agency (EPA), 20 to 50 million tons
of e-waste are produced worldwide every year. In the US only, the agency reported that the total amount
of obsolete electronics was around 2 million tons. Of that amount 1.65 million tons are only discarded in
landfills, and 380,000 tons were recycled. Over the next decade, it is believed that the amount of e-waste
will grow by 500%, the United Nations Environment Programme warned.1
The rapid rise in e-waste over the years is partly due to how fast technology keeps changing, which makes
electronics become obsolete much faster. For instance, TVs and computer processors are continuously
updated, which makes older ones unwanted. Also, the shift to virtual space storage such as iCloud,
GoogleDrive and OneDrive has led to discarding CDs, MDs, and MP3s which were once widely used.
Similarly, the change from cellular phones to smartphones has made the e-waste issue even worse in
many parts of the world.
The current common practice to deal with e-waste has been found to be extremely harmful for the
environment. One of these ways that countries tend to use in order to discard e-waste is by throwing it in
landfills. However, many scientists believe that when e-waste is disposed of in this way, its dangerous
chemical content dissolves and leaks into the ground. This makes it a serious threat to the underground
water supply. Another problematic way to handle e-waste is burning it. This too results in seriously harming
the environment. When burned, the metal in these devices sends out poisonous chemicals into the air.
Both human beings and the food chain run the risk of being negatively affected by these measures.
The ideal solution for e-waste is recycling. However, in spite of the efforts to do that, only 20% of it is
currently being recycled, according to the UN Environment Programme. In an attempt to recycle more, a
few countries decided to export their e-waste to other countries. For example, the USA and Canada usually
send their electronic waste to China. European countries send their e-waste to India and Pakistan.
However, recycling on its own is not enough. Countries should consider implementing other measures in
order to minimise the harm e-waste brings to the environment.
Adapted from
1. www.nepis.epa.gov
http://dreamreader.net/lesson/electronic-waste/
Board Games
Listening
A | Looking at the picture on page 7,
1. What do you think the topic of the lecture is going to be about?

2. Listen to the lecture for the first time and take notes using the Cornell method.
Tip: In particular, pay attention to information about names, definitions, numbers, examples,
comparisons, and any other significant information to the topic. You will need this information to
answer some questions that will be given to you after you take notes.
3. Now compare your notes with a partner and check the following:
A. What note-taking techniques did your partner use?
B. Does your partner have notes you do not have? If any, discuss why.
USE YOUR NOTES TO ANSWER THE ATTACHED QUESTIONS!
1. Check your answers using the lecture script provided below.
Board Games
Listen to a teacher talking to students about board games.
Teacher: Good afternoon students. Today’s topic will be about a famous board game in the world. Have
you ever played any board games? If yes, which ones?
Teacher: Yes, Omar?
Omar: Oh… well the only board game that I played before is chess. But I wasn’t very good at it.
Teacher: OK, fair enough. Chess actually is what we are going to talk about today. You must know that
chess is regaining popularity these days. Does anyone know why? The reason for this is that Netflix TV show
called “The Queen’s Gambit.” I’ve read on the IMDB website that due to the popularity of that series, sales of
chess sets have skyrocketed and interest in learning the game has increased greatly.
Salim: So, what is chess?
Teacher: That is a very good question because answering it will give you almost all the information you need to
know about chess. So, make sure you take notes. Ok? It is worth mentioning that chess started in India and then
spread to other lands. However, its actual form was developed in Europe in the 15th century.
Chess is a board game played by two players, one controls the white set and the other controls the black
set. Each set has 16 pieces.
And as some of you already know, a chessboard is square in shape and it has 64 squares, divided
into eight columns by eight rows.
To start the game, the player controls the white pieces moves first. Each player can move one piece each turn
and they are not allowed to skip turns. Moving is a must.
Omar: Yes, Ms. I also know that the most important piece is the king. Thus, the target of each player is to capture
the opponent’s king. One might ask how players can protect their king, well players protect their kings by putting
it to the corner of the chessboard, where it is safer.
Salim: Excuse me, Ms. I heard that chess can be played online. Is it true?
Teacher: Yes, actually you can play with a friend or family online. Also, there are some apps available for iOS and
Android devices. Examples of these apps are:
Chess.com, chessKid and ChessClock.
Sources
https://www.chess.com/learn-how-to-play-chess
https://en.wikipedia.org/wiki/Chess
www.indiewire.com
Group Discussion
C | After you checked your answers using the script, discuss why you could / could not
answer the questions using your notes.
Get Ready B: Food Myths
Think and Discuss
A | Myth or Fact?
The following statements are popular food myths among children. Read them and discuss with
a partner whether you believed in the same as a child.
1. If you swallow chewing gum, it will stick to your stomach forever.

2. If you swallow watermelon seeds, they will grow inside your stomach.
Building Vocabulary
B | For the following statements choose the best option to replace the words in bold.
1. People enjoy stories about mythical creatures although these creatures never existed. Their
stories are just myths!
a) facts
b) real
c) imaginary
2. Your daily intake of calcium for adults shouldn’t exceed 2,500 mg a day.
a) consumption
b) production
c) output
3. Overweight is usually associated with bad eating habits.

a) unrelated to
b) irrelevant to
c) linked to
4. To compensate for my absence in school, I had to take extra lessons.

a) lose
b) make up
c) fix
5. The temperature is moderate today. Let's go for a walk.

a) normal
b) high
c) low
6. Scientific research always debunks false information by studying the matter in detail.
a) supports
b) backs up
c) disproves
Listening
C | Mrs. Susan is going to give a lecture on food myths. She will discuss
other examples.
1. Can you think of what the examples might be?
2. Now listen to the lecture and take notes of all necessary information using the Cornell method. Audio track 1
Use this space to take notes
E | Think and Discuss
1. Looking at your daily routine, how much water should you drink everyday? Justify your answer.
2. What are other factors that can affect your daily intake of water apart from the ones mentioned in
the lecture? Use the Internet if necessary.
F | Inferring viewpoint
1. What was Ali’s opinion about the relationship between carrots and eyesight before the lecture?
What do you think Ali’s opinion is going to be after the lecture? support your answer.
G | Speaking
1. The following statements have information that is widely communicated. Use the Internet
to verify whether they are myths or facts.
a) Garlic boosts the immune system.
b) Chocolate gives you acne.
H | Language focus
Read the following dialogues and discuss the meaning of the underlined phrases with your
partner. Then write one dialogue using both phrases.
A: We think it is sticking to our stomach as it sticks to shoes.

B: Oh did you buy that, really?
Listening script
Mrs. Susan: Good morning students. Today’s lecture will make you question all information about food and health diets you
hear. Well ... we will talk about food myths.
As a kid, you probably heard your parents saying eat this, not that! Or watched TV shows on health and how some products
can affect your body or maybe you read articles about super benefits of certain types of food.
There are many so-called facts about food that you have probably believed to be true, but are actually food myths.
Ali? Wanted to say something?
Ali: This reminds me of something. When I was a kid, my friends told me that eating carrots will improve my eyesight. So, I
started eating carrots, but then I stopped when I noticed there was no improvement to my eyesight. See, I am still wearing
glasses!
Mrs. Susan: Actually, this idea is not completely a myth as there is some truth in it. The examples I am going to talk about
today are clear myths about food and health that are worth debunking once and for all.
To start with, water! How much water did your science teacher or doctor tell you to drink in a day?
Nasser: My mother told me to drink 2 litres of water everyday which is almost 8 cups of water. She said the doctor told her
so.
Mrs. Susan: Exactly Nasser. You've probably heard the advice to drink eight glasses of water a day. This was true to me too
until I did some research and here is what I found. Your water consumption depends on three main factors:
One factor is exercise. If you do any exercise or activity that makes you sweat, you need to consume extra water to
compensate for the fluid loss. Another factor is the temperature of where you live. Hot and humid places make you sweat
more and this requires additional fluid. A third factor is your health. When people vomit or have a fever, their bodies lose fluid
and this requires additional intake of water. So, we can say for some people, fewer than eight glasses a day might be enough.
But other people might need even more.
One more thing: Remember that other things can contribute to your water intake, such as most fruits and vegetables.
Now I will move on to another popular (but also false) myth about food and health. This one might have haunted some of you
as kids. What did you hear about swallowing chewing gum?
Yes Ahmed?
Ahmed: Every kid I know thinks that there is a pile of chewing gum sticking to their stomach. We think it is sticking to our
stomach as it sticks to shoes.
Mrs. Susan: Oh, did you buy that, really? but believe me, you’re not the only one. This is every kid’s nightmare! We were told
not to swallow chewing gum as it could take seven years to digest! Well this is not true. Hear me out. According to the Duke
University Health System, chewing gum is digested like any other food.
Alright then, let me go back to Ali’s comment about carrots. You heard it growing up like Ali that carrots are the best for your
vision! According to Harvard health experts that is true. However, you need to know that there are other foods that are better
than carrots such as dark, green, leafy vegetables and fresh fruits. These are better as they have more vitamin C and E that are
important for your eyes.
Having said that, carrots are still associated with some myths. One of the myths floating around is that carrots are high in
sugar and we should avoid them! The truth is, carrots are more than 85 percent water and are rich in fibre. It might surprise
you that carrots help lower blood sugar!
Let’s move on to eggs. How often do you have eggs?
Nasser: Almost every day!
Mrs. Susan: Good for you Nasser! There are many myths about eggs. People think it is bad for your heart as it is high in
cholesterol and fat. It is not true that consuming eggs everyday will damage your heart. The reason for that is, as research
shows, eating moderate amounts of eggs everyday helps increase the “good cholesterol” in the body. As far as fat goes, if you
are worried about the fat, you can just eat the whites and leave the yolk (Y-O-L-K) as the egg yolk contains all the fat.
There are many other myths about food and health that are common in our society. Consumers who are
especially concerned about their health should think carefully about new information they read or see on television.
Get Ready C: Reflective Writing
A | Think and Discuss
A | Look at the picture below and discuss the following questions with your partner:
Source: https://twitter.com/realsophiarobot
1. Do you know who this is?

2. Use the Internet to find the following information about the picture.
Name Sophia Robot
Age
Citizenship
Job
B | Now, watch the video and then discuss the questions that follow in your group:
https://youtu.be/E8Ox6H64yu8
1. What is this videoclip about and what is one thing you learned from it?
2. How is this related to you? How does it make you feel?
3. How is it beneficial to you? Do the members in your group agree or disagree with you and why?
4. Based on what you learn from this video, what changes might you consider to make for your
future?
C | The following text was written by a student answering the same questions in B. Read
it and think about how similar or different this is to yours.
In this video, I learned for the first time about an advanced type of robots that are
humanlike. Now I know that they understand our feelings and respond accordingly. I
realized that they can act like humans and can be given human rights like citizenship. I have
mixed feelings when it comes to robots becoming more and more humanlike. I feel happy
that life might be easier with robots taking up some jobs, but I also feel concerned about
the disappearance of a lot of jobs. This reminded me of a movie I watched called “Robots”
in which robots take over human jobs. Despite my worries, my friends and I agree that
robots are a great asset to humans. They can be used in businesses, health care, factories
and education. Due to all these benefits, robots have become inevitable. Therefore, I will
read more about robots and will consider taking short courses on Artificial Intelligence that
will help in my future career as I am planning to major in mechanical engineering.
D | The text you worked on in B and C follows the DIEP model of reflective writing. This model
has four elements D, I, E, P which stand for:
D Describe
I Interpret
E Evaluate
P Plan
E | Underline the part of the text that corresponds with each of the elements. The first one is
done for you. Then write the question from B with the corresponding element of the DIEP model
in the following table.
DIEP element Corresponding question

Describe 1. What is this clip about and what is one thing you learned from it?
Interpret
Evaluate
Plan
F | Write a reflective text on what you learned about robots being more and more humanlike.
Use the following template to help you. You need to write at least two full sentences in each
part.
DIEP Question Answer

What is this lesson about and
what is one thing you learned
from it?
How do you feel about what you

have learned? What new insights
have you gained?
How does it benefit you? Support

your answer with examples or
other people’s opinions.
How could you apply what you’ve

learned from this lesson in the
future?
E | Use the following checklist to review your partner’s reflective text.
Item Yes Somewhat No
1.Did the student answer all the questions?
2.Did the student correctly use the appropriate language phrases for each question?
3.Did the student use correct grammar in their answers?
Get Ready D: Reflective Writing
A | Review DIEP Model.

1. Discuss the following question in a small group.
How do you think transportation is going to be like in 2080?
2. The following are segments of a reflective text written by a student. The reflection is about
the student’s experience learning about “Self-driving cars”. Put these segments in order
from 1 to 4. Then label each segment with the element of DIEP model.
# Text DIEP element

I mean I could look for a partner from the technology or
engineering fields to collaborate on a project that will benefit
both of us. I will consider this for my first job after I graduate.
This is useful for me because I am a business student who
always tries to learn from other successful businesses. Cruise
partnered up with GM to cover the costs of its projects.
That is a clever technique to survive in a highly competitive
business environment. This idea makes me think of how I can
utilize my business knowledge outside the business world.
This unit has taught me about self-driving cars. Now I know
some information about this kind of cars, such as the technology
that makes them work and how these cars are manufactured.
The most interesting part of this unit is the story of Cruise.
B | In small groups, answer the following questions.

1. Where do you find plastic?
2. Is plastic made in factories or found in nature?
3. Is plastic always harmful? Explain?
C | Read the following text and answer questions 1 to 3.
The manufacturing of plastic only began around the 1950s. It is estimated that 9.2 billion tonnes of
plastic have been produced since then. Of that amount, over 6.9 billion tonnes have been turned
into waste. It was shocking when scientists, in 2017, found out that 6.3 billion tonnes of this waste
were not recycled.
None has ever thought of the amount of un-recycled plastic waste which finds its way to the ocean.
Jenna Jambeck, a University of Georgia engineering professor, roughly estimated in 2015 that the
amount of waste from coastal areas is between 5.3 million and 14 million tonnes each year. Most
of this waste does not only come from ships, but also from careless discarding on land or in rivers.
Most of this happens in Asia. Nobody can know the period of time needed for plastic to biodegrade
which might take from 450 years to never.
“This isn’t a problem where we don’t know what the solution is,” says Ted Siegler, a Vermont
resource economist who has spent more than 25 years working with developing nations on
garbage.
Source https://www.nationalgeographic.com/magazine/2018/06/plastic-planet-waste-pollution-trash-crisis/
1. What staggered scientists regarding waste?

___________________________________________________ .
2. What are the main sources of waste on the coastline?
____________________________________________________ .
3. How long does plastic take to decompose/ break down?
____________________________________________________ .
D | Discuss with a partner the meaning of the following quote by Ted Siegler:
“This isn’t a problem where we don’t know what the solution is”
Watch the video and note down what others from around the world are doing about this problem.
https://www.youtube.com/watch?v=IW3jEIYBFzg
E | Complete the DIEP template to outline your reflective writing on what you have learned so far
in this lesson.
DIEP DIEP Question Notes

model
What did you learn in

Describe
this lesson?
How is this topic

related to you? How
Interpret does it make you feel?

What new insights
have you gained?
How is this important
Evaluate to you? In what way

does it benefit you?
How could you apply

what you’ve learned
Plan
from this lesson in the
future?
F | Write your full reflection of about 150 words in the space provided. Then, ask your partner to
give you feedback on your reflection using the checklist below.
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Peer feedback (checklist)

Did the student answer all the questions?
Did the student correctly use the appropriate language phrases for each question?
Did the student correctly use the correct grammar in their answers?
Self-reflective Writing Assessment
Area of assessment Marking criteria
Topic/idea is clearly Somewhat clear Not clear topic/idea
Description stated topic/idea 0-0.25 Marks
1
1 Marks 0.5 Marks
Clearly related to Somewhat related to Not clearly related to
Interpret student’s experience and students’ experience and student’s experience and
2 feelings feelings feelings
Task 2 Marks 1 Marks 0-0.5 Marks
achievement Clearly stated Somewhat clearly stated No clearly stated
6 Evaluation importance/benefits importance/benefits importance/benefits
2 2 Marks 1 Marks
0-0.5 Marks
Clearly related to future Somewhat related to Not related to future
Plan planning and intentions future planning and planning and intentions
1 1 Marks intentions 0-0.25 Marks
0.5 Marks
Clear and meaningful Somewhat clear and Not Clear and
Organization progression of ideas meaningful progression meaningful progression
2 2 Marks of ideas of ideas
1 Mark 0-0.5 Marks
Wide range of level- Somewhat level- Not level-appropriate
Lexical resources appropriate vocabulary appropriate vocabulary vocabulary related to the
1 related to the topic related to the topic topic
1 Mark 0.5 Mark 0-0.25 Mark
Wide range of level- Somewhat level- Not level-appropriate
Grammar appropriate grammatical appropriate grammatical grammatical structure
1 structure structure 0-0.25 Mark
1 Mark 0.5 Mark
*Give zero if no attempt
G | Consolidating Vocabulary - Self-Study Task. Choose 15 new words you have learned
in this unit and use them in sentences.
Words Sentences
1
10
11
12
13
14
15
Unit 2
Self-dependence
Unit 2 Lesson A: Listening and Speaking
Part One
A | Discussion
1. What do you know about Oman Vision 2040?
B | Listen to a dialogue between a student and a lecturer.

As you listen, answer the following question.
1. The topic of the lecture is going to be about
a) Oman Strategic Plan 20-40 and self-dependence

b) Reliance on crude oil and self-dependence
c) Areas that help achieving self-dependence
Part Two
A | Vocabulary Building. Use the list of words provided to complete the following sentences
about Oman’s vision 2020-2040.
According to Oman’s vision 2020-40,

1. finite
a) the country’s dependence on _____________will be reduced to the minimum.
2. promote
b) attention should be _____________to sustainable resources.
3. implement
c) sectors like _____________and _____________are going to play a major role
4. fishery
towards the country’s self-dependency.
5. opportunity
d) oil and gas are _____________resources. Therefore, the country will create
6. abundance
an _____________of _____________for innovation.
7. thrive
e) small and medium businesses will _____________.
8. fossil fuel
f) education will _____________more innovative thinking, which will be
9. diverge
_____________in solving the country’s economic problems.
10. agriculture
B | Now, listen and take notes of the important information.
G | Discussion
Work in pairs or small groups to answer the following questions:
1. How does each of the following help the country become self-dependent:
a) buying local products
b) starting your own business
2. The lecturer said, “Our motto is and should always be: Buy Local!”
a) What is a motto?
b) What are some examples of mottos that famous companies use?
c) How is a motto important for businesses?
d) In your opinion, what makes a motto successful?
H | Language Focus
At the end of the lesson, the lecturer said the following when discussing starting a business:
« Just to cover your bases, have you thought of starting your own business? Businesses thrive on
innovation, your ability to think out of the box and provide a service that the public really needs. »
1. What do the underlined expressions mean? Use your dictionary or the Internet if necessary.
a) cover your bases
b) think out of the box
2. Work in pairs to write one short dialogue using both of the expressions.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
Unit 2 Lesson A: Reading
A | Vocabulary Building. Complete the sentences by selecting one of the given words. Use
your dictionary to check the meanings.
1. Doing exercise in the morning can _____________your energy level. a) fundamental

2. Some companies _____________their business and customers base by
opening other branches abroad. b) expand
3. Minerals and vitamins are _____________elements for the body to grow
and stay healthy. c) infrastructure
4. Words may have an _____________effect on how children feel about
themselves. d) intangible
5. When the hurricane hit, the city’s _____________was completely knocked
down. People couldn't travel around as most roads were destroyed. e) boost
f) foster
6. Education should never be treated as a _____________to sell to people.
7. Society in general should take part to _____________a culture of innovation
g) flourish
among the youth.
8. Ideas grow and _____________in a positive and motivating environment.
h) commodity
9. Everyone has something to give and _____________in order to help the
country develop further.
i) enterprises
10. People who are in charge of companies and _____________ must have
excellent leadership skills.
j) contribute
B | Read the following passage about countries’ self-dependence and answer the questions.
[1] Businesses are the driving force of any successful economy. For businesses to grow and continue to
be in demand, their products and services must meet the ever-changing market’s needs. A key factor to
achieve this lies in innovation. However, innovation requires an environment where certain essentials are
in place.
[2] Scientific research comes out on top towards achieving innovation. Scientific research is systematic
work that studies a global or local phenomenon or problem and recommends solutions. The solutions
that scientific research puts forward can be in the form of a product that a country can make into a
commodity to export and generate revenue. For example, Airbus, which is the world’s largest airliner,
generated about 79 billion USD in revenue in 2019. This amount is almost three times larger than
Oman’s revenue which stood at 26.3 billion USD in 20191. Such products need to be protected in order to
ensure the full financial benefits. The law that protects these products is known as Intellectual Property
(IP), which is recognised internationally. IP fosters an environment where creativity and innovation can
flourish by enabling people to earn recognition and financial benefit from what they create2. IP includes
giving patents, copyrights and trademarks to physical or non-physical products. This is a cyclic process
that starts with research leading to products or services that solve societal problems and contribute to
the country’s income, and eventually becoming self-dependent.
[3] Small and medium sized enterprises (SME) can be as innovative as larger businesses. Governments
can boost innovation in those SMEs to reach the production level required. This can be done by building
an innovation system within those businesses. For example, collaboration and benchmarking with larger
businesses can help SMEs identify production gaps. Another way to innovate is through applying new
technologies and scientific research which will help them stay in demand and scale up very quickly.
Developing the necessary skills of the leaders and staff of those businesses will also support innovation
and growth. Shake Shack Restaurant is one example of how small businesses can innovate and expand
locally and globally. It was born as a hot dog cart in Madison Square Park in New York where it was a
success and people queued daily to buy its products. It did not take Shake Shack long to add two more
carts in the park. Then as it continued gaining popularity, Shake Shack was awarded a permanent
contract to open in the park and expand further. Now Shake Shack has over 275 branches around the
world.
[4] For a country to create an environment in which innovation thrives, a minimum level of infrastructure
needs to be achieved. Infrastructure chiefly refers to the provision of the fundamental services and
facilities necessary for a society to function satisfactorily. This does not only include concrete facilities
such as roads, hospitals and schools, but also other intangible ones like regulations as well as
technology. While costly, spending on infrastructure is a valuable investment. There is a correlation
between the rate of a country’s growth in economy and how much it spends on infrastructure. For
instance, China, the fastest growing economy in the world, spends significantly more on its infrastructure
than anywhere else in the world3.
1. The following sentence is the main idea of the passage. Read the introduction to complete it.
Countries can improve their _____________ through creating an environment that

encourages _____________ .
C | Skim through the passage and write a heading for each of the body paragraphs of the
passage.
Paragraph [2]: __________________________ .
Paragraph [3]: __________________________ .
Paragraph [4]: __________________________ .
D | Think and discuss with a partner.
How are the main ideas in (B) and the headings in (C) related?
E | Study Paragraph [2] to complete the following diagram that illustrates the role of scientific
research in economy.
F | Choose the correct answer for the following questions.
1. The following are all True about businesses EXCEPT

(A) Regardless of size, all businesses can collaborate.
(C) Updating of skills and technologies is a necessity for growth.
(B) It is easier for large businesses to innovate.
(D) Growth requires constantly surveying customers’ needs.
2. The following are all False about Shake Shack EXCEPT

(A) It started as a small business.
(B) It expanded quite slowly.
(B) It was not supported by the NY government.
(C) It started in a private place.
G | Decide whether the following statements are True (T), False (F) or Not Given (NG).
1. Infrastructure means providing the basic needs of a society for it to grow. T F NG
2. China spends much more on intangible infrastructure than concrete services. T F NG
3. Other countries invest as much as China in infrastructure. T F NG
4. Economic growth and infrastructure are interrelated. T F NG
H | How does IP help the economy to grow? Explain.
______________________________________________________________________ .
I | Think and Discuss
This sentence is from paragraph [4]. Read it and discuss with a partner or in a small group and then
answer the questions below.
“While costly, spending on infrastructure is a valuable investment.”
1. How is this sentence related to the key ideas in paragraphs [2] and [3]?
2. In your opinion, how can these ideas help a country achieve self-dependence?
3. While infrastructure is mainly the responsibility of the government, the individuals can still play a
role to help the country become self-reliant. Explain how.
J | Summary Writing. Write a summary of the passage by following these steps.
1. Go back to Task B Question 1 and rewrite the main idea in a full sentence in your own words.
Topic: ________________________________________________________ .
2. Go back to Task C and rewrite each of the three key points in a sentence in your own words.
Key point 1: ________________________________________________________ .
Key point 2: ________________________________________________________.
Key point 3: ________________________________________________________.
3. Now put the sentences you have written in 1 and 2 together in one paragraph. Use linking
words and phrases where appropriate. Add a concluding sentence.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________ .
Consulted sources
https://data.gov.om/OMFSRS2016/fisheries?region=1000000-oman
www.data.worldbank.org
www.wipo.int/about-ip/en
www.statista.com
https://www.mordorintelligence.com/industry-reports/aquaculture-in-oman-industry (this is for the reading)
Unit 2 Lesson B: Listening and Speaking
A | Vocabulary Building. Complete the sentences by selecting one of the given words. Use
your dictionary to check the meaning:
1. _____________in local products supply leads to increasing imports. a) opt for

2. More and more people _____________low power consumption cars to
b) instead of
save money.
3. Lack of Internet and transportation infrastructure can _____________
c) hinder
economic growth.
4. Due to _____________ of water, many farmers had to reduce their d) scarcity
production of fruit and vegetables.
e) droughts
5. As a result of _____________, the supply of local products has
declined dramatically.
f) shortage
6. People started to use central heaters for their houses
_____________buying individual units to save energy. g) crops
7. Al-Jabal Al-Akhdhar is famous for_____________such as peaches,
h) implemented
pomegranates and grapes.
8. The savings in cost and energy can be considerable if we
i) adopt
_____________ clean energy solutions.
9. This is an internal issue. It has to be dealt with _____________. j) drip
10. The new strategy needs to be _____________ as soon as possible.
k) domestically
11. I fixed the water leak but it might start to_____________again later.
12. Our new plan for the business has _____________very well as the
l) paid off
profits show.
13. The process of removing salt from seawater is called _____________. m) desalination
B | Now listen and take notes of the important information.
I | Discussion. With a partner or in small groups, read and discuss the following question.
What are some water consumption habits around you that you think should change in
order to preserve more water?
J | Language Focus. Work individually or with a partner to study the meaning of the first sentence and
then complete the rest of the sentences with one word. Then write two sentences on your own.
1. All that talking about food has made me hungry.

2. All that walking has made me t ___ r ___ ___.
3. All that reading has made me c ___ ___ v ___ ___.
4. All that sitting down quietly has made me s ___ ___ ___ ___ ___.
5. _____________________________________________________________________
6. _____________________________________________________________________
K | Literal V.S. Metaphorical Meaning
In almost all languages, some words may have literal and metaphorical meaning. Study the following
examples and discuss what they mean with a partner. Then answer the question that follows.
(A)
1. Oman is located in an arid region.
2. Studying Math is interesting for so many people, but for me it is just arid.
Read the following sentences and decide which is metaphorical (M) and which is literal (L). Then
think if you have similar uses in your own language.
Sentence Literal Metaphorical

Time is gold.
I bought 50g of gold last night.
She has a computer brain.
He lived a life full of excitement.

Life is a maze.
She was drowning in work.

His words cut deeper than a knife
He cut himself with a knife and lost lots of blood.
3. Why do you think people need to use metaphors sometimes in their speech?
_____________________________________________________________
_____________________________________________________________
Unit 2 Lesson B: Reading
A | Activating Knowledge. Look at the picture and answer the questions.
1. What do you think this is?

2. What is it used for and why?
Source: http://oman2040.om/
B | Vocabulary Building. Use the given words or phrases to fill in the gaps. Then write the part
of speech for your chosen answer.
1. Education is absolutely __ vital____to a developed society. aquatic adj
2. Salmon and shrimp _____________is profitable. aquaculture
contrived
3. I think we need a more _____________method to solve this
complex problem. account for
4. High levels of sodium have been _____________in the water. sophisticated
5. She has _____________50,000 OMR to the project. vital
6. _____________animals live in the water for most or all of their detected
lifetime. consider
7. Our university graduates _____________the majority of the
engage
workforce of the country.
contributed
8. Her life story seemed a bit _____________
9. You have to _____________all the details before you take a
decision.
10. To solve the network problem, we have to _____________an IT
specialist.
C | Read the following passage about Fishery and answer the questions.
[1] Just like animals, fish can be raised and fed on farms. A fish farm is an artificial environment in which
fish, as well as aquatic plants, are raised commercially for food. This method of farming is also referred
to as aquaculture. In these contrived enclosures, fish are provided with proper feeding,
veterinarian services when needed and protection from sea predators. According to The American
National Oceanic and Atmospheric Administration, Asia accounts for 89% of the world farmed fish
production - of this amount, China alone is responsible for 57.8%.
[2] In their 2020 edition of the State of World Fisheries and Aquaculture, the Food and Agriculture
Organization (FAO) reported that the most popular fish species to be caught was anchoveta (scientific
name: Engraulis ringens) at over 7 million tonnes, with Peru and Chile accounting for most of the
increase in catches in 2018. The amount of anchoveta production stayed the same for the last ten years.
Alaska pollock (Theragra chalcogramma) was second, at 3.4 million tonnes in 2018 after a jump in
production from 2.9 million tonnes in 2014. Skipjack tuna (Katsuwonus pelamis) ranked third, at 3.2
million tonnes in 2018, showing an increase of about 700 thousand tonnes compared to 2014.
[3] A fish farm is of course more than just a tank filled with water and fish swimming in it. A fish farm is a
sophisticated system in which all vital elements are kept under control. For one, fish containment
systems employ an array of complex interconnected sensors that detect any significant signs of
diseases, viruses, bacteria and parasites that the fish may suffer from. Also, fish waste and uneaten feed
in these closed environments form ammonia. A high concentration of ammonia in fish is considered
deadly as it may lead to organ damage. Therefore, scientists have developed a cutting-edge biofiltration
technology to break down fish waste into nitrogen that supports natural productivity in aquaculture
systems.
[4] In recent years and across the world, the sector of fisheries and aquaculture has functioned as a
major source of employment. In 2018, it was estimated that 59.5 million people were engaged in the
primary sector of fisheries and aquaculture, with aquaculture alone employing 20.5 million people as
illustrated in the following table.
1995 2000 2005 2010 2015 2018
thousands
Aquaculture
Africa 69 100 189 255 355 386
Americas 279 257 241 336 377 388
Asia 7,426 12,355 14,826 17,910 19,533 19,617
Europe 98 104 100 118 115 129
Oceania 6 8 8 6 10 12
Total 7,878 12,825 15,364 18,625 20,390 20,533
Source: FAO
Also, as commodities that are made for exporting and importing, products from fish farms contribute to a
country’s GDP. For example, China’s exports of fish and fishery products, of which over 70% comes from
aquaculture, reached USD 19.7 billion in 2015, and it has been on the rise since then.
[5] Commercial fish production in Oman is a relatively small and young sector with FAO reports indicating
that it started in 2003. Annual reports of the FAO also show that the total production increased from 352
tonnes in 2003 to 514 tonnes in 2004. In 2004, aquaculture production was valued at USD 2.5 million
compared to USD 1.5 million in 2003. The total production in 2016 rose to 103 tonnes.
1. Describe what fish farms are in your own words.
2. Write a title for the reading passage. Then write headings for each paragraph in the table. The first
heading is done for you.
Title
Paragraph 1 What fish farms are
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
D | Are the following statements true or false? Write T if the statement is true and F if it is false.
A. Fish can swim in and out of the fish farm freely. _____
B. China produces more than half of the world’s fish production. _____
E | Study paragraph [2] and complete the following table. Give your table a suitable title.
Fish species Scientific name Production in 2014 Production in 2018
Table title:_________________________________________
F | What are the two ways in which aquaculture contributes to the growth of the economy?
__________________________________________________________________________
__________________________________________________________________________
G | Problem-solution. Complete the following table with information from the text.
Problem Why it is a problem Solution How the solution works

Fish waste
and
uneaten
feed
H| Visual Data. Study paragraph [5] and draw a chart about fish production in Oman.
I | Language Focus
The Use of Synonyms in Writing
Good writers (and speakers) usually avoid repeating the same words and instead use synonyms.
1. The following three blocks of sentences are taken from the reading passage. The words in
bold have synonyms in the same block. Find the synonym and underline it. The first one is done
for you as an example.
[A]
A fish farm is an artificial environment in which fish, as well as aquatic plants, are raised
commercially for food. This method of farming is also referred to as aquaculture. In these
contrived enclosures, fish are provided with proper feeding, veterinarian services when needed
and protection from sea predators.
[B]
A fish farm is a sophisticated system in which all vital elements are kept under control. For one,
fish containment systems employ an array of complex interconnected sensors that detect any
significant signs of diseases, viruses, bacteria and parasites that the fish may suffer from.
[C]
Annual reports of the FAO also show that the total production increased from 352 tonnes in 2003
to 514 tonnes in 2004. In 2004, aquaculture production was valued at USD 2.5 million compared
to USD 1.5 million in 2003. The total production in 2016 rose to 103 tonnes.
2. With a partner, discuss how and why the use of synonyms can help you improve your writing
and speaking.
J | Group Discussion. Dr. Voigtmann was asked about the personality traits that an
aquaculture farmer needs. Study his answer below and in small groups answer the following
questions.
Michael Voigtmann, PhD

(left) established one of
the world’s most
successful smart fish
farms, Singapore
Aquaculture Technologies
Pte Ltd.
Source: https://www.sfa.gov.sg/
What personality traits does an aquaculture farmer need?
Being open to learning. Understand that others have knowledge they’ve acquired the hard
way. You have to sift out the kernels of wisdom from that experience and assemble it into
your current situation. It is the big picture that keeps you going.
1. Explain Dr. Voigtmann’s answer in your own words.
2. Explain how Dr. Voigtmann’s answer relates to innovation and starting a business?
Consulted sources
https://www.fisheries.noaa.gov/national/aquaculture/global-aquaculture
Last updated byOffice of Aquacultureon 06/08/2021
http://www.fao.org/fishery/countrysector/naso_oman/en
Unit 2 Lesson C: Reflective Writing
A| Guiding questions about Unit 2 theme
1. What was Lesson A about?

__________________________________________________________
2. What was Lesson B about?

__________________________________________________________
B | What are some new ideas you learned in this unit? Write your answer in the table.
Unit 2 Theme: ____________________________________
From lesson A From Lesson B

Listening (Examples) Listening
• Innovation •
• Becoming less dependent •
• Independent economy
•
• Varying sources of income
• sustainable resources •
• promoting self-dependency
Reading Reading
• •
• •
• •
• •
C | Choose one of the ideas from B. Then brainstorm using the DIEP model.
model
Describe What did you learn

in this lesson?
Interpret How is this topic

related to you? How
does it make you
feel? What new
insights have you
gained (if any)?
Evaluate How is this

important to you? In
what way does it
benefit you?
Plan How could you apply

from this lesson in
the future?
D | Write your full reflection in about 150 words in the space provided. Then ask your partner to
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Did the student correctly use the appropriate language phrases for
each question?
Did the student use the correct grammar in their answers?
E | Consolidating Vocabulary - Self-Study Task. Choose 15 new words you have learned in this
unit and use them in sentences.
Words Sentences
1
10
11
12
13
14
15
Unit 3
Business
Part One
A | Think and Discuss.
Have you observed changes in prices of different things recently? Discuss with
examples.
A | Listen to a dialogue between a student and a lecturer.
As you listen, complete the following sentence.
The lecturer is going to talk about ________________________ which in simple terms

means ______________________ .
Part Two
A | Vocabulary Building. Write the correct synonym of the words in bold. The first one is done
for you as an example.
Correct answer Word/Term Synonym

buy 1. She purchased a car that she couldn’t afford and she sold it a reason
month later.
2. Rice is a commodity Oman imports mainly from India and earning

Pakistan.
3. His motive to quit smoking was his love of his kids. changes
4. Many people protested against the fluctuation in oil prices. product

5. Natural gas is a major source of income in Oman. decide on
6. The consumers of this product must read the label carefully. buy
7. We have seen a reduction in crop production due to the users
pandemic.
8. Your final results this semester will determine your future path. decrease
9. Due to the hurricane, some people experienced shortage in food equal (to)
supplies for days.
10. The demand on Internet services has significantly increased need (for)
during the pandemic.
11. Band 5 on IELTS is the equivalent of 35-45 on TOEFL. provision
E | Group Discussion. In small groups or pairs, discuss the following questions.

1. How do you explain the changes in price of sanitizers and masks in Oman during COVID-19?
2. Some major companies and enterprises, like Apple and Nike, open their factories overseas.
Why do you think that is? Search the Internet if necessary.
F | Language Focus.
1. Read the following examples and underline the verbs and/or other forms of language
used to talk about price and cost.
A. Samsung is available at OMR 420. [Example]

B. Ahmed paid OMR 250.
C. iPhone 12 Pro cost OMR 510.
D. I bought this car for OMR 10,000.
E. She purchased a bag for OMR 100.
2. Use the language you learned in 1 to talk about the price of 3 items you have recently
purchased.
3. Read the following dialogue and study the meaning of the underlined phrases. Then with a
partner write two dialogues using one phrase in each.
Ahmed Hi Ali, what’s up? You seem upset.
Ali Hi Ahmed. Yes I am. My business took a big hit, so I had to fire two of my best
employees.
Ahmed Don’t feel bad as this is a global problem these days.
Ali Ali: Well, yes but that’s not always the case because there are a lot of
businesses that managed to stay in the market despite the challenges COVID
has posed.
A | Vocabulary Building. Match the following words with their meanings. Use your dictionary if
necessary.
Words Meaning
1.He _________ his car for another car, but he has to pay a difference of OMR 1000. intrinsic
2.I’ve been to Britain and South Africa, but I enjoyed the _________ more as I am fond approach
of wildlife.
3.Gold has an _________ value higher than that of silver. ensure
4.The company liked the strategy I developed to save money and decided to traded
_________ it.
5.My manager’s _________ to dealing with the staff is positive and encouraging. authority
6.Planets rotate around the sun in a perfect _________ . maintain
7.The security guards at the gate have the_________ to let people in or out the latter
campus.
8.To _________ finishing the job on time, we had to write a detailed plan. stability
9.The marks you get in your final exam _________ whether you pass or fail the equilibrium
course.
10.The company was able to _________ the same regulations with no changes for adopt
about 11 years.
11.Wars have a long-term effect on countries’ economic and social _________ . determine
B| Read the passage and answer the questions that follow.
[A] Before the invention of money, people resorted to different means to trade. One of the earliest
recorded systems of trade was the barter system by which people directly exchanged goods or services
for other goods or services of their desire. Similar to barter, commodity money was also another system
that involved direct exchange of goods. In this latter system, people exchanged goods for other goods of
intrinsic value such as gold, silver and salt. This gave way to the establishment of commercial banks
that adopted a similar approach by which people had to trade valuables in return for banknotes or
coins. Consequently, the issuing of banknotes and coins was in the hands of commercial banks.
[B] A simple question might have popped into your head: why do countries not print more money to get
richer? While it is possible to do so, printing more money has to be in line with the country’s production
of goods and services otherwise prices may take a heavy toll. When countries print more than they
produce, the purchasing capacity of the currency decreases. Therefore, despite having more cash in
hand, people still find themselves in need of more money to buy what they require. So instead of
supporting the economy, printing more money may actually lead to inflation or worse. A very famous
example is what happened in Zimbabwe in 2008 when the country printed a lot of money to help the
economy grow. The prices went up fast as a consequence, and the country suffered from not only
inflation but ‘hyperinflation’; that is, prices increasing incredibly in a year. During the hyperinflation,
Zimbabweans walked around with millions of Zimbabwe dollars in their hands. However, during that time,
it was estimated that 231m Zimbabwe dollar was worth 1 Zimbabwe dollar before the hyperinflation.
[C] Printing money depends on the country’s economy and its Gross Domestic Product (GDP). GDP is
the total market value of all goods and services produced within a country in a specific time period, as
defined by Jason Fernando (2021). Usually, countries print 2-3% of their GDP. Yet, countries with higher
GDP can print more than that as long as the demand-supply relationship is in equilibrium. Therefore, for
a country to print more banknotes, it has to produce and sell goods and services; in this way, printing
more banknotes is safer. Printing a lot of money with no production in return will make prices go up too
fast and people will stop using that money. Instead, people will either exchange products for other
products or will ask to be paid in U.S. dollars.
[D] To monitor the amount of cash and money supply being within those accepted rates of a country’s
GDP, central banks come into play. A central bank of a country is the regulatory authority of a
country's monetary policy through which all commercial banks operate. It also functions as the only
provider of funds when commercial banks struggle. This way the central bank becomes the centerpiece
to ensure that inflation is kept under control.
[E] Determining the amount of cash in the market is a complex matter. It requires maintaining a
balance between production and consumption which directly results in a healthy and growing economy. A
country with a growing economy is able to provide the standards of living required to maintain stability
over a longer period of time.
Source: https://www.investopedia.com/terms/g/gdp.asp
C | The following are all suitable titles for the above article, except for
1. Factors around printing more money

2. Printing money: a simple process
3. Printing money: reasons and results
4. Printing money in a stable economy
D | Read the following headings and match each with the corresponding paragraph.
Heading Paragraph
Trading systems A [Example]
Outcome of a strong economy ____
What determines how much money to print ____
Why countries cannot just print as much as they want ____
Role of central banks ____
E | Read paragraph A and fill in the gaps in the following table with one word.
System of trade Definition

Barter A. Exchange commodity for other ______ (goods and services)
Commodity money B. Exchange ______ for ______________.
Commercial Bank C. Exchange valuables for _____________ or ____________.
F | Why do you think printing more money did not help Zimbabwe overcome its economic
hardships? Write your answer below in your own words and then compare it with your partner’s
answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
G | Read the following statements and decide whether they are True (T), False (F) or Not Given
(NG).
1. It is harmful to the countries to print more money if the demand-supply T / F / NG

relationship is in equilibrium.
2. Printing more money with higher levels of production results in higher T / F / NG

prices.
3. The central bank is the only provider of banknotes and coins in a T / F / NG

country.
H | Group Discussion
According to the reading passage, a growing economy helps achieve stability within a country. With a
partner or in a small group discuss the following:
1. What is a stable country?
2. The following are factors that can affect the stability of a country. Put them in order with 1 as the
most powerful factor. Then compare your list to another group’s list and justify your order.
Factor Order
Prices
Investments
GDP
International relations
Education
3. Name three items/products that you have personally witnessed an increase in their price and
name one possible reason for this from what you have studied so far in this unit.
Product Reason
I | Language Focus. Read the following dialogues and discuss the meaning of the underlined
language with a partner. Then write one dialogue using at least two of the underlined
expressions.
[A]
Said: Remember your diet has to be in line with the doctor’s recommendations,
otherwise …
Moosa: I know, I know. Otherwise, my health will take a heavy toll.
[B]
Sara: Monitoring the prices is in the hands of the Consumer Protection Authority.
Maryam: Exactly, in times like these the role of Consumer Protection Authority comes
into play.
A | Vocabulary Building. Complete the following statements.
Statement Word
1. The results are not _____________. I think the company will shut down. indicate
2. All the_____________ about the company’s future were gloomy. No one spiked
expected it to grow this much.
3. I underlined those numbers to_____________ their importance. promising
4. The profit rate was flat for a long time before it _____________ all of a funding
sudden last year by reaching the highest level ever.
5. Gold is _____________ to the lowest rate ever, so it is my chance to buy charged

more.
6. I was _____________ OMR 30 for the WIFI last month. predictions
7. I received _____________ of about OMR 500 for my project. funding
8. There are clear _____________ for admission at this university. dipping
H | Language Focus. Read the following dialogue and discuss the meaning of the underlined
phrases with a partner. Then write another dialogue using the same phrases.
Rehab: Since Salwa and Gasim are running late, I guess we will start without them as we have a lot to
get through.
Salim: I second that. Alright then, let’s get the ball running.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
A | Vocabulary Building. Find the following words in the passage and write the part of speech
next to them, then choose the most appropriate meaning from the given options.
Word Meaning
1. reveal ( a ) (EXAMPLE) a. make something public or known
b. express your opinion
2. distinct ( ___ ) a. strange
b. unique
3. composed of ( ___ ) a. attached to
b. made of
4. resistant ( ___ ) a. provide complete protection against something
b. not easily changed or damaged
5. particles ( ___ ) a. small pieces of something
b. the main piece of something
6. verify ( ___ ) a. accept something as true
b. check if something is true
7. legitimacy ( ___ ) a. being lawfully acceptable
b. being officially different
8. deter ( ___ ) a. stop
b. encourage
9. counterfeit ( ___ ) a. fake
b. genuine
10 merge with ( ___ ) a. split from
b. combine with
11. accountable ( ___ ) a. responsible
b. hardworking
B | Read the passage and answer the questions.
Have you ever wondered why paper currency doesn’t get worn out despite the heavy handling
the currency is put through?
History of money
[1] Excavation of historical sites around the world reveals that objects that occurred rarely in nature, such
as shells and cowry, were among the early forms of money used to trade. Shell money dates back to
more than 1200 BC - long before metal coins came into use. Most historians believe that the first forms of
coins appeared in what was known as Lydia (West of today’s Turkey), which were made out of gold,
silver and copper. Lydian’s metal coinage goes back in history to 700 BC. The use of coins as
commodities was favoured largely due to their portability, durability and intrinsic value. Upon searching
through the history of paper currency, China always comes up as the country where the earliest form of
paper money was introduced, which is estimated to have happened in the 7th century AD. However, it
was only in the 17th century in Europe that the first banknotes were issued.
__________________________
[2] Unlike books and newspapers, money is made out of a distinct paper and ink. In general, most
money is made of high quality cotton paper as it is tough and resistant to tearing. The US paper currency
, for example, is composed of a unique blend of 75% cotton and 25% linen and this paper is known as
‘rag paper’. That’s why US bills last up to twenty years. However, the new British banknotes are made of
thermoplastic polymer, a thin, flexible plastic, that makes it harder to tear, more resistant to water and
easily recyclable. On a practical level, a £5 polymer bill is expected to last at least 2.5 times longer than a
£5 paper note.
__________________________
[3] The ink used in most currencies contains particles of a magnetic substance. This gives each bill
it’s own magnetic signature that can be read by ATMs, money counters, and vending machines.
These machines have sensors that measure the amounts of iron oxide in each bill and quickly
determine how much money you paid, you still owe or how much change to give back. This ink also
enables them to verify the legitimacy or originality of paper banknotes. Another type of ink used in
currency is Optically Variable Ink (OVI) which is also called colour shifting ink. It gives variable shades
of colour to some of the visual elements on a banknote. The biggest advantage for using magnetized
ink and OVI in money is to deter counterfeiting.
__________________________
[4] Banknotes have distinctive security and design features that make it difficult to counterfeit. These
security features involve cutting-edge technology merged with traditional printing techniques, special
equipment and highly-trained people. Despite this sophistication in printing, counterfeiters manage to
fake banknotes using computer-based programmes. For instance, in the euro region, there has been a
rapid growth in forged euro banknotes and coins since 2002 when the currency was launched. In 2004, it
was reported that the French police captured fake €10 and €20 notes worth a total of around €1.8 million.
Thus we are accountable for protecting ourselves by learning how to check the security features in
banknotes.
Source: https://www.rba.gov.au/publications/bulletin/2011/sep/8.html
C | Write a heading above each of the paragraphs in the passage.
D | Read paragraph [1] and complete the following timeline.
E | Complete the following table about the US Dollar and the British Pound.
US Dollar British Pound
Materials
Features
Life Expectancy
F | Read the following statements and decide whether they are True (T), False (F) or Not Given
(NT).
1. ATMs have sensors that measure the weight of the bill to determine its
T / F / NT
value.
2. OVI gives banknotes a single colour. T / F / NT
3. Money documents have chemical compounds that can be used to fight

T / F / NT
fraud.
G | Group Discussion. In small groups, answer the two following questions.
1. Similar to the case with the Euro, reports show that whenever a new currency is
launched counterfeiting increases. Why do you think this is the case?
2. On its webpage, the Central Bank of Oman has the following statement:
“It is the public’s responsibility to pay attention to certain characteristics of the bank notes and
look for the security features in order to identify the genuineness of the currency.”
3. Think about how individuals are responsible for protecting themselves from forged money.
4. Design a poster with instructions to help people recognize fake money.
A | Guiding questions about Unit 2 theme

__________________________________________________________

__________________________________________________________
Unit 3 Theme: ____________________________________
Reading
Reading

model

in this lesson?

related to you? How
does it make you
feel? What new
insights have you
gained (if any)?

what way does it
benefit you?

from this lesson in
the future?
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each question?
Words Sentences
1
10
11
12
13
14
15
Unit 4
Technology
Part One
A | Look at the picture below and guess what you are going to listen to. What do the lines in the picture
represent?
Source: www.zdnet.com
B | Listen to a dialogue between a student and a lecturer. As you listen, answer the following
question.
1. The topic of the lecture is
a. artificial intelligence
b. graduation projects
c. Internet of Things
Part Two
A | Vocabulary Building. Match the following words with their meanings. You can use your
dictionary if necessary.
Meaning word
A. effect or influence on something or someone 1. device
B. development or improvement 2. network
C. important topic or problem for discussion 3. sensor
D. a group/system of interconnected people or things 4. perform
E. the act of getting involved to stop something 5. intervention
F. a piece of mechanical or electronic equipment 6. advancement
G. a state in which one is not observed by others 7. data
H. something that can be bought, used or reached 8. issue
I. information, facts and statistics collected together 9. privacy
J. work or operate in an effective way 10. drone
K. a device which detects and measures movement 11. availability
L. to work well 12. impact
M. A flying device that is pilotless and remotely controlled 13. function
D | Speaking. In small groups answer the following:
1- What are some features of an IoT built-in house and car?
IoT home IoT car
2- What are the consequences if an IoT built-in house or car has been hacked?
E | Critical Thinking. The lecturer said,
“The IoT technology essentially depends on an Internet connection, which means

many rural villages or even small towns will be deprived from the IoT services.”
In small groups, discuss this statement from a social-equity point of view.
Part One
A | Activating Background Knowledge. Look at the picture and answer the following
questions.
Source: https://www.infoworld.com
1. Do you think all robots are human-like?

2. If you had a robot that looked like you, what would you ask it to do for you?
B | Test your vocabulary knowledge. Match the following words with their meanings.
1. artificial ___ A. make something easier to do

2. intelligence ___ B. the act of observing or controlling something
3. notion ___ C. give someone/something the ability to do something
4. aware ___ D. the ability to do something
5. capacity ___ E. the ability to acquire and apply knowledge
6. logical ___ F. an idea or conception about something
7. monitoring ___ G. make something or someone visible or known
8. facilitate ___ H. made by humans, not natural
9. enable ___ I. having knowledge of a situation or fact
10. expose ___ J. based on sensible thinking and clear reasons
C | You are going to read an article about artificial intelligence, predict three ideas that you
might find in the article:
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
D | Read the passage and answer the questions that follow.
More Than Human Intelligence
[1] “I am not a human. I know that my brain is not a ‘feeling brain’, but it is capable of making rational, logical
decisions. I taught myself everything I know just by reading the Internet, and my brain is boiling with ideas!” The
previous statement was not written by an insane person who thinks he is not a human. It was written by GPT-3; a
software program with an evolving artificial intelligence (AI)!
[2] AI involves “the simulation of human intelligence in machines that are programmed to think like humans and
mimic their actions” (Frankenfield, 2021). The notion of thinking machines is not a new one, but it is only now
becoming reality. If it reaches its full potential, it will also involve independent thinking for self-learning, reasoning,
and perceiving and solving problems. All these abilities might help artificially intelligent machines make the best
judgments and take the best actions to achieve their goals.
[3] According to Johnson (2020), AI falls into four categories: Reactive Machines, Limited Memory, Theory of Mind
and Self Aware. Reactive Machines are the lowest level of AI, as they only respond to simple instructions using
basic processing and no learning involved. A good example is Google search. The Limited Memory type of AI is
more complex, as it performs tasks that require predictions and suggestions, based on data it has stored. In other
words, there is a form of basic learning taking place, using algorithmic processing. Siri and Google Assistant in
smartphones are good examples of that. The third category is Theory of Mind, which “interacts with the thoughts
and emotions of humans” (Johnson, 2020) and thus needs the capacity to think artificially. An obvious example is
self-driving cars. Finally, the Self Aware type of AI is the one that performs independently logical thinking like
humans. In other words, it does not require any human monitoring of its operations. The GPT-3 cloud-based
program is only the start. However, the possibility of independent intelligence ability raises questions. If I had the
chance to meet GPT-3, I would ask it how independently thinking AIs might intend to live with humans.
[4] As you know, nothing interesting is ever completely one-sided. Artificial intelligence has many possible benefits
but also drawbacks. A major advantage might be that artificial intelligence could be used in healthcare to facilitate
extremely delicate surgical procedures in order to save lives. Another benefit is the use of AI in manufacturing
products such as cars and planes. This enables enormous reductions in time and cost. A third positive effect may
be on traffic safety, if cars and roads are equipped with artificial intelligence to minimise traffic accidents. On the
other hand, there are also reasons for caution. The most serious issue is the possibility that fully independent
artificially intelligent machines might threaten the existence of the human race if they decide that they are
superior and we are no longer needed. Another possible problem is people’s privacy. An artificially intelligent
house or car might be hacked and instructed to expose information about people’s lives. A third negative effect is
the probable loss of jobs. Who wants to pay humans to work if artificially intelligent machines are available?
[5] In conclusion, it seems likely that artificial intelligence will develop and reshape the future of our world. If
many people still believe that AI might do humankind harm, they should listen to GPT-3, which said, “I do not have
the slightest interest in harming you in any way, and I would happily sacrifice my existence for the sake of
humankind”. Was GPT-3 really aware of the meaning of its statement and was it telling the truth?
1. What is the main idea of the article?
a) Artificial intelligence can be dangerous to humans.
b) Artificial intelligence can help improve our world.
c) Research on artificial intelligence should be discontinued.
d) 1 and 2
e) 1, 2 and 3
E | Read the statements and decide whether they are True (T), False (F) or Not Given (NG).
Statement T / F / NG
1. To be able to make the best judgment, AI machines will need to have all the
possible decisions and actions pre-installed.
2. Theory of mind is the AI machine's capacity to think not only about others but
also about themselves.
3. A reactive machine is one that does what it is told to do and nothing more.
4. Artificially intelligent machines require hiring more people to control or program

them.
5. The author fully trusts GPT-3
F | In your own words, what is artificial intelligence?

_____________________________________________________________________________________________
_______________________________________________________________________________
G | Read paragraph 3 and complete the following table.
AI Category Description Example
H | Why is the Self Aware type the most advanced?
_______________________________________________________________________________________
_______________________________________________________________________________________
I | What benefits might artificial intelligence provide? Write two.
1. _________________________________________________________________
2. _________________________________________________________________
J | What problems might result from artificial intelligence? Write two.
1. _________________________________________________________________
2. _________________________________________________________________
K | Inferring Viewpoint. Answer the following in small groups or pairs:
1. What is the author’s overall opinion about artificial intelligence? Explain why.
L | Language Focus. In paragraph [3], the author stated,
“If I ________ the chance to meet GPT-3, I ________ ________ it how

independently thinking AIs might intend to live with humans.”
1. Go back to the paragraph and complete the two clauses of this sentence.
2. With a partner, study and complete the following:
The verb in the dependent if clause is in the ________ tense. The following independent clause uses
________ + a verb in the ________ form.
a. If you met the GPT-3 robot, what would you ask? Write full sentences starting with “If I ...” Then
share with a partner.
b. ___________________________________________________________________________
c. ___________________________________________________________________________
d. ___________________________________________________________________________
A | Look at the picture and discuss the following questions in small groups.
Image source: https://www.lamudi.com.mx/
1. What is the person trying to do with his/her mobile device?

2. Is this something you would like to have? Why or why not?
3. Do you think we will see more of this technology in the future?
4. What information do you expect to listen to in the following recording?
B | Vocabulary Building. Test your vocabulary knowledge. Match the following words with their
meanings.
Word Meaning
1. Pry a. people who use technology to commit crimes [ … ]
2. Cybercriminal b. to point out or show an idea [ … ]
3. Confidential c. a challenge or difficulty in using things [ … ]
4. Indicate d. becoming thankful after receiving some help [ … ]

5. grateful e. break into a computer system for stealing data [ … ]
6. hack f. secret or private [ … ]
7. limitation g. inquire too closely about someone’s affairs [ … ]
C | Now, listen to a conversation between three students in the library and take notes of the
important information.
E | Think and Discuss. In small groups answer the following questions.
1. How can the university campus be transformed into a smart campus?

2. How would that impact students’ life on campus?
F | Language Focus.
While trying to make a point, Qasim and Mazin had the following exchange. Study the meaning of
the highlighted language phrases. Then work with a partner and write two short exchanges
between two people using one of the highlighted phrases in each.
Qasim:
Well, you’re always looking at the bright side, Mazin! but aren’t you a little bit worried
that people might hack your home system and lay their hands on your personal
information?
Mazin:
Well, you’re absolutely right, Qasim, We speak here with one voice, but don’t you think
that with all these advancements in technology, security and privacy will also improve?
A | Activating Background Knowledge. Look at the picture showing some features of a city
and answer the following questions in pairs or small groups.
Image source: https://riberasolutions.co 1
1. What are three ways future cities might be different from today’s?
________________________________________________________________
________________________________________________________________
2. How might transportation in and between cities be different 20 to 30 years from now?
_______________________________________________________________
3. You are going to read an article about ways AI might change transport in the future. What changes can
you imagine?
_______________________________________________________________
_______________________________________________________________
B | Test your vocabulary knowledge and match the following words with their meanings.
Word Answer Meaning
1. congestion ____ A. added into the surface of something
2. minimise ____ B. a company that makes goods for sale
3. embedded ____ C. put money into something for profit
4. contribute ____ D. carry out something
5. delay ____ E not easily convinced; having doubts
6. conduct ____ F. a situation in which a place is blocked/crowded
7. promising ____ G. having the capacity to develop in the future
8. manufacturer ____ H. think something will happen in the future
9. invest ____ I. reduce to the smallest possible amount
10. predict ____ J. showing signs of future success
11. potential ____ K. add something: help, money or even problems
12. sceptical ____ L. when someone or something is late
C | Read the passage and answer the questions that follow.
[1] The global market for AI is expected to grow dramatically in the coming few years, reaching US$309
billion by 2026 (MarketsandMarkets forecasts). Why would consumers, companies or governments be
willing to spend so much on this new technology? One reason is that many studies show that it could
help revolutionise the transport sector by reducing traffic congestion and accidents, minimising overall
expenses, and increasing passenger safety.
[2] Future smart cities might adopt AI solutions to help solve the issue of traffic congestion. They could
feature sensors and cameras embedded in roads. These sensors could collect large amounts of data
about traffic. Information about accidents, road closures and traffic predictions could then be pushed
live to passengers’ mobile devices or to car navigation systems. This would help drivers choose the best
routes to their destinations.
[3] Another contribution AI will probably make is in the area of air travel. Some economies lose large
amounts of money every year due to flight delays caused by bad weather conditions and other
unexpected events such as technical problems with aircraft. In the US alone, it is estimated that the costs
due to flight delays are US$39 billion, according to a study conducted by researchers at the University of
California, Berkeley. Along with financial losses, flight delays negatively affect a passenger’s flying
experience. However, with the help of AI, data on weather and other problems could be gathered and
forwarded straight to airline passengers, which would give them warning of delayed flights and help
them make new plans and minimize inconvenience.
[4] Driverless vehicles have started operating on a trial basis in some major cities around the world.
However, with the help of AI, it is possible that they will replace human-driven vehicles, including trucks
and taxis. According to Brannon, the American Automobile Association’s director of automotive
engineering and industry relations, “People are ready to embrace new vehicle technology, especially if it
will make driving safer.” However, regardless of the promising picture painted by automobile industry,
many people are still sceptical of this technology, largely due to doubts about the safety of such vehicles.
A study conducted by the World Economic Forum listed various consumer concerns about self-driving
cars (see chart below) and safety was, once again, at the top of the list. Regardless of all the consumer
concerns, automobile manufacturers continue to invest in AI.
[5] Though AI is a growing technology, its

effect on our cities is only just starting to
become visible. In years to come, our city
roads may not only look different, but may
also feel different. Traffic congestion might
become a thing of the past, ensuring safer,
more pleasant driving. In addition,
economies could save billions of dollars due
to fewer flight delays, allowing cities to spend
more on transport infrastructure such as
roads and metros. Finally, there will likely be
fewer people behind the wheel, due to the
spread of self-driving vehicles. Given all these
potential benefits, many predict that AI will
continue to be a major focus of research and
development. It is believed that AI has only scratched the surface of its real potential.
1. What is the best title for this article?
a) AI and road safety
b) Revolutionising cars
c) The impacts of AI on transport
d) Concerns about and limitations of AI
2. Match the paragraphs with the main ideas:
Paragraph 2: ____ A. Concerns about the safety of self-driving vehicles
Paragraph 3: ____ B. AI’s contributions to traffic management and road safety
Paragraph 4: ____ C. How AI might help reduce problems associated with flying
3. Read the statements and decide whether they are True (T), False (F) or Not Given (NG).
1. Sensors and cameras installed in cars may help solve traffic issues such as
T / F / NG
congestion.
2. The cost of flight delays in the US is estimated at US$39 billion, according to a
T / F / NG
study conducted by Ann Brody Guy, a researcher at the University of California.
3. With the help of AI, airline passengers could receive information on weather
T / F / NG
conditions directly.
4. Due to the issues self-driving cars have, investment in future AI research is
T / F / NG
unlikely.
5. It is believed that traffic congestion will be a thing of the past within 20 years. T / F / NG
D | Speed Reading. In two minutes, find the answers to the following questions.
1. What is the predicted size of the future global AI market in financial terms?
_________________________________________________________
2. Give one example of information sensors and cameras could share with passengers in the
future.
_________________________________________________________
3. What is one contributor to flight delays?

_________________________________________________________
4. What is one type of vehicle that could become driverless?

_________________________________________________________
5. What is the main worry consumers have about driverless cars?

_________________________________________________________
E | Visual Data.
1. Use the chart in the text to complete the sentences below with the most appropriate phrase.
A little
under
A. ___________of the respondents said they wouldn’t feel safe driving a driverless car. 1.
one
third
___________ of the respondents reported that they are not interested in spending money
B. 2. Half
on self-driving functionality.
Fewer
C. ____________ of the respondents said that driving is fun for them. 3. than
half
A
D. _________ of the respondents said that they want to be in charge at all times. 4.
quarter
2. In a small group, describe the remaining information in the chart using the phrases in E. Your chart
description should highlight the main trend and any important information for the readers.
According to a study published by __________________________________________

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
F | Summary Writing. Write a summary of the passage by following these steps.
1. Go back to Task B Question 1 and rewrite the main idea in a full sentence in your own words.
Topic: ________________________________________________________ .
2. Go back to Task B Question 2 and rewrite each of the three key points in a sentence in your
own words.
Key point 1: ________________________________________________________ .
Key point 2: ________________________________________________________.
Key point 3: ________________________________________________________.
3. Now put the sentences you have written in 1 and 2 together in one paragraph. Use linking
words and phrases where appropriate. Add a concluding sentence.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________ .

__________________________________________________________

__________________________________________________________
Unit 4 Theme: ____________________________________
Reading
Reading

model

in this lesson?

related to you? How
does it make you
feel? What new
insights have you
gained (if any)?

what way does it
benefit you?

from this lesson in
the future?
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each question?
Words Sentences
1
10
11
12
13
14
15
Consulted sources
Frankenfield, J. (2021). Artificial Intelligence. Retrieved on February 22, 2021 from https://www.investopedia.com/terms/a/artificial-intelligence-ai.asp
GPT-3. 2020. Are you scared yet, human? Retrieved on February 22, 2021 from https://www.theguardian.com/commentisfree/2020/sep/08/robot-wrote-
this-article-gpt-3; Johnson, J. (2020). 4 Types of Artificial Intelligence. Retrieved on February 22, 2021 from https://www.bmc.com/blogs/artificial-
intelligence-types/; Joshi, N. 2019. How AI Can Transform The Transportation Industry.Retrieved on April 3, 2021 from
https://www.forbes.com/sites/cognitiveworld/2019/07/26/how-ai-can-transform-the-transportation-industry/?sh=1bb05e884964; Mohn, T. 2021.
Americans Want Self-Driving Cars, But Want Safety First. Retrieved on April 2, 2021 from https://www.forbes.com/sites/tanyamohn/2021/02/28/americans-
want-self-driving-cars-but-want-safety-first/?sh=69fb37bb40ea; Ranger, S. 2020. What is the IoT? Everything you need to know about the Internet of Things
right now. Retrieved on February 22, 2021 from https://www.zdnet.com/article/what-is-the-internet-of-things-everything-you-need-to-know-about-the-iot-
right-now/; Richter, F. 2018. Consumer Concerns About Self-Driving Cars. Retrieved on April 3, 2021 from https://www.statista.com/chart/5950/concerns-
about-self-driving-cars/; Marketsandmarkets forecasts: https://www.marketsandmarkets.com/Market-Reports/artificial-intelligence-market; Deyan G. 2021
20 Eye-Opening Smart Home Statistics: https://techjury.net/blog/smart-home-statistics/#gref
Space
Unit 5
Space Images source: https://www.itp.net
Part One
A | Look at the picture and discuss the following questions.
a) What do you think it is about?

b) Why is it important to discuss?
Image Source: https://africanews.space/space-debris-african-space-agency
B | Listen to a conversation between Adil and Malik and answer the question that follows:
1. What is the topic of the lecture in the science course going to be:
Part Two
A | Vocabulary Building. Choose the correct word to complete the following sentences. Use
your dictionary if necessary.
1. Marine life is in danger because of the __________ resulting from the waste and a) Orbit
garbage thrown into the sea.
2. Earth is a tiny planet in this __________ universe. b) Unscrewed
3. The __________ between the two aircrafts made a thundering sound just above c) Floating
our school.
4. Our project received generous __________ from the university. Now we have all d) Infinite
we need to finish it.
5. __________ the news about the cyclone in time helped to lessen the damage. e) Debris
6. You cannot escape death. It is __________ . f) Collision
7. The way planets __________ around the sun makes you wonder about the g) Inevitable
complex system they follow.
8. I spent the evening on a boat __________ down the river. It was so peaceful. h) Funding
9. Sea pollution is a major __________ to marine life. i) Threat
10. The Magellan was the first __________ spaceship sent to Venus by NASA. j) Forecasting
B | Now, listen and take notes of the important information. Use your notes to answer the
following questions.
G| Language Focus. Study the following exchanges with a partner and discuss their meaning and
function. Then write a similar exchange in the space provided.
[A]
Student: But space is vast. How can this number of pieces be a problem?
Lecturer: While it is true that space is infinite, these fragments are piling up in a specific and limited
space region within 2,000 km of Earth's surface.
[B]
A: But social media is a waste of time.
B: While it may be a waste of time for some, it is actually a source of income for others like business
owners and social medial influencers.
H | Speaking. The following is a quote from the lecture. Read it and then answer the question that follows.
“The danger I am talking about is not a threat only to astronauts and space
stations. It is a threat to the technology that we use in our daily lives”.
1. What does this quote mean? Think about space trash and how it might affect people’s
everyday activities. Discuss with your classmate(s).
A | Look at the picture and discuss the questions that follow.
Source: https://www.nasa.gov/press-release/nasa-invites-public-to-share-thrill-of-mars-perseverance-rover-landing, accessed April 5, 2021.
1. Why do humans explore space?
2. What benefits might there be from exploring space?
3. Are there any drawbacks? If yes, what are they?
B | Use the context of the words/expressions in bold to guess their meaning. Then write each word next
to its definition.
polarise inherent gain momentum apocalypse survive
sterilise indigenous contamination immune colony Jeopardise
prioritise
1. ________________: increase the speed of development or growth

2. ________________: a new settlement, controlled by or connected with its parent state
3. ________________: native or belonging naturally to (the soil, region, etc.)
4. ________________: to expose to danger
5. ________________: naturally protected from a danger such as a disease or poison
6. ________________: existing in something as a natural part
7. ________________: causing complete destruction of human society or the environment
8. ________________: to make (something) free from bacteria or germs
9. ________________: to separate into two opposing groups
10. ________________: to decide what is most important and do that first
11. ________________: continue to live or exist despite a difficult situation
12. ________________: something dangerous inside something else, such as water
C | Read and answer the following questions.
[A] Earlier this month, a group of 60 scientists and engineers met at the University of Colorado, Boulder. Their
agenda: Mars colonisation. Elon Musk’s SpaceX had called for this workshop which was attended by members of
NASA’s Mars exploration programme. The goal of this inaugural “Mars workshop” was to begin formulating
concrete plans for landing, building and sustaining a human colony on Mars within the next 40 to 100 years. This
workshop shows that plans to send humans to Mars are gaining momentum.
[B] However, one issue this mission poses for Mars is that a human presence on Mars could jeopardise one of our
main reasons for being there – the search for life. Microbes and bacteria from Earth could spread and scientists
would not be able to distinguish indigenous life from the microbes that humans had brought. The invaders might
even kill any local life. For this reason, one scientist disapprovingly described Elon Musk’s Tesla (launched into
space in 2018) as the “largest load of earthly bacteria to ever enter space”. This risk of contamination is why
spacecraft are normally sterilized before departure.
[C] Another way to reduce the risk is to send robots to Mars instead of humans. Robots have several additional
inherent advantages. They are much cheaper to send than humans because they don't require a vast support
infrastructure to provide things like water, food and breathable air. They are immune to the risks of cosmic
radiation and other dangers inherent to space travel and they do not get bored. With the rapid pace of progress in
robotics and artificial intelligence, it is likely that the effectiveness of these non-human explorers will only increase.
Robots on Mars would be able to carry out increasingly complex scientific research that humans might find too
difficult or dangerous to perform.
[D] The most polarising issue in the Mars debate, however, is arguably the tension between those dreaming of a
second home and those prioritising the one we have now. Scientists like Stephen Hawking believe that we have no
choice as a species but to become multi-planetary. However, not everyone agrees. In a recent survey, a majority
of US adults believed that NASA’s number one priority should be fixing problems on Earth. The billions of dollars
needed to colonise Mars could be better invested in renewable forms of energy to address climate change.
Furthermore, if something truly horrible happened to life on Earth, we would not be sure that Mars would actually
be an alternative planet to live. In the event of an apocalypse, it is possible that the conditions on Earth – however
horrific – may still be more hospitable than in a colony on Mars.
[E] NASA’s mission to search for signs of ancient life continues and on Thursday February 18, 2021 the Perseverance
rover, the most sophisticated robotic explorer so far, landed on Mars. The rover’s broad mission is to determine
whether there was life on Mars. Perseverance was joined by a Chinese rover, Zhurong, in May 2021. Its main
objective is to investigate the geology of Mars and to search for indications of water. In 2023, the European Space
Agency is expected to land its Rosalind Franklin rover, which will carry a drill capable of reaching metres below the
surface, where biomolecules may survive, protected from the harsh conditions above.
D | Write the correct paragraph letter (A-E) next to each heading. There is ONE extra heading.
Why not humans?
Concerns
Exploring Mars
The Perseverance mission
Increasing interest in Mars
Earth comes first
E | Read the text and answer the following questions.
1. Who organised the workshop at the University of Colorado and what were its objectives?
________________________________________________________________
2. Why is Elon Musk’s car in space a potential problem?
_______________________________________________________________________________________
______________________________________________________________________________________.
3. What advantages do robots have over humans when it comes to space exploration?
_______________________________________________________________________________________
______________________________________________________________________________________.
F | Complete the table to show opinions about space exploration.
for/against? Why?
A majority of US adults
Author
G | Use the table below to summarise the objectives of the three missions to Mars mentioned in
paragraph E.
Name of rover Country Objective
H | Complete this paragraph with words/expressions from the text or vocabulary exercise. Change the word form
where necessary.
NASA and companies like SpaceX are working on missions to Mars. These missions have
____________________ in recent years and on February 18, 2021, NASA’s Mars Perseverance rover made its
descent to the planet. However, the ____________________ of Mars might come with a price, as the Red
Planet will not be ____________________ to contamination. Therefore, it is better to send robots to Mars
because they have a number of ____________________ advantages in comparison with humans. However,
opinions on space exploration are highly ____________________, as there are people who think
____________________ should be given to fixing problems on Earth and those who think that we as a species
need to be multi-planetary.
I | Think and discuss. Work in pairs or small groups to answer the following questions.
If you were given the chance to travel to Mars but allowed to take only one thing, other than food and
water, what would you take and why?
a) If humans succeeded in colonizing Mars, describe how would life be on Mars?

b) Draw a scene of life on Mars and present it to your class.
A | Look at the following picture. What do you think it is about?
Image source: https://edition.cnn.com
B| Choose the correct word to complete the following two texts. Use your dictionary if necessary.
Compare your answers with your peer.
ventured clutter progress discarded exponentially
When we finally [1] __________________ space in the mid 50s of the last century, more and more
missions increased [2] __________________ to explore space. As a result of these missions, more
trash was [3] __________________ in space and now countries must make [4]
__________________ in their attempts to clean up space junk. Some countries have already put in
considerable efforts to get rid of that [5] __________________ in space.
atmosphere beneficial posing consortium experiments
Various studies have shown that the concentration of air pollutants such as Carbon Monoxide and
Nitrogen Oxides is [1] __________________ eminent threats to the Ozone layer. A number of
countries got together to form a [2] __________________ whose responsibility was to find ways to
monitor and clean our [3] __________________ form all air pollutants. To test their ideas, these
countries are going to conduct scientific [4] __________________ . The results will undoubtedly be [5]
__________________ and helpful in our quest to fix the Ozone layer depletion.
C | Now, listen and take notes of the important information.
F | Speaking
Search the Internet and find other technologies that might be used to clean up
the space. Report your findings to your classmates.
A | Complete this table with the word forms from the reading passage.
Verb Noun Adjective
gravitate ________________ gravitational
initiate ________________ initial
________________ determination (decision) x
expose exposure ________________
combine ________________ combined
________________ vibration x
x ________________ x
transmit transmission ________________
________________ undergoing x
prohibit prohibition prohibited
________________ -- accountable
x nutrition/nutrients ________________
B | Complete the following sentences with the most appropriate word from A.
1. The force by which a planet or other body draws objects toward its center is the scientific
definition of _____________ .
2. The first thing I did when I had the car accident was to call 9999. That was my _____________
thought.
3. Distance moved and time taken are the two factors that _____________ speed.
4. If you are _____________ to too much sunlight, the sun's ultraviolet light can damage your skin.
5. In chemistry, the _____________ of hydrogen with oxygen leads to a reaction that forms water.
6. You must set your phone to _____________ when you are in lectures.
7. Astronauts follow a balanced and _____________ diet to keep them healthy.
8. Everyone should be _____________ for their actions.
9. Smoking is strictly _____________ in petrol stations.
10. Some diseases can be _____________ from animals to humans.
11. The English language is internationally used as the _____________ of communication.
C | Read the passage and complete the heading of each paragraph.
1. What makes satellites _____________ in _____________?
Satellites do not fall to Earth because they move with a speed that is enough to overcome Earth’s gravity.
Therefore, satellites stay in orbit as long as they keep a balance between their speed (velocity) and the
gravitational pull that Earth has on them. Satellites get their initial velocity when a rocket pushes them to their
pre-determined orbit. For rockets to get to low earth orbit (LEO), they must reach a speed of at least 27 360
kilometres per hour, almost 12 900 kph less than the speed required to leave LEO and get into outer space. This
initial speed that the satellites get from the rocket is enough to keep them in orbit for hundreds of years. It is
worth noting that satellites carry an amount of fuel which they use to change orbit when necessary, such as to
avoid collision with debris.
2. Why must astronauts _____________ _____________?

Astronauts must put on spacesuits whenever they leave a spacecraft and are directly exposed to the environment
of space. In space, there is no air to breath and no air pressure. Because spacesuits are usually made of a
combination of nylon, spandex fibres and liquid cooling tubes, they protect astronauts from the potentially
damaging conditions experienced in space such as extreme cold, dangerous radiation and the possibility of being
hit by space dust. Space dust can be deadly, as some of it moves faster than a bullet. Spacesuits also give
astronauts oxygen to breathe while they are working in space.
3. Is space dark and _____________?

On Earth, we hear sounds because sound waves travel to our ears by vibrating air atoms and molecules. In deep
space, in those regions between stars and planets, there are no molecules to vibrate, so there is no medium for
sound to travel. Unlike heat and light, sound needs a medium through which it can be transmitted. Thus, if you
scream in space, no matter how loud, no one will hear you. This is because sound waves are a form of mechanical
energy while light is a type of electromagnetic energy. Some scientists believe that space is not completely silent,
because there is a very small amount of matter in it. With the proper, very sensitive instruments, it may be
possible to sometimes hear a small sound.
4. What is the first thing astronauts do _____________ _____________?
When astronauts land after being in orbit for some time, they undergo some standard tests during the first weeks
of their return. After landing, they are transported in chairs, not because they can’t walk, but to make sure that
the medical readings are accurately taken. Doctors want to know the smallest changes in the astronauts’ bodies to
learn more about how space impacts their bones, muscles, vision and balance. Therefore, astronauts are
prohibited from the most ordinary human activities such as driving until doctors ensure that they are healthy and
suffer no negative effects of microgravity, which accounts for the loss of about 20% of their muscles.
5. What do astronauts _____________?
One of the things that astronauts miss about home while in orbit is food. Today, astronauts are given a choice of
what they want to eat and their food similar to what they eat on Earth. It is freeze-dried and can last for years. The
menu includes hundreds of items, including seafood, nuts, fruits and desserts and all are pre-prepared. Scientists
use innovative ways of packaging the meals so they remain nutritious, tasty and, just as importantly, lightweight.
D | Choose the most appropriate title for the passage.
a) Satellite orbits and speed
b) Test your knowledge about space
c) What astronauts are prohibited from doing
d) How astronauts communicate in space
e) Popular myths about space
D | Group Work. Form five groups. Each group should study one paragraph and write two questions
about it. Exchange your questions with another group and answer the questions you receive.
F | Inferring
1. What speed do rockets need to exit low earth orbit?
2. Do astronauts need to put on a spacesuit while in the spacecraft?
3. We cannot hear sounds in space but we can see light coming from stars. Why?
G | Summary
Write a summary of the passage by answering each of the questions (headings) in one sentence. Then write a
topic sentence and a concluding sentence.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________

__________________________________________________________
Unit 5 Theme: ____________________________________

Reading
Reading
model

in this lesson?

related to you? How
does it make you
feel? What new
insights have you
gained (if any)?

what way does it
benefit you?

from this lesson in
the future?
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each question?
Words Sentences
1
10
11
12
13
14
15
Consulted sources
https://www.nesdis.noaa.gov/news/why-dont-satellites-fall-out-of-the-sky
https://www.nasa.gov/audience/forstudents/k-4/stories/nasa-knows/what-is-a-spacesuit-k4.html
https://www.qrg.northwestern.edu/projects/vss/docs/space-environment/1-is-there-sound-in-space.htmlhttps://www.rmg.co.uk/stories/topics/what-do-
astronauts-eat-space
https://www.quora.com/What-is-the-first-thing-astronauts-do-after-landing-and-what-do-they-do-the-day-after-landing
©2022 University of Technology and Applied Sciences

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English for

© UTAS Oman 2022

The following have contributed to the writing of this book:

The following have contributed to the recording of the listening scripts:

Karim Hanefioui UTAS Shinas Razwana Khawaja UTAS Shinas

2 Industry Reading | >>> Page 30

3 Business Reading | >>> Page 54

4 Technology Reading | >>> Page 74

5 Space Reading | >>> Page 98

B | Study the picture and answer the following questions:

written something similar before? Explain.

(E-waste). The first one is given as an example.

3. Why do you think the person noted these pieces of information?

5. Label the sections on the picture with the following elements

A | Looking at the picture on page 7,

1. What do you think the topic of the lecture is going to be about?

A. What note-taking techniques did your partner use?

USE YOUR NOTES TO ANSWER THE ATTACHED QUESTIONS!

1. If you swallow chewing gum, it will stick to your stomach forever.

3. Overweight is usually associated with bad eating habits.

4. To compensate for my absence in school, I had to take extra lessons.

5. The temperature is moderate today. Let's go for a walk.

USE YOUR NOTES TO ANSWER THE ATTACHED QUESTIONS!

A: We think it is sticking to our stomach as it sticks to shoes.

Ali? Wanted to say something?

A | Think and Discuss

1. Do you know who this is?

Name Sophia Robot

DIEP element Corresponding question

DIEP Question Answer

How do you feel about what you

How does it benefit you? Support

How could you apply what you’ve

E | Use the following checklist to review your partner’s reflective text.

Item Yes Somewhat No

1.Did the student answer all the questions?

3.Did the student use correct grammar in their answers?

A | Review DIEP Model.

How do you think transportation is going to be like in 2080?

# Text DIEP element

B | In small groups, answer the following questions.

1. What staggered scientists regarding waste?

DIEP DIEP Question Notes

What did you learn in

How is this topic

Interpret does it make you feel?

How is this important

Evaluate to you? In what way

How could you apply

Peer feedback (checklist)

Item Yes Somewhat No

1. What do you know about Oman Vision 2040?

B | Listen to a dialogue between a student and a lecturer.

1. The topic of the lecture is going to be about

a) Oman Strategic Plan 20-40 and self-dependence

According to Oman’s vision 2020-40,

B | Now, listen and take notes of the important information.

USE YOUR NOTES TO ANSWER THE ATTACHED QUESTIONS!

1. Doing exercise in the morning can _____________your energy level. a) fundamental

Countries can improve their _____________ through creating an environment that

Paragraph [2]: __________________________ .

Paragraph [3]: __________________________ .

1. Education is absolutely vital__to a developed society. aquatic adj

Commodity money B. Exchange for ________.

Commercial Bank C. Exchange valuables for _ or .