Chris Sowton with Peter Lucantoni, Jessica Williams, Kate Adams, Michele Lewis and Sabina Ostrowska Listening, Speaking & Critical Thinking Reading, Writing & Critical Thinking TEACHER’S MANUAL AND DEVELOPMENT PACK Second Edition 1–5
University Printing House, Cambridge cb2 8bs, United Kingdom One Liberty Plaza, 20th Floor, New York, ny 10006, USA 477 Williamstown Road, Port Melbourne, vic 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, 06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781108678728 © Cambridge University Press 2019 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2019 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Printed in XXXX by XXXX A catalogue record for this publication is available from the British Library ISBN 978-1-108-67872-8 Teacher’s Manual and Development Pack Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.
CONTENTS Teacher’s Manual and Development Pack 4 Using the Classroom App 8 Unlock teacher development: Introduction to critical thinking 10 Introduction to mixed-ability teaching 12 Peer collaboration ideas 14 Lesson observation template 15 Flexible lesson plans: Listening, Speaking & Critical Thinking 16 Reading, Writing & Critical Thinking 24 Teacher’s Manuals: Listening, Speaking & Critical Thinking 1 32 Listening, Speaking & Critical Thinking 2 73 Listening, Speaking & Critical Thinking 3 115 Listening, Speaking & Critical Thinking 4 163 Listening, Speaking & Critical Thinking 5 211 Reading, Writing & Critical Thinking 1 268 Reading, Writing & Critical Thinking 2 314 Reading, Writing & Critical Thinking 3 362 Reading, Writing & Critical Thinking 4 410 Reading, Writing & Critical Thinking 5 455 Acknowledgements 512
4 UNLOCK TEACHER’S MANUAL AND DEVELOPMENT PACK We’ve carried out research with teachers across the world to understand their needs and how we can better meet them with Unlock Second Edition. The result is an all-new Teacher’s Manual and Development Pack. A single manual for levels 1–5, so that every answer key and additional activity are conveniently in one book. TeachingBetter WITH SECOND EDITION Unlock your teaching potential Be confident Support your teaching with the flexible lesson plans with timings for every unit. Be flexiBle Decide when to use the optional activities to extend your students’ learning and provide differentiation to meet individual students’ needs. Be flexible Ask students to take roles from the script and read it aloud together, using correct sentence stress. Before they do this, allow lower-level students to listen again and mark the script for stress. READING 2 60 min Reading 2 is another reading text on the unit topic, often in a different format to Reading 1. It serves as a model for the Writing task (in terms of style, structure and format, but not length) and gives students additional exposure to, and practice with, language and reading skills, while helping them generate and refine ideas for their Writing Task. 1 PREPARING TO READ PURPOSE • To prepare students to understand the content of the text • To help students anticipate content, using visuals and prior knowledge • To introduce and build key academic and topical vocabulary for the Reading and for the Writing Task Encourage students to complete the pre-reading activities in this section in pairs or small groups, to provide support and peer encouragement. Circulate among the students, taking notes of common strengths and areas of difficulty. Once students have completed the activities, check for understanding and offer clarification, paying particular attention to any problem areas you noted. If you wish to extend the vocabulary activity in this section, elicit other word forms of the key vocabulary.
UNLOCK 5 Be focUSed Understand the learning objectives for every lesson, so you and your students can be clear on what you’re achieving. Be infoRMed Refer to Common student errors boxes highlighting the challenges your students might meet with the target language, informed by our exclusive Corpus research. This information is downloadable from e-Source for each Student’s Book. Be BetteR Access the broad range of Unlock-specific teacher development material whenever it suits you. ReSUltS teachers are more confident and better equipped in supporting students as they develop their critical thinking skills. Students are better prepared for their academic studies. Learning objectives • Evaluate the effectiveness of interview questions against a set of criteria • Create a list of questions for a research interview • Evaluate and refine your questions for a research interview Common student errors Japanese, Chinese and Spanish L1 students tend to confuse the order of adjectives and nouns. This is because the adjective comes after the noun in their L1. • I went to the bank to discuss my plan business. • You need to have a partner business you can trust. TEACHER DEVELOPMENT BE INFORMED Choosing relevant information is an important skill for students because: (1) It is the next logical stage of the research and writing process (after categorizing information); (2) They might think that all research information has the same value and importance, which is clearly not true; (3) A problem area when writing essays is including irrelevant information which does not answer the question. BE CONFIDENT Develop this skill for yourself by doing the following activity: Look at the website for your educational institution. Think about whether there is any information which is not relevant. Why is it not relevant? inSigHt our research tells us that 93% of teachers believe their students want to develop their critical thinking skills, yet only 18% of teachers have had specific training on how to support their students with this. content teacher development material, on developing critical thinking skills in your students, available in every unit.
UNLOCK SECOND EDITION TEACHER DEVELOPMENT We have reviewed research and reports on teacher development around the world to identify features of teacher development that have been critical for success. There are seven principles which derive from the research, and we’ve kept these at the heart of Unlock Second Edition teacher development. So that teacher development can be successful, it needs to be: Impactful, so that you can see the difference in your teaching and the difference in your students’ learning. There is a teacher development objective for every unit of Unlock Second Edition, with the opportunity to review it. There are also peer lesson observation templates, so that you can see the impact in your classroom. IMPACTfuL Needs-based, so that it is useful and relevant to you and your students’ teaching and learning context. One of the elements of teacher development material in Unlock Second Edition is focused on developing critical thinking skills in your students, because we know there is a strong link between critical thinking and academic success. NEEDS-bASED Sustained, so that you can build on your teaching skills in the same way your students build on their language skills. There is teacher development material in every unit of the Teacher’s Manual and Development Pack. SuSTAINED Peer-collaborative, so that you can share your development with other teachers. There are a range of ideas on how you can achieve this in Unlock, including peer-to-peer teacher training material. PEER- COLLAbORATIVE In-practice, so that you can apply your learning immediately in the classroom and foster a deeper understanding of what works for your students. Unlock Second Edition teacher development material is directly linked to students’ course material. IN-PRACTICE Reflective, so that you can develop an awareness of your teaching and then make changes. There are self-reflection questions throughout the manual. REfLECTIVE Evaluated, so that change and progress can be tracked and measured. There is Impact Study material to help you consider how your development has impacted on your students’ overall learning. There are also mobile quizzes for the peer-to-peer teacher development workshops. EVALuATED INSPIRE 6 UNLOCK
UNLOCK 7 SELf-DEVELOPMENT MATERIAL • Teacher development material in every unit of the Teacher’s Manual and Development Pack, focused on developing critical thinking skills in your students, including teacher development objectives, in-practice activities and opportunities for review and self-evaluation. • Online teacher training course, Teaching with Unlock Second Edition, in the Cambridge Learning Management System (CLMS). This online training will help you to become more familiar with the content, methodology and components of Unlock, so you feel confident working with the books and the digital and online resources. • Impact Study material downloadable from e-Source via the code inside the front cover of the manual. • Articles for teachers on a range of topics specifically selected to extend your knowledge, downloadable from e-Source via the code inside the front cover of the manual. PEER-COLLAbORATIVE MATERIAL • Peer-to-peer teacher training materials, downloadable from e-Source via the code inside the front cover of the manual, so that you and your colleagues can develop together and share ideas. • Further ideas to peer-collaborate. • Lesson observation template, so you can get feedback from your colleagues. COMPREHENSIVE TESTINg PACk • Unit, mid-course and end-of-course tests • Available as PDF and editable Word documents • New for Second Edition – all tests now include key vocabulary sections
8 USING THE CLASSROOM APP As part of our extensive market research, one of the common things we hear from teachers is the need for more practice activities for classroom use. We also hear again and again how much students enjoy using their mobile phones for learning purposes in the classroom. With the new Unlock Classroom App, students are motivated by having relevant extension material on their phones to maximize language learning. Teachers can be reassured that the Classroom App adds real-language value to lessons. • Content is fully integrated into every unit with Unlock-specific content to extend the lesson. • Offers extra motivating practice in speaking (engaging discussion activities), critical thinking and language to develop what’s been learnt in the classroom. • Provides a convenient bank of language and skills reference material, informed by our exclusive Corpus research. • Easily accessible and navigable from students’ phones. • Students can stream the Class Video. • Students can review their answers to interactive activities. • Scores feed into the CLMS gradebook. • Extends students’ vocabulary by providing quick access to Cambridge Dictionaries Online. All Unlock content is integrated with the Cambridge Learning Management System (CLMS), so students only need to be enrolled once to access the Online Workbook, Classroom App and Student Resources. WHAT MAkES THE Unlock CLASSROOM APP SPECIAL? HOW TO ACCESS THE CLASSROOM APP 1 Download the Cambridge Pocket App from the Apple App Store or Google Play. 2 Students need to register on the Cambridge Learning Management System (CLMS) before they can log in to the app. (See full instructions on the inside front cover of their Student’s Books on how to get their CLMS access code.) Once registered on the CLMS, they can log in to the app using the same user name and password. Students only need to log in to the app once and they are logged-in for one year. 10:01 LTE Cambridge Pocket Forgot your password? Create an account Need Help? Username Password Log in Sign in as Guest USING THE CLASSROOM APP
USING THE CLASSROOM APP 9 Icons in the margins of the Student’s Book pages will indicate when teachers and students can move to the app to complete the additional activities. For more guidance on using the Classroom app in your lessons, see the Flexible Lesson Plans on pages 16 and 24. For extra guidance on using mobile in the classroom, why not try the peer-to-peer workshop, Using the Unlock classroom app, with your colleagues? Use the e-Source code inside the front cover of this manual for access. You will also find here Using mobile devices in the language classroom, part of the Cambridge Papers in ELT series. 1. Select the course 2. Select the unit 3. Select the activity 10:25 LTE My Learning Unlock Second Edition Online Content My Downloads 10:25 LTE Class Unlock Second Edition access) Classroom App Video + Unit 1: Places + Unit 2: Festivals and celebrations Online Content My Downloads 10:25 LTE access) Classroom App Video – Unit 1: Places • Exercise 1: Unlock your knowledge • Exercise 2: Critical thinking plus • Exercise 3: Understanding key vocabulary • Exercise 4: Nouns and adjectives • Exercise 5: Countable and uncountable... • Exercise 6: Capital letters and punctuation Class Online Content My Downloads 3 Access the content in three easy steps:
10 INTRODUCTION TO CRITICAL THINKING TEACHER DEVELOPMENT: INTRODUCTION TO CRITICAL THINKING We know from a wide range of research that critical thinking is becoming increasingly important in English Language Teaching, especially on Academic English courses and as part of 21st Century Skills. We also understand from speaking with teachers that very few have had specific training on how to teach critical thinking, or perhaps even overt teaching of critical thinking skills in their own educational backgrounds. The critical thinking in Unlock Second Edition is informed by Bloom’s Taxonomy. Taking some time to inform yourself about the thinking skills within it, and what they mean in your teaching practice, will boost your confidence and prepare you to support your students’ critical thinking development. BE INFORMED Benjamin Bloom was an educational psychologist who, in 1956, published a taxonomy allowing us to classify specific critical thinking skills and therefore better understand them. This work has often been described by the educational community as one of the most influential of the 20th Century, and it now finds a place in 21st Century Skills, following revisions by Lorin Anderson and David Krathwohl in 2001. The six discrete skills Bloom identified are divided into Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) as below, with the higher-order skills being more cognitively challenging and therefore more difficult to develop. Study the detail of information to find out more. ANALYZE EVALUATEUNDERSTAND APPLY CREATEREMEMBER explain, contrast, examine, identify, investigate, categorize Judge information and come to a conclusion, or make a recommendation. HIGHER ORDER THINKING SKILLS LOWER ORDER THINKING SKILLS decide, rank, rate, choose, recommend, justify, assess, prioritize Make something new. create, invent, plan, compose, construct, design, imagine Recall information. name, describe, relate, find, list, write, tell Know what information means. compare, discuss, restate, predict, translate, outline Use information in another way. show, complete, use, classify, illustrate, solve BE FOCUSED Learn about the six critical thinking skills and what they mean in the classroom. Unlock your teaching potential
INTRODUCTION TO CRITICAL THINKING 11 BE CONFIDENT Match the example activities (1–6) to the critical thinking skills (a–f). Check your answers on page 512. 1 Categorize the features of the two cities. a Remember 2 Complete the table with the information. b Understand 3 List the problems the speaker mentioned. c Apply 4 Rank these items in order of importance. d Analyze 5 Restate it in your own words. e Evaluate 6 Compose a survey to find out more. f Create BE READY Insights into classroom practice reveal that most questions teachers ask their students during a lesson require students to use their lower-order critical thinking skills. Write the questions in the box in the correct column in the table below. What facts can you find? Who? Do you know …? Where? Can you identify…? Name ... List … How many? When? Why? Why might …? How would you …? What alternative …? What? Why do you think …? What criteria …? lower-order thinking skills higher-order thinking skills Increase opportunities to develop your students’ higher-order critical thinking skills by thinking about which questions you might ask them, ahead of each lesson. BE REFLECTIVE Ahead of a lesson, write down three higher-order thinking skills questions you will ask your students. After the lesson, reflect on how your students responded to these, what impact they had on the lesson and what you might do differently in the next lesson. BE COLLABORATIVE Ask a colleague to observe one of your lessons and write down the questions you ask your class. After the lesson, classify these questions into lower- and higher-order thinking skills, and consider whether you need to spend more time on the higher-order ones. BE BETTER For extra guidance on teaching critical thinking, why not try the peer-to-peer teacher training workshop, A practical approach to critical thinking with your colleagues? Use the e-Source code inside the front cover of this manual for access.
12 INTRODUCTION TO MIXED-ABILITY TEACHING In an ideal world, every language class would always be filled with students who all operate at a similar level of proficiency, and where ‘pre-intermediate means pre-intermediate’. In the real world, teaching groups of mixed-ability students is becoming increasingly common. Effective mixed-ability learning relies heavily on the teacher and on their ability to adapt both their teaching and their use of materials accordingly. You should aim to tailor these demands to – and address the individual needs of – each learner, in each class. The support provided in Unlock Second Edition is informed both by current research into the practical considerations of mixed-ability learning environments, and by experienced mixed-ability teachers. By ensuring that you read and reflect on this, you will be able to enter the mixed-ability classroom with a greater awareness of how differentiation can be delivered. BE INFORMED A mixed-ability teaching context is not merely restricted to, for example, an A2 learner being placed in a B2 class. Some key differentiating factors in language learning are: • Proficiency: This is the overarching theme that underpins all other factors. Differences in proficiency can be easily spotted by the alert language teacher, who will be acutely aware that learners will struggle to cope with input for which they have not yet acquired the language awareness. • Age: Different types of activities are better suited to different ages. While it seems obvious that neither an adult group nor an EAP group are the best environments for frequent and regular language play, singing or games, the mixed-ability teacher should be aware of other, less obvious, differences that arise from the age of their class. For example, research has shown that adolescent learners respond better to a teacher providing clear rules and explanations, while adult learners benefit more from being shown multiple examples of the target language and deducing meaning and form, without explicit teacher intervention. • Motivation: This is not simply and always a case of, ‘I don’t want to be in the class, but somebody or something is forcing me to come’. For example, in a language course, everyone has differing end-goals for what they want to achieve and improve upon. If a new learner joins a group with the explicit aim of improving one particular skill, only to find that the rest of the class is intent on improving other skills (and the teacher focuses more on developing these), motivation levels in that learner will drop. • Aptitude: This can sometimes be mistaken for proficiency, whereas in fact the two factors are entirely different. In learners’ aptitudes, there are considerable differences in how efficiently and quickly individuals can process language; this could be related to variations in short-term memory, or in the ability to identify and interpret patterns and sounds (e.g. of grammar or pronunciation). In short, some people simply make quicker and more trouble-free progress than others. • Cultural background: Differences in educational experience can lead to varied expectations of what should happen in the classroom, and you should use this awareness to ask questions of yourself, and adapt to these answers. How much homework are they expecting to be given? Is the learner familiar with a collaborative learning environment? Do they believe pair or group work can actually be beneficial in any way? BE FOCUSED Consider the key differentiating factors in language learning and how they impact on your teaching. INTRODUCTION TO MIXED-ABILITY TEACHING
INTRODUCTION TO MIXED-ABILITY TEACHING 13 BE CONFIDENT For each statement, choose which of the two differentiating factors seems likely to have produced these common learner concerns. Check your answers on page 512. 1 I want my teacher to explain it, not just show me. Age / Cultural background 2 I need more time than my classmates to do the exercises in my coursebook. Aptitude / Proficiency 3 My teacher doesn’t give me enough work to do outside of class. Cultural background / Motivation 4 I want to be in a class where everyone is better at English than I am. Motivation / Aptitude 5 I get confused when the teacher starts talking about verbs and nouns and things like that. Age / Aptitude 6 I don’t like the teaching style, so I don’t feel I am making progress. Proficiency / Cultural background BE READY What could you do to address each of the common learner concerns in BE CONFIDENT? Make short notes. BE REFLECTIVE Consider each student you teach. Write down a short description of how you see them in terms of each of the key factors described above. Then ask them how they see themselves, in a short needs analysis questionnaire (e.g. How does your AGE affect your progress? What MOTIVATES you to improve your language skills?). Use this information to challenge your own preconceptions and then to adapt your lesson planning accordingly. BE COLLABORATIVE One of the most time-consuming parts of mixed-ability teaching is actually producing differentiated material and adapting the coursebook to the needs of your learners. Consider forming a ‘teaching pool’ with your colleagues, where you can share materials and approaches for, and reflections on, lessons you have delivered. BE BETTER For extra guidance on adapting materials for mixed-ability students, why not try the peer-to-peer teacher training workshop, Unlocking mixed-ability teaching with your colleagues? Use the e-Source code inside the front cover of this manual for access.
14 Peer collaboration ideas The process of teacher learning and development is continuous. Whether you are a seasoned teacher or new to classroom instruction, it is crucial to have regular support and feedback from your colleagues in order to continue growing as a professional. As reflected in the INSPIRE approach to teacher development (see page 6), it is important that any teacher development programme be peer-collaborative, so that you can share your development with other teachers. There are a number of ways you can achieve this, including: • peer coaching • joint planning in pairs or small groups of teachers who teach the same level or course • team-teaching, followed by joint evaluation of the planning, teaching and learning achieved • focused peer observation, leading to discussion of specific issues or key aspects of implementation Consider holding peer observation sessions as you work through the key skills in the teacher development course in this Teacher’s Manual, focused on developing critical thinking skills in your students. Through peer observation, teachers can develop a more reflective approach to their teaching and identify development goals together. The teacher being observed should identify a specific focus for observation. The teacher and the observer should have a pre-observation discussion about the focus and the lesson. During the lesson, the observer should take notes using the Lesson Observation Template on the page opposite, focusing on behaviour and actions that occur in the lesson related to the observation focus. We also recommend holding a post-observation discussion, reflecting on the focus, the lesson, learning points and a possible action plan. You can also use the e-Source code in this book to access our peer-to-peer workshops on topics including unlocking critical thinking skills, unlocking academic writing, giving feedback on academic speaking, unlocking mixed-ability teaching and using the Unlock classroom app. These workshops are designed to be easily accessible and conducted by teachers with their peers. Peer groups will also have access to pre- and post-workshop quizzes through the Cambridge Pocket App to measure progress. Contact your local sales representative for access to the Unlock peer-to-peer workshop quizzes. For extra guidance on peer-collaborative professional development, see Effective professional development: Principles and best practice: Part of the Cambridge Papers in ELT series by Silvana Richardson and Gabriel Díaz Maggioli, April 2018, Cambridge University Press. PEER COLLABORATION IDEAS
Teacher: Observer: Class: Class size: Date: Observation focus point(s): Observation notes: What went well? What could be improved? Suggestions for further improvement: Other comments: Unlock Teacher’s Manual and Development Pack © Cambridge University Press 2019 Photocopiable LESSON OBSERVATION TEMPLATE
16 LISTENING, SPEAKING & CRITICAL THINKING FLEXIBLE LESSON PLAN This flexible lesson plan can be used with every unit in Unlock Second Edition Listening, Speaking & Critical Thinking Levels 1–5. Note on timing: we recommend a maximum of eight hours per unit. Note that timings are given for guidance only and will depend very much on your own particular context; you should adjust timings accordingly. Note also that the sections in different units and levels do not always require the same amount of time to complete. For general support on classroom management, see Classroom Management Techniques by Jim Scrivener, Cambridge University Press, 2012. For teachers who deal with large classes, see Teaching Large Multilevel Classes by Natalie Hess, Cambridge University Press, 2001. UNLOCK YOUR KNOWLEDGE 15 min Each unit opens with a striking two-page photo related to the topic, a Learning Objectives box and an Unlock Your Knowledge activity. PURPOSE • To set the learning objectives for the unit • To introduce and generate interest in the unit topic • To make connections between students’ background knowledge and the unit topic 1 LEARNING OBJECTIVES Draw students’ attention to the Learning Objectives (LOs) box on the first page of each unit. Point out that there are six LOs in every unit and that the final one is always the productive task that the students will complete. The other five focus on Watch and listen, Listening skills, Critical thinking, Grammar and Speaking skills. Check comprehension of the six LOs, using the students’ first language (L1) with lower levels if appropriate, and encourage students to ask questions about the content of the objectives. Show students that at the end of each unit there is an Objectives Review section where they will evaluate their performance. 2 PHOTO Lead an open-class discussion on the connection between the unit opener photo and topic. Depending on the level of the class, start off with questions like: lower levels higher levels What is the first thing you notice in the photo? Where do you think the photo was taken? Why? What do you think of when you look at the photo? If there is somebody in the photo, what do you think they are saying/thinking? How is the photo connected to the unit title? What do you like/dislike about the photo? Why? Imagine you are messaging a friend. How would you describe the photo? What do you think happened before/after the photo was taken? Why do you think the photographer took this photo? Have you ever seen something like this before? Where might you expect to see this photo? (e.g. a news website, a travel magazine, social media, a personal album, etc.) Note that not all these questions will work in every unit. After the open-class discussion (which will be led by you), move on to the Unlock Your Knowledge questions, which should be used in a very student-centred way. For more about using visuals in the language classroom, see Visual literacy in English language teaching: Part of the Cambridge Papers in ELT series by Ben Goldstein, August 2016, Cambridge University Press. LISTENING, SPEAKING & CRITICAL THINKING
FLEXIBLE LESSON PLAN 17 3 UNLOCK YOUR KNOWLEDGE These questions are designed to unlock students’ knowledge. Working in pairs or small groups, students discuss the questions. Then ask each pair/group to share the answer with the class that they think is the most interesting. You can also use the activity to practise fluency. Instruct students to answer the questions as quickly as possible without worrying about creating grammatically correct sentences. Keep time and do not allow students more than 15–60 seconds per answer, depending on the level and complexity of the question. If there are any major language inaccuracies you can then address these, but remember that the focus here should be to engage and to encourage students. CLASSROOM APP The Unlock Classroom App provides teachers and students with additional practice activities for specific parts of the Student’s Book. The app activities are a combination of open discussion activities and closed practice tasks to boost student engagement and build on important language and skills practice. The Unlock Your Knowledge activity in the app is an open-ended discussion task that is organized into multiple screens, to allow for multiple discussion options or A/B student debate options. This activity may also include images as discussion prompts, similar to the image in the unit opener. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app, students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes to get into an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. For more about using mobile devices in the classroom, see Using mobile devices in the language classroom: Part of the Cambridge Papers in ELT series by Robert Godwin-Jones, January 2018, Cambridge University Press. WATCH AND LISTEN 60 min Each unit includes a short authentic video that is related to the unit topic, from a range of sources, along with activities for students to do before, during and after watching. The video can be played in the classroom using Presentation Plus or watched outside of class by students by downloading it from e-Source, using the codes inside their books. Note: A glossary defines the most important above-level or specialized words that appear in the video and that are essential for students to understand it, so that teachers do not have to spend time pre-teaching or explaining this vocabulary while viewing. Students are not required to produce these words in any of the unit activities, nor in the final productive task. PURPOSE • To generate further interest in and discussion of the unit topic • To build background knowledge and ideas on the topic • To develop and practise key skills in prediction, comprehension and discussion • To personalize and give opinions on a topic 1 VIDEO STILLS At the start of each Watch and Listen section there are four stills from the video. Focus on these and ask students to make predictions about the content of the video, and to ask questions if they have any. There may be more focused questions in the Predicting Content Using Visuals activity. 2 PREPARING TO WATCH Ask students to work in pairs, and then small groups, to answer the Activating Your Knowledge questions. Moving from pairs to groups can help students who are reluctant to speak to build up their confidence and be better prepared for plenary discussions. Then ask volunteers to share their answers with the class. For a livelier class discussion, answer the questions together as a class. Students can complete the Predicting Content Using Visuals activity on their own, to build their confidence, and then compare answers with a partner. Refer students to the glossary for help with above-level or specialized vocabulary. 3 WHILE WATCHING Play the video twice, once while students listen for main ideas and once while they listen for key details. After each viewing, facilitate a discussion of students’ answers and clarify any confusion. If some students still have trouble with comprehension, suggest that they watch the video again outside of class or during a computer lab session.
18 LISTENING, SPEAKING & CRITICAL THINKING If you want to spend more time exploiting the video content, or for some variety in the way you use the video in the classroom, here are some suggestions. All of these can help promote language fluency and increase learner confidence: • Pause the video at certain points and ask students to predict what they think happens next. • Play parts of the video without any sound. Students produce their own voiceover. • Play the sound without the video. Students imagine what is happening in the video. • Select 6–8 key images from the video and put them into a slide presentation (or print and display) in random order. Then play the sound only while students put the images into the correct order. Students can then reproduce the voiceover. • Select scenes from the video and encourage students to take written notes as they watch. These could be guided by using prompts supplied by you or be completely free choice. For more ideas on using video in the classroom, see Language Learning with Digital Video by Ben Goldstein and Paul Driver, Cambridge University Press, 2014. 4 DISCUSSION Have students work in pairs or small groups to answer the discussion questions, and then compare their answers with another pair or group. Volunteers can then share their answers with the class. If possible, expand on students’ answers by making connections between their answers and the video content, or simply comment to provide positive feedback. For example: lower levels higher levels That’s interesting. Did the speaker in the video say the same thing? Or something different? Can you remember what the speaker(s) said? Give some examples. Does anybody agree with you? Ask and find out how many people agree or disagree with you. That’s an interesting perspective. How is it similar to what the speaker in the video mentioned? How is it different? Why do you think that? Give reasons. Think of two different ways to make the same point. Why did you include/exclude X in your answer? Note that not all of these questions will work in every unit. LISTENING The first half of each unit focuses on the receptive skill of listening. Each unit includes two listening texts that provide different angles, viewpoints and/or genres related to the unit topic. Listening 2 provides a model for the productive Speaking Task. All audio files are available for students to download from e-Source. Audioscripts are provided in the back of the Student’s Book, as well as under the Resources tab on the Cambridge Learning Management System (CLMS). LISTENING 1 60 min Listening 1 includes a listening text on an academically related topic. It provides information on the unit topic and gives students exposure to, and practice with, language and listening skills, while helping them begin to generate ideas for their Speaking Task. 1 PREPARING TO LISTEN PURPOSE • To prepare students to understand the content of the listening • To introduce, review and/or practise key pre-listening skills • To introduce and build key academically related and topical vocabulary for the Listening and for the Speaking Task Encourage students to complete the pre-listening activities in this section in pairs or small groups; this will promote a high level of engagement. Once students have completed the activities, check for understanding and offer any clarification. Encourage your students to keep a vocabulary notebook for new words. This should include new key vocabulary words, parts of speech, definitions (in the students’ own words) and contextual sentences. To extend the vocabulary activity in this section, ask students to find synonyms, antonyms or related terms for the vocabulary items they just practised. These can then be added to their vocabulary notebooks. If appropriate, students could translate key words into their own first language (L1) and check in pairs or groups for consistency. For further support on the use of translation and L1 in the classroom, see Translation and Own-language Activities by Philip Kerr, Cambridge University Press, 2014. Key vocabulary exercises can also be assigned ahead of the lesson, so that you can focus on the listening content and skills in class.
FLEXIBLE LESSON PLAN 19 2 WHILE LISTENING PURPOSE • To introduce, review, and/or practise key academic listening skills • To practise listening comprehension and note-taking skills • To hear key vocabulary in a natural, academically related context • To provide information and stimulate ideas on an academically related topic Depending on class level, you can break up the audio into more manageable parts as students complete the exercises. For students who need extra support, allow them to read some or all of the audioscript before or after (but not while) they listen. Reading before listening can help learners to get a general understanding, whereas reading after listening can help learners to check their understanding. Because students can access the audio files at any time online, consider asking them to listen to the text before the lesson so that they are familiar with the content. Then, during class, you have a chance to check with your students about the level of difficulty of the text. You can do this by asking if they found any vocabulary particularly challenging and suggest how they can find the meaning of words, e.g. using an online dictionary (such as the Cambridge Dictionary at https://dictionary.cambridge.org). You could also ask a few general listening comprehension questions to check understanding. Students who still struggle with comprehension can listen again for homework. For more open-ended note-taking practice, have students listen and take notes with books closed. During the first listening, instruct them to take notes on main ideas and general points. Then, with your guidance, have them listen again to take notes on specific details. They can then use their notes to complete the exercises in the section. 3 PRONUNCIATION FOR LISTENING This section appears in each unit but changes location, based on where it most logically belongs. PURPOSE • To help students understand pronunciation in authentic, academically related discourse Review the Pronunciation for Listening skills box as a class, to ensure that students understand the explanation and examples before doing the exercises. If possible, assign a podcast, video, Online Workbook listening or other source for students to listen to, and locate instances of the Pronunciation for Listening skill. 4 POST-LISTENING Note: This section does not appear in level 1. PURPOSE • To analyze, expand on and/or practise key pronunciation or listening skills from the previous section • To introduce, review and/or practise key critical thinking skills applied to content from the listening text Ask students to complete the activities in pairs or small groups; do not play the audio again at this point. After checking answers, survey students on what they found most challenging in the section. Then have students listen to the audio again for homework and take additional notes on the challenging skills and content, to be shared at the beginning of the next lesson or in an online forum. 5 DISCUSSION PURPOSE • To give students the opportunity to discuss what they heard and offer opinions • To think critically about what they have just heard • To further personalize the topic and issues in Listening 1 Give students three to five minutes to prepare, discuss and jot down notes for their answers. Then go through the discussion points and have groups volunteer to share their answers. If possible, expand on their answers by making connections between their answers and the listening content, or simply comment to provide positive feedback. For example, you can use similar questions to those listed in the Watch and Listen Discussion section on page 18 in this Flexible Lesson Plan. You can provide oral or written feedback on common strengths in fluency and language use, as well as on mistakes, at the end of the section. This does not need to be individual feedback but more general, so that no individual student feels singled out. You could start by saying ‘I noticed the following very good examples of language …’ or ‘I heard many of you speaking clearly and confidently, saying things like …’. Some examples could be put on the board for students to note
20 LISTENING, SPEAKING & CRITICAL THINKING down. If you noticed any areas for improvement, these can also be highlighted in a similar manner: ‘While I was listening, I heard a few of you say …. Who can suggest a better way of saying this?’ or ‘Can anybody tell me what’s wrong with …? How could we say it more clearly?’. CLASSROOM APP In either Listening 1 or Listening 2 there is a Critical Thinking Plus activity for the discussion questions. This is an extension to the discussion activities; it extends the questions that are in the Student’s Book and promotes the use of higher-order thinking skills. As with Unlock Your Knowledge, this is an open-ended discussion task that is organized into multiple screens to allow for multiple discussion options or A/B student debate options. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app, students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes for an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. LANGUAGE DEVELOPMENT 45 min Each unit includes the introduction and practice of academic language which is relevant to the unit topic and listenings and useful for the unit Speaking Task. The focus of this section is on vocabulary and/or grammar. PURPOSE • To focus and expand on grammar that may appear in Listening 1 and Listening 2 • To recycle and expand on vocabulary that may appear in Listening 1 and Listening 2 • To expose students to corpus-informed, research-based language for the unit topic and level • To practise language and structures that will improve student accuracy and fluency in the Speaking Task For grammar points, review the Grammar box as a class and check students’ understanding. Alternatively, have students review it in pairs and allow time for questions. Then have students work in pairs to complete the accompanying activities. Review students’ answers and allow time for any clarification. For vocabulary points, review the Vocabulary box, if there is one, and then have students complete the activities in pairs. Then review answers and allow time for any clarification. To extend this activity, have students create sentences using each term and/or make a list of synonyms, antonyms or related words and phrases for each term. Students should also add relevant language to their vocabulary notebooks. For homework, have students annotate the audioscripts in the back of the book, underlining or highlighting any language covered in this section. If appropriate, students could translate key words into their L1 and check in their pairs or groups for consistency. Depending on the time available and the level of your students, you can pick and choose the most relevant and useful activities. Stronger students could also assist less able students, taking on the role of ‘teachers’ and thus reinforcing their own knowledge while teaching their peers. CLASSROOM APP The Language Development activities (one or two exercises per unit) in the app are closed activities of five to eight items that practise the grammar/vocabulary from the Language Development section. These activities either build on the Student’s Book exercises or bridge between closed and open practice in the book. If the app icon appears at the start of an activity, the app activity should be done before the Student’s Book activity. If the app icon appears at the end of an activity, the app activity should be done after the Student’s Book activity. Students should complete the app activities on their own, or for homework. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the language point(s) covered in the app activity, ask students to complete the activity in the fastest time possible. LISTENING 2 60 min Listening 2 is another listening text on the unit topic, often in a different format to Listening 1. It serves as a model for the Speaking Task and gives students additional exposure to, and practice with, language and listening skills, while helping them generate and refine ideas for their Speaking Task.
FLEXIBLE LESSON PLAN 21 1 PREPARING TO LISTEN PURPOSE • To prepare students to understand the content of the listening • To help students anticipate content, using visuals and prior knowledge • To introduce and build key academic and topical vocabulary for the Listening and for the Speaking Task Encourage students to complete the pre-listening activities in this section in pairs or small groups, to promote a high level of engagement. Circulate among the students, taking notes of common areas of difficulty. Once students have completed the activities, check for understanding and offer clarification, paying particular attention to any problem areas you noted. If you wish to extend the vocabulary activity in this section, elicit other word forms of the key vocabulary. Model pronunciation of these word forms, so that students are able to recognize them in context. CLASSROOM APP The Understanding Key Vocabulary activity in the app provides an additional practice activity that presents the key vocabulary in new contexts. It is scorable and typically a gap-fill exercise. These activities typically include eight items of vocabulary from both listenings, but the vocabulary is contextualized differently to its contextualization in the Student’s Book. Students should complete this activity on their own. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the vocabulary covered in the app activity, ask students to complete the activity in the fastest time possible. The Understanding Key Vocabulary exercise can also be assigned ahead of time, or after class, so that you can focus on the reading content and skills in class. 2 WHILE LISTENING PURPOSE • To introduce, review and/or practise key academic listening skills • To practise listening comprehension and note-taking skills • To hear Key vocabulary and Language development elements in a natural, academic context • To provide information and stimulate ideas on an academic topic • To serve as a model for the Speaking Task As with Listening 1, you can break up the audio into more manageable parts as students complete the exercises. Depending on time and proficiency level, have students listen to the text for homework before class, so that they are familiar with the content. Discuss with them the difficulty level of the text in comparison with Listening 1. Ask students who still struggle with comprehension to listen again for homework, and set specific questions for them to answer or areas for them to take notes on. Again, as with Listening 1, for students who need extra support, allow them to read some or all of the audioscript before or after (but not while) they listen. Reading before listening can help learners to get a general understanding, whereas reading after listening can help learners to check their understanding. 3 POST-LISTENING PURPOSE • To analyze, expand on and/or practise key pronunciation or listening skills from the previous section • To introduce, review and/or practise key critical thinking skills applied to content from the listening text Note: Post-listening sections do not appear in Level 1, and they are not in every unit in Level 2. In Levels 3–5, they appear in every Listening section. Ask students to complete the activities in pairs or small groups; do not play the audio again at this point. After checking answers, survey students on what they found most challenging in the section. Then have students listen to the audio again for homework and take additional notes on the challenging skills and content, to be shared at the beginning of the next class or in an online forum. 4 DISCUSSION PURPOSE • To personalize and expand on the ideas and content of Listening 2 • To practise synthesizing the content of the unit listening texts • To transition students from the receptive to the productive half of the unit Before students discuss the questions in this section for the first time, introduce the key skill of synthesis, i.e. combining and analyzing ideas from multiple sources. Stress its importance in higher education: at university, students will be asked to synthesize ideas from a wide range of sources, to think critically about them, to make connections between them and to add their own ideas. Note that you may need to review this information periodically with your class. The discussion questions will require students to use ideas from both Listening 1 and Listening 2 in order to supply the answers; this is good practice for the key skill of synthesis.
22 LISTENING, SPEAKING & CRITICAL THINKING Ask students to answer the questions in pairs or small groups, and then ask for volunteers to share their answers with the class. Facilitate the discussion, encouraging students to make connections between Listening 1 and Listening 2. If applicable, ask students to relate the content of the unit video to this section, or even to previous units. This is also a good context in which to introduce the Speaking Task at the beginning of the next section and for students to consider how the content of the listening texts relates to the task prompt. SPEAKING The second half of each unit focuses on the productive skill of speaking. It begins with the prompt for the Speaking Task and systematically equips students with the skills and language to plan for, prepare and execute the task successfully. CRITICAL THINKING 60 min PURPOSE • To introduce the Speaking Task • To help generate, develop and organize ideas for the Speaking Task • To teach and practise the lower-order critical thinking skills of remembering, understanding and applying knowledge, through practical brainstorming and organizational activities • To teach and practise the higher-order critical thinking skills of analyzing, evaluating and creating, in order to prepare students for success in the Speaking Task and, more generally, in the university classroom Encourage students to work through this section collaboratively in pairs or small groups, to support and encourage each other. Facilitate their learning and progress by circulating and checking with students as they work through this section. If time permits, have groups exchange and evaluate one another’s work. PREPARATION FOR SPEAKING 45 min PURPOSE • To introduce and practise academic speaking skills that can be used in the Speaking Task • To introduce or recycle language that supports these key skills and the Speaking Task • To help students ensure correct pronunciation. Note that most units include a Pronunciation for Speaking skills box and practice in this section Review any skills boxes in this section as a class and clarify points of confusion. Then have students work on the activities in pairs or small groups. After they complete any speaking activities, have some students share their answers with the class. Since the section focuses on form and function, it is important to offer corrective feedback to your students. You can then focus on fluency in the next section. Here are examples of ways to provide interactive corrective feedback, depending on the level of your class: A student says, ‘It possible to use that technology today.’ 1) The teacher writes the incorrect form on the board and asks the student to come to the board and correct the statement. 2) The teacher repeats the incorrect form with rising intonation: ‘It possible …?’, to see if the student can self-correct. If not, then the teacher prompts the student, for example, ‘Are you missing a subject/verb/preposition?’ 3) The teacher supplies the correct form and asks the student to repeat. In all cases, the correct form should be modelled for the student and for the rest of the class. For more about giving corrective feedback, see Giving feedback on speaking: Part of the Cambridge Papers in ELT series by Philip Kerr, December 2017, Cambridge University Press. CLASSROOM APP The Preparation for Speaking activity in the app is an activity with A and B parts. The first exercise or A part is closed, scorable practice, and the second exercise or B part may be more creative, open, static text practice (and therefore not scorable). In some units there may only be a closed activity. Students should complete the closed activity on their own. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the language point(s) covered in the app activity, ask students to complete the activity in the fastest time possible.
FLEXIBLE LESSON PLAN 23 The open-ended discussion task is organized into multiple screens to allow for multiple discussion options or A/B student debate options. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app, students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes to get into an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. If the app icon appears at the start of an activity, the app activity should be done before the Student’s Book activity. If the app icon appears at the end of an activity, the app activity should be done after the Student’s Book activity. SPEAKING TASK 60 min PURPOSE • To work collaboratively in preparation for the Speaking Task • To revisit, revise and expand on work done in the Critical Thinking section • To provide an opportunity for students to synthesize the language, skills and ideas presented and generated in the unit • To improve oral fluency Depending on time and class level, students can complete the preparation activities for homework or in class. If conducted in class, work should be done collaboratively. It can be helpful to pair a quieter student with a more outgoing student. It is also important to circulate among students, asking and answering questions as needed. If students agree, record their Speaking tasks on a phone or video camera. At the same time, take notes on key areas, such as grammar, pronunciation, key word stress, eye contact and pacing. Students can view their performances and receive your oral and written feedback at the same time. If any students lack confidence to present on their own, allow them to present with a partner, turn-taking throughout the presentation. OBJECTIVES REVIEW 15 min Use the Objectives Review section to help students reflect on what they have done during the unit. Point out that the ‘I can …’ objectives link back to the Learning Objectives on the opening page of the unit. Students should read the ‘I can …’ objectives and self-assess how well they can do each one, referring back to completed work and lessons in the unit if necessary. Ask students to provide evidence for their scores, so that the exercise does not become mechanical, and give feedback to students on this: ‘Really? You’ve given yourself 1? I think you did very well and you deserve to give yourself a 2’. If any students need more practice with any of the unit’s Learning Objectives, they can go to the Unlock Online Workbook. WORDLIST The Wordlist contains the key words from the unit, which students should be encouraged to use in the final Speaking Task. As a challenge for students, you might suggest that they try to use five or eight words, or whatever you think is a reasonable number; stronger students could be encouraged to use more while less able students could be given a lower target. Note that high-frequency words in the Cambridge Academic Corpus are highlighted in the Wordlist.
24 READING, WRITING & CRITICAL THINKING FLEXIBLE LESSON PLAN This flexible lesson plan can be used with every unit in Unlock Second Edition Reading, Writing & Critical Thinking Levels 1–5. Note on timing: we recommend a maximum of eight hours per unit. Note that timings are given for guidance only and will depend very much on your own particular context; you should adjust timings accordingly. Note also that the sections in different units and levels do not always require the same amount of time to complete. For general support on classroom management, see Classroom Management Techniques by Jim Scrivener, Cambridge University Press, 2012. For teachers who deal with large classes, see Teaching Large Multilevel Classes by Natalie Hess, Cambridge University Press, 2001. UNLOCK YOUR KNOWLEDGE 15 min Each unit opens with a striking two-page photo related to the topic, a Learning Objectives box and an Unlock Your Knowledge activity. PURPOSE • To set the learning objectives for the unit • To introduce and generate interest in the unit topic • To make connections between students’ background knowledge and the unit topic 1 LEARNING OBJECTIVES Draw students’ attention to the Learning Objectives (LOs) box on the first page of each unit. Point out that there are six LOs in every unit and that the final one is always the productive task that the students will complete. The other five focus on Watch and listen, Reading skills, Critical thinking, Grammar and Academic Writing skills. Check comprehension of the six LOs, using the students’ first language (L1) with lower levels if appropriate, and encourage students to ask questions about the content of the objectives. Show students that at the end of each unit there is an Objectives Review section where they will evaluate their performance. 2 PHOTO Lead an open-class discussion on the connection between the unit opener photo and topic. Depending on the level of the class, start off with questions like: lower levels higher levels What is the first thing you notice in the photo? Where do you think the photo was taken? Why? What do you think of when you look at the photo? If there is somebody in the photo, what do you think they are saying/thinking? How is the photo connected to the unit title? What do you like/dislike about the photo? Why? Imagine you are messaging a friend. How would you describe the photo? What do you think happened before/after the photo was taken? Why do you think the photographer took this photo? Have you ever seen something like this before? Where might you expect to see this photo? (e.g. a news website, a travel magazine, social media, a personal album, etc.) Note that not all these questions will work in every unit. After the open-class discussion (which will be led by you), move on to the Unlock Your Knowledge questions, which should be used in a very student-centred way. For more about using visuals in the language classroom, see Visual literacy in English language teaching: Part of the Cambridge Papers in ELT series by Ben Goldstein, August 2016, Cambridge University Press. READING, WRITING & CRITICAL THINKING
FLEXIBLE LESSON PLAN 25 3 UNLOCK YOUR KNOWLEDGE These questions are designed to unlock students’ knowledge. Working in pairs or small groups, students discuss the questions. Then ask each pair/group to share the answer with the class that they think is the most interesting. You can also use the activity to practise fluency. Instruct students to answer the questions as quickly as possible without worrying about creating grammatically correct sentences. Keep time and do not allow students more than 15–60 seconds per answer, depending on the level and complexity of the question. If there are any major language inaccuracies you can then address these, but remember that the focus here should be to engage and to encourage students. CLASSROOM APP The Unlock Classroom App provides teachers and students with additional practice activities for specific parts of the Student’s Book. The app activities are a combination of open discussion activities and closed practice tasks to boost student engagement and build on important language and skills practice. The Unlock Your Knowledge activity in the app is an open-ended discussion task that is organized into multiple screens, to allow for multiple discussion options or A/B student debate options. This activity may also include images as discussion prompts, similar to the image in the unit opener. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app, students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes to get into an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. For more about using mobile devices in the classroom, see Using mobile devices in the language classroom: Part of the Cambridge Papers in ELT series by Robert Godwin-Jones, January 2018, Cambridge University Press. WATCH AND LISTEN 60 min Each unit includes a short authentic video that is related to the unit topic, from a range of sources, along with activities for students to do before, during and after watching. The video can be played in the classroom using Presentation Plus or watched outside of class by students by downloading it from e-Source, using the codes inside their books. Note: A glossary defines the most important above-level or specialized words that appear in the video and that are essential for students to understand it, so that teachers do not have to spend time pre-teaching or explaining this vocabulary while viewing. Students are not required to produce these words in any of the unit activities, nor in the final productive task. PURPOSE • To generate further interest in and discussion of the unit topic • To build background knowledge and ideas on the topic • To develop and practise key skills in prediction, comprehension and discussion • To personalize and give opinions on a topic 1 VIDEO STILLS At the start of each Watch and Listen section there are four stills from the video. Focus on these and ask students to make predictions about the content of the video, and to ask questions if they have any. There may be more focused questions in the Predicting Content Using Visuals activity. 2 PREPARING TO WATCH Ask students to work in pairs, and then small groups, to answer the Activating Your Knowledge questions. Moving from pairs to groups can help students who are reluctant to speak to build up their confidence and be better prepared for plenary discussions. Then have volunteers share their answers with the class. For a livelier class discussion, answer the questions together as a class. Students can complete the Predicting Content Using Visuals activity on their own, to build their confidence, and then compare answers with a partner. Refer students to the glossary for help with above-level or specialized vocabulary. 3 WHILE WATCHING Play the video twice, once while students listen for main ideas and once while they listen for key details. After each viewing, facilitate a discussion of students’ answers and clarify any confusion. If some students still have trouble with comprehension, suggest that they watch the video again outside of class or during a computer lab session.
26 READING, WRITING & CRITICAL THINKING If you want to spend more time exploiting the video content, or for some variety in the way you use the video in the classroom, here are some suggestions. All of these can help promote language fluency and increase learner confidence: • Pause the video at certain points and ask students to predict what they think happens next. • Play parts of the video without any sound. Students produce their own voiceover. • Play the sound without the video. Students imagine what is happening in the video. • Select 6–8 key images from the video and put them into a slide presentation (or print and display) in random order. Then play the sound only while students put the images into the correct order. Students can then reproduce the voiceover. • Select scenes from the video and encourage students to take written notes as they watch. These could be guided by using prompts supplied by you or be completely free choice. For more ideas on using video in the classroom, see Language Learning with Digital Video by Ben Goldstein and Paul Driver, Cambridge University Press, 2014. 4 DISCUSSION Ask students to work in pairs or small groups to answer the discussion questions, and then compare their answers with another pair or group. Volunteers can then share their answers with the class. If possible, expand on students’ answers by making connections between their answers and the video content, or simply comment to provide positive feedback. For example: lower levels higher levels That’s interesting. Did the speaker in the video say the same thing? Or something different? Can you remember what the speaker(s) said? Give some examples. Does anybody agree with you? Ask and find out how many people agree or disagree with you. That’s an interesting perspective. How is it similar to what the speaker in the video mentioned? How is it different? Why do you think that? Give reasons. Think of two different ways to make the same point. Why did you include/exclude X in your answer? Note that not all of these questions will work in every unit. READING The first half of each unit focuses on the receptive skill of reading. Each unit includes two reading texts that provide different angles, viewpoints and/or genres related to the unit topic. Reading 2 provides a model for the productive Writing Task. READING 1 45 min Reading 1 includes a reading text on an academically related topic. It provides information on the unit topic and gives students exposure to, and practice with, language and reading skills, while helping them begin to generate ideas for their Writing Task. 1 PREPARING TO READ PURPOSE • To prepare students to understand the content of the reading • To introduce, review and/or practise key pre-reading skills • To introduce and build key academically related and topical vocabulary for the reading and for the Writing Task Encourage students to complete the pre-reading activities in this section in pairs or small groups; this will promote a high level of engagement. Once students have completed the activities, check for understanding and offer any clarification. Key vocabulary exercises can also be assigned ahead of time so that you can focus on the reading content and skills in class. Encourage your students to keep a vocabulary notebook for new words. This should include new key vocabulary words, parts of speech, definitions (in the students’ own words) and contextual sentences. To extend the vocabulary activity in this section, ask students to find synonyms, antonyms or related terms for the vocabulary items they just practised. These can then be added to their vocabulary notebooks. If appropriate, students could translate key words into their own first language (L1) and check in their pairs or groups for consistency. 2 WHILE READING PURPOSE • To introduce, review and/or practise key academic reading skills • To practise reading comprehension skills
FLEXIBLE LESSON PLAN 27 • To see key vocabulary in a natural, academically related context • To provide information and stimulate ideas on an academically related topic Depending on class level, you can break up the text into more manageable parts as students complete the exercises. For example, students in pairs or small groups could read only one paragraph and then share their findings with other pairs and groups, consolidating the main ideas and details in the text. Students who still struggle with comprehension can read the text again for homework. Make sure students keep any written answers short and to the point, focusing on the key pieces of information that answer the questions. Working in pairs and groups offers students an opportunity to revise their answers and to produce the best ones they can with their partner or partners. 3 READING BETWEEN THE LINES PURPOSE • To help students achieve a deeper understanding of the text using a variety of methods, including: working out meanings from context; distinguishing fact from opinion; making inferences; and identifying purpose and audience Reading between the lines can be challenging, so make sure students have sufficient time to do the exercises. Students should work alone at first, and then work with a partner or partners to share and discuss their answers. 4 DISCUSSION PURPOSE • To give students the opportunity to discuss what they read and offer opinions • To think critically about what they have just read • To further personalize the topic and issues in Reading 1 Give students three to five minutes to discuss and make notes for their answers. Monitor student groups, taking notes on common strengths and mistakes. Then, have groups volunteer to share their answers. If possible, expand on their answers by making connections between their answers and the text content, or simply comment to provide positive feedback. For example, you can use similar questions to those listed in the Watch and listen Discussion section on page 26. You can provide oral or written feedback on common strengths in fluency and language use, as well as on mistakes, at the end of the section. This does not need to be individual feedback but more general, so that no individual student feels singled out. You could start by saying ‘I noticed the following very good examples of language …’ or ‘I heard many of you speaking clearly and confidently, saying things like …’. Some examples could be put on the board for students to note down. If you noticed any areas for improvement, these can also be highlighted in a similar manner: ‘While I was listening, I heard a few of you say …. Who can suggest a better way of saying this?’ or ‘Can anybody tell me what’s wrong with …? How could we say it more clearly?’. CLASSROOM APP In either Reading 1 or Reading 2 there is a Critical Thinking Plus activity for the discussion questions. This is an extension to the discussion activities; it extends the questions that are in the Student’s Book and promotes the use of higher-order thinking skills. As with Unlock Your Knowledge, this is an open-ended discussion task that is organized into multiple screens to allow for multiple discussion options or A/B student debate options. Navigate students to the relevant screen of the app and instruct them to answer the questions on the first screen on their own. For subsequent screens of the app students should be paired with other students who gave the same answer to the first screen questions. Allow students five minutes for an in-depth discussion about the questions. Then ask each pair to share the answer with the class which they think is the most interesting. READING 2 60 min Reading 2 is another reading text on the unit topic, often in a different format to Reading 1. It serves as a model for the Writing Task (in terms of style, structure and format, but not length) and gives students additional exposure to, and practice with, language and reading skills, while helping them generate and refine ideas for their Writing Task. 1 PREPARING TO READ PURPOSE • To prepare students to understand the content of the text • To help students anticipate content, using visuals and prior knowledge • To introduce and build key academic and topical vocabulary for the Reading and for the Writing Task
28 READING, WRITING & CRITICAL THINKING Encourage students to complete the pre-reading activities in this section in pairs or small groups, to provide support and peer encouragement. Circulate among the students, taking notes of common strengths and areas of difficulty. Once students have completed the activities, check for understanding and offer clarification, paying particular attention to any problem areas you noted. If you wish to extend the vocabulary activity in this section, elicit other word forms of the key vocabulary. CLASSROOM APP The Understanding Key Vocabulary activity in the app provides an additional practice activity that presents the key vocabulary in new contexts. It is scorable and typically a gap-fill exercise. These activities typically include eight items of vocabulary from both readings. The vocabulary is contextualized differently to its contextualization in the Student’s Book. Students should complete this activity on their own. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the vocabulary covered in the app activity, ask students to complete the activity in the fastest time possible. The Understanding Key Vocabulary exercise can also be assigned ahead of time, or after class, so that you can focus on the reading content and skills in class. 2 WHILE READING PURPOSE • To introduce, review and/or practise key academic reading skills • To practise reading comprehension skills • To see key vocabulary in a natural academic context • To provide information and stimulate ideas on an academic topic • To serve as a model for the Writing Task As with Reading 1, you can break up the texts into more manageable parts as students complete the exercises. Depending on time and proficiency level, have students read the text for homework before class, so that they are familiar with the content. Discuss with them the difficulty level of the text in comparison with Reading 1. Ask students who still struggle with comprehension to read the text again for homework and set specific questions for them to answer. 3 READING BETWEEN THE LINES PURPOSE • To help students achieve a deeper understanding of the text, using a variety of methods, including: working out meaning from context; distinguishing fact from opinion; making inferences; and identifying purpose and audience. Reading between the lines can be challenging, so make sure students have sufficient time to do the exercises. Students should work alone at first, and then join with a partner or partners to share and discuss their answers. 4 DISCUSSION PURPOSE • To personalize and expand on the ideas and content of Reading 2 • To practise synthesizing the content of the unit reading texts • To transition students from the receptive to the productive half of the unit Before students discuss the questions in this section for the first time, introduce the key skill of synthesis, i.e. combining and analyzing ideas from multiple sources. Stress its importance in higher education: at university, students will be asked to synthesize ideas from a wide range of sources, to think critically about them, to make connections among them and to add their own ideas. Note that you may need to review this information periodically with your class. The discussion questions will require students to use ideas from both Reading 1 and Reading 2 in order to supply the answers. This is good practice for the key skill of synthesis. Ask students to answer the questions in pairs or small groups, and then ask for volunteers to share their answers with the class. Facilitate the discussion, encouraging students to make connections between Reading 1 and Reading 2. If applicable, ask students to relate the content of the unit video, or even previous units, to this section. This is also a good context in which to introduce the Writing Task at the beginning of the Critical Thinking section and for students to consider how the content of the reading texts relates to the prompt. LANGUAGE DEVELOPMENT 45 min Each unit includes the introduction and practice of academic language relevant to the unit topic and readings, and useful for the unit Writing Task. The focus of this section is on vocabulary and/or grammar.
FLEXIBLE LESSON PLAN 29 PURPOSE • To focus and expand on grammar that may appear in Reading 1 and Reading 2 • To recycle and expand on vocabulary that may appear in Reading 1 and Reading 2 • To expose students to corpus-informed, research-based language for the unit topic and level • To practise language and structures that will improve student accuracy and fluency in the Writing Task For grammar points, review the Grammar box as a class and check students’ understanding. Alternatively, have students review it in pairs and allow time for questions. Then have students work in pairs to complete the accompanying activities. Review students’ answers and allow time for any clarification. For vocabulary points, review the Vocabulary box, if there is one, and then have students complete the activities in pairs. Then review answers and allow time for any clarification. To extend this activity, have students create sentences using each term and/or make a list of synonyms, antonyms or related words and phrases for each term. Students should also add relevant language to their vocabulary notebooks. For homework, have students annotate the readings in the unit, underlining or highlighting any language covered in this section. If appropriate, students could translate key words into their L1 and check in their pairs or groups for consistency. Depending on the time available and the level of your students, you could pick and choose the most relevant and useful activities. Stronger students could also assist less able students, taking on the role of ‘teachers’ and thus reinforcing their own knowledge while teaching their peers. CLASSROOM APP The Language Development activities (one or two exercises per unit) in the app are closed activities of five to eight items that practise the grammar/vocabulary from the Language Development section. These activities either build on the Student’s Book exercise or bridge between closed and open practice in the book. If the app icon appears at the start of an activity, the app activity should be done before the Student’s Book activity. If the app icon appears at the end of an activity, the app activity should be done after the Student’s Book activity. Students should complete the app activities on their own or for homework. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the language point(s) covered in the app activity, ask students to complete the activity in the fastest time possible. WRITING The second half of each unit focuses on the productive skill of writing. It begins with the prompt for the unit Writing Task and systematically equips students with the skills and language to plan for, prepare and execute the task successfully. CRITICAL THINKING 60 min PURPOSE • To introduce the Writing Task • To help generate, develop and organize ideas for the Writing Task • To teach and practise the lower-order critical thinking skills of remembering, understanding and applying knowledge, through practical brainstorming and organizational activities • To teach and practise the higher-order critical thinking skills of analyzing, evaluating and creating, in order to prepare students for success in the Writing Task and, more generally, in the university classroom Encourage students to work through this section collaboratively in pairs or small groups, to support and encourage each other. Facilitate their learning and progress by circulating and checking with students as they work through this section. If time permits, have groups exchange and evaluate one another’s work. GRAMMAR FOR WRITING 30 min Each unit includes the practice of academic grammatical structures and features relevant to the unit topic and readings, and useful for the unit Writing task. The focus of this section is only on grammar and is designed to help learners become good writers of English. There is a strong focus on sentence structure, word agreement and referencing, which are important for coherent and organized writing.
30 READING, WRITING & CRITICAL THINKING PURPOSE • To focus on grammar for the Writing Task • To practise language and structures that will improve student accuracy and fluency in the Writing Task Review the grammar boxes as a class and facilitate answers to any unclear sections. Alternatively, have students review the grammar boxes in pairs and allow time for questions. Then have students work in pairs or small groups to complete the accompanying activities. Review students’ answers and allow time for any clarification. Depending on time and the level of the class, you could allocate different activities to different students, and then allow time for sharing answers. ACADEMIC WRITING SKILLS 30 min Each unit includes a section on Academic writing skills, which practises all of the writing skills needed for the Writing Task. PURPOSE • To focus on and practise academic writing skills required for the Writing Task Review the skills boxes as a class and facilitate answers to any unclear sections. Alternatively, have students review the skills boxes in pairs and allow time for questions. Then have students work in pairs or small groups to complete the accompanying activities. Review students’ answers and allow time for any clarification. Depending on time and the level of the class, you could allocate different activities to different students, and then allow time for sharing answers. CLASSROOM APP The Academic Writing Skills activity in the app is a closed activity of five to eight items that practise the skills from this section. For some skills there many only be one or two items, if this is more appropriate. If the app icon appears at the start of an activity, the app activity should be done before the Student’s Book activity. If the app icon appears at the end of an activity, the app activity should be done after the Student’s Book activity. Students should complete this app activity on their own or for homework. Once students have completed the activity, check for understanding and offer any clarification. If students already have a good understanding of the language point(s) covered in the app activity, ask them to complete the activity in the fastest time possible. Note: In Levels 3–5, some units may have a Grammar For Writing activity instead of an Academic Writing Skills activity. WRITING TASK 45 min PURPOSE • To prepare for the Writing task • To revisit, revise and expand on work done in the Critical Thinking section • To provide an opportunity for students to synthesize the language, skills and ideas presented and generated in the unit • To develop students’ skills in reviewing and rewriting their written work Students should refer back to the activities they completed in the Critical Thinking section earlier in the unit, as these will support them in completing the Writing Task. Students should work alone, but should be encouraged to share their thoughts and writing with each other, and then to revise and edit their work, using the Revise and Edit checklists towards the end of the unit. REVISE AND EDIT 30 min There are two checklists after the Writing Task: one for the task and one for the language. These can be used by students to review their written work, and then to make any changes necessary. It is important that the checklists are not omitted, because they act as a reminder to students that written work should always be checked before giving it to the teacher for feedback. For variety, you could ask students to exchange their work with a partner’s and review it; alternatively students could work in small groups, reviewing each other’s work and giving each other feedback (while referring to the two checklists). OBJECTIVES REVIEW 15 min Use the Objectives Review section to help students reflect on what they have done during the unit. Point out that the ‘I can …’ objectives link back to the Learning Objectives on the opening page of the unit. Students should read the ‘I can …’ objectives
FLEXIBLE LESSON PLAN 31 and self-assess how well they can do each one, referring back to completed work and lessons in the unit if necessary. Ask students to provide evidence for their scores, so that the exercise does not become mechanical, and give feedback to students on this: ‘Really? You’ve given yourself 1? I think you did very well and you deserve to give yourself a 2’. If any students need more practice with any of the unit’s Learning Objectives, they can go to the Unlock Online Workbook. WORDLIST The Wordlist contains the key words from the unit which students should be encouraged to use in the final Writing Task. As a challenge for students you might suggest that they try to use five or eight words, or whatever you think is a reasonable number; stronger students could be encouraged to use more, while less able students could be given a lower target. Note that high-frequency words in the Cambridge Academic Corpus are highlighted in the Wordlist.
32 LISTENING, SPEAKING & CRITICAL THINKING 1 UNIT OBJECTIVES Watch and listen Watch and understand a video about business people in South Africa. Listening skills Understand key vocabulary; take notes. Critical thinking Choose information for an ideas map. Grammar Use subject pronouns and possessive adjectives; use the verb be. Speaking skill Introduce and start a talk. Speaking task Talk about a famous person from your country. Teacher development Help your students become better at choosing information for an ideas map. LISTENING, SPEAKING & CRITICAL THINKING 1 PEOPLE UNIT 1 YOUR KNOWLEDGE Background note The photo shows a celebrity being interviewed by journalists at a red-carpet event. The man in the photo could be a famous actor, musician or sportsman. The journalists are taking photos of the celebrity and asking questions. They could be asking the man questions about his career. Lead-in Ask students to name some people they think are interesting. Create a list of five people that most of the class agree are interesting. List the names on the board and elicit short descriptions of who the people are, encouraging topics from the unit, such as age, job, where the person is from, etc.). Allow students to use the internet if needed. Further the conversation by analyzing the types of people who were listed as interesting. Questions could include: What jobs do they have? Why are they interesting? What makes somebody interesting? page 15 Possible answers: 1 A crowd of photographers, a celebrity 2 People are taking photos / asking questions / interviewing the celebrity 3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and identify main ideas in a video about small businesses in South Africa • Listen and identify detailed information • Complete a set of inferences about the information in the video • Practise talking about clothing and small businesses Exercise 1 page 16 Answers will vary. Exercise 2 page 16 a photo 2 b photo 4 c photo 1 d photo 3 Exercise 3 page 17 1; 3; 4; 6 Exercise 4 page 17 1 sews 2 colourful 3 Four 4 advice 5 United States Exercise 5 page 17 1 workers 2 difficult 3 business 4 popular Exercise 6 page 17 Answers will vary.
UNIT 1 33 LISTENING 1 Learning objectives • Understand key vocabulary for family and jobs – student, sister, manager • Gain awareness of, and identify word stress in, multi-syllable words • Listen and understand main ideas and detailed information in a conversation about families • Use a table to organize notes from listening • Describe personal information in a discussion Lead-in Remind students that when you know somebody, and others don’t, you should introduce that person. You may want to model by introducing a student to the rest of the class. Then, ask students to name situations where you introduce somebody (e.g. in class, at a job, hanging out with new friends, etc.). You may want to categorize these into formal and informal situations. Exercise 1 page 18 Answers will vary. Exercise 2 page 18 family: brother, sisters, family, mother, father jobs: doctor, student, engineer, managers Exercises 3–4 page 19 1 introduce (3) 2 please (1) 3 Peru (2) 4 Turkey (2) 5 twenty (2) 6 eighteen (2) 7 study (2) 8 business (2) 9 computer (3) 10 college (2) Exercise 5 page 19 1 Nehir: Turkey 2 Carlos: Peru 3 Koko: Japan Be flexible With a stronger group, ask students to close their books while they listen for the first time. Tell them to take notes about the different speakers and write down details about them. Then students compare their notes with a partner and discuss Exercise 5 in pairs. Students can then use the notes to answer questions in Exercise 6 before listening again to check their answers. Exercise 6 page 20 1 b 2 a 3 c Exercise 7 page 20 1 T 2 T 3 T 4 F; She has a brother. 5 F; His father is an engineer / His mother is a doctor. 6 F; He wants to study Computer Science. Exercise 8 page 20 student 1: 2 19 3 Turkey 4 one brother 5 study Business student 2: 1 Carlos 2 19 3 Peru 4 None mentioned 5 study Computer Science student 3: 1 Koko 2 18 3 Sapporo, Japan 4 None mentioned 5 study English Exercises 9–10 page 21 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Use subject pronouns and possessive adjectives to write about people – This is her book. They’re managers. He’s from Brazil. • Use the verb be accurately to talk about yourself – Is your school in Cairo? No, it isn’t. Are your parents in business? Yes, they are. Exercise 1 page 22 1 She 2 They 3 I 4 It 5 They 6 We Exercise 2 page 22 2 his 3 her 4 their 5 our Optional activity Divide the class into teams. Play Carlos’s part from audio 1.2. (With a more advanced class, play the whole track again.) Ask the teams to write down all the subject pronouns and possessive adjectives they hear on a piece of paper. The team which has all the words from the audio wins. Write the words on the whiteboard as a class and check understanding. Ask students to name the noun that each pronoun or possessive adjective refers back to. Also, review the parts of the contractions, e.g. I’m = I am; She’s = She is, etc. Exercise 3 page 23 1 Her 2 your 3 your 4 He 5 Their 6 Its 7 I; my 8 We; our Exercise 4 page 24 1 Who’s 2 name is 3 old is 4 isn’t 5 She’s 6 I’m not 7 I’m 8 ’re not 9 They’re 10 We’re
34 LISTENING, SPEAKING & CRITICAL THINKING 1 Exercise 5 page 24 2 is not / isn’t 3 is / ’s 4 Are 5 am 6 Are 7 are not / aren’t 8 is / ’s 9 is / ’s 10 Are 11 are / ’re Exercise 6 page 24 Answers will vary. LISTENING 2 Learning objectives • Understand key vocabulary for jobs – businessman, teacher, scientist • Listen to identify syllables and word stress in key vocabulary for jobs • Listen and understand main ideas and detail in two student presentations about famous people • Listen and complete a set of detailed notes • Synthesize information from two sets of notes in a discussion Lead-in Help students with the vocabulary necessary to talk about jobs. For each job listed on page 25, list a short job description. Use the pictures as needed. Give students the sentence frame to help them. For example, (A teacher works with students.; A writer works with words. etc.) Challenge students to add one or more sentences to each of the descriptions. works with Exercise 1 page 25 Answers will vary. Exercise 2 page 25 Possible answers: a writer b teacher c businessman d businesswoman e scientist f chef Exercise 3 page 26 Answers will vary. Exercise 4 page 26 1 writer (2) 2 teacher (2) 3 businessman (3) 4 businesswoman (4) 5 chef (1) 6 scientist (3) Exercise 5 page 26 1 Nadiya Hussain 2 chef; writer; TV presenter 3 Salman Khan 4 scientist; teacher Exercise 6 page 26 Nadiya Hussain: family: husband; two sons; daughter famous for: wonderful desserts other information: Answers will vary. Salman Khan: family: father; mother; wife; son; daughter famous for: his free school, the Khan Academy other information: Answers will vary. Exercise 7 page 27 1 c 2 d 3 e 4 f 5 g 6 a 7 h 8 b Exercise 8 page 27 Student A: Ursula Burns; the US; first African-American female CEO of a large company in the US; mother, Olga Burns Student B: Larry Page; the US; started Google with a friend; father, Carl Page / mother, Gloria Page Optional activity Prepare ten flashcards with photographs of famous people and a very brief description of who they are, where there are from, what they do and what they are famous for. Choose famous people who are familiar to students, e.g. currently in the news or of historical importance. You may want to use one or two people that students are familiar with from the Unit Lead-in activity. A volunteer chooses a flashcard and reads the information about the famous person. Help the student with any unknown vocabulary. The rest of the class ask Yes/No questions about the famous person. Model simple questions, e.g. Is it a man?, Is he an actor?, Is he American?, etc. The student with the card can only answer yes or no. The student who correctly guesses the identity of the famous person wins. To make it more competitive, you can put students into teams and assign points for each correct guess. CRITICAL THINKING Learning objectives • Identify the main ideas in an ideas map • Apply your understanding of an ideas map to organize your notes • Create an ideas map about a famous person
UNIT 1 35 TEACHER DEVELOPMENT BE INFORMED è Choosing information for an ideas map is an important skill for students because: (1) Ideas maps can help students realize what they already know about a subject; (2) They are a useful way of organizing information; (3) They can help students realize they know more than they think they do. BE CONFIDENT è Develop these skills for yourself by doing the following activity: Create an ideas map with the following question at the centre of the ideas map: ‘Why is critical thinking important?’. Lead-in Go through the instructions with the class and focus on the speaking task. Explain that the following sections of the unit will help students to prepare to tell their group about a famous person from their country. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 28–29. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE An activity that you could do at the end of this lesson is to display all the ‘ideas maps’ in a class gallery (e.g. by sticking them all on the board). The information at the centre (i.e. the person) should be covered up. Students then look at the other information and guess who the person is. Exercise 1 page 28 1 Nadiya Hussain 2 Home; Job; Family Exercises 2–5 page 29 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Did you create your own ideas map before the lesson? Was this useful? Did it improve the quality of your teaching in the lesson? è Ask colleagues to also create an ideas map for the question in Be confident, either on paper or electronically. Compare your answers. BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be ready section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Use adjectives and from + noun to describe nationality – Eunseong Kim is a famous Korean scientist. Ana García is from Mexico. Karim Abdel Aziz is an Egyptian actor. • Form job titles from nouns and verbs – manage > manager, act > actor, art > artist • Use phrases for introducing people and starting presentations – I’m going to tell you about Ana García. Ana García is a famous Mexican chef. This is Haruki Murakami. • Use word and sentence stress correctly in sentences about famous people. Exercise 1 page 30 1 Egyptian 2 Emirati 3 Japanese 4 Turkish 5 American 6 Omani Exercise 2 page 30 1 South Korean 2 Mexico 3 Egyptian 4 Japan 5 Chinese 6 American 7 Omani 8 Emirati Exercise 3 page 31 Verb + -er/-r: dancer, singer, painter, manager, player, presenter, teacher Verb + -or: director Noun + -er: gardener, photographer, driver, engineer, designer Noun + -ist: journalist Exercise 4 page 31 1 b 2 b 3 c 4 c
36 LISTENING, SPEAKING & CRITICAL THINKING 1 Optional activity Students work in pairs and use the sentence structures from Exercise 4 to make new sentences about famous people they know. Students don’t have to write these down. Ask students to make as many sentences as they can in three minutes. As a class, ask each pair to demonstrate their best sentences to the other students. Exercise 7 page 32 2 Karim Abdel Aziz is a famous actor. 3 Carmen Suleiman’s a famous singer. 4 Karim’s father is Mohammed Abdel Aziz. 5 He’s a film director. 6 Karim’s aunt is Samira Muhsin. 7 She’s an actor. Exercises 8–9 page 32 Answers will vary. SPEAKING TASK Learning objectives • Prepare for a presentation by reviewing and adding to your notes • Prepare an introduction • Give a presentation on a famous person • Listen and take notes on presentations about famous people • Decide and justify why you would like to meet a famous person Exercises 1–6 page 33 Answers will vary. RESEARCH PROJECT Create a documentary about a famous person. Divide the class into groups and ask each group to pick a famous person. Tell them that they have to find out about that person’s childhood, career and personal life, including video clips and photos. They could search for that person’s website or look for information in online newspapers. Social networking sites also often have pages about famous people. Students could use online tools to record and share their research. Students then use this information to film or record a documentary about that person. To plan the documentary, students will need to create a script or storyboard. They will also have to think about who will direct and record the video, who will do the editing and who will do the presenting. CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 My mother is a teacher. 2 I like your car. 3 She’s my sister. 4 They study with me. 5 Maria lost her book. Exercise 4 1 is 2 are not 3 is 4 are you 5 what is Exercise 5 1 businesswoman 2 chef 3 mother 4 businessman 5 family 6 teacher 7 father 8 student Exercise 6A 1 -or 2 -ist 3 -er 4 -er 5 -tist Exercise 6B Answers will vary.
UNIT 2 37 UNIT OBJECTIVES Watch and listen Watch and understand a video about deserts. Listening skill Use visuals to predict content. Critical thinking Use visuals in a talk. Grammar Use there is / there are; use adjectives. Speaking skill Describe visuals. Speaking task Describe photos of a place you want to visit. Teacher development Help your students become better at using visuals in a talk. SEASONS UNIT 2 YOUR KNOWLEDGE Background note The photo shows Exit Glacier, located in Kenai Fjords National Park, Alaska, the USA. It is one of the most popular glaciers that is accessible by road. The photo was taken from one of the trails during spring or autumn. In the photo, we can see the icy glacier in the background, with a grassy field full of wild flowers in front of it. Lead-in Write the seasons for your country on the board. Then briefly show a picture to represent each season and give a short weather description. Invite students to name the season. page 37 1 snow and ice; colourful flowers; grass; trees and shrubs 2 There is snow very close to colourful flowers, grass, trees and shrubs. The two areas are very different but right next to each other. 3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and identify main ideas in a video about desert climates • Listen and identify facts and figures • Complete a set of inferences about the information in the video • Practise talking about deserts Exercise 1 page 38 Answers will vary. Exercise 2 page 38 1 T 2 T 3 T 4 F; A desert is not necessarily flat. Exercise 3 page 38 1 very hot 2 does not have 3 There are 4 the equator Exercise 4 page 39 1 c 2 a 3 b Exercise 5 page 39 1 difficult 2 rain 3 fruits and vegetables 4 careful Exercise 6 page 39 Answers will vary. LISTENING 1 Learning objectives • Understand key vocabulary for seasons – cold, autumn, snow • Use visuals to understand a topic before you listen • Gain awareness of and identify sentence stress • Listen to and understand main ideas and details in a talk about a country’s climate • Describe weather and places in photographs Lead-in Tell students Listening 1 is a classroom conversation that is focused on the photos on page 41. Ask students to look at the photos and describe them in pairs. Elicit ideas as a class.
38 LISTENING, SPEAKING & CRITICAL THINKING 1 Exercise 1 page 40 1 hot 2 cold 3 snow; weather 4 spring 5 autumn 6 temperature Exercise 2 page 40 Answers will vary. Exercise 3 page 41 1 Answers will vary. Note that all of these photos are of Japan. 2 a 3 a 4 b 5 a summer b winter c autumn d spring 6 a hot b cold c cool d cool / warm Exercise 4 page 42 1 Take a look at the photos. 2 They are all from one place. 3 There’s a beautiful beach next to a big lake. 4 It’s winter, and there’s a mountain. 5 It’s hot and there’s sand. Be flexible To give more practice with sentence stress, ask students to go back to Exercise 1 on page 40 and read the sentences out loud. Students work in pairs and underline the stressed words in each sentence. Challenge them to identify the stressed words as nouns, adjectives or verbs. Then ask students to take turns saying the sentences, stressing the underlined words. Ask more advanced students to circle the stressed syllables in the underlined content words. Check the answers as a class. Ask volunteers to say the sentences out loud, correcting the sentence stress if necessary. Exercise 5 page 42 All four Exercises 6–7 page 42 1 hot 2 snow 3 cold 4 autumn 5 red; orange 6 spring 7 warm Exercise 8 page 43 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Name seasons – spring, summer, autumn • Use nouns and adjectives correctly to name types of weather – I’m happy when it’s sunny. We get a lot of storms in April. It’s windy in autumn. • Name seven different colours – white, black, orange • Use phrases to ask and answer questions about colour – What colour is your family’s car? It’s red. • Use there is/are to talk about seasons, weather and places – There are extreme temperatures in the winter. There’s a lot of wind. There’s a river. Exercise 1 page 44 a winter b summer c spring d autumn e the rainy season f the dry season Exercise 2 page 44 Answers will vary. Exercise 3 page 45 From the top to the bottom row of the table, the picture numbers are: 3, 6, 2, 5, 1, 4 Exercise 4 page 45 1 sunny 2 cloud 3 rainy 4 storms 5 snow 6 windy Exercises 5–6 page 45 Answers will vary. Optional activity Prepare a worksheet with questions like: Do you like to stay inside when it’s sunny?, Do you like to go outside when it’s windy?, Do you like to stay at home and read when it’s rainy?, Are you afraid when it’s stormy?, etc. Students mingle with the rest of their classmates and ask the questions. After five minutes, ask students to share their findings with the class. Exercise 7 page 46 orange 6 red 2 green 5 white 1 yellow 4 blue 3 black 7 Exercise 8 page 46 1 blue; green 2 white 3 green; red; orange 4 yellow; white 5 white; black; grey 6 Answers will vary. Exercise 9 page 47 Countable nouns: river; rock; town; cloud; temperature Uncountable nouns: water; wind; sand Exercises 10–11 page 47 1 There’s a 2 There’s 3 There are 4 There’s 5 There’s a 6 There are 7 There are 8 There’s LISTENING 2 Learning objectives • Understand key vocabulary for landscapes – desert, forest, island • Listen and identify the main ideas and details in two presentations about landscapes and seasons
UNIT 2 39 • Listen and note details in a table • Synthesize information from a talk about a country’s climate and two presentations about landscapes and seasons in a discussion Lead-in Point out the photos from Exercise 2. Ask students to guess where the photos could have been taken. Allow two to three minutes for discussion, then ask the pairs to share their ideas with the class. Tell students that they will find out from the Listening where two of the photographs were taken. Exercise 1 page 48 1 a autumn b spring or summer c summer d spring or winter 2 It is sunny in all the photographs. 3 blue; green; orange; yellow; white; grey; red Exercise 2 page 48 1 mountain 2 forest 3 island 4 sea 5 sky 6 desert 7 park Exercise 3 page 49 1 b 2 a 3 c and d Be flexible With a more advanced class, ask students to close their books and take notes while they listen. Students then use their notes to answer the questions. Exercise 4 page 49 1 a spring b Turkey c forest d beautiful 2 a another b autumn c cold d park Exercise 5 page 49 Daniela: white building; blue sea and sky Altan: red and orange trees Exercise 6 page 49 Answers will vary. CRITICAL THINKING Learning objectives • Understand how visuals support content in a presentation • Evaluate the best season to visit a place • Evaluate and choose photographs for a talk • Apply your ideas about a place to describe photos TEACHER DEVELOPMENT BE INFORMED è Using visuals in a talk is an important skill for students because: (1) Visuals make a talk more interesting; (2) They can be a quick and easy way of presenting a lot of information and data; (3) Using visuals makes the process of preparing a talk more interesting, so the outcome should also be better. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Think of talks and presentations that you have been to, and ask yourself the following questions: 1 What kind of visuals had the biggest impact on you? Are there any you can still remember? 2 How did speakers use visuals effectively within their talk? 3 How did speakers use visuals poorly within their talk? Lead-in Go through the instructions with the class and focus on the Speaking task. Explain that the following sections of the unit will help them to prepare to describe photos of a place they want to visit. Point out that to give an interesting talk, you need time to ask and answer questions, take notes, plan and prepare. Emphasize that because the Speaking task for the unit focuses on a visual, it’s very important to find an engaging and interesting photo. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 50–51. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE Depending on your class, Exercises 3 and 4 could be done digitally. Since many of your students may already be in an online group, they could post the photos and text there.
40 LISTENING, SPEAKING & CRITICAL THINKING 1 Exercise 1 page 50 1 snow next to flowers, trees, shrubs and grass 2 spring or summer 3 cold / cool / sunny 4 blue; white; green; orange; yellow; red 5 Answers will vary. 6 cold; snow; weather; spring; summer; sunny; temperature Optional activity Allow students to select a few photos before they choose the one for the Speaking task. Students then work in small groups and use the questions from Exercise 1 to evaluate the photos. Students discuss which photo is the most interesting; they can help each other select the best one for the task. Exercises 2–5 page 51 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è How confident are you about integrating the students’ digital lives with their ‘real’ lives? (see Be flexible section.) Since the two are closely linked for many young people, this is an important consideration in your teaching. If you would like to do this, but do not feel confident, consider what training or additional support you might need. è What was your students’ level of ‘world knowledge’? Did different students have different levels of knowledge? Knowing this can help you plan better for future sessions. BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be ready section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Use phrases for introducing photographs and starting presentations – Good morning everybody. I’m going to talk about Samsun. OK, so here’s a photo of the park. • Identify appropriate places for syllable stress and pauses in sentences • Use adjectives with correct word order to describe seasons, weather and places – There’s a big mountain. There are white clouds in the sky. It’s a sunny day. Exercise 1 page 51 and Exercises 2–3 page 52 a Good morning, everybody. b I’m going to talk about two photos of a place in spring. c OK, so here’s my first photo. d Hello, everybody! I’m Altan. e I’m from Samsun. Samsun is in Turkey. f Here’s my first photo. g Here’s another photo of the park. Exercise 4 page 52 OK, // so today I want to talk about a place with extreme temperatures. // Take a look at the photos. // What seasons do you see? Exercise 5 page 52 Answers will vary. Suggested answer: In photo 1, there is snow on a mountain (Mount Fuji in Japan). There are red leaves on the trees. It is autumn. In photo 2, people are hiking on a mountain. They are very high up. There are white clouds in the blue sky. Exercise 6 page 53 1 f 2 c 3 e 4 a 5 b 6 d Exercise 7 page 53 Answers will vary. Exercise 8 page 54 Possible answers: 1 There are white clouds in the sky. 2 It’s a snowy day in winter. 3 There are some big mountains in Switzerland. 4 It’s a sunny day in spring. 5 The trees are orange and red in the autumn. 6 It’s a beautiful beach. Optional activity Students work in pairs and underline the stressed words in each sentence. Check their answers as a class. Allow students a couple of minutes to practise saying the sentences by stressing only the content words. Monitor and give feedback on sentence stress. The stressed words are: 1 white; clouds; sky 2 snowy; day; winter 3 mountains; Switzerland 4 sunny; day; spring 5 trees; orange; red; autumn 6 beautiful; beach Exercise 9 page 54 1 It’s sunny in the photo. 2 There are white clouds. 3 There’s a big mountain. 4 The people are happy. 5 There’s a green forest. 6 It’s a rainy day.
UNIT 2 41 SPEAKING TASK Learning objectives • Prepare for a talk by reviewing and adding to your notes • Give feedback on another student’s talk • Respond to feedback on your talk • Describe photos in a talk about a place you want to visit • Listen and take notes on presentations about places • Respond to feedback on your notes Exercises 1–6 pages 55–56 Answers will vary. RESEARCH PROJECT Become a weather forecaster. Divide the class into groups and ask them to research ways to monitor the weather in different places around the world. For example, one group could do an internet search for ‘weather in London’, another group could search for ‘weather in Sydney’ and another group ‘weather in Mumbai’. Students could note information on how hot/cold the temperature is, how windy it is and whether it is raining/snowing, etc. Each group could present the information they have found to the rest of the class as a weather forecast. They can see examples of weather forecasts on video-sharing websites, and could film and upload their own forecasts to the same or a similar website. Each group could also create a blog with the weather report for their chosen place and update this daily over the course of a week. CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 winter 2 stormy 3 black 4 rainy 5 dry 6 sunny 7 green 8 Spring Exercise 3 1 is, rain 2 are, rivers 3 are, trees 4 is, town 5 is, sand Exercise 4 1 temperature 2 island 3 mountain 4 autumn 5 spring 6 weather 7 water 8 desert Exercise 5 Answers will vary. Exercise 6A 1 white, sand, beach 2 men, black, snow 3 beautiful, trees, Japan 4 a, green, mountain 5 snowy, weather, very Exercise 6B Answers will vary.
42 LISTENING, SPEAKING & CRITICAL THINKING 1 UNIT OBJECTIVES Watch and listen Watch and understand a video about a kite festival in Australia. Listening skills Listen for main ideas. Critical thinking Understand surveys. Grammar Use the present simple. Speaking skill Use prepositions to talk about when things happen. Speaking task Interview students for a survey. Teacher development Help your students become better at understanding surveys. LIFESTYLE UNIT 3 YOUR KNOWLEDGE Background note The photo shows two Egyptian men in traditional clothes, sitting on camels. The photo is taken in front of the pyramids in Giza, Egypt. The younger man is looking at his mobile phone. The photo shows how traditional and modern lifestyles can exist together. Lead-in Point out that the word lifestyle is a compound word, made from two words put together. Share short definitions of both words: life = part of somebody’s experience and style = a way of doing something. Then show some photos of people, and with students, list short descriptions for their possible lifestyles. For example, a photo of a businesswoman = busy, wakes up early, etc. page 59 1 Two men riding camels. One is also looking at a phone. 2–3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and identify main ideas and details in a video about a festival • Complete a set of inferences about the information in the video • Practise talking about festivals Exercise 1 page 60 Answers will vary. Exercise 2 page 60 a 4 b 3 c 2 d 1 Exercise 3 page 60 1; 3; 4; 5 Exercise 4 page 61 1 a 2 c 3 b 4 a 5 b Exercise 5 page 61 1 c 2 a 3 d 4 b Exercise 6 page 61 Answers will vary. LISTENING 1 Learning objectives • Understand key vocabulary for lifestyle – play computer games, exercise, watch TV • Gain awareness of rising and falling intonation in open and closed questions and answers • Listen and understand where, who and why in a discussion • Listen and understand details • Discuss healthy lifestyles Lead-in Point out that the Listening has multiple speakers and students will have to listen closely to track the different speakers. Tell them that Listening 1 is about the lifestyle of one group of people. Ask students to discuss in pairs what they think the lifestyles of the people on pages 62 and 63 are like. After five minutes, elicit ideas from the class.
UNIT 3 43 Exercise 1 page 62 Answers will vary. Exercise 2 page 62 1 c 2 f 3 a 4 g 5 b 6 d 7 e Exercise 4 page 63 1 down 2 down 3 down 4 up 5 down 6 up Exercise 5 page 64 1 b 2 c 3 c Exercise 6 page 64 1 F; It is morning. 2 T 3 F; Abdul sleeps six or seven hours a night. 4 T 5T 6 F; Sandra does not exercise. Exercise 7 page 65 Answers will vary. Be flexible With a more advanced class, invite students to write tips for a healthy lifestyle. Give students ten minutes to brainstorm in pairs. Then ask students to write their tips on a shared document to display for the whole class. Ask students to rank the tips in order, from most important to least important, and discuss their opinions in small groups. LANGUAGE DEVELOPMENT Learning objectives • Use the present simple to describe things people usually do – They go to work at 8:30. She goes to work at 8:30. She doesn’t work at weekends. • Use present simple questions to ask about things that people do – Do you cook? Yes, I do. Does he cook? No, he doesn’t. Where do they live? • Use common collocations to describe lifestyles. I have a coffee. I don’t make breakfast. • Ask and answer questions about lifestyle using collocations and present simple questions – Do you eat out at restaurants? Yes, I do. Where do you do your homework? At the library. Exercise 1 page 66 1 have 2 gets up; goes 3 doesn’t eat; has; starts 4 doesn’t go 5 works 6 takes; walks 7 make 8 does; exercises 9 plays; goes 10 don’t like Exercise 2 page 67 1 Do you exercise? 2 Do you do homework? 3 Which computer games do you play? 4 Do you watch TV in the evening? 5 Who do you text at the weekend? 6 Where do you live? 7 What do you study at university? Exercise 3 page 68 1 Do; don’t 2 Does; does 3 Do; do 4 Does; doesn’t Exercise 4 page 68 1 Where do they live? 2 What does she study? 3 Where do you work? 4 When does he go to bed? / What time does he go to bed? 5 Who do you study with? Exercise 5 page 68 1 Do you cook food for your family? 2 Do you do homework? 3 What do you do at home? 4 Where do you go with friends? 5 What smartphone do you like? Exercise 6 page 68 Answers will vary. Exercise 7 page 69 2 make 3 play 4 go 5 get 6 take 7 watch Exercise 8 page 70 2 eat 3 have 4 watch 5 play 6 go 7 do Exercises 9–10 page 70 Answers will vary. Optional activity Prepare paper slips with collocations from the table: chat online, eat out at restaurants, eat at home, have coffee with friends, have dinner with friends, go out with friends, go to the cinema, do homework, go to the gym, play sports and play computer games. Prepare enough slips for several pairs or groups. Cut the slips into halves and ask each pair or group to match the collocations. At the end, ask each pair or group to say one collocation and write it on the whiteboard. To make it more competitive, ask the groups to work quietly and raise a hand when they think they are finished. The group that correctly completes all the collocations first wins. LISTENING 2 Learning objectives • Understand key vocabulary for lifestyles – busy, parents, study • Listen and understand where, who and why in a discussion • Listen and note details in a questionnaire • Synthesize information from two discussions about lifestyle
44 LISTENING, SPEAKING & CRITICAL THINKING 1 Lead-in Ask students if they have been stopped on the street before to answer questions for a survey, or to hear about a group or organization’s work. Discuss that this is a way for businesses, organizations and researchers to get information. You may want to point out that often most people have a name tag or other item that shows they are working for or belong to an organization. This helps people on the street know who they are. Exercise 1 page 71 Answers will vary. Exercise 2 page 71 1 study 2 gym 3 go out 4 parents 5 café 6 busy Exercise 3 page 72 1 Excuse me. / I’d like to 2 Can I have / Sure. No problem. 3 Sorry / I’m afraid I don’t. Exercise 5 page 72 1 c 2 a 3 a Exercise 6 page 73 A1 Y B1 study C1 Y C2a goes to a gym C2b Y C2c Y C2d N C3a on Saturday afternoons C3b a café Exercise 7 page 73 Answers will vary. CRITICAL THINKING Learning objectives • Use an ideas map to organize ideas from a survey • Create an ideas map to plan a lifestyle questionnaire • Write questions for a survey, using an ideas map TEACHER DEVELOPMENT BE INFORMED è Understanding surveys is an important skill for students because: (1) Surveys are frequently used for gathering academic research data; (2) Surveys are also a common business tool for getting information, such as customer feedback; (3) Students sometimes find it hard to know what questions to ask and the language that is required. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Imagine you wanted to find out more about the teaching of critical thinking in your educational institution. Think about these questions: 1 Who would you ask? 2 What questions would you ask? 3 How long would your survey be? 4 How would you distribute it? Lead-in Go through the instructions with the class and focus on the Speaking task. Explain that the following sections of the unit will help them to prepare to interview students for a survey. Encourage students to look back at the questionnaire on page 73 as they write their questions for Exercises 4 and 5. Point out that students will want some simple Yes/No questions, so that the survey answers are easy to collect. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 74–75. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE When doing Exercise 4, students could write just two to three questions, and then share them with others to check that they are going in the right direction. Using feedback to improve a survey is a common technique, and it may be helpful to make students aware of this. Exercises 1–2 page 74 Bottom left bubble: Topic: Work / Study Information: Work or study? What job? What do you study?
UNIT 3 45 Right bubble: Topic: Lifestyle Information: Busy lifestyle? How do you relax? Exercise? Go to a gym? Go to the cinema? Go out with friends? When? Where? Be flexible Challenge advanced students to think of other topic ideas on lifestyle, e.g. sleep/eating habits, etc. They could add them to the ideas map and generate details. Exercises 3–5 page 75 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following points: è If you have time, create a short survey based on what you thought about in Be confident. Try and get your colleagues to complete it. è Which aspect of the lesson did the students find more challenging: the conceptual (i.e. the content and subject matter) or the linguistic (i.e. forming the questions)? Understanding the strengths and weaknesses of your class will help you prepare better in the future. BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be ready section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Use correct prepositions in time phrases – at 1:00 pm, in the evening, on Wednesday • Pronounce third-person present simple verbs correctly Exercise 1 page 76 2 at 6:00; in the morning 3 in the evening 4 on Wednesdays 5 at 3:00; in the afternoon 6 on Saturdays Exercises 2–3 page 76 1 at 2 at 3 at 4 on 5 On 6 at 7 On 8 at 9 in 10 on 11 On 12 in 13 On 14 in Be flexible Ask lower-level students to listen to the recording about Rabia one more time and follow the text as they listen. Students take turns saying the sentences in pairs. Allow a couple of minutes for practice. Monitor and give feedback on the pronunciation of the time expressions. Exercise 5 page 77 texts 1; sleeps 1; needs 1; goes 1; studies 2; watches 2; chooses 2 Exercise 6 page 77 2 /z/ 3 /əz/ 4 /z/ 5 /əz/ 6 /s/ 7 /z/ 8 /s/ SPEAKING TASK Learning objectives • Prepare for an interview about lifestyle by reviewing and adding to survey questions • Ask and answer questions using polite phrases • Conduct an interview about lifestyle and take notes • Present the results of your interview Exercises 1–5 page 78 Answers will vary. RESEARCH PROJECT Create a lifestyle podcast. Tell students that they are going to create a lifestyle podcast. Different groups in the class could think about a different topic, e.g. sport and exercise, technology use, holiday destinations or food. Students can use online tools to share the information that they find with the rest of their group. Each group should create a short, two-minute podcast about their chosen topic. The podcast could include interviews with teachers or other students, a discussion, or advice. Students will need to plan the recording, record the podcast and then edit it. They can search online for free audio-editing software/apps. They could then share their podcast with the class to listen to and comment on.
46 LISTENING, SPEAKING & CRITICAL THINKING 1 CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 does not start / doesn’t start 2 gets up 3 do not have / don’t have 4 do, exercise 5 does, work Exercise 4 1 play 2 have 3 watches 4 eat 5 chats Exercise 5 1 gym 2 busy 3 exercise 4 parents 5 homework 6 sleep 7 study 8 go online Exercise 6A 1 at 2 in 3 on 4 at 5 on Exercise 6B Answers will vary.
UNIT 4 47 UNIT OBJECTIVES Watch and listen Watch and understand a video about Shanghai. Listening skill Listen for detail. Critical thinking Interpret maps and directions. Grammar Use prepositions of place; use the imperative. Speaking skill Give and ask for directions. Speaking task Ask for and give directions in a university town. Teacher development Help your students become better at interpreting maps and directions. PLACES UNIT 4 YOUR KNOWLEDGE Background note The photo shows the skyscrapers in the financial centre of London. There is a mix of old buildings and modern skyscrapers. The skyline is full of cranes, which suggests further construction and development in other parts of the city. Lead-in Ask students to think of a place they would like to visit. Allow them about five minutes to make notes about the place, e.g. its name, location, what can people do there, etc. Students work in small groups and tell each other about the place. Model the first sentence, I would like to visit …. Ask volunteers to share ideas with the class. page 81 1 The photo shows the London skyline. There are a lot of tall buildings in different shapes. 2–3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand the main ideas in a video about cities • Listen and understand detailed information • Complete a set of inferences about the information in the video • Practise talking about changes in cities Exercise 1 page 82 Answers will vary. Exercise 2 page 82 a 2 b 1 c 4 d 3 Exercise 3 page 83 1 T 2 T 3 F; He takes photos two times a year. 4 F; The city looks very different today. Exercise 4 page 83 1 ten 2 important 3 changes 4 different Exercise 5 page 83 1 cities 2 fast-growing 3 like 4 a lot Exercise 6 page 83 Answers will vary. LISTENING 1 Learning objectives • Understand key vocabulary for places – building, location, safe • Listen and identify stressed words in directions • Listen and identify main ideas in a presentation about an app • Listen and understand details Lead-in Prepare between three and five slides with photographs of objects, both singular and plural, and close and far away. Display each slide and describe the objects, using sentences starting with this, that, here and there. Then display the slides again and elicit the sentences from students. Exercise 1 page 84 1 location 2 library 3 safe 4 directions 5 building 6 map
48 LISTENING, SPEAKING & CRITICAL THINKING 1 Exercise 2 page 85 1 this 2 here; there 3 there 4 here Exercise 3 page 85 Yes, the words are stressed. Exercise 4 page 85 1 to locate people or places 2 in a phone app 3 Possible answers: school; library; park; home; neighbourhood; streets; people; school bus Exercise 5 page 85 1 c 2 c 3 c Exercise 6 page 86 1 T 2 T 3 T 4 F; The map shows the locations of three children. 5 F; One daughter is opposite the library, and one daughter is by the school bus. 6 F; The teenagers do like the app. Exercise 7 page 86 Answers will vary. Be flexible For a more advanced class, expand this activity into a debate. Ask small groups to debate the question: Should people track their friends and family? Students then create a T-chart to list the positives and negatives. Spur both sides of the debate by adding questions, for example, What age is it OK for you to not be tracked? Do adults need to be tracked? What are some situations where it’s good for people to know where you are? Why do some people not want to be tracked? When could it be dangerous to be tracked? Then expand the conversation to the whole group. Encourage students to use examples to justify their thinking. LANGUAGE DEVELOPMENT Learning objectives • Name common places in a city – fountain, library, monument • Understand prepositions of place – by, behind, between • Use prepositions of movement and place to describe a route through a city – Go through the square. Go along the road. Go around the fountain. • Use the imperative form of the verb to give directions – Turn left. Go down Main Road. Exercise 1 page 86 1 factory 2 train station 3 fountain 4 bridge 5 bank 6 museum 7 park 8 monument 9 university 10 library Exercise 2 page 88 1 library 2 bank 3 monument 4 factory 5 museum 6 university 7 train station 8 fountain Exercise 3 page 88 1 a 2 b 3 d 4 g 5 f 6 h 7 c 8 e Be flexible For lower-level students, or those who need additional speaking practice, provide an opportunity to role play the dialogues and practise pronunciation. Model pronunciation and intonation for them by playing audio 4.3 again. Pause after each conversation. Ask students to repeat the questions and answers as they hear them on the recording. Then students work in pairs and practise the short dialogues from the audio. Monitor and give feedback on the pronunciation of the vocabulary for places. Exercise 4 page 88 a behind b over c in front of d between e in f on the left; next to g by h opposite Exercise 5 page 88 1 in front of 2 next to / by 3 behind 4 between 5 on the left / right 6 in 7 over 8 opposite Exercise 6 page 89 1 out of 2 go / turn left 3 Go / Turn right 4 up 5 around 6 along 7 over 8 over 9 through 10 by / next to / opposite 11 go / turn right 12 into Exercise 7 page 90 1 Go / Turn 2 Walk / Go 3 Go / Turn 4 Enter 5 Don’t forget 6 Go / Turn Exercise 8 page 90 1 Turn the map the other way, please! 2 Look for the café on South Road. 3 Do not / Don’t enter the building on Main Road. 4 Don’t go along York Street to the gym. 5 Do not / Don’t go east on West Park Street. 6 Don’t turn left on Sun Street. Exercise 9 page 90 Answers will vary.
UNIT 4 49 LISTENING 2 Learning objectives • Understand key vocabulary for cities – shopping centre, playground, toilets • Understand a map • Listen and understand where, who and why in a discussion about directions • Listen and complete detailed directions • Synthesize ideas from discussions about directions Lead-in Prepare students for Listening 2 by asking pairs to write directions from the campus to well-known nearby places (e.g. parks, museums, other campus buildings, etc.). Then ask students to compare their directions to those given by online navigation sites. Invite discussion and reflection. Ask: Which directions are easier to follow, yours or the phone’s? Why? Exercises 1–2 page 91 Answers will vary. Exercise 3 page 92 A Exercise 4 page 92 1 T 2 T 3 F; The supermarket is between the bus station and the toy shop. 4 F; The playground is next to the shoe shop. 5 F; Entrance 3 is on East Street. 6 T 7 F; The toilets are next to the stairs. 8 T Exercise 5 page 93 1 c 2 b 3 a Exercise 6 page 93 1 cinema 2 out of; left 3 supermarket 4 east; right; next 5 toilets 6 opposite; next Exercise 7 page 93 Answers will vary. CRITICAL THINKING Learning objectives • Identify phrases used to give locations in directions • Use a map to identify a route and directions • Evaluate which routes on a map are the most direct TEACHER DEVELOPMENT BE INFORMED è Interpreting maps and directions is an important skill for students because: (1) It is a core life skill; (2) Students often lack confidence when doing this ‘in public’ so need more practice in terms of language; (3) Some students will have problems with spatial awareness, so need help in grasping the concepts. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Think about a route which you walk or drive regularly. Which way do you normally go? Why? Are there alternative routes? What are the advantages/disadvantages of each? Lead-in Go through the instructions with the class and focus on the Speaking task. Explain that the following sections of the unit will help them to ask for and give directions in a university town. Then tell students they will prepare for this task by using Map 3 on page 92 to give directions. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 94–95. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE Show the relevance of what they are learning by getting the students to think about your educational institution. Ask them the best way to get from one place to another. In order to tell them whether or not they are correct, you may need to work this out for yourself. If time permits, ask students in pairs to ask and explain how to get from one part of the institution to another, e.g. Can you tell me how to get from the library to the cafeteria?
50 LISTENING, SPEAKING & CRITICAL THINKING 1 Exercise 1 page 94 2 in this 3 there; on your right; next to 4 here; behind 5 at 6 opposite; next to Exercises 2–3 page 94 Go in entrance 1. At path A, turn left. Go along path A. When you get to the food court turn right. It’s there. It’s behind the shoe shop. Exercises 4–5 page 94 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following points: è Discuss with colleagues (either face-to-face or electronically) the Be confident questions. Compare and contrast your responses. è Think about your own physical and spatial relationship with the educational institution you work in. Think about how you move between rooms and areas. Understanding the space in which you work can help you have a deeper understanding and connection with it. BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the activities you tried out in the Be flexible section opposite, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Listen and give directions with prepositions of movement and place • Use correct word order in questions asking for directions • Practise asking for directions • Listen and understand questions used for asking directions • Use correct sentence stress and intonation in questions and answers about directions Exercise 1 page 95 2 Go; turn; follow 3 Go; go Optional activity To practise listening to and using the imperatives, play Simon says with the class. In the game, one player takes the role of ‘Simon’ and gives instructions using imperatives, e.g. Pick up your pen., Stand up., Turn around., Close your book., etc. The other players follow the commands only if they are preceded by the phrase Simon says .... Students are eliminated from the game if they do not follow the instructions immediately, misunderstand the instructions or follow instructions that are not preceded by the phrase Simon says .... The last student in the game wins. Model the game first, then allow volunteers to take over. Exercise 2 page 95 1 opposite 2 in 3 through 4 in front of; right 5 at 6 along 7 next to 8 on; behind Exercise 3 page 96 1 Where’s the supermarket? 2 Is the Physics building near here? 3 How do I get to the Language Centre? 4 Can you tell me how to get to the History building? 5 I’m looking for the Maths building. Is it near here? Exercise 5 page 96 1 Where 2 to get 3 near here 4 How Exercise 6 page 97 a Can you tell me how to get to the History building, please? b Is the Physics building near here? c How do I get to the Language Centre? Exercise 7 page 97 1 Excuse me! Where’s the student centre, please? 2 Excuse me! I think I’m lost. How do I get to the Chemistry building? 3 Excuse me! Can you tell me how to get to the supermarket? Exercise 8 page 97 1 up 2 up 3 down
UNIT 4 51 SPEAKING TASK Learning objectives • Ask for directions and identify locations on maps • Give accurate directions to places on maps Exercises 1–3 page 98 Answers will vary. Exercise 4 page 99 University of Beta 1 B 2 E 3 D 4 A 5 C Exercise 5 page 100 University of Alpha 1 D 2 C 3 E 4 B 5 A RESEARCH PROJECT Create a TV advertisement for a city. Ask students to think about a city they know which is good to visit. They will need to find out about this city, e.g. things to do there, famous buildings, etc. They could do research online to find information. Tell the class that they will be filming a TV advert to appeal to tourists visiting the city. They could do this as a whole class or in groups. Ask them to plan the advertisement by creating a script and/or storyboard. They will also have to think about who will direct and record the video, who will do the editing and who will present or narrate the advert. If different groups are creating advertisements, the class could vote on which city they would most like to visit. CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 museum 2 park 3 bridge 4 monument 5 bank 6 library 7 factory 8 fountain Exercise 4 1 go, bridge 2 next to 3 Turn right 4 next to 5 opposite Exercise 5 1 to watch films with my friends. , a playground for children. , a map. 2 so I go to a shopping centre. , when I use a really large car park. , I go to the food court. 3 but I can’t find the building. , since it is a safe place. Exercise 6A 1 Enter the car park on 12th Street. 2 Walk down Park Avenue to get to the bank. 3 Turn left at the corner and go over the bridge. 4 Go behind the library. 5 Go around the fountain and the toilets are on the left. 6 Turn right when you get to the museum. Exercise 6B Answers will vary.
52 LISTENING, SPEAKING & CRITICAL THINKING 1 UNIT OBJECTIVES Watch and listen Watch and understand a video about a dangerous job. Listening skills Use your knowledge to predict content; listen for opinions. Critical thinking Identify criteria. Grammar Use have to; use should; use comparative adjectives. Speaking skills Compare people; ask for and give opinions and reasons; make a decision. Speaking task Choose a person for a job. Teacher development Help your students become better at identifying criteria. JOBS UNIT 5 YOUR KNOWLEDGE Background note The photo shows firefighters at a training facility. The firefighters are spraying water on an aircraft fire. Lead-in Create an ideas map to brainstorm information students think about before they apply for a job. Include interest, pay, hours, skills needed, location and benefits, like a gym or travel expenses. Then ask students to rank the items listed, based on how important each item is to them personally. You may want to spur the conversation by asking students to think about how important it is for them to work with people, be in a big city, be famous / have recognition and other factors. page 103 1 firefighters / firefighting 2 Answers will vary. Suggested answers: dangerous; difficult; interesting 3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and identify the main idea in a video about working on a building • Listen and understand details • Organize inferences about the information in the video • Practise talking about dangerous jobs Exercise 1 page 104 1 b 2 d 3 a 4 c Exercise 2 page 104 1 The building is very tall. 2 This building has a beautiful view. 3 The man has a very dangerous job. 4 These men work together. Exercise 3 page 105 1 b 2 c 3 a Exercise 4 page 105 1 F; It’s 800 metres tall. 2 T 3 F; The men clean 24,000 windows. 4 T Exercise 5 page 105 1 have a dangerous job 2 need special training 3 has many offices 4 is very famous Exercise 6 page 105 Answers will vary. LISTENING 1 Learning objectives • Understand key vocabulary for careers advice – advice, job, help • Gain awareness of weak forms of have to • Listen and understand main ideas in a discussion about careers advice • Listen and take detailed notes on opinions • Give personal opinions on jobs • Evaluate the skills needed for jobs
UNIT 5 53 • Use the correct form of have to to describe what is necessary in different situations. • Use have to to describe what is necessary in different jobs – Teachers have to work very hard. Doctors have to work at night. • Use the correct form of should in sentences about careers advice – They should go to medical school. I should not go to medical school. • Form comparative adjectives correctly – bigger, better, more interesting • Use comparative adjectives to give your opinions on different subjects and jobs – I think studying Medicine is more difficult than studying English. Exercise 1 page 111 1 has 2 has to 3 have 4 have 5 has 6 have to Exercise 2 page 112 1 Students have to read a lot of books. 2 My teacher has to walk to school. 3 You don’t have to study English. 4 Teachers don’t have to work at night. 5 Do we have to learn this grammar? 6 What does a nurse have to do? Exercises 3–4 page 112 Answers will vary. Exercise 5 page 112 1 Paul should go to medical school. 2 Beatrice should not get a job next year. 3 Laura should ask for advice from her friend. 4 The students shouldn’t miss their classes. Be flexible Create a stack of note cards with a variety of different jobs with one job per card. If possible, create multiple stacks so that students work in groups of three or four and each group has a stack of cards. One student turns over two cards, reads the jobs out loud and creates a comparison, e.g. Being a racing car driver is more exciting than being a librarian. The student must spell the comparative adjective correctly. Then it is the next student’s turn. Students should use different adjectives. You may want to brainstorm adjectives with students and list them on the board. In addition, provide lower-level students with a sentence frame for completing the task. For example: Being a … is … than …. You may want to point out the grammar of this construction: being is the -ing form of the verb be and both parts of the comparison need to include being before the job name. Also, the indefinite article a is used before the job name because the comparison is a generalization about the jobs. Lead-in On the board, invite students to list people they talk to for advice on important decisions. Discuss the benefits of talking to somebody who knows them well versus talking to somebody they don’t know. Then ask pairs or small groups to think of a time when they asked somebody for advice on an important decision, and reflect on the experience. Prompts could include, What advice did you ask for? What did they say? Did it go well? Should you listen to others or make your decisions on your own? Discuss with a partner. Exercise 1 page 106 1 work 2 earns 3 job 4 helps 5 boring 6 hard 7 advice Exercise 2 page 107 Answers will vary. Exercise 3 page 107 1 f 2 b 3 a 4 d 5 c 6 e Exercise 4 page 108 Answers will vary. Exercise 5 page 108 1 weak 2 strong 3 weak 4 weak 5 strong 6 weak 7 weak Exercise 6 page 109 1 b 2 a 3 c 4 a Exercise 7 page 110 Mother: go to medical school; Father: be a doctor or engineer; Adviser: get a job Optional activity Students work in pairs and give each other advice on how to improve their English. Monitor and correct expressions giving opinions and advice. At the end, ask students to share their ideas with the class. Make sure students use the expressions from the Skills box on page 109. Write their ideas on the board, then discuss which ones are the most useful. Exercise 8 page 110 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Understand the difference between have as a main verb and have to to describe what is necessary – She has two jobs. She has to work.
54 LISTENING, SPEAKING & CRITICAL THINKING 1 Exercise 6 page 113 1 2 2 3 3 1 4 2 5 3 6 1 7 1 8 1 9 1 10 3 Exercise 7 page 113 1 more boring 2 more interesting 3 safer 4 easier 5 more difficult 6 nicer 7 bigger 8 smaller 9 better 10 more important Exercise 8 page 114 1 bigger than 2 easier than 3 safer than 4 more interesting than 5 more boring than 6 better than Exercise 9 page 114 Answers will vary. LISTENING 2 Learning objectives • Understand key vocabulary for choosing a person for a job – strong, kind, polite • Understand an advertisement for a job • Understand information about two applicants for a job • Listen and understand the main ideas in a conversation about choosing a person for a job • Listen and identify details • Synthesize information from two conversations about careers in a discussion Lead-in Students work in small groups and discuss any jobs they may have done in the past. Ask students to tell the group what job it was, how they got it and what they had to do. If students have never worked before, ask them to talk about what jobs people in their family have. At the end, ask group members to tell the class about their group members’ jobs. Elicit new vocabulary, e.g. apply for a job, have experience and look for a job. Exercise 1 page 115 Answers will vary. Exercise 2 page 115 1 b 2 a 3 a 4 b 5 a 6 b Exercise 3 page 115 1 University of Yukon / sports centre 2 fitness instructor 3 Can teach sport and exercise; is friendly and helpful; has experience; should be strong and fit; know three or more sports; speak English and French Exercise 4 page 117 Student A Student B 1 man woman 2 Alan Green Lucy Lau 3 Portland, Oregon, US Vancouver, Canada 4 English; French English; French; Cantonese 5 football; basketball; karate; judo Zumba; Pilates; yoga; tennis Exercise 5 page 117 Answers will vary. Exercise 6 page 117 They choose Lucy. Exercise 7 page 118 1 a 2 b 3 c 4 b 5 a 6 b Exercise 8 page 118 Answers will vary. CRITICAL THINKING Learning objectives • Understand criteria • Identify criteria in a job advertisement • Evaluate candidates for a job • Use a table to organize and compare information TEACHER DEVELOPMENT BE INFORMED è Identifying criteria is an important skill for students because: (1) It is a key skill in academic life, e.g. deciding what to include in an essay; (2) It is a key skill when trying to get a job, e.g. writing a cover letter to match a job description; (3) For students who are not used to making choices, identifying criteria can be a difficult concept, so practice is needed. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Think about your job. If you had to write a job description for it, what would it look like? What criteria would be used to select the ideal candidate?
UNIT 5 55 Lead-in Go through the instructions with the class and focus on the Speaking task. Explain that the following sections of the unit will help them to prepare to choose a person for a job. Pay particular attention to the directions in Exercise 2: students work in a group to judge each person for the job, based on the criteria. Point out that each group member will only read about one person, take notes, and then tell the group about that person. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 119–121. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE Ask your class the question in Be confident about your job description. It would be interesting to compare their answers with your own. Find real-life examples of job descriptions in or around your educational establishment – on noticeboards or the institution’s website for students or for teachers. Referencing these in your class will make the learning more relevant. Exercise 1 page 119 1 nurse (at the Sports Centre) 2 a person who has experience in a hospital; speaks another language; knows about sport; is a hard worker 3 a person who is helpful; likes sport; is friendly 4 Answers will vary. Exercise 2 page 120 The number of points and the evidence may vary. Criteria Inesh Morena Darren has experience in a hospital Points: 0 Evidence: still studying, so she isn’t working in a hospital yet Points: 1 Evidence: nurse in a small children’s hospital Points: 2 Evidence: nurse in a big hospital Criteria Inesh Morena Darren speaks another language Points: 2 Evidence: speaks Indonesian, Chinese, Spanish and English Points: 1 Evidence: speaks Portuguese, Spanish and English Points: 0 Evidence: speaks only English knows about sport Points: 0 Evidence: no evidence Points: 2 Evidence: runs and does yoga; is strong and fit Points: 2 Evidence: loves football and basketball and goes to a gym is a hard worker Points: 0 Evidence: no evidence Points: 1 Evidence: she says that she is strong and fit, implies that she works hard Points: 0 Evidence: no evidence is helpful and friendly Points: 1 Evidence: says she is polite and friendly Points: 1 Evidence: says she is a friendly and helpful nurse Points: 0 Evidence: no evidence TEACHER DEVELOPMENT BE REFLECTIVE Think about the following points: è Based on what you did in the Be confident section, think about areas of your job which you feel you could do better in. How can you improve these areas? Is there training which you could participate in? è Look at the Better Learning blog for articles and resources around various topics that may help you to develop these areas: http://www.cambridge.org/elt/blog BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be ready section, and their outcome?
56 LISTENING, SPEAKING & CRITICAL THINKING 1 PREPARATION FOR SPEAKING Learning objectives • Pronounce comparatives adjectives with weak /ə/ • Pronounce consonant sounds correctly in have to, have, has to and has • Use phrases to ask for and give opinions and reasons about job candidates – What do you think about Lucy? I think that Lucy is perfect. Another reason is the fitness instructor has to teach popular sports. • Use phrases to make group decisions – Let’s review our ideas. So, do we all agree …? Is everyone OK with this decision? Exercise 2 page 122 1 a 2 d 3 b 4 c Exercise 3 page 122 1 more languages 2 more experience 3 better 4 bigger Exercise 4 page 123 A: What do you think about Lucy? B: I think that she should be the new fitness instructor. A: Why do you think that? B: Because she is a better teacher than Alan. Another reason is the fitness instructor has to teach popular sports. Exercise 5 page 123 Answers will vary. Exercise 6 page 123 we need to make a decision; So, let’s review our ideas; Is everyone okay with this decision? Exercise 7 page 124 Answers will vary. SPEAKING TASK Learning objectives • Take part in a discussion evaluating job candidates • Take part in making a group decision about job candidates Exercises 1–4 page 124 Answers will vary. RESEARCH PROJECT Create a training video for an interview. Ask students to think about different ways people should prepare for interviews. If possible, use a shared document for students to note their ideas. Encourage them to think about how to dress, how to prepare, how to greet the interviewer, what questions the interviewer might ask, how you might answer these questions and what question you might ask. Tell students they are going to create a short video which teaches people how to prepare for an interview. Different groups in the class could present one aspect of this, e.g. how to dress. Ask them to plan the video by creating a script. They will also have to think about who will direct and record the video, who will do the editing and who will do the presenting. Each group shares their video with the class to discuss and comment on. CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 A chef has to be a good cook. 2 Do you have to go to university to get a good job? 3 Does a musician have to practise every day? 4 A scientist doesn’t have to be strong. 5 A good teacher has to be interesting. 6 When you go for an interview, you have to be polite. 7 Does Joleen have to do an interview on Tuesday? Exercise 4 1 kinder 2 more interesting 3 better 4 more important 5 worse Exercise 5 1 It isn’t interesting. 2 The person usually eats good food and exercises 3 They can usually lift heavy things 4 They get a lot of money. 5 It isn’t easy to do. 6 They act in a good way. 7 It can help you. 8 It’s like others in the same group. Exercise 6 1 What do you think about 2 I think that Tom should be 3 Because he 4 I think that Daniel 5 Another reason is 6 Why do you think Exercise 7 Answers will vary.
Unit 6 57 UNIT OBJECTIVES Watch and listen Watch and understand a video about a famous house. Listening skill Listen for reasons. Critical thinking Evaluate ideas. Grammar Give an opinion with should. Speaking skills Give reasons; ask for and give an opinion; agree and disagree. Speaking task Discuss ideas for a new café. Teacher development Help your students become better at evaluating ideas. HOMES AND BUILDINGS UNIT 6 YOUR KNOWLEDGE Background note The photo shows Paro Taktsang, also known as the Taktsang Palphug Monastery, Taktsang Goemba or the Tiger’s Nest Monastery, in the Paro valley in Bhutan. It is one of Bhutan’s most sacred religious sites. It is situated high up on a steep cliff, overlooking a valley. To get to the Tiger’s Nest requires a two-hour climb from the bottom of the valley. The trail to the monastery is extremely steep and has lots of twists and turns. Lead-in Ask students to think in pairs about one traditional building and one unusual building. What makes them traditional or unusual? Elicit ideas as a class. page 127 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand main ideas and details in a video about a famous inventor’s home • Complete a set of inferences about the information in the video • Practise talking about special homes Exercise 1 page 128 Answers will vary. Exercise 2 page 128 1 large 2 important 3 study 4 big Exercise 3 page 129 1 T 2 F; Jefferson was important to American history. 3 T 4 F; The grounds around the house are large. Exercise 4 page 129 1 40 2 walls 3 convenient 4 study Exercise 5 page 129 1 c 2 d 3 a 4 b Exercise 6 page 129 Answers will vary. LISTENING 1 Learning objectives • Understand key vocabulary for buildings – ceiling, floor, furniture • Gain awareness of linking in connected speech • Listen and identify main ideas in an interview about restaurant design • Listen for signals why and because to identify reasons • Give opinions on colours • Apply information to decide on the best colour for a restaurant Lead-in To review colours and places, display photos for students to describe the colours, e.g. red, orange, blue, green, etc. Correct any mistakes and list colours named on the board. Exercise 1 page 130 Answers will vary.
58 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 1 Exercise 2 page 130 1 wall 2 floor 3 ceiling 4 wood 5 furniture 6 room Exercise 3 page 131 c Exercise 4 page 131 1 a 2 a 3 b 4 b Exercises 5–6 page 132 1 b 2 d 3 c 4 a 5 e Exercise 7 page 132 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Name items of furniture – armchair, chair, lamp • Describe furniture, using a range of adjectives and nouns – a comfortable chair, a leather sofa Exercise 2 page 134 Answers will vary. Suggested answers: café: table; chairs; sofa; bookcase; armchair home: table; chairs; sofa; lamp; bookcase; armchair classroom: desk; table; chairs; bookcase Exercise 5 page 135 1 plastic 2 metal 3 leather 4 uncomfortable 5 comfortable 6 glass 7 wooden Exercises 6–7 page 135 Possible answers: a glass table; a leather sofa; a plastic chair; a metal desk; a wooden bookcase; a metal lamp Optional activity Tell students that they are going to prepare an ideas map of their home. Draw an ideas map of your own home on the board as an example. Use there is and there are expressions as you explain one room. The model should have My home in the middle, and each branch should represent different rooms. Tell students that branching out from each room will be examples of typical furniture in the rooms. After explaining the furniture in one of your rooms, erase the example and tell students to make their own ideas maps. Students work on their ideas maps for 10–12 minutes. Then students explain their ideas maps in small groups. LISTENING 2 Learning objectives • Understand key vocabulary for buildings and location – modern, quiet, far • Listen and identify main ideas, opinions and details in a conversation about a building • Evaluate the design of buildings and rooms • Synthesize information from an interview about restaurant design and a conversation about a building in a discussion Lead-in Tell students that, just like Listening 1, the speakers in Listening 2 are co-workers. Elicit important skills needed to work together professionally, such as asking for other opinions, being polite, staying on topic in a meeting, etc. Review questions and statements for Asking for and giving opinions and reasons (see page 123 of the Student’s Book). Then make a list of ways that people politely agree and disagree with each other. Exercise 1 page 136 1 expensive 2 noisy 3 quiet 4 modern 5 near 6 far 7 cheap Exercise 2 page 136 Answers will vary. Exercise 3 page 137 1 b 2 c 3 b Exercise 4 page 138 1 big 2 yellow 3 wood 4 comfortable Exercises 5–6 page 138 Answers will vary. CRITICAL THINKING Learning objectives • Analyze images of cafés • Evaluate the positive and negative aspects of the design, furniture and location of cafés • Evaluate different locations for a new café
Unit 6 59 TEACHER DEVELOPMENT BE INFORMED è Evaluating ideas is an important skill for students because: (1) Evaluation is one of the six specific critical thinking skills mentioned in Bloom’s taxonomy; (2) Students sometimes look for evidence to support what they already think, rather than looking at both sides of an issue; (3) Students need practice in looking at issues from all sides. BE CONFIDENT è Develop this skill for yourself by doing the following activity: In a critical thinking survey by Cambridge University Press, teachers were asked to say whether they felt confident in their ability to develop their students’ critical thinking skills. Look at the comments below and say whether they are positive or negative responses to this question. ‘I personalize the critical thinking and make it relevant for them.’ ‘I didn’t learn critical thinking myself so don’t know what it feels like.’ ‘You have to do it because it is so important for their academic lives.’ ‘I’m sometimes not 100% clear what the book wants me to do.’ Lead-in Go through the instructions with the class and focus on the Speaking task. Explain that the following sections of the unit will help them to prepare to discuss ideas for a new café. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 139–141. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE You could make Exercise 5 more interactive by dividing the class into four groups. Randomly give them one location (a, b, c or d) and tell them they have to make a case for the café to be there. Exercise 1 page 139 1 Café B 2 Café A 3 Café C Exercise 2 page 140 Answers will vary. Possible answers: positive things negative things Café A It’s easy to go there because it is in the centre of the city. There are too many tourists. Café B It’s modern. There’s a lot of wood. There aren’t many tables. The chairs are not comfortable. Café C People can take beautiful photographs. It’s expensive to build. You can’t go there when the weather is bad. Exercise 4 page 141 Answers will vary. Possible answers: a Positive: It’s easy to go there. It’s on the road to the capital city. Negative: It’s far from the centre. b Positive: It’s good for travel. Negative: The buildings in the town are old. It’s expensive. c Positive: It’s on the road to the airport. There are many hotels, so many people will come. Negative: It’s noisy. d Positive: It’s quiet. There are a lot of tourists. Negative: It’s very far from the roads. It’s difficult to get to. Optional activity To provide additional practice with evaluating ideas, pairs of students can draw or create a similar three-column table to note the positive things and negative things of living in an apartment versus living in a house. Allow students up to ten minutes to complete the chart with their reasons. Students then work with another pair and present the reasons to each other. Each group has to decide whether they would prefer to live in an apartment or in a house. Monitor and make sure students give their reasons in complete sentences and support their ideas. Help with grammar and vocabulary for the task. At the end, each group presents their choice to the class and gives their reasons. Exercise 5 page 141 Answers will vary.
60 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 1 TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Evaluate your own lesson. What were the strengths and weaknesses? What went well and what did not go so well? If you taught the lesson again, what would you do differently? è Think again about the Be confident section. How would you have answered this question? What other positive or negative comments do you think were found in the survey? BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer-collaborate. Why not share the ideas you generated in the Be ready section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Use phrases to ask for and give opinions and reasons about going to different cafés – I’d like to go to café A because it is in the city. Another reason is that it is outside. • Use phrases give opinions about a new school – I think we should have computers. I don’t think we should have a modern building. • Give and ask about opinions – I think we should have big classrooms. What do you think? • Use phrases to agree and disagree – Yes, I agree. I’m not sure. I don’t agree. Exercise 1 page 142 People use the underlined phrases to give reasons, give opinions, ask for opinions or to indicate agreement. Be flexible Ask more advanced students to write short dialogues in pairs to role play in front of the class. They should include eliciting an opinion on a building or design, sharing an opinion and agreeing or disagreeing. Ask students to pay attention to their tone of voice, and for the class to listen and note the phrases used to ask for and give opinions, as well as judge whether the person agreed or disagreed politely. Exercise 2 page 142 Give a reason: It’s near some good roads. Because the buildings in the centre are very old. They are cold in winter and hot in summer and they’re very noisy. They’re uncomfortable places. It’s quiet and it’s not far from a big road. It’s pretty far from the town. It’s good for travel. The buildings near the train station aren’t cheap. Give an opinion: It’s a good place. I don’t think we should go there. The train station is good. I think we should go to the park. I think we should have a modern design with big windows. Big windows are good. Ask for an opinion: Agree or disagree: What about here? I’m not sure. What do you think? Yes, I agree. Why not? What about the design? What about you? Exercises 3–5 page 143 Answers will vary. Exercise 6 page 144 1 you 2 blue 3 think 4 Mexican food Exercise 7 page 144 1 D 2 A 3 D 4 A Exercise 8 page 144 Answers will vary. SPEAKING TASK Learning objectives • Review your notes to prepare for a discussion. • Take part in a discussion of ideas for a new café • Present ideas for a new café • Evaluate other student’s ideas for a new café Exercises 1–5 pages 145–146 Answers will vary.
Unit 6 61 RESEARCH PROJECT Plan and present your ideal home. Ask each student to record ideas for their ideal home. Encourage them to think about rooms, size, garden, location and interior design (e.g. furniture, colours). Ask them to create a concept board and find images of some of the things they’d like in their ideal home. Each student presents their concept board for their ideal home to the rest of the class. Ask presenters to give their opinion on items from the concept board and support their thinking with reasons. This can turn into a friendly competition where the class votes for the best house. CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 armchair 2 table 3 bookcase 4 desk 5 sofa 6 lamp 7 chair Exercise 4 1 glass 2 comfortable 3 wooden 4 metal 5 leather Exercise 5 1 wooden 2 noisy 3 ceiling 4 expensive 5 quiet 6 modern 7 floor 8 wall Exercise 6A 1 give opinion 2 agree/disagree 3 ask opinion 4 give opinion 5 give reason 6 ask opinion Exercise 6B Answers will vary.
62 LISTENING, SPEAKING & CRITICAL THINKING 1 UNIT OBJECTIVES Watch and listen Watch and understand a video about special fruit in Japan. Listening skill Listen for numbers. Critical thinking Understand pie charts. Grammar Use the past simple. Speaking skills Introduce a report; talk about surveys. Speaking task Report the results of a survey. Teacher development Help your students become better at understanding pie charts. FOOD AND CULTURE UNIT 7 YOUR KNOWLEDGE Background note The photo shows a display of Japanese cakes in Japan. Japanese-style cakes are very similar to Western-style cakes. Some of the cakes in the photo are chocolate cake, strawberry shortcake, fruit tart cake, roll cakes and choux pastries. Japanese cake is usually presented and sold in individual slices. Lead-in Bring in a variety of delivery menus representing different types of cuisines or alternatively, ask students to look at online menus. Invite pairs to discuss the foods they like and then identify what they would order for lunch. Use this as an opportunity to do an informal assessment on students’ pronunciation of numbers and familiarity with food items. Invite students to tell you their order and the cost of their lunch. Make notes as necessary to document weak areas for added focus and instruction. page 149 Possible answers: 1 pastries / cakes / desserts 2–3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and identify main ideas and details in a video about luxury fruit in Japan • Complete a set of inferences about the information in the video • Practise talking about gifts Exercise 1 page 150 Answers will vary. Exercise 2 page 150 1 grapes 2 fruit 3 standing 4 farmer Exercise 3 page 150 1 F 2 T 3 T 4 F 5 T Exercise 4 page 151 1 b 2 b 3 a 4 c 5 a Exercise 5 page 151 1 expensive 2 rich 3 hard 4 ordinary Exercise 6 page 151 Answers will vary. LISTENING 1 Learning objectives • Understand key vocabulary for food – meat, international, dish • Listen and discriminate between numbers with -teen and –ty endings • Listen and identify the topic of a class discussion • Listen and understand details and numbers • Describe and give opinions on food Lead-in Ask the class where they typically buy their food. Is it made in their country? Is it from another country? How often do they eat food from other countries? Elicit ideas and discuss as a class.
UNIT 7 63 Exercise 1 page 152 Answers will vary. Exercise 2 page 152 1 b 2 c 3 f 4 g 5 a 6 e 7 d Exercise 3 page 153 1 70; 17; Seventeen 2 60; Sixteen; 60 3 Thirteen; Thirty; 13 4 15; Fifty; 15; 50 Exercise 4 page 153 b Exercise 5 page 154 1 F; The average person in the UK eats meat once a day. 2 T 3 T 4 T 5 F; Only 20% of the students know how to cook traditional dishes. Exercise 6 page 154 1 50/fifty 2 14/fourteen 3 20/twenty Be flexible With a more advanced class, ask students to close their books and take notes while they listen. Explain that during lectures, we often write down important numbers and use key words to note down what these numbers refer to. Students listen and take notes. Allow students a couple of minutes to compare their notes with a partner. Monitor and check the quality of the notes. Students then use their notes to complete Exercise 6. If necessary, give advice on how students can improve their note- taking skills, e.g. listen to podcast, and take notes while they listen. Exercises 7–8 page 154 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Use regular past simple verbs to complete positive and negative sentences. • Ask and answer questions in the past simple – Did both of your parents work? Yes, they did. Did your grandmother cook traditional dishes? Yes, she did. • Use irregular past simple verbs in positive and negative sentences – I ate a big breakfast this morning. We went to a great new restaurant on Friday. She didn’t do any cooking. • Name different types of food – pizza, fries, tacos • Categorize different types of food – Pizza is traditional food. Tacos are healthy food. Burgers are fast food. • Ask and answer questions about food – Do you like traditional food? Do you like fast food? Yes, I do. I like fast food because it’s easy. Exercise 1 page 155 1 lived 2 cooked 3 did not / didn’t cook 4 worked 5 lived 6 watched 7 did not / didn’t help 8 did not / didn’t learn Exercise 2 page 156 Answers will vary. Exercise 3 page 156 2 Did you eat at a fast food restaurant this week? 3 Did you cook dinner last week? 4 Did you eat a big lunch yesterday? 5 Did you eat breakfast today? 6 Did you have a meal with friends last week? Exercise 4 page 156 Answers will vary. Exercise 5 page 157 1 did not / didn’t make 2 ate 3 bought 4 was 5 did not / didn’t do 6 came 7 did not / didn’t have; went 8 read Exercise 6 page 157 Answers will vary. Exercise 7 page 157 1 I ate a big breakfast this morning. 2 Did you have fish for dinner last week? 3 They didn’t cook dinner for their family last Sunday. 4 I learnt to cook from my father. 5 Did Kevin make dinner last night? 6 We went to a great new restaurant on Friday. 7 Emma didn’t like her meal. 8 Did you have lunch with your parents yesterday? Exercise 8 page 158 Possible answers: meat: chicken; meatballs; sandwich meat vegetables: lettuce; tomato; peppers; olives; salad; onions other: noodles; pasta; tacos; cheese; chips; bread Exercise 9 page 158 Possible answers: 1 H (also T – sandwiches are traditional) 2 T 3 T (also F – fast food) 4 H 5 T 6 F 7 F 8 T
64 LISTENING, SPEAKING & CRITICAL THINKING 1 Optional activity Prepare slips of paper with the names of the food pictured on page 158 (sandwich, noodles, pizza, salad, tacos, chips, burger and pasta). Then divide the class into teams. Students take turns to choose a slip of paper and describe the food for other teams to guess. Students may name the ingredients, say where the food is popular or how it’s made, etc. The team that guesses the food vocabulary word correctly scores a point. Award bonus points for teams that can spell the word correctly. Play until all the words have been used. Exercise 10 page 159 Answers will vary. LISTENING 2 Learning objectives • Understand key vocabulary for describing food and culture – culture, home-cooked, enjoy • Understand pie charts • Listen and identify main ideas in a student’s report • Listen and understand details • Synthesize information from a discussion and a presentation about food Lead-in Explain that the student speaking in Listening 2 has already asked her survey questions, gathered the data and analyzed it. Point out that she put the results in pie charts on page 160. Explain that we often use visuals to show data because it helps us to understand the meaning of the data better. Exercise 1 page 159 1 home-cooked 2 meal 3 healthy 4 favourite 5 enjoy 6 culture Exercise 2 page 160 1 fast food restaurants 2 Yes (because most people think food and family meals are important) 3 They enjoy it Exercise 3 page 161 1 b 2 c 3 b Exercise 4 page 161 1 T 2 T 3 T 4 T 5 F; Traditions about eating have changed. Exercise 5 page 161 Answers will vary. Optional activity Brainstorm additional questions about food habits and eating trends that students are interested in (e.g. Do you buy a salad when you go to a fast food restaurant? Do you eat a healthy breakfast?). Ask individuals to create a list of five Yes/No questions. Students switch questions with a partner to check their grammar and vocabulary, and then ask five other students their questions. Students practise answering with short answers, e.g. Yes, I do. or No, I don’t. Interviewers should record results. With additional time, students can then get into small groups and discuss their results. CRITICAL THINKING Learning objectives • Label sections of pie charts • Understand information shown in pie charts about changes in food and culture • Analyze which reasons have caused which changes in food cultures TEACHER DEVELOPMENT BE INFORMED è Understanding pie charts is an important skill for students because: (1) Pie charts are a common method for presenting data in many academic subjects, particularly Maths, Science and Engineering, because they are easy to understand; (2) Pie charts are also commonly used in the media and everyday life because of their simplicity. BE CONFIDENT è Develop this skill by doing the following activity: In the Cambridge University Press critical thinking survey, 1,000 teachers were asked to respond to the statement: ‘I believe my students want to develop their Critical Thinking skills.’ Their responses are presented in the pie chart below. Strongly agree Agree 1% 23% 30% 9% 36% 50/50 Disagree Strongly disagree
UNIT 7 65 1 Quickly summarize the main findings presented in this pie chart. 2 What reasons do you think were given by the people who ‘agreed’ or ‘strongly agreed’ with the statement? 3 What reasons do you think were given by the people who ‘disagreed’ or ‘strongly disagreed’ with the statement? 4 How would you answer this question for your class(es)? Why? Lead-in Go through the instructions with the class and focus on the Speaking task. Explain that the following sections of the unit will help them to prepare to report the results of a survey. Make sure students understand that the words and phrases in the box on page 162 are for labelling the charts on page 160. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 162–164. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE If your students are already very familiar with pie charts, extend the skill practice by finding a more complex pie chart for students to analyze, perhaps one related to the academic subject(s) they are studying. Exercise 1 page 162 Question 1 a: fast food sales b: sales from other restaurants Question 2 a: eating together is not important b: eating together is important Question 3 a: enjoy food b: don’t enjoy food Exercise 3 page 163 1 Types of restaurants; Eating habits; Cooking habits 2 Possible answers: What type of restaurants do you go to? Do you eat with other people or alone? What type of meals do you eat? 3 country A: Yes; country B: Yes 4 country A: More; country B: Less 5 country A: No; country B: No 6 Country A: mostly home-cooked food; Country B: most responded with ‘home-cooked food’ Exercise 4 page 164 Possible answers: 1 Fast food was not available. 2 Fast food is cheap and easy. International foods or international restaurants are more popular. People eat smaller lunches, such as fast food, which don’t take as long. Families are not together because of work hours. People don’t know how to cook. Traditional restaurants are more expensive. 3 People couldn’t buy foods from other countries. Families ate big lunches together. Fast food was not available. 4 Families are not together because of work hours. 5 Fast food was not available. 6 Pre-made meals are available at supermarkets. People don’t have time to cook. Exercise 5 page 164 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è How did your students respond to the lesson? Did you feel that they were interested in developing their critical thinking skills? è What aspects of the lesson enabled your students to link this critical thinking focus to their future academic studies? BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer-collaborate. Why not share the pie chart you found in the Be flexible section opposite, and the impact it had in the class?
66 LISTENING, SPEAKING & CRITICAL THINKING 1 PREPARATION FOR SPEAKING Learning objectives • Understand and use phrases for introducing a report – I think this is an interesting topic. There were three questions in my survey. My questions were on the topic of food and culture in France. • Pronounce the letter u correctly in different words in sentences about food surveys – question, survey, result • Use phrases to present results of surveys using pie charts – My last question was ‘Is eating together with others important?’. So when you look here, 54% percent of all restaurant sales were from fast food places. Exercise 1 page 165 1 f 2 d 3 b 4 a 5 e 6 c Exercise 2 page 165 1 morning 2 five 3 traditional 4 interesting 5 everybody 6 fast 7 three 8 good Exercises 3–4 page 166 Answers will vary. Exercise 5 page 166 Answers will vary. Exercise 6 page 166 1 my first question was 2 You can see here that 3 In one survey I read 4 My second question was 5 My last question was 6 So, when you look here Exercise 7 page 167 Answers will vary. SPEAKING TASK Learning objectives • Review your ideas to prepare for a survey • Prepare an introduction for presenting the results of a survey • Report the results of a survey using pie charts Exercises 1–6 pages 167–168 Answers will vary. RESEARCH PROJECT Create an online cookery course. Show the class some cookery videos on the internet. Divide the class into groups and tell them that each group needs to select a recipe it can make. Students could use a recipe known to them or choose a simple one from a cookbook or website. Each group could share its recipe with the rest of the class. Tell students that each group will make a video demonstrating how to make its recipe and then share these with the class to create a cookery course. CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 did, eat 2 worked 3 did, live 4 made, was 5 Did, buy 6 didn’t cost / did not cost 7 Did, help 8 cooked Exercises 3–4 Answers will vary. Exercise 5 1 healthy 2 fish 3 vegetables 4 culture 5 home-cooked 6 favourite 7 meat 8 international Exercise 6 1 My survey was about healthy food in your country. 2 There were three questions in my survey. 3 My first question was, ‘Is traditional food healthy in your country?’ 4 So, when you look here, you see 80% of the people said the food was healthy. 5 My second question was ‘Do people in your country often eat fast food?’ 6 This chart shows that most people in your country don’t eat often eat fast food.
unit 8 67 UNIT OBJECTIVES Watch and listen Watch and understand a video about travelling by road. Listening skills Listen for definitions; synthesize information. Critical thinking Synthesize information for a talk. Grammar Use the past simple; use because and so. Speaking skills Describe a topic; describe a problem; describe a solution; describe results. Speaking task Describe a transport problem, solution and results. Teacher development Help your students become better at synthesizing information for a talk. TRANSPORT UNIT 8 YOUR KNOWLEDGE Background note The photo shows a canal in Amsterdam, the Netherlands, on a sunny morning. In the foreground, there are many bicycles, which have been locked to the canal bridge. Amsterdam is famous for its canals, and the photo shows boats and barges – a traditional type of boat used on canals. In the past, boats were the main form of transport in the city, but today, bicycles are the most popular. Many people also use public transport, including trams, metro, buses and ferries. There are also privately owned water taxis and water buses. Some people also drive. Lead-in Do a quick survey to see what transport students used to get to class (see page 178 of the Student’s Book for examples). As a class, discuss the reasons for these results. Encourage students to state their opinion and give a reason (e.g. I think most students walk because they live close to campus. I think most students take the bus because they get cheap tickets.) page 171 1 The photograph was taken in the Netherlands. Students may be able to guess this from the canal, the bicycles and the style of architecture. 2 a cars; vans b bikes; (canal) boats 3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand facts and figures about roads in China • Infer the reasons for building new roads in China • Practise talking about road transport in your country and China Exercise 1 page 172 Answers will vary. Exercise 2 page 172 1 The city has many roads. 2 There is not much traffic in the country. 3 The road goes under the mountain. 4 There is a long bridge between the mountains. Exercise 3 page 173 1 T 2 F; The largest builder of roads is China. 3 F; China has over 50,000 miles of highways. 4 T 5 F; The Sidu Bridge is the world’s highest bridge. Exercise 4 page 173 2; 5; 4; 1; 3 Exercise 5 page 173 1 b 2 c Exercise 6 page 173 Answers will vary.
68 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 1 LISTENING 1 Learning objectives • Understand key vocabulary for transport – bus, metro, passenger • Listen and understand years – 1994 (nineteen ninety-four), 2017 (two thousand and seventeen / twenty seventeen) • Listen and take notes on the main ideas in a presentation about transport in London • Listen and understand detailed information • Describe which forms of transport you use and give reasons Lead-in Write the questions below on the board. Ask students to discuss the questions in pairs about the city or town they live in. Elicit responses from the class. 1 What are the main ways to travel by public transport? 2 Do you need a ticket to ride? 3 How do passengers pay? Exercise 1 page 174 1 journey 2 bus 3 taxi 4 metro 5 train 6 passenger 7 ticket 8 travel Exercise 2 page 175 Answers will vary. Exercise 3 page 175 1 ticket 2 journey 3 passenger Exercise 4 page 175 private: car; taxi public: bus; metro; train Exercise 5 page 175 Answers will vary. Exercise 7 page 176 1 1,435 2 1,749 3 1,949 4 1,953 5 2,017 Exercise 8 page 176 The year 2017 can be pronounced twenty seventeen or two thousand and seventeen. Exercise 9 page 176 Possible answers: a a metro train / the Underground b a man c a lot of traffic and people d somebody using an electronic ticket e an electronic gate Exercises 10–11 page 177 Possible answers: 1 Transport for London and Oyster cards (the electronic tickets) 2 takes care of private and public transport in London / takes care of people and passengers (who use transport) 3 eight million (three million private cars and taxis, five million public transport) 4 It opened in 1863, so it’s more than 150 years old. 5 a kind of ticket / an electronic ticket Exercise 12 page 177 1 cars, taxis, buses, trains 2 2003 3 (Paper) tickets were slow and/or London was bigger and more people lived and worked there. 4 By tapping a credit card; by paying online; by making a mobile payment with your phone Exercise 13 page 177 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Use verb phrases to describe journeys on different forms of transport – take the bus, go by car, go on foot • Use the correct form of irregular past tense verbs – go ➝ went, take ➝ took, run ➝ ran • Use because to give reasons and so to show results in sentences about transport – He ran to the train station because he was late. I don’t like to go by train, so I drive to work. Exercise 1 page 179 1 take 2 go 3 drive 4 go Exercise 2 page 179 Answers will vary. Be flexible Provide additional practice for lower-level students with the transport collocations. Create a memory game for students to match verbs with nouns to make the collocations. Write the nine nouns: bus, train, taxi, ferry, metro, car, bike, motorbike, foot on cards. Then write nine verbs / verb phrases on more cards to match each noun. Groups place the cards with the words facing down. Players take turns and uncover two pieces of paper at a time. If the halves match, they take the halves and score a point. If the halves do not match, the player puts the pieces of paper back in the same place. Students play until they match all the collocations.
unit 8 69 Exercise 3 page 179 1 sat 2 took 3 went 4 drove 5 ran Exercise 4 page 180 1 took 2 ran 3 sat 4 drove 5 went Exercise 5 page 180 1 d 2 a 3 c 4 b 5 e Exercise 6 page 180 Answers will vary. LISTENING 2 Learning objectives • Understand key vocabulary for transport problems and solutions – accident, idea, pavement • Gain awareness of sound and spelling relationships in common consonant clusters – wh /w/, ck /k/, ph /f/ • Recognize words and phrases which signal definitions of new words while listening • Listen and understand definitions of new words in a presentation about transport problems and solutions • Listen and take detailed notes • Synthesize information from two presentations in a discussion Lead-in As a way to anticipate the discussion in Listening 2, invite students to talk with a partner about a problem with transport in a city they are familiar with. After students talk, ask students to record the problem their partner discussed on one side of a T-chart. If possible, use a shared document so students’ work can be displayed. Analyze the problems. Are they the same? What causes these problems? Then as a class, brainstorm solutions and add them to the other side of the T-chart. Exercise 1 page 181 Answers will vary. Exercise 2 page 181 1 idea 2 traffic 3 petrol 4 problem 5 accident 6 pavement Exercises 3–4 page 182 Answers will vary. Exercise 5 page 182 1 the cars can’t move 2 air pollution 3 people can use bicycles for free 4 sharing a ride with other people Exercise 6 page 183 1 traffic 2 cars 3 time 4 petrol 5 expensive 6 smog 7 bike-sharing programmes 8 car sharing 9 idea 10 self-driving 11 accidents Be flexible With a more advanced class, ask students to close their books and take notes in their notebooks rather than in the template in Exercise 6 on page 183. Ask students to compare their notes, and then use them to complete the task in Exercise 6. Monitor and give feedback on the quality of the notes. If necessary, point out any spelling mistakes and ask students to find the correct spelling in the Glossary. Point out places where abbreviations may be helpful for faster note-taking. Exercise 7 page 183 1 too many cars 2 build a metro system 3 fewer cars on the road 4 people don’t like walking on pavements 5 inside moving pavement 6 People get exercise, feel comfortable and don’t drive. Exercise 8 page 184 1 Because everyone uses a car. 2 They are slow and expensive and they cause pollution. 3 free bicycles and car sharing 4 Dubai 5 build a metro system / inside moving pavements Exercise 9 page 184 Answers will vary. CRITICAL THINKING Learning objectives • Remember and organize information from notes about transport problems and solutions in different cities • Analyze transport problems, solutions and their results in a city • Apply solutions to transport problems from other cities to the problems of a new city and predict their results • Suggest new solutions to transport problems in a city and predict their results • Evaluate solutions to transport problems in a city and choose the most effective solution
70 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 1 TEACHER DEVELOPMENT BE INFORMED è Synthesizing information for a talk is an important skill for students because: (1) A talk (or presentation) is a common form of assessment, so students need as much practice as possible; (2) Too often, students rely on one source of information, which makes the talk less interesting and too one-sided; (3) Students need encouragement to integrate as many sources as possible into their work. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Imagine you were going to give a talk about why critical thinking is important. What kind of sources would you include? Where would you find your background information? How could you make it as interesting as possible? Would your answers to these questions change, depending on your audience? For example, if it were colleagues, parents or students? Lead-in Go through the instructions with the class and focus on the Speaking task. Explain that the following sections of the unit will help them to prepare to describe a transport problem, solutions and results. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 185–186. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE Students could also research traffic-related problems in your own location. Personalizing the subject matter is a good way to engage lower-level students. This could be an extension or homework task. A further suggestion is to watch a video of a very effective talk which uses different source materials. Exercise 1 page 185 Listening 1: problem: paper tickets very slow; solution: Oyster cards / credit cards / mobile payments / pay online; result: walk through gates faster Listening 2: problem: traffic means it takes more time and petrol to travel around the city; too many cars in Dubai; people don’t like to walk on the pavements outside; solution: free bicycles for people to use; car sharing; a self-driving car; build a metro; inside moving pavement or a moving walkway; results: there aren’t as many cars; it can help stop accidents; fewer cars on the road; people get exercise, feel comfortable and don’t drive Exercise 2 page 185 Group A: 1 Traffic problems and solutions for the Santa Fe district of Mexico City 2 Too many cars on the road; pollution is bad; businesses have to pay a lot for car parks; people have to spend a lot of time driving to work (and so they feel tired at work) and spend a lot of money on petrol; no trains or high-speed buses or metro system 3 Sharing transport, such as car-sharing or bicycle-sharing 4 Answers will vary. Group B: 1 Traffic problems in Melbourne 2 Public transport is not very good; people spend many hours in traffic – this is bad for their health. 3 self-driving cars 4 Answers will vary. Exercises 3–4 page 186 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following points: è Did it work well in your class when you separated students into groups A and B? This can sometimes be challenging with lower-level students, or when students are not familiar with doing this. If it was difficult, think how you could do this more effectively next time. è Prepare and deliver the talk which you planned in the Be confident section. Get feedback from your colleagues, not only about the content but about how you delivered it. BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer-collaborate. Why not share the talk you showed students in the Be flexible section opposite, and its outcome?
unit 8 71 PREPARATION FOR SPEAKING Learning objectives • Use words and phrases to describe a current topic or situation – more and more, this means, with all of • Use past simple verb forms to describe a situation that used to be a problem – Each passenger waited to buy a ticket, and then they went to the gate. This took a long time and more people started to live and work in London, so we needed a faster ticket system. • Pronounce -ed verb endings correctly when talking about the past • Gain awareness of ways to describe solutions and results • Use phrases to evaluate solutions and explain results – I think it was a good solution. Why? Because … That means … Exercise 1 page 186 1 More and more 2 This means 3 because 4 With all of 5 This is Exercise 2 page 186 1 waited 2 went 3 put 4 opened 5 took 6 took 7 started 8 needed 9 was Exercise 3 page 187 went; put; took; was Exercises 4–5 page 187 happened /d/ changed /d/ visited /ɪd/ guessed /t/ needed /ɪd/ waited /ɪd/ asked /t/ helped /t/ showed /d/ watched /t/ opened /d/ started /ɪd/ Exercises 6–7 pages 187–188 Answers will vary. Exercise 8 page 188 1 They had to build a metro line. 2 People could cycle for free. 3 The cities started car sharing for workers. 4 There is a moving walkway. 5 The Oyster card is faster than paper tickets. 6 People can tap credit cards to pay. Exercise 9 page 188 1 There was no public transport, so people had to drive everywhere. One solution was car sharing. That way, there were fewer cars and workers felt better. 2 There are a lot of bad drivers, so there are a lot of accidents. One solution is self-driving cars. So, these cars are safer because there are fewer accidents. 3 It took a long time because people waited to buy tickets and go through the gate. So Transport for London started Oyster cards. The result is that it is very fast and easy. Exercise 10 page 189 Answers will vary. SPEAKING TASK Learning objectives • Prepare to speak by organizing your notes • Give a talk describing a transport problem in a city, the most effective solution and its result • Listen and ask questions to understand another student’s talk • Evaluate solutions for transport problems in cities in a discussion Exercises 1–6 pages 189–190 Answers will vary. RESEARCH PROJECT Research and share how transport may change in the future. Divide the class into groups. Ask some groups to research different types of transport being used today. Ask the other groups to research future types of transport. Each group could think about what is good and bad about the different types of transport. Determine the best way for the class to share the information which they have collected. Consider asking students to create and record video or audio presentations for the class to listen to and take notes on. Students could then vote on which form of future transport they would most like to use. Students could use an online voting system. Search for ‘voting software’ to view some of these.
72 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 1 CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 go by 2 take 3 ride 4 take 5 drive Exercise 3 1 because 2 because 3 so 4 so 5 Because Exercise 4 1 train. 2 the pavement. 3 a solution. 4 an accident. 5 petrol. 6 an idea? 7 a passenger. 8 petrol. Exercise 5 Answers will vary. Exercise 6A 1 a problem 2 a solution 3 results 4 a solution 5 a problem 6 a solution Exercise 6B Answers will vary.
UNIT 1 73 UNIT OBJECTIVES Watch and listen Watch and understand a video about the Grand Canal in Venice. Listening skills Predict content using visuals; distinguish fact from opinion. Critical thinking Decide if ideas are relevant. Grammar Use past simple statements and questions. Speaking skills Signpost an opinion; organize information for a presentation. Speaking task Give a presentation about an interesting place. Teacher development Help your students become better at deciding if ideas are relevant. LISTENING, SPEAKING & CRITICAL THINKING 2 PLACES UNIT 1 YOUR KNOWLEDGE Background note The photo shows traditional houses in Sulawesi, Indonesia. This type of house is called a tongkonan and is associated with the Toraja culture in Indonesia. The word tongkonan comes from a Toraja word for ‘to sit’ and it means ‘a place where a family meets’. A tongkonan has a particularly large, unusually shaped roof. The inside of the house is small in comparison to the roof and is used mainly for sleeping, storage and for protection during bad weather. Toraja people spend most of their day outside the house. Lead-in Ask students for a show of hands as to who lives in a flat / an apartment and who in a house. Put them into groups of three or four. Ask students to think of the advantages and disadvantages of living in these different types of home. Allow two to three minutes for this, before inviting feedback from the class. page 15 Answers will vary. WATCH AND LISTEN Learning objectives • Look at photos of Venice and discuss how it differs from your own city • Listen and understand main ideas in a video about Venice • Listen and understand detailed information and figures • Make inferences about opinions in the video • Practise talking about canals and rivers • Understand an advertisement for a gondola ride Exercise 1 page 16 1 Italy 2–3 Answers will vary. Exercise 2 page 16 Answers will vary. Exercise 3 page 16 1 T 2 F; Most of the islands between the canals are little. 3 F; Today, Venice is important for tourists. 4 T 5 F; The Grand Canal is the biggest canal in Venice. 6 T 7 F; Another name for Venice is ‘The city of bridges’. Exercise 4 page 17 1 a lot of canals 2 cars 3 gondola 4 stilts 5 gold 6 stone Exercise 5 page 17 1 117, 400 2 two 3 300 4 30 5 15 Exercises 6–7 page 17 Answers will vary. Exercise 8 page 17 1 no 2 no 3 at the Ca’ d’Oro 4 €20 per person 5 Possible answer: It is warmer during those months. 6 Possible answer: They want to keep people safe.
74 LISTENING, SPEAKING & CRITICAL THINKING 2 LISTENING 1 Learning objectives • Understand key vocabulary for homes and places – capital, ancient, apartment • Use visuals to understand a topic before you listen • Gain awareness of typical spellings of vowel sounds • Listen and identify speakers and topic in a podcast • Listen and complete a set of detailed notes • Evaluate how useful a set of notes is • Give personal opinions on different places to live Lead-in Refer students back to the Lead-in at the beginning of the unit, when you asked about where they live, then ask them if they can think of other interesting places where people can live. Encourage students to be as creative as possible and put all reasonable ideas on the board. Suggested ideas: in an ice house (igloo), in caves, in trees, on a boat, underground, in tents, in skyscrapers Exercise 1 page 18 a strange b bridge c rocks d recognize e cave f ancient g apartment h capital Exercise 2 page 19 Answers will vary. Exercise 3 page 19 Photo a: cave, rock, strange, ancient Photo b: strange, rock, ancient Photo c: bridge Photo d: bridge, strange Exercises 4–5 page 20 /eɪ/: cave, strange, ancient, say /ɒ/: rock, long /ɪ/: bridge, built /ʌ/: hundreds, under Be flexible Copy the table onto the board and drill students through the IPA sounds and the words, starting by modelling the sound/word for them to repeat. Point out the first vowel sound is long and the other three are short. Demonstrate this by exaggerating the lengths. Then point to a sound/ word and ask students to repeat. Encourage students to say the sound/word clearly and confidently. Gradually increase the speed at which you point, encouraging students to keep up by calling out the sounds/words as fast as you point to them. This gives students less time to think and helps with learning. Ask more advanced students to think of two more words with each of the sounds and add them to the chart. Exercise 7 page 21 1 c 2 b Exercise 8 page 21 1 Tunisia 2 700 3 355 4 Turkey 5 8,000 6 Florence, Italy 7 1345 8 Azerbaijan 9 48 10 2,000 Exercise 9 page 21 Possible answer: The notes are useful because they help you remember the important information and key facts from the podcast. Exercise 10 page 21 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Use past simple verbs in sentences about homes around the world – They built the bridge in 1345. They were very strange buildings. • Differentiate between regular and irregular past simple verbs – They made them out of rock. She lived there for 20 years. • Write past simple questions and statements about homes – When did they build their house? Why did you move to your home? We moved here because my dad got a job here. • Use adjectives to ask questions about places – Is it ancient? Is it a cheap place to live? Are the streets crowded? Exercise 1 page 22 1 changed 2 went 3 made 4 was, destroyed 5 decided, needed, built 6 put 7 formed Exercise 2 page 23 regular: destroyed, decided, needed, formed irregular: made, was, built, put Exercise 3 page 23 Answers will vary. Exercise 4 page 23 1 did you live 2 did you start 3 Did you know 4 did you move 5 Did you like Exercises 5–6 page 23 Answers will vary.
UNIT 1 75 Optional activity Students research another unusual home, possibly one suggested in the Lead-in for Listening 1 that didn’t feature in the listening. Suggested ideas: on boats, in trees, underground, in tents Exercise 7 page 24 a cheap b rural c ancient d expensive e crowded f modern g urban h popular Exercise 8 page 24 1 urban 2 popular 3 rural 4 expensive Exercise 9 page 24 Answers will vary. LISTENING 2 Learning objectives • Understand key vocabulary for places – urban, lake, modern • Use a visual to predict and then identify the topic of a lecture • Take detailed notes on advantages and disadvantages in a table • Listen and use signal words and context to discriminate between facts and opinions • Explain how you evaluate statements of fact and opinion • Synthesize information from a podcast and a lecture about places to live in a discussion Lead-in Students work in pairs. They try to agree on the biggest advantage of living in the place they currently live and do the same with the biggest disadvantage. They then discuss whether that one advantage is enough to make them want to live there for a long time, or if the disadvantage is enough to make them want to move away. Exercise 1 page 25 a field b area c modern d lake e traffic f urban g woods h is located Exercise 2 page 25 Possible answers: The photo shows an urban area. There are lakes and woods. It is a modern city. The woods are located next to a city. Exercise 3 page 26 b Exercise 4 page 26 Advantages: lots of trees help clean the city air; parks give people places to walk, so they are healthier; it’s near mountains and the ocean so people can enjoy the outdoors easily during warm weather; you can enjoy ancient trees and walk near the ocean; you can have fun by Beaver Lake; the park helps make Vancouver one of the healthiest and cleanest cities in the world Disadvantages: not much room for new buildings and homes; makes Vancouver expensive; crowded; very bad traffic; wild animals can be a problem Exercise 5 page 26 2 In fact; F 3 As we know; F 4 I think; O 5 I personally feel; O 6 In my opinion; O Exercise 6 page 26 You know that a sentence is fact because the signal word or phrase he uses tells us it is something that everybody knows or that it is officially recognized. You know that a sentence is opinion because the signal word or phrase he uses tells us it is what he personally thinks. Exercise 7 page 27 The tense often used to give facts is the present simple. Exercise 8 page 27 Fact: In fact; As we know Opinion: I personally feel; In my opinion Exercise 9 page 28 1 O 2 F 3 F 4 O Be flexible Students think of a place in their city or town that they know well. It can be a park, a restaurant, their school, etc. Tell them to write five to six statements about the place they chose. The statements should be a mixture of fact and opinion. When they have finished, they read their statements to a partner, adding in signal words when appropriate. Partners say whether each statement is a fact or opinion. Exercise 10 page 28 Answers will vary.
76 LISTENING, SPEAKING & CRITICAL THINKING 2 Lead-in Students begin to think about the Speaking task that they will do at the end of the unit. Give them a minute to look at the box and ask you any questions they might have. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 29–30. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE Do Exercises 4 and 5 as a group project. Three students decide on the same place to find out information about. They should then share their research with each other. The individual student can then decide which facts to use in their presentation in Exercise 6, or they could do it as a group presentation; in which case, the same students can then work together on Exercise 7. Exercises 1–7 pages 29–30 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Share with a colleague (face-to-face or electronically) the five facts you chose in the Be confident section. See if they agree with your choices, or if they would have chosen different facts. Can you can reach a consensus? è Do students in your class prefer to work by themselves or as a group? Knowing this will help you plan more effectively for future classes. BE COLLABORATIVE Your development is more meaningful when it’s shared. See page 14 for ideas on how to peer- collaborate. Why not share what you learnt in the Be ready section? CRITICAL THINKING Learning objectives • Evaluate the relevance of a set of ideas to a presentation • Apply what you have learnt by choosing a new place and finding relevant ideas for a presentation • Use a table to organize your notes into an outline for a presentation • Evaluate another student’s outline of a presentation TEACHER DEVELOPMENT BE INFORMED è Deciding if ideas are relevant is an important skill for students because: (1) It is important to know that they don’t have to use all their notes when giving a presentation; (2) Presentations in which students have not carefully selected the content are often difficult to follow; (3) Students often find it difficult to evaluate which ideas are more relevant than others. BE CONFIDENT è Develop this skill for yourself by doing the following activity: 1 Imagine you are going to give a presentation to the other English teachers at your school about the importance of critical thinking for university-level study. Choose five facts from the list below which you would include. • How you think is as important as what you think. • Critical thinking helps students create high-quality essays, by enabling them to synthesize ideas. • Critical thinking can help students better organize their working practices (e.g. researching and collecting information). • People who lack confidence in their beliefs or their actions are afraid of critical thinking. • Employers highly value critical thinking skills, such as the ability to create surveys and interpret data. • The ability for students to think for themselves can increase their self-reliance. • Critical thinking develops confidence, and confidence is the most important academic skill. • All academic subjects – sciences, social sciences, arts and humanities – require critical thinking skills. 2 Now number the facts 1–5, where 1 is the most relevant to the topic and 5 is the least relevant
UNIT 1 77 RESEARCH PROJECT Create a documentary about Alaska. Divide the class into groups and ask each group to investigate a different aspect of Alaska, e.g. its geography, nature, history, industry or literature. Tell students that they need to find images, sounds, music and videos to create a class documentary entitled Alaskan life: Past and present. Students could create a wiki to share their research with the rest of the class. The class will use the information from each group to create a short documentary film about Alaska. To plan the documentary, students will need to create a script or storyboard. They will also have to think about who in the class will direct the documentary, who will work the camera, who will edit the video, and who will present or narrate the documentary. They could then upload the film to a video-sharing website. CLASSROOM APP Exercises 1 Answers will vary. Exercise 2 1 Did, live 2 saw 3 were 4 didn’t go; did not go 5 built 6 made 7 weren’t; were not 8 put Exercise 3 1 ancient 2 crowded 3 cheap 4 expensive 5 popular 6 rural Exercise 4 1 woods 2 a lake 3 bridges 4 recognize 5 traffic 6 strange 7 located 8 rock Exercise 5 Answers will vary. Exercise 6A 1 fact 2 negative opinion 3 fact 4 fact 5 positive opinion 6 negative opinion Exercise 6B Answers will vary. PREPARATION FOR SPEAKING Learning objectives • Use phrases for signposting opinions – I personally feel that most people would enjoy Vancouver. In my opinion, most people would enjoy Vancouver. It seems to me that most people would enjoy Vancouver. • Categorize the type of information in a talk • Use phrases to signal the organization of information in a talk – I’d like to give you some information about parks. Now let’s talk about homes. The next topic is roads. Finally, let’s look at tourism. • Use connected speech to say phrases which signal the organization of information in a talk Exercise 1 page 31 Answers will vary. Exercise 2 page 31 1 d 2 a 3 b 4 c Exercise 3 page 32 1 I’d like to talk about 2 First of all, 3 I’d also like to talk about 4 Finally, Exercise 4 page 33 First‿of‿all, let’s look‿at some‿of the positives. Exercise 6 page 33 1 I’d like to give you some‿information‿about … 2 Now let’s talk‿about … 3 The next topic‿is … 4 Finally, let’s look‿at … SPEAKING TASK Learning objectives • Prepare for a presentation by reviewing and adding to your notes • Prepare an introduction and conclusion for your presentation • Plan how to signal facts and opinions in your talk • Give a presentation on an interesting place Exercises 1–6 pages 33–34 Answers will vary.
78 LISTENING, SPEAKING & CRITICAL THINKING 2 UNIT OBJECTIVES Watch and listen Watch and understand a video about a festival of ice sculptures in China. Listening skills Take notes; listen for main ideas. Critical thinking Create a persuasive argument. Grammar Use present tense question forms; use the present continuous. Speaking skills Make suggestions; agree and disagree. Speaking task Choose an event from a festival and persuade your group to go to it. Teacher development Help your students become better at creating a persuasive argument. FESTIVALS AND CELEBRATIONS UNIT 2 YOUR KNOWLEDGE Background note The photo shows the Holi festival in India. Holi, also known as ‘the festival of colours’, is a spring festival that is celebrated in almost every part of India. It celebrates the end of winter and the start of spring, and the victory of good over evil. Holi lasts for a night and a day. It starts on the evening of Purnima – the Full Moon Day – when people meet with family and friends near bonfires. The next day is the festival of colours, when people meet in the streets and throw colourful powders and coloured water. Lead-in Write festival on the board and ask students if they know what it means or can give an example. Ask students why we have festivals. What purpose do they serve? page 37 1 This festival is in India. It is also held in many other countries around the world. 2–3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and identify main ideas in a video about a festival • Listen and understand details and figures • Listen and identify the meaning of unfamiliar words from their context in the video • Practise talking about going to an ice festival Exercises 1–2 page 38 Answers will vary. Exercise 3 page 38 1 F 2 F 3 T 4 T 5 F Exercise 4 page 39 1 Ice City 2 7,000 3 clear 4 competitions 5 16.8 6 a million / 1,000,000 7 5 January Exercise 5 page 39 1 c 2 b 3 b 4 a Exercise 6 page 39 Answers will vary. LISTENING 1 Learning objectives • Understand key vocabulary for festivals – activities, traditional, entertainment • Use visuals to identify topics before you listen • Take effective notes by removing unnecessary words • Listen and complete a brochure about three festivals with detailed notes • Listen and understand detailed information • Use emphatic stress to ask questions about festivals
UNIT 2 79 Lead-in Elicit the festivals students have already learnt about. Ask: What type of festivals are these? to elicit cultural. If students aren’t able to answer, prompt them with some questions, for example, Are they music festivals? Are they book festivals? Once they have identified these festivals as cultural, ask students what other types of festivals they can think of. Accept all reasonable suggestions. Exercise 1 page 40 1 b 2 a 3 a 4 a 5 a 6 a Exercise 2 page 41 a culture, traditional, enjoy(ed), entertainment b activity, traditional, culture, enjoy(ed), entertainment c lecture, enjoy(ed) Exercise 3 page 41 1 c 2 b 3 a Exercise 4 page 41 Answers will vary. Exercises 5–6 page 41 1 Date: The festival is in April and May 2 Activities: You can see art and you can try cooking Exercise 7 page 42 1 UK 2 October 3 history 4 gravity 5 talk 6 April 7 stalls 8 lake 9 museums 10 January 11 February 12 sports 13 dance 14 fashion Exercise 8 page 42 1 F; The Festival of Ideas is for anybody interested in arts and science. 2 T 3 T 4 F; They can have picnics under trees, go to food stalls, hire boats on the lake and go to museums. 5 T 6 T Exercises 9–10 page 43 Answers will vary. Exercise 11 page 43 interesting, event, come Exercise 12 page 43 The important words are stressed: Well, it’s an interesting event to come to. Exercise 13 page 43 1 So, what kinds of things do people learn? (Note: The speaker also stresses ‘So’ as a way of getting the listeners’ attention, but this is not one of the important words.) 2 Are there any things you don’t like about it? 3 Do you have many people here from other countries? Exercise 15 page 43 1 What activities do people do at festivals in their free time? 2 Which festival is good for people with lots of hobbies? 3 What did you do at the Cherry Blossom Festival last weekend? Exercise 16 page 43 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Ask questions in the present simple – Do you like festivals? Is the work interesting? What time does the festival start? • Use the present continuous to describe actions at festivals – I’m eating traditional food. Are you visiting The Muscat Festival? • Use ideas maps to organize vocabulary records of collocations with go to, take and have • Use collocations to ask and answer questions about festivals and celebrations. Exercise 1 page 44 1 learn 2 concentrate 3 Are Exercises 2–3 page 44 1 Are Do you like your job? 2 Do Are you a chef? 3 What time is does the festival start? 4 What kinds of food are do you have? 5 Does Is it all good? 6 Where are do people eat their lunch? 7 Is Do you like the food? 8 Do Is the work interesting? Exercise 4 page 45 1 Do you like festivals? 2 When do you go home? 3 Are you a good cook? 4 When do you feel hungry? 5 What do you do for fun? 6 Do you like your school? Exercise 5 page 45 Answers will vary. Exercise 6 page 46 1 ’m/am studying 2 ’s/is enjoying 3 ’re/are attending 4 ’s/is giving 5 ’re/are having 6 ’s/is; doing 7 are watching 8 Are; parking Exercise 7 page 46 Answers will vary.
80 LISTENING, SPEAKING & CRITICAL THINKING 2 Optional activity Charades: Each student writes a one-word verb on a small piece of paper. The verb can be related to something one might see/do at a festival or celebration. Collect the papers. Divide the students into teams. One by one, students select one of the verbs and act it out. The first team to correctly guess the action wins a point. Teams must use correct present continuous forms (She is dancing). Extra points may be awarded if the team can use another form correctly (They are dancing.) Exercise 8 page 47 go to: a celebration, university, an event, a lecture, a party take: part, place, your time have: a celebration, an event, fun, a lecture, a party, a problem Exercise 9 page 47 1 take 2 go to 3 take 4 Have 5 have Exercise 10 page 47 1 event 2 your time 3 concerts 4 party/celebration Exercise 11 page 47 Answers will vary. LISTENING 2 Learning objectives • Understand key vocabulary for holidays – celebrate, costume, dish • Use visuals to identify topics in a conversation about holidays and celebrations • Listen and complete the main ideas in a detailed set of notes • Listen and understand detailed information • Listen and identify phrases signalling examples • Synthesize information from interviews about festivals and a conversation about holidays and celebrations, and evaluate advantages and disadvantages Lead-in Books closed. Ask students: Do you eat any special food during celebrations in your country? Encourage as many ideas as possible and ask follow-up questions, such as: Do you eat this at home or in a restaurant? Do you invite family or friends to share it? Do you stay in your home or go to other people’s homes?. Also ask students: Do you use special decorations for celebrations in your country? Do you usually give gifts? Do you do any special activities?. Exercise 1 page 48 a dish b fireworks c parade d celebrate e gift(s) f costume g decorate(d) Exercise 2 page 48 a fireworks, celebrate b parade, celebrate, costume c decorate/decorated, dish, celebrate Exercise 3 page 48 Answers will vary. Exercise 4 page 49 1 Thanksgiving 2 Family 3 Traditional 4 Food 5 Canada 6 US 7 Pumpkin pie 8 Stuffing 9 Decorations 10 Autumn colours 11 Activities 12 Canada 13 US 14 reasons Exercise 5 page 50 1 F; He likes it because everyone can celebrate it. 2 F; Potatoes, corn and cranberries are from the Americas. 3 F; In the eastern US, sometimes oysters are used in the stuffing. 4 T 5 T Exercise 6 page 50 1 like 2 such as 3 For example 4 for instance Be flexible Students think of a festival or celebration they know about. In pairs, they give examples of the event’s food, decorations and activities, using phrases they heard in Exercise 6 (like, such as, for example, for instance). For a bigger challenge, put the students in new pairs. Each has to report to the new partner on what the previous partner said, again, offering examples of the event’s food, decorations and activities. Exercise 7 page 50 1 like; such as 2 for example; for instance Exercise 8 page 50 Answers will vary. CRITICAL THINKING Learning objectives • Understand a text about a festival • Decide which events you would enjoy the most • Select information from a text to best support your arguments • Evaluate a poster and make suggestions for improvements
UNIT 2 81 TEACHER DEVELOPMENT BE INFORMED è Creating a persuasive argument is an important skill for students because: (1) Arguing is a difficult skill intellectually as well as linguistically, and so students need as much practice as possible; (2) It is important to be able to argue in different ways, depending on the audience; (3) It is important for students to understand the strategies for composing and developing a strong argument. BE CONFIDENT è Develop this skill for yourself by doing the following activity: 1 Complete the table with positives and negatives for the two statements below. Positives Negatives Critical thinking is best taught within ELT, rather than as a separate subject. Parents should come to a critical thinking lecture at the start of every academic year, so they understand more about it. 2 Look at what you have written. Based on this information, are you more positive or negative about each of these statements? What would you try and persuade somebody to think about them? Lead-in Students begin to think about the Speaking task that they will do at the end of the unit. Give them a minute to look at the box. As a class, you could spend a few minutes brainstorming some ideas for festival events for the Speaking task. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 51–53. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE As an optional project / homework extension to Exercise 6, students can create their own poster for National Day, or an event within it. They could print them and display them in class, or else share them electronically. Exercises 1–6 pages 51–53 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è How interested were your students in the main topic in the critical thinking section? If they were not that interested, is there a way you could have made it more interesting, e.g. with some background information about the UAE, or asking them to do some research before the lesson? è Is there anything that you do in your lessons which you think your colleagues might also like to try out? Could you persuade them to do this? How could you try and achieve this? BE COLLABORATIVE Your development is more meaningful when it’s shared. See page 14 for ideas on how to peer- collaborate. Why not share what you learnt in the Be ready section? PREPARATION FOR SPEAKING Learning objectives • Use phrases to make suggestions – Visitors should try to go to the cake shop. Why not try this activity? How about driving to the festival? • Use phrases to respond to suggestions – That’s a great idea! I’m not sure that’s a good idea. Exercise 1 page 54 1 You could look at this online. 2 How about starting with cake? 3 Why not try it yourself? Exercise 2 page 54 2, 4, 5, 6 Exercise 3 page 54 2 Why not 3 Shall we 4 How about 5 I’d suggest 6 Can we think about
82 LISTENING, SPEAKING & CRITICAL THINKING 2 Exercise 4 page 55 1 Shall 2 How about / Can we think about 3 could 4 how about / can we think about 5 could / shall Optional activity Role play: Tell students to imagine they are going to a festival or celebration. With a partner, they have to create a dialogue in which they are at the event and discussing which activities they want to see and do. They must use language that makes suggestions. Exercise 6 page 55 No: (Oh,) I am not sure that’s a good idea; (Hmm,) I might want to see some other things. Yes: OK. Good idea; Yeah, that sounds good; Yeah, I’d love to! That’s a great idea!; Sure! That sounds good. SPEAKING TASK Learning objectives • Prepare to persuade others in a discussion about a festival by reviewing and adding to your notes • Select one event on National Day to attend • Take part in a discussion about which event to attend on National Day • Present your decision and reasons for choosing an event to the class Exercises 1–8 pages 55–57 Answers will vary. RESEARCH PROJECT Research and explain festivals and celebrations. Divide the class into groups and work with them to produce some interview questions for people from different countries about festivals and celebrations. Students could interview people face-to-face or online in other countries. They will need to film / audio record the interview. Students should focus on the type of festival, customs, food, time and its function. Each group will create a short video to explain the different festivals, using extracts from the interviews. Students will first need to create a script or storyboard. They will also have to think about who in the class will direct the video, who will work the camera, who will edit the video, and who will present or narrate the video. CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 Answers will vary. Exercise 3 1 Do you like to cook a big meal for holidays like Thanksgiving? 2 This photo of traditional Japanese New Year’s food looks delicious. How does it taste? 3 I am shopping for a birthday gift for my sister. Do you think she would like this scarf? 4 What music are we listening to now? I don’t know this song. 5 Are you coming to the fireworks festival soon? I’m waiting for you by the park entrance. 6 Does your sister enjoy events like the Festival of Ideas? 7 What do people eat at the winter festival? 8 My parents aren’t home right now. They are having a picnic at the Cherry Blossom Festival. Exercise 4 1 a nice time 2 photos 3 a problem 4 part 5 university 6 events 7 place 8 care Exercise 5 1 traditional 2 enjoyed 3 decorated 4 dish 5 costumes 6 gift 7 entertainment 8 activities Exercise 6A 1 Shall we try going to the art fair? 2 You could try studying at the library. 3 How about taking a cooking class? 4 Can we think about going in the morning? 5 Why not eat out at that good restaurant near your house? Exercise 6B Answers will vary.
UNIT 3 83 UNIT OBJECTIVES Watch and listen Watch and understand a video about fibre optic cables. Listening skill Listen for reasons. Critical thinking Evaluate advantages and disadvantages. Grammar Use can / be able to. Speaking skills Give a spoken report; give additional and contrasting information. Speaking task Present a report about a device or technology. Teacher development Help your students become better at evaluating advantages and disadvantages. THE INTERNET AND TECHNOLOGY UNIT 3 YOUR KNOWLEDGE Background note The photo shows a humanoid robot called InMoov. The robot was constructed in 2011 by the French sculptor Gaël Langevin, using 3-D printing technology. InMoov is unique, because it can be made by anybody with just a simple 3-D printer. The robot is controlled by a computer programme, and it can see, hear, talk and move. It is used in education to teach about 3-D printing, programming and robotics. It is also interesting for engineers and doctors, as it shows how 3-D printers could be used to make prosthetic limbs. Lead-in Write the word technology on the board. Ask students: What do you think of when you see this word? Brainstorm ideas onto the board and encourage students to be as creative and imaginative as possible. page 59 1–3 Answers will vary. 4 Possible answers: It reduces face-to-face communication; We can become too reliant on it; It can harm eyesight and posture; People can become addicted to social media sites or online gaming; It can be abused to manipulate people and opinions. WATCH AND LISTEN Learning objectives • Listen and identify main ideas and details in a video about fibre optic cables • Listen and understand details • Choose an inference about the implications of the information in the video • Practise talking about the internet and technology Exercises 1–2 page 60 Answers will vary. Exercise 3 page 60 1 changes 2 Most 3 bottom 4 suddenly 5 Engineers 6 broken 7 weeks 8 ship Exercise 4 page 61 a 2 b 5 c 3 d 1 e 4 Exercise 5 page 61 1 violent volcanic activity 2 ten years ago 3 Between Taiwan and the Philippines 4 heavy rocks 5 A special ship called the Wave Sentinel Exercises 6–8 page 61 Answers will vary.
84 LISTENING, SPEAKING & CRITICAL THINKING 2 LISTENING 1 Learning objectives • Understand key vocabulary – accident, collect, disabled • Listen and identify consonant sounds – /s/ /ʃ/ and /tʃ/ • Use sound maps to organize vocabulary by sound • Listen and complete a detailed set of notes on a radio programme about robots • Listen for signal words and identify reasons • Use signal words to link reasons and results • Give opinions about robots Lead-in Write the word robot on the board and elicit from students what they think a robot is and what it does. (A robot is a machine that is programmed to do mechanical tasks in the way of a human.) Encourage students to be as creative and imaginative as possible in their ideas about what robots can do. Exercise 1 page 62 1 a 2 b 3 b 4 a 5 a 6 b 7 b 8 b Exercises 2–3 page 63 Answers will vary. Exercise 4 page 63 a fish b disabled c suit d pollution e kitchen Exercise 6 page 63 /s/: suit, disabled /ʃ/: fish, pollution /tʃ/: kitchen Exercise 7 page 64 /s/: sort, robots, accident /ʃ/: station, short, wish, ocean /tʃ/: which, match, cheap Exercise 8 page 64 1 sorts 2 cheap 3 wash 4 sea 5 shave Exercise 9 page 64 Answers will vary. Exercise 10 page 64 1 robots 2 cheaper 3 disabled 4 accidents 5 suit 6 in their own homes 7 luxury 8 information collection 9 pollution (in the water) Exercise 11 page 65 Answers will vary. Exercise 12 page 65 1 always really expensive 2 accident 3 new types of robots 4 robotic fish Exercise 13 page 65 1 Thanks to 2 due to / because of 3 Since 4 Due to / Because of Be flexible Students work in pairs. Call out the beginning of sentences and tell them to finish each sentence with since, because of, thanks to and due to. They should think of as many ways to end the sentences as possible. Sentences to give students and possible answers: More businesses are starting to use robots (since robots aren’t as expensive as they used to be). Some disabled people can walk again (thanks to robotic suits). Some people may need robots to help them do housework (due to old age). Scientists use robotic fish (because of pollution in the ocean). To provide a bigger challenge, students can then think of their own sentences about robots. Give a point for each correct sentence. The pair with the most points wins. Exercise 14 page 65 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Use can/can’t and am/is/are (not) able to describe ability in the present – Robots are able to help people in their everyday lives. She can’t do housework easily. • Use was/were (not) able to and couldn’t to talk about ability in the past – He wasn’t even able to sit up on his own when a visitor came. He was able to stand up when he finally put on the robotic suit. He couldn’t feel his legs when doctors touched them. • Describe actions and equipment related to technology – I often use Wi-Fi. I forgot my password. I log in to my email every day. • Organize technology vocabulary by parts of speech
UNIT 3 85 Exercise 1 page 66 1 am able 2 was able to 3 wasn’t able to 4 couldn’t 5 wasn’t able to 6 Are you able to 7 Were you able to Exercises 2–3 page 67 Answers will vary. Exercise 4 page 67 1 turn; on 2 mouse / keyboard 3 log in 4 Wi-Fi; go online / log in 5 the cloud 6 shut down / turn off Exercise 5 page 68 Answers will vary. Exercise 6 page 68 verbs: charge, surf, text nouns: apps, battery, charger, keys, text Exercise 7 page 68 1 keys 2 apps 3 surf 4 text 5 battery 6 charger; charge Exercise 8 page 68 Answers will vary. LISTENING 2 Learning objectives • Understand key vocabulary for computers and memory – stupid, memory, research • Listen for and practise saying /e / and /æ/ correctly in sentences with linking words • Listen and complete a set of detailed notes on a report about computers and memory with main ideas and details • Describe how you store information • Synthesize information from a radio programme about robots and a report about computers and memory in a discussion Lead-in Ask students a few basic questions to check their memory (Do you know your / your mother’s mobile phone number? When did World War II begin and end? When did the Euro become official currency?). Ask students how they find out answers they don’t know. Ask them if they think computers affect their memory and if so, how? Exercise 1 page 69 Answers will vary. Exercise 2 page 70 a research b stupid c file d location e memory Exercise 3 page 70 1 You will hear the main ideas and additional information. 2 You will hear the main ideas as well as additional information. Exercise 5 page 71 1 d 2 weak 3 weak Exercise 6 page 71 1 memory 2 difficult 3 websites 4 information 5 lazy Exercise 7 page 71 6 information 7 answer 8 how 9 put 10 facts 11 location 12 find Exercises 8–10 page 72 Answers will vary. Be flexible Memory game: If the class is around 12 students, this can be done as a whole-group activity. If the class is large, divide students into several large groups. Tell them that they are going to invent a robot and they have to think of one sentence to describe what the robot can and can’t do. Encourage them to use can and can’t and vocabulary for technology. Each group should stand in a circle. The first student says his/her sentence (Possible sentence: Our robot can cook dinner every night.) The second student repeats the first student’s sentence, and then adds his/her own (Our robot can cook dinner every night and it can help us do our homework.) This should continue around the circle, with each student adding the previous students’ sentences. Follow-up discussion can be whether students think they have a good memory or not. For a bigger challenge, ask students what they think the limit is on the number of (unrelated) things they can remember. (Estimates range between four and seven). Ask for suggestions on how to improve their memory of lists like this (examples could include writing things down rehearsing and mnemonics). CRITICAL THINKING Learning objectives • Evaluate a set of opinions about using computers • Analyze the advantages and disadvantages of a type of technology • Evaluate another student’s ideas • Evaluate the importance of the advantages and disadvantages you listed
86 LISTENING, SPEAKING & CRITICAL THINKING 2 TEACHER DEVELOPMENT BE INFORMED è Evaluating advantages and disadvantages is an important skill for students because: (1) When students think about the advantages and disadvantages of a particular topic, they may simply count the number of each and decide that the one with the most has the best argument; (2) Instead, students need to develop evaluation skills, so they can judge the quality of different arguments; (3) If students are unable to do this, then their arguments are likely to be weak and unbalanced. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Look at the following opinions about critical thinking. Decide if they are advantages or disadvantages. Are the advantages or the disadvantages more important? Why? • Students often don’t like doing critical thinking. • Being able to think critically can help students get into their university of choice. • Students find doing critical thinking hard work. • Critical thinking is an important skill for improving the quality of spoken and written content. • Doing critical thinking in English classes means there is less time for developing grammar and vocabulary. • Students may not think critical thinking is relevant to their everyday lives. • Critical thinking can help young people succeed in a world which is changing quickly. Lead-in Students begin to think about the speaking task they will do at the end of the unit. Give them a minute to look at the box and ask you any questions they might have. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 73–74. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE When doing Exercises 4 and 5, you could also get students to compare different types of technology (e.g. internet TV and video conferencing) to see whether they have similar advantages (e.g. both have clear visuals) and disadvantages for each (e.g. may have streaming issues). Exercise 1 page 73 Possible answers: advantages: 2 and 3 disadvantages: 1, 4 and 5 Exercises 2–5 pages 73–74 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Think about the disadvantages to critical thinking which you identified in Be confident. How could you respond to or solve these challenges with your students? è Were your students particularly motivated or interested in this section because the focus was on computers, smartphones and tablets? If so, think about how you could build on this in future sessions. BE COLLABORATIVE Your development is more meaningful when it’s shared. See page 14 for ideas on how to peer-collaborate. Why not share the evaluation activity you did in Be confident? PREPARATION FOR SPEAKING Learning objectives • Use linking words and phrases to supply contrasting ideas – but, however, on the other hand • Use linking words and phrases to supply additional information – and, and also, as well as • Apply the criteria for a good introduction to choose the best introduction to a talk • Apply the criteria for a good conclusion to choose the best conclusion to a talk
UNIT 3 87 Exercises 1–2 page 75 1 However 2 but 3 On the other hand / However 4 but / however Exercise 3 page 75 different information Exercise 4 page 76 additional information Exercise 5 page 76 1 a and b but 2 a but b and also 3 a as well as b However, Exercise 6 page 76 1 b 2 b Exercise 7 page 77 Answers will vary. Exercise 8 page 77 finish SPEAKING TASK Learning objectives • Prepare to present a report by completing an introduction and stating your arguments • Prepare to use linking words to state your arguments • Prepare a conclusion for your report • Present a report on a technology • Give feedback on another student’s talk Exercises 1–7 pages 77–78 Answers will vary. RESEARCH PROJECT Research and explain cutting-edge technology. Divide the class into groups and assign each group a theme to do with technology, e.g. materials, computing, travel, space or food. Tell the class that they will be researching these different themes and then presenting them to the rest of the class. Each group will need to think about their theme as it is now, and how it may be developed in the future. Each group will then prepare a ten-minute presentation, including time for questions. Students could develop presentation slides with their final research and refer to this during their presentation. CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 couldn’t 2 can 3 couldn’t 4 Were 5 could 6 couldn’t 7 wasn’t able to 8 Are you able to Exercise 4 1 you need to go online. 2 I need to charge it. 3 log on to my work PC 4 turn off my smartphone 5 an app 6 keyboard 7 the cloud 8 charger Exercise 5 1 disabled 2 luxury 3 collected 4 location 5 memory 6 research 7 stupid 8 developed Exercise 6A 1 but 2 on the other hand 3 too 4 However 5 and 6 too 7 and 8 but Exercise 6B Answers will vary.
88 LISTENING, SPEAKING & CRITICAL THINKING 2 UNIT OBJECTIVES Watch and listen Watch and understand a video about the impact of oceans on climate. Listening skill Predict ideas from research. Critical thinking Evaluate effects. Grammar Use gerunds and infinitives; use future forms. Speaking skill Use linking words to explain cause and effect. Speaking task Give a presentation about climate change. Teacher development Help your students become better at evaluating effects. WEATHER AND CLIMATE UNIT 4 YOUR KNOWLEDGE Background note The photo shows dark storm clouds and lightning over Monument Valley in Arizona, the USA. The valley is famous for its small, flat-topped hills with very steep sides. Monument Valley has a desert climate with hot summers and cold winters. In the summer, the temperature can reach around 38°C, but it usually drops significantly at night. Winters are cold and there is occasional snow, although it is unusual for the temperature to drop below freezing. Lead-in Ask students: What’s the weather like today? Write the weather vocabulary they give on the board. Ask them: What’s the weather like in [month]? Then ask them if they know of any other different types of weather from different places in the world. page 81 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand details in a video about the impact of oceans on climate • Understand the main ideas in the video • Make an inference about the speaker in the video’s implications • Practise talking about climate and lifestyle Exercise 1 page 82 1 There are five oceans: Arctic, Atlantic, Indian, Pacific, Southern 2 Almost 70% 3 Answers will vary. Exercise 2 page 82 1 b, c, d 2 a, e 3 c 4 Answers will vary. Exercise 3 page 83 1 c 2 a, b 3 d, e 4 mainly e Exercise 4 page 83 1 False 2 True 3 False 4 False 5 False 6 True 7 False Exercise 5 page 83 1 b 2 d 3 c 4 e 5 a Exercises 6–7 page 83 Answers will vary. LISTENING 1 Learning objectives • Listen and identify a speaker’s mood from their intonation • Practise using intonation to sound interested or bored • Understand key vocabulary for weather and mood – angry, cool, energy • Use your knowledge to predict the content of a presentation about weather and mood • Listen and complete an ideas map with notes on main ideas • Listen and identify reasons and detailed information • Describe personal experience on the topic of weather and its impact on mood
UNIT 4 89 Lead-in Ask four students to tell you what they plan to do over the coming weekend. For the first two, respond with an interested really and the second two with a bored really. Then ask the class: Do I think all those answers were interesting? (no). Then ask the students: How do you know? (because of the way you said really). Ask students: Do you think it’s important to sound interested when you are listening to somebody? (yes). Why is it important? (because it’s polite and we want to encourage the speaker to continue speaking). Exercise 1 page 84 1 N 2 I 3 N 4 I 5 N Exercise 2 page 84 1 Possible answer: Intonation helps you understand others’ moods and interest. 2 Possible answer: If you use the wrong intonation, people might misunderstand your mood or interest. Be flexible Students work in pairs. Give them a simple dialogue. Assign some pairs to read the dialogue in an interested way and others to read it in a bored way. The class should choose the correct mood of each conversation. For example: A: Hi. B: Hello. How are you? A: Good. It’s my last day of school. I’m going on holiday tomorrow. B: Are you? A: Yes. What about you? Are you almost finished? B: No, I still have to write a research report. A: Really? What about? B: The rainforest in Brazil. A: Well that sounds interesting. B: Yes, I suppose so. Challenge stronger students to write their own dialogue in pairs and then act it out for the class. The class should then interpret the intonation that is used as interested or not interested. Exercise 3 page 85 1 humid 2 dry 3 upset 4 cool 5 energy 6 angry 7 prefer Exercise 4 page 85 Answers will vary. Exercise 5 page 86 1 more upset / worse 2 tired 3 energy 4 to work 5 angry / angrier Exercise 6 page 86 1 c 2 a 3 d 4 b Exercise 7 page 86 1 Fourteen 2 Thirteen 3 light 4 more Exercise 8 page 87 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Choose the correct verb form to use after particular verbs – We want to learn more about global warming. I enjoy learning about science. • Use will and going to to talk about decisions and plans – I think global warming is terrible, so I will do more to stop it. I’m going to present information about the forests next week. • Use will and going to to talk about predictions for the future – I will / am going to get a great job. Exercise 1 page 87 1 c and e 2 b and d 3 a 4 c 5 b and d Exercise 2 page 87 1 prevent 2 cut down 3 save 4 do 5 cause Exercise 3 page 88 1 learning 2 to think 3 to visit / visiting 4 to watch 5 to go 6 listening 7 to study 8 to tell / telling Exercises 4–5 pages 88–89 1 to learn / learning 2 to go 3 to read / reading; to attend / attending 4 to study 5 talking 6 walking 7 to visit 8 to watch / watching 9 to invite / inviting Optional activity Review present tense question forms from Unit 2. Give students a list of verbs and actions. They have to form questions using either gerunds or infinitives correctly, and then ask each other the questions. They have to decide which verbs can go with which actions. More than one answer may be correct. Verbs: need, prefer, want, start, enjoy, like Actions: study English, ride a bicycle, exercise, go to graduate school, cook dinner every day, watch scary films Possible questions: ‘Do you need to cook dinner every day?’ ‘Do you enjoy riding a bicycle?’ ‘Do you prefer to watch/watching scary films?’
90 LISTENING, SPEAKING & CRITICAL THINKING 2 Exercise 6 page 90 1 am leaving 2 am going to do 3 am going; will come 4 is talking / is going to talk 5 are going to drop 6 will be / are going to be Exercises 7–8 page 90 Answers will vary. LISTENING 2 Learning objectives • Listen for and practise saying /ɒ/ and /əʊ/ correctly in sentences about the environment • Use a visual to predict the content of a news report about an animal • Understand key vocabulary for the environment – unusual, become, discover • Read and summarize three main ideas in a text about climate change • Read background information to predict the content of a news report about an animal • Listen and complete a set of detailed notes with main ideas • Listen and identify details • Prepare and present ideas on a problem caused by climate change • Synthesize ideas from a presentation about weather and mood and a news report about an animal in a discussion about global warming Lead-in Ask the class to think of different types of animals. List answers on the board. Then ask students if any of them are endangered. If yes, elicit reasons why these animals might be endangered. Exercise 1 page 91 Group A: 1; Group B: 2 Exercise 2 page 91 1 don’t 2 want 3 stop 4 known 5 cost Exercises 3–4 page 91 Answers will vary. Exercise 5 page 92 1 believe 2 look after 3 disappear 4 carefully 5 discover 6 become 7 unusual 8 save Exercise 6 page 92 Possible answers: 1 climate or weather of forest 2 damage to the forest and its animals 3 research about the forest Exercise 7 page 92 Answers will vary. Exercise 8 page 93 2, 3, 5 Exercise 9 page 93 Answers will vary. Exercise 10 page 93 1 problems 2 Cut 3 Damages 4 rain 5 45 6 disappear Exercise 11 page 94 1 a 2 b 3 a 4 a 5 b Optional activity Tell students to divide a piece of paper in half. They write clock on one half and phone on the other. Play Listening 2 again. When students hear a word with the same vowel sound as clock, they hold up that paper. When they hear the same vowel sounds as phone, they hold up the other paper. Alternatively, do the same exercise with song lyrics that have those vowel sounds. Exercise 12 page 94 North America: water shortages / drought Brazil: damage to (rain) forests / forest fires Pakistan: floods Exercises 13–14 page 94 Possible answers: 1 Wildlife won’t find water to drink and plants won’t grow well, if at all, so there will be food shortages. 2 Damage to rainforests will cause wildlife to die or to move to new areas. 3 Wildlife will need to move to new areas to find dry land. Exercise 15 page 94 Answers will vary. CRITICAL THINKING Learning objectives • Compare your ideas about climate change in the Arctic with a fact file • Understand cause and effect in climate change in the Arctic • Evaluate events to decide if they have a cause- and-effect relationship • Complete a cause-effect chain about climate change in the Arctic • Create a cause-effect chain for climate change in another (type of) region
UNIT 4 91 TEACHER DEVELOPMENT BE INFORMED è Evaluating effects by using a cause-effect chain is an important skill for students because: (1) Students commonly mix up ‘time’ relationships (i.e. where one thing happens after another thing) and ‘causal’ relationships (i.e. where one thing happens because of another thing); (2) When developing arguments, it is essential to not mix up these relationships; (3) Creating cause-effect chains is a very useful skill in all academic subjects. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Complete the cause-effect chain using the following phrases. Write them in the appropriate box. A Students incorporate these skills into their academic practice. B Students develop good critical thinking skills. C Students can graduate with a good degree, or get promotion at work, especially if they continue to develop these skills. D These skills can help students in either their working lives, or at college / university. Teacher has a positive attitude towards, and a good understanding of, critical thinking (1) (2) (3) (4) Lead-in Students begin to think about the speaking task they will do at the end of the unit. Give them a minute to look at the box and ask you any questions they might have. It might be useful to give some of the preparation work for the final task as homework. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 95–97. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE If you think your class may already have a decent understanding of environmental issues, get them to do Exercise 1 initially with the book closed. They can generate their own ideas before looking in the book. Exercises 1–2 page 95 Answers will vary. Exercise 3 page 96 2 sea levels rise 3 polar bears and other animals lose sea ice to hunt from 4 local people lose food sources For the arrows: Melting polar ice could cause temperatures to rise; sea levels rising could cause polar ice to melt. Exercise 4 page 96 Possible answers: The cause-effect chain is a clear visual representation of how separate events are connected. It is easy to look at and refer to in a presentation. Exercise 5 page 97 Answers will vary. Possible answers: Africa: Temperatures rise. ➝ By 2050, up to 600 million people won’t be able to get drinking water. ➝ Shortage of clean water will help diseases spread. ➝ Drought will stop farmers from growing food. ➝ Some land areas will be under the sea. ➝ Some areas may lose up to 60% of animal species. California: Temperatures rise. ➝ Heat waves occur. ➝ Less water is on the land. ➝ Drought occurs. ➝ Trees die. ➝ Wildfires occur. ➝ People lose homes and jobs. Low-level lands: Temperatures rise. ➝ Ice on land melts around the world. ➝ Sea levels rise. ➝ Low-level land around the world floods. ➝ Land areas go under water. ➝ Some people lose their home or country. ➝ People have to find new homes or countries to live in. Exercise 6 page 97 Answers will vary.
92 LISTENING, SPEAKING & CRITICAL THINKING 2 TEACHER DEVELOPMENT Think about the following questions: è Do you agree that there is a clear causal relationship between the stages of the cause-effect chain in the Be confident section? (The correct order is 1B, 2A, 3D, 4C.) Why / Why not? è You are now halfway through teaching the critical thinking materials in this level. How do you think it is going so far? Are the students enjoying critical thinking? Do they understand it? Is there anything you could be doing differently? BE COLLABORATIVE Your development is more meaningful when it’s shared. See page 14 for ideas on how to peer- collaborate. Why not share the cause-effect chain from Be confident with a colleague? PREPARATION FOR SPEAKING Learning objectives • Use linking words to introduce causes – because, because of, due to • Use linking words to describe effects – so, therefore, consequently • Describe the relationship between burning fossil fuels and climate change, using linking words for causes and effects • Describe the relationship between burning fossil fuels and climate change, using key vocabulary – melt, smoke, trap Exercise 1 page 98 1 a cause b effect 2 a cause b effect 3 a effect b cause Exercise 2 page 98 1 so 2 Therefore 3 As a result Exercise 3 page 98 Possible answers: 2 As a result, more people had jobs. 3 So governments feel they need to take more action. 4 Therefore we need to find ways to protect them. 5 So I need to apply for a new one. 6 As a result, we keep in touch with our friends more often. Exercises 4–5 page 98 Answers will vary. Possible answers: 1 The village flooded because of the heavy rainfall. 2 More people had jobs because of the new factory. 3 Governments may feel they need to take more action on global warming because more people are interested in it. 4 We need to find ways to protect rainforests because they are getting smaller. 5 I need to apply for a new passport because I’ve lost my old one. 6 We keep in touch with our friends more often due to easier communication. Exercise 7 page 99 Possible answer: Homes, factories, cars and planes all burn fossil fuels. ➝ gases and smoke rise into the sky. ➝ heat is trapped in the Earth’s atmosphere. ➝ temperatures rise. ➝ ice caps in the Arctic and Antarctic melt. ➝ global warming occurs / temperatures rise more. Exercise 8 page 99 Possible answer: Homes, factories, cars and planes all burn fossil fuels. As a result, gases and smoke rise into the sky. Consequently, heat is trapped in the Earth’s atmosphere. Therefore, temperatures rise. As a result, ice caps in the Arctic and Antarctic melt and so global warming occurs. SPEAKING TASK Learning objectives • Prepare for a group presentation about climate change by reviewing and adding to a cause- effect chain and allocating roles • Prepare to use linking words to describe the causes and effects of climate change • Give a group presentation on the effects of climate change on a (type of) region • Listen and ask questions about other students’ presentations about climate change • Suggest solutions to the problem of climate change in a discussion Exercises 1–6 page 100 Answers will vary.
UNIT 4 93 RESEARCH PROJECT Create a website to explain weather phenomena to children. Divide the class into groups and assign each group a weather phenomenon such as rain, hail, wind, cloud, fog, snow and dust storms – or even tornadoes, hurricanes, cyclones or typhoons. Each group will need to find out how and why these phenomena occur and collect relevant video, audio and images. Students could use online tools to share ideas. Students then use this information to create a website or eBook explaining the weather phenomena in a simple way to children. You can find guides and eBook software by searching online for ‘create eBook’. The website/eBook could include the media collected by each group and quizzes for the children. The class can then find ways to publicize their creation to local schools as a resource. CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 cut down trees 2 do research 3 prevent global warming 4 cause forest fires 5 save wildlife 6 prevent forest fires Exercise 3 1 ’m taking 2 will probably 3 are going 4 ’m going to 5 ’ll 6 ’m going to 7 will probably 8 are going to Exercise 4 1 look after 2 humid 3 upset 4 unusual 5 becoming 6 save 7 cool 8 energy Exercise 5 Answers will vary. Exercise 6A 1 consequently 2 so 3 As a result 4 Because 5 Because 6 therefore Exercise 6B [5] I had nowhere else to live, so I’m staying with my parents again. [2] Without a car, I wasn’t able to travel to work. Consequently, I lost my job. [4] I didn’t pay my rent; therefore, I lost my flat. [1] I was late for work and driving too fast. As a result, I crashed my car. [3] Because I didn’t have a job, I had no money to pay the rent on my flat.
94 LISTENING, SPEAKING & CRITICAL THINKING 2 UNIT OBJECTIVES Watch and listen Watch and understand a video about a chess master playing against a computer. Listening skills Listen for bias; listen for supporting opinions. Critical thinking Build a strong argument. Grammar Use the zero conditional and the first conditional; use adverbs of degree. Speaking skills Emphasize a point; ask for and give clarification. Speaking task Have a discussion about money in sport. Teacher development Help your students become better at building a strong argument. SPORTS AND COMPETITION UNIT 5 YOUR KNOWLEDGE Background note The photo shows the Formula One Grand Prix at Yas Marina Circuit in Abu Dhabi, the UAE. Formula One, or ‘F1’, is one of the world’s premier car racing competitions. A Formula One season consists of a series of races known as Grand Prix. The Yas Marina Circuit in Abu Dhabi is the only race that is held in the evening and is the last race in the F1 season. In the past, Formula One was limited to Europe but it has now become a global competition. It is one of the most popular sporting events worldwide – attracting over 400 million viewers in over 150 countries. Lead-in Ask students: What do we call it when I ask you to do something in groups and the person/group that finishes first is the winner? to elicit race. Write race on the board. Ask students if they can think of different sports races, to elicit ideas such as running, horse, camel, bicycle/bike/cycle, Formula One. Accept any reasonable suggestions. Point out that apart from running, these collocate with race. page 103 1 The photo shows a Formula One / motorsport race. 2–3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand the main ideas in a video about chess • Listen and identify the sequence of events in a video about chess • Listen and identify details • Make inferences about the skills involved in chess • Practise talking about computers, games and intelligence Exercise 1 page 104 Answers will vary. Exercise 2 page 104 1 and 2 are true Exercise 3 page 104 1 F; Humans began playing chess nearly 1,500 years ago. 2 F; Garry Kasparov played a famous chess match against a computer. 3 T 4 T 5 F; A genius like Kasparov can think about three moves in a second. Exercise 4 page 105 a first game b second game c second game d first game e first game f second game Exercise 5 page 105 1 a 2 b 3 b 4 b 5 b Exercises 6–7 page 105 Answers will vary.
UNIT 5 95 LISTENING 1 Learning objectives • Gain awareness of emphasis and intonation when speakers correct themselves • Practise using intonation and emphasis to stress correct information • Understand key vocabulary for Sports Science – champion, compete, intelligent • Listen, identify and correct main ideas in a presentation about a Sports Science project • Listen and complete a set of detailed notes on unusual sports • Identify phrases used for correcting mistakes Lead-in Say to students: OK, we’re going to have a test tomorrow … Oh, sorry I mean on the day after tomorrow. Make sure you clearly emphasize the correct day. Ask students: What did I do there? (gave the wrong information). Tell students that when people speak, they sometimes make mistakes and correct themselves. If they correct themselves, they often emphasize the correct version. They do this with intonation and stress to make sure the people listening hear the change clearly. Exercise 1 page 106 1 Rosson 2 golf 3 6.00 4 Gymnastics 5 Colombia Exercise 2 page 106 1 The correct and incorrect words. 2 down Exercise 3 page 106 1, 2, 5 Answers will vary. 3 Formula One drivers don’t race on motorbikes, they race in cars. 4 We don’t use a football to play golf. We use a golf ball. Exercises 4–5 page 107 1 strong 2 intelligent 3 compete 4 champion 5 kick 6 hit Exercise 6 page 107 a 2 b 3 c 4 d 1 Exercise 7 page 108 1 intelligent 2 hit 3 chess 4 boxing 5 (soft) tennis 6 street 7 money 8 break 9 six 10 hardest 11 feet 12 head 13 Malaysia 14 schools Exercise 8 page 108 1 boxing chess 2 golf ball tennis ball 3 a week 6 days 4 Indonesia Malaysia Exercise 9 page 109 1 sorry, I mean 2 well, actually 3 or rather 4 no, not Exercises 10–11 page 109 Answers will vary. Optional activity As an alternative to Exercises 10 and 11, put students into groups of four and give each group a familiar sport. Ask them to think of as many facts as they can about the sport. Allow about two minutes for this. Then put students into pairs, each pair from a different group, and ask them to tell their partner about the sport they have chosen. Remind them that if they make a mistake, they should correct it, using the phrases from Exercise 9 and the correct stress and intonation. Allow about four minutes for this, before inviting feedback from the class about the sports they chose. Exercise 12 page 109 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Use the zero conditional to talk about facts – If you play urban golf, you don’t need to go anywhere special. If you hit the ball too hard, you might break something. • Use the first conditional to talk about real possibilities – If you work hard, you will do well in the competition. If James wins the next race, he could compete in the Olympics this year. • Use adverbs of degree to modify adjectives – The runner was not very fast. Tennis is too difficult. The tickets were really expensive. Exercises 1–2 pages 110–111 1 they get to keep the match ball 2 you have to leave the pitch 3 they often get injured 4 you win the game 5 you get three points 6 they will be the champions 7 you will need to buy golf clubs 8 you will have more strength 9 she might / will be successful 10 they might / will cancel it
96 LISTENING, SPEAKING & CRITICAL THINKING 2 Exercises 3–4 page 111 Answers will vary. Exercises 5–6 page 112 2 pretty / really / very / extremely / too (S) 3 really / very / extremely (S) 4 pretty / really / very / extremely (S) 5 fairly / quite (W) 6 fairly / quite (W) 7 too (S) Be flexible Students work in small groups. Write each of the adverbs of degree on small pieces of paper. Each student takes turns selecting a different adverb of degree. They have to use it to make a sentence that describes a sport of their choice. (Possible answers: Playing football is really exciting. Watching tennis on television is fairly boring. The rules of cricket are extremely difficult to learn.) To increase the challenge for more advanced students, tell students to repeat the activity above, but to correct themselves using the expressions they have learnt (e.g., It is fairly difficult, no, I mean, really difficult to play chess well.) and change to a new adverb of degree. Exercise 7 page 112 Answers will vary. LISTENING 2 Learning objectives • Understand key vocabulary for money and sport – competition, fan, cost • Listen and understand bias in a discussion about paying athletes to train • Listen and complete a set of detailed notes on opinions and supporting arguments • Differentiate between supported and unsupported arguments • Synthesize information from a presentation on unusual sports and a discussion about paying athletes to train Lead-in Divide students into small groups. Have them come up with a list of famous athletes (e.g. Serena Williams, Novak Djokovic, Lionel Messi, Naomi Osaka, etc.). Ask students to think about how much these people get paid to play their sport. Have groups rank the athletes from highest paid to lowest paid. Ask why they ranked them the way they did. Where does this money come from? Exercise 1 page 113 a prize b charge c score d cost e salary f fan g support h competition Exercise 2 page 114 1 Andre 2 Ian Exercise 3 page 114 1 Ian is against corporate sponsors because he just enjoys watching sport. 2 Andre is for corporate sponsors because he used to be a sportsperson. Exercise 4 page 114 1 sport 2 make money 3 Five 4 training 5 participate 6 companies 7 amounts 8 employees 9 sign 10 countries 11 adverts Exercise 5 page 115 1 O 2 O 3 S 4 S Exercise 6 page 115 Answers will vary. CRITICAL THINKING Learning objectives • Remember information and arguments about athletes’ pay • Decide whether arguments about athletes’ pay are adequately supported • Create a persuasion map to plan a well- supported argument about athletes’ pay TEACHER DEVELOPMENT BE READY è Building a strong argument is an important skill for students because: (1) Too often, students present arguments based on what they think or feel, rather than what they can show or demonstrate; (2) Arguing in this way is not sufficient at college/university, and students must learn how to use evidence; (3) Having a well-supported and strong argument increases students’ confidence when presenting or writing. BE CONFIDENT è Develop this skill for yourself by doing the following activity:
UNIT 5 97 Read the arguments below. Do they have enough (E) or not enough (NE) support to persuade somebody to agree? (Note: it doesn’t matter whether you agree with these statements; just consider whether they could be used to persuade others.) • Some students are naturally good at critical thinking. • The more students practise critical thinking skills, the more familiar they will become with them, and the better they can execute them. • By sharing their own positive experience of critical thinking, teachers can encourage less confident students to try out new things, and to improve. • Students who are good academically are always good at critical thinking. • For students to develop their critical thinking skills, teachers must create an atmosphere in their classroom where students aren’t afraid to make mistakes. Lead-in Students begin to think about the speaking task that they will do at the end of the unit. Give them a minute to look at the box and ask you any questions they might have. You could give some of the preparation for this as homework. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 116–118. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE An interesting additional task for Exercise 2 is to get students to add evidence to the arguments they marked as ‘NE’ so that they become persuasive. Exercise 1 page 116 Answers will vary. Exercise 2 page 117 1 E 2 NE 3 NE 4 E 5 E 6 E Exercises 3–6 page 117–118 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Follow the Be flexible advice for the exercise you did in Be confident. How could you strengthen the arguments which you thought did not contain enough evidence? è In Exercise 4, students had to work in groups of three or four. Did this work well? Did you set up and manage the exercise well, or could you have done this more effectively? BE COLLABORATIVE Your development is more meaningful when it’s shared. See page 14 for ideas on how to peer-collaborate. Why not share what you learnt in the Be ready section? PREPARATION FOR SPEAKING Learning objectives • Use signal words to emphasize points – obviously, actually, definitely. Sports fans actually like to see adverts with athletes in them. • Use phrases to ask for clarification – I’m afraid I didn’t get that. What do you mean by …? Can you give more detail? • Use phrases to clarify your meaning – Sorry, let me explain …, In other words …, Exercise 1 page 119 1 definitely 2 actually 3 of course Exercises 2–4 pages 119–120 Answers will vary. Exercise 5 page 121 Part 1 1 I: Did you enjoy the game? 2 C: Yes, I thought we played well. We made a few silly mistakes, though. 3 I: Which mistakes did you make? Can you give some more detail? 4 C: Yes, sure. I thought that the ball went outside the court too much. Also, our Tekong jumped off the ground once or twice. 5 I: What do you mean by Tekong? 6 C: That’s the player who serves the ball during the match …
98 LISTENING, SPEAKING & CRITICAL THINKING 2 Part 2 1 I: I hear that people are trying to get sepak takraw included in the Olympics. Do you agree? 2 C: Definitely! I agree that it should be included. It’s already in the Asian Games. 3 I: But even though it is in the Asian Games, can you explain more about why you support it? 4 C: Well, obviously, as a player I support it. But actually, even people who are not players want to see it in the Olympics. 5 I: Can you give some examples of why people want to see this sport in the Olympics? 6 C: Sure. One example is the excitement in the game from the players’ amazing kicks ... Be flexible As an alternative to Exercise 5, photocopy the exercise and cut it into individual sentences. Put students into groups and give each group one set of sentences from Part 1. Ask them to find the first sentence (Did you enjoy the game?). Ask students to put the sentences in order to make a conversation. Next, give each group a set of sentences from Part 2. To make it more challenging, don’t give them the first sentence. Ask them to put the sentences in order, to make a conversation. The first group to do this successfully for both parts is the winner. Circulate, monitor and give assistance where appropriate. If students need extra support, identify the first turn in the sequence. Give students some hints: • What do you expect as an answer to a Yes/No question? Look for an answer among the sentences. • Look for words and phrases that are repeated across the sentences. To increase the challenge, don’t identify the speaker (in other words, don’t include the identifiers I and C with the sentences). Exercise 6 page 121 Possible answers: What do you mean?: Sorry, I don’t understand. Can you explain what you mean? Can you give some more detail?: Can you give an example? / Can you explain what you mean? Exercise 7 page 121 Asking a person to explain more: Can you give some examples? / Can you explain more? Emphasizing: Definitely / obviously / actually Exercise 9 page 121 1 DU 2 EM 3 DU 4 DU 5 EM Exercises 10–11 pages 121–122 Answers will vary. SPEAKING TASK Learning objectives • Prepare to take part in a panel discussion by reviewing and adding to a persuasion map • Take part in a panel discussion about athletes’ pay Exercises 1–4 page 122 Answers will vary. RESEARCH PROJECT Become a sports commentator. Find videos of sports commentators on the internet. When you have found one or two clips, show them to your students so that they can get an idea of the genre of sports commentary. Divide the class into groups and ask students to think about sports played in their own country. Assign each group one of these sports and then ask them to find an example of the sport. Students could search online, visit and film a sporting event, or arrange and film their own sporting event. Each group will create a short video including sports commentary and clips of the event they attended, or an audio-recorded commentary to accompany an online sports video. Students could be spontaneous with their commentary, but they will probably feel more comfortable creating and reading from a script. For videos, each group will have to think about who will work the camera during filming, who will edit the video, and who will provide the commentary.
UNIT 5 99 CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 is 2 might 3 will have 4 will love 5 won’t be able to 6 might 7 might need 8 will Exercise 4 1 Marilyn is an extremely clever footballer. 2 Ian is quite strong. 3 Archie can play chess fairly well. 4 Sandra is quite good at tennis. 5 Karl is really good at karate. 6 Laura is fairly well-known as an athlete. 7 Rachel is not very good at sport. 8 Lydia is a pretty awful basketball player. Exercise 5 Answers will vary. Exercise 6A 1 I mean it’s in the city, not in the countryside. 2 Obviously, it’s good for your health. 3 It actually makes the game more fun! 4 Right, let me explain more clearly. 5 Sure. Look, there are three rules. The first one … 6 Can you give me an example of what I could do, please? Exercise 6B Answers will vary.
100 LISTENING, SPEAKING & CRITICAL THINKING 2 UNIT OBJECTIVES Watch and listen Watch and understand a video about food in coffee shops. Listening skill Listen for numbers. Critical thinking Identify solutions to problems. Grammar Use comparatives and superlatives. Speaking skill Give advice. Speaking task Give advice to a failing business. Teacher development Help your students become better at identifying solutions to problems. BUSINESS UNIT 6 YOUR KNOWLEDGE Background note The photo shows an office worker at the offices of the online retailer Zappos. The woman is sitting in a cubicle in a messy office. There are books, novelty toys, plants and boxes everywhere. There are lots of cubicles and chairs, with people working close together. An office worker could do many different types of jobs, such as finance and accounting, administration, sales and marketing, or project management. Lead-in Ask students: How do you go to work? or How do your parents go to work? Write up all answers on the board. Then ask students: How far do you / your parents have to travel? Find out who lives nearest to their work and who lives furthest away. Then ask: How long does it take you / your parents to get to work? Find out who has the shortest and the longest journey times. Ask students: Do you / your parents like making this journey every day? Why / Why not? page 125 1 She is working in an office, probably doing an administrative job. 2–4 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and identify details and main ideas in a video about chains of coffee shops • Make an inference based on the information in the video • Practise talking about coffee shop businesses Exercises 1–2 page 126 Answers will vary. Exercise 3 page 127 1 b 2 b 3 a 4 b 5 a Exercise 4 page 127 1 Costa Coffee 2 a British 3 food 4 lunch 5 headquarters 6 quality Exercise 5 page 127 b Exercises 6–8 page 127 Answers will vary.
UNIT 6 101 LISTENING 1 Learning objectives • Understand key vocabulary for work – break, colleague, project • Gain awareness of how different types of numbers are pronounced • Say different types of numbers correctly – 48%, 6,001, 31.5 • Listen and complete a set of detailed notes on a conversation about a student project with the missing numbers • Evaluate ideas for reducing wasted time at work • Express personal opinions on work-related issues Exercise 1 page 128 1 earn 2 colleague 3 spends time 4 wastes time 5 profit 6 project 7 break Lead-in Write random numbers on the board and ask students to say what they are. The numbers can get larger, to check students know how to say them correctly. Begin to add in the example numbers in the box (1/2, 1/3, 0.27, 004 41789 830, 27%). Elicit the correct way to say them. Students read the information in the box to check their answers. Exercise 2 page 129 1 forty-eight percent 2 a half / one half 3 a fifth / one fifth 4 thirty-one point five 5 a hundred and three / one hundred and three / one-oh-three 6 one thousand, five hundred and forty 7 six thousand and one 8 nought point nought one Exercise 4 page 130 1 half 2 emails 3 31.5 4 15 5 jobs 6 earn 7 clothes 8 19 9 salaries Exercise 5 page 130 1 F; Alika has not finished her research project. 2 T 3 F; She looked at how people spend and waste their time at work and why they don’t work hard at their jobs. 4 T 5 F; She says productivity depends on how hard people work or how fast workers make things or provide services. Exercise 6 page 131 Suggested answers: 1 5% of people wasted time at work texting friends and making plans for after work. 2 15% of people wasted time at work taking long coffee and lunch breaks. 3 31.5% of people wasted time at work talking to colleagues. 4 48% of people wasted time at work surfing the internet or writing personal emails. 5 33.5% wasted time because they didn’t earn a good enough salary. 6 19% wasted time because they had to work too many hours. Exercises 7–8 page 131 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Compare quantities – People wasted the most time on the internet. People spent the least time texting friends. People spent more time talking to people than taking long breaks. • Use various structures with adjectives to make comparisons – This is less important than that. This is the least important idea. It is not as important as that. My salary is (not) as high as yours. My salary is the lowest. • Compare different work activities in a discussion about happiness at work • Gain awareness of separable and inseparable phrasal verbs – I took part in the discussion. I found out some information. I wrote everything down. • Ask and answer questions using the correct form of phrasal verbs Exercise 1 page 132 1 on the phone 2 in meetings / on the phone 3 working at a desk 4 taking breaks / working at a desk Exercise 2 page 132 Possible answers: 2 The most amount of time is spent / People spent the most amount of time helping somebody else with their work. 3 More time is spent / People spent more time waiting for someone to finish their part of a project than going to meetings. 4 Less time is spent / People spent less time going to meetings than waiting for someone to finish their part of a project. 5 The least amount of time is spent / People spent the least amount of time filling in papers and forms. Exercise 3 page 134 1 more important than 2 good as 3 worse than 4 more serious than 5 the funniest 6 the most interesting Exercise 4 page 134 Answers will vary.
102 LISTENING, SPEAKING & CRITICAL THINKING 2 Be flexible Ask students to write four to six sentences using comparatives and superlatives. Start by eliciting some examples from the group work in Exercise 4. Write the examples on the board, e.g. Lina thinks the most exciting job in the world is a doctor. Most people prefer to do a job inside. Circulate, monitor and give assistance where appropriate. You can provide more structure to this exercise by presenting the class with three things/people to compare. You can use visuals or just the words. It could be three sports figures, movie stars, cities, tourist destinations, etc. Start by brainstorming as a class the features that could be compared. Make sure students know that comparisons will be between two of the items, whereas superlatives focus on one out of the whole group. Exercise 5 page 134 Possible answers: 1 Friendly colleagues is the least important thing to employees. 2 Great benefits are less important than interesting work to employees. 3 Interesting work is more important than friendly colleagues to employees. 4 Friendly colleagues are less important than great benefits to employees. 5 The company doing important work is less important than good pay to employees. Exercises 6–7 pages 134–135 Answers will vary. Exercise 8 page 135 1 wrote; down 2 ran out 3 wrote down 4 took over 5 found out 6 looked at 7 get by Exercise 9 page 136 1 run out 2 found out 3 look at 4 get by 5 wrote; down 6 take over Exercise 10 page 136 2 f 3 e 4 a 5 b 6 d Exercise 11 page 136 Answers will vary. LISTENING 2 Learning objectives • Understand key vocabulary for business consultancy – careless, customer, goal • Listen and complete a set of detailed notes on a conversation about business problems and solutions • Listen and identify speakers’ reactions to ideas • Make inferences about the speakers’ past discussion and their emotional responses • Synthesize information from a conversation about a student project and a conversation about business problems in a discussion Lead-in Ask students: How can employers increase the happiness of their workers? (good benefits, good pay, interesting work). Ask students: How can a business owner keep down the costs of running a business? (use less paper, review expenses every month). Ask students: How can business owners reach new customers? (advertise on social media, offer discounts on products). Students then listen and see how their answers compare with the consultant’s answers in the listening. Exercise 1 page 137 1 goal 2 messy 3 weaknesses 4 skill 5 customer 6 strengths 7 careless 8 stress Exercise 2 page 138 Answers will vary. Exercise 3 page 138 1 happy 2 (organize) social events 3 paint the walls 4 find cheaper 5 profit 6 online sales 7 professional web designer 8 pop out (a bit more) 9 well organized 10 easy Exercise 4 page 139 a 1 b 5 c 3 d 6 e 4 f 2 Exercise 5 page 139 a question b question c question d statement e question f question; statement Exercise 6 page 139 It sounds like a question because the intonation rises through the sentence. Exercise 8 page 139 Possible answers: 1 They discussed Sam’s business goals and his business’s strengths and weaknesses.
UNIT 6 103 2 Sam feels quite positive. The consultant makes a number of suggestions, and Sam says ‘OK, great! I’ll do that and bring it in next week’. Be flexible Role-play: Students create a dialogue with Sam and the consultant at their next meeting. Sam tells the consultant whether his previous advice worked or not and asks for additional advice. For lower-level students who may need extra support, before they write their dialogue, students should go back to the text (either listen again or review the script) and decide which topics of that conversation Sam and Joe are likely to return to. Choose three of them as the basis for the new dialogue. Exercise 9 page 139 Answers will vary. CRITICAL THINKING Learning objectives • Remember possible solutions to business problems • Analyze the problems a business faces • Suggest possible solutions for the business and predict its results TEACHER DEVELOPMENT BE INFORMED è Identifying solutions to problems is an important skill for students because: (1) The ability to identify solutions to problems is clearly a core life skill; (2) It is also an important academic skill, and a very common requirement in presentations (as well as in writing); (3) Students lack strategies, such as creating a problem-and-solution table, which can help them identify solutions. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Below is a list of the some of the problems in teaching critical thinking identified by teachers in a critical thinking survey by Cambridge University Press. What possible solutions can you identify for each problem? • 83% said they had had no specific training / coaching in teaching critical thinking skills. • Only 21% agreed or strongly agreed that they had all the material to develop their students’ critical thinking skills. • Only half agreed or strongly agreed that they had the time to develop effective means to teach critical thinking skills. Lead-in Students begin to think about the speaking task that they will do at the end of the unit. Give them a minute to look at the box and ask you any questions they might have. It might be useful to give some of the preparation for this task as homework. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 140–142. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE If you have time after Exercise 5, students could present their ‘possible results’ and get feedback from others. Students could then redraft their problem and solution table, based on this feedback. Exercise 1 page 140 2 a 3 b 4 d Exercise 2 page 140 2 Save money and make more of a profit. 3 Get more online sales and new customers. 4 Website will be more attractive and easier to use and you’ll get more online customers. Exercises 3–5 pages 141–142 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è How well could students complete the problem and solution table in Exercise 4? Some students find this very analytical, logical way of thinking difficult. If this is the case, is there anything you could change next time you work on something similar? è Think about the possible solutions for teaching critical thinking you identified in the Be confident section. If your solutions were implemented, what would the possible results be?
104 LISTENING, SPEAKING & CRITICAL THINKING 2 BE COLLABORATIVE Your development is more meaningful when it’s shared. See page 14 for ideas on how to peer-collaborate. Why not share what you learnt in the Be ready section? PREPARATION FOR SPEAKING Learning objectives • Use phrases to suggest advice – If you want to sell more, you should start by trying to improve your advertising. Why don’t you start by trying to improve your advertising? Be careful not to offend your customers. Exercises 1–2 pages 142–143 Answers will vary. Exercise 3 page 143 I think you should try to improve your shop. If you want bring in more customers, you need to have a more interesting front window. I think you should hire a window designer. Inferred advice is to clean the shop and make it tidier. Exercises 4–6 page 143 Answers will vary. Optional activity Tell students to imagine they are business owners who are having problems with their business. Give them several small pieces of paper and tell them to write one problem on each piece of paper. Encourage them to think of problems that haven’t already been discussed in the unit. The problems can be serious or silly. Collect the problems and read them one by one to the class. At least three students should give advice, using different phrases, before moving on to the next one. SPEAKING TASK Learning objectives • Review and add to your notes to prepare for a discussion • Select language for introducing your advice • Offer advice to the owner of a failing business • Evaluate the advice you are given as the owner of a failing business Exercises 1–4 page 144 Answers will vary. RESEARCH PROJECT Design the perfect workplace. Ask students to search on the internet for information on different designs for workplaces, e.g. by searching ‘creating an office for work and play’ or ‘creative office’. Divide the class into groups and ask each group to design a workplace which will motivate and engage employees to produce high-quality work. Students could create an image collage, a floor plan (you can find free software by searching ‘draw floor plan’) or a 3-D model. Each group will present its design to the class and students can then vote on which work environment is the best. CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 more than 2 the least interesting 3 better 4 the most 5 worse than 6 less stressful than 7 friendlier than 8 the most skilled Exercise 3 1 I ran out of milk. 2 She wrote it down in her address book. 3 Lee took part in the game. 4 My supervisor looked at my report. 5 There are just enough supplies to get by. 6 We found out by using the internet. 7 I don’t remember his address, so I’ll have to look it up. 8 We didn’t want to run out of coffee, so we made a lot. Exercise 4 1 messy 2 waste time 3 break 4 weakness 5 earn 6 goal 7 stress 8 spend time Exercise 5 Answers will vary. Exercise 6A 1 I think you 2 Be careful 3 Why don’t you 4 If I were 5 If you want to 6 Be careful 7 I wouldn’t 8 I think Exercise 6B Answers will vary.
UNIT 7 105 UNIT OBJECTIVES Watch and listen Watch and understand a video about art made from rubbish in the sea. Listening skill Listen for attitude. Critical thinking Evaluate the importance of information. Grammar Use the past continuous and the past simple. Speaking skills Use correct time order; give examples and details. Speaking task Give a presentation about a remarkable person and his or her work. Teacher development Help your students become better at evaluating the importance of information. PEOPLE UNIT 7 YOUR KNOWLEDGE Background note The photo shows a free diver filming a humpback whale and her two calves, ten metres under the sea. The photograph was taken off the coast of Baja California, in Mexico. Free divers don’t use scuba equipment but, instead, they rely on their ability to hold their breath underwater. Most free divers can stay underwater for three minutes or more, while champion free divers can hold their breath for up to ten minutes. Free divers have to be very physically fit, and carry out demanding training and preparation. The sport can be very dangerous, so free divers dive in pairs and are trained in rescue and emergency medical procedures. Lead-in Put students in small groups and ask them to make a list of three very unusual or very dangerous jobs and why they think they are unusual or dangerous. Give them three minutes to make the list, before inviting one person from each group to read out their list to the class and write the jobs on the board. Take a vote on which is the most unusual or dangerous job of all. page 147 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and identify main ideas and details in a video about Kenyan beaches • Identify an inference which can be made from the information in the video • Practise talking about rubbish and recycled art Exercise 1 page 148 1 Africa 2 Indian Ocean 3 Answers will vary. Exercise 2 page 148 1 rubbish 2 picking up rubbish; making things from the rubbish 3 Answers will vary. Exercise 3 page 149 1 are not 2 isolated from 3 daily 4 art 5 make 6 most 7 world Exercise 4 page 149 1 e 2 a 3 h 4 d 5 f 6 g 7 c 8 b Exercise 5 page 149 c Exercises 6–7 page 149 Answers will vary. LISTENING 1 Learning objectives • Understand key vocabulary for creative people – design, simple, achievement • Listen and identify the main ideas in a student presentation about creative people • Listen and complete a set of detailed notes • Give opinions on designers and inventors
106 LISTENING, SPEAKING & CRITICAL THINKING 2 Lead-in Ask students if they know people who share the same qualities that are mentioned in the listening. Discuss as a whole class, and then students listen for which inventors are described in that way. Do you know somebody who never gives up? What achievements have they made in their lives? (Sir James Dyson) Do you know somebody who likes to play jokes on others? What is something funny he/she has done? (Arne Jacobsen) Do you know somebody who is creative? In what ways do they show their creativity? (Sir Jonathan Ive) Exercise 1 page 150 1 a 2 a 3 a 4 b 5 b 6 b 7 a 8 a Exercise 2 page 151 Answers will vary. Exercise 3 page 151 a hand dryer, Sir James Dyson b wheelbarrow, Sir James Dyson c iPhone, Sir Jonathan Ive d Egg chair, Arne Jacobsen Exercise 4 page 152 1 painting 2 simple 3 modern 4 purpose 5 Art 6 students 7 problems 8 inventing 9 creative 10 simple 11 awards Exercise 5 page 153 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Use -ed and -ing adjectives to describe feelings – Stories about really simple inventions, like drinking straws, are pretty boring. I get bored when my internet connection isn’t working. • Use past continuous verbs in positive and negative sentences – He was studying Maths last spring. They weren’t working at the time. • Use past continuous verbs with past simple verbs in sentences showing the time relationship between actions – While he was working on his invention, he decided to go to university. When the fire alarm went off, we were presenting our project in class. Exercise 1 page 153 1 interesting 2 relaxing 3 frustrated 4 interested Exercise 2 page 154 1 a The news b I 2 a I b She 3 a He b His idea 4 a My mum b story 5 a The walk b I 6 a idea b My friend Exercise 3 page 154 1 fascinated 2 interested 3 excited 4 surprising 5 tired 6 boring Be flexible Put students into pairs. Ask them to write sentences, using each of the adjectives from Exercise 3. Allow about seven minutes for this. Put students with a different partner and ask them to compare their sentences. Did anybody have the same or similar sentences? Allow four minutes for this, before inviting feedback from the class. For more advanced students who may need a more challenging activity, tell them to look at their answers to Exercise 3 and write sentences using the ‘opposite’ (-ing/-ed) adjective. In other words, if they used fascinating in the first gap, they should write a sentence with fascinated. Exercise 5 page 155 1 was going 2 was working 3 were living 4 weren’t studying; were cooking 5 were travelling 6 was preparing 7 was thinking 8 wasn’t living Exercise 6 page 155 Answers will vary. Exercise 7 page 157 2 noticed 3 was watching 4 went 5 discovered 6 was working 7 was doing 8 happened 9 was waiting 10 realized 11 was 12 brought 13 was doing 14 blew 15 invented 16 made 17 was making 18 discovered 19 created Exercise 8 page 157 1 When / While 2 was doing 3 saw 4 When / While 5 read (only if answer to number 4 is ‘When’) / was reading 6 realized 7 was working 8 when 9 dropped 10 was looking 11 when 12 found
UNIT 7 107 LISTENING 2 Learning objectives • Understand key vocabulary for describing interesting people – remarkable, success, entrepreneur • Listen and take detailed notes on a student conversation about remarkable people • Listen and understand attitudes • Understand the use of intonation to show emotion or interest • Practise showing enthusiasm and lack of enthusiasm through intonation • Synthesize information from a student presentation about creative people and a student conversation about remarkable people in a discussion Lead-in Ask students: Who is the most interesting person you know or know about? Ask follow-up questions like: Why do you think they are interesting? How do you know about them? Exercise 1 page 158 a retire b amazing c remarkable d situation e entrepreneur f success Exercise 2 page 158 Answers will vary. Exercise 3 page 159 Person 1 Name: Sima Najjar Job: Entrepreneur, former head of a modelling company. Worked with clothing designers Why remarkable: Famous for website showing people how to do things in Arabic. Person 2 Name: Yoshiro Nakamatsu Job: Inventor Why remarkable: Created more than 3,000 inventions like shoes for jumping, glasses the shape of eyes and fake hair for safety. Still inventing at the age of 90. Exercise 4 page 159 1 They have to prepare a presentation on a remarkable person. 2 Yasmin Exercise 5 page 159 1 not that 2 all of it 3 not very good 4 a lot about Exercise 6 page 159 1 L 2 Y 3 Y 4 L 5 L Exercise 7 page 160 Possible answers: Sima Najjar She is from Jordan. She used to be the head of a modelling company. She is an entrepreneur and former company leader. She is a mother. She is famous because she started a website with videos in Arabic showing people how to do things. Her videos get one million views a month. Yoshiro Nakamatsu He was born in Japan. He is now over 90 years old and he is still an inventor. He has created than 3,000 inventions. His inventions are unusual. Some people don’t think his inventions are real. He didn’t retire even after he reached the age of 90. Exercise 8 page 160 a 2 and 4 (’s not great / doesn’t sound … extraordinary) b 3 (a little more work) Exercise 9 page 160 1 bad 2 hasn’t prepared 3 bad 4 doesn’t know anything Exercise 10 page 161 Sentences 1, 2, and 3 sound enthusiastic. Exercises 12–13 page 161 Answers will vary. Optional activity Put students into small groups. They make a set of cards with the names of the people and inventions that have been discussed in the chapter. Put one name or invention on each card. Next, one student at a time chooses a card and asks the student to their right what they think about the person or invention they chose. (For example, What do you think about Dr Grace Murray Hopper?). The student to the right answers with/without emotion and interest (I think she was brilliant), and the rest of the group decides whether he or she answers with appropriate emotion.
108 LISTENING, SPEAKING & CRITICAL THINKING 2 CRITICAL THINKING Learning objectives • Remember information about a remarkable person to complete an ideas map • Evaluate information to decide what is important for a presentation • Research information about a remarkable person who interests you • Create an ideas map about a remarkable person • Evaluate your ideas map and select information to use in a presentation TEACHER DEVELOPMENT BE INFORMED è Evaluating the importance of information is an important skill for students because: (1) When preparing for a presentation, students often think in terms of quantity, not quality – but both should be considered; (2) A problem area for many students is including irrelevant information which does not answer the question in their work; (3) Whilst generating ideas is important, students also need to evaluate which ideas are the most important. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Look at the ideas map below for Bloom’s revised taxonomy. Imagine you had to give a presentation at your educational institution about ‘The importance of critical thinking in modern education’. Which information would you include or prioritize? What other information would you need to find out? created in 1956 Bloom was an educational psychologist can help students find work relevant in academic life relevant in day-to-day life is interesting for students can help students get into university originally published in Taxonomy of Educational Objectives Bloom’s revised taxonomy history value design six different components: remember, understand, apply, analyze, evaluate, create has been revised since original version original components were: knowledge, comprehension, application, analysis, synthesis, evaluation Lead-in Students begin to think about the speaking task that they will do at the end of the unit. Give them a minute to read the box and ask any questions they might have. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 162–163. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE An optional stage which you could add between Exercises 3 and 4 is that, before going online to conduct research, you could organize a whole-class ‘mingle’ activity where students ask each other whether they know anything about their chosen person. When they go online, they can check whether this information is correct. Exercise 1 page 162 Company leader: a, Why is she famous: g, Videos: c, f, Personal life: e, Fashion: b, d Exercises 2–5 page 163 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Think about the ideas map in the Be confident section. How would you evaluate your own understanding of Bloom’s taxonomy? Are you happy with it, or do you feel there is more you could learn? è Did your students find it difficult to think of a ‘remarkable person’ (Exercise 3)? If so, for a similar future activity, how could you give them more direct suggestions? BE COLLABORATIVE Your development is more meaningful when it’s shared. See page 14 for ideas on how to peer-collaborate. Why not share what you learnt in the Be ready section?
UNIT 7 109 PREPARATION FOR SPEAKING Learning objectives • Use time phrases to sequence information – Nowadays many people know about …, In 1930, no one had tasted …, After that, her chocolates … • Use phrases to present supporting examples and details – For example, …, An important example …, Equally important … • Evaluate the information chosen for a student presentation Exercise 1 page 164 1 Nowadays, 2 before 3 At that time 4 in 5 First 6 Then 7 When 8 After that 9 Finally Exercise 2 page 165 1 such as 2 Another important example 3 Equally important Exercise 3 page 165 1 for example / like 2 Another example 3 Another (important) example Exercise 4 page 165 They included mostly information about his inventions. They chose that information because it is the most relevant and interesting. Be flexible Put students in small groups. Give each student in the group a different topic. Tell them to give as many examples as they can of the topic, without telling their group what the topic is. They should use phrases to introduce their examples. The rest of the group has to guess the topic. For example, if the topic is ‘ways to improve your English’, the student can say, One example is to watch films in English. Another example is to read blogs and newspapers in English. (Other possible topics: restaurants near our school, things to do on the weekend, how to stay fit.) Increase the challenge for more advanced students by allowing them to pick their own topics. You should probably give one of the examples above to help guide their choices. Have the person who is ‘it’ write the topic down on a piece of paper first. You can add a ‘getting warmer/colder’ feature to help the process along. SPEAKING TASK Learning objectives • Review your idea map and add additional ideas to prepare for your presentation on a remarkable person • Select time phrases for ordering ideas in your presentation • Give a presentation about a remarkable person Exercises 1–5 page 166 Answers will vary. RESEARCH PROJECT Create a video about interesting people. Tell students they are going to create a class video called, ‘My remarkable classmates.’ Each student should interview a classmate to find out something remarkable their classmate has done. (Raised a family, moved abroad alone, is the first one in his/ her family to go to university). The interviewer should then prepare a short presentation on why their classmate is remarkable. One student should record each presentation to make a class video. CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 relaxing 2 surprising 3 interested 4 bored 5 frustrating 6 exciting 7 tired 8 fascinated Exercise 4 1 was studying 2 invented 3 was working 4 weren’t living; were not living 5 called 6 finished 7 were writing 8 was travelling Exercise 5 1 remarkable 2 retire 3 situation 4 simple 5 complicated 6 purpose 7 use 8 achievement Exercise 6A 1 Richie visited Hawaii when he was 11. When he was there, he got the idea for an invention to talk under water. After that, he improved his invention and began a company at age 13. 2 Felicia studied at university last year. At that time, she was single. After she graduated, she got married. Exercise 6B 1 such as 2 Also 3 for example 4 One example 5 an important example 6 equally important 7 another example 8 such as Exercise 6C Answers will vary.
110 LISTENING, SPEAKING & CRITICAL THINKING 2 UNIT OBJECTIVES Watch and listen Watch and understand a video about the Voyager space project. Listening skill Understand meaning from context. Critical thinking Find the best solution to a problem. Grammar Use the second conditional. Speaking skills Take turns in a discussion; show levels of agreement. Speaking task Discuss how to get children interested in space exploration. Teacher development Help your students become better at finding the best solution to a problem. UNIT 8 YOUR KNOWLEDGE Background note The photograph shows a radio telescope in Jeff Davis County, Texas, the USA. Radio telescopes are used to explore space. They have a radio receiver that can receive radio waves from objects in space. In the background of the photograph, we can see the stars of the Milky Way – the galaxy that contains our solar system. By observing the night sky, we can study the moon, stars, constellations, and other planets. Space sciences, known as astronomy and astrophysics, are important areas of study for many reasons. As well as learning more about space and how it works, astronomy and astrophysics play an essential role in developing technology and engineering that help us understand our own environment on Earth. Lead-in Write space on the board. If necessary, indicate, through the window, pointing towards the sky, that space is ‘out there’. Ask students: What do you know about space? to elicit ideas such as space travel, satellites that are used for TV, GPS systems. Write all the ideas on the board, and encourage students to come up with as many different ideas as they can which derive from the main ideas above. page 169 1 The photo shows a radio telescope, which is a form of radio receiver used in astronomy to detect radio waves emitted from objects in space (e.g. galaxies). This is how the telescope ‘sees’ these objects, rather than by detecting visible light like a normal telescope. 2–3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and identify numbers and details in a video about the Voyager space project • Explain the main ideas in a video about the Voyager space project • Practise talking about space organizations • Practise talking about sending messages Exercise 1 page 170 1 Mercury, Venus, Mars, Earth, Jupiter, Saturn, Uranus and Neptune 2 Possible answers: stars, moons, suns, asteroids, comets 3 Answers will vary. Exercise 2 page 170 Possible answers: They are doing research. They are analyzing data. They are talking about a project. They are explaining a project. Exercise 3 page 170 1 1977 2 years 3 11 4 17 5 space 6 2012 Exercise 4 page 171 1 a 2 b 3 b 4 a 5 a Exercise 6 page 171 1 to send back information to Earth 2 no 3 new things Exercise 7 page 171 Answers will vary. THE UNIVERSE
uNIT 8 111 Exercise 8 page 171 1 text, email/mail 2 they call back or reply 3 phone: yes; mail: saved or thrown out; text: yes; email: yes 4 Answers will vary. LISTENING 1 Learning objectives • Listen and differentiate between easily confused words • Understand key vocabulary for space travel – beyond, explore, journey • Listen and complete a set of detailed notes on a radio programme about space travel • Listen and understand detailed information • Evaluate some issues related to space travel and explain your ideas Lead-in Write sea and see on the board and ask students to say them out loud. Ask students: Do they sound the same or different? to elicit the same. Then write two on the board and ask: Can you think of any other words that sound the same as this? to elicit to and too. Write these on the board to show the different spellings. Ask students if they can think of other examples, e.g. there, their and they’re, here and hear, right and write. Tell students that there are many words in English that sound the same, but are spelt differently and have different meanings, but we know which one to use because of the context. If appropriate, you can tell the class that these are called homophones. Exercise 1 page 172 1 sun/son 2 read/Red 3 whether/weather 4 ate/eight 5 There/their 6 Our/hour Exercise 2 page 172 The words have the same pronunciation, but they have different spellings and meanings. Exercise 3 page 172 1 The weather is really nice today. 2 I waited for an hour. 3 Are you going there later? 4 I read the book yesterday. 5 We ate our dinner. 6 I don’t mind. Optional activity Running dictation: Write several simple sentences using the words in Exercise 2 on page 172. Cut the sentences into strips and tape to the walls around the classroom. Students work in pairs. Their goal is to write all of sentences on the board correctly. To accomplish this, one student from each pair should walk around the room and read the sentences. For each sentence, the student should read it and remember as much as he/she can and then dictate it to his/her partner. He/she may have to go back to the sentence more than once to remember it all. The second partner then writes the sentence on a piece of paper. The first partner moves on to the second sentence. The first pair to write all sentences correctly wins. Repeat the activity so students can switch roles. Exercise 4 page 173 1 spacecraft 2 planet 3 explore 4 journey 5 surface 6 reach 7 path 8 beyond Exercise 5 page 174 1 whether 2 sun 3 Red 4 sent 5 to Exercise 7 page 174 1 2025 2 the sun 3 boulder (from its surface) 4 the moon 5 explore 6 (help) Test 7 A dead 8 heat 9 outside 10 4,000 11 hot Exercise 8 page 175 1 T 2 F; Dwarf stars are not found in our solar system. 3 F; Lucy is smaller than Earth. 4 T 5 F; It’s planned for the 2030s. Exercise 9 page 175 Answers will vary. Possible answers: 1 Orion won’t be able to land on Mars. Orion will help give NASA information to safely send people to Mars. 2 A white dwarf star is what is left when a star uses all its energy. Scientists call Lucy a cold star even though it burns at 2,700 degrees Celsius, because it’s only half as hot as our sun. Exercise 10 page 175 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Use vocabulary for describing problems and solutions to complete sentences – issue, impact, alternative • Use the second conditional to describe imagined future situations – If we had the right spacecraft, we would send people to Mars. If a very light spacesuit were invented, people could walk around on Mars easily. • Use the second conditional to make predictions – If space travel were as easy as travelling on a plane, people would go to the moon on holiday. If the government stopped paying for space exploration, nobody would notice.
112 LISTENING, SPEAKING & CRITICAL THINKING 2 Exercise 1 page 176 c solution d impact e problem f issue g alternative Exercise 2 page 176 impact and effect; option and alternative; problem and issue (although issue focuses more on a topic and can be used to talk about problems as well) Exercise 3 page 177 1 problem / issue 2 issue / problem 3 option 4 impact / effect / issue 5 solution 6 alternative 7 effect / impact Exercise 4 page 178 2 met; wouldn’t know 3 could/would become; studied 4 were; would/could get 5 weren’t; would/could go 6 could/would think; understood 7 would be; gave 8 happened; would be Exercises 5–6 page 178 Answers will vary. Be flexible Give each student a list of if clauses and ask them to complete each one with a main clause to make complete sentences. In small groups, students take turns reading their main clauses only. The rest of the group should decide which if clause the sentence goes with. In some cases, main clauses may fit with more than one if clause. Example if clauses to hand out: If we travelled to Mars together … If I worked for NASA … If I were an astronaut … If it were possible to live on the moon … Increase the challenge for stronger students by asking them to write their own if clauses about possibilities for the future. These should be sentences about the world, society, etc., not about their personal lives. Alternatively, students can work in pairs, with the first writing the if clause and the second student making the prediction. LISTENING 2 Learning objectives • Understand key vocabulary for funding – option, private, evaluate • Use the introduction to a discussion to predict the content • Listen to a discussion about paying for space exploration and complete a set of detailed notes • Synthesize information from a radio programme about space travel and a discussion about paying for space exploration Lead-in Write the names of the three people mentioned in the listening and their job titles on the board (Dorota Loy, engineer for the space development project; Raj Padow, researcher in economics; Dr Jun Wu, professor of astrophysics). Ask students what each of these experts will probably say about space travel. Exercise 1 page 179 1 a 2 b 3 a 4 b 5 a 6 b Exercise 2 page 180 Answers will vary. Exercise 3 page 180 1 exploration 2 benefits; options Exercise 4 page 180 2 Exercise 5 page 180 Answers will vary. Exercise 6 page 181 2, 4, 6 Exercise 7 page 181 1 governments 2 important 3 space works 4 private companies 5 money 6 public/government and private 7 the world 8 individuals 9 the internet Optional activity Tell students that you are going to look at some more verb–noun collocations that they will hear in Listening 2. Write the following words on the board: research, information, about biology, money, space programmes. Students work in groups of three or four to write possible verbs to go with these nouns. If students need some assistance, write the verbs on the board and ask students to match the verbs to the nouns. (Verbs: do, get, run, learn, spend.) Allow about two minutes for this, before inviting feedback from the class. Answers are: do research, get information, run space programmes, learn about biology, spend money. Exercises 9–10 page 182 Answers will vary.
uNIT 8 113 CRITICAL THINKING Learning objectives • Remember and organize information from notes about paying for space exploration • Evaluate possible solutions about space exploration • Analyze the challenges involved in getting children interested in space exploration • Complete an ideas map with challenges • Suggest and organize alternative solutions to a problem in a table • Evaluate your table and add support for your arguments to your table TEACHER DEVELOPMENT BE INFORMED è Finding the best solution to a problem is an important skill for students because: (1) Students are often quick to accept the first solution to a problem which they identify (since this is the easiest thing to do!); (2) Students need to be made aware that they should spend more time identifying multiple solutions to a problem, in order to find the best one; (3) When evaluating all the possible solutions, students should try and predict the possible result of each one as part of the process. BE CONFIDENT è Develop this skill for yourself by doing the following activity: One key problem identified in a critical thinking survey by Cambridge University Press of English teachers was that many teachers found it difficult to know how to improve the way they taught critical thinking. Which of the following three strategies do you think would work best in your educational institution to solve this problem? Why? 1 Talking to colleagues about how you could work on this problem together, for example by holding training sessions on critical thinking on a regular basis. 2 Taking an online course, such as a MOOC in critical thinking, which could significantly increase your knowledge of what critical thinking is, and how to teach it. 3 Working with colleagues, senior management and students to raise awareness about the importance of critical thinking for academic study and the world of work. Lead-in Students begin to think about the speaking task that they will do at the end of the unit. Give them a minute to look at the box and ask you any questions they might have. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 183–185. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE This critical thinking section is quite long. If you feel there is too much material to get through in the time you have, consider getting the students to do Exercises 1 and 2 before the lesson. Exercise 1 page 183 Funding space exploration can be very expensive, but should government or private money pay for it? Exercise 2 page 183 Use money from the government and taxes to pay for it. Find money from private companies to pay for it. Use both private and public money to pay for space exploration. Find money from private wealthy people. Exercises 3–8 pages 183–185 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Compare your answer in the Be confident section with a colleague. Do you share the same opinion? è This is the last critical thinking section of the coursebook. How did you feel your students responded to the topic? How did you feel about it? Are there any changes you would make for the next time you teach this? BE COLLABORATIVE Your development is more meaningful when it’s shared. See page 14 for ideas on how to peer-collaborate. Why not share what you learnt in the Be ready section?
114 LISTENING, SPEAKING & CRITICAL THINKING 2 PREPARATION FOR SPEAKING Learning objectives • Use fixed phrases to take turns in conversations – I’d like to finish my point. Could I just say something? You haven’t said much. What do you think? • Use fixed phrases for starting and ending discussions – Would you like to start? Let me begin by asking …, So, to conclude, … • Use phrases to show different levels of agreement with other speakers – I feel exactly the same. I see your point. I hear what you’re saying, (but) … Exercise 1 page 185 inviting somebody else to speak: a, f, g, i interrupting: d, e, h continuing to speak: b, c, j Exercise 2 page 186 Suggested answers: 1 Why don’t you start us off 2 Could I just say something 3 Let me just finish what I was saying 4 Would anybody like to say anything else about 5 you haven’t said much. What do you think 6 What is your opinion Exercise 4 page 186 1 S 2 F 3 S 4 S 5 F 6 F Exercise 5 page 187 Possible answers: 1 I see your point 2 I hear what you’re saying 3 I agree with you completely 4 You’re absolutely right 5 I see your point 6 you have a point SPEAKING TASK Learning objectives • Prepare to speak by reviewing and adding to your notes • Take part in a discussion about getting children interested in space exploration • Evaluate solutions for getting children interested in space exploration in a discussion Exercises 1–7 page 188 Answers will vary. RESEARCH PROJECT Create a newsletter explaining space phenomena. Divide the class into groups and ask them to research one of the following space phenomena: black holes, star types, supernovas, comets or meteors. There are various sources on the internet which explain these phenomena. Tell students they are going to create a newsletter. The class will need to decide on a title for the newsletter. Each group should add the information they have collected on their space phenomenon to the newsletter. Each group should include a 300-word summary with a title for their space phenomenon. CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 options 2 alternative 3 effect 4 solutions 5 impact 6 issue 7 problems Exercise 3 1 Would 2 were 3 could 4 became 5 would 6 recycled 7 send 8 lived Exercise 4 1 evaluate 2 options 3 journey 4 planet 5 explored 6 public 7 surface 8 path Exercise 5 Answers will vary. Exercise 6A 1 Showing strong agreement I agree with you 100 percent; That’s a good point Showing weak agreement You have a point; You could be right. 2 Showing strong agreement You’re absolutely right; I feel exactly the same. Showing weak agreement I suppose so.; I hear what you’re saying, (but) … Exercise 6B Answers will vary.
unit 1 115 UNIT OBJECTIVES Watch and listen Watch and understand a video about the mental skills of chimpanzees. Listening skills Take notes; listen for contrasting ideas; listen for signposting language. Critical thinking Create a talk for a specific audience; organize information for a presentation. Grammar Use modals for obligation, prohibition and advice. Speaking skills Use signposting language, introduce examples; express general beliefs. Speaking task Give a two-minute presentation about the human threats to an endangered species. Teacher development Help your students become better at creating a talk for a specific audience. LISTENING, SPEAKING & CRITICAL THINKING 3 YOUR KNOWLEDGE Background note The photo shows a Tsaatan man using a reindeer to transport firewood out of a forest. The reindeer has the firewood and a chainsaw strapped to its back. The Tsaatan, or Dukha people, live in northern Mongolia, close to Russian Siberia. They are the largest group of nomadic reindeer herders in the world. They live in close harmony with their reindeer and move their villages depending on the seasons. Animals such as horses, elephants and oxen have traditionally been used on farms to pull carts and move logs. Camels, donkeys, horses, dogs and reindeer have also been used for transport. Lead-in Make a table on the board to create a discussion about the advantages and disadvantages of animals for humans, and humans for animals. Ask a few volunteers to come to the board and fill in the table. When the table is complete, you can discuss whether the advantages outweigh the disadvantages. advantages of animals for humans advantages of humans for animals disadvantages of animals for humans disadvantages of humans for animals page 15 1 The animals are reindeer. They are being used for transportation in a cold, northern region with few or no roads. 2 Answers will vary. 3 Possible answers: hunting, herding sheep, guiding the blind, carrying things, searching for people WATCH AND LISTEN Learning objectives • Listen and identify main ideas in a video about the mental skills of chimpanzees • Listen and understand details • Practise talking about animal intelligence Exercise 1 page 16 Answers will vary. Exercise 2 page 16 Possible answers: 1 The goal is to find the exit. 2 I think the chimpanzee is thinking because she is watching very closely. 3 I think they are happy because they are laughing. Exercise 3 pages 16–17 1 b 2 a 3 c 4 a 5 b Exercise 4 page 17 1 DNS 2 T 3 F; Planning before acting is not just a human skill. 4 T 5 F; Chimpanzees can plan ahead for several days. Exercise 5 page 17 Answers will vary. ANIMALS UNIT 1
116 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 LISTENING 1 Learning objectives • Understand key vocabulary for working animals – abuse, conditions, cruel • Listen and identify main ideas in a debate about using animals for work • Use a T-chart to organize detailed notes • Listen and complete a set of detailed notes • Gain awareness of words that signal a contrast or difference – yet, on the contrary, even though • Give personal opinions on working animals and prioritizing animals over humans Lead-in Spend a few minutes brainstorming different animals and write them on the board. Write three headings on the board: Used for food; Used for work; Used for other purposes. Ask students to come to the board (two or three students at a time) and put the animals into categories. This will probably create further discussion since some animals are used for more than one purpose. The use will also depend on which countries the students are from. Once the three categories are complete, discuss any disagreement about how the animals have been categorized. Exercise 1 page 18 1 abuse 2 protect 3 cruel 4 suffer 5 conditions 6 issue 7 survive 8 welfare Exercises 2–3 page 18 1 Possible answers: Poor people still need animals to survive. Not all animal use is abuse; domesticated animals wouldn’t have been able to survive without humans. There are many animal lovers who help animals. Millions of children are treated worse than animals. People often care more about animals than poor people. 2 Possible answers: Animals’ hard work and suffering aren’t recognized. Animals have died in wars. They work long hours and live in difficult conditions and get very little reward. Technology can replace animals. Animals have no one to represent them and protect their rights. They may be abandoned when they get sick or too old. It’s old-fashioned and cruel. 3 Answers will vary. Exercise 4 page 19 dogs: protection, transport horses: building, transport, war elephants: building, transport, war camels: transport, war Exercise 5 page 19 cons (Ms Johnson’s ideas): rights, cruel pros (Dr Kuryan’s ideas): skills, poor, survive Exercise 6 page 20 1 Even though 2 On the contrary 3 Yet 4 Even though 5 Yet Exercise 7 page 21 1 but/yet 2 However 3 Even though 4 On the contrary Exercises 8–9 page 21 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Record word families by parts of speech in a table – analysis, analyze, analytical, analytically • Use the correct word form to complete sentences about animals • Differentiate between modal verbs showing obligation or lack of obligation, prohibition and advice – Animals have to find food, water and a safe place to live in order to survive. You don’t need to feed the chickens. Visitors to the zoo mustn’t touch the animals. You should give some money to that animal rights organization. Exercise 1 page 22 noun verb adjective adverb abandonment abandon abandoned abuse abuse abused/ abusive abusively analysis analyze analytical analytically communication communicate communicative communicatively connection connect connected damage damage damaged debate debate debated/ debatable environment environmental environmentally involvement involve involved protection protect protected/ protective protectively support/ supporter support supportive supportively survivor/survival survive survivable/ surviving Exercise 2 pages 22–23 1 analysis 2 survive 3 abandon 4 supporter 5 environmentally 6 communicate 7 involvement 8 protective 9 debate 10 abusive
unit 1 117 Exercise 3 page 23 1 O 2 P 3 A 4 O 5 O 6 A 7 A 8 A Exercise 4 page 24 1 a 2 a 3 b 4 a Be flexible For advanced students who can benefit from more independent practice, provide open-ended speaking practice with modals. Put students into small groups. Give each group a stack of index cards and ask them to write one modal on each card and put the cards in a pile in the centre of their group, face down. Explain that they’re going to use the modals to make sentences about how to treat animals humanely. The first student should take a modals card and make a statement using the modal they chose. The students should go around the group and continue until all the cards have been used. Possible sentences: Humans need to provide a warm place for domesticated animals to sleep. Farm animals such as horses mustn’t be hit or treated cruelly. LISTENING 2 Learning objectives • Understand key vocabulary for endangered species – endangered, habitat, threat • Use visuals to predict the content of a presentation about the human threats to polar bears • Use a T-chart to take notes on main ideas • Listen and understand details • Listen and note signposting language – first, second, to summarize • Listen and understand the use of intonation to signal whether or not lists are complete • Synthesize information from a debate about using animals for work and a presentation about the human threats to polar bears in a discussion Lead-in Brainstorm with the students some of the major threats that animals face. Explain that five major threats are: climate change; deforestation; overexploitation (overfishing, overhunting); invasive species (introduction of non-native species to an environment); and pollution. For each threat, discuss which animals are most likely to be impacted. The students can then move on to Exercise 3 on page 26 and discuss more specific threats to polar bears, and if any of the five major threats endanger them. Exercises 1–2 page 25 1 a 2 b 3 a 4 a 5 b 6 a 7 a 8 a Exercises 3–4 page 26 1 Photo 1 shows polar bear patrollers trying to keep polar bears away from where humans live. Photo 2 shows a polar bear on a small patch of ice because the ice is melting. Photo 3 shows a polar bear climbing aboard a ship. 2–3 Possible answers: The threats to polar bears are loss of sea ice habitat due to rising ocean temperatures, which makes it harder for polar bears to hunt; contact between humans and polar bears; and industrial development. Exercise 5 page 26 human threats to polar bears what people are doing to help polar bears 2 contact between humans and polar bears 3 industrial development 4 reduce contact between humans and polar bears 5 governments have made laws which limit the amount of oil production 6 people are trying to stop climate change Exercise 6 page 26 1 26,000 2 2050 3 negative 4 towns 5 safer 6 petrol Exercise 7 page 27 1 First 2 Second 3 to summarize Exercises 8–9 page 28 1 not complete 2 complete 3 complete 4 not complete Be flexible Provide practice and support to lower-level students with intonation on lists. Make the task more meaningful by personalizing the content. Write the names of five types of food that you like on the board (e.g. bananas, grapes, cheese, coffee, cakes – any five will do). Call on one student to read the list out. Give feedback on the student’s intonation. Next, ask each student to write their own list of five items personal to them. You could give examples, such as favourite songs, countries I have visited, food I don’t like, etc. In pairs, the students read out their lists. Finish off by inviting some of the students to read their lists out to the class. Exercise 10 page 28 1–2 Answers will vary.
118 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 CRITICAL THINKING Learning objectives • Analyze the target audience for presentations from their introductions • Think about the objective of a speaker in a presentation about the human threats to polar bears • Use a table to organize notes from the listening into an outline for a presentation • Use a table to plan ideas for a presentation targeted at a specific audience • Evaluate the suitability of your presentation for different audiences TEACHER DEVELOPMENT BE INFORMED è Creating a talk for a specific audience is an important skill for students because: (1) In their academic and work lives, they are likely to give presentations to people with different backgrounds and knowledge; (2) Students can lose confidence if they ‘misread’ an audience, so it is important they have the tools to tailor their talks; (3) Students can find doing this very challenging, especially with regard to language level, and so need practice and experience. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Imagine that you have been asked to give a talk on critical thinking to the following audiences. What differences in terms of (a) content and (b) language would there be? • The head of your educational institution and senior managers / leaders • A peer group of fellow teachers • A group of parents • A class of adolescent students Lead-in Students begin to think about the speaking task that they will do at the end of the unit. Give them a few minutes to look at the box and ask you any questions they might have. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 29–31. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE In Exercise 4, some students may find it difficult to plan content for ‘people at a professional conference’ if they lack the required level of knowledge. If this is the case, ensure they choose one of the other groups. Afterwards, they can search online for experts talking about these topics to see how they talk about them. In Exercise 5, they can also be paired with a student who has experience of presenting to this group. Exercise 1 page 29 1 B 2 C 3 A Exercise 2 page 30 1 b 2 a Exercise 3 page 30 main idea Polar bears are threatened by humans supporting details Threats: loss of sea ice habitat contact between humans and polar bears industrial development What people are doing to help: reduce contact between humans and polar bears governments have limited the amount of oil production people are trying to stop climate change conclusion / summary The main threat to polar bears is loss of habitat due to climate change. Related threats are human contact and industrial development. If people don’t make changes quickly, polar bears may disappear.
unit 1 119 Exercises 4–5 page 31 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following points: è The next time that you give any talk to a group, take particular care to think about your audience. After giving your talk, reflect on whether (a) the content and (b) the language were appropriate. If not, what changes would you make if you did it again? è Think about the level of the language which you used in this class, and in your teaching in general. Is it appropriate for the level of your students? BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share your ideas from the Be reflective section above, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Analyze the different parts of a presentation • Use phrases for signposting the organization of ideas in a presentation – First of all, ..., Furthermore, ..., In conclusion, ... • Use phrases for introducing examples – For example, many species, such as the giant panda and the snow leopard, are endangered. • Use phrases to describe general beliefs – It’s often said that it’s cruel to use animals for entertainment. It’s believed that most polar bears will be gone by 2050 if nothing changes. It’s widely known that climate change is a threat to polar bears. • Use correct stress in signposting phrases Exercise 1 page 32 1 Keeping animals in zoos helps to protect them; it educates people about animals. We should support zoos. 2 Zoos protect animals; they educate our children; modern zoos are comfortable and in good condition. 3 Many endangered species (e.g. the giant panda, the snow leopard) are kept safe in zoos. The speaker learnt about exotic animals as a child after being taken to the zoo. Animals in zoos now have large areas which resemble their natural habitat. 4 Visit zoos; give financial support. Exercise 2 page 32 1 c 2 b 3 a Exercise 3 page 33 Possible answers: 1 I think that zoos are sometimes good for animals. For example, they breed endangered animals and release them into the wild. 2 You can see many exotic animals in zoos, such as lions, tigers and elephants. 3 Animals are sometimes unhappy in zoos. For instance, animals kept in cages that are too small show behaviour that isn’t natural, like walking up and down in their cages repeatedly. Exercise 4 page 33 Possible answers: 1 It’s often said that animals should not be used in medical testing. 2 It’s believed that dolphins are as smart as humans. 3 It’s widely known that if insects continue to die out, it will affect the human food chain. Optional activity Ask each student to write one sentence in their notebook about anything in the unit that is related to threats to animals. Give them a few minutes, monitoring and helping when necessary. Ask students to write their sentences on the board. As a whole class, decide which of the phrases in Exercise 4 is the best one to use with each sentence. Some of the sentences might not work with all of the phrases. For example, Polar bears often get killed when they go near towns is a fact, not a general belief, so using It’s believed that … isn’t appropriate. The best phrase for this sentence is It’s widely known that … Other possible sentences: Loss of sea ice habitat is a great danger to polar bears. (Any of the three phrases would be OK here). Climate change is a threat to many animals. (It is widely known that ... is the best choice here since the statement is a universal belief). Exercise 5 page 33 2 example 3 Another 4 summarize 5 short
120 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 SPEAKING TASK Learning objectives • Prepare for a presentation by reviewing and adding to your notes • Make notes for an introduction and write a concluding statement • Plan how to signpost supporting details • Give and respond to feedback on a presentation • Give a presentation about human threats to an endangered species Exercises 1–7 page 34 Answers will vary. RESEARCH PROJECT Give a lecture on the most endangered species in the world. Divide the class into groups and ask each group to investigate the most endangered species. Students can search for ‘the top-ten endangered species in the world’. Give each group one of the animals listed and ask them to find out about their behaviour, diet, their natural environment and other interesting facts. Students could use online tools, such as a wiki, to share their initial research with the rest of the class. Each group will then prepare a 15-minute presentation, including time for questions. Students could develop the wiki further with their final research and refer to this during their presentation, create slides using presentation software and produce a leaflet to email to the rest of the class. CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 connected 2 analytically 3 supportive 4 involved 5 protect 6 environment 7 abandon 8 communicative Exercise 3 1 don’t have to 2 should 3 need to 4 might 5 ought to 6 mustn’t 7 have got to 8 could Exercise 4 1 welfare 2 survive 3 issue 4 conditions 5 depend on 6 melt 7 source 8 threat Exercise 5 Answers will vary. Exercise 6 1 First / First of all 2 Another point is that / Furthermore 3 For example / For instance 4 In short / To summarize Exercise 7 It’s believed that; First; Furthermore; For example; Finally
unit 2 121 UNIT OBJECTIVES Watch and listen Watch and understand a video about offshore wind farms. Listening skills Listen for explanations; listen for counter-arguments. Critical thinking Make counter-arguments. Grammar Use modals to express future possibility. Speaking skills Link ideas with transition words and phrases; talk about advantages and disadvantages; give counter- arguments. Speaking task Take part in a debate about allowing a new wind farm near your town. Teacher development Help your students become better at making counter-arguments. YOUR KNOWLEDGE Background note The photo shows a solar power station in Visonta, Hungary. There are hills, fields and a lake in the background. The photovoltaic solar panels convert energy from the sun into electricity. Using renewable energy, such as solar power, wind energy, hydropower, geothermal energy or biomass, can reduce the amount of carbon a country uses. These energy sources are cleaner and less polluting than traditional fossil fuels like oil, coal and gas. The main disadvantages of green energy are that it can be expensive to set up, and some people think it looks ugly in the natural landscape. Lead-in Start the lesson by asking students how their country produces its energy. For example, does it use mainly fossil fuels (such as oil, coal and gas)? Elicit ideas from the class and take notes on the board. On the left-hand side, write down any suggestions for traditional sources (but do not label the list) and on the right-hand side write down any alternative forms suggested (again, do not label the list). Once the students have given you all of their ideas, ask them to look at the list and to tell you what each side of the board represents (if you only have notes on one side of the board, add one or two ideas of your own on the other side). Elicit the answer using the information on the board. Then ask the class to discuss in pairs or small groups whether the question of sourcing energy is an issue in their country. Allow a minute for discussion, then elicit ideas from the class. As a follow-up task, you could find images online using your search engine. Do a search on ‘energy sources’ and scroll through the different pictures, using a digital projector. As you do so, elicit the different types of energy sources displayed and ask the class whether they are considered traditional or alternative. page 37 1 Answers will vary. 2 nuclear energy, oil, coal, natural gas, wind, geothermal, hydropower 3–4 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand main ideas in a video about offshore wind farms • Listen and identify figures • Practise talking about alternative energy and saving energy Exercises 1–2 page 38 Answers will vary. Exercise 3 page 39 1 T 2 F; The ship made it possible to build the turbines in the middle of the sea/water. 3 T 4 F; It was difficult to build the turbines in windy weather. 5 T Exercise 4 page 39 1 12 2 175 3 120 4 3,000 5 500,000 Exercise 5 page 39 Answers will vary. THE ENVIRONMENT UNIT 2
122 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 LISTENING 1 Learning objectives • Understand key vocabulary for the environment – alternative, environmental, resource • Use visuals to identify topic and details before you listen • Gain awareness of linking sounds /j/ and /w/ in connected speech • Identify main ideas and details in a lecture about hydroponic agriculture • Take notes to complete a summary • Listen and understand language signposting different types of explanations – Hydroponics means growing plants in water • Give opinions and evaluate issues related to environmentally-friendly food production Lead-in Explain to students that when farming is done carelessly, it can threaten the environment. Elicit examples (land conversion and habitat loss, wasteful water consumption, pollution). Put students into small groups and assign each group an example threat. Each group should discuss how unsustainable farming causes their particular threat and come up with some possible solutions to prevent it. To prepare them for the listening, focus on wasteful water consumption and tell them they will hear about a company that has found a solution to this problem. Exercise 1 page 40 1 b 2 a 3 b 4 c 5 b 6 c 7 a 8 b Exercise 2 page 41 1 The topic of the lecture is growing fruits and vegetables using sunlight and seawater. 2 The first photo shows a man picking tomatoes in a greenhouse. The picture/diagram shows how seawater has its salt removed so it can be used to grow fruits and vegetables. 3 Solar power is used on this farm. Exercise 3 page 41 1 w 2 j 3 j 4 w Optional activity Write the following on the board and ask the students to try and say them out loud in pairs or small groups, comparing the difference between the two: /du:/ /aɪ/ /hæv/ /taɪm/ (= do I have time, with each word articulated individually) /dəwaɪhævtaɪm/ (= do I have time, spoken naturally with the connecting /w/ sound and weak form in the word do) Monitor the students as they practise saying the phrases out loud, giving feedback as appropriate. Note down the names of one or two students who are pronouncing the two examples well. Then call on one or more of these students to model the pronunciation of each example, and then ask the class which example sounds the most natural. Exercise 4 page 42 1 water 2 in extreme climates 3 solar power 4 greenhouse 5 no pesticides 6 around the world 7 can help solve the global food problem 8 not known Exercise 5 page 42 2 f 3 a 4 e 5 b 6 c Exercise 6 page 43 1 100 2 sun 3 (sea)water 4 160 5 10,000 6 environment Exercise 7 page 44 1 d 2 a 3 c 4 b Exercise 8 page 44 1–2 Answers will vary. 3 Possible answers: It’s expensive. It involves a lot of work. It requires a lot of technical knowledge. LANGUAGE DEVELOPMENT Learning objectives • Record words with negative meanings by prefix in a table – unnecessary, irresponsible, impossible • Add the correct negative prefixes to words in sentences about environmental issues • Use modal verbs to express different degrees of certainty about the future of environmental issues – Farming in the desert will/might/could solve the problem of the world food crisis.
unit 2 123 Exercise 1 page 45 in-: incorrect ir-: irresponsible dis-: disadvantage im-: impossible Exercise 2 page 45 1 ir 2 un 3 dis 4 in 5 un 6 im 7 in 8 dis 9 un 10 dis Optional activity Draw five circles on the board. Write a prefix in each circle. Start with un- and ask the students what negative words can be formed with it. They should start by looking at the words in Exercises 1 and 2 on page 45. For each word, draw a line outward from the circle and write the word at the end of the line, like an ideas map. After they’ve given the words from the exercises, they should think of any other words they know that can be made negative with un-. Follow the same procedure for the rest of the prefixes. Ask for volunteers to come to the board to complete the diagrams. If the students need extra help, give them the root words and they can match them to the correct prefixes. Possible answers: un-: limited, necessary, known, able, employed, familiar. in-: expensive, correct, complete, active, experienced. im-: possible, polite, patient. dis-: advantage, approve, agree, respect. ir-: responsible, replaceable. Exercise 3 page 46 1 may 2 could 3 might Exercise 4 page 46 2 Not using fossil fuels might/could/may reduce climate change. 3 Taxing fossil fuels will reduce the use of cars. 4 Using solar energy won’t lead to any environmental disasters. Exercise 5 page 46 Answers will vary. LISTENING 2 Learning objectives • Understand key vocabulary for power sources – benefit, pollute, affordable • Use your knowledge to predict the main ideas in a debate about nuclear power • Take notes on speakers’ opinions on the issue of nuclear power and their reasons • Listen and identify details • Listen and identify counter-arguments • Synthesize information from a lecture about hydroponic agriculture and a debate about nuclear power in a discussion Lead-in Ask students to predict the answers to the following questions. They can listen to the debate to see if their answers are correct. (Answers: 1 a 2 b 3 b) 1 When can people return to live near Fukushima, Japan, following the 2011 nuclear disaster? a 20 years after b 50 years after c 10 years after 2 How many major nuclear accidents have occurred in the last 30 years? a 30 b 3 c 13 3 Turbines are dangerous for: a plants b birds c planes Exercise 1 page 47 1 benefits 2 risks 3 long-term 4 disasters 5 affordable 6 opponent 7 pollute Exercises 2–3 page 48 Possible answers: advantages: green, clean, cheap, unlimited disadvantages: expensive, dangerous Exercise 4 page 49 Emma For or against?: against Reasons: accident will have long-term effect on environment; building power plants pollutes the air; expensive Jack For or against?: for Reasons: safe; doesn’t pollute; always enough of it; cheap; can provide a huge amount of electricity; selling electricity helps the economy; makes a country less dependent on oil and gas; wind and solar energy can’t solve climate change and are expensive Exercise 5 page 49 1 a; c 2 a; b; d 3 a; d Exercise 6 page 50 1 nuclear power is a big risk 2 nuclear power does not pollute the air Exercise 7 page 50 1 Possible answers: Similarities: Both are green; both are unlimited; and both require advanced technology. Differences: Hydroponics is safe; nuclear energy is dangerous. Nuclear power is more expensive than hydroponics. 2–3 Answers will vary.
124 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 CRITICAL THINKING Learning objectives • Organize your notes on speakers’ arguments and counter-arguments in a table • Evaluate your position on an issue by listing advantages and disadvantages in a table • Choose which arguments to use in a presentation • Anticipate opposing points of view and prepare counter-arguments TEACHER DEVELOPMENT BE INFORMED è Making counter-arguments is an important skill for students because: (1) A common challenge for students is that they present their argument ‘in a vacuum’, i.e. they do not consider the issue from all possible angles; (2) Having empathy and understanding other people’s positions, needed to effectively counter-argue, is an important skill in the academic world, as well as in real life; (3) Acknowledging other people’s arguments can actually strengthen the speaker’s own argument, as it helps to show they have considered all points of view – sometimes students think this is a sign of weakness, when it is quite the opposite. BE CONFIDENT è Develop this skill for yourself by doing the following activity: The leader of your educational institution has decided that the first lesson every day will be a compulsory one-hour session on critical thinking. Think of the advantages and disadvantages of doing this. 1 Decide what your position is: Overall, I am for/ against this decision. 2 The leader of your educational institution has asked you to email and say what you think. What three arguments would you make in support of your position? 3 What counter-arguments to an opposing position would you give to make your argument stronger? Lead-in Students begin to think about the speaking task that they will do at the end of the unit. Give them a few minutes to look at the box and ask you any questions they might have. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 51–52. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE It can be useful sometimes to talk to your class about their actual critical thinking process. After doing Exercise 2, you could ask them to feed back about how/why they decided who they agreed with (Emma or Jack), and then how the conversation with their partner proceeded. Exercise 1 page 51 for / against nuclear power arguments counter- arguments Emma against 1 There are very few accidents caused by nuclear power plants. 2 Nuclear power doesn’t pollute the air. 1 If there is an accident, it will be huge. 2 Machines that build the power plants pollute the air. Jack for 1 Nuclear power is a big risk. 2 It’s expensive to build the plant. 3 Solar and wind energy are greener than nuclear energy. 1 There have only been three major nuclear accidents in the last 30 years. 2 Once the plant is there, it’s inexpensive to produce energy. 3 Wind turbines aren’t friendly for birds.
unit 2 125 Exercise 2 page 51 Answers will vary. Exercise 3 page 52 Possible answers: advantages: safe, affordable, unlimited source of energy disadvantages: ugly / takes up space, bad for wildlife/ birds, expensive Exercises 4–5 page 52 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following points: è When you make decisions in the classroom, how often do you consider the opposite points of view? Do you think you could/should do this more? è The ability to develop empathy and understanding of others’ positions is a key item in the Cambridge Framework for Life Competencies (www.englishprofile.org/cflc), especially regarding the ‘emotional development’ competency. You might consider finding out more about this, if you think it would be useful in your practice. BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be reflective section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Choose correct transition words and phrases for sequencing ideas, comparing and contrasting, adding ideas and summarizing – first of all, on the other hand, in short, overall • Use words and phrases used to describe advantages and disadvantages in sentences about sources of energy – The good thing about wind power is ..., The second drawback of solar energy is …, There are many pros of solar energy… • Make counter-arguments using linking words and phrases – yet, but, that’s completely true Exercise 1 page 53 1 Also 2 On top of that 3 And yet 4 First of all 5 In addition Exercise 2 page 54 2 And yet 3 First of all 4 Second 5 overall 6 comparison 7 addition 8 the other hand Exercise 3 page 54 1 A 2 D 3 A 4 A 5 D 6 D Exercise 4 page 55 Possible answers: 1 it is dangerous. 2 they don’t pollute the environment. 3 it’s unlimited. 4 it pollutes the environment. Be flexible Provide lower-level students with an opportunity to use language for discussing advantages and disadvantages with a familiar topic. Using a familiar topic for the content allows students to focus on acquiring the academic language. Put students into small groups. They should brainstorm advantages and disadvantages of living in their town. When they are finished, ask the first group to tell you one advantage, using a sentence with one of the phrases from Exercise 3. The next group should give you another advantage, using a different phrase. Continue in this way until all of the phrases have been used. If students still have more advantages, they can now use repeat phrases. Follow the same process with disadvantages. Give each group that gives a correct sentence a point. The group with the most points wins. Exercise 5 page 55 Possible answers (the rest will vary): 2 that’s completely true 3 yet 4 but Exercise 6 page 55 Answers will vary.
126 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 SPEAKING TASK Learning objectives • Prepare to persuade others in a discussion about wind power by reviewing and adding to your notes • Choose language to present arguments and counter-arguments • Evaluate your arguments and add additional support • Take part in a group discussion about whether or not to build a wind farm near a town Exercises 1–7 pages 55–56 Answers will vary. RESEARCH PROJECT Create an advert to sell ‘green’ energy sources. Divide the class and ask them to think about alternative, ‘green’ sources of energy. Examples could be solar, tidal, geothermic, wind, hydroelectric and biomass. Give each group one of these to research in depth. Ask students to think about how that way of sourcing energy works, its advantages, and compare it to the process of getting energy from fossil fuels such as oil, gas and coal. Ask each group of students to produce a video to advertise their way of sourcing ‘green’ energy, using media of their choice, in order to ‘sell’ it to people. Videos can be uploaded to a video-sharing website. CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 incorrect 2 responsible 3 impossible 4 unable 5 advantage 6 unlimited Exercise 4 1 will 2 will 3 could 4 will 5 will not 6 will 7 could 8 will Exercise 5 1 solutions 2 provides 3 environmental 4 crisis 5 long-term 6 risks 7 benefits 8 Opponents Exercise 6 1 to compare and contrast ideas 2 to add another idea 3 to explain a sequence of ideas 4 to summarize ideas 5 to compare and contrast ideas 6 to add another idea Exercise 7 Answers will vary.
unit 3 127 UNIT OBJECTIVES Watch and listen Watch and understand a video about the air travel revolution. Listening skill Listen for rhetorical questions. Critical thinking Evaluate problems and propose solutions. Grammar Use comparative and superlative adjectives. Speaking skills Give recommendations; expand on an idea. Speaking task Give a presentation on a transport problem and suggest solutions to solve the problem. Teacher development Help your students become better at evaluating problems and proposing solutions. YOUR KNOWLEDGE Background note The photo shows a busy motorway junction in Shanghai, China, from above. Some of the problems with modern forms of transport are traffic jams and increased levels of air pollution, which can cause health problems. Pollution from cars, motorbikes and planes also has an impact on climate change. In the UK, more people use cars now than they did 50 years ago and, nowadays, fewer people travel by bus, bike or on foot. More people can also afford to take long plane journeys than they could in the past. Lead-in Explain the term ‘car culture’ (when the daily lifestyle of a particular place is built around using cars). Ask the students to discuss the following questions in small groups: Are you from a ‘car culture’? If yes, how does that affect the culture of your city? (people have less contact with each other because they’re isolated in cars, people might work in a city other than where they live, people are less active so more overweight, only people with enough money own a car) If you’re not from a car culture, what term would you use to define it? Ask them to think of a similar term to describe where they’re from. (metro culture, cycling culture) How does it affect the culture of your city? (people interact more because they’re together on the metro, people get more exercise because they walk a lot, people are stressed because they have to wait for the train) page 59 Possible answers: 1 Modern transport causes pollution. More people are on the road causing congestion. People spend more time commuting. Public transport isn’t good enough. 2 There are more cars on the road. Cars are more environmentally friendly. Safety and roads have improved. Air travel is cheaper and more popular. 3 Electric cars will become more common. There will be driverless vehicles / high-speed trains / space travel for tourists. WATCH AND LISTEN Learning objectives • Listen and complete a summary of a video about the air travel revolution • Listen and identify details • Practise talking about transport Exercises 1–2 page 60 Answers will vary. Exercise 3 page 61 1 smaller 2 closer 3 business 4 commercial 5 busiest 6 larger Exercise 4 page 61 1 in no time 2 Asia 3 sound 4 3,500 5 2016 6 over Exercise 5 page 61 Answers will vary. TRANSPORT UNIT 3
128 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 LISTENING 1 Learning objectives • Listen and identify stressed syllables in nouns and verbs with the same form – decrease, record, permit • Understand key vocabulary for fear of flying – crash, cure, extreme • Listen and identify the main ideas in a radio programme about the fear of flying • Listen and complete a detailed set of notes • Evaluate the usefulness of tips for overcoming the fear of flying • Listen and identify details • Differentiate rhetorical questions from regular questions • Practise talking about phobias Lead-in In order to get the students talking about the topic, ask them the following questions: Would you like to be a flight attendant? What do you think flight attendant training consists of? What are the pros and cons of being a flight attendant? Exercise 1 page 62 a 2 b 1 c increase (noun); increase (verb) Exercises 2–3 page 62 1 record 2 records 3 permit 4 permit 5 presents 6 present Exercise 4 page 63 1 extreme 2 compare 3 crash 4 avoid 5 cure 6 consists of 7 scared 8 Safety Exercise 5 page 64 Answers will vary. Exercise 6 page 64 1 b 2 a 3 a 4 a Exercise 7 page 64 1 reduce 2 engines 3 wings 4 normal 5 damaged 6 Avoid 7 flying 8 driving Exercise 8 page 65 Answers will vary. Exercise 9 page 65 1; 4; 6 Exercise 10 page 65 1 rhetorical 2 rhetorical 3 rhetorical 4 regular 5 regular 6 rhetorical 7 regular Be flexible Provide a creative writing opportunity for students to demonstrate rhetorical questions. Put students into pairs. (For a mixed group, pair a higher-level student with a lower-level student.) Give each pair a random object that you have nearby, such as a pen, paper clip, cup, glass, eraser, mobile phone or mouse. Give each pair five to ten minutes to write and rehearse a short radio advertisement for the object. Tell the students that the advert must include at least one rhetorical question. Monitor the class as they write and rehearse their advertisements, giving feedback as appropriate. Then ask each pair to perform their advertisement while the rest of the class tries to identify the rhetorical question(s). Exercise 11 page 66 1 Answers will vary. 2 Possible answers: The most common phobias are about spiders, snakes, heights, open spaces and dogs. 3 Possible answers: Phobias can be cured by experiencing them in safe environments or by being exposed to the phobia for a long period of time. LANGUAGE DEVELOPMENT Learning objectives • Understand key vocabulary for describing problems and solutions – control, serious, figure out • Form comparative and superlative adjectives – fast, faster than, the fastest • Identify stress in adverbial phrases used for modifying comparative and superlative adjectives • Identify the form of phrases modifying comparative and superlative adjectives – by far the most affordable, absolutely the healthiest, considerably more expensive • Complete sentences about transport, using comparative or superlative adjectives • Use comparative and superlative adjectives and adverbials to describe transport in a city – The underground is much faster than the bus. Driving is definitely the most expensive type of transport. Exercise 1 page 67 1 b 2 a 3 c 4 a 5 a 6 b 7 a Exercise 2 page 68 Answers will vary.
unit 3 129 Exercise 3 page 69 Adjective Comparative form Superlative form safe safer the safest comfortable more comfortable the most comfortable healthy healthier the healthiest dangerous more dangerous the most dangerous thin thinner the thinnest slow slower the slowest relaxing more relaxing the most relaxing noisy noisier the noisiest Exercise 4 page 69 2 far 3 considerably 4 much 5 definitely 6 lot 7 considerably 8 absolutely Exercise 5 page 69 1 1; 3; 4; 5; 6; 7 2 2; 8 3 1 a lot 2 by far 3 considerably 4 much 5 definitely 6 a lot 7 considerably 8 absolutely 4 The words either mean ‘very much’ or ‘a lot’ or indicate certainty (definitely, absolutely). Exercise 6 page 70 1 most direct 2 calmer 3 most serious 4 most comfortable 5 faster 6 more affordable 7 most appropriate 8 safer Exercises 7–8 page 70 Answers will vary. Be flexible Challenge advanced students with an opportunity to think on their feet and generate comparative and superlative forms. Write some adjectives on small slips of paper (one adjective per slip) and put them into a bowl or a hat. Divide the students into teams. One student from the first team should come to the front of the room and select a slip of paper at random. They have to think of one transport-related sentence using a comparative form and one using a superlative form of the adjective they have selected. You can use the sentences in Exercise 7 as examples, but the students’ sentences must be different. Give a point for each correct sentence. The team with the most points at the end wins. LISTENING 2 Learning objectives • Understand key vocabulary for cycling – injure, respect, convenient • Listen and understand main ideas in a presentation about cycling to work • Listen and identify details • Listen and take detailed notes on recommendations and results in a table • Listen and identify phrases used to make recommendations • Make recommendations about transport in a city • Synthesize information from a radio programme about the fear of flying and a presentation about cycling to work in a discussion Lead-in Put the students into small groups. Tell them to imagine they are City Council members. Because of increasing traffic congestion, the city wants to encourage residents to cycle to work. Ask students to suggest three ways to encourage people to cycle to work. If you want to take the discussion further, elicit the suggestions from the groups, take the best ones and assign one to each group. The group can discuss any problems their suggestion may pose, and possible solutions. Exercise 1 page 71 a convenient b pass c injure d respect e solve f fine g prevent h break the law Exercise 2 page 71 Possible answers: 1 People cycle because it’s cheap, good for your health, and in some places faster than driving. 2 Cycling is good for your health. It’s cheaper than driving or using public transport. It’s environmentally friendly. It’s faster in busy places. It’s easy to park a bike. 3 It’s dangerous. Drivers can be rude or aggressive. It’s not enjoyable in bad weather. Equipment can be expensive. It’s difficult. Exercise 3 page 72 1 to make the city more bicycle-friendly and/or to make it easier for people to cycle to work 2 a safety b storage c convenience Exercise 4 page 72 2; 4; 5; 6; 9; 10
130 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 Exercise 5 page 72 recommendations possible results 1 give fines to drivers who drive in a cycle lane prevent cars from hitting cyclists; save lives 2 wider cycle lanes allows more bicycles to pass at the same time 3 add more cycle lanes prevent cars from hitting bicycles; save lives 4 parking garages should have sections for bicycles keep bicycles safe and dry while people are working 5 put cycle racks on buses people wouldn’t have to cycle at night or in bad weather people who live far from work could cycle part of the way to work and take public transport the rest of the way Exercise 6 page 73 1; 3; 5; 7; 8 Exercise 7 page 73 Answers will vary. Optional activity Each pair from Exercise 7 should decide on their best idea and present it to the class. The class can then vote on the best three proposals. You could divide the class into three groups and tell them to further develop one of the proposals. What exactly would be involved? What other considerations might there be? Which interested parties should be consulted? How much might the proposal cost if carried out? What research must be carried out in order to present a more detailed proposal? Tell each group that they must research the proposal in more detail for the next lesson using English language websites (as far as possible). They must then present the more detailed outline of the proposal during the next lesson. Give the groups five to ten minutes to finalize their proposal at the start of the next lesson, then invite each group to present their ideas in under five minutes. Once each proposal has been presented, the class should vote on which was the best. Give each student two votes (to avoid the problem of them voting for their own proposal). Exercise 8 page 73 1 Possible answers: An accident while flying is likely to be more serious than while cycling. People understand how bicycles work, but not how planes work. People feel in control on a bicycle. The thought of dying in a plane crash is more terrifying. There are no disaster movies about cycling. 2 Answers will vary. CRITICAL THINKING Learning objectives • Use a table to organize your notes on transport problems, solutions and predicted results • List problems and propose solutions to transport problems in your city • Predict the results of solutions to transport problems in your city • Decide which solutions are the best TEACHER DEVELOPMENT BE INFORMED è Evaluating problems and proposing solutions is an important skill for students because: (1) Students may sometimes think that there is only one possible solution to a problem, when in fact there may be multiple solutions; (2) It can take time to develop this awareness for a whole range of different reasons (e.g. social / cultural); (3) Even when students have the critical awareness that more than one solution may be possible, they may find it difficult to evaluate which solution is best. BE CONFIDENT è Develop this skill for yourself by doing the following activity. (Note: this is the same activity as students are asked to do in Exercises 3–5.) Think about the transport problems in your city or country. Write a list of the problems. 1 Choose a transport problem. Write it in the problems column of the presentation planning table below. 2 What are some possible solutions to the problem? Write them in the proposed solutions column. problems proposed solutions predicted results 3 What do you predict the results would be of each solution? Write your ideas in the predicted results column above. 4 Which solution do you think is best? Circle it.
unit 3 131 Lead-in Students begin to think about the speaking task that they will do at the end of the unit. Give them a few minutes to look at the box and ask you any questions they might have. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 74–75. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE It may be interesting – and instructive – for students to compare their work in Exercises 3–5 with what you did. This act of sharing can be motivating for weaker / more reluctant students and shows that you are fully engaged in the critical thinking aspect of this course. Exercise 1 page 74 Possible answers: problems proposed solutions predicted results cycling is dangerous give fines to drivers who drive in a cycle lane wider cycle lanes add more cycle lanes prevents cars from hitting bicycles; saves lives people don’t have anywhere to store their bicycles when they’re at work parking garages should have sections for bicycles keeps bicycles safe and dry while people are working riding a bicycle to work is inconvenient put cycle racks on buses people wouldn’t have to cycle at night or in bad weather Exercises 2–5 pages 74–75 Answers will vary. Optional activity Give students a list of solutions that some cities have tried in order to solve their transport problems. Put students into groups and assign each group one or two solutions. Each group should discuss the possible results of their solution(s). They can then discuss whether their city has implemented this solution. If yes, does it work well? If no, could it work? Possible transport solutions: bike sharing scheme, ferry system, company shuttles to take employees to work, charging a congestion tax for cars who drive in the busiest parts of a city, taxi-sharing scheme. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Did you come up with similar or different points to your students for the task in the Be confident section? How do you explain any differences? è How did it feel doing a student book activity? Did it allow you to develop empathy with your students at all – to see things from their point of view? Going forward, if you have time, it may be useful and interesting to actually do more student book activities yourself before teaching them in the class. BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be reflective section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Use phrases for giving recommendations about what should be done about problems caused by eating while driving – I think it would be better if they closed drive-through restaurants. • Use phrases for expanding on ideas to support your opinions on the problems caused by eating while driving – This is because they only encourage drivers to buy food and eat it while they drive. Exercise 1 page 76 Answers will vary.
132 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 Exercise 2 page 76 2 I think it would be better if 3 I think it would be much better if 4 The best thing would be 5 I’d suggest that Exercise 3 page 77 b 1 c 4 d 2 Exercise 4 page 77 Answers will vary. SPEAKING TASK Learning objectives • Prepare to give a presentation on a transport problem in a city and suggested solutions • Prepare to use phrases to make suggestions • Make notes about how you will expand on your ideas with reasons and examples • Respond to feedback from other students on your presentation • Give a presentation on a transport problem in a city and suggested solutions Exercises 1–5 page 78 Answers will vary. RESEARCH PROJECT Create a presentation about a city’s transport system. Divide the class into groups and give them a list of the top ten cities in the world for transport. Ask groups to research their assigned city’s transport system and prepare a presentation on why it is listed in the top ten. Ask them to consider the various modes of transport the city offers, their environmental impact and their convenience and reliability. Students can use online tools such as a wiki to share information on this topic. Once students have researched the different stages, ask them to use presentation software to create a presentation including pictures, narration, sound effects and music. The class can then vote for the best presentation, based on how clear it is, how interesting it is and the quality of information presented. There are free online voting systems to enable this. Search for ‘voting software’ to view some of these. Top ten cities for transport (according to Lonely Planet in 2017): 1. Hong Kong 2. Zurich 3. Paris 4. Seoul 5. Prague 6. Vienna 7. London 8. Singapore 9. Stockholm 10. Frankfurt CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 trouble 2 impact 3 method 4 solve 5 figure out 6 control 7 serious 8 influence Exercise 3 1 bigger 2 most interesting 3 more relaxing 4 a lot slower 5 the noisiest 6 by far 7 scarier 8 faster Exercise 4 1 prevent 2 convenient 3 avoid 4 fine 5 scared 6 injured 7 safety 8 compared Exercise 5 Answers will vary. Exercise 6 1 From my own experience, 2 This is because 3 Last week, 4 Personally, Exercise 7 1 In my opinion, public transport should be free. This is because it would encourage people not to drive, so there would be less traffic and pollution. Personally, I prefer to drive to places when I’m with friends because it’s cheaper than taking the subway. 2 I’d like to see the minimum driving age increased to 21. The reason for this is that it is too dangerous for teenagers to drive. From my own experience, I can tell you that they drive too fast and often don’t focus on the road. 3 I’d suggest we pass a law that people have to wear bike helmets. This is because the law will save lives. Personally, I sometimes don’t bother with things like helmets unless I’m told that it’s the law!
unit 4 133 UNIT OBJECTIVES Watch and listen Watch and understand a video about the Chinese tradition of moon cakes. Listening skills Identify cause and effect; listen for opinions. Critical thinking Create a convincing argument. Grammar Use dependent prepositions. Speaking skills Be polite in a discussion; use adverbs for emphasis; use phrases with that. Speaking task Take part in a discussion about whether special occasions have become too commercial. Teacher development Help your students become better at creating a convincing argument. YOUR KNOWLEDGE Background note The photo shows the Yi Peng Festival in Chiang Mai, Thailand. The festival is celebrated at the end of the rainy season, on the night of the full moon in November. As part of the celebrations, it is a tradition to release lanterns into the night sky. The flames in the lanterns represent knowledge. During this time, in other parts of Thailand, people celebrate the Loy Krathong Festival, where people float boats shaped like lotus leaves in rivers and ponds. This custom is meant to bring people good luck and fortune. Lead-in Ask students to think about customs they share with their families. These can range from special holidays such as New Year’s Eve or Ramadan to gathering together for weekly dinners with their extended family. The students should also think about whether these customs have changed over the past 50 years or so. They should consider the following aspects of the customs: food, clothing, gifts given and received, music, dancing, games. Once the students have thought individually, put them into small groups. The groups should briefly describe the customs on their list and whether or not they’ve changed over the past 50 years. page 81 1 The photo is of Chiang Mai, Thailand. This is the tradition of launching sky lanterns to celebrate the full moon in the 12th month of the Thai calendar, as part of the Yi Peng festival. 2–3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand main ideas in a video about Chinese traditional moon cakes • Listen and identify the order of stages in a process • Listen and understand details • Practise talking about food and special occasions Exercise 1 page 82 1 A harvest is the time of year when crops are cut and collected. 2–3 Answers will vary. Exercise 2 page 82 1 Hong Kong; celebrated by Chinese people across the world 2 butter and sugar 3 wrap the filling in a thin layer of pastry 4 pastry; filling; decoration Exercise 3 page 83 1 People get together with family and friends to watch the moon, admire the lights and eat the traditional sweet of this festival. 2 Moon cakes. They are so named because the festival takes place during the full moon. 3 No, the recipe is quite complicated. Exercise 4 page 83 2 a 3 g 4 c 5 f 6 h 7 d 8 b Exercise 5 page 83 1 The Mid-Autumn Festival is celebrated by Chinese people across the world. 2 Chinese people don’t make moon cakes at home – the recipe is too complicated. 3 Moon cakes have sweet or savoury fillings. 4 The decorations on top of moon cakes can be Chinese letters or patterns, like flowers. CUSTOMS AND TRADITIONS UNIT 4
134 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 5 After the moon cakes are made, they are left for the pastry to soften. Exercise 6 page 83 Answers will vary. LISTENING 1 Learning objectives • Understand key vocabulary for customs in the modern world – multicultural, die out, generation • Listen and understand main ideas in a podcast • Listen and complete a set of detailed notes • Listen and identify phrases used to signal cause and effect – Due to …, The reason for this is …, That’s why … • Identify causes and effects in sentences about cultural traditions • Gain awareness of the pronunciation of /d/ and /t/ at the end of words in connected speech • Talk about traditions and customs in your country and abroad Lead-in Show students the table below and ask them to copy it onto paper. Students will conduct a survey with their classmates. Note that when asking questions, students will need to turn the ‘Find somebody who …’ statements into questions (Do you give cards for birthdays?). If necessary, elicit all questions before students begin asking each other. For each question, students should find somebody who answers yes. The students should do their best to ask one question per classmate. If they get an answer of yes, encourage them to ask questions to find out more information (Which restaurant? What do you order?). find somebody who … name more information eats in restaurants at least twice a week eats dinner at a dining-room table most evenings gives cards for birthdays, anniversaries, etc. eats a home- cooked meal on special holidays plays games with family members Exercise 1 page 84 1 b 2 a 3 b 4 b 5 b 6 a 7 b 8 a Exercise 2 page 85 1 A tradition is a custom or way of behaving that has continued for a long time in a group of people or a society. 2 Answers will vary. Exercise 3 page 85 1 an anthropologist and author 2 whether traditions are adapting to the modern world or dying out Exercise 4 page 85 a (shaking hands) Exercise 5 page 86 Effects of modern technology on traditions old tradition new tradition preparing holiday food people spent a lot of time and effort preparing special meals for celebrations we prepare food more quickly because of modern kitchens and supermarket food recipes people used cookery books people find recipes on the internet where people eat holiday meals at home sometimes at restaurants Exercise 6 page 87 1 That’s why 2 because 3 due to 4 This is because 5 because Exercise 7 page 87 1 Anthropology, in a general sense, is the study of humanity. I know that’s not very exact. That’s why we have many types of Anthropology, like Linguistic anthropology and Social anthropology. 2 Some traditions die out because our way of life changes. 3 Now, due to developments in technology, people spend more time interacting with other people over the internet. 4 But now we don’t have to work so hard. This is because we have modern kitchens and supermarket food. 5 In the United States, on Thanksgiving, which is one of the biggest celebrations, many families go to restaurants because they don’t want to spend their holiday working in the kitchen.
unit 4 135 Exercise 8 page 87 1 Because 2 That’s why 3 This means that 4 because 5 Because of Exercise 9 page 88 1 effect 2 spent, lot, and 3–4 but, not 5 sent, important 6 don’t, and Exercise 10 page 88 Answers will vary. Be flexible For more advanced students who can independently apply the skill of connecting /t/ and /d/ sounds at the end of words, ask them to write down their own answers to the questions in Exercise 10. They should mark the letters that shouldn’t be pronounced clearly due to connected speech and then practise saying their sentences to a partner. Adapt this activity for lower-level students by asking them to write their answers and then find three examples of where the sounds are not pronounced clearly. Encourage them to use online dictionaries to check the spelling of words and verify the sounds before they share aloud. Providing specific numbers and limiting the number of items or choices can make many tasks more approachable for struggling students. LANGUAGE DEVELOPMENT Learning objectives • Organize words with common suffixes by part of speech • Use the correct word forms to complete sentences • Choose the correct dependent preposition to use after particular verbs – adapt to, talk about, benefit from • Use verbs with dependent prepositions to ask and answer questions • Use the correct dependent prepositions after adjectives Exercise 1 page 89 adjective: digital, hopeful, political, professional, successful, unbelievable, unforgettable, useless verb: digitize, frighten, organize, recognize, specialize, weaken noun: agreement, celebration, communication, connection, excitement Exercise 2 page 89 Answers will vary. Exercise 3 page 90 1 celebration 2 acceptable 3 agreement 4 political 5 frightens 6 specialize Exercise 4 page 90 1 harmless 2 useful; reliable; careful 3 enjoyable 4 thoughtful Exercise 5 page 90 Answers will vary. Exercise 6 page 91 1 to 2 to 3 about 4 with 5 about 6 to 7 about 8 at Exercise 7 page 91 Answers will vary. Exercise 8 page 91 1 in 2 to 3 about 4 for 5 by 6 for Be flexible Provide lower-level students with an activity to practise using dependent prepositions and speaking more spontaneously. Write some verbs and adjectives that are followed by dependent prepositions on slips of paper and put them in a bowl or a hat. Ask a student to select one and ask another student in the class a question, using the word they selected and the correct preposition. Invite the students to evaluate if the expression is correct after the student poses the question. Then a different student answers the question and he or she is the next one to select a slip of paper and ask a question. You can do this as a whole-class activity or divide the students into groups if the class is large. LISTENING 2 Learning objectives • Understand key vocabulary for gift-giving customs – behaviour, commercial, obligation • Listen and identify the main ideas in a discussion about gift-giving customs • Listen and take detailed notes on arguments about the commercialization of special occasions • Listen and identify phrases for signposting opinions, agreeing and disagreeing – Personally, I …; I couldn’t agree more.; I’m not convinced. • Synthesize ideas from a podcast about customs in the modern world and a discussion about gift-giving customs
136 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 Lead-in Tell the students to imagine they have been invited to a graduation party. The graduate has requested that people not buy gifts or give money, but instead create something the graduate can remember each guest by. The ‘gift’ can be anything that doesn’t cost money. Give students a few minutes to think of something. Then they can pretend they are at the party, mingling and asking each other what gift they gave the graduate. If your class needs some extra help, you can brainstorm ideas with them first. Possible ideas: sing a song, recite a poem, draw a picture, give a photograph of you with the graduate Exercise 1 page 92 1 obligation 2 graduate 3 personal 4 behaviour 5 thoughtful 6 occasions 7 event 8 commercial Exercise 2 page 92 1 Possible answers: anniversary; graduation; wedding; engagement; new baby; passing a test 2 Answers will vary. Exercise 3 page 93 b Exercise 4 page 93 Answers will vary. Exercise 5 page 93 yes no 1 giving gifts is an obligation 2 have to spend money – could spend on more important things 3 better to spend time with a person than to spend time shopping 4 too much focus on opening gifts 1 giving a gift shows you were thinking of somebody 2 graduation gifts are practical – young people need gifts and money 3 gifts remind people of the person who gave the gift Exercise 6 page 93 Answers will vary. Exercise 7 page 94 2 seems 3 agree 4 disagree 5 not convinced 6 why not 7 don’t agree Exercise 8 page 94 Answers will vary. CRITICAL THINKING Learning objectives • Organize and analyze arguments about the commercialization of special occasions in a table • Organize ideas about the commercialization of special occasions in your own country in a table • Evaluate arguments about the commercialization of special occasions in your country and list supporting ideas TEACHER DEVELOPMENT BE INFORMED è Creating a convincing argument is an important skill for students because: (1) There is a common misunderstanding about what constitutes a ‘convincing’ argument, and it is important that students have the correct tools to be able to do this; (2) One misapprehension is to think that if somebody uses complicated words, or says something very forcefully, their argument must be correct; (3) Students need to develop the skill to examine an argument’s underlying evidence and reasons, in order to evaluate its strength. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Look at the following arguments about whether seven-year-olds should be taught critical thinking. Do you agree or disagree with them? Seven-year-olds should have critical thinking lessons. Critical thinking should be normalized from a young age. ✓/✗ Seven-year-olds are too young to understand critical thinking. ✓/✗ It would help the students in their other lessons. ✓/✗ Seven-year- olds are already doing critical thinking in their everyday lives. ✓/✗ Young children are naturally inquisitive. ✓/✗ Seven-year-olds would enjoy critical thinking sessions. ✓/✗
unit 4 137 For the arguments which you have ticked, and agree with, how could you make them more convincing? Can you think of any other points to support your position? Lead-in Students begin to think about the speaking task that they will do at the end of the unit. Give them a few minutes to look at the box and ask you any questions they might have. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 95–96. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE After doing Exercise 4, an optional extension would be to get students to revise/recycle what they learnt about counter-arguments in Unit 2. Can they think of any counter-arguments to the three reasons given? Exercise 1 page 95 Answers will vary for ✓ or ✗. argument Special occasions have become too commercial. giving gifts is an obligation have to spend money – could spend on more important things better to spend time with a person than to spend time shopping Special occasions have not become too commercial. giving a gift shows you were thinking of somebody graduation gifts are practical – young people need gifts and money gifts remind people of the person who gave the gift Exercises 2–4 pages 95–96 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Compare your responses in the Be confident section with a colleague. Do you agree or disagree with each other on the points? è Based on the responses to the questions in the Be confident section, are there any changes which you would advocate at the place where you teach? BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be flexible section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Use phrases for being polite in a discussion – You may be right, but …, What do you think? Excuse me, can I say something? • Use adverbs to emphasize your opinions – I strongly believe that people spend too much money on gifts. Yes, that’s completely true. It’s absolutely not true. • Use emphatic stress on adverbs to emphasize your opinions – I completely agree that holidays have become too commercial. I absolutely disagree that we should stop giving gifts on Mother’s Day. I really think that we should give fewer gifts. • Use phrases followed by that to express the opinions of yourself and others – I think that ..., many people believe that ..., I doubt that ... Exercise 1 page 97 1 I see your point 2 You may be right, but 3 I understand, but 4 I’m sorry to interrupt, but 5 I disagree Exercise 2 page 97 Answers will vary. Exercises 3–4 page 98 Answers will vary. Exercise 5 page 98 1 strongly 2 absolutely 3 really 4 completely
138 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 Exercise 6 page 99 1 P 2 O 3 P 4 O 5 P 6 O 7 P 8 O Exercises 7–8 page 99 Answers will vary. SPEAKING TASK Learning objectives • Prepare for a group discussion about the commercialization of special occasions by reviewing your notes and adding new information • Plan the language you will use to make arguments and acknowledge other arguments • Respond to feedback on your performance in a discussion • Give feedback on others’ performances in a discussion • Take part in a discussion about the commercialization of special occasions Exercises 1–6 pages 99–100 Answers will vary. RESEARCH PROJECT Discuss customs and traditions with students in another country. Ask the class to think about their own customs and traditions. You could ask them to think about special foods, culture, time of year and why they are important. Students can use online tools to share their ideas with each other. Tell the class they will be contacting students in other countries to find out about customs and traditions in those countries. You can search for ‘international school collaboration’ in advance to explore the options for doing this. Students can send audio/video messages to other students or set up online live video sessions to discuss customs and traditions. CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 less 2 en 3 ment 4 able 5 ize 6 al 7 ion 8 ful Exercise 3 1 about 2 to 3 by 4 about 5 for 6 at 7 with 8 for Exercise 4 1 thoughtful 2 generation 3 anniversary 4 obligation 5 interact 6 behaviour 7 graduate 8 occasions Exercise 5 Answers will vary. Exercise 6 1 your point 2 interrupting 3 interrupt 4 opinion 5 Excuse me 6 right Exercise 7 1 I disagree 2 I see your point 3 I’m sorry to interrupt 4 What’s your opinion? 5 You may be right
unit 5 139 UNIT OBJECTIVES Watch and listen Watch and understand a video about tackling the problem of obesity in children. Listening skills Listen for attitude; identify references to common knowledge. Critical thinking Brainstorm and evaluate ideas using an ideas map. Grammar Understand and use phrasal verbs. Speaking skills Use problem–solution organization; present persuasively. Speaking task Give a presentation to a group of students about an idea for a health product or programme. Teacher development Help your students become better at brainstorming and evaluating ideas using an ideas map. YOUR KNOWLEDGE Background note The photo shows people practising t’ai chi on a rooftop in Shanghai, China. T’ai chi is a form of exercise that involves slow movements and deep breathing. T’ai chi is a low-impact exercise and is suitable for people of any age and fitness. It is said to reduce stress and anxiety and increase flexibility and energy levels. In addition to regular exercise, people who want to stay fit and healthy should follow a healthy diet and not smoke. Lead-in Write the word diet on the board and elicit its meaning(s) from the class. The word has three distinct meanings, the first two of which are related to food. Students do not need to know the third meaning for the purposes of this unit. 1 the food and drink usually eaten or drunk by a person or group: Diet varies between different countries in the world. 2 an eating plan in which somebody eats less food, or only particular types of food, because they want to become thinner or for medical reasons: The doctor put me on a low-salt diet to reduce my blood pressure. 3 a particular type of thing that you experience or do regularly, or a limited range of activities: The TV only offers a diet of comedies and old films every evening. Elicit from the class whether people in their country have, generally speaking, a healthy diet. Encourage discussion where there is disagreement. At this stage, keep the discussion fairly general. Students will have the opportunity to discuss their own attitude towards diet and fitness later. You could also ask them what can happen when people have a poor diet. page 103 1 Possible answers: The people are doing t’ai chi. T’ai chi is a form of Chinese exercise that involves a series of slow movements. It makes your muscles stronger, makes you more flexible, improves balance and can reduce stress. 2–3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and identify the main ideas in a video about the health problem of obesity in children • Listen and complete a set of notes with figures • Listen and understand details • Practise talking about childhood health Exercises 1–3 page 104 Answers will vary. Exercise 4 page 105 1; 2; 4; 5 Exercise 5 page 105 1 1975 2 19% 3 1 in 10 4 1.6% 5 1 in 5 6 60% Exercise 6 page 105 Some answers are paraphrased. 1 being overweight or obese than being underweight 2 be more active 3 a sandwich with a protein filling and salad. 4 crisps 5 help children control their weight / control what they eat at lunch Exercise 7 page 105 Answers will vary. HEALTH AND FITNESS UNIT 5
140 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 LISTENING 1 Learning objectives • Understand key vocabulary for health – illness, overweight, habit • Listen and understand main ideas in a podcast about why some people live a long life • Listen and complete detailed notes on opinions • Listen and use speakers’ intonation to understand their attitudes • Listen for adjectives and rhetorical questions which communicate a speaker’s attitude • Understand fixed phrases referring to common knowledge – There is no doubt that …, Everyone knows that …, Most people think that … • Evaluate and discuss healthy and unhealthy lifestyles Lead-in Tell students they’re going to interview classmates about their daily lifestyles. In small groups, ask students to brainstorm interview questions. (Possible questions: What do you eat on a typical day? What foods do you avoid eating? What do you do for physical activity every day? Do you spend a lot of time watching television or playing video games?) They can also ask each other about their family genes (Do people in your family tend to live long? If yes, do you think it’s because they have healthy lifestyles or healthy genes?) Once the groups have thought of questions, students should walk around the classroom and interview each other. When everyone has finished, ask for volunteers to share interesting information they have learnt. Take a class vote on whether students think a healthy lifestyle or good genes are more important for a long life. Exercise 1 page 106 a unhealthy b work out c prove d illness e overweight f habit Exercise 2 page 106 Possible answers: 1 Photos a and c show people eating an unhealthy and healthy diet. Photos b and d show people being active and inactive. 2 A lifestyle of not being active and eating unhealthy food can lead to obesity and health problems. Leading a healthy lifestyle is much better for us. 3 Your genes affect how likely or unlikely you are to get certain diseases, like diabetes. Having an unhealthy lifestyle increases the chance of getting these diseases. Exercise 3 page 107 1 No, they don’t. Some older people may have eaten an unhealthy diet or not exercised regularly. 2 Genes are more important than lifestyle for having a long life. Exercise 4 page 107 1 it’s great news! 2 the key to a healthy life is to enjoy yourself. 3 get too worried about healthy eating and exercise! 4 genes are more important than our lifestyle. 5 exercise and eat well. 6 it’s always better to have a healthy lifestyle. 7 bad health habits increase the chances of getting a serious illness. 8 be careful and look after myself because I don’t know if I have good genes! Exercise 5 page 108 1 excited: the speaker’s voice goes up and down a lot 2 certain: emphasis on no question and happy people live longer 3 critical of people for getting worried: emphasis on ridiculous 4 certain/sarcastic: emphasis on certainly 5 serious/neutral: voice doesn’t go up and down much Optional activity Ask students to read the Skills box and to discuss in pairs what kinds of clues can help us decide what a speaker is thinking or feeling. Allow a few minutes for discussion, then elicit ideas from the class. (Possible answers include: the language people use, intonation, body language and whether or not the speaker maintains eye contact. Note that to a certain extent, all of these suggestions may be culturally specific. You could ask your students to discuss ways that people in their culture show agreement and disagreement, then ask them to contrast this with another culture that they know about.) Exercise 6 page 109 Extract 1: Positive; speaker’s voice goes up at the end. Extract 2: Negative; speaker’s voice goes down at the end, using a positive adjective with sarcastic intonation. Extract 3: Negative; using a rhetorical question. Extract 4: Negative; using a rhetorical question; voice doesn’t go up and down a lot; question ends on a falling tone, which suggests that the speaker doesn’t expect an answer. Extract 5: Positive; intonation goes up and down.
unit 5 141 Extract 6: Negative; voice doesn’t go up and down much; doesn’t stress great, but stresses some and I (after but). Exercises 7–9 page 110 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Identify and work out the meaning of phrasal verbs in context – come down with, take up, try out for • Use phrasal verbs in a discussion about healthy lifestyles • Use adjectives to describe well-being – cultural, physical, emotional Exercise 1 page 111 2 came down with 3 take up 4 try out for 5 give up 6 sign up (for) 7 join in 8 get over Exercise 2 page 111 Answers will vary. Exercise 3 page 112 1 come down with 2 give up 3 sign up (for) 4 join in 5 try out (for) 6 get over 7 take up 8 cut down on Exercise 4 page 112 1 given up 2 get over 3 signed up 4 taken up 5 tried out 6 cut down on Exercises 5–6 page 112 Answers will vary. Be flexible Support lower-level students with the meaning of phrasal verbs by acting out the meanings in a game of Charades. Divide the class into teams. Write some phrasal verbs on separate slips of paper, fold them and put them in a hat or bowl. Students can come to the front of the room, select one, and act out the phrasal verbs. (You may want to first display the list of phrasal verbs and give students or pairs up to five minutes to discuss ways to act out them out. This will also help them more readily identify the answers.) The first team to call out the correct answer wins a point. For a bonus point, give the team about one minute to think of a sentence using the phrasal verb. Exercise 7 page 113 1 emotional 2 social 3 intellectual 4 personal 5 Physical 6 cultural 7 educational LISTENING 2 Learning objectives • Understand key vocabulary for health and well- being – relax, stress, treatment • Listen and identify the topics of four presentations about programmes to improve your health • Listen and take detailed notes on the benefits of four health programmes • Synthesize information from a podcast about why some people live a long life and four presentations about health programmes in a discussion Lead-in Hold a class discussion. Ask students what the benefits of physical activity are in addition to improving physical health (can lead to improved self- confidence, better concentration, ability to work on a team and get along with others, can reduce pain and build bone strength). Exercise 1 page 114 1 c 2 a 3 b 4 b 5 a 6 b 7 c 8 a Exercise 2 page 115 Answers will vary. Exercise 3 page 116 1 taekwondo 2 a football club 3 a cycling tour 4 acupuncture Optional activity For homework, ask students to research holidays that focus on health and fitness. These can include cycling tours, yoga retreats, extended walking tours, multi-day rafting or kayaking trips, or anything else that interests them. They can research what the holiday consists of, what countries it takes place in, a sample daily itinerary and what the benefits of this type of holiday are. The students can present their findings in small groups. The groups can discuss whether they would ever want to take a holiday like this, and why they think these types of holiday are growing in popularity.
142 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 Exercise 4 page 116 Programme 1: improves health and well-being; improves concentration; makes you feel good about yourself; improves confidence; reduces stress Programme 2: improves social life; improves intellectual performance; improves physical fitness; improves team- building skills Programme 3: exercise; fascinating cultural experience; improves memory and thinking skills Programme 4: reduces pain; helps people lose weight Exercise 5 page 116 Answers will vary. CRITICAL THINKING Learning objectives • Organize your notes about the benefits of a health programme into an ideas map • Discuss and evaluate different ideas for health programmes • Add the benefits of the health programme you discussed to an ideas map TEACHER DEVELOPMENT BE INFORMED è Brainstorming and evaluating ideas using an ideas map is an important skill for students because: (1) Ideas maps can help students to identify what they already know about a subject, and to realize they know more than they think they do; (2) They are a useful way of organizing information when students are listening and have to be selective in what they write down; (3) Ideas maps can be particularly useful in showing the connections between the topic, main ideas and details. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Watch the video, ‘21st Century Skills’, by Ceri Jones at the Cambridge Better Learning Conference. Looking at just the section from 04:05 to 08:35, take notes using an ideas map on the presenter’s ideas about 21st Century Skills: www.youtube.com/watch?v=1v92oyTFAAk. Review your ideas map and add any ideas from your own teaching. Do you agree with everything you have written in your ideas map? Why / Why not? Lead-in Students begin to think about the speaking task that they will do at the end of the unit. Give them a few minutes to look at the box and ask you any questions they might have. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 117–118. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE When doing Exercise 2, encourage the students to be as open-minded and inventive as possible. One of the main advantages of using an ideas map is that it can encourage new, interesting and innovative ideas. They should not ‘edit’ themselves too much at this stage. Exercises 1–4 pages 117–118 Answers will vary. Optional activity Tell students they will contribute to several ideas maps about the benefits of health-related activities. If space allows, students should spread out around the room. Give each student a large piece of paper to tape to the wall, a marker to write with, and a health-related activity to write in the main circle of their ideas map (examples of health-related activities: spending time with friends, vegetarian diet, team sports). Each student should begin their ideas map with their assigned activity in the middle circle. They should add one benefit to an outside circle. Students should then move to the ideas map on their right, look at the new activity, and add one benefit to an outer circle. After filling in one outer circle on each map, students should move to the next map. The ideas maps are complete when they each have five or six outside circles. When they are finished, tell students to go to their original ideas maps. They can discuss with a partner what ideas they like the best and why.
unit 5 143 TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Look back at the ideas map which you created. Is it still clear to you? Do the notes help you remember the key points? If the answer is ‘no’, then you may need to rethink the way in which you take notes using an ideas map. è Did your students find it easy or difficult to come up with new and original ideas by themselves? Some students find it easy to do this, whilst others find it very challenging. How can having an awareness of this help you plan future sessions more effectively? BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the video and ideas you generated in the Be confident section opposite, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Identify the key content features of a problem– solution presentation about a health programme • Understand the organization of a problem– solution presentation about a health programme • Use imperative verb forms to write persuasively – Buy our new product! Be kind to your body. Join us. • Use positive adjectives which make a message more persuasive – exciting, terrific, fascinating Exercise 1 page 119 1 to engage the audience and make them think about the topic 2 to make listeners think about their own problems; as it is likely that many people would answer ‘yes’ to some of them, this sets up the presentation as a solution to the audience’s problems 3 focusing on work, feeling stressed, wanting to get more exercise 4 taekwondo 5 to try to make the reader believe it is common knowledge that taekwondo is helpful 6 it has been shown to improve your concentration and make you feel good about yourself 7 the date of the first free introductory class Exercise 2 page 119 specific information about the place, time, etc. 4 background information about the programme 3 introduction of the solution 2 Exercise 3 page 120 2 check out 3 join 4 learn; visit Exercise 4 page 120 1 Imperatives often make the listener want to take action. 2 Imperatives are used in the presentations because the presenters want to persuade the listeners to do something – sign up for a course, group, etc. Exercise 5 page 120 2 Buy one and get one free. 3 Hurry and purchase a ticket now. 4 Don’t forget that our shops are open on Sundays. 5 Register for our course before it’s too late! Be flexible Provide advanced students with the opportunity to analyze authentic persuasive language and deepen their understanding of imperatives and adjectives. The task is for students to find examples of the use of imperatives and adjectives in advertisements, and to consider how effective they are. Students can then rewrite a version of the advertisement without using any imperatives or adjectives and compare the effectiveness of this against the original. Invite students to discuss the following questions: Which version is more honest? Which version is more persuasive? What effect do imperatives have? What is the effect of adjectives? This can be done as a homework assignment. If internet access is available in class, you could also do this during lesson time. This would give you the opportunity to discuss the language used in advertisements in more detail with your students and give guidance to make this task appropriate for lower-level students. The task may also provide insight into students’ interests as illustrated by the advertisements they decide to look at. This can then help inform your choice of tasks and extra materials in future lessons.
144 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 Exercise 6 page 121 1 new; exciting 2 social; intellectual; physical, team-building 3 terrific; fascinating; cultural; best 4 interested; alternative 5 traditional (Chinese) 6 great; easy Exercise 7 page 121 Answers will vary. SPEAKING TASK Learning objectives • Prepare to give a presentation on a health programme by reviewing your notes and adding new information • Organize the content of a presentation on a health programme • Prepare persuasive language to use in a presentation • Respond to feedback on your presentation by making it more persuasive • Give a presentation on a health programme Exercises 1–7 pages 121–122 Answers will vary. RESEARCH PROJECT Create an interactive menu. Ask students to brainstorm healthy foods. In groups, students can then think about creating a menu which includes these healthy foods. Each group could use online tools to write a blog entry to share their menu with the rest of the class. The menus can be used to create a class website (search for ‘create free website’). Students can upload pictures, video and audio clips to add information about each menu item, e.g. calories, fat and alternative choices. This website can be promoted around the learning environment. CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 out 2 on 3 for 4 into 5 over 6 up 7 up 8 with Exercise 3 1 physical 2 emotional 3 cultural 4 personal 5 social 6 educational 7 intellectual Exercise 4 1 work out 2 habit 3 unhealthy 4 Participating 5 performance 6 treatment 7 reduce 8 mental Exercise 5 Answers will vary. Exercise 6 1 to attract the listeners’ attention 2 to introduce a solution 3 to give background information 4 to give specific information about the programme Exercise 7 Introduce the problem(s) with rhetorical questions. Introduce the solution. Give background information about the solution. Give specific information about the solution.
unit 6 145 UNIT OBJECTIVES Watch and listen Watch and understand a video about a boy with a prosthetic hand. Listening skills Understand references to earlier ideas; understand lecture organization. Critical thinking Summarize information using Wh- questions. Grammar Use passive verb forms. Speaking skills Preview a topic; organize ideas; explain how something is used. Speaking task Give a presentation about an invention or discovery which has changed our lives. Teacher development Help your students become better at summarizing information using Wh- questions. YOUR KNOWLEDGE Background note The photo shows a replica of a very early computer called ‘Difference Engine No 2’. It was designed by the British computing pioneer Charles Babbage (1791–1871) between 1847 and 1849. It would have weighed around 15 tonnes and been 2 metres tall. It was able to perform a complex series of calculations automatically and print the results. The replica was built by the Science Museum in London, the UK; construction began in 1985, this main section was completed in 1991, and the entire model in 2000. Difference Engine No 2 was never constructed in Babbage’s lifetime, because it was too expensive and difficult to make at that time. Some of the most important inventions and discoveries in the last 20 years have been digital television, Wi-Fi, Bluetooth, GPS systems, LED lightbulbs, MP3 players, hybrid cars, social media networks, e-readers, instant messaging, digital cameras and smartphones. Lead-in Tell students the wheel was invented around 3,500 BCE and the internet was invented thousands of years later. In small groups, ask students to brainstorm everything they can think of that was invented in between those years. The students can rank the top ten in order of importance and write their lists on the board. page 125 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and complete a summary of a video about a boy with a prosthetic hand • Listen and understand details • Practise talking about the ideas emerging from the video Exercises 1–2 page 126 Answers will vary. Exercise 3 page 127 1 prosthetic / new 2 expensive 3 college 4 3D 5 normal 6 successful 7 new / prosthetic Exercise 4 page 127 1 Holden Mora is seven 17 years old. 2 Jeff Powell built the hand using instructions from the internet his professor. 3 The printer builds the parts in under 24 44 hours. 4 Holden can cannot hold things with his artificial hand. 5 Jeff Powell Holden is now raising money to build hands for other kids. 6 Holden hopes other children teachers can have the best kind of hands, too. Exercise 5 page 127 Answers will vary. DISCOVERY AND INVENTION UNIT 6
146 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 LISTENING 1 Learning objectives • Understand key vocabulary for inventions – design, develop, device • Listen and identify the order of main ideas in a museum tour about inventions • Listen and complete a set of detailed notes about inventions • Understand referencing to ideas which were mentioned earlier • Understand the use of weak and strong forms of small words in sentences • Evaluate and explain the importance of different inventions Exercise 1 page 128 1 designed 2 Scientific 3 discover 4 invented 5 device 6 develop 7 diagram 8 technology Exercise 2 page 129 1 d (invented 953) 2 c (invented in the thirteenth century, 1268) 3 a (invented in the ninth century) 4 b (invented 1206) Lead-in Ask students to speculate what people did before the items in Exercise 2 were invented. For example, how did people with poor vision see clearly before glasses were invented? They’ll only hear the answer to one invention (the fountain pen) in Listening 1. For the others, the discussion can come from speculation. Exercise 3 page 129 1 d 2 c 3 a 4 b Exercise 4 page 130 1 pen 2 953 3 Africa 4 ink 5 glasses 6 thirteenth 7 Italy 8 read 9 twelfth 10 Turkey 11 engineer 12 gardens 13 farms 14 car 15 ninth 16 China 17 scientists 18 live Exercise 5 page 130 1 953 2 the Middle/Dark Ages 3 glasses 4 (the invention of) gunpowder Exercise 6 page 131 1 and; and the; to 2 The; of; the 3 The; a; to; in a 4 of the; of Exercise 7 page 131 1 b 2 c 3 a Exercise 8 page 132 Answers will vary. Be flexible Ask students to write down their answers to the questions in Exercise 8. They should then note in their answers the small words that are not usually stressed (a, an, the, do, does, to, from, at, of). They can read their answers to a partner, sometimes stressing the small words and sometimes not. They can discuss with their partner how the different stress changes the meaning of the word and the sentence. Provide more guidance with this task for lower- level students. If possible, ask students to write their answers onto a shared document to display to the class. Then students can take turns reading their sentences to the group, choosing either to stress the small words or not. Ask the class to first identify any stressed words they hear and then discuss how the meaning changes when the word is stressed (or not). Exercise 9 page 132 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Understand three different meanings of make – force, cause and produce • Identify the meaning of make in collocations – make a comparison, make a decision, make a difference • Recognize passive verbs – The digital computer was invented in 1936. The first glasses were held in front of the eyes. It was first used for watering gardens. • Describe inventions and discoveries, using passive verb forms Exercise 1 page 133 2 F 3 C 4 P 5 C 6 F Exercise 2 page 133 1 b 2 a 3 b 4 b 5 a 6 b 7 a 8 a Exercise 3 page 134 1 were brought 2 was made 3 were invented; were held / balanced; were developed 4 was (first) used 5 was invented; were written Exercise 4 page 134 2 The law of gravity was discovered by Isaac Newton in the seventeenth century. 3 The first computer chip was invented in the 1950s. 4 The first smartphone was created after 1997. 5 Penicillin was first discovered in 1928 by Alexander Fleming.
unit 6 147 Exercise 5 page 135 1 was discovered 2 was invented 3 designed 4 were developed 5 was written 6 was created 7 download 8 were sent 9 was taken 10 developed Exercise 6 page 135 1 were created was created 2 is discovered was discovered 3 was print was printed 4 was wrote was written 5 no error 6 was invented invented Exercise 7 page 135 Answers will vary. Be flexible Provide advanced students with an opportunity to identify passive verb forms in authentic texts. For homework, ask students to search online for an article about important inventions. They should find a short article that looks interesting to them. They should read the article and underline all instances of the passive voice and all instances of the active voice. In class, they can share their articles in small groups and explain why the passive voice was used in some sentences. You may want to provide additional challenge by asking students to use the passive verb forms they found in their own sentences to discuss the inventions from the unit. For lower-level students, provide more controlled practice. Use the transcript from Listening 1 instead of an article and ask students to identify four passive verb forms (e.g., is called, were brought, was made, were invented). Ask students to share aloud examples and challenge them to find more passive verb forms as you verify they are on track. Then contrast the passive voice sentences with active voice sentences from Listening 1 and invite students to share their thoughts on why the passive voice was used. LISTENING 2 Learning objectives • Understand key vocabulary for technology – install, industry, app • Listen and understand the organization and main ideas in a lecture about the history of smartphone apps • Listen and complete a set of detailed notes • Identify phrases which signpost the organization of ideas in a lecture – We’ll start by discussing ..., We will then discuss ..., I’d like to start by talking about ... • Synthesize information from a museum tour about inventions and a lecture about the history of smartphone apps in a discussion Lead-in Tell students to imagine they’re planning a weekend trip to a city they’ve never been to before. In small groups, ask them to brainstorm the various things they’ll need to know in order to plan their weekend (how to get there, the weather, good restaurants, things to do, opening and closing times of places). Now tell them to imagine their trip is taking place before the invention of computers and smartphones. They should discuss how they will find out the information they need to know. When they are finished, tell them they can now plan the trip using their smartphones. They should discuss which apps they would use for each aspect of the planning. Exercise 1 page 136 1 access 2 app; install 3 create 4 users 5 product 6 industry 7 allow Exercise 2 page 136 1 and 3 Answers will vary. 2 At the time this book was published, 25 billion apps were downloaded every year. Exercise 3 page 137 a 2 b 3 c 1 Exercises 4–5 page 137 Answers will vary. Exercise 6 page 137 Possible answers: 1 internet 2 checking emails 3 sending texts 4 first app store 5 internet browsers 6 180 billion 7 go to bookshop or library – guidebooks; get audio books; get maps; look up directions on computer, print them; pack CDs, camera, torch, list of phone numbers and addresses; passenger reads directions; ask for directions if you get lost 8 read reviews; book hotel with travel app; use GPS; use music app; listen to podcasts 9 software engineers 10 helpless 11 patient Exercise 7 page 138 2 We will then discuss 3 I’d like to start by talking a little bit about 4 I’m going to briefly talk about 5 Now I’d like to mention 6 In the next part of the lecture, I’ll discuss Exercise 8 page 138 Answers will vary.
148 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 Optional activity If some of your students have smartphones, you could ask them to research ways that their phones could be used to help them learn English, both inside the classroom and outside. Tell them that they should focus on three aspects of smartphone use: 1 useful apps designed specifically for students of English 2 apps that provide useful practice, but which were not designed primarily for students of English (e.g. English language news apps, podcast apps, etc.) 3 ways that they can use their smartphones as the basis of discussion tasks (e.g. taking photographs of things they see during the week to discuss in class, taking photographs of their family to describe in class) Students should be ready to talk about their ideas during the next lesson, and to recommend particular apps and tasks to the other students in the class. CRITICAL THINKING Learning objectives • Use Wh- questions to complete an ideas map about an invention from the Listening sections • Use Wh- questions to create an ideas map about one of four inventions • Suggest ideas for another person’s ideas map TEACHER DEVELOPMENT BE INFORMED è Summarizing information using Wh- questions is an important skill for students because: (1) Taking a question-based approach to research can help students identify rich, interesting and relevant background information; (2) Adopting this approach should also result in your students’ writing being more argumentative and less descriptive; (3) This process is also very structured and focused, and leads on directly from their ideas maps (see Unit 5). BE CONFIDENT è Develop this skill for yourself by doing the following activity: What is your response to these questions about critical thinking? 1 Why is critical thinking important for both ‘academic’ and ‘real’ life? 2 What are the best strategies for developing your students’ critical thinking skills? 3 Where is the best place for critical thinking skills to develop? 4 When should students first start to learn about critical thinking? 5 Who should be responsible for developing critical thinking skills? 6 How should students apply what they learn about critical thinking in the classroom to real life? Lead-in Students begin to think about the speaking task that they will do at the end of the unit. Give them a few minutes to look at the box and ask you any questions they might have. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 139–140. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE Exercise 5 could be done as a ‘doughnut’ activity. Half the class form the ‘inner ring’ of the doughnut, and hold up their books showing their ideas map. The other half form the ‘outer ring’ of the doughnut, and give feedback. After 60 seconds, the outer ring moves one place to the left, and gives feedback to the next student. After four or five turns, the inner ring and outer ring swap places. Then repeat. Exercises 1–5 page 139–140 Answers will vary.
unit 6 149 TEACHER DEVELOPMENT BE REFLECTIVE Think about the following points: è Share your answers to the questions in the Be confident section with your colleagues, perhaps via a discussion app. Could the questions be used as part of staff training on critical thinking? è Did most students talk about one of the inventions suggested in Exercise 3, or did they come up with their own one? Reflecting on this can tell you something about how confident students are in coming up with their own ideas. BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share how the Be flexible exercise went, and its outcome? PREPARATION FOR SPEAKING Learning objectives • Use phrases in the introduction to a presentation to signpost organization of ideas – I’d like to begin my talk by looking at …, After that, I’m going to explain …, Then, I’ll discuss … • Understand the organization of information in a presentation • Use phrases to explain how a device is used – GPS allows us to find our way. The mobile phone helps people stay in touch. Exercise 1 page 141 2; 3; 5 Exercise 2 page 141 Answers will vary. Exercise 3 page 142 a 6 b 2 c 5 d 3 f 7 g 4 Exercise 4 page 143 1 allows us 2 helps people to 3 are useful for 4 makes it 5 Without Exercises 5–6 page 143 Answers will vary. Be flexible Provide lower-level students with support and practice in using phrases to explain how something is used. Write the phrases from the box in Exercise 4 on the board. Write one invention on the board (for variety, use different inventions than the ones in Exercises 4 and 5). Ask a volunteer to give an example sentence using one of the phrases (The aeroplane is useful for travelling a long distance in a short time.). Put a tick next to that phrase so it’s not used again. Ask the next volunteer to use the same invention with a different phrase (Without the aeroplane, people would still have to travel by ship to cross the ocean.). Continue with the same invention until all the phrases have been used, and then repeat the process with a new invention. In this way, you provide targeted support for lower-level students in generating academic language while thinking on their feet. SPEAKING TASK Learning objectives • Review and organize your notes in sequence to prepare for a presentation about an invention • Prepare an introduction which previews your presentation • Select language to explain how your invention is used • Give a presentation on an invention • Take part in a discussion to evaluate the importance of an invention Exercise 1–5 page 144 Answers will vary. RESEARCH PROJECT Invent and present a new mobile app. Ask students to brainstorm all the different things mobile apps can do. Examples may include: giving driving and walking directions, paying bills, paying people you owe money to, producing and editing films, creating music or editing photos. In groups, ask students to think about what else they wish there was a mobile app for. Each group should design a new mobile app which allows them to do these new things. The assignment should include a description of the app’s main purpose, how it works, who will find it most useful, and what image it will show on a smartphone screen. Each group can present their invention and vote for the best one.
150 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 contribution 2 attempt 3 decision 4 improvements 5 public 6 progress 7 comparison 8 difference Exercise 4 1 was invented 2 were taken 3 wrote 4 was discovered 5 were sent 6 built Exercise 5 1 User 2 diagram 3 scientific 4 industry 5 install 6 technology 7 device 8 access Exercise 6 1 making 2 Without 3 make it 4 to stay cool 5 help people to Exercise 7 Answers will vary.
unit 7 151 UNIT OBJECTIVES Watch and listen Watch and understand a video about College of Art graduate, Christopher Raeburn. Listening skills Take notes on main ideas and detail; identify auxiliary verbs for emphasis. Critical thinking Create a purpose statement; evaluate interview questions. Grammar Make predictions and talk about expectations for the future. Speaking skills Ask for opinions and check information; ask follow-up questions. Speaking task Take part in an interview to find attitudes about uniforms and dress codes. Teacher development Help your students become better at creating a purpose statement and evaluating interview questions. YOUR KNOWLEDGE Background note The photo shows fashion models walking down a catwalk, with British model Cara Delevingne at the front, while people in the audience watch and take photos on their phones. The photo was taken during London Fashion Week, which showcases fashion designers from around the world. Fashion changes with time and usually reflects popular culture. For example, fashion can be influenced by celebrities, advertising, television shows, athletes, musicians, books, music and even politics. Young people often want to wear different clothes from their parents to show that they are young, new and modern. Lead-in Ask the class to write down the names of any designer-branded clothes that they are wearing (e.g. Levi’s, Calvin Klein, Anita Dongre). For any shop- branded clothes (e.g. Esprit, H&M, Gap), they should write down the name of the store where the item was bought. Give the students a strict time limit of one minute to do this and tell them not to look at any of their labels – they must do the task from memory. Then ask the students to work in pairs and compare their lists. Invite comments from the class of which brands of clothing are the most popular. page 147 1 Possible answers: The people in the photo are modelling clothes on a catwalk as part of a fashion show. 2–5 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand the main idea in a video about a fashion designer • Listen and understand details • Listen and identify the meaning of unfamiliar words and phrases from their context in the video Exercise 1 page 148 Answers will vary. Exercise 2 page 148 1 England 2 England 3 recycled Exercise 3 page 149 he uses recycled materials Exercise 4 page 149 1 T 2 F; Christopher uses other spare military materials, like parachute material. 3 F; Christopher employs local people in England to make his clothes. 4 T 5 T 6 T 7 F; Christopher gets the ideas for his designs firstly from the original fabric or piece of clothing. Then he adds ideas he gets from other places. Exercise 5 page 149 1 b 2 a 3 a 4 b 5 b 6 a Exercise 6 page 149 Answers will vary. FASHION UNIT 7
152 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 LISTENING 1 Learning objectives • Understand key vocabulary for fashion – design, fabric, practical • Use visuals to predict the topic of a discussion about fashion • Listen and complete the outline of a discussion about fashion • Listen and note speakers’ opinions in a table • Understand and use full forms of auxiliary verbs for emphasis • Gain awareness of unstressed vowel omission – every /ˈev·ri/, family /ˈfæm·li/, several /sev·rəl/ • Express personal opinions on fashion Lead-in Put students in pairs. Tell them they will hear the term ‘smart fabrics’ in the discussion about clothes of the future. Give them a few minutes to think about what that term might mean. With their partner, they should think of a definition for ‘smart fabric’ and at least one example of a piece of clothing that could be designed using smart fabric. Exercise 1 page 150 1 fabric 2 local 3 useless 4 convert 5 Smart 6 practical 7 focus on 8 design Be flexible Provide advanced students with the opportunity to be creative, think on their feet, and showcase their skills in front of the class. Ask the students to get into pairs (A and B) and tell them that they are going to perform a series of 60-second role plays. You will call out the number of one of the statements from Exercise 1. Student A must read out the statement, Student B must respond and then the two students together must improvise a dialogue for 60 seconds. They must continue talking until you call out the next number for Student B to read out. Continue like this until you have called out all of the numbers, then quickly elicit summaries of some of the role plays from the class. You may want to model this task with a student as an example. The most successful statements for this activity are: 3, 6 and 8. The other statements can also be used, although they may demand a little more thought when setting a context for the dialogue. Exercise 2 page 150 Answers will vary. Exercise 3 page 151 1 future 2 community 3 environmentally 4 conditions 5 energy 6 electricity 7 Smart 8 kill 9 temperature 10 sports 11 ill 12 lights 13 dress 14 colour Exercise 4 page 152 type of clothing adjective(s) speaker’s opinion (P or N) eco-clothes interesting P fabrics which regulate body temperature amazing P fabrics which prevent people from getting ill cool P dress made of lights (not very) practical useless N Exercise 5 page 152 1 a I’ve been reading about fashion of the future. b I have been reading about fashion of the future. 2 a That’s amazing. b That is amazing. 3 a I agree that it’s not very practical. b I do agree that it’s not very practical. 4 a I think it’ll be interesting. b I do think it’ll be interesting. Exercise 6 page 153 1 I do believe they can be used to make sports clothing. 2 It does seem we have a lot of ideas for the future of fashion. 3 I do agree. 4 I do like the idea of clothes which help people with health problems. 5 She does buy a lot of clothes. Exercise 7 page 153 1 interesting 2 typically 3 temperature 4 finally 5 different Exercises 8–9 pages 153–154 Answers will vary.
unit 7 153 LANGUAGE DEVELOPMENT Learning objectives • Understand the meaning of common idioms – over the top, give me a hand, keep an eye on • Use will and going to to talk about predictions and expectation for the future – In the future, we’ll probably wear clothes which can regulate body temperature. It’s about future fabrics and how we’re going to use them. • Use the future continuous to talk about predictions and expectation for the future – A few years from now, we’ll probably be using this fabric to charge our phones. In the future, we’re going to be wearing clothes which regulate our temperature. Exercise 1 page 154 1 give me a hand 2 not really into 3 are up for 4 I’m not a fan of 5 over the top 6 keep my eye on 7 go for it Exercise 2 page 154 b 7 c 2 d 3 e 1 f 4 g 5 Be flexible Once the class is clear as to the meaning of the idioms in Exercises 1 and 2, ask the students to look at them again and underline those they would feel most comfortable using. They should then practise using these during a discussion with a partner (either one of the discussion tasks from the book, or a topic of their own choice). The aim of the discussion is to try and sound as natural as possible when using the idioms. Support lower-level students in acquiring these forms by providing the first line of a dialogue for partners to create the response to and then role play. Instruct students to use one of the idioms in their response. In this way, you give guidance with additional contexts to use the idioms in and traction with producing them (e.g. Are you a fan of homework? / I’m not a fan.; I’m thinking about going to graduate school. / Go for it!; Can you watch my laptop for a second while I get a coffee? / Sure. I’ll keep my eye on it.) Exercise 3 page 155 1 will be printing / are going to be printing 2 will be wearing / are going to be wearing 3 won’t be using / aren’t going to be using; will be doing / are going to be doing 4 will be making / is going to be making; will be living / is going to be living Exercises 4–5 page 156 Answers will vary. LISTENING 2 Learning objectives • Understand key vocabulary for fashion – collection, style, individual • Listen and understand the main ideas in an interview with a fashion designer • Listen and take detailed notes to complete an outline form of an interview • Listen and understand details • Make inferences about the ideas in the interview • Synthesize information from a discussion and an interview about fashion Lead-in Put students into small groups. Write the following questions on the board for discussion: Have you ever travelled somewhere where you stood out because of how you were dressed? If yes, explain. If no, where is a place you might travel to where your style of dress would probably be very different from the local people? Give groups about five minutes to discuss the questions and then ask students to tell you anything interesting that came up in their conversation. Finally, tell them they will hear an interview with Aysha Al-Husaini, a Muslim fashion designer who grew up in New York. Ask students if they think she stood out because of how she dressed. Exercise 1 page 156 a admire b modest c unique d collection e individual f combine g confidence h style Exercise 2 page 157 Answers will vary. Exercise 3 page 157 1 She’s a talented fashion designer. 2 Qatar 3 unique designs that combine traditional Muslim fashion with French chic Exercise 4 page 158 Possible answers: 1 growing up in New York 2 problems dressing in modest way 3 tried to combine culture with fashion 4 Muslim clothes 5 people think of burkas 6 teachers – how to create fashion without miniskirts and sleeveless shirts? 7 fashion = more than showing body 8 style = traditional chic 9 young designers reusing traditional styles 10 popular outside the US – Doha, Dubai, etc.
154 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 Exercise 5 page 158 1 F; Aysha grew up in New York. 2 DNS 3 T 4 DNS 5 T 6 T 7 T 8 F; In China and India, you can see that many traditional styles are being reused by young designers. 9 F; Aysha receives requests for her clothes from women in Malaysia and Singapore and she might open stores there some day. Exercise 6 page 159 1 Yes – the host says that Aysha’s collection made a great impression on the audience at Fashion Week in Doha. 2 Yes – Aysha says that she had problems with dressing modestly and that her friends thought her clothes were strange. 3 No – Aysha says she thinks that there’s a misunderstanding of Muslim clothes and that most people only think of a burka. 4 No – when she started at design school, her teachers asked her how she was going to stay in the fashion business if she wouldn’t design miniskirts or sleeveless shirts. 5 Yes – the host says that her collection made a great impression at Doha’s Fashion Week, she sells her collection in big cities, and she gets requests from other countries where she may also open stores. Exercise 7 page 159 Answers will vary. Optional activity Tell students they will research a fashion designer for homework. Tell them about Fashion Forward Dubai, which is the biggest fashion event in the Middle East. They should go to the Fashion Forward Dubai website and find a designer that interests them. Then they should do further biographical research on the designer. They should find out where the designer is from, what type of clothes he/she designs and what his/her design influences are. Students can then be put into small groups to share their information. You can also ask them to compare their designer with Aysha Al-Husaini. CRITICAL THINKING Learning objectives • Analyze purpose statements for interviews and identify the most useful one • Discuss the topic of dress codes • Write a purpose statement for an interview about attitudes to uniforms and dress codes • Evaluate the effectiveness of interview questions against a set of criteria • Create a list of questions for an interview • Evaluate and improve your questions for an interview TEACHER DEVELOPMENT BE INFORMED è Creating a purpose statement and evaluating interview questions are important skills for students because: (1) Students may have very little experience of conducting interviews, and so need to understand the basics; (2) Along with good interview questions, creating a purpose statement can help ensure the quality of the interview and therefore the greater likelihood that it will produce the data desired; (3) Creating a clear purpose statement and developing good, clear questions can help increase students’ confidence in conducting interviews, which is crucial, as they may be nervous or anxious about doing them. BE CONFIDENT è Develop these skills for yourself by doing the following activity: Imagine that you are going to interview a world expert on critical thinking. 1 Write a short (30–40 words) statement beginning, ‘The purpose of this interview is...’, to show what the goal of your interview would be. 2 Write a list of specific questions (around three to five) you would ask him or her about critical thinking. Lead-in Students begin to think about the speaking task that they will do at the end of the unit. Give them a few minutes to look at the box and ask you any questions they might have.
unit 7 155 TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 160–162. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE As an optional ‘at home’ or ‘project’ task, get students to actually ask relevant people (e.g. teachers, parents, the principal) the questions they create in Exercise 6. This would make the task more realistic, and take critical thinking outside of the classroom. Take feedback at the beginning of the next lesson after they have done this work. Exercise 1 page 160 Statement 1 states an incorrect goal. The goal of the interview isn’t to explore fashions from around the world. Statement 2 has more than one sentence. Statement 3 is best because it is one sentence, it clearly states the goal, and it uses the qualitative phrase learn about. Exercise 2 page 160 Possible answers: 1 A dress code is a set of rules about what types of clothes students or employees must wear and/or aren’t allowed to wear. 2 Reasons for dress codes include: it makes sure that people look professional; in schools, dressing appropriately shows respect; it makes sure that people dress modestly Exercise 3 page 160 Answers will vary. Exercise 4 page 162 1 c 2 a 3 e 4 d 5 b Exercises 5–6 page 162 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Look again at the list of questions which you wrote in the Be confident section. What would your answers to these questions be? Ask a colleague (either in person or electronically) their responses. è If your students did the Be flexible task suggested, what happened? What did they discover? Is there any practical impact which this research could have on your educational institution? BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be confident section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Use indirect questions to ask about opinions – Do you think that most people know much about Muslim clothes? Can you tell me how you feel about Muslim fashion? • Use indirect questions to check your understanding – Do you mean that Muslim women sometimes have a hard time finding fashionable clothes? Are you saying that there is a need for fashionable clothes for Muslim women? • Use phrases and follow-up questions to ask for more information – Can you explain why you decided to design fashions for Muslim women? Could you expand on that point? You mentioned that when you were a teenager, your friends thought you dressed strangely in the summer. How did you feel about that? • Express opinions on fashion and ask follow-up questions Exercise 1 page 163 1 Are you saying that 2 How do you feel about 3 Would you say that 4 Can you tell me Exercise 2 page 163 Possible answers: 1 What do you think is the best way to dress for a job interview
156 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 2 Would you say that I should wear a suit even if I don’t usually wear one 3 Are you saying that my skills are less important than what I look like 4 Do you mean that you’re really going to wear jeans and a T-shirt to your job interview Exercise 3 page 164 Possible answers: 1 Can you explain why you’re planning to do that? 2 Could you expand on that point? 3 What do you mean by ‘too young’? 4 Can you tell me more about that? 5 Why do you think that students do better when they wear a uniform? Exercises 4–6 page 165 Answers will vary. SPEAKING TASK Learning objectives • Review your questions and make them polite to prepare for your interview on attitudes to uniforms and dress codes • Respond to feedback from another student on your questions • Conduct an interview on attitudes to uniforms and dress codes • Take part in an interview on attitudes to uniforms and dress codes as an interviewee Exercises 1–8 page 166 Answers will vary. RESEARCH PROJECT Design and present clothes for the future. Ask students to think about different environments that people live in, e.g. indoor, rainy or hot. Now ask them to think about different types of clothing and accessories for different parts of the body like hats, jackets, watches, trousers and bags. Then ask them to imagine how these clothes could be designed to help people in their environment, e.g. a hat may have a cooling system to help people keep cool, or a watch could be a communication device. Students could use online tools to share ideas. In groups, ask students to design and present an item of ‘smart’ clothing or an accessory like the ones they have been thinking about. As an additional activity, one group could interview another group about their design and upload this using online tools to share audio recordings. CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 a hand 2 over 3 into 4 up 5 for 6 on 7 of Exercise 4 1 plan 2 prediction 3 prediction 4 prediction 5 plan 6 prediction Exercise 5 1 practical 2 collection 3 fabric 4 modest 5 convert 6 unique 7 local 8 admire Exercise 6 1 Can you explain why you feel that way? 2 Why do you think that fashion is so popular? 3 What you mean by ‘fashionista’? What do you mean by fashionista? 4 How did you feel about that? 5 Can you tell me more about your style? Exercise 7 1 Can you explain why you feel that way? 2 Could you expand on that point? 3 What do you mean by ‘hipster’? 4 So, why do you think that so many people are interested in fashion? 5 Can you tell me about how you first got interested in fashion?
unit 8 157 UNIT OBJECTIVES Watch and listen Watch and understand a video about workshops for entrepreneurs. Listening skill Understand paraphrases. Critical thinking Evaluate arguments. Grammar Use conditional sentences. Speaking skills Use gerunds as subjects to talk about actions; present reasons and evidence to support an argument; use paraphrases. Speaking task Take part in a discussion about whether young people should be allowed to have credit cards. Teacher development Help your students become better at evaluating arguments. YOUR KNOWLEDGE Background note The photo shows a luxury car driving through a modern city. Like jewellery and designer clothes, people often buy luxury cars to show that they are wealthy. Some people also think it is worth spending money on designer clothes and cars because they are better quality or because they like them, whereas other people prefer to spend their money on other things. Lead-in Write some common sayings about money on the board. Discuss their meanings. Ask students to discuss in small groups whether they agree or disagree with the sayings and if they know of any additional ones they can share with the class. Examples of common sayings: Money can’t buy happiness. Money makes the world go round. The best things in life are free. Money doesn’t grow on trees. A fool and his money are soon parted. You have to spend money to make money. page 169 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand main ideas in a video about workshops for entrepreneurs • Listen and understand detail • Practise talking about different kinds of businesses Exercises 1–2 page 170 Answers will vary. Exercise 3 page 171 1 equipment / machinery 2 products / things 3 children 4 iPad 5 computer servers 6 locations / places Exercise 4 page 171 1 F; TechShop attracts people who like to work for themselves. 2 DNS 3 F; Most people at TechShop like to build / make things. 4 F; Some of the inventors are now selling their products online / in stores. 5 T 6 F; The success of TechShop shows that many people without a lot of money have great ideas. Exercise 5 page 171 Answers will vary. ECONOMICS UNIT 8
158 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 LISTENING 1 Learning objectives • Understand key vocabulary for money – save money, afford, debt • Listen to the introduction to a podcast about millionaire lifestyles and predict the content of the podcast • Listen and identify main ideas • Listen and complete a set of detailed notes with numbers and percentages • Identify phrases that signal paraphrases – that is, to put it another way, in other words • Identify paraphrases in sentences • Gain awareness of silent letters in English sound and spelling relationships – debt, answer, yacht • Explain and justify your opinions on advice from a podcast • Take part in a discussion to evaluate advice from a podcast Lead-in Write the phrase financially savvy on the board. Explain that it means being smart about how to save and spend money. Tell students they are going to work together to write a list called ‘Ten tips for being financially savvy’. Begin brainstorming ideas as a group (don’t borrow money if you don’t have to, only buy new clothes when you need them, limit your holidays). Then put them into small groups and ask the groups to agree on five tips for being financially savvy. Once the groups have done this, ask for volunteers from each group to come to the board and write their five tips. As a whole class, vote on the best ten tips. Exercise 1 page 172 1 b 2 b 3 a 4 b 5 a 6 b 7 a Exercise 2 page 172 Answers will vary. Exercise 3 page 173 Possible answers: 1 Richer people live very ordinary lives and not lavish ones. 2 Wealthy means ‘rich’. 3 the behaviour of wealthy people Exercise 4 page 173 Answers will vary. Optional activity You could also set up Exercise 4 as a pair work ranking activity. Ask the students to work on their own and number the statements 1–8: 1 = the truest, 8 = the least true. When they have finished ranking the statements, ask them to discuss their ranking in pairs and to agree on a common ranking. Exercise 5 page 173 The following are true, according to the podcast: 2; 3; 4; 5; 7 Exercise 6 page 173 1 75 2 50 3 20 4 65 5 average 6 86 Exercise 7 page 174 1 live within your means / don’t spend more money than you have 2 show off / showing other people that they might be wealthy 3 frugal / careful about how she spends her money 4 was economically disadvantaged / didn’t have much money Exercise 8–9 page 175 1 yacht 2 sign 3 designer 4 debt 5 doubt 6 answer Exercises 10–11 page 176 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Use collocations with pay and money to complete sentences – borrow money, pay in cash, spend money • Use the zero conditional to talk about general facts, truths and habits – If people have a lot of money, they are happier • Use the first conditional to talk about real possibilities – If we save a little money each month, we’ll be able to afford a holiday in the summer • Use conditional sentences to give advice – If you want to be rich, save a lot of money! Exercise 1 page 177 1 make money 2 pay in cash 3 pay off 4 pay a fine 5 lose money 6 borrow money 7 save money 8 owe money 9 raise money 10 spend money
unit 8 159 Exercise 2 page 178 1 A 2 T 3 T 4 A Exercise 3 page 178 1 If you want to save money, you don’t buy lots of expensive things. 2 If you have time, listened listen to this podcast. 3 If I have money, I always bought buy new clothes. 4 If you will pay off all your debts, you will be happier. 5 If I lose my job, I will look for a new one. Be flexible Turn this error-correction activity into a game by adopting the easy-first procedure, a technique that works especially well when you have two or more short exercises together. Write the question numbers on the board and ask the students to complete the exercise in teams. When the teams have finished answering the questions, ask the first team to choose the number of a question that they are sure they can answer correctly. If the team answers the question correctly, circle the question number with the team’s colour and move on to the next team. Continue like this until all of the questions have been answered. The team with the most numbers at the end is the winner. The group work in this activity supports lower-level students and engages them in reflecting on and evaluating their work. Exercise 4 page 179 1 g 2 d 3 a 4 e 5 f 6 c 7 b 8 h Exercise 5–6 page 179 Answers will vary. LISTENING 2 Learning objectives • Understand key vocabulary for financial support for students – encourage, minimum wage, responsible • Use the introduction to a discussion about whether university students should be paid for good grades to predict the arguments • Listen and note the main arguments for and against students being paid • Listen and take detailed notes on figures • Identify the opinion of speakers in a discussion • Synthesize information from a podcast about millionaire lifestyles and a discussion about whether college students should be paid for good grades Lead-in Ask Do you think paying students for getting good grades will help them stay at university? Allow a few minutes for students to share their ideas with the class. Ask What are some ways to keep students at university until they graduate? Give students a few minutes to discuss with a partner and then ask them to share their ideas with the class. Exercise 1 page 180 1 encouraged 2 minimum wage 3 responsible 4 manage 5 decision 6 sense 7 services Exercise 2 page 181 Answers will vary. Exercise 3 page 181 Possible answers: for: 1 encourages students to finish education and get a good job 2 shows students that they’re treated like adults 3 gives students a sense of responsibility 4 students choose to study rather than going to work 5 gives students an option: stay at university and be paid or minimum-wage job 6 not all parents interested in education; need to show students a reason for studying against: 1 won’t solve problems / reduce drop-out rates; will just cover them up 2 money better spent on student services and advisers to help students manage their time better 3 sends the wrong message 4 students will take easy courses for good grades Exercise 4 page 181 1 760; Students in Denmark are paid €760 a month to attend university. 2 6; Students receive the payments for a maximum of six years. 3 18; Students receive the payments starting at the age of 18. 4 25; The dropout rate at Dr Hassan’s university is over 25%. Exercise 5 page 182 1 b 2 a 3 b
160 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 Exercise 6 page 182 1 I understand that many students drop out of university because of financial problems. … However, will paying students really encourage them to continue? 2 I can see your point, but we have already spent a lot on student services. 3 I realize that students need encouragement to stay at university, but are we going in the right direction? Exercise 7 page 182 Answers will vary. Be flexible Provide challenge for more advanced students. Ask them to create a role play using vocabulary and ideas from the unit. Put students into pairs. Student A is a university student who is thinking about dropping out. Student B is an adviser who is trying to convince the student to stay at university. The student should give several reasons why he/she can’t stay at university and the adviser should try to give solutions to each problem. Encourage students to use new vocabulary from the unit in their role play. Ask students to write their role play down (about eight to ten lines of dialogue is enough), rehearse it, and then perform it for the class or for another pair. Adapt the activity for lower-level students by first brainstorming ideas for them to base their dialogue on. Use a two-column chart and with students, list problems on one side and possible solutions on the other. CRITICAL THINKING Learning objectives • Organize information from notes about paying students for good grades into arguments and supporting details • Read and understand the financial difficulties young people face • Evaluate the advantages and disadvantages of allowing young people to have credit cards • Organize your ideas about credit cards for young people into arguments and supporting details TEACHER DEVELOPMENT BE INFORMED è Evaluating arguments is an important skill for students because: (1) When researching any topic, students will come across arguments in favour and arguments against, and they need to know how to deal with this situation; (2) Having a logical and structured approach to this can help students more easily identify what their own opinion is; (3) This approach can help students identify, and therefore address, counter-arguments. This will strengthen their own argument. BE CONFIDENT è Develop this skill for yourself by doing the following activity: 1 Look at the following arguments about whether universities should set critical thinking entry exams for students. Are they for or against this position? 1 ‘It is important to formally assess a student’s ability to think critically.’ 2 ‘An exam is not the appropriate mechanism to evaluate a student’s ability to think critically.’ 3 ‘Critical thinking is important for university study, and so should be assessed like other subjects – through an exam.’ 4 ‘Critical thinking should be assessed by looking at the student’s written work and by interviewing them.’ 2 Can you think of any other arguments in favour of or against this position? What is your own personal view? Lead-in Students begin to think about the speaking task that they will do at the end of the unit. Give them a few minutes to look at the box and ask you any questions they might have.
unit 8 161 TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 183–184. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE You need to think carefully about your class in this section, both as a whole and also as a collection of individuals. Depending on their age/background, students may have very limited understanding of how credit cards work; on the other hand, it is possible they already have credit card debt and financial management difficulties. It is also possible that wealthy students do not need credit cards, or that less wealthy students may depend on them. In any case, you need to treat the subject sensitively. Exercise 1 page 183 arguments which support the position arguments which oppose the position Argument 1: pay students to encourage them to finish their education Supporting detail: in Denmark, university students are paid to go to university. Argument 1: money would be better spent on student services Supporting details: students drop out due to stress and poor time management advisers can help students learn to manage their time better, and they’ll be more likely to graduate Argument 2: gives students a sense of responsibility Supporting details: young people often choose to work and make money instead of staying at university gives students the choice to work for minimum wage or stay at university not all parents are interested in education; need to show students a reason for studying Argument 2: sends the wrong message Supporting details: some students will take easy courses to get high grades should reward excellent schools and teachers, not students Exercise 2–5 pages 183–184 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Did any of your students find the content focus of this unit difficult or challenging? If so, why? Is there anything you could have done differently either before or during the lesson to make things easier or better? è Now that you are at the end of this coursebook, how would you assess the progress your students have made in terms of their critical thinking? Is there anything which you would do differently if or when you taught this course again? BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be flexible section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Use gerunds as subjects to focus on an action – Doing small jobs for money teaches children how to be responsible. • Describe money-related issues in sentences with gerunds as subjects • Use phrases to present reasons and evidence to support an argument – One effect of being a couple is that it’s easier to save money. Because of that, students will do better at university and will be more likely to graduate. Due to the high cost of living, we had to move out of the city. • Use paraphrases to clarify your ideas – Millionaires often have simple lifestyles. That is, they don’t buy a lot of expensive things. I can’t afford to buy a new car right now. In other words, I don’t have enough money for a car. Exercise 1 page 185 1 Learning should be about studying new things and improving yourself. 2 Saving money is not easy if you have bills to pay. 3 Reading books about millionaires is not a good way to get rich. 4 Teaching children about money should start at an early age.
162 LiStEninG, SPEAKinG & CRitiCAL tHinKinG 3 Exercise 2 page 185 2 Teaching children to save money is very important. 3 Paying children to study can encourage them. 4 Giving children money at an early age can spoil them. 5 Learning about money is difficult when you’re a child. 6 Not having much money makes it difficult to start a family. Exercise 3 page 186 Answers will vary. Exercise 4 page 186 1 As a result 2 One effect of 3 Due to 4 In my experience 5 As a consequence of 6 Because of that Exercise 5 page 187 Answers will vary. SPEAKING TASK Learning objectives • Prepare to speak by reviewing and adding to your notes • Evaluate the strength of your arguments and improve them by adding support where possible • Take part in a discussion about whether young people should be allowed to have credit cards Exercises 1–5 page 188 Answers will vary. RESEARCH PROJECT Create an eBook to help people budget their finances. Divide the class into groups. Ask each group to search online for ‘budget your finances’. Give each group a different area to focus on, e.g. how to save money, how to create a budget, why it is important to budget. Students should make notes of their findings. Tell the class they will be creating a class eBook using the information they have gathered (you can find guides and eBook software by searching for ‘create eBook’). Each group will write a different section based on their research area, including information, advice and explanations of any specialist financial vocabulary. They will then combine their sections in an eBook which can be shared with the class. CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 raising 2 saving 3 make 4 in cash 5 fine 6 owe 7 spent 8 off Exercise 3 1 will move 2 like 3 become 4 feel 5 snows 6 gets Exercise 4 1 millionaire 2 debt 3 afford 4 payment 5 decision 6 manage 7 encouraged 8 minimum wage Exercise 5 Answers will vary. Exercise 6 1 As 2 to 3 of 4 As 5 experience Exercise 7 Answers will vary.
UNIT 1 163 UNIT OBJECTIVES Watch and listen Watch and understand a video about US basketball stars bringing the American league to China. Listening skills Activate prior knowledge. Critical thinking Analyze and use data in pie charts; use data to support an argument. Grammar Use modals of present and past probability. Speaking skills Present data; describe a pie chart; draw conclusions from data. Speaking task Give a presentation using data from a pie chart. Teacher development Help your students become better at using data to support an argument. LISTENING, SPEAKING & CRITICAL THINKING 4 YOUR KNOWLEDGE Background note The photo shows the ancient ruins of the Colosseum in Rome, Italy. Between the arches, we can see a large billboard displaying an advertisement for a globally recognized Japanese car manufacturer. In front of the arches, there are several tourists, from different countries and cultures. The photograph shows some of the effects of globalization. Globalization has had both positive and negative effects on cultures. On the one hand, global media and technology allow ideas, books, works of art and cinema to be spread across the world. On the other hand, the spread of global chains – like food, clothing and car manufacturers – has reduced cultural diversity around the world. Lead-in Students work in small groups to think of a country starting with each letter of the alphabet, plus the nationality adjective for each country. The first team to find at least 20 countries and nationality adjectives beginning with different letters is the winner. Note that there are no countries beginning with the letter X or W, and only one beginning with O (Oman), Q (Qatar) and Y (Yemen). As a follow-up, when you are checking the lists of countries, elicit which part of the world they are in (e.g. the Middle East, Central America, North Africa, etc.). page 15 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand main ideas in a video about the National Basketball Association (NBA) • Listen and note supporting details for main ideas • Make inferences about the NBA, its fans and its players • Practise talking about international sport Exercises 1–2 page 16 Answers will vary. Exercise 3 page 17 1 T 2 F; The game is already very popular. 3 F; The teams played two pre-season matches. 4 F; Jeremy Lin is Chinese American. 5 T Exercise 4 page 17 1 These US basketball stars are opening NBA-sponsored facilities … one way for the American league to promote itself … it gives people a chance to experience the NBA … close up. 2 The Chinese market is worth nearly $150,000,000 in merchandising and broadcast deals, 5% of the NBA’s income. 3 An honour to play in the first game … ever in Shenzhen … we’ve had an incredible few days here … We had a terrific time here in Shenzhen … a fabulous city … It’s a great city. Exercises 5–6 page 17 Answers will vary. GLOBALIZATION UNIT 1
164 LISTENING, SPEAKING & CRITICAL THINKING 4 LISTENING 1 Learning objectives • Understand key vocabulary for the food industry – consumers, produce, imports • Use background knowledge to predict the topics in a radio programme about the global food industry • Listen and complete a set of detailed notes • Listen and understand details • Listen and identify the reporter’s opinions • Listen and note words with consonant clusters accurately • Give personal opinions on the food industry Lead-in Ask students to write down what they ate for dinner last night / lunch today. Write some of the items on the board. Then ask them where they think each of the foods came from. Chances are that at least some of the items are imported. Ask them to think about how this might be different from a dinner / lunch in their country 50 years ago. This can be done in small groups or led by you. Exercise 1 page 18 1 a 2 c 3 f 4 d 5 g 6 b 7 e Exercise 2 page 19 Answers will vary. Exercise 3 page 19 Topics 1, 2 and 7 Exercise 4 page 20 1 how globalization allows us to taste food from different cultures around the world 2 David Green 3 fruit 4 vegetables 5 healthily 6 Bananas 7 Kiwis 8 South Africa 9 8,500 10 9,600 11 11,100 12 local 13 transported it across the country 14 increases production costs 15 48,000 kilometres 16 supply chain 17 footprint Exercise 5 page 20 1 T 2 F; David doesn’t really think about where his food comes from. 3 F; The global food industry allows people all over the world to eat a huge variety of fresh fruit and vegetables. 4 F; You can only really be sure how far something has travelled if you purchase it directly from a farm or if you grow it yourself. 5 F; Even something that looks like it’s local can have a big impact on the environment. Exercise 6 pages 20–21 1 a 2 b 3 a Exercise 7 page 21 1 abroad 2 grow 3 find 4 produced 5 timed 6 Flying 7 pass 8 cost Optional activity Ask students to read along with the script as they listen to the first section again. Tell them to underline the words with consonant clusters. Ask whether it is more difficult for them to hear the clusters that come at the beginning / middle / end of words. (Most find the end most difficult.) Point out (1) that you cannot always tell how a cluster sounds from the written word, and (2) that word-final clusters often carry important information, like tense or number (e.g. talked). Answer: Today on The world close up – The 48,000-kilometre fruit salad. With globalization, the world has become a smaller place. On last week’s programme, we talked about how people around the world are watching foreign TV programmes, wearing clothes from other countries and working at companies with several international offices. On this week’s programme, let’s look at how globalization allows us to taste food from different cultures around the world, without leaving the country. Exercise 8 page 21 1 support 2 three 3 Firstly 4 sixth 5 climate 6 state 7 trap 8 growing 9 would 10 rain Exercise 9 page 22 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Understand the level of certainty communicated by different modal verbs of present and past probability – must, can’t, could, might, may • Use modals of present and past probability to describe your ideas about where things and people are from – These avocados must have come from Mexico. The supermarket might have imported the bananas from Colombia. Abdul can’t be from Oman. • Use correct vocabulary to complete a text about globalization – goods, import, multinational
UNIT 1 165 Exercise 1 page 23 1 may have bought 2 must be 3 must have lost 4 might send 5 can’t be 6 must have lived Exercise 2 page 23 1 very unlikely 2 a possibility 3 a possibility 4 only logical conclusion 5 only logical conclusion 6 a possibility Exercise 3 page 23 1 must be 2 must have been 3 might / may / could contain 4 might / may / could have been 5 couldn’t / can’t have been Exercise 4 page 23 Answers will vary. Be flexible Ask students to review the script for Listening 1, looking for modals of past probability, and answer the question below: How certain is the reporter about the journeys of the following items: bananas, grapes, blueberries, kiwis, lettuce? How can you tell? Answer: He is quite certain about the first four but less certain about the lettuce: The bananas from Colombia must have travelled more than 8,500 kilometres ..., the grapes from South Africa must have come more than 9,600 kilometres, and the Argentinian blueberries nearly 11,100 kilometres. The kiwi from New Zealand? That must have flown about 18,800 kilometres. This lettuce may be local, but the farm it came from could have transported it across the country and then put it into this plastic packaging … this local lettuce might have travelled … up to 500 kilometres. To challenge stronger students, bring in some photos of people from magazines and ask students to make guesses about them (e.g. He might be a film star. This photo couldn’t have come from recent magazine. Her hat must be very expensive.). Exercise 5 page 24 1 transport 2 goods 3 imported 4 supply chain 5 produce 6 purchase 7 multinational 8 prosperity 9 outsourcing LISTENING 2 Learning objectives • Understand key vocabulary for the film industry – multinational, goods, production costs • Use a T-chart to take notes on main ideas on a presentation on the global film industry • Listen and identify main ideas and details • Identify language linking cause and effect – therefore, since, in order to • Understand and describe ideas about cause and effect in the international film industry • Describe a film and make deductions about its production • Describe and give opinions on the globalization of the film industry • Synthesize ideas from a radio programme about the global food supply chain and a presentation about the international film industry Lead-in Ask students to name recent films or a TV series they have seen and where they were made. Before the lesson, look up a few popular films you think your students may have seen and find out about their locations. Alternatively, you could ask about classic films like Lord of the Rings (New Zealand), Indiana Jones (San Francisco), Casablanca (Arizona), Amadeus (Prague), etc. Exercise 1 page 25 1 b 2 a 3 a 4 b 5 b 6 a 7 a Exercise 2 page 25 Answers will vary. Exercise 3 page 26 countries reasons 1 Canada – big discount on labour – tax credits – digital effects discount 2 Mexico – free from taxes – brings jobs to Mexico 3 United Arab Emirates – tax incentives – great locations – rebate on production costs – organizes permits, visas, customs clearance, script approval 4 Jordan – tax incentives (avoiding VAT) – great locations
166 LISTENING, SPEAKING & CRITICAL THINKING 4 Exercise 4 page 26 a 1 b 3 c 2 d 4 Exercise 5 page 26 Overseas: 25%; Overseas and domestic: 50%; Domestic: 25% Exercise 6 page 27 1 In order to get this tax credit 2 Since films made in Mexico are considered exports 3 Jordan helps producers avoid taxes Exercise 7 page 27 1 In order to 2 Since 3 Therefore Exercises 8–10 page 27 Answers will vary. CRITICAL THINKING Learning objectives • Understand data about the global food industry in a pie chart • Analyze which statements are supported by data in a pie chart • Evaluate statements of opinion on the global food industry and give your opinion • Analyze and support your arguments with data from a pie chart TEACHER DEVELOPMENT BE INFORMED è Using data to support an argument is an important skill for students because: (1) To make strong, convincing arguments, you need strong, reliable data; (2) Should students fail to do this, their essays will not be based on facts; they will sound more like opinions; (3) Pie charts are a common way of presenting data and are used in many subjects, so students will need to be aware of how they are used. BE CONFIDENT è Develop this skill for yourself by doing the following activity: The pie chart contains data from a survey on critical thinking conducted by Cambridge University Press. Strongly agree Responses of 1019 teachers to the statement ‘I believe my students want to develop their critical thinking skills.’ Slightly disagree Neither agree nor disagree Slightly agree Strongly disagree87 369 309 239 15 Does the data in the pie chart support or oppose the following statements? 1 The mode response was that people neither agreed nor disagreed. 2 A sizeable minority of respondents disagreed with the statement. 3 Most people were in general agreement with the statement. 4 About a quarter of respondents had a strong view. Lead-in Give students a minute to read the speaking task they will do at the end of the unit and keep it in mind as they do the next exercises. Ask them to brainstorm in groups about some possible ideas. Suggest they think about what can be done in both developing and developed countries. Tell them to keep their brainstorming notes for later, when they begin to develop their presentations. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 28–30. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs?
UNIT 1 167 BE FLEXIBLE When students do Exercise 5, question 4, it may be useful to encourage them to share any general sources of information. Otherwise, they may spend a lot of time searching for websites. Their time can then be maximized by looking for supporting information. Exercise 1 pages 28–29 1 the percentage of profit for each step in the process; there are nine activities or steps in the process 2 Answers will vary. 3 They would increase; the other percentages would decrease. Exercise 2 page 29 1 O 2 S 3 O 4 O Exercise 3 page 29 Possible answers: 1 the cost of storing, advertising and paying workers 2 The workers are paid little 3 Plantation owners have to pay for the land and growing supplies and workers do not. 4 It would increase. Other costs would also increase. Exercises 4–5 page 30 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è What would the pie chart in the Be confident section look like if you were to ask the opinions of teachers at your educational institution? è How confident were your students in using charts and data? Understanding their current level of knowledge in this area will help you during the course. BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be ready section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Use phrases to complete the introduction to a presentation about specific data • Use phrases to describe the data in a pie chart – The largest part of the cost is administration. Labour accounts for 18% of the cost. Together, they make up 12% of the price you pay. • Use phrases for drawing conclusions from the data in a pie chart – This data shows that the raw ingredients only account for 12% of the price you pay. In summary, the data shows that the two biggest parts of the cost of a cup of coffee are administration and labour. Exercises 1 and 2 page 31 1 I’d like to talk about 2 a lot of discussion 3 Many people believe 4 others have pointed out 5 They say 6 would like to show 7 look at 8 consider Exercise 3 page 32 1 The largest part; more than a quarter of 2 accounts for 3 each make up; a total of 4 Three parts are related to; they make up Exercise 4 page 33 a 3 b 1 c 5 d 7 e 6 f 2 g 4 Exercise 5 page 33 1 e 2 a 3 d 4 c 5 b Be flexible Students work in pairs to re-tell this extract of the presentation, using the phrases from Exercises 4 and 5. When they have finished, you could play the extract again for them to compare it with their versions. Afterwards, ask some volunteers to re-tell the extract for the class. Give weaker students more support. Students can practise presentation skills with familiar content by presenting the banana data in the pie chart on page 28. Exercise 6 page 33 Possible answers: fixed costs: tax, rent, labour; variable costs: cup / sugar / lid, coffee, milk, administration
168 LISTENING, SPEAKING & CRITICAL THINKING 4 SPEAKING TASK Learning objectives • Prepare for a presentation on how we can ensure that workers in developing countries are paid fairly for the goods and services we import, by organizing your notes • Add support to your notes • Write a conclusion for your presentation • Give a presentation on how we can ensure that workers in developing countries are paid fairly for the goods and services we import • Listen to and give feedback on other students’ presentations Exercises 1–5 page 34 Answers will vary. RESEARCH PROJECT Make a presentation about food journeys. Divide the class into groups and ask each group to compile a list of their favourite foods. The groups research one of these foods, including where it comes from, its effect on health, how it is produced and how many miles it travels to get to their country. Students could use online tools to record and share their research. The information could be used for group presentations. Alternatively, the class could collate their information, producing a world map showing ‘food routes’ for each of the foods they have researched, or a graph to show the distances the food has travelled. The data could form a starting point for thinking about the environmental or health impact of different foods. CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 These watches could come from Switzerland, but I’m not sure. 2 My new computer can’t be from Mexico because there isn’t a computer company there. 3 Both 4 Juan must have lived in Dubai because he speaks fluent Arabic and he told me his dad worked in the UAE. 5 The sweater must have been made overseas because I saw the label that says ‘Made in the USA.’ 6 Both Exercise 4 1 goods 2 prosperity 3 imported 4 multinational 5 purchase 6 outsourcing 7 supply chain 8 transport Exercise 5 1 consumers, discount 2 production costs, overseas, labour 3 profit, investigate Exercise 6 1 I’d like to talk about 2 others have pointed out 3 They say 4 consider 5 would like to show 6 a lot of discussion Exercise 7 Answers will vary.
UNIT 2 169 UNIT OBJECTIVES Watch and listen Watch and understand a video about a school where students work on real science. Listening skills Listen for advice and suggestions; make inferences. Critical thinking Prioritize criteria; use priorities to evaluate options. Grammar Use the future continuous; state preferences with would. Speaking skills Give an opinion and make suggestions; agree and disagree respectfully; compromise and finalize a decision. Speaking task Decide as a group which candidate should receive a scholarship. Teacher development Help your students become better at prioritizing criteria and using priorities to evaluate options. YOUR KNOWLEDGE Background note The photo shows scientists working in a laboratory. Careers in dentistry, medicine, law, architecture, science and research usually require several years of undergraduate and postgraduate study and a long period of on-the-job training. There are many well-paid careers that don’t require a great deal of academic education. For example, commercial pilots, air traffic controllers, power plant operators, nurses, transport inspectors, electricians and line supervisors usually need to have finished secondary school and have completed further education, training or work until the age of 18 and/or have a specialized bachelor’s degree. However, many of these careers require a great amount of on-the-job training. Lead-in Write the following quotes about education on the board. Students work in pairs to decide what each quote means and if they agree with the opinion in them. You may need to support them to make sure they understand some of the more difficult words and structures in the quotes. When they are ready, open up a class discussion on the quotes. You could have a class vote to decide on the best quote. 1 ‘Live as if you were to die tomorrow. Learn as if you were to live forever.’ (Mahatma Gandhi, Indian independence leader) 2 ‘I have never let my schooling interfere with my education.’ (Mark Twain, American author) 3 ‘Education is the most powerful weapon which you can use to change the world.’ (Nelson Mandela, former President of South Africa) 4 ‘When you know better you do better.’ (Maya Angelou, American author and poet) 5 ‘Kids don’t remember what you try to teach them. They remember what you are.’ (Jim Henson, American film and TV director and producer, creator of ‘Sesame Street’ and ‘The Muppets’) page 37 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand main ideas in a video about the Langton School science programme • Identify the opinions of speakers in the video • Make inferences about science programmes • Practise talking about science curriculums Exercises 1–2 page 38 Answers will vary. Exercise 3 page 39 1 T 2 F; The school ignores the official government science curriculum. 3 F; Instead of just learning to pass the exam, the students contribute to science, do science and live science. 4 T 5 T Exercise 4 page 39 1 c 2 a 3 d 4 b Exercises 5–6 page 39 Answers will vary. EDUCATION UNIT 2
170 LISTENING, SPEAKING & CRITICAL THINKING 4 LISTENING 1 Learning objectives • Understand key vocabulary for careers – academic, acquire, adviser • Listen and identify main ideas and details in a meeting between a student and a careers adviser • Listen for words signalling advice – You should (consider) …, I recommend …, Wouldn’t you rather …? • Listen and complete details in a list of advice • Listen and understand how certain a speaker is from their intonation • Use language for certainty and uncertainty to describe ideas about careers – I wonder if I should try something more vocational. Maybe you should consider Mechanical Engineering, then. Okay, but I’m not sure if that would be for me. • Evaluate careers advice Lead-in Put students in pairs or small groups. If they are students who have not decided on their career, ask them to discuss their possible career paths and why they think they might like a particular field. If they have already chosen their fields, they can discuss what motivated their choices. Exercise 1 page 40 Answers will vary. Exercise 2 pages 40–41 1 internship 2 academic 3 mechanical 4 acquire 5 understanding 6 adviser 7 vocational 8 specialist Exercise 3 page 41 Answers will vary. Exercise 4 page 41 1 what to do a degree in 2 Engineering 3 talk to some engineers, visit a careers fair and contact a Computer Engineering firm Exercise 5 page 41 1 Engineering 2 Mechanical 3 academic 4 manual work 5 talk to somebody 6 designing and making things Exercise 6 page 42 1 Maths; Physics 2 Mechanical 3 Engineering 4 degrees 5 universities; courses 6 careers 7 graduates; jobs 8 Computer; visit Exercise 7 page 43 2 C 3 C 4 C 5 U 6 U 7 C 8 U Exercise 8 page 43 Answers will vary. Exercise 9 page 43 certain: definitely, for sure uncertain: wonder, consider, not sure Be flexible Show students the sentences below. Ask them to underline the expressions in each sentence that they could use in other situations to express their opinions or question those of others. Ask them to write ‘C’ (certain) or ‘U’ (uncertain) next to each sentence. Check answers with the class. 1 Looking at your file, I couldn’t agree more! (C) 2 Engineering jobs are definitely popular. (C) 3 I think I could do that. (U) 4 You should definitely attend that. (C) 5 I’m sure we could arrange for you to talk with them. (C) 6 You might want to try contacting a Computer Engineering firm here in the city, then. (U) 7 In fact, I could help you with that. We could probably arrange a visit for you. (U) You can challenge stronger students by asking them to read the statements above with appropriate intonation to mark certainty/uncertainty. Exercise 10 page 43 2 I wonder if I should study something technical. 3 I am certain I should try something more vocational. 4 You should definitely consider Mechanical Engineering, then. 5 Okay. I am sure that is for me. Exercise 11 page 43 Answers will vary.
UNIT 2 171 LANGUAGE DEVELOPMENT Learning objectives • Use the future continuous to talk about careers and holidays: plans and predictions – Are you going to be working at Head Office next week? We will be taking a holiday after the exams. • Use the future continuous with adverbs of certainty – I definitely won’t be studying Nursing. I probably won’t be having much fun until after final exams are finished. Ada is certainly going to be attending the careers fair. • Describe and ask about careers preferences with would – Ada would prefer an internship at an Engineering company. I’d rather take a vocational course. Would you rather start work straight after graduation? Exercise 1 pages 44–45 1 will be studying 2 is going to be using 3 Will; be visiting 4 will be taking 5 will be attending 6 will be calling 7 Is; going to be choosing 8 is going to be working Exercise 2 page 45 Possible answers: 1 I certainly won’t be studying on Friday night. 2 I will definitely be studying next week because I have an exam. 3 I probably won’t be attending the match on Thursday afternoon … 4 I will likely be asking for help before Tuesday. Exercise 3 page 45 Answers will vary. Be flexible Ask students to work in pairs. Tell them to make predictions about what famous people will be doing in ten years. Encourage them to offer amusing or unlikely activities. If the names below are either inappropriate or unknown, ask students for the names of famous living people and create a list of six to eight people for the whole class before they begin the pair work. Remind them to explain what the person will be doing. Melinda Gates, Jackie Chan, Donald Trump, Cristiano Ronaldo, Angela Merkel, Serena Williams Reduce the challenge for lower-level students by asking one member of the pair to start the sentence (In ten years, Serena Williams will be ...) and the second person to finish it (... training a new player). Exercise 4 page 46 1 take 2 to work 3 participating 4 to stay 5 working 6 see Exercise 5 page 46 Answers will vary. Possible answers: 1 Would you prefer to work for a lot of money or for career satisfaction? 2 I’d rather study a diploma course. 3 Would they like to apply to a university in Riyadh? 4 He’d rather study Medicine. 5 Would she like to take a theoretical course? 6 I’d rather not start working right away. LISTENING 2 Learning objectives • Understand key vocabulary for describing professions – manual, medical, technical • Take notes on the pros and cons of different career paths in a conversation between students about the medical profession • Summarize a speaker’s position on job preference • Identify and evaluate opinions expressed by different speakers • Make inferences about speakers’ true opinions using tone and pitch • Synthesize information from a meeting between a student and a careers adviser and a conversation between students about the medical profession in a discussion Lead-in Ask students to brainstorm about medical careers. Everyone knows about doctors, but what other careers are there in the medical field (e.g. midwife, radiologist, nurse, nutritionist)? What kind of training/ education do these different careers require? Exercise 1 pages 46–47 1 medical 2 technical 3 physical 4 manual 5 professional 6 complex 7 secure 8 practical Exercise 2 page 47 Answers will vary.
172 LISTENING, SPEAKING & CRITICAL THINKING 4 Exercise 3 page 48 Answers will vary. Possible answers: emergency medical technician (EMT) A&E (Accident and Emergency) nurse Pros: exciting, takes less time, can become a specialist Cons: tough, physical job Pros: pay is better Cons: takes more time Exercise 4 page 48 EMT Possible answers: Adam wants to help people and have a practical and secure job. He wants to start work quickly. He doesn’t want to do a lot more complex studying. Exercise 5 page 48 1 medical student 2 Adam 3 Adam 4 Adam 5 Adam 6 medical student 7 medical student 8 Adam Exercise 6 page 49 Possible answers: Evidence: Adam talks about what an EMT does and what an A&E nurse does. Also, the course content, qualifications, who you work with after qualifying. They could also give figures for pay, specific course length, etc. Exercise 7 page 49 Possible answers: 1 The medical student probably thinks Adam should do the EMT course, because he is so enthusiastic about it. 2 Helping people, being independent and making decisions on his own. He speaks more and his tone is more positive when he talks about these factors of the EMT job. Optional activity Ask students to review Listening 1 (either read the script or listen again). What can they infer? What does the adviser think Laura should do? What is the evidence for this conclusion? Does Laura change her mind about her plans during the interview? What is the evidence for this conclusion? Suggested answers: The adviser thinks she should study Mechanical Engineering: Maybe you should consider Mechanical Engineering, then – as a start anyway. That’s a good, basic Engineering degree – it covers the basic subjects. Mechanical Engineers often go on to become specialists in lots of different areas. Then later, the adviser returns to this: I suggest you find out more about engineering courses. Laura consents to investigating the possibility of an engineering career after the adviser offers to put her in touch with practising engineers. Exercise 8 page 49 Answers will vary. CRITICAL THINKING Learning objectives • Evaluate and rank criteria relating to choice of profession • Evaluate and rank criteria relating to a scholarship • Justify how you ranked criteria • Evaluate and rank the value to society of different courses of study TEACHER DEVELOPMENT BE INFORMED è Prioritizing criteria and using priorities to evaluate options are important skills for students because: (1) Students may have very little experience of using criteria to make decisions, and the concept may be very new; (2) They may be unfamiliar with the concept of ‘weighting’, whereby different criteria are given different levels of importance; (3) Critical thinking topics are relevant not only to their academic work but also to practical work – for example, when applying for scholarships, university places or jobs. BE CONFIDENT è Develop these skills for yourself by doing the following activity: Imagine that your educational institution is going to award a prize for critical thinking. Five criteria have been agreed upon. How would you prioritize these criteria? (1 = most important, 5 = least important) 1 Can learners distinguish between reasoned and logical arguments? 2 Can learners understand the connections between ideas? 3 Can learners organize their thoughts and approach problems in systematic ways? 4 Can learners identify and understand arguments in texts? 5 Can learners reflect on their own assumptions, beliefs, values and judgements?
UNIT 2 173 Lead-in Give students a minute to read the speaking task they will do at the end of the unit and keep it in mind as they do the next exercises. Ask them to brainstorm in groups for a few minutes. What kind of student makes a good candidate for a scholarship? Tell them to keep their brainstorming notes for later, when they begin preparing for their discussions. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 50–52. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE An alternative way of starting Exercise 2, in particular for classes who know each other well, is to begin by getting students to predict their partner’s responses. Exercises 1–5 pages 50–52 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è The questions in the Be confident section were asked in a critical thinking survey of teachers by Cambridge University Press. In the survey, the criteria were prioritized as follows: 5, 3, 2, 1, 4. Were your answers the same? Why / Why not? è Did students have any practical or real-life experience of the critical thinking focus (e.g. when applying for a job or university place)? Getting students to link the theory of critical thinking with the reality is a very effective tool. BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be ready section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Discriminate between phrases for giving an opinion and making suggestions – I think the most important factor is probably financial need. Why don’t we rank the proposed courses of study according to their contribution to society? I feel it’s important to really focus on the applicants’ potential contribution to society. • Discriminate between formal and informal language for agreeing and disagreeing – Sorry, but I have to disagree. Yes, I can see that. Yes, but it seems like a great way to really help people. • Use formal language to agree and disagree respectfully with opinions about careers • Complete phrases for compromising and finalizing a decision – I see. That’s understandable. OK, I see your point. I think we’ve come to an agreement. • Communicate certainty and uncertainty using intonation Exercises 1 and 2 page 53 1 e 2 d 3 a 4 f 5 c 6 b 1, 2 and 6 give an opinion; 3, 4 and 5 are suggestions. Exercise 3 page 54 1 D 2 A 3 A 4 D 5 D 6 D 7 A 1, 2, 4, 6 and 7 are formal responses; 3 and 5 are informal. Exercise 4 page 54 Answers will vary. Optional activity You could turn the statements from Exercise 4 into a full class discussion, where everyone has a chance to express their real opinion on all six statements. Encourage students to use the language from Exercise 3 to do this. Exercises 5–6 page 55 1 understandable 2 point 3 right 4 that 5 decision 6 agreement Exercise 7 page 55 1 C 2 C 3 U 4 U 5 C 6 U Exercise 8 page 55 Answers will vary.
174 LISTENING, SPEAKING & CRITICAL THINKING 4 SPEAKING TASK Learning objectives • Take part in a group discussion and rank candidates for a scholarship • Decide which candidate should receive a scholarship • Present and justify ideas about who should receive a scholarship (one student per group only) Exercises 1–5 page 56 Answers will vary. RESEARCH PROJECT Create a video about a course at university. In groups, ask the class to make a list of some of the courses on offer at universities in their country. Each group should then choose one to research, finding out how long the course is, the topic areas it covers, student opinions for studying it, and what types of career the course can lead to. Students could find this information online or by contacting the university and/or students directly. Each group then produces a five-minute video about the course for people considering studying that subject at university. Students will need to create a script, think about who in the group will film the video, who will edit it, and who will present the information. The videos could then be uploaded to a video-sharing website. CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 We will be studying for the entrance exams this spring. 2 We are going to be taking business classes next year. 3 Will you be studying engineering at university? 4 Are you going to visit your sister in the holidays? 5 I won’t be taking time off from work. 6 I will probably be studying nursing like my mum. 7 Juan is definitely going to be auditioning for the school play. 8 Ali certainly won’t be practising football until after his final exams are over. Exercise 4 1 learn 2 working 3 to eat 4 to be 5 get 6 to bake 7 start 8 to go Exercise 5 1 manual 2 physical 3 professional 4 technical 5 complex 6 medical 7 practical 8 secure Exercise 6A 1 to concentrate on learning English 2 getting 3 consider both academic and vocational career options 4 studying the humanities is just as important as studying the sciences 5 applying at colleges in Europe 6 to consider colleges that are international Exercise 6B Answers will vary
UNIT 3 175 UNIT OBJECTIVES Watch and listen Watch and understand a video about a device which provides instant results to 33 tests. Listening skills Identify contrasting opinions; strengthen points in an argument. Critical thinking Analyze background and motivation. Grammar Use the third conditional; use the second conditional for unreal situations. Speaking skill Create persuasive arguments. Speaking task Role play a debate. Teacher development Help your students become better at evaluating arguments. YOUR KNOWLEDGE Background note The photo shows a woman comforting her son after his first flu vaccination. Currently, in the UK, most children are vaccinated against diphtheria, tetanus, whooping cough, polio, Haemophilus influenzae type B and hepatitis B, among other diseases. Other diseases that are preventable with vaccination are chickenpox, flu, measles, mumps, rubella, meningitis, tuberculosis and yellow fever. There are still many diseases without a high-efficacy vaccine, such as malaria, dengue fever and many others. Diseases spread differently – some are spread through coughing, sneezing or by touch, and some are spread through water or by insects. Vaccines help stop the spread of disease and save lives. However, some people believe that vaccines are not safe, and could cause other illnesses and health conditions. Lead-in Students work in teams to brainstorm medical vocabulary for the following categories. (You could add your own categories to make the exercise more challenging.) • illnesses • people involved in medicine • places involved in medicine • medical equipment • medical verbs • medical procedures (ways of helping sick people) The first team to think of at least four words in each category, or alternatively 24 words in total, is the winner. page 59 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand main ideas in a video about a medical innovation • Listen and understand details • Make inferences about the ideas in the video and their wider implications • Practise talking about healthcare technology Exercises 1–2 page 60 Answers will vary. Exercise 3 pages 60–61 1 T 2 T 3 F; The patients are mainly the underprivileged. 4 F; The government plans to open 1,000 such community clinics. 5 T 6 F; India spends less than 1.5% of its GDP on public health. Exercise 4 page 61 1 making all the difference; instant results of; storing medical records 2 made for the top one percent of the world; work in conditions and environments that are not necessarily very friendly 3 1.5% of its GDP on public health; medical cost Exercises 5–6 page 61 Answers will vary. MEDICINE UNIT 3
176 LISTENING, SPEAKING & CRITICAL THINKING 4 LISTENING 1 Learning objectives • Understand key vocabulary for disease – contract, factor, infected • Use a text and a map to predict the main ideas in a seminar about pandemics • Listen and take notes on the main causes of pandemics • Listen and complete a detailed set of notes with opinions • Listen and understand speakers’ attitudes from intonation in question tags • Evaluate risks and make suggestions and predictions about pandemics Lead-in Ask students to brainstorm about major outbreaks of infectious diseases in recent history (e.g. SARS, MERS, avian flu, Ebola). What steps did governments take to stop the spread of these diseases? Make a list on the board. Exercise 1 page 62 a occur b recover c contract d infected e prevention f outbreak g treatment h factor Exercise 2 page 63 1 people’s general health, how close they live together 2 large populations, people living close together, many international travellers, wealthier countries 3 high-risk countries are in dark blue; low-risk countries are in light blue Exercise 3 page 63 See answers for Exercise 2. Exercise 4 page 63 1 Possible causes of pandemics: poor general health, lack of vaccines 2 Possible factors making a country high risk: large populations living close together, many international travellers Exercise 6 page 64 1 may not be effective this year 2 might not work 3 before they even know they have them 4 set up a system for checking if people have a disease 5 have a terrible effect on the economy 6 stop a lot of people going to work and it could separate families Exercise 7 page 65 3 U 4 A 5 A 6 A 7 A 8 A Exercise 8 page 65 1 b 2 a 3 a Optional activity Take a section of the script and break it into sentences. Ask students to work in pairs to create tag questions for each, trying both types of intonation. One creates the tag question and the other has to guess the meaning – seeking agreement or expressing uncertainty. These are more challenging than the examples on page 65 because there are two clauses, so remind students that the tag should be based on the main verb in the final clause (bolded in the examples below): 1 They should give a vaccine to people as soon as an outbreak occurs, because prevention is generally much easier than treatment, (isn’t it?) 2 When governments focus on the prevention of disease, pandemics become very rare, (don’t they?) Exercise 9 page 65 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Identify the meaning of health science vocabulary from context – aid, antibiotic, prevention • Use the third conditional to describe the consequences of hypothetical past actions to complete a conversation about a pandemic – If she had gone to school that day, she would have caught the flu. If you had gone on your trip, you might have caught the virus. • Use the correct form of verbs in second conditional sentences about illnesses – If people stopped having vaccines, there would be pandemics. If people got vaccinated, they could avoid many illnesses. Exercise 1 page 66 1 a 2 a 3 a 4 a 5 b 6 b 7 b 8 a Exercise 2 pages 67–68 1 had developed 2 might not have happened 3 might have survived 4 had found 5 hadn’t focused 6 could have discovered 7 had questioned 8 would have realized 9 had allowed 10 wouldn’t have called
UNIT 3 177 Be flexible Ask students to think about regrets they have about something they did or didn’t do. Why do they regret it? What should they have done instead?Tell them to make a list. Then in pairs, they exchange lists and ask each other questions. The phrase in bold in the example below can be used for each question. Example of a regret + reason from Student 1’s list: I chose an arts degree. It’s been really hard to find a job. Student 2 asks: If you had realized the difficulty of finding a job with an arts degree, what would you have done differently? Student 1 responds: If I had realized that, I would have done a degree in medicine. Then students change roles and repeat the process. If this activity is too easy for more advanced students, increase the level of difficulty by asking them to talk about the result of a negative condition. If the government hadn’t provided financial assistance, I couldn’t have done a university degree. If I hadn’t stayed home from school last week, I would have caught the flu. Exercise 3 page 68 Answers will vary. Possible answers: 2 If it were available 3 If there weren’t an outbreak 4 we might need the vaccine 5 she wouldn’t be worried LISTENING 2 Learning objectives • Understand key vocabulary for medicine – clinical, controlled, precaution • Predict, listen and understand main ideas in a debate about flu vaccinations • Create a T-chart to organize notes on main ideas • Listen and take notes on main ideas • Listen and understand details • Identify different techniques for supporting arguments • Synthesize ideas from a seminar about pandemics and a debate about flu vaccinations in a discussion Lead-in Ask students if they were vaccinated as children. For what diseases? What do they know about these diseases (e.g. the morbidity rate of smallpox)? Have they continued to get vaccinations? Against what diseases? Exercise 1 page 69 1 prove 2 clinical 3 researchers 4 precautions 5 in favour of 6 controlled 7 data 8 trials Exercise 2 page 69 1 don’t agree 2 believe 3 haven’t 4 Some Exercise 3 page 70 See answers for Exercise 2. Exercise 4 page 70 Possible answers: Dr Sandra Smith: Overall, flu vaccination is a good idea. New flu vaccines need to be made each year as the virus changes. No evidence that flu vaccine is harmful. Certain people should definitely have the flu vaccine, such as children, people over 65, pregnant women and anybody who already has a serious illness. Mark Li: The flu vaccine isn’t a good idea. It isn’t scientifically tested. The flu vaccine can make you ill. Nobody should have the flu vaccine. Exercise 6 page 70 1 F; Hundreds of thousands of people get ill from the flu every year. 2 F; The majority of the population does not receive the flu vaccine. 3 T 4 F; He is not against all vaccines, just some. 5 F; There is no scientific evidence that the vaccine doesn’t work. 6 F; There is no scientific evidence that the flu vaccine makes people ill. Exercise 7 page 71 1 d 2 c 3 a 4 e 5 b Optional activity Students underline the parts of the examples in Exercise 7 that they could use in the debates in the final speaking task. Exercise 8 page 71 Answers will vary. CRITICAL THINKING Learning objectives • Use background information to analyze the motivation behind speakers’ arguments about vaccinations • Hypothesize about the opinions of medical professionals on a range of healthcare issues • Analyze and note your group’s background and motivation in preparation for a role play debate
178 LISTENING, SPEAKING & CRITICAL THINKING 4 TEACHER DEVELOPMENT BE INFORMED è Evaluating arguments is an important skill for students because: (1) Different people / organizations can interpret the same thing in very different ways; (2) Sometimes people can sound very convincing (e.g. by using complicated language), when the actual content of their argument is weak; (3) When writing essays, you are not assessed on the number of arguments you make, but on the quality of your arguments. BE CONFIDENT è Develop these skills for yourself by doing the following activity: Imagine that a group of teachers were asked the following question: ‘Are your students good at critical thinking?’. These are some of the responses. ‘My students are poor critical thinkers because they do not enjoy it.’ ‘My students are really good at critical thinking, so I must be a good teacher.’ ‘My students do not have any opportunity to practise critical thinking, so they do not improve.’ ‘My students work hard to improve their critical thinking skills, because they see its relevance to their studies and lives.’ 1 Which of these arguments are the strongest? Which are the weakest? 2 What is the problem with the arguments which are poorly supported? How could they be improved? Lead-in Give students a minute to read the speaking task they will do at the end of the unit and keep it in mind as they do the next exercises. Have them brainstorm in groups for a few minutes, by asking, What do you think? Of course, it would be nice if healthcare were free, but it’s never really free. Somebody has to pay. Who pays in a ‘free’ system? Tell them to keep their brainstorming notes for later, when they begin to prepare for their debates. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 180–182. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE Think of a recent event (e.g. in the news, or in your school/college) where different people have different opinions about the same thing. This would make an interesting introduction to the topic, and offer a good opportunity to apply this knowledge. Exercises 1–2 pages 72–73 Answers will vary. Exercises 3–4 page 73 1 M 2 S 3 S 4 M 5 M 6 S Exercise 5 page 73 Possible answers: 1 ML: it’s natural, it’s better than modern medicine; SS: it isn’t proven to work, it doesn’t help you 2 ML: this is what people have always done and it works; SS: medicine is much more effective than food 3 ML: they’re just trying to make you think you’re ill and sell you a cure; SS: it’s a valuable way for people to learn about how to treat illnesses 4 Both: exercise has been proved to have positive health benefits 5 ML: the fever is a natural part of the illness, you don’t need to give the child medicine; SS: paracetamol or ibuprofen will help the child feel better 6 ML: this may be a good idea, but clinical treatment may still not work for everyone; SS: this is the best thing we can do to prevent illness and disease Exercises 6–7 page 74 Answers will vary.
UNIT 3 179 TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Evaluate how successful your teaching of critical thinking was. Which part was most successful? Which part was least successful? Why? è If you heard a teaching colleague make one of the weak arguments (or similar) in the Be confident section opposite, what might you say to them? BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be flexible section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Identify different strategies used in persuasive arguments – personal examples, challenging questions, persuasive language, addressing opposing arguments, presenting factual support for a position • Create persuasive arguments using a variety of techniques Exercise 1 page 76 1 d 2 a 3 e 4 b 5 c Exercises 2–3 page 77 Answers will vary. Be flexible Ask students to work in pairs to create persuasive statements that include the elements listed in Exercise 1 (personal example, challenging questions, etc.) for or against raising the price of cigarettes as a way to make people give up smoking (or choose another health-related issue). They should use just one element per statement. Then they compare their work to another pair’s work. Provide more support for weaker students in the class. Tell them to think about the background and point of view of the person who might make each of the statements in the optional activity above (i.e. their background, personal and professional motivations, and role in society – see the Skills box on page. 72). What kind of person would say this? Why might he or she have this opinion? SPEAKING TASK Learning objectives • Prepare to role play a debate between representatives of an aid organization and a drug company by allocating roles, and reviewing and adding to notes • Prepare an opening statement of your position for a debate • Anticipate opposing positions and prepare counter–arguments • Take part in a debate between representatives of an aid organization and a drug company Exercises 1–7 pages 77–78 Answers will vary. RESEARCH PROJECT Create a podcast about deadly diseases. Ask students to think about diseases which used to be very common or deadly, but which are now under control or treatable (smallpox, polio, etc.). Divide the class into groups and ask each group to research one of these diseases, including how it is/was spread, treatment and prevention, and the long-term effects of the illness. Each group then creates a three-minute podcast of this information to share with other groups. This could be shared in class or using online tools. The podcasts could also be used as the basis for short listening tests, whereby each group prepares one or two tasks for the rest of the class, based on their recording. CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 recover 2 trials 3 prevention 4 aid 5 urgent 6 antibiotic 7 treat 8 virus Exercise 3 1 she had taken vitamins, she would not have got sick. 2 If you had gone to the doctor, you might have got some antibiotics. 3 The school could have avoided closing if it had had a school nurse to treat students when the flu started spreading.
180 LISTENING, SPEAKING & CRITICAL THINKING 4 4 If I had got the flu vaccine, I wouldn’t have got sick when the flu spread. 5 I wouldn’t have needed an antibiotic if I had listened to my doctor and rested more. 6 The government could have prevented a flu outbreak if it had offered vaccines to the citizens. Exercise 4 1 stopped 2 recommended 3 were 4 be 5 close 6 were Exercise 5 1 trials 2 prove 3 researcher 4 clinical 5 controlled 6 precautions 7 in favour of 8 data Exercise 6 Answers will vary. Exercise 7 1 giving personal examples 2 addressing the opposing argument 3 asking challenging questions 4 presenting support for a position 5 giving personal examples 6 presenting support for a position
UNIT 4 181 UNIT OBJECTIVES Watch and listen Watch and understand a video about cloning endangered species. Listening skills Distinguish main ideas from details; take notes on main ideas and details. Critical thinking Organize information in a presentation. Grammar Use multi-word prepositions; use the past perfect. Speaking skills Give background information and explain a problem; use signposting language in a presentation. Speaking task Give a problem and solution presentation. Teacher development Help your students become better at organizing information in a presentation. YOUR KNOWLEDGE Background note The photo shows industrial vehicles sorting out logs at a sawmill on Vancouver Island, British Columbia, Canada. Deforestation means removing trees from an area to make space for agriculture, urbanization or transport. British Columbia has experienced heavy deforestation. Some negative effects of deforestation include destroying the natural environment of animals, causing an increase in carbon dioxide and greenhouse gas emissions, and soil erosion. Other ways that humans have an impact on the environment include farming, fishing, energy production, mining, transport and manufacturing. Certain man-made materials, such as plastics, paint and chemicals, can have a negative effect on the environment. Some ways we can use natural resources responsibly are by reducing what we use, recycling and re-using things we already have. Lead-in Write the following questions on the board for students to discuss in small groups. 1 What does the word environment mean to you? 2 What are some examples of threats to the environment (a) in your country, (b) in other countries? 3 Do you think it is important for us to protect the environment? Why / Why not? 4 Do you do anything to help the environment? page 81 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and identify main ideas in a video about cloning endangered species • Listen and understand details • Make inferences about the successes and dangers of cloning based on the information in the video • Practise talking about endangered species Exercises 1–2 page 82 Answers will vary. Exercise 3 page 83 b Exercise 4 page 83 1 because the cloning of the banteng is the most successful cloning yet 2 by injecting the banteng’s genetic material into the egg of a living cow 3 because it is pointless being able to produce more endangered animals unless we protect the habitat and deal with the root causes of endangerment Exercises 5–6 page 83 Answers will vary. THE ENVIRONMENT UNIT 4
182 LISTENING, SPEAKING & CRITICAL THINKING 4 LISTENING 1 Learning objectives • Understand key vocabulary for the environment – adapt, coastal, conservation • Predict and listen and understand how details relate to main ideas in a lecture about habitat destruction • Listen and complete a set of detailed notes • Use detailed notes to complete a summary • Identify the speaker’s opinion on human activities and habitat destruction • Gain awareness of the use of pauses in prepared speech • Describe habitats and wildlife in areas you know well Lead-in Ask students to think about the impact of human activity on the environment and, specifically, on other organisms. In pairs or small groups, they make two lists: (1) animals that have suffered as a result of human activity; and (2) animals that have thrived as the result of human activity or living near humans. If they have trouble with the second, prompt them by asking them to think about pests (e.g. rats, insects, monkeys). Pairs exchange and compare their lists. Exercise 1 page 84 1 conservation 2 habitats 3 waste 4 coastal 5 adapt 6 exploit 7 impact 8 modify Exercise 2 page 85 Planet Earth is dynamic and always changing. i, g, b, e, c, j Habitat destruction hasn’t been bad news for all animals. f, h, a, d Exercise 3 page 85 See answers for Exercise 2. Exercise 4 page 86 Suggested answers: 1 10% 2 natural (causes) 3 800 square kilometres 4 rivers were blocked 5 16 million 6 9 million 7 fragmentation 8 fish and other sea life 9 Africa and Asia 10 Australia, Europe, Japan, North America 11 Mumbai 12 diets 13 fruit, plants, nuts and rodents 14 rubbish 15 pollution 16 resources 17 waste Exercise 5 page 87 1 10,000 2 rainforest 3 9 4 160,000 5 rubbish 6 pollution Exercise 6 page 87 1 a 2 b 3 a Exercise 7 page 88 Answers are in the Student’s Book. Exercise 8 page 88 One other animal that is as at home in the city as in the countryside [/ /] is the raccoon. [/ /] In fact, [/ /] raccoons are so at home in the city that the number of city raccoons has increased. [/ /] Raccoons have different diets depending on their environment. [/ /] Common foods include fruit, [/ /], plants [/ /], nuts [/ /] and rodents. [/ /] Much like the foxes of London, [/ /] raccoons living in the city are known to eat rubbish out of bins, [/ /] steal food from people’s homes [/ /] and occasionally bite people. Exercise 9 page 88 Answers will vary. Be flexible Tell students to look at the script for Listening 1 on page 208. In pairs, students choose one paragraph (or part of a paragraph) from the lecture and insert pause symbols (/ /) where appropriate. They practise saying their paragraphs, paying particular attention to the pauses. When they are ready, ask volunteers to present their ideas to the class. Play the recording again to compare students’ ideas with the original. You could provide weaker students with more support by choosing one paragraph for the whole class to work with. Students should still work in pairs. Note that even if students’ versions are different, this does not necessarily mean that they are wrong. If students are still having difficulty, play the recording again so that students can compare their ideas with the original. Exercise 10 page 88 Answers will vary.
UNIT 4 183 LANGUAGE DEVELOPMENT Learning objectives • Use the correct multi-word prepositions in sentences – Based on research that I carried out in Ethiopia …, According to the latest Economist magazine …, The doctors used strong medication as well as a lot of liquid to cure patients. • Use the past perfect and past simple in sentences to describe environmental change – Before people started settling in the Arctic, much of the land had been untouched. We hadn’t noticed foxes in the neighbourhood until we saw them on TV. • Use verbs that describe environmental change to complete sentences – Foxes have adapted to living in cities. The number of wild birds in Europe has declined sharply. Exercise 1 page 89 1 b 2 e 3 a 4 d 5 c Exercise 2 page 89 1 Based on 2 due to 3 According to 4 instead of 5 as well as 6 except for Exercise 3 page 90 Answers will vary. Exercise 4 page 91 1 wrote 2 had spent 3 did 4 had; published 5 began 6 used 7 sprayed 8 had heard 9 decided 10 had released 11 attacked 12 responded Exercise 5 page 91 1 settled; had been 2 began; had used 3 had not / hadn’t noticed; saw 4 erupted; had evacuated Optional activity Give out slips of paper, each with a time in the past (or implied time in the past), for example, by 2010, by last October, by my 15th birthday, when I got my first job. Students work in pairs. They say something they had already completed by that time (using the past perfect). Offer an example: When I moved to Istanbul, I had already finished my degree. Exercise 6 page 92 1 adapted 2 survived 3 declined 4 extracted 5 impacted 6 affect 7 occurred 8 exploited LISTENING 2 Learning objectives • Understand key vocabulary for desert habitats – harsh, wilderness, minerals • Listen and complete a set of notes on the main ideas in a talk about the decline of desert habitats • Listen and identify details • Understand the organization and function of different parts of a talk • Synthesize ideas from a lecture about habitat destruction and a talk about the decline of desert habitats Lead-in Ask students if they have ever been to a desert, and if so, to describe what it was like. Would they want to live there? Why / Why not? (If nobody has been to a desert, have a picture of the desert ready to help them imagine it.) If the students live in a desert country, ask them to describe how living in a desert country/community is different from life in more temperate and wetter habitats. How is their daily life affected by the habitat? Exercise 1 page 93 Answers will vary. Exercise 2 page 93 a mining b natural gas c minerals d diamond e harsh f wilderness g copper Exercise 3 page 94 Suggested answers: 1 Decline and destruction of deserts 2 exploit 3 ecosystem 4 dust and dirt 5 die 6 soil 7 manage 8 technological Exercise 4 page 94 a 6 b 7 c 1 d 8 e 2 f 3 g 5 h 4 Exercise 5 page 94 1 25% 2 North Africa 3 copper, gold and other metals 4 hot and dry, with stable soil 5 Arabian oryx 6 solar Exercise 6 page 95 1 b 2 a 3 c
184 LISTENING, SPEAKING & CRITICAL THINKING 4 Exercise 7 page 95 a background information b offer a solution c explain a problem Optional activity Write the following words and phrases from Listening 2 in two columns on the board. Students work in pairs to make collocations. They could check their answers in the script on pages 209–210, or listen to the recording again. In class feedback, make sure everyone understands all the collocations. 1 threats a variety of 2 background b available 3 freely c dwellers 4 power d habitat 5 city e information 6 a wide f life 7 animal g generation 8 way of h to this environment Exercise 8 page 95 Answers will vary. CRITICAL THINKING Learning objectives • Complete an outline of a presentation with main ideas and details • Understand the key features of an outline of a presentation • Research and create an outline of a presentation on an environmental topic • Give and respond to feedback on the outline of your presentation TEACHER DEVELOPMENT BE INFORMED è Organizing information in a presentation is an important skill for students because: (1) Students often find giving presentations difficult, and having some kind of clear structure to follow would help them become better at this; (2) Developing an outline as part of their planning can help to clarify the connections between main points, specific examples and details; (3) It can help them follow lectures and speeches more easily. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Look at the example of an outline on page 96 of the Student’s Book. Create a similar outline for a short presentation on the topic below. Topic: Why critical thinking is important for young people Introduction (background information): I. Main idea: A. Detail: a. Example: b. Example: B. Detail: II. Main idea: A. Detail: a. Example: B. Detail: a. Example: Solutions: What did you learn by doing this task? Lead-in Give students a minute to read the speaking task they will do at the end of the unit and keep it in mind as they do the next exercises. Ask them to brainstorm in groups for a few minutes about where they can find information about both the problem and the solution. Tell them to keep their brainstorming notes for later, when they begin to develop their presentation.
UNIT 4 185 TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 96–97. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE Students do not necessarily need to be restricted to the topics given in Exercise 3. Let them research a different topic (as long as it is relevant) if they have a particular interest in it. It may be that particular topics may be more relevant depending on where they live (e.g. global warming if living in country affected by it). Exercise 1 page 96 Topic: Decline and destruction of deserts Introduction (background information): Desert environment and wildlife I. Main idea: Human survival A. Detail: People in deserts a. Example: Topnaar b. Example: Bedouins B. Detail: People in cities II. Main idea: Plant and animal survival A. Detail: Desert plants a. Example: Acacia tree B. Detail: Desert animals a. Example: Arabian oryx Solutions: Manage desert resources carefully instead of abusing them; apply technological solutions; use wind and solar energy to provide clean energy in existing desert cities Exercise 2 page 97 1 T 2 T 3 F; The outline doesn’t tell the speaker exactly what to say in the presentation. 4 F; The outline includes only relevant details about the talk. Exercises 3–5 page 97 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Is there an opportunity for you to give the presentation you planned in the Be confident section? If not in person, perhaps you could record it and share with colleagues, and they could do the same. è Some students can feel scared or anxious when giving a presentation. Did creating an outline and organizing the information give your students more confidence when thinking about doing their presentation for the speaking task? BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be ready section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Understand the function of sentences giving background information and explaining a problem • Use signposting language to give examples, to signal transition and to give conclusions – Let’s begin by looking at background information. A good example of this is Egyptian cotton. But what does this mean for the rest of the world? Exercise 1 page 98 1 a 2 b 3 e 4 d 5 f 6 c Optional activity Ask students to review the following extract from the audioscript of Listening 2 (Track 4.5 on page 209–210), which gives background information at the beginning of the lecture: ‘Let’s begin by looking at some background information from the United Nations Environment Programme. The United Nations reports in Global Deserts Outlook that the Earth’s deserts cover about 33.7 million square kilometres, or about 25% of the Earth’s surface. Deserts are home to 500 million people, or about 8% of the world’s population.’ How did the background information help them to understand the rest of the lecture? If they hadn’t read this background information, what would have been difficult to understand in the lecture? (This question also gives practice in the third conditional.)
186 LISTENING, SPEAKING & CRITICAL THINKING 4 Exercise 2 page 99 1 e 2 g 3 d 4 f 5 c 6 a 7 h 8 b Exercise 3 page 99 1 c 2 f 3 d 4 h 5 a 6 e 7 g 8 b SPEAKING TASK Learning objectives • Prepare for a presentation about a change in the environment by reviewing your notes and adding new information • Prepare an introduction for your presentation • Review your solutions and select signposting language to signal your conclusions • Give a presentation about a change in the environment and discuss possible solutions Exercises 1–6 page 100 Answers will vary. RESEARCH PROJECT Create a website about an environmental threat. Ask students to make a list of different environmental problems and then decide on one which they consider may be a real threat to them (desertification, flooding, droughts, destruction of trees, loss of biodiversity, etc.). Students could use online tools to share and discuss their ideas. Students create a class website outlining the causes and dangers of their chosen environmental threat, as well as what can be done about it. If they are not sure how to start, suggest that they search ‘create free website’. They could include audio clips, videos and images on the website. CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 to 2 on 3 to 4 to 5 from 6 with 7 of 8 as Exercise 4 1 moved; had caused 2 had begun; covered 3 had lectured; hadn’t lectured 4 were discovered; hadn’t paid attention Exercise 5 1 adapt 2 diamond 3 coastal 4 harsh 5 modify 6 waste 7 conservation 8 exploit Exercise 6 1 give an example 2 start a new topic 3 make a conclusion 4 give an example 5 start a new topic
UNIT 5 187 UNIT OBJECTIVES Watch and listen Watch and understand a video about skyscrapers. Listening skills Understand figurative language; understand strong and tentative suggestions. Critical thinking Compare and evaluate solutions. Grammar Use will and be going to for predictions and expectations. Speaking skills Present a problem; make polite suggestions; respond to suggested solutions. Speaking task Discuss a housing problem and possible solutions. Teacher development Help your students become better at comparing and evaluating solutions. YOUR KNOWLEDGE Background note The photo shows the Hotel Marqués de Riscal in Elciego, Spain. The hotel was designed by the award- winning Canadian architect, Frank Gehry, and was opened in 2006. Gehry’s design has angled walls, zigzag windows and curved lines, and uses unusual materials. It is a small luxury hotel located in an agricultural region in northwest Spain, among famous Spanish vineyards. The hotel attracts a lot of visitors to the area. Other famous buildings by Gehry include the Guggenheim Museum in Bilbao, Spain, and the Walt Disney Concert Hall in Los Angeles, California, the USA. Lead-in On the board, write Architectural Wonders of the World. Elicit briefly from the class what the phrase means. Students work in small groups to brainstorm a list of ten examples of architectural wonders. When they are ready, ask volunteers from each group to present their ideas to the class. Discuss with the class similarities and differences between their lists. If some students have never heard of some of the wonders, ask the student who suggested it to explain what it is and why it is so special. page 103 1 This is the Hotel Marqués de Riscal in Elciego, Spain. It was designed by Frank Gehry. 2–3 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand main ideas in a video about skyscrapers • Listen and complete a set of notes with details • Make inferences about architecture • Practise talking about buildings Exercises 1–2 page 104 Answers will vary. Exercise 3 page 105 1 F; Skyscrapers originated in Chicago. 2 T 3 F; The first skyscraper was completed in 1889. 4 T 5 T Exercise 4 page 105 1 a fire in 1871 2 Chicago 3 Michigan Avenue, Chicago 4 300,000 corporations in the United States 5 American corporate success Exercises 5–6 page 105 Answers will vary. UNIT 5ARCHITECTURE
188 LISTENING, SPEAKING & CRITICAL THINKING 4 LISTENING 1 Learning objectives • Understand key vocabulary for property development – investment, contemporary, potential • Listen and understand main problems discussed by two property developers • Listen and complete detailed notes on solutions • Understand the meaning and function of figurative language – biting off more than we can chew, a new lease of life, a potential goldmine • Create personalized examples using figurative language • Understand the use of contrastive stress to emphasize alternatives in discussions • Give opinions on the renovation and uses of old or historical buildings Lead-in Students work in small groups. Ask them to think about an area in their city that has become more popular in recent years, where there has been a lot of building. What was the area like before the building started? Were old buildings demolished? Were they repaired? If so, how do they look now? Ask if they prefer new buildings, modern buildings, or old buildings that have been repaired so that they are functional in today’s world. Why? Exercise 1 page 106 a transform b collapse c contemporary d feature e anticipate f potential g obtain Exercise 2 page 106 Answers will vary. Exercise 3 page 107 1 the Westside area itself 2 the poor condition of the warehouse Exercise 4 page 107 Suggested answers: 1 development; transform 3 Renovate; potential 4 the area; new, modern 5 old architectural 6 contemporary; steel; glass 7 wooden beams; brick; building; building 8 shops; apartments; offices Exercise 5 page 107 Suggested answers: 1 At the beginning of the conversation, only one developer thinks a building development in Westside is a good idea. 2 There is some development going on in Westside. 3 There has not been much investment in the area in the past 20 years. 4 Only one developer thinks the best idea is to knock down the warehouse. 5 The developers do not need to choose between a contemporary building style and a traditional one. 6 The building can offer floor space for some shops. 7 Shops would not have to be on the second floor. They could be on the ground floor. 8 Renovation would not mean removing all the original features of the building. Exercise 6 page 108 1 b 2 d 3 c 4 a Exercise 7 page 108 Supports knocking the building down: 1, 3; because they have negative connotations Supports converting and modernizing it: 2, 4; because they have positive connotations Exercises 8–9 page 108 Answers will vary. Optional activity Write the following statements on the board (without the words underlined). Ask students to identify any figurative language. 1 I love being an architect. When I am designing buildings, my mind is on fire with hundreds of ideas. 2 The lines of the building seem to dance in the sunlight. 3 I’ve seen this building a million times, but I never really understood it before. 4 I like this building because it has lots of curves instead of straight lines. (X) 5 Your home is your castle. 6 The building is just tall enough to peek over the bank in front of it. Students can then think of statements using figurative language to describe the buildings where they live, work or go to school, and share their statements with their classmates.
UNIT 5 189 Exercise 10 page 109 1 It looks as though it’s about to collapse! 2 Really? I think the project is going to be a great success. 3 Couldn’t we do both? We’ll maintain more of a connection to the past if we include the old building as part of the new one. Exercises 11–12 page 109 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Use will and be going to to describe your predictions and expectations about buildings in the future – Perhaps I’ll study Architecture, so I can work to restore old buildings to their former glory. I’ll definitely consider buying a house. A lot of people are going to move into the luxury apartments that are being built in the city centre. • Use academic vocabulary for architecture and transformation to complete sentences – Architecture can transform the way people interact with the world. The people working inside maintain a connection with nature. Suitable sites can be difficult to identify as cities expand. Exercise 1 page 110 1 The building I want to move into was bought by a developer. It’s definitely going to be renovated before I move there. 2 The construction team probably isn’t going to begin work until next month. 3 The supporting walls are already up. The developers will probably complete the building soon. 4 The developer is drawing up his plans now. Maybe he will send me the plans for the apartments on Friday. 5 I will certainly help you with your Architecture assignment now. 6 Farah is off work on Friday. Perhaps she will help you study for the Architecture test. Exercise 2 page 111 Answers will vary. Exercise 3 page 111 1 contribute 2 transform 3 maintain 4 expand 5 anticipate 6 abandon 7 convert 8 acquire Exercise 4 page 112 1 expand 2 transform 3 contributed 4 anticipate 5 convert 6 acquire 7 abandon 8 maintain Optional activity Ask students to make predictions about how their city will look in 25 or 50 years. What buildings will still be there? Will there be big changes or will things still look much the same? They should use the vocabulary of architecture and transformation, as well as adverbs of certainty. (If you plan for some students to do the optional Be flexible activity for Listening 2, tell them to save their work for later.) LISTENING 2 Learning objectives • Understand key vocabulary for housing development – adequate, existing, appropriate • Take notes on proposed solutions to housing problems in a housing development meeting • Listen and identify main ideas and details • Identify language which shows whether suggestions are strong or tentative – What about more, smaller, lower buildings? In my view, the only viable option is to use brick. I strongly recommend that you reconsider this. • Synthesize information from a discussion between two property developers and a housing development meeting in a discussion Lead-in Have small-group discussions about what happens when communities and neighbourhoods change. Sometimes the people who have lived in these places for a long time don’t like the changes. What kinds of objections do they often have? Ask students to make a list, then compare their lists with other groups. Exercise 1 page 112 a existing b controversial c adequate d sympathetic e ambitious f appropriate g concerned Exercises 2–4 page 113 Answers will vary. Exercise 5 page 113 Possible answers: 1 use reflective glass; make the building lower 2 reflect the size and materials of the other buildings in the area 3 position the new building near the edge of the site
190 LISTENING, SPEAKING & CRITICAL THINKING 4 Exercise 6 page 114 1 C 2 D 3 A 4 B Exercise 7 page 114 1 D 2 D 3 C 4 C 5 C 6 C 7 D 8 D Exercise 8 page 115 1 T 2 S 3 T 4 S 5 T 6 S Be flexible In pairs, ask students to review Listening 1 and identify strong and tentative suggestions in the script. Some examples include: strong: I strongly suggest that you reconsider this. tentative: We could consider using reflective glass instead, then. Provide more challenge for stronger students by asking them to return to the predictions they wrote for the optional activity in Listening 1. Tell them to write a strong or tentative suggestion about each of the buildings or areas in their statements. Exercise 9 page 115 Answers will vary. CRITICAL THINKING Learning objectives • Identify the problems with an apartment building and the requirements of a replacement building • Evaluate three buildings against the project requirements TEACHER DEVELOPMENT BE INFORMED è Comparing and evaluating solutions is an important skill for students because: (1) There is often more than one solution to a problem; (2) Students need the tools to be able to decide which of several solutions is the best in specific circumstances; (3) This is a useful skill not only in academic life, but also in day-to-day life and the world of work. BE CONFIDENT è Develop this skill for yourself by doing the following activity: The leader of your educational institution wants to improve the way critical thinking is taught. Which of the three solutions (A, B or C) do you think is best? Why? solution A solution B solution C -Students do compulsory critical thinking classes in the afternoon instead of sport. -Critical thinking assessed through internal and external exams. -Students encouraged to find critical thinking resources by themselves. -Students do optional extra critical thinking classes instead of sport. -Critical thinking assessed through written exams. -More critical thinking books should be provided in the library. -All critical thinking teaching takes place in English language lessons. -Critical thinking assessed through spoken assessments. -More online critical thinking resources should be provided. If you do not think any of these solutions worked well, how did you decide what was more or less important in order to reach a decision? Lead-in Give students a minute to read the speaking task they will do at the end of the unit and keep it in mind as they do the next exercises. Ask them to brainstorm in groups for a few minutes. The oil company (mentioned in the speaking task) faces a number of challenges. Which do they think will be the easiest to solve? Which will be the hardest? Tell them to keep their brainstorming notes for later, when they begin to prepare for their discussion. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 116–118. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE An interesting extension to Exercise 3 would be to ask whether any groups were unable to reach a group decision. It would be very valuable to understand why it was not possible to reach a consensus. You could also ask those groups who reached a decision what they did; for example, how they prioritized different criteria.
UNIT 5 191 Exercises 1–2 pages 116–117 Possible answers: problems project requirements A B C crowded apartments must have more space ✗ ✓ ✓ 200 workers and 50 families need homes must accommodate all people ✗ ✗ ✓ too far from school and offices must be closer ✓ ✓ ✗ workers have to move out in one year must be complete in one year ✓ ✓ ✓ only £3.8 million to spend must cost less than £3.8 million ✓ ✗ ✗ Exercise 3 page 118 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Would any of the solutions in the Be confident section (or a combination of the solutions) further develop the teaching of critical thinking in your educational institution? è If you answered ‘yes’ to the question above, is there any way you can make changes within your place of work? Would it be worth speaking to colleagues to share ideas? BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be ready section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Use contrastive stress to identify problems and suggest solutions • Recognize fixed phrases for presenting a problem – The problem is …, The main issue is …, We need to find a way around … • Use phrases to make polite suggestions – Should we consider …? How about …? Have you thought about …? Why don’t we …? • Respond to suggested solutions • Emphasize a word or idea to signal a problem • Use phrases to accept or reject solutions – That’s a great idea, but I’m not sure it addresses the problem. We thought that might be an option at first, but now we realize it won’t work. I like your thinking. I agree completely. Exercise 1 page 118 2 The main issue is that most retailers don’t want to do business here. 3 The main issue is that most retailers don’t want to do business here. 4 The main issue is that most retailers don’t want to do business here. Exercise 2 page 118 a 3 b 1 c 4 d 2 Optional activity Students work in pairs to take turns to read the sentences from Exercise 1 in a mixed-up order to their partner, who has to listen and provide the correct explanation for the emphasized word. Exercise 3 page 119 1 We need to find a way around the problem of high prices. 2 The problem is that we don’t have enough time. 3 The main issue is that people don’t like our design. 4 We need to find a way around the problem of attracting business. 5 The main issue is that the building is collapsing. 6 The problem is that nobody wants to live in the area. Exercise 4 page 120 Answers will vary. Possible answers: 1 Could we increase the budget? 2 Can I suggest we increase the budget? 3 Why don’t we increase the budget? 4 Should we consider increasing the budget? 5 How about increasing the budget? 6 Have you thought about increasing the budget? Exercise 5 page 120 Answers will vary. Possible answers: 2 Can I suggest we reduce the height? 3 Why don’t we turn the waste ground into a park? 4 Should we consider building a rooftop garden? 5 How about having more, larger units? 6 Have you thought about offering lower rents?
192 LISTENING, SPEAKING & CRITICAL THINKING 4 Exercise 6 page 120 Answers will vary. Exercise 7 page 121 1 reject 2 accept 3 accept 4 reject 5 reject 6 accept Exercise 8 page 121 Answers will vary. SPEAKING TASK Learning objectives • Allocate roles for a role play discussion of problems and possible solutions • Discuss problems with proposed solutions Exercises 1–6 pages 121–122 Answers will vary. RESEARCH PROJECT Create a gallery of architecture for an exhibition. Ask groups of students to research different types of ‘green’ or ‘eco’ architecture by searching ‘green buildings’ or ‘green architecture’, noting down as many features of these buildings as they can. Students could use online tools to share their research. Each group should then choose a particular building they discovered during their research. Ask them to find out why the building was built and what makes it special. Tell them that the class will be setting up an exhibition to present their building to the public. Students will need to decide how to present the information, who to invite, and how they can make the exhibition interactive for visitors (enable visitors to vote for their favourite building, provide a downloadable audio tour, etc.). They then present their gallery of ideas to the class. CLASSROOM APP Exercises 1–2 Answers will vary. Exercise 3 1 This building will definitely help the city because it has both retail and residential space. 2 Many people are certainly going to need low-income housing in this part of the city. 3 Angelino will definitely consider architecture as his major. 4 I will probably visit the Guggenheim when I am in New York just to see the building design. 5 I’m not going to propose a plan for the school’s design competition. 6 Maybe I’ll focus on modern design because that is more creative. Exercise 4 1 obtained 2 transform 3 collapsed 4 sympathetic 5 concerned 6 existing 7 potential 8 anticipate Exercise 5 Answers will vary. Exercise 6 1 Could we import the products for a cheaper price? 2 Why don’t we ask other architects to submit designs? 3 Can I suggest we build a taller building, rather than a wider building, so that we don’t use so much space? 4 Have you thought about having a town hall meeting to explain everything? 5 How about having a fundraiser to make more money for a second building? 6 Should we consider different types of parking lots?
UNIT 6 193 UNIT OBJECTIVES Watch and listen Watch and understand a video about a South Korean island aiming for zero emissions. Listening skills Understand digressions; understand persuasive techniques. Critical thinking Analyze and evaluate problems and solutions. Grammar Connect ideas; use the passive voice. Speaking skills Ask for input in a discussion; summarize and keep a discussion moving; deal with interruptions and digressions. Speaking task Participate in a discussion about an energy problem and possible solutions. Teacher development Help your students become better at analyzing and evaluating problems and solutions. YOUR KNOWLEDGE Background note The photo shows steam rising from chimneys at a coal-fired power station in West Virginia, the USA. In front of the power station, there are residential houses and cars. Apart from coal, other fuels that are used to produce electricity for our homes include natural gas, nuclear power and natural sources, such as solar, wind and hydropower. Before electricity was discovered, people used candles and oil lamps for lighting. For heating, they burnt wood on fires. Petroleum is the main source of energy for transportation. Before cars were invented, people used horse-drawn coaches or steam-powered railway trains. Lead-in Tell students to imagine that we live in a world without electricity, where all our electrical appliances have stopped working suddenly and permanently. Students work in small groups to discuss the possible impacts of this change on our lives. You could use these questions to focus their attention: 1 What would happen in the first week after this change? 2 What would happen in the first year after this change? 3 What would happen 20, 50 or 100 years after this change? When they are ready, ask volunteers from each group to present their ideas to the class. page 125 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand main ideas in a video about carbon emissions • Listen and complete a detailed summary of the ideas in the video • Make inferences about South Korea and the global environment • Practise talking about carbon emissions and renewable energy Exercises 1–2 page 126 Answers will vary. Exercise 3 page 126 1 F; A country that achieves carbon neutrality will balance its carbon emissions with other actions. 2 T 3 T 4 DNS 5 F; Jeju Island plans to have only electric vehicles by 2030. 6 T Exercise 4 page 127 1 emissions 2 neutrality 3 balance 4 trees 5 zero 6 2030 7 wind 8 solar 9 electric 10 charge Exercise 5 page 127 2, 3 and 4 are true. Exercise 6 page 127 Answers will vary. ENERGY UNIT 6
194 LISTENING, SPEAKING & CRITICAL THINKING 4 LISTENING 1 Learning objectives • Understand key vocabulary for energy – capacity, cycle, reservoir • Listen and identify main ideas in a radio programme about the island of El Hierro, Spain • Listen and complete two sets of detailed notes about El Hierro • Recognize digressions from the main topic • Listen and understand the use of intonation to communicate attitudes and emotions • Describe your knowledge of alternative energy sources Lead-in Ask students to imagine living on an island far away from major population areas. What might be some of the challenges of living there? What might be some of the attractions? Exercise 1 page 128 1 element 2 consistent 3 reservoir 4 mainland 5 cycle 6 network 7 generate 8 capacity Exercise 2 page 129 1 Government 2 Population 3 Area 4 mainland Exercise 3 page 129 Answers will vary. Exercise 4 page 129 1 c 2 a 3 c Exercise 5 page 130 1 seafood restaurant 2 five years 3 Madrid 4 tough 5 relaxing 6 the sea 7 quiet 8 traffic 9 banking 10 independent 11 oil 12 40,000 13 mainland 14 over 1.7 million euros Exercise 6 pages 130–131 1 3,000 2 35 3 turbines 4 11 5 3,500 6 water 7 dam 8 volcano 9 500,000 10 sea level 11 cycle 12 hill 13 drinking 14 agriculture 15 seawater 16 mainland Exercise 7 page 131 1 R 2 D 3 D 4 D 5 D 6 R Optional activity Ask the class: How does the reporter help end Pedro’s digression and redirect the conversation? Discuss the answer as a whole group. Answer: He summarizes what he believes is Pedro’s answer to the original question about what is great about El Hierro, and then asks for further information in answer to the same original question. Exercise 8 page 131 1 b 2 c 3 a Exercise 9 page 132 a 2 b 3 c 1 Exercise 11 page 132 1 sarcastic 2 surprised 3 encouraging 4 bored 5 encouraging Exercise 13 page 132 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Connect ideas using transition words and phrases – It’s a real challenge living here. On the other hand, we all love it. The houses use solar energy. What’s more, they have water-recycling systems. Dams can damage habitats, so they have to be planned carefully. • Use the passive voice to describe processes – Energy is generated by wind turbines. The water is pumped up the hill. Different machines are used to convert the energy. • Identify the meaning of academic vocabulary for networks and systems – decline, potential, challenge Exercise 1 page 133 giving extra information: in addition, moreover, furthermore comparing and contrasting: even so, nevertheless explaining a result: therefore, and as a result Exercise 2 page 134 Answers will vary. Possible answers: 1 City life is stressful. On the other hand, island life is relaxing. 2 The houses use solar electricity. Furthermore, they have water-recycling systems.
UNIT 6 195 3 Dams can damage habitats. As a result, they have to be planned carefully. 4 The wind blows for 35% of the year. Nevertheless, that isn’t enough to provide all of the island’s electricity. 5 This electric car can go just over 99 kilometres per hour. Moreover, the battery can be charged using solar power. 6 The system requires that water moves from a high place to a lower place, so we’ve placed a water tank on a hill. Be flexible Elicit other transition words and phrases from students and ask them to state their function. Make a table on the board. word/phrase function besides addition whereas contrast instead contrast Provide an extra challenge for more advanced students. Students work in pairs. Give them a list of possible topics (e.g. their city, university, a political leader). The first student makes a statement about it; the second student adds similar or contrasting information, using transition words or phrases. Students should take turns going first or second. Exercise 3 page 135 1 P 2 P 3 A 4 P 5 A 6 A Exercise 4 page 135 1 is used 2 is created 3 are found 4 be extracted 5 are caused 6 are drilled 7 is supplied 8 can be used Exercise 5 page 135 2 Water is pumped up the hill. 3 Salt is taken out of the seawater. 4 Supplies are transported from the mainland. 5 In the past, all the power was produced by oil. 6 Wind turbines are blown by the wind. Exercise 6 page 136 1 generation 2 element 3 capacity 4 source 5 challenge 6 network 7 potential 8 decline LISTENING 2 Learning objectives • Understand key vocabulary for saving energy – consumption, volume, maintenance • Listen and complete a set of notes on main ideas in a chaired meeting about saving energy in an office • Listen and understand details • Identify different types of persuasive technique – challenging a point: I see your point. Even so, ...; asking a question: Don’t you think that solar panels are a good idea?; reassuring: Trust me when I say … • Synthesize information from a radio programme about the island of El Hierro, Spain, and a chaired meeting about saving energy, in a discussion Lead-in Divide students into two teams and ask them what they do to save energy at home. Teams then share their ideas, and the team with the most unusual ideas wins. Students should keep their lists for the follow- up optional activity. Exercise 1 page 136 Answers will vary. Possible answers: 1 computers, lights, photocopiers, printers, coffee machines, heating, air conditioning, etc. 2 turn off screens on computers when not using them, turn off lights when nobody is in a room / at night, turn off heating / air conditioning at weekends, etc. 3 save money, help the environment Exercise 2 page 137 1 consumption 2 maintenance 3 experimental 4 efficient 5 limitations 6 function 7 volume 8 drawback Exercise 3 page 137 1 solar panels (large scale) 2 low-energy 3 natural light 4 computer screens 5 air conditioning 6 photocopier 7 water (large-scale) Exercise 4 page 138 1 solar panels 2 quickly 3 Cleaning 4 two 5 air conditioning 6 Maintenance 7 green 8 simple Exercise 5 page 138 1 aren’t 2 expensive 3 good 4 one 5 low 6 cost Exercise 6 page 139 1 b 2 d 3 a 4 e 5 c Exercise 7 page 140 1 d 2 c 3 e 4 b 5 a
196 LISTENING, SPEAKING & CRITICAL THINKING 4 Optional activity Ask students to take out the lists they wrote of suggestions for saving energy at home (or they can create them here). Students work in pairs to make suggestions and respond to suggestions, using the persuasive techniques from the lesson. For example: Student 1: I put a sign above the light switches to remind everyone in my family to turn off the light when they leave a room. Student 2: That’s a nice idea, but does anybody pay attention? (asking a question) Exercise 8 page 140 Answers will vary. CRITICAL THINKING Learning objectives • Remember solutions to energy-saving problems • Identify sources of energy wastage at a university or workplace • Evaluate and rank problems with energy use at a university or workplace • Propose solutions for each problem you prioritized TEACHER DEVELOPMENT BE INFORMED è Analyzing and evaluating problems and solutions is an important skill for students because: (1) Problem-solution essays/presentations, whereby students are expected to outline a problem and then evaluate possible solutions, are commonly used in many academic subjects; (2) To do this effectively, students need to fully understand the reasons and causes behind a problem; (3) Having done this, students can effectively evaluate the potential solutions, some of which may be large in scale, while others are smaller in scale. BE CONFIDENT è Develop this skill for yourself by doing the following activity: Look at the following common educational problems. 1 a student consistently fails to do their homework 2 the class seems bored whenever you teach critical thinking 3 the exam results for your educational institution are very poor Think about (1) what might be the cause of these problems, and (2) what the possible solutions are. Create a table like the one below and fill in the causes and solutions. problems 1 2 3 causes possible solutions For each case, identify what you think is the best possible solution. Lead-in Give students a minute to read the speaking task they will do at the end of the unit and keep it in mind as they do the next exercises. Ask them to consider in groups whether their ideas for saving energy at home work equally well for this project. Ask them to keep a list of the ideas they think would be useful in the workplace or at a university. TEACHER DEVELOPMENT BE READY Look at the Critical Thinking section in the Student’s Book on pages 141–142. è Which elements of the lesson do you think your students will find easiest / most difficult / most useful? Why? è Are your answers true for all students in your class? è How can you adapt your teaching or the material to meet your students’ needs? BE FLEXIBLE In Exercise 4, consider trying to link the learning to the students’ lives, particularly in terms of small- scale solutions to energy use problems. Get them to reflect on whether there are things they could do in their own lives which would have an impact. Exercise 1 page 141 solar panels, low-energy light bulbs, clean dirty windows, turn off computer screens, turn off air conditioning; get rid of one photocopier, solar water-heating system large-scale solutions: solar panels and solar water-heating system
UNIT 6 197 Exercises 2–4 pages 141–142 Answers will vary. TEACHER DEVELOPMENT BE REFLECTIVE Think about the following questions: è Can you share your answers from the Be confident section with a colleague, either in person or electronically? Were they similar or different? Is there anything practical you could do with the solutions you generated? è Were students successfully able to distinguish between large- and small-scale solutions? Did you get the feeling that they believed they could make a difference to energy use through personal action? Hopefully one of the key things students learn through developing their critical thinking skills is that how they think and what they do matters. BE COLLABORATIVE Your development is more meaningful when it is shared. See page 14 for ideas on how to peer- collaborate. Why not share the ideas you generated in the Be ready section, and their outcome? PREPARATION FOR SPEAKING Learning objectives • Use phrases for keeping a discussion moving to complete a dialogue – What do you think? We’d better move on to the next point. Does anybody have anything to add? • Rephrase ways to deal with interruptions and digressions more politely – Excuse me, but I’d just like to finish this point. Could you possibly give me one more minute? Would you mind if I finish this last point? • Use a neutral tone of voice to avoid sounding challenging or argumentative Exercise 1 page 142 1 b 2 a 3 c Exercises 2–3 page 142 1 c 2 a 3 b Optional activity Ask students to look back at the script from Listening 2 in Unit 5, on pages 211–212. Put students in groups and take the roles of John, Maria, Tom and Jamal. However, they should not just read the script. They should add expressions from the Skills box on page 142. Since Tom and Jamal called the meeting, one or both of them should chair the meeting and be responsible for keeping the meeting moving. The others can ask for input and summarize. Exercise 4 page 143 Answers will vary. Possible answers: 1 Could you please wait until I’ve finished speaking? 2 Would you mind explaining what you mean? 3 Sorry, that isn’t really what we’re talking about. 4 Sorry, but would you mind waiting until Tom finishes speaking? Exercise 5 page 143 3 A 4 N 5 N 6 A Exercise 6 page 143 Answers will vary. SPEAKING TASK Learning objectives • Understand an agenda to have a meeting about how energy can be saved in a place of work or study • Prepare for a meeting by reviewing your table of problems and solutions and adding new ideas • Allocate roles for your meeting by dividing up the agenda points • Role play a meeting about how energy can be saved in a place of work or study • Evaluate your solutions and any conclusions you reached Exercises 1–6 page 144 Answers will vary.
198 LISTENING, SPEAKING & CRITICAL THINKING 4 RESEARCH PROJECT Write a blog about saving energy. Ask students to research different ways energy is wasted (e.g. by not turning off lights). Then ask them to answer the following questions: How is my learning environment wasting energy? What can I do to help reduce this? Use online tools to list the problems and to come up with solutions. Students each create a week-long blog in which they record what they have done to save energy every day. Students could follow each other’s blogs and vote for the best energy-saving student at the end of the week. CLASSROOM APP Exercise 1 Answers will vary. Exercise 2 1 Nevertheless 2 What’s more 3 Therefore 4 Moreover 5 Even so 6 so Exercise 3 1 is generated 2 suggested 3 was sent 4 are caused 5 can save 6 were considered Exercise 4 1 drawback 2 network 3 generate 4 efficient 5 volume 6 element 7 capacity 8 functions Exercise 5 Answers will vary. Exercise 6 1 Asking for input 2 Summarizing 3 Keeping a discussion moving 4 Dealing with interruptions or digressions 5 Dealing with interruptions or digressions 6 Keeping a discussion moving 7 Summarizing 8 Asking for input
UNIT 7 199 UNIT 7 UNIT OBJECTIVES Watch and listen watch and understand a video about the African contemporary art market. Listening skills Infer opinions; distinguish fact from opinion. Critical thinking Use debate statements and responses; prepare for a debate. Grammar Use relative clauses. Speaking skills express contrasting opinions; restate somebody’s point; use language for hedging. Speaking task participate in an informal debate. Teacher development Help your students become better at using debate statements and responses and preparing for a debate. YOUR KNOWLEDGE Background note The photo shows a temporary art installation called Runway. The installation was initially displayed in March 2017 on California’s waterfront in Santa Barbara, the USA. The design won a competition run by the Museum of Contemporary Art Santa Barbara. It was created by Molly Hunker and Greg Corso, artists who are part of a New York group called SpORTS. The sculpture is constructed of three structures made of very thin steel rods and is painted blue, yellow and pink. Lead-in Before the lesson, search the internet for images of works of art. Use search terms such as painting, modern art or sculpture. print out a range of images and stick them up around the classroom. Keep a record of where you found each picture, so that you can tell students who the artist is, if they want to know. Tell students to walk around the classroom and look at the pictures as if they were in a gallery. when everybody has had a chance to look at the pictures, ask volunteers to say which images they liked best, and explain why they liked them. As a follow-up, you could hold a class vote to decide on their favourite picture. page 147 Answers will vary. WATCH AND LISTEN Learning objectives • Listen and understand main ideas in a video about African art • Complete a detailed summary of the ideas in the video • Make inferences about the art and artists in the video • practise talking about art Exercises 1–2 page 148 Answers will vary. Exercise 3 pages 148–149 1 a 2 c 3 a Exercise 4 page 149 1 contemporary 2 collectors 3 demand 4 an auction 5 media 6 discarded Exercises 5–6 page 149 Answers will vary. LISTENING 1 Learning objectives • Understand key vocabulary for street art – vandalism, self-expression, composition • Listen and identify main ideas and opinions in a radio report about graffiti • Listen and take detailed notes on opinions • Make inferences about who made particular statements of opinion • Understand the connotations of words used to describe street art • Make inferences about opinions based on the connotations of their language • Use correct stress when it varies on different members of word families – de-co-rate > de-co- ra-tion; ar-tist > ar-tis-tic • express personal opinions on street art ART AND DeSIGN
200 LISTENING, SPEAKING & CRITICAL THINKING 4 Lead-in either print out images or display digital images by famous street artists. (possible candidates include: Roa, Vhils, c215, eduardo Kobra, Shepard Fairey, Iheart, Collin van der Sluijs.) Be sure that the images are not too controversial or inappropriate for your students. Ask: Are these images art? How do they compare to the images in museums? (Or if you have used the unit Lead-in activity, use those for comparison.) Exercise 1 page 150 a identity b right c vandalism d self-expression e comment f composition g creativity h criticism Be flexible Students work in pairs to write a paragraph using all eight words in bold from exercise 1, using dictionaries if necessary. when they are ready, ask volunteers to read their paragraphs to the class. Fitting all eight words into one paragraph may be too challenging for lower-level students. To reduce the level of challenge, ask them to choose just five words or to write individual sentences for each of the eight words. Exercise 2 page 151 Answers will vary. Exercise 3 page 151 1 c 2 a 3 a yes b no c yes d yes e yes Exercise 4 page 151 Answers will vary. Possible answers: Alex: interesting to look at; distinctive style; decorates the area office worker: no right to spray paint their message; art is in a gallery police officer: creative; expressive; should get permission Simone: expressive; colour and composition work well; could make a lot of money Joseph: wishes he’d done it; good way of expressing ideas; communicates a message Exercise 5 page 152 a 3 b 2 c 1 d 2 e 4 f 1 g 5 h 5 i 4 j 3 Exercise 6 page 152 Answers will vary. Exercise 7 page 152 1 this artist; very creative; a piece of art; artistic, expressive; artwork 2 vandalism; the area’s mystery graffiti artist; our illegal painter; this piece of vandalism 3 Answers will vary. Possible answer: The police officer seems to like the painting more. The police officer’s personal and professional opinions are different. The reporter should be neutral but seems to dislike the graffiti. Exercise 8 page 153 3 com-mu-ni-cate, com-mu-ni-ca-tion 4 cre-ate, cre-a-tion 5 ex-hib-it, ex-hi-bi-tion 6 re-com-mend, re-com-men-da-tion 7 ac-tiv-i-ty, ac-tive 8 ar-tist, ar-tis-tic Exercises 9–10 page 153 Answers will vary. LANGUAGE DEVELOPMENT Learning objectives • Use the correct relative pronouns in relative clauses to provide information about a noun – Art that is painted illegally on city buildings is called graffiti. Graffiti, which is often painted on city buildings without permission, is a big topic of debate right now. The person who painted the graffiti is very creative. • Differentiate between defining and non-defining relative clauses • Use defining and non-defining relative clauses to write sentences about art Exercise 1 page 154 1 who; Ray Noland 2 whose; The people 3 where; The museum 4 when; Mondays Exercise 2 page 155 2 ND: The painting includes the figure of Marianne, who represents the victory of the French Republic over the monarchy. 3 D: The painting that Botticelli painted on the walls of the Tuscan Villa Lemmi is located in the same room as Luini’s Adoration of the Magi. 4 ND: Marianne, whose image appears on small stamps and euro coins, is also depicted as a statue at the place de la République in paris. 5 D: people who visit the Louvre can use cameras and video recorders, but not flash photography. 6 D: The Louvre is the museum where The Da Vinci Code was filmed.