Impact Teacher's Book [PDF]

Zitiervorschau

impact

impact

LESSON PLANNER

Impact helps teenage learners better understand themselves, each other and the world they live in.

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By encouraging self-expression, global citizenship and active participation, Impact motivates students to explore who they are and who they want to be – all while learning English! The Impact Lesson Planner, with Audio CD, Teacher’s Resource CD-ROM and DVD, provides everything needed to successfully plan, teach and supplement lessons.

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The Lesson Planner includes:  Step-by-step instructions for carrying out lessons  A detailed Scope and Sequence listing all learning and language objectives

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 Point-of-use teaching tips for using all Impact materials

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 Answer keys for the Student’s Book and Workbook  Student’s Book audio scripts  An MP3 Audio CD containing all Student’s Book audio

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 A Teacher’s Resource CD-ROM, with printable resources, including video scripts and extension activities  A Classroom DVD containing all Student’s Book video

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NGL.Cengage.com/impact

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CEFR correlation The exit level for Impact Foundation is A1+.

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British English

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LESSON PLANNER • Audio CD  • Teacher’s Resource CD-ROM  • DVD

Bringing the world to the classroom and the classroom to life

NGL.Cengage.com/ELT A P art of Ceng a ge

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Foundation

Impact Lesson Planner Foundation Series Editors: JoAnn (Jodi) Crandall and Joan Kang Shin

© 2018 National Geographic Learning, a Cengage Learning Company ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner.

Author: Katherine Stannett Publisher: Gavin McLean

“National Geographic", "National Geographic Society" and the Yellow Border Design are registered trademarks of the National Geographic Society ® Marcas Registradas

Commissioning Editor: Sian Mavor Editorial Manager: Claire Merchant Editorial Project Manager: Adèle Moss

For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, cengage.com/contact

Media Research: Leila Hishmeh

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Head of Production: Celia Jones

For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be emailed to [email protected]

Content Project Manager: Sue Povey

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Manufacturing Manager: Eyvett Davis Interior Design & Composition: DoubleInk

Lesson Planner: Foundation Book + Media ISBN: 978-1-337-29389-1

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Audio Producer: James Richardson

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Art Director/Cover Design: Brenda Carmichael

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National Geographic Learning Cheriton House, North Way, Andover, Hampshire, SP10 5BE, United Kingdom

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National Geographic Learning, a Cengage Learning Company, has a mission to bring the world to the classroom and the classroom to life. With our English language programs, students learn about their world by experiencing it. Through our partnerships with National Geographic and TED Talks, they develop the language and skills they need to be successful global citizens and leaders.

ON THE COVER

Locate your local office at international.cengage.com/region

Visit National Geographic Learning online at NGL.Cengage.com/ELT Visit our corporate website at www.cengage.com

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Ice climbing under the aurora borealis at the Athabasca Glacier in Jasper National Park, Canadian Rockies

To access the Teacher's Resources for Impact Go to:

NGL.Cengage.com/impact

Username: ImpactTeacher Password: ngl_impact

Printed in Greece by Bakis SA Print Number: 01 Print Year: 2017

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impact

LESSON PLANNER

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Foundation

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Walkthrough

About the Author and Series Editors



Teaching with Impact 19



Pacing Guides

31



Scope and Sequence

34

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Unit 0

Welcome! 38

Unit 1 Unit 2 Units 1–2

Family Matters 64 A Different Education 90 Express Yourself: Text messages 116

Unit 3 Unit 4 Units 3–4

Robots and Us 118 Part of Nature 144 Express Yourself: Advertisement 170

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2

Unit 5 Water 172 Unit 6 The City: Past, Present and Future 198 Units 5–6 Express Yourself: Tour description 224 Unit 7 Unit 8 Units 7–8

Amazing Space 226 See the World 252 Express Yourself: Blog 278

Assessment

280



291

Annotated Workbook Pages

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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Student’s Book Walkthrough

Impact, a new five-level series from National Geographic Learning, helps teenage learners to better understand themselves, each other and the world they live in. Impact features real-world content, stunning photographs and video from authentic sources, and inspiring stories from National Geographic Explorers, challenging teenagers not only to understand their world but also to engage with it. By encouraging self-expression, global citizenship and active participation, Impact motivates students to explore who they are and

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who they want to be – all while learning English.

The Unit Opener uses high-interest photographs to engage students, present the unit theme and provide opportunities for discussion.

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Image captions help students understand the image and make connections with the unit theme.

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Unit 2

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Children in a boat classroom, Bangladesh

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A Different Education To sTarT 1. Look at the photo. What is unusual about this school?

‘It’s a big world. We still have a lot to learn and share.’ Amy Freeman

2. Do you want to visit this school? Explain why or why not. 3. Imagine your perfect classroom. Where is it? Is it outside or inside? What does it look like? How many students are there?

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Each unit highlights one National Geographic Explorer to inspire future global citizens and promote 21st-century skills and values. Students first meet the unit Explorer with a quote connected to the unit theme.

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Discussion questions activate prior knowledge and lead students into the unit.

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A guiding question promotes critical thinking, helps students access prior knowledge and introduces the context of the main vocabulary presentation.

Target vocabulary is presented in meaningful

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contexts to help students build fluency and confidence to discuss relevant real-world topics.

What do you know about schools in other countries? Discuss. Then listen and read. 039

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The Nenets people are from Western Siberia. Some Nenets live in towns and villages, but many are nomadic. Nomadic people move from place to place. Nomadic Nenets follow their reindeer herds and travel around Siberia all year. They live in camps. Some Nenets children travel with their families and learn at a special nomadic school. Teachers travel with the families and the classrooms are in the camps. Some lessons are the same as lessons at normal schools, but in other lessons the children also learn about Nenets traditions and skills.

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What’s your classroom like? Do you get your homework from a robot? Do you travel with your classmates to a different place every week? Do you learn on the land or on the water?

A Nenets boy studying outside his winter camp in Western Siberia

44 Vocabulary

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LeArN NeW WordS Listen and repeat. 040

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Work in pairs. Why do you think schools have robot teachers in South Korea? Would you like to learn from a robot teacher? Why or why not?

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At an elementary school in South Korea, children have got a new English language teacher. It’s a robot. A teacher in Australia looks into a camera and speaks. In their classroom in South Korea, the children hear the teacher’s voice and see her face on the robot’s screen. They follow her instructions and practise their English.

In Bangladesh, it is often difficult for children to get to school because there are problems with heavy rain. But thousands of students now have their lessons at ‘floating schools’. It is easy for these students to go to school even in bad weather because ‘floating schools’ are on boats. There are also floating libraries, with a lot of books and laptops.

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Students work in pairs or groups to practise the new words. All target vocabulary is presented on the audio in isolation, in a contextualised sentence, as well as in the context of the main presentation.



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Student’s Book Walkthrough Students learn new target vocabulary and a vocabulary strategy that gives them tools to learn new words on their own. The Speaking Strategy page presents phrases and model dialogues that help students express themselves fluently.

Read and write the words from the list.

Spe aking S tr ategy

camera

classmate

language

laptops

lessons

library

practise

screen

Which subjects do you like? Do you like PE? Do you like art?

. Students then in the classroom. They can use

watch their videos on a

to send questions to the explorers. Sometimes they choose the explorers’ route for the next week. The

maths, geography and science skills.

difficult

same

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easy

You decide choose an activity.

What’s your favourite subject at school, Haider? geography and art. How about you? Which subjects ?

LeaRn new woRds Listen to these words and match them to their opposite meanings. Then listen and repeat. 041 042 different

read and complete the dialogue.

Haider:

dave and amy Freeman dogsledding in winter

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Listen. How do the speakers talk about their likes and dislikes? Write the phrases you hear. 044

Ahmed:

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children to

1

2 7

help

I like science, but I don’t like maths. Yes, I do. I love it. No, I don’t. I hate it.

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Dave and Amy Freeman are National Geographic adventurers and educators. Their Wilderness Classrooms teach children about the wild and exciting places they explore. The explorers record their adventures on a

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talking about likes and dislikes

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New vocabulary is practised in meaningful contexts involving National Geographic Explorers and real-world topics.

Ahmed:

I like art, but I think my favourite subject is maths.

Haider:

Maths? Really? I’m not very good at it.

geography. maths!

Ahmed:

science?

Haider:

. Science is really interesting. Do you like science? . It’s difficult!

Ahmed:

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1. Work independently. Write three different things you want to learn at school. Explain why you want to learn about them. 2. Work in pairs. Design a robot teacher. Think about what it looks like and what it can do. Draw a picture of it.

Work in pairs. Spin the wheel. Tell your partner about your likes and dislikes. Then ask about your partner’s likes and dislikes.

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I like the colours blue and black. I don’t like the colour red. What colours do you like?

3. Work in groups. Imagine you can choose next week’s journey for Dave and Amy Freeman. What’s their route?

I like yellow and green.

go to page 171.

46 Vocabulary

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Speaking 47

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You Decide activities allow students to make decisions and

Games provide

become active participants in learning. They’re encouraged to think critically and creatively as they discover who they are and who they want to be.

a fun context for communication.

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Grammar boxes include natural examples of real-world language. Expanded grammar boxes with explanations are provided in the Workbook and on the Classroom Presentation Tool.

Additional target vocabulary is

Gr ammar

3

045

Camila lives in Quito. She gets up at six o’clock in the morning. I walk to school with her. Her brothers don’t walk to school. They go by bus. She doesn’t have lunch at school. She goes home for lunch. She hangs out with with her friends after lunch. What time does she go to bed? At half past nine.

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School starts at 8.30 on weekdays.

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The head teacher talks to the school once a week.

Lesson Time

Listen. Kerem describes a typical day in his life. Circle the correct form of the verbs you hear. 046 1. get up

gets up

6. doesn’t have

don’t have

2. eat

eats

7. make

makes

3. doesn’t have

don’t have

8. return

returns

4. drink

drinks

9. finish

finishes

5. go

goes

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Learn neW Words Listen to learn about a typical school day in Japan. Then listen and repeat. 047 048

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Present simple: Talking about routines, habits and permanent states

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presented in meaningful contexts and applied in the grammar practice.

10. do

does

Wednesday

Thursday

Friday

08.30

Head teacher Class talks to the register school

Class register

Class register

Class register

1

08.45

PE

maths

geography

maths

PE

2

09.45

science

geography

science

art

science

3

10.45

art

history

art

history

geography

4

11.45

history

PE

history

PE

history

12.30

lunch

lunch

lunch

lunch

lunch

1.30

maths

science

maths

science

maths

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2.30

read. Complete the sentences with the correct form of the verbs in brackets. Danilo is 12 years old and he

Monday

Tuesday

After-school club

After-school club

(live) in Manila

in the Philippines, with his sisters, Lilybeth and Tala, and his parents. He

There are five lessons every day.

(get up) every morning at seven o’clock and he

After-school clubs meet twice a week at the end of the school day.

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(prepare) breakfast for his family. After breakfast, he

There is no school at the weekend.

(start) his lessons. Danilo (not go) to school. His mother morning. In the afternoon, he

(teach) him at home in the (walk) to a music

lesson at his friend’s house. There are five children in the music lesson and they all

4

Work in pairs. Describe your typical school week. What do you do every day? What do you do once or twice a week after school? What do you do at the weekend?

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Work in groups. Design a timetable for your ideal school. Then tell another group about your timetable.

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(practise) together. Lilybeth and Tala

(not go) to the music lesson. (stay) at home

and

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They

At our school, we start lessons at half past ten every morning. We play football four times a week, and we have a maths lesson once a week.

(study)

maths or science.

48 GRAMMAR

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GRAMMAR 49

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Grammar is practised in context with multiple opportunities for real communication using all four language skills.



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Student’s Book Walkthrough

New target vocabulary is presented in the reading and gives students an opportunity to make predictions about the reading topic.

Reading strategies promote

Readings feature engaging, relevant topics covering a variety of cross-curricular areas.

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comprehension and help students become independent readers.

16 1 Before you read discuss in pairs. Look at the title

How to be brilliant

and the photos. What do you think the reading is about?

Eduardo Briceño is an expert in education. He wants to find out why some people are chess champions or brilliant at music or maths. He believes that it is because of how they think. He calls this their ‘growth mindset’. These people don’t believe they are special or better than other people. They believe they can work hard and improve their skills.

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17 2 Learn new words find these words in the reading.

hard-working

improve

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Which words are verbs? Which word is an adjective? Then listen and repeat. 049 fail

succeed

18 3 whiLe you read Think about the main idea of the

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One example of this is Josh Waitzkin. Let’s look back at his story.

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When Josh is six years old, he sees people playing chess in Washington Square Park in New York City. He learns to play chess with them. He loves the game and he plays a lot of chess! He becomes very good at it. But then, a couple of years later, he loses his first national championship.

afTer you read answer the questions.

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1. What does Eduardo Briceño want to find out about chess champions or people who are brilliant at music or maths? 2. How does Josh Waitzkin first learn to play chess? 3. Why is his first national chess championship important for Josh? 4. What other activity is Josh also very good at?

Growth

This is an important moment for Josh. He realises that it’s not about how clever you are. It’s about how hard you work. He works very hard and he wins the next national championship. Then, when he is 21 years old, Josh decides to learn something completely different. He joins a Tai Chi class. Josh works very hard again and he wins a world championship!

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Mindset

Before reading activities help students make predictions about the reading.

18 5 Work in pairs. What’s the main idea of this reading?

Underline the correct answer. 1. You can improve if you work hard.

3. Chess can help you to be good at other subjects. 6

Discuss in groups. 1. Think of a school subject that is difficult for you. How can you improve? Share your ideas. 2. Do you think people are good at things without trying? Why or why not? 3. Eduardo Briceño says, ‘Mindset affects all of us.’ What do you think he means?

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Josh Waitzkin doing Tai Chi

2. Some people are very good at subjects like maths, music or chess.

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50 READING

We can all use ‘growth mindset’. Don’t think that you are good at a subject or bad at a subject. Think about how you can work hard and get better at everything you do.

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article.

Josh is a great example of ‘growth mindset’. He doesn’t believe that he is naturally good at one special thing. He tries to learn new things. He doesn’t always succeed immediately, but he is very hard-working. He thinks that it’s good to fail sometimes because it makes you try harder.

READING 51

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While reading activities guide students and help them stay focused.

After reading activities provide students with opportunities to react and respond to the text, and to make connections between the reading and their lives.

6

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Meaningful, relevant and timely topics are presented through videos from National Geographic and other sources, as well as animated infographic videos created specifically for this series.

Before watching activities help students

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make predictions about the video.

While watching activities guide students

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VIDE 22 1 Before you Watch Discuss in pairs. Look at

Work in pairs. You’re going to watch Education Around the World. From the title and the photo, predict which topics the video is about. Tick your predictions. age when students start school school uniform journey to/from school lunch breaks lessons school holidays teachers size of school

activity 2. Watch scene 2.1. 4

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Work in pairs. Which fact from the video was the most surprising or interesting? Why? Which country’s school seemed most different to your school?

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Discuss in groups. In the video, we see children in China who have to make a very difficult journey to school. How do you get to school every day?

children from Atuler village climb ladders up a cliff to get to school, Liangshan, china

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3 WhiLe you Watch check your predictions from 24

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the photo and guess. Where are the children going? How often do they make this journey? 2

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and help them stay focused.

after you Watch Work in pairs. Tick T for True or F for False. 1. Students in Finland begin school at the age of seven. 2. In Finland, students usually get a lot of homework.

t

f f

t

f

4. Lunch breaks in French schools are usually very short.

t

f

5. The main summer holidays in Argentina begin in February.

t

f

6. Australian students have four school holidays every year.

t

f

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3. Some students in Pennsylvania, USA, go to school by horse and cart.

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You DeciDe choose an activity. 1. Work independently. Find out five more facts about schools in Finland. Share your information with the class. 2. Work in pairs. Imagine you have a very unusual journey to school every day. Draw a map of your journey. Then show the map to your class and describe your journey. 3. Work in groups. Write a short paragraph about schools in your country. Include information about: • what age students start school • what time school starts and finishes • how long lunch break is • how many school holidays there are and how long they are.

52 VIDEO

Video 53

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After watching activities provide students with opportunities for discussion and reflection.



A You Decide activity supports learner autonomy and allows flexibility in the classroom by offering opportunities for individual, pair or group work.

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Student’s Book Walkthrough Grammar boxes include natural Students learn the basics of writing in the Foundation level and are introduced to a variety of academic writing genres in Levels 1–4.

examples of real-world language. Expanded grammar boxes with explanations are provided in the Workbook and on the Classroom Presentation Tool.

Models written at the student level

WRiting

051

0%

100%

never

rarely

sometimes

often

always

I never say mean things to other people.

She often often has has lunch lunch at at school. school. She

I rarely forget to do my homework.

We always always report report bullying bullying to to an an adult. adult. We

first

1

He sometimes gets up at six o’clock in the morning.

then

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When we write about a person’s daily routine, we use sequencing words to show the order of events:

Adverbs of frequency: Saying how often you do something

next

before

after

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provide examples for students to follow.

Read the model. How does the writer show the order of events? Underline the sequencing words. A Day in My Life

read. Circle the correct adverbs of frequency. Cyberbullying – saying bad things to or about people online – is a big problem. Of course, we should never / sometimes post mean things online. But it is rarely / sometimes difficult, especially for young people. They can be very impulsive. That means they often / never make decisions very quickly without thinking about them carefully first. But now there is a new app checks your messages before you post them. If a message is mean, the app asks, ‘Do you really want to write this?’ When people stop and think about a mean message, they rarely / always decide to post it.

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Work in pairs. Discuss: • a website you often visit • an app you always use • a sport you never do • a colour you always see • a food you sometimes eat • a place you rarely visit • a person you sometimes see

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Trisha Prabhu, the inventor of the anti-cyberbullying app ‘reThink’

Work in pairs. Take turns throwing the cube. Make a sentence using the words on the cube and an adverb of frequency.

54 GRAMMAR

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I never sing in the shower!

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called ‘ReThink’. The app always / sometimes

2

Work in pairs. How similar is the writer’s typical day to your day? Which things are the same? Which things are different?

3

Write. Describe a day in your life. Use sequencing words.

Go to page 175.

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WRITING 55

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Grammar is practised in context through engaging activities and games.

8

On weekdays, I always get up at half past six in the morning. First, I have a shower, and then I have breakfast with my family. Next, I go to school. My family lives on a small island and I always go to school by boat! When the weather is very bad, I stay at home and my teacher sends me extra homework by email. School starts at 8.45 and lunch is at twelve o’clock. I often have rice with fish. After lunch, we have music or art. School finishes at three o’clock, but once a week, on Wednesday afternoon, I stay at school for football club. I really love football! I get home at four o’clock. I often go swimming in the sea before supper, and then I do my homework. I go to bed at nine o’clock. The stars are very beautiful and I can hear the sea.

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Step-by-step pre-writing and drafting support is provided in the Workbook. Optional worksheets guide students through the five steps involved in process writing: pre-writing, drafting, revising, editing and proofreading, and publishing.

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The Mission page features National Geographic Explorers as role models who embody the 21st-century skills and values teenagers need to become successful global citizens.

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A variety of projects build 21st-century skills through independent research, discussion and presentations using a variety of media.

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Make an Impact

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You decide choose a project.

1 design your perfect school. • Think about the classroom, the timetable and the lessons. • Make an advertisement for your school.

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• Present your advertisement to your classmates. Do they want to join your school?

2 Plan and do a video interview. • Find out about a typical school day in another country.

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• Imagine you are a student in that country. Film a role-play interview about your day with a classmate.

Believe in Yourself

‘At one point I was a student sitting in a classroom just like them and I wanted to be an explorer. And now I am! And they can do it, too, if they want to.’ Dave Freeman Dave and Amy Freeman

• Show your video to your classmates and answer their questions.

3 Make a school guide for new students. • Write down the most important facts about your school. • Draw a map to show where the different classrooms are. • Put the information together to make a leaflet about your school for new students.

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National Geographic Explorers, Adventurers and Educators

1. Watch scene 2.2.

3. Do you want to be an explorer? Why or why not?

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2. Dave and Amy Freeman travel around the world and tell children about their experiences. What do you think the children learn from their adventures?

56 Mission

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A quote by the Explorer and a Meet the Explorer video help students connect with these inspirational people who are making a difference in the world.



project 57

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You Decide project choices allow students to take charge of their own learning and choose their preferred way to use the language they have learnt to synthesise and reflect on the unit topic.

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Student’s Book Walkthrough Express Yourself appears every two units. It actively engages students in discussions to synthesise what they learnt in the preceding units and make connections beyond the unit themes. This section exposes students to a wide range of creative expression, from poems and film scripts, to presentations

Express Yourself

1. What do you think students learn about at World Food Day?

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2. Imagine it’s World Food Day at your school. You can make a dish from any country in the world. Which country do you choose? What dish do you make?

Tomorrow??

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Yes, tomorrow. Sorry! The note about it is in my bag. Have you got any ideas for a typical dish from Japan? What about some sushi? That’s a typical Japanese food and it’s easy to make.

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That’s a great idea! Can you get the ingredients for me this afternoon, please? Then we can make it when I get home from school.

I’m at work this afternoon, but Grandad is always happy to help. You know he’s good at cooking! You can go to the supermarket together after school.

You need some rice, some seaweed, a cucumber, some fish, some soy sauce and some ginger. OK. Thanks, Mum.

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Good luck making sushi!

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Cool. What do we need?

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connect ideas. In Unit 1, you learnt about food and families. In Unit 2, you learnt about education. What connection do you see between the two units?

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Hi, Mum. It’s World Food Day at school tomorrow! Help! I have to bring some typical food from Japan.

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Read and listen to the text messages about World Food Day.

Work in groups. Discuss the text messages.

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and personal narratives.

4 6

You decide choose an activity. 1. Choose a topic: • a family celebration • a school celebration 2. Choose a way to express yourself: • an online conversation • an email • a recipe 3. Present your work.

Maki sushi

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Students choose a form of creative expression to find their own voice and reflect on the themes they have studied.

10

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Unit 1

Listen and repeat. Listen to these words for nationalities. How many syllables do they have? Write 2 or 3 for the number of syllables. 134

2

Syllables and stress Listen. Words in English have one or more parts. Each part is called a syllable. Each syllable has a vowel sound in it. It can also have one or more consonant sounds. Listen to the syllables in these words for nationalities. 133

Kor - e - an Ja - pan - ese

5. Chinese 6. Russian

In words with two or more syllables, one syllable is always stronger than the other. It is pronounced loudly and more clearly. This is called the stressed syllable. Listen again and notice the stressed syllable in the two- and three-syllable words above.

135

1

crashes Formal gives misses plays speaks teaches

Listen. Notice the different pronunciation of the -s ending of these three verbs.

Expressing thanks

136

writes

plays

Expressing thanks: Formal and informal

Listen and repeat. Then write the words in 137 the correct column. 160 5 Listen and read. jumps Mr runs watches

Silva: learnsYou’ve been very helpful. That’s very kind of you. Lara: sits It’s my pleasure. writes

teaches

• a soft s sound after words ending in -p, -t, -k and -f

We use exactly the same rules for the pronunciation of regular plural nouns. 162 Pronunciation

3

Listen andand read. Work in6 pairs. Listen repeat the sentences.Informal Make sure you pronounce the Wow! That’s so nice of you. Thanks a lot. Lara: verb endings correctly. 138 Victor: You’re welcome. 161

1. Josh studies chess Expressing thanksevery day. 2. Josh wins a chess championship. • Thanks. 3. Then he loses an important game of chess. • Thanks a lot. • Thanks much. 4. He decides to very learn a new sport. 5. He thinks it is good to fail sometimes.

Taking turns

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A speaking section presents common academic and social language functions such as expressing thanks, asking for and giving information and giving a presentation.

• It’s my pleasure. • Don’t mention it. • It’s no trouble at all.

Responding

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• an iz sound after words ending in -s, -ch, -sh, -ge, -ss, -x and -z

Responding

• Thank you. That’s very kind of you. soft s sound hard z sound iz sound • Thank you. That’s very thoughtful. writes• I’m very plays teaches grateful.

The -s verb ending has three possible pronunciations:

• a hard z sound after words ending in -b, -d, -g, -l, -r, -w, -m, -n, -v, and vowel sounds

ar

2

The third person -s and -es endings

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Unit 2

Work in pairs. Listen again and repeat the words. Underline the stressed syllable in each word.

3

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Ger - man Spa - nish

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French

3. Chilean 4. Indian

Le

3

Listen and read.

Unit 1 Cutouts Use with Activity 3 on page 31.

6/2/17 4:37 PM

162

/

e r Ana: We have to practise the dialogue on page 27. Who should e wherfagothfirst? Lara: Why don’t you? and rom r g Ana: OK, sure. f /

Asking

Responding

Agreeing

• Who should go first? • Do you want to say the first line? • Who would like to start?

• Why don’t you? • I went first the last time. • I’d like to. • Is it OK if I go first?

• OK, sure. • All right. • Of course.

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/ what ’s mumme / na

io na

7

• You’re welcome. • No problem. • Any time.

/ whaturite favoport /s

2

with stress, intonation and connected speech to help students better understand speakers of English and be better understood.

3

2. English

/ what rite favoufilm /

e/ wherad d m / fro

1

1. Taiwanese

Pronunciation activities provide practice

our e/y wher dmother gran live /

1

Social and academic language 169

Unit 2 Cutouts Use with Activity 3 on page 47.

ls

Places in my country

Sp s

or t

our

Foo d

Col s

A variety of games allows students to practise concepts and develop fluency – all while having fun.

6/2/17 4:26 PM

ma Ani

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Groups

171



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11 2/16/17 5:16 PM

Workbook The Workbook contains activities that reinforce and consolidate the material in the Student’s Book and include listening, reading, writing, grammar and vocabulary practice.

Months of the Y e ar and daYs of the Week

Se aSonS

find and circle ten words in the puzzle. Then write them in the correct box. E B

J

A N U A R Y

M O E W U D Y S R M

F

H

I

E

P

L

I

V

T

B R A

X

E

E H D E

F

Look and draw. Draw a picture to show each season.

D A G R S A S

R R Q C M N A U B

U Y I

J

A

S D

T

U D A S B

T

J G R O

L

T

U

A D

T

C

E

L

U R O S

F

K

R

R

A P

R

I

L

L

1

C A Y

T

E B D E D

spring

fall

summer

winter

ng

1

Y M O N D A Y H S W D A A P W E D N E S D A Y

T

N D A B P W O A R R

numberS 1

Months

Units 1–2 Review

April

1

Read. Choose the word that best completes the sentences. 1. Maria is the mother of Sonia’s father. Sonia is Maria’s a. children b. granddaughter

days

Write the numbers. 1.

thirty-five

2.

one hundred and twenty 3 7

3.

six hundred and eighty-two an archaeologist. She (2) in Italy, but she (3) Elena (1) her job because she works with (5) Morocco work. She one thousand nine for hundred and(4) fifty-seven They (6) kind and friendly.

Read. Decide which answer (a, b or c) best fits each gap.

4.

. c. wife

5. 396

a. classmate 2

b. languages

c. instructions

004to do today. I’ll start with maths. b. breakfast 3. Salma 6. Paul takes photos of his sons with his new . 4. Rashi a. screen b. camera

a. libraries

2. John 6

2

Listen. Read and tick T for True or F for False.

3

c. homework

c. lesson

1. Jay is good at the guitar.

4 7

21/03/2017 17:35

2. Simon hasn’t got a laptop. 3. Lisa thinks her little brother is funny. 4. Paola often watches television on weekdays. 5. Juan plays football three times a week.

36

OWI_F_WB_93969_036-037_U02.indd 36

b. is Saralive is b.4.don’t

a. often a. love a. some a. am a. sometimes the month, day a. teaches a. have got a. some

c. are c. lives b.5.never Roberto is c. every day b. loves c. doesn’t love Miguel is c. rarely b.6.any b. ’s c. ’re b. every day Usec.a never and season. calendar. b. teach c. don’t teach b. hasn’t got c. has got b. any c. always

. . .

7

Write. Use the words in the box to say how often you do each activity. always

OWI_F_WB_93969_002-015_U00.indd 7

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6. Mrs Lopez hasn’t got any children.

F

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OWI_F_WB_93969_002-015_U00.indd 6

3.. 4. . 3. Paula is 5. 6. 7. Write about your next birthday. Include 8. 9. 10.

022

T

005

1. a. am race of2. thea.day. live

2. Emilia finishes

5. I’ve got a lot of Listen. Write the month of each person’s birthday. 1. Nadia

Listen. Complete the sentences. 1. It’s the

4. Brigitte speaks Write. Complete the tables from Activity 1 with the four remaining: English, months Spanish, and days.Mandarin and French. a. lessons

3

2

. We’re doing our English homework together. b. daughter c. generation

. When she’s in Italy, she in a school. Elena (9) an easy job – it’s a lot of work! But she hasn’t got problems with it. Her work makes her very happy.

(8) (10)

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3. Eva is my new

goes to good people.

When Elena is in Morocco, she works in the field (7)

6. 983

2. Isabel

Sebastian, but they are very different people. a. is married to b. died c. succeeds

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T

D E

at the weekend

never

often

on weekdays

rarely

sometimes

(twice) a week

21/03/2017 17:35

1. have lunch at home I rarely have lunch at home.

2. do homework 3. go to the library

Now I can ...

4. make breakfast for my parents 5. have dinner at a restaurant

• talk about people in a family.

o Yes, I can! o I think I can. o I need more practice.

6. listen to my teacher’s instructions Write two sentences about someone in your family. 7. use a laptop 8. visit a family member Write two sentences about someone from a famous family.

37

• use be and have got to talk about members of my family.

o Yes, I can! o I think I can. o I need more practice.

Complete the sentences about your family. 27/03/2017 18:40

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A review section every two units exposes students to question types commonly found in international exams.

Now I can is a brief self-assessment that offers students an opportunity to reflect on what they learnt and identify areas where they need additional practice. Each unit ends with a You Decide activity that provides options for targeted skill practice.

OWI_F_WB_93969_036-037_U02.indd 37

27/03/2017 18:40

I’ve got He’s They’re She hasn’t got

• use countable and uncountable nouns. Write three sentences using these words.

juice

parents

water

• write about someone using the joining words and and but. Write four sentences about a friend. Join the sentences using and and but.

o Yes, I can! o I think I can. o I need more practice.

o Yes, I can! o I think I can. o I need more practice.

yOU dECIdE Choose an activity. Go to page 104.

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25

27/03/2017 18:42

Workbook audio is available for streaming and download at NGL.Cengage.com/impactfoundationBR.

12

SAMPLE COPY, NOT FOR DISTRIBUTION

Online Workbook and Student’s Website The Online Workbook, hosted on MyELT, includes interactive activities to support each section from the Student’s Book:

• Reading • Video • Writing

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The Online Workbook also includes vocabulary flashcards and grammar tutorials for additional support.

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• Vocabulary •  Speaking Strategy • Grammar

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Each unit ends with a You Decide activity that provides options for targeted skill practice. Specific activities are recommended based on the Now I can self-assessment.

Student resources, including audio for Student’s Book and Workbook activities, are available at NGL.Cengage.com/impactfoundationBR. 



SAMPLE COPY, NOT FOR DISTRIBUTION

13

Teacher’s Resources The Lesson Planner, with DVD, Audio CD and Teacher’s Resource CD-ROM, provides everything needed to successfully plan, teach and supplement lessons. VIDE

Be the expert

22 1 BEFORE YOU WATCH Discuss in pairs.

4

Which festivals and holidays do you celebrate together with your family? How do you celebrate them? 2

Academic Language label Content Vocabulary celebration, costume, culture, dead, festival, grave, honour, loved ones

Resources Video scene 1.1 (DVD/ Website/CPT); Online Workbook; CPT: Video

2. When is this festival?

Work in pairs. You’re going to watch Celebrating the Dead. Look at the photo. Why do you think the girls are smiling? Discuss your ideas.

3. What things do people take to their family members’ graves on the Day of the Dead? 4. Name three other ways in which people celebrate this day. 5. In which country do people celebrate Tomb Sweeping Day or ‘Qingming’? 6. What do families in Japan believe about the festival of ‘Obon’?

Circle the things you see. Watch scene 1.1.

drawing materials; large sheets of paper for drawing

Answer Key Comprehension 4

party hats

a book

a guitar

food

flowers

balloons

1. 2. 3. 4.

Mexico October 31st–November 2nd food, flowers and gifts They dress up, paint their faces and play music. 5. China 6. They believe the spirits of their loved ones return.

Two sisters celebrating Day of the Dead in San Miguel de Allende, Mexico

7

6

Work in groups. Find out more about what people eat during the Day of the Dead celebrations. Make a list.

Formative Assessment Can students • discuss how some cultures celebrate their dead family members? Formative Assessment

YOU DECIDE Choose an activity.

Askstudents What do some cultures do when they Can a celebration the dead? • hold TT_Bullet TT_Bulletfor TT_Bullet TT_Bullet TT_Bullet

36−37. Read the questions in Activity 1 aloud. Put students into pairs to discuss the questions. After pairs have had time to discuss, ask Which celebrations did you talk about? Ask pairs to share their ideas with the class. Note any celebrations that aren’t already on the board. Ask How do you celebrate them? Help students with any vocabulary they need.

• Say While you watch, circle all the things you see. Play

Video scene 1.1. Tell students to work independently. Check answers as a class.

• Say Now we’re going to watch the video again. Point to the countries listed on the board. Say Let’s see which countries the video names. Play the video again.

around the world do people have special celebrations for their dead loved ones? What do you think? Invite pairs to suggest answers. Write their suggestions on the board and help them locate some of the countries on a world map or globe, if available.

While You Watch

• If students have trouble following the video, pause it and allow them to ask questions.

After You Watch

3

UNIT 1

01/06/2017 OWI_F_LP_93891_064-089_U01.indd 13:51 81

6

7

• 5 Read aloud the instructions and the discussion questions. Ask pairs to discuss the questions. Then invite pairs to share their answers with the class.

• 6 Put the students into small groups. Ask What

do you eat when you celebrate a special day? Invite students to give their ideas. Read the instructions and give students time to research and write their list. Share answers as a class.

• 7 you decide Ask students to choose an activity. If students choose the first activity, make sure they think about the different parts of the costume.

• Put students who choose the second option into

pairs. Say You need to choose one of the festivals. If you can, find some information online about each one.

• Put students who choose the third option into small groups. Tell them to brainstorm ideas in their group first and to make sure that every student is involved.

VIdeo

81

01/06/2017 13:51

• a professional development section that

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The Teacher’s Resource CD-ROM includes:

The Lesson Planner includes:

introduces the key principles of the course;

•  a detailed scope and sequence; • step-by-step instructions for carrying out

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• reduced Student’s Book pages with answers at point of use;

5

together and use information from the video to answer the questions. Check answers as a class.

Direct students’ attention to Activity 3. Read the

lessons;

4

• 4 Put students into pairs. Tell them to work

• Say Now we’re going to watch Celebrating the Dead.

OWI_F_LP_93891_064-089_U01.indd 80

2/22/17 4:32 PM

instruction, then choose a student to read aloud the items in the box. Check the meaning of each word as a class.

ar

OWI_F_SE_80310_026-041_U01_PPDF.indd 37

Le

2/22/17 4:32 PM

are doing? Can you describe the way they are dressed? Do they look happy or sad? Read the caption aloud. Say We’re going to watch a video. Based on what you see in the photo, can you predict what the video is about? Then read Activity 2, and give pairs time to discuss possible answers to the question.

• Read the question again. Say In which countries

• 1 Ask students to open their books at pages

Online Workbook TT_noBULtext

VIDEO 37

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Say So far in this unit, we’ve looked at lots of different aspects of family life. What have you learnt about? (famous families, describing family members, what families eat). Say In this lesson we’ll learn about how families celebrate. Who can tell me an example of a celebration – a special day in the year? Write some of the students’ responses on the board.

TT_noBULtext TT_noBULtext TT_noBULtext Video

3. Work in groups. Invent your own festival to honour the dead. Decide when it will be and what people should do during the festival. Describe your festival to the class.

• 2 Say Look at the photo. What do you think the girls

2

• Write the title of the unit Family Matters on the board.

80

Work in pairs. What do you think about these kinds of celebrations? Why do you think some cultures have them? What do you do in your family or in your culture to remember your loved ones?

2. Work in pairs. Choose one of the festivals below and find out more about it. Write a short paragraph about it. • Chuseok • Gai Jatra • Diwali

OWI_F_SE_80310_026-041_U01_PPDF.indd 36

1

5

1. Work independently. Design a costume for a Day of the Dead celebration. Draw a picture of the costume and label it. Explain what the different parts of the costume mean and why you chose them.

36 VIDEO

Before You Watch

It’s often better to allocate partners than to let students choose their own, especially when students are new to a class. Sometimes you may wish to put a more able student with a less confident student to help him or her. Listen to partners as they work together, and help them treat each other with respect. Keep pairwork interesting by asking students to change partners once or twice during lessons.

1. Where do people celebrate ‘Día de los Muertos’, or Day of the Dead?

3 WHILE YOU WATCH 24

Materials world map or globe (optional);

Teaching Tip

AFTER YOU WATCH Work in pairs to answer the questions.

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Students will • discuss how some countries have special days to celebrate their dead family members. • apply the message of the video to their personal lives.

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Video Objectives

The DVD and the Audio CD contain all of the multimedia to support the Student’s Book.

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•  Student’s Book audio scripts; • extension activities to supplement the

•  unit-by-unit pacing guides for easy lesson planning; •  printable worksheets for extension activities and process writing support; •  printable graphic organisers; •  video scripts; •  Workbook audio scripts; •  pronunciation activities answer keys.

Student’s Book, including instructions to use the worksheets on the Teacher’s Resource CD-ROM;

• teaching tips and professional development support at point of use;

•  suggestions for formative assessment.

14

SAMPLE COPY, NOT FOR DISTRIBUTION

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The Classroom Presentation Tool integrates all of the Impact resources, including video, audio, Student’s Book pages and interactive activities, making it easy to carry out lessons in any classroom with an interactive whiteboard or a computer and projector.

The Assessment CD-ROM with ExamView® includes activity banks to generate customised unit quizzes, mastery tests and final tests, as well as a pre-test and placement test. The Teacher’s Resource Website includes the Student’s Book and Workbook audio, the Professional Development Video, as well as all the printable materials contained in the Teacher’s Resource CD-ROM.

NGL.Cengage.com/impact



SAMPLE COPY, NOT FOR DISTRIBUTION

15

Video Main Video  The main video in each unit

The videos cover meaningful, relevant and timely topics such as:   Group behaviour   Cleaning up the ocean   Art in the open   Forming teen identity   Pushing your limits

• • • • •

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introduces a key concept of the unit theme in a unique way, either through live action National Geographic content or through an original animation designed specifically for this course.

Meet the Explorer  When students

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reach the Mission page of each unit, they’ll learn more about the National Geographic Explorer featured in the unit. A quote by the Explorer and a Meet the Explorer video help students connect with these inspirational people who are making a difference in the world. These short one-minute clips reinforce unit objectives, develop critical thinking skills and allow students to hear from each Explorer in his or her own words.

The videos are available on a DVD bound with the Lesson Planner, on the Online Workbook and on the Classroom Presentation Tool.

16

SAMPLE COPY, NOT FOR DISTRIBUTION

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Professional Development

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To ensure that teachers are able to improve their classroom practice and get the most out of the Impact teaching resources, Dr Joan Kang Shin and Dr Jodi Crandall have developed the Impact Professional Development Video.

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• • • • • • • • • •

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The Impact Professional Development Video, available on the Teacher’s Resource Website, is hosted by Dr Joan Kang Shin and it features interviews with teachers around the world. The video provides useful insights and practical advice on the following topics:   Characteristics of young teens  21st-century skills   Global citizenship   Learning language through content   Student choice and classroom management   Strategy instruction   Classroom routines   Effective use of media in the classroom  Assessment   Teaching writing Professional development topics are also covered at point of use throughout the Lesson Planner.



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17

About the Author and Series Editors About the Author

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Katherine Stannett is based in West Sussex, England, and is an author with more than 20 years’ experience in editing, writing and developing materials to teach English. She specialises in writing for children and teenagers at all levels and is particularly interested in the development of 21st-century skills.

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Katherine Stannett

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About the Series Editors

Dr JoAnn (Jodi) Crandall

Dr Joan Kang Shin

Dr JoAnn (Jodi) Crandall is Professor Emerita and former Director of the Language, Literacy and Culture PhD Program, and Co-Director of the MA TESOL Program at the University of Maryland, Baltimore County (UMBC). She has worked in all areas of ESL/EFL including teaching, curriculum and materials development, standards development and teacher training.

Dr Joan Kang Shin is an Associate Professor of Education at George Mason University and the Academic Program Co-ordinator of the Teaching Culturally & Linguistically Diverse & Exceptional Learners (TCLDEL) program. Dr Shin specialises in teaching ESL/EFL to young learners and teenagers and has provided professional development courses and workshops to EFL teachers in more than 100 countries around the world.

18

SAMPLE COPY, NOT FOR DISTRIBUTION

Teaching with Impact impact

2

impact 1

impact

impact

ngl.Cengage.com/impact

National Geographic Explorers are featured as role models who embody the 21st century skills and values teenagers need to become successful global citizens. Cross-curricular topics engage learners with stimulating information about the world, better preparing them for future academic success.

A1

A2

B2

CEFr correlation The exit level for Impact 2 is B1.

B1

B2

British English

A1

Student-choice activities and projects present learners with options for language practice, allowing them to become active participants in the learning process. ngl.Cengage.com/impact

2

FOUNDATION

British English

A1

B1

ngl.Cengage.com/impact

Cross-curricular topics engage learners with stimulating information about the world, better preparing them for future academic success.

stUDEnt’s BOOK

stUDEnt’s BOOK

ngl.Cengage.com/impact

A2

Student-choice activities and projects present learners with options for language practice, allowing them to become active participants in the learning process.

National Geographic Explorers are featured as role models who embody the 21st century skills and values teenagers need to become successful global citizens.

British English

Student-choice activities and projects present learners with options for language practice, allowing them to become active participants in the learning process.

impact

Cross-curricular topics engage learners with stimulating information about the world, better preparing them for future academic success.

By encouraging self-expression, global citizenship and active participation, Impact motivates students to explore who they are and who they want to be —all while learning English!

STUDENT’S BOOK

CEFr correlation The exit level for Impact 1 is A2.

stUDEnt’s BOOK

Student-choice activities and projects present learners with options for language practice, allowing them to become active participants in the learning process.

impact

By encouraging self-expression, global citizenship and active participation, Impact motivates students to explore who they are and who they want to be —all while learning English!

A2

B1

B2

CEFr correlation The exit level for Impact 4 is B2.

4

STUDENT’S BOOK

British English

A1

A2

B1

impact

National Geographic Explorers are featured as role models who embody the 21st century skills and values teenagers need to become successful global citizens.

Impact helps teenage learners better understand themselves, each other and the world they live in.

stUDEnt’s BOOK

impact

Cross-curricular topics engage learners with stimulating information about the world, better preparing them for future academic success.

By encouraging self-expression, global citizenship and active participation, Impact motivates students to explore who they are and who they want to be —all while learning English!

3

impact

National Geographic Explorers are featured as role models who embody the 21st century skills and values teenagers need to become successful global citizens.

Impact helps teenage learners better understand themselves, each other and the world they live in.

Impact helps teenage learners better understand themselves, each other and the world they live in.

impact

By encouraging self-expression, global citizenship and active participation, Impact motivates students to explore who they are and who they want to be —all while learning English!

4

impact

impact

impact

Impact helps teenage learners better understand themselves, each other and the world they live in.

impact

B2

STUDENT’S BOOK

CEFr correlation The exit level for Impact 3 is B1+. Untitled-1 1,3

Untitled-1 1,3

3

STUDENT’S BOOK

Untitled-1 1,3

Impact reflects key concepts and principles of English language teaching and learning as they apply to adolescent learners of English:

•

Learning is a process of constructing meaning. Active learners work to make sense of their world through interaction in personal, social and academic contexts.

•

All English learners, and especially teens, need multiple opportunities for questioning and communicating meaning about topics that concern them, at a level that is appropriate to their emotional, social and intellectual stages of development.

•

Learners benefit greatly from the support of knowledgeable persons (teachers, adults and peers) to help them successfully incorporate and understand new information.

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National Geographic Learning’s Impact is an exciting new series for young teens that aims to help students to better understand themselves, one another and the world they live in. The series integrates real-world content, the work and stories of National Geographic Explorers, a wide variety of cross-curricular concepts and engaging projects into a unified course of English language instruction. It uses a content-based, communicative approach to learning English, with grammar and vocabulary taught and practised in context, and multiple opportunities for authentic communication using all language skills. In every thematically organised unit, students are immersed in a topic that they explore from different curricular perspectives, using the skills of listening, speaking, reading and writing.

5/24/16 3:23 PM

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7/11/16 1:14 PM

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STUDENT’S BOOK

Untitled-1 1,3

5/26/16 8:52 AM

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Young teens are actively exploring their own identities and grappling with big ideas daily. Impact encourages teens to consider how their learning might relate to their current or future lives and to the roles they may play in the world as adults. Impact challenges teens to think about their places in their communities, in their countries and in the world at large. By addressing issues of local and global importance, Impact stimulates students to use 21st-century skills, such as problem-solving, critical thinking and other higher-order thinking skills. In every unit of Impact, students use their skills to delve deeply into topics of immediate concern to them as citizens of the 21st century.

•

Learning is most effective when the learner is challenged to go one step beyond his or her current stage of cognitive and language development.

•

Activities that encourage students to think critically about issues and that engage them in problem solving are most effective; these activities link language learning with other curricular areas.

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19

Characteristics of Young Teens

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Young teens are going through a number of changes: physical, social and cognitive. For teens, life is both exciting and confusing. They’re engaged in discovering who they are and who they want to be, and in exploring the qualities that make them unique, as well as those qualities they share with their peers.

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Teens combine childlike playfulness with a nearly adult ability to think critically. They’re engaged in questioning, analysing and comparing points of view, and they are likely to express strong opinions about topics related to their lives. Impact encourages them to discuss and express their views using a variety of print and communications media, such as videos, posters, stories, comic strips, raps, poems and songs.

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Adolescent English learners have already learnt at least one language and are cognitively more efficient language learners than younger children. They can infer and confirm grammar, vocabulary and language use when given sufficient opportunities to use the language to communicate. They also need to take part in activities that create language awareness and foster an understanding of, and an interest in, how language functions.

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Many young people are concerned about their places in the world and their roles as global citizens. They’re developing a sense of social responsibility. They’re also developing a personal sense of values and looking for role models. National Geographic Explorers are people who have made a difference in the world and who challenge young teens to do the same. Eight Explorers and their work are featured in each level of Impact. They’re presented as potential role models who can encourage teens to explore their world (Daniel Raven-Ellison), to discover the future (Bethany Ehlmann), to be curious (Katy Croff-Bell) and to believe in themselves (Dave and Amy Freeman).

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Real-World Content

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Students learn language and content at the same time, so it’s natural and authentic to incorporate academic content into the English classroom. Integrating grade-appropriate content from science, geography, history and other subjects complements what students are learning in their other courses, helps them develop the academic English they may need for future study and motivates them to use English in meaningful ways.

Because technology plays such a large role in the lives of teens – mobile phones, laptops, social media, texting and more are part of their everyday lives – Impact provides opportunities for adolescent English learners to explore the influence of media and technology in their lives. In Level 2, for example, in Your Virtual Self (Unit 3), students explore the many ways in which

technology extends our human abilities. Explorer Amber Case, a cyborg anthropologist, challenges teens (and adults!) to think about the positive and negative aspects of our reliance on technology. In Everybody’s Doing It (Unit 3), students in Level 3 learn about the various ways that animals and humans organise into groups, and how those groups affect behaviour. They compare groups that they choose to belong to with others that are involuntary, and discuss the importance of groups in their lives. Other units focus on contemporary issues such as the environmental impact of entertainment. As they read The Footprint of Fun (Unit 4) in Level 4, for example, students consider how they can reduce their carbon footprints and take part in sustainable activities while still enjoying themselves in public settings.

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help others during times of conflict or crisis by employing techniques used in crisis mapping and crowdsourcing. (L4)

Multicultural Outlook

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read about people with unusual and amazing jobs, who work in some of the world’s most extreme and dangerous environments. (L1)

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discover that colour affects people’s emotions all over the world, and is often used to express and represent one’s self. (L2)

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explore the different ways in which young people in various cultures express themselves through fashion, from special T-shirts and eco-friendly clothing to hair and body accessories. (L3)

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learn how to become digital humanitarians and

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In Foundation level, students read about education in countries around the world. They learn about different types of schools and reflect on their own learning experiences. 1.

learn about robots and how they are used in many different aspects of life, from hospitals to the home. (Foundation Level)

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In addition to learning about other cultures, Impact provides teens with opportunities to make connections between their own and other traditions and customs. Students reflect upon their own cultures and discuss connections with their peers. The process helps them build a stronger understanding and appreciation of themselves and their place in the world. It also helps them to learn to use English to communicate and describe their values and traditions to others around them.

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Cultural Connections

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Today’s teens live in a world made much smaller through technology and the role of English as a global language. Impact brings that world into the classroom, introducing teens to the diversity of global customs, traditions and ways of life. Learning about cultures other than their own helps young people develop a multicultural outlook and learn to communicate successfully with others who are using English as a global language, both in person and through social media. And of course, as we’ve come to expect with National Geographic and its global reach and extensive research, we can rely on the accuracy of all content, as well as the stunning photographs and visuals that accompany the text and engage and motivate adolescent learners.

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After reading about the growth of the Internet and the use of electronic gadgets in Level 1, for example, teens are asked about the impact that technology has on their lives. In Level 2, after reading about Tristram Stuart’s campaign to encourage consumers not to reject that extra lumpy potato or misshaped carrot, students are asked to think about food waste and ugly food. In Level 3, students read about the many different ways people around the world have developed animation, from cartoons to films, video games, mobile phone emojis and special effects in live-action films. In Level 4, after reading about public art, teens are urged to think about how they can use art to express their feelings and ideas.

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Explorer Jimmy Chin, a photographer and climber, reminds teens to be prepared, and to avoid situations where the risks are high and their level of control is low. In a unit about exploration, Corey Jaskolski remarks on the importance of learning by doing and ‘showing people the world in a different light, in a new format – something that they can engage with and be excited about’.

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These Explorers convey, through their work and their words, a sense of global values. They model universal values such as acting responsibly, respecting others, appreciating the environment and believing in the value of collaboration. Each unit in Impact includes a ‘Mission’ page, dedicated to the Explorer’s work and message for teens, as well as a short ‘Meet the Explorer’ video in which the Explorer shares his or her perspectives and challenges with students.

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As noted, each unit of Impact presents inspiring stories about National Geographic Explorers, global citizens who are actively working in many different fields, helping students explore content from different relevant perspectives. Each unit opener presents a quote from the unit Explorer, meant for students to reflect upon and discuss in the context of their own lives.

  Explorer Jenny Daltry, in a unit on misunderstood animals, many of which are endangered species, urges teens to ‘keep an open mind’. Iain Couzin, a behavioural ecologist, studies the value of collaboration. As he notes, whether we’re talking about ‘invasive cells to schooling fish to human cultures, groups can accomplish what solitary individuals cannot’.

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National Geographic Explorers

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Impact gives students a window into the work of Explorers such as Jack Andraka, who at only 15 years of age invented an inexpensive and quick way to detect certain types of cancer. It took him 4,000 attempts to find the protein he needed for his experiment, and 200 attempts to find a research scientist who would accept his project. He hopes to inspire other young people to pursue their passions, no matter the odds, as he asks, ‘Why not you?’ Students meet Bethany Ehlmann, an Explorer and planetary geologist who works to help the Curiosity rover navigate on Mars. Bethany hopes that she and others can someday study signs of life not only on Mars but also in other worlds. She encourages students to ‘discover the future’.

There are other role models in Impact in addition to the Explorers. From successful teenage fashion designers who have donated part of their earnings to charities or environmental organisations, to a young girl who has regularly attended space camps from the age of seven in the hope of becoming an astronaut, users of Impact also read and learn about young people like themselves who are making a difference.

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21st-century Skills

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In our increasingly interconnected world, exposure to 21st-century topics and ideas is essential to student success. In addition to key subjects such as English, world languages, arts, mathematics, economics, science, geography and history, 21st-century students must also develop an awareness and understanding of topics such as:

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Students are engaged in thinking critically about the choices they make and the problems that confront them. Together, they develop fact sheets, posters, videos or even advertisements that communicate their views to their peers and others. They consider the ways in which groups affect their behaviour and how, by collaborating, they can solve problems or accomplish goals. They analyse, compare and offer their own views. They also engage with a range of media and technology in order to create their own narratives. Students using Impact are challenged in every lesson and activity to think creatively, critically and innovatively, and to communicate and collaborate as a matter of course.

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Financial, economic, business and entrepreneurial literacy

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Global awareness

Civic literacy

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Health literacy Environmental literacy

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Learning and innovation skills

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Impact provides students with rich opportunities to think deeply and critically about all of these topics and others. With the help of National Geographic Explorers, students explore ideas that span the globe and affect people of all ages and backgrounds. They ask and answer questions about food consumption and waste, unusual occupations, crisis management, the performing arts, planetary geology and collective behaviour, among many other topics.

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In the process, Impact helps teens develop the skills that have been called the 4Cs, and which are considered essential for success in the 21st century:

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Creativity and innovation Critical thinking and problem solving Communication Collaboration

We live in a technology- and media-driven environment characterised by immediately available information and constantly evolving technology. Learning and innovation skills beyond the 4Cs are needed for the complex life and work environments students will face in today’s world. In addition to the ability to collaborate and to make individual contributions, students must also be able to master a range of functional skills such as:

• • • •

Life and career skills ICT (Information and Communication Technology) literacy Information literacy Media literacy

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With Impact, teens develop new ways of thinking, new ways of working, new skills for living fuller and more responsible lives, and a range of ICT skills that they can use in their educations and careers.

partner using expressions of surprise, such as ‘That’s amazing!’ or ‘Wow! Really?’ to respond. Speaking strategies in Impact include:

• • • • • • • •

Extending the conversation

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Expressing strong opinions Asking for repetition and clarification

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Expressing surprise or disbelief Arguing and conceding

Offering, accepting and declining advice Expressing interpretation and understanding

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Each unit of Impact includes direct, explicit strategy instruction to help students effectively use English for academic and future success, and to express their views in appropriate ways.

Asking for help with schoolwork

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In addition to the 4Cs, the four domains of listening, speaking, reading and writing, and the ICT skills necessary for success in the 21st century, today’s students need to develop content knowledge and social and emotional competencies to navigate complex life and work environments, and skills and strategies to help them navigate their academic environments.

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Skills and Strategies

Reading is arguably the single most important skill for academic success. At this stage in their learning, adolescents are exposed to longer and more complex texts in all of their academic subjects. Impact provides an explicit focus on developing effective reading strategies that will not only be helpful when reading English texts, but will also help students become more effective readers of content in their own or other languages.

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Impact helps adolescent English learners navigate language challenges by presenting real-world situations that 21st-century students encounter every day. All speaking strategies are presented and practised in authentic contexts. For example, students might compare and contrast their parents and discuss how alike or unlike they are, or they may tell a surprising story to a partner, parts of which might be true or untrue, with the

Supporting Reading Instruction



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Each Reading lesson in your Impact Lesson Planner is presented in a three-step instructional plan: Before reading, While reading and After reading. During the lesson, students are directed to use a range of strategies before, while and after they read.

strategies with which students can acquire words independently. Impact does both by introducing highutility and academic vocabulary thematically, in context, within reading and listening activities, and by supporting students as they develop strategies for learning the vocabulary they need to communicate in English about a range of topics drawn from science, history, art and other areas of interest. We make strong connections between colours and feelings.

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I feel relaxed when I see green trees.

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Reading strategies in Impact include: Comparing and contrasting

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Scanning a text

Visualising

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Making a personal connection

Identifying a sequence of events Drawing conclusions Summarising Identifying an author’s purpose

Vocabulary A balanced approach to vocabulary instruction includes explicit instruction of a limited number of well-chosen words, along with instruction in

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I feel nervous when I see red lights on a car.

Work in groups. Compare your answers to Activity 5 with another pair. Then choose two other colours and say how they make you feel.

Me, too! But I feel more relaxed when I look at blue artwork.

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Vocabulary strategies in Impact include:

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After reading Readers may be asked to work in small groups to discuss a main idea, to recall important facts, to discuss the relationship of the text to their own lives, or to evaluate or comment on the text. They might be asked to identify possible good ideas not included in the reading.

Work in pairs. Discuss how you feel when you see these things.

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While reading Students are given prompts that help them self-monitor and focus while they read. As effective readers, they’re asked, for example, to notice details that support their beliefs, to look for similarities and differences, or to notice the order in which events happened.

red nervoUs

blUe depressed

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Before reading Students may be asked to talk with a partner about what they already know about a topic and related vocabulary, or, based on the title and photo, to predict what the text will be about or what they expect to learn from it.

LeaRn neW WoRds Listen and read to find out about colours and moods. Then listen and repeat. 010 011

The study of word parts such as prefixes, suffixes and word roots (including Greek and Latin roots)

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Using a dictionary to learn the most common meaning of a word, how to pronounce and spell it, etc.

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Recognising common English collocations Identifying multiple-meaning words Using context clues to discover meaning

Research has shown that at least seven to twelve exposures are needed to begin to ‘know’ a word in terms of its literal definition, its relationship to other words, its connotations and its power of transformation into other forms. Students who can master these different aspects of knowing a word have deep vocabulary knowledge, and students who are familiar with many words have breadth of vocabulary knowledge. Impact helps students develop broad, deep vocabulary knowledge by providing multiple exposures to target vocabulary in contextualised activities that include pair and group work, in addition to independent Workbook practice, audio

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Although Impact provides contextualised vocabulary and complete lesson plans for all vocabulary instruction, it’s helpful for teachers to become familiar with simple routines that can be used to introduce or present new vocabulary words to students.

A simple vocabulary routine

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Display and pronounce the word. Images are powerful aids to comprehension. Introduce the meaning of the word with a student-friendly explanation (vs. a standard dictionary definition).

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Vocabulary is a fundamental part of communicating and being understood, especially in another language. The sheer number of English words to be learnt – about a million – represents a major challenge for students. Social and academic vocabularies consist not simply of single words, but also of set phrases or chunks of words, many of which are learnt together and frequently used together. In order to succeed academically and socially, adolescent English learners must master both social and academic English. While an average English speaker learns about 1,000 words a year, at least until the age of 20, a nonEnglish-speaking student who is trying to learn the language may be lucky to achieve 25% of that rate.

students might need at point of use, for example, to describe a photo in the book.

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activities, whiteboard activities and videos.

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Impact presents the language students need for academic and social success in highly contextualised, real-world settings. It supports vocabulary development with direct, explicit instruction in vocabulary strategies. Students learn to use common collocations in English, to break words into their component parts in order to work out their meanings, to identify the Greek and Latin roots of many English words, and to consult reference sources to find out how to correctly pronounce a new word or to confirm its meaning.

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Types of language in Impact

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Target vocabulary  High-utility, theme-related vocabulary that can be related to students’ lives, relationships and studies at school. Target vocabulary is assessed. Academic vocabulary  The language of the classroom. Academic language plays an increasingly prominent role as students read to learn about science, social studies, maths and other areas of academic interest. Content vocabulary  Useful, theme-related vocabulary that allows students to discuss thematic content. Related vocabulary  Useful vocabulary that

Illustrate with examples and sample sentences. Check for understanding by asking students to use vocabulary actively. Encourage wordplay.

Pronunciation Impact includes a pronunciation topic in each unit. The pronunciation syllabus covers basic topics, such as the pronunciation of schwa and -ed endings. There is a strong focus on discourselevel suprasegmental features, such as stress, intonation and connected speech. The goal is to help students to be better understood by and to better understand English speakers.

Unit 1

2

Syllables and stress 1

Listen. Words in English have one or more parts. Each part is called a syllable. Each syllable has a vowel sound in it. It can also have one or more consonant sounds. Listen to the syllables in these words for nationalities. 133 1

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French

Ger - man Spa - nish

Kor - e - an Ja - pan - ese

Listen and repeat. Listen to these words for nationalities. How many syllables do they have? Write 2 or 3 for the number of syllables. 134 1. Taiwanese

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2. English 3. Chilean 4. Indian 5. Chinese 6. Russian 3

In words with two or more syllables, one syllable is always stronger than the other. It is pronounced loudly and more clearly. This is called the stressed syllable. Listen again and notice the stressed syllable in the two- and three-syllable words above.

Unit 2 1

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The third person -s and -es endings Listen. Notice the different pronunciation of the -s ending of these three verbs.

Work in pairs. Listen again and repeat the words. Underline the stressed syllable in each word.

Listen and repeat. Then write the words in the correct column. 137

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crashes misses speaks

gives plays teaches

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writes

plays

teaches

The -s verb ending has three possible pronunciations:

jumps runs watches

learns sits writes

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soft s sound

hard z sound iz sound

writes

plays

teaches

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Impact’s Videos

Meet the Explorer When students reach the ‘Mission’ page of each unit, they’ll learn even more about the National Geographic Explorer whose mission both drives the unit theme and encourages students to be active participants in their learning. These short one-minute clips reinforce unit objectives, develop critical thinking skills and allow students to hear from each Explorer in his or her own words.

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Classroom Management Classroom atmosphere Effective teachers take care to build a fair, safe and supportive classroom climate. As supportive adults rather than friends, they aim for positive relationships with all their students and consciously avoid favouritism. They have high but reasonable expectations and model the values they hope to inspire in their students – kindness, patience, fairness and respect.

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Main video The main video in each unit introduces a key concept of the unit theme in a unique way, either through live-action National Geographic content or through an original animation created for this series. Each main video reviews target unit vocabulary and grammar, and exposes students to authentic communication. Corresponding Student’s Book pages and activities provide opportunities for students to discuss and critically engage with the material.

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The videos in Impact introduce students to real people using English in real ways. They provide a richer environment for learning and engage 21st‑century teens who are motivated by content that both informs and entertains. More importantly, building students’ media and digital literacy skills prepares them to use English both inside and outside the classroom.

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In each unit of Impact, students encounter two short videos:

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Video is a powerful tool that can help bring the world into the classroom – and bring the classroom to life! Because video allows students to view and listen to authentic representations of content, it can be an effective tool for teachers and an especially useful aid for language learners.

Classroom rules and expectations The establishment of rules is particularly important because students need rules to function successfully. Brainstorm classroom rules with your students at the beginning of the year so that they know what’s expected of them and feel responsible for following the rules. It’s important to share and communicate rules clearly and simply, and to make sure they’re consistently enforced with age-appropriate rewards and sanctions. Managing You Decide activities A balance of independence and support is important to adolescent learners. They respond well to having a choice of activities and to deciding whether they want to work independently or in pairs or groups.

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Make an Impact you decide choose a project.

When given choices, adolescents also need clear direction and support from peers and teachers.

In Levels 2–4, students are introduced to common academic writing genres, including Classification, Cause and Effect, Narration, Biography, Persuasion, Review, and Compare and Contrast, among others.

1 create a flipbook. • Assemble a small book. Draw on each of the pages to create animation when you flip it. • Share your book with the class. Describe the story it tells. • Explain the process of making your book. Answer your classmates’ questions. 2 profile a visual storyteller. • Go online to research visual storytellers. Select one to profile. • Create a computer presentation about the person’s life and work. Show examples of visual stories this person has told. • Present your work to the class. 3 Tell your own visual story. • Think of a cause or person that is important to you. Think of the story you want to tell about this subject. • Choose a format for your story. You might choose to draw, paint, animate or use photographs.

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Worksheets In Levels 1–4, optional Genre Worksheets provide support for the academic writing genres presented in Impact. These include the genres listed above. Optional Process Writing Worksheets guide students through the five steps: Pre-writing, Writing a First Draft, Revising, Editing and Proofreading, and Publishing.

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Scaffolded support  For each writing assignment in the Student’s Book, students are guided step by step in the Workbook. A complete model is provided for the writing task in each unit, so that learners have clear, meaningful examples of what they’re expected to do.

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• Create your visual story and share it with the class.

By providing students with real choices in activities and projects, Impact actively supports learner autonomy. You Decide activities are an important feature of Impact and carry an important message: given the right support and materials, students can and shoud be accountable and responsible for their own learning.

Writing

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Impact introduces students to a variety of writing genres and gives them multiple opportunities to express themselves in writing. Young teens are systematically introduced to writing beginning in Foundation and continuing in Level 1. They move from descriptive paragraphs to other types of writing, such as fact sheets and product reviews.

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WRITING

In addition, common real-world genres are presented throughout the course in You Decide activities and projects, in Express Yourself, in the Workbook and in all course components. These include text messages, blogs, letters, presentations, travel reviews, poems, film scripts and brochures.

A process description explains how something is done or how something happens. The purpose of the steps and the order in which they happen are described. Purpose: Sequence:

so that

before

during

after

finally

then

next

while

little by little

meanwhile

over time

WRITING A process description explains a purpose through a sequence of steps in the order in which they happen.

Read the model. Work in pairs to identify the process being described. What words and phrases does the writer use to show purpose and sequence? Underline them.

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in order to

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Purpose: I went to the zoo

When you’re very, very afraid of something, that fear can affect you and how you live your life. When I was younger, I saw my cousin fall onto an ants’ nest. The ants attacked him, and he was covered in horrible bites. After that, I became very scared of ants. I wouldn’t eat outside, and I didn’t even like playing outside. I checked my bed for ants every night. But when I turned 13, I decided I couldn’t let my fear get to me. I had to learn to control my fear of ants.

my fear of snakes.

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The writing process includes five basic steps: Pre-writing, Writing First Drafts, Revising, Editing and Proofreading, and Publishing.

First, I saw the snakes behind the glass. Then, I watched them as they moved around. Next, I held one for a few minutes. Finally, I relaxed!

First, I read a lot about different ants. I didn’t focus on bites, but instead I read about how beneficial ants are to the planet. Ants are really cool! They’re hardworking, social and organised. They help bring air and nutrients to the soil. They pollinate plants, clean up decaying matter and help control other insects. Next, I began to watch ants from a safe distance. I started to look at a colony of ants in real time on the Internet in order to learn how they live. Little by little, I felt more comfortable about ants. Finally, I went outside one day and let an ant crawl onto my hand. It was OK! Now that I know about all the good things ants do, I’m not so afraid of them any more.

in order to control so that I could control

Sequence: Before I went to the zoo, I was scared of snakes. During my visit, I became familiar with the snakes. after I left the zoo, I felt more comfortable about snakes.

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Organise. 1. Your task is to describe the process of training a pit bull puppy to help people better understand your dog. Find out about this breed of dog. Research what type of training you will need to do. Write the main ideas in the table below.

Pre-writing Sometimes teachers give you a topic to write about. Sometimes you get to choose your own topic. Pre-writing includes choosing and focusing on a topic for your paragraph or essay. Imagine you want to write about animals. That’s a really big topic! You need to focus your topic, or make it smaller and more specific, like this:

How to Train a Pit Bull Puppy

animals

cats

house cats

my pet cat

Now you try it. Focus the topics below. sports 2. Look at your notes. Number the steps you would need to follow to train your dog.

LIVE

Live feed of an ant farm

family

Think about the purpose of your description. Write a possible topic sentence to tell your reader the purpose of your description.

2

Work in pairs. Imagine you’re scared of an insect or animal. What steps would you take if you wanted to control your fear? Why?

3

Write. Many people are scared of pit bulls. Imagine you have a new pit bull puppy. You don’t want it to be misunderstood. How will you train it to be a good dog? Describe the process. How could you help people to understand your dog better?

After choosing and focusing your topic, you need to choose a writing type. Are you writing a description? A blog post? A fact sheet? After you choose, you can write your first draft.

Now write the different steps here:

2

Step 1: Step 2:

Choose a focused topic from the pre-writing activity. Plan the beginning, middle and end of your first draft.

Step 3:

WRITING 37

Writing First Drafts After you’ve focused your topic and chosen your writing type, it’s time to write. Your first try at writing is called a first draft. Don’t worry! A first draft isn’t perfect. Just put your ideas down on paper. You can change and correct things later.

Step 4:

Beginning:

Finally, think about your expected results. This will be your summary. OWI_3_SE_81089_024-041_U02_CP2.indd 37

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Middle:

Write. 1. Go to page 37 in your book. Re-read the model and the writing prompt. 2. Write your first draft. Check for organisation, punctuation, capitalisation and spelling. 3. Check your final draft. Share it with your teacher and classmates.

End:

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Revising After you’ve finished your first draft, it’s time to think about revising. This is your chance to make your first draft better!

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FOUNDATION: Process Writing

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Copyright © National Geographic Learning, a Cengage Learning Company



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Assessment should include a variety of techniques that correspond to learners’ abilities and learning styles. That is to say, assessments should provide opportunities for learners who are not primarily linguistically, logical-mathematically or spatially inclined to demonstrate other types of intelligence or learning styles. All learners should have multiple chances to demonstrate their skills, abilities and knowledge.

Formal assessment in Impact is provided in the form of ExamView® test banks. Banks include test items that allow teachers to create a pre‑test for use at the beginning of the school year, unit quizzes, mastery tests and a final test. A placement test is also provided. In addition, with the use of the Assessment CD-ROM with ExamView®, all of the quizzes and tests are easily generated and customisable to the needs of each teacher’s students. Formative assessment opportunities appear at the end of each lesson and align directly to that lesson’s objectives.

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Assessment should always mirror learning. Tests should reflect curriculum objectives and provide students with opportunities to demonstrate what they know and what they can do, in tasks and formats that are similar to what they’ve experienced in class. Tests should also contribute to learning on the part of both teacher and student. Assessment results should provide teachers with information on which to base subsequent instruction, especially modifications that are needed for some or all students. And, of course, the results should provide information to learners on their current strengths and weaknesses, as well as their progress in learning English.

Impact Assessment Options  Impact ensures that students engage in a wide variety of communicative activities in each thematic unit, and many of these themes and activity types are correspondingly reflected in the assessment process. Impact provides many opportunities for both formal and informal assessment of different types. The Impact assessment programme includes various kinds of written tests: placement tests and level pre-tests, eight unit quizzes, two mastery tests and final tests, together with an Audio CD for listening and speaking assessment.

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Assessment in Impact

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Assessment should motivate learners and build learner confidence. Teachers work hard to include a variety of motivating and engaging activities in their lessons, and they’re conscientious about providing praise and constructive feedback to their students in class. Students should have the same opportunities for fun, engagement and motivating feedback in assessments.

Finally, it’s important to note that tests should take place over time in order to collect evidence of growth. Assessment should not be approached as an occasional but fear-inducing necessity. Indeed, the more frequently students are assessed through a variety of ways, the less test anxiety they may have, and the more practised and confident they may feel.

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Accurate assessment reflects not only what students can recognise and produce on a written test, but also what they can perform or do as they actually use the language in real or realistic contexts. Impact therefore provides a wealth of opportunities for informal assessment. These include pair and group work, review pages in the Student’s Book, Workbook activities and the Classroom Presentation Tool, among others. Many of the products students create, including end-ofunit projects, may also be assembled as part of a portfolio assessment system.

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Pacing Guides The following pacing guides are recommended for use when teaching Units 1–8. Unit 0 is an introductory unit that can be taught in its entirety at the beginning of Impact, or referred to throughout the course as necessary to reinforce the fundamentals of English.

2–3 hours per week Use Warm Up and Consolidate sections from the Lesson Planner or replace with your own Warm Up and Consolidate activities.

Week 2

Week 3

Unit Opener: Introduce the Unit

Grammar 1: Warm Up; Present; Practise; Apply; Consolidate

Video: Before You Watch; While You Watch; After You Watch

Writing: Warm Up; Present; Read the Model; Plan; Write

Resources

Resources

Mission: Mission

Speaking Strategy: Warm Up; Present; Practise; Apply; Consolidate

Reading: Warm Up; Before You Read; While You Read; After You Read; Consolidate Resources

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Resources

Resources

• Student’s Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 2

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• Student’s Book • Workbook/Online Workbook • Process Writing Worksheet (Teacher’s Resource CDROM/Website) • Video (DVD/Online Workbook/CPT) • Classroom Presentation Tool: Writing

Project (continued): Share Assessment Resources • Student’s Book • Classroom Presentation Tool: Project and Review Games • Unit Quiz (ExamView®)

Week 9* Express Yourself: Present; Practise; Connect; Prepare Resources • Student’s Book • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Express Yourself

Express Yourself (continued): Share Resources • Classroom Presentation Tool: Express Yourself

*Express Yourself

gives students an opportunity to synthesise what they have learnt and focus on creative expression after every two units. The Express Yourself for Units 1 and 2 will be covered in Week 9.

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• Student’s Book • Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Speaking Strategy

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Resources 

• Student’s Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Reading

Grammar 2: Warm Up; Present; Practise; Apply; Consolidate

Project: Prepare

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• Student’s Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Unit Opener and Vocabulary

• Student’s Book • Online Workbook • Video (DVD/Online Workbook/CPT) • Classroom Presentation Tool: Video

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Resources 

• Student’s Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 1

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Vocabulary: Warm Up; Present; Practise; Apply; Consolidate

Week 4

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Week 1



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Pacing Guides 3–4 hours per week Extend activities, including Extend Worksheets, are optional.

Resources

Resources • Student’s Book • Extend Worksheets (Teacher’s Resource CDROM/Website) • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Unit Opener

Vocabulary (continued): Apply; Extend; Consolidate

• Student’s Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 1

Grammar 1 (continued): Apply; Extend; Consolidate Resources

• Student’s Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Vocabulary

Reading: Warm Up; Before You Read; While You Read Resources

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• Student’s Book • Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Speaking Strategy

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Resources

• Student’s Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Reading

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Speaking Strategy: Warm Up; Present; Practise; Apply; Extend; Consolidate

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Writing: Warm Up; Present; Read the Model; Plan; Write

Express Yourself: Present; Practise; Connect

Resources

Resources

Resources

• Student’s Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Reading

• Student’s Book • Workbook/Online Workbook • Process Writing Worksheet (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Writing

Video: Before You Watch; While You Watch; After You Watch

Writing (continued): Revise; Edit and Proofread; Publish

Resources

Mission: Mission

• Student’s Book • Online Workbook • Video (DVD/Online Workbook/CPT) • Classroom Presentation Tool: Video

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Resources

• Student’s Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 1

Reading (continued): After You Read; Extend; Consolidate

Grammar 2: Warm Up; Present; Practise; Apply; Extend; Consolidate Resources

• Student’s Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 2

• Student’s Book • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Express Yourself

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Vocabulary: Warm Up; Present; Practise

Week 9*

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Grammar 1: Warm Up; Present; Practise

Week 4

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Unit Opener: Introduce the Unit; Extend

Week 3

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Week 2

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Week 1

Project: Prepare Resources • Student’s Book • Process Writing Worksheet (Teacher’s Resource CDROM/Website) • Video (DVD/Online Workbook) • Classroom Presentation Tool: Writing

Project (continued): Share

Express Yourself (continued): Prepare Cumulative Review Resources • Student’s Book • Classroom Presentation Tool: Express Yourself • Cumulative Review Worksheets (Teacher’s Resource CD-ROM/ Website)

Express Yourself (continued): Share Resources • Student’s Book • Classroom Presentation Tool: Express Yourself • Unit Quiz (ExamView®)

Assessment Resources • Student’s Book • Classroom Presentation Tool: Project • Unit Quiz (ExamView®)

*Express Yourself

SAMPLE COPY, NOT FOR DISTRIBUTION

gives students an opportunity to synthesise what they have learnt and focus on creative expression after every two units. The Express Yourself for Units 1 and 2 will be covered in Week 9.

Pacing Guides 5–6 hours per week Week 1

Week 2

Week 3

Unit Opener: Introduce the Unit; Extend

Grammar 1: Warm Up; Present; Practise

Mission: Mission Project: Prepare

Resources

Resources

Video: Before You Watch; While You Watch; After You Watch

Express Yourself: Present; Practise; Connect

Resources

Resources

Resources

Vocabulary (continued): Apply; Extend; Consolidate Resources • Student’s Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Vocabulary

• Student’s Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 1

Reading: Warm Up; Before You Read; While You Read Resources

• Student’s Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Reading

Reading (continued): After You Read; Extend; Consolidate

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Speaking Strategy: Warm Up; Present; Practise; Apply; Extend; Consolidate Resources

• Student’s Book • Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Speaking Strategy



Resources

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Resources

Unit Review

Resources • Student’s Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Reading

Resources

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• Student’s Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Vocabulary

Grammar 2: Warm Up; Present; Practise; Apply; Extend; Consolidate

• Student’s Book • Workbook/Online Workbook • Extend Worksheets (Teacher’s Resource CDROM/Website) • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 2

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Resources

Grammar 1 (continued): Apply; Extend; Consolidate

• Student’s Book • Extend Worksheets (Teacher’s Resource CDROM/Website) • Video (DVD/Online Workbook/CPT) • Classroom Presentation Tool: Mission and Project

• Student’s Book • Online Workbook • Video (DVD/Online Workbook/CPT) • Classroom Presentation Tool: Video

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Vocabulary: Warm Up; Present; Practise

• Student’s Book • Workbook/Online Workbook • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Grammar 1

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• Student’s Book • Extend Worksheets (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Unit Opener

Week 4

Writing: Warm Up; Present; Read the Model; Plan; Write Resources

• Unit Review Worksheets (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Review Games

Project (continued): Share Resources • Student’s Book • Classroom Presentation Tool: Project

Assessment Resources • Unit Quiz (ExamView®)

Week 9*

• Student’s Book • Audio (Audio CD/Website/ CPT) • Classroom Presentation Tool: Express Yourself

Express Yourself (continued): Prepare Resources • Student’s Book • Classroom Presentation Tool: Express Yourself

Express Yourself (continued): Share Resources • Student’s Book • Classroom Presentation Tool: Express Yourself

Cumulative Review Resources • Cumulative Review Worksheets (Teacher’s Resource CD-ROM/ Website)

• Student’s Book • Workbook/Online Workbook • Process Writing Worksheet (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Writing

Writing (continued): Revise; Edit and Proofread; Publish Resources • Student’s Book • Workbook/Online Workbook • Process Writing Worksheet (Teacher’s Resource CDROM/Website) • Classroom Presentation Tool: Writing

SAMPLE COPY, NOT FOR DISTRIBUTION

*Express Yourself

gives students an opportunity to synthesise what they have learnt and focus on creative expression after every two units. The Express Yourself for Units 1 and 2 will be covered in Week 9.

33

Scope and Sequence Welcome!

• The Alphabet • Greetings and Introductions • Classroom Language • Months of the Year and Days of the Week • Seasons

• Numbers • Colours • Telling the Time • Subject pronouns and be • Object pronouns • Possessive adjectives

• Possessive pronouns • Plurals • Definite and indefinite articles • Demonstrative adjectives • Prepositions of place • Countable and uncountable nouns

1

2

A Different Education

Family Matters Schools around the world

be married to, child, daughter, die, generation, granddaughter, grandson, husband, son, step-father, take care of, wife

camera, classmate, homework, instructions, language, laptop, lesson, library, practise, screen

enjoy, famous, good at, interested in

different, difficult, easy, same

annoying, friendly, funny, mean, messy, noisy breakfast, dinner, lunch, meal

Grammar

Antonyms

Asking and answering personal questions

Talking about likes and dislikes

Be and have got: I’m friendly, but my sister isn’t.

Present simple: Talking about routines, habits and permanent states She doesn’t have lunch at school. She goes home for lunch.

Countable and uncountable nouns: Are there any biscuits in the cupboard? Yes, there are. Is there any water in the bottle? Yes, there is.

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Breakfast in Four Countries

Video

Mission

Writing PROJECT Pronunciation Express yourself

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Adverbs of frequency: Saying how often you do something I rarely forget to do my homework. Growth Mindset

Reading Strategy:

Reading Strategy:

Make predictions based on visuals

Identify the main idea

Celebrating the Dead

Education Around the World

Discover Your Values National Geographic Explorer: Max Lowe, Photographer/Writer

Believe in Yourself National Geographic Explorers: Dave and Amy Freeman, Adventurers/Educators

Genre: Personal description

Genre: Sequencing paragraph

Focus: Connect and contrast

Focus: Use sequencing words

• Family tree   • Food poster   • Class family album

• Design a school   • Video interview   • School guide

Syllables and stress

The third person -s and -es endings

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Vocabulary Strategy:

Adjective + dependent preposition

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Speaking Strategy

at the weekend, every day, on weekdays, once a week, twice a week fail, hard-working, improve, succeed

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Vocabulary Strategy:

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Vocabulary

• Talk about how schools are different in other countries. • Talk about likes and dislikes. • Use the present simple to talk about routines, habits and permanent states. • Use adverbs of frequency to say how often something happens. • Write about daily routines.

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• Talk about famous families. • Ask and answer personal questions. Language • Use be and have got to describe families and family members. Objectives • Use countable and uncountable nouns with There is/There are. • Write a description of a family member using and and but to connect and contrast information.

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Family and traditions

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THEME

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Unit 0

Creative Expression: Text messages World Food Day Making connections: Family, food and school

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Part of Nature

Robots and Us People interacting with technology

People and animals and their place in nature

Speaking Strategy

boring, control, design, doctor, follow, help, improve, mouse, online, pain, send 

area, captivity, conservation, costume, endangered, forest, grow, panda, wild, worker

bring, hold, movable, move 

leopard, mountain, reserve, wildlife

cry, dream, imagine, laugh

centimetre, kilogram, litre, metre 

code, engineering, program, project 

against the law, rain forest, return, sell 

Vocabulary Strategy:

Vocabulary Strategy:

The -able ending

Compound words

Reacting

Writing PROJECT Pronunciation Express yourself



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Quantifiers: Talking and asking about quantity How many different kinds of camels are there? There are two kinds of camels. Adverbs: Saying how you do something Elephants can swim very well. The three-toed sloth moves very slowly. A Wild Animal Isn’t a Pet

Reading Strategy:

Identify the main point of a paragraph

Identify sequence of events

Squishy Robot Fingers

Into the Real Wild: Photographing Pandas with Ami Vitale

Change the World National Geographic Explorer: Chad Jenkins, Computer Scientist/Roboticist

Use Your Skills National Geographic Explorer: Juliana Machado Ferreira, Conservation Biologist

Genre: Contrast paragraph

Genre: Fact sheet

Focus: Use contrast words

Focus: Categorise and label information

• Presentation   • Design a robot   • Invitation 

• Quiz   • Diary entry   • Wild animal poster

The th sound

Short vowel sounds

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Reading Strategy:

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Video

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Should and shouldn’t: Giving advice They should study for this maths test. You shouldn’t buy this robot. It’s very expensive. Girls Can Code

Reading

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Checking facts

Can and can’t: Talking about ability My robot can talk, but it can’t open doors. Grammar

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Vocabulary

• Talk about successful conservation projects.  • Use phrases to check facts.  • Use quantifiers to talk and ask about quantity.  • Use adverbs of manner.  • Write a fact sheet about an animal. 

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• Talk about how robots can help people.  • Use phrases to express different reactions.  Language Objectives • Use can and can’t to talk about ability.  • Use should and shouldn’t for advice.  • Write a paragraph of contrast. 

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Creative Expression: Advertisement Robotosaurus Rex Making connections: Robots and animals

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5

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Water

How to protect and preserve water

Architecture, photography and preservation of cities

• Talk about the water cycle.  • Brainstorm solutions.  • Use the present continuous to talk about what is Language happening now.  Objectives • Use there was and there were to describe a situation in the past.  • Write a paragraph of persuasive writing. 

Speaking Strategy

amazing, building, busy, centre, entrance, focus, hospital, important, interesting, museum 

clean, dirty, safe, unsafe 

inside, outside, roof, take photos 

less, reusable, toilet, water 

castle, cathedral, mosque, theatre 

cloth, plastic, recycle, re-use 

angle, curve, rectangle, straight line, unusual 

Vocabulary Strategy:

Vocabulary Strategy:

Prefix un-

Collocations with take

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Brainstorming solutions

Expressing opinions and responding to them

Writing

PROJECT Pronunciation Express yourself

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Past simple: Asking and answering questions about the past Where did you go last summer? We went to Beijing. We didn’t fly there. We went by train.

An Ocean of Plastic

Queen of the Curve

Reading Strategy:

Reading Strategy:

Identify the author’s purpose

Boyan’s Big Idea

Preserving Our Heritage with Ross Davison

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Look for examples and explanations

Protect Our Water National Geographic Explorer: Osvel Hinojosa Huerta, Conservationist

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Mission

Past simple: Talking about the past They took photos of a temple, a church and a castle there.

There was and There were: Talking about the past There were a lot of dead fish in the river.

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Video

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Present continuous: Talking about what is happening now and about things that always happen My brother is always having long showers! Grammar

Reading

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cloud, fresh water, ground, ice, lake, melt, ocean, rain, river, salt water, sky, snow, underground

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Vocabulary

• Talk about how buildings make us feel.  • Express opinions and respond to them.  • Use the past simple to talk about the past.  • Ask and answer questions about the past.  • Write a paragraph of opinion. 

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THEME

The City: Past, Present and Future

Know Your History National Geographic Explorer: Ross Davison, Heritage Conservationist

Genre: Persuasive paragraph

Genre: Paragraph of opinion

Focus: Use persuasive phrases to give advice

Focus: Give reasons to support your opinion

• Poster   • Comic strip   • Presentation

• Architecture display  • Biographical poster   • A school building 

Long vowel sounds

The n and ng sounds

Creative Expression: Tour description A Tour of Thun, Switzerland Making connections: Water, buildings and history

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Amazing Space

Space and technology

Travel and holidays

• Talk about space exploration. • Make and respond to suggestions. Language Objectives • Use comparative adjectives to compare two things. • Use superlative adjectives to compare three or more things. • Write a paragraph using comparison and contrast.

airport, by (boat/coach/train), leave, pack, passport, public transport, spend, ticket, tourist, trip

astronaut, atmosphere, Earth, gas 

gift, hotel, local, tour

bright, storm, surface, wind 

beach, cave, island, valley

discover, image, lost, signal 

equipment, pull, snow shovel, tent

Vocabulary Strategy:

Vocabulary Strategy:

Upper vs. lower case

Suffix -ist

Making and responding to suggestions

Asking for and giving directions

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Speaking Strategy

galaxy, journey, one-way trip, orbit, planet, solar system, space, spacecraft, travel, universe

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Vocabulary

Comparatives: Comparing two things Saturn is much bigger than Earth, but it’s smaller than Jupiter. Superlatives: Comparing three or more things Jupiter is bigger than Saturn, but the biggest object in our solar system is the sun. Satellites Above

Writing PROJECT Pronunciation Express yourself



In, on and at: Saying when things happen On Friday, we’re going to fly to Prague. Kite-skiing in the Arctic

Reading Strategy:

Visualise

The Electric Wind of Venus

Student Expedition: Tanzania

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Mission

Going to: Describing future plans What are you going to do for your birthday?

Connect text to prior knowledge

Think Like a Scientist National Geographic Explorer: Brendan Mullan, Astrobiologist

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Video

Reading Strategy:

Get Outside! National Geographic Explorer: Sarah McNair-Landry, Adventurer/Cinematographer

Genre: Compare and contrast paragraph

Genre: Blog post

Focus: Use words for comparison and contrast

Focus: Identify and include parts of a blog

• Interview   • Presentation   • Timeline

• Tour itinerary   • Blog entry   • Map

The soft and hard g sounds

Silent letters

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Reading

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Grammar

• Talk about travel and holidays. • Ask for and give directions. • Use going to to describe future plans. • Use in, on and at to say when things happen. • Write a blog post about holiday plans.

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THEME

See the World

Creative Expression: Blog Welcome to Haneul’s Awesome Blogging World Making connections: Space and travel

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37

Unit 0

Welcome!

In This Unit Sections • The Alphabet • Greetings and Introductions • Classroom Language • Months of the Year and Days of the Week • Seasons • Numbers • Colours • Telling the Time

Grammar topics

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• Subject pronouns and be • Object pronouns • Possessive adjectives • Possessive pronouns • Plurals • Definite and indefinite articles • Demonstrative adjectives • Prepositions of place • Countable and uncountable nouns

Listen, point and repeat.

002

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The Alphabet

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Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

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Warm Up

• TO START  Ask students to open their books at

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pages 8−9. Point out the unit title Welcome! and invite students to repeat it after you. Make a sweeping gesture round the room with your arm, smile, and say Welcome to the class!

Present 

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• 1 Draw students’ attention to the letters of the alphabet in Activity 1. Say These are the letters of the alphabet in English. Move your finger across the rows of letters, to show the correct order of the alphabet. Point to Aa in the Student’s Book. Say This is the letter A. Write Aa on the board. Say These letters are both the letter A. The big letter is called a capital letter. We use capital letters at the beginning of names – names of people and names of places.

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Unit 0

2/22/17 4:02 PM

• Say Now we’re going to listen (cup your hand behind your ear to demonstrate listening) and point (demonstrate pointing to the letters of the alphabet in the book). Play Track 002. Ask students to listen and point to each letter as they hear it. Say Let’s listen again (cup your hand behind your ear) and repeat (mime speaking). Play Track 002 again. This time, students listen, point and repeat each letter.

Practise • Ask Can you remember the letters? Point to each letter of the alphabet in order. Students say its name. If necessary, play the track again. Then, try pointing to letters in random order, asking, for example, Is this L or W?

SAMPLE COPY, NOT FOR DISTRIBUTION

Unit Opener Objectives

Students will • learn the letters of the alphabet. • understand and say A is for …, B is for …

Academic Language  capital letter, listen, point, repeat

Resources  Online Workbook/Workbook page 2; Track 002 (Audio CD/ Website/CPT)

Materials  small pieces of card, globe or

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map of the world (optional)

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Be the Expert

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‘A is for Athens.’

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Apply

• Ask students to look at the photo on pages 8−9. Say

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What a beautiful place! This is Athens. Draw attention to the capital letter A for the name of a place. If you have a globe or world map, point out where Athens is. Ask students what they can see in the photo. Point to the caption, saying A is for Athens. Ask students to repeat. Say ‘A is for Athens’ means that the first letter of Athens is A. Ask a student to tell you his or her name, and say, for example, P is for Panit. Tell students to point to the first letter of their name in the alphabet, and make a sentence using (letter) is for (name).

9

Teaching Tip If this is your first lesson with a new class, you will want to put the students and yourself at ease. Give yourself some simple tasks for the first lesson, including learning all the students’ names and speaking to every student at some point in the lesson. Make sure the students feel that they have learnt and used some English by the end of the class, and that they have spoken to several of the other students.

2/22/17 4:02 PM

Consolidate • Ask students to write their name on a card, and draw a picture of their favourite animal next to their name. Help them to find out the English word for the animal they have drawn. Show them how to fold the bottom of the card to make a base, and tell them to stand the card on their table. Encourage students to greet other students, saying Hello, (name) and ask the name of their favourite animal, saying What’s this?

SAMPLE COPY, NOT FOR DISTRIBUTION

The Alphabet 

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Greetings and Introductions Objective  Students will • learn greetings and introductions.

Grammar  Subject pronouns and be Academic Language  circle,

World map, Lisbon, Portugal

Listen and repeat.

nice; names of countries and nationalities

Resources  Online Workbook/Workbook

Questions

Hi! I’m Benjamina. This is Julia.

What’s your name? Where are you from?

Hello! My name’s Tarek. Good / Nice to meet you.

Read and listen. Underline the greetings and introductions. Circle the questions in blue. 004

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Materials  small pieces of card

Greetings and Introductions

Nadia:

Hi! I’m Nadia. What’s your name?

Chang:

Hi, Nadia. My name’s Chang. I’m from China.

Nadia:

Good to meet you, Chang.

Chang:

Where are you from?

Nadia:

I’m from Turkey. This is my friend Gabriel. He’s from Argentina.

Chang:

Hello, Gabriel. Nice to meet you.

Gabriel:

Hi! Nice to meet you, too!

OK! I think we’re all ready to start. Welcome to your new English class!

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Mrs Martin:

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pages 3−4; Tracks 003−006 (Audio CD/Website/CPT)

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Content Vocabulary  good, name,

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contraction, greeting, introduction, match, sentences, subject pronouns

My name is Mrs Martin. I’m from Australia.

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Complete the sentences with the words from the box. Argentinian

Chinese

Australian

Turkish

2. Chang is

Chinese

lG eo gr 1. Nadia is

Turkish . .

3. Gabriel is 4. Mrs. Martin is

Argentinian Australian

. .

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Warm Up

• If students made name cards in the previous lesson,

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ask them to display them on their desks. If not, ask them to make a name card or a badge with their name on now. Encourage students to greet the other students around them by name, saying, for example, Hi, Pablo! or Hello, Rosa!

Present 

1

• 1 Say Hello and Hi are greetings. Let’s listen to some more greetings and introductions. Say Open your books at page 10. Point to the box in Activity 1. Play Track 003. Tell students to listen and read along. Play Track 003 again and ask students to listen and repeat.

Practise 

activity. Read the first line of the conversation. Say ‘Hi!’ is a greeting, so I’ll underline it. ‘I’m Nadia’ is an introduction, so I’ll underline that, too. ‘What’s your name?’ is a question, so I’ll circle that. Play Track 004 and ask students to complete the activity. Play Track 004 again, pausing to check answers.

• 3 Say Chang is from China. Chang is Chinese. Write China and Chinese on the board. If students know any other countries and their nationalities, write them on the board, too. Ask students to complete Activity 3 individually. Remind them to look back at the dialogue in Activity 2 to find the answers. Check answers as a class.

Present 

4

• 4 Ask students to look at the grammar box in

2

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• 2 Say Listen to some students making friends. Read out the instructions for Activity 2. Model the

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2/22/17 4:02 PM

Unit 0

Activity 4. Say I’m (your name). I’m is another way of saying I am. I is a subject pronoun. Am is part of the verb be. It’s a very useful verb in English! Play Track 005 and ask students to listen and read along. Explain that

SAMPLE COPY, NOT FOR DISTRIBUTION

4

Listen and repeat.

005

Be the Expert

GR AMMAR Subject pronouns and be Full forms

Contractions

Full forms

Contractions

I am You are He/She/It is We are You are They are

I’m You’re He’s/She’s/It’s We’re You’re They’re

I am not You are not He/She/It is not We are not You are not They are not

I’m not You aren’t He/She/It isn’t We aren’t You aren’t They aren’t

Teaching Tip Put students at ease and build trust by giving plenty of encouragement, particularly at this early stage in the year. Every time they answer a question correctly, say Yes! Well done! When fluency rather than accuracy is the focus of an activity, don’t jump in to correct errors immediately, as this can inhibit students’ speaking. Note common errors to work on later.

My name’s Sara. I’m from Spain. His name’s Alan. He’s from France. He isn’t from Spain.

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Look at Activity 2 again. Circle all the examples of the verb be in red. I’m, What’s, name’s, I’m, are, I’m, is, He’s, we’re, is, I’m

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Listen and match. Then make sentences.

Bulgarian

Spanish

Malaysia

Bulgaria

Mexico

Mexican

Brazilian

Malaysian

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Spain

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Brazil

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1. Nor is Malaysian. She's from Malaysia.

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2. Karina is Brazilian. She’s from Brazil. 3. Daniel is Mexican. He’s from Mexico. 5. Alicia and Sandra are Spanish. They’re from Spain.

Work in groups. Imagine you are in Australia for a month to study English. Copy and complete the card to the right. Ask and answer.

STUDENT REGISTRATION English Language School

Name:

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4. Andrei is Bulgarian. He’s from Bulgaria.

Nationality:

Hi, I’m Junko. What’s your name?

Hi, Junko. My name’s Mayumi.

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I am is the full form, I’m is a contraction, or short form. Write He’s and She’s on the board. Ask When do we use he and when do we use she? Confirm that he is for a boy or man, she is for a girl or woman. Play Track 005 again, pausing after each full form for the students to say the contraction. Ask students to repeat the final sentences. Draw attention to the word name’s. Remind students that it’s a contraction for name is.

Practise 

5

6

• 5 Put students into pairs. Read the instructions for Activity 5 aloud. Help students find the first two examples of the verb be in the dialogue in Activity 2 (I’m and What’s). Then ask pairs to complete the activity. Check answers as a class.

• 6 Review the countries and nationalities on the board. Play Track 006 and ask students to complete the matching activity individually. Tell students to complete and write the sentences. Remind them to

UNIT 0 11

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refer to the grammar box if they need help with the correct form of be. When they have finished writing, play Track 006 again and check answers.

Apply 

7

• 7 Read out the instructions for Activity 7. Ask students to copy and complete their card individually. Help them to spell their nationality correctly, if necessary. Put students into small groups. Ask a pair to read out the example dialogue in the speech bubbles. Then tell students to ask and answer about themselves in their groups.

Consolidate • Ask students to move around the classroom in pairs, introducing themselves and their partner to the other students, for example, Hi, I’m Rafael. I’m from Mexico. This is José Luis. He’s Mexican, too. Encourage the other pair to respond Nice to meet you.

Greetings and Introductions  41 SAMPLE COPY, NOT FOR DISTRIBUTION

Classroom Language

Classroom Language

1

Listen and repeat.

007

TEACHER

Objective  Students will • learn classroom language that teachers and students say. conversation

Content Vocabulary  answer, be quiet, close, mean, open, page, pairs, repeat, sit down, sorry, spell, understand, write

Resources  Online Workbook/Workbook page 5; Tracks 007−008 (Audio CD/ Website/CPT)

STUDENTS

lG eo gr

ap hi c

Le

ar

you repeat that, please? • Can page is it, please? • What • What does ... mean? • How do you spell ...? • I’m sorry, I don’t understand. do you say ... in English? • How • I’m sorry I’m late.

ni

Academic Language  act out,

ng

• Sit down, please! • Be quiet, please! • Open your books at page 5. • Listen to the recording. in pairs. • Work • Hurry up, please! the door, please. • Close • Write your answers in your books.

12 UNIT 0

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Warm Up

• Say Let’s learn some classroom language – things that

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teachers and students say. For example, read, point and listen are all used a lot in the classroom. Invite students to suggest some other classroom words and phrases. Write them on the board.

Present 

1

2

• 1 Ask students to open their books at page 12 and look at Activity 1. Read out the headings, and say First, let’s listen to things that teachers say. Play the first part of Track 007, while students listen and read along. Read aloud each ‘Teacher’ sentence again, miming an action for each sentence. Encourage students to copy the actions.

• Say Now let’s listen to things that students say. Play the second part of Track 007, while students listen and read along. Draw students’ attention to the symbols

42

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on the right, and explain page, spell and late. Play Track 007 again all the way through and ask students

to listen and repeat. Encourage students to copy the intonation in the questions correctly.

• 2 Ask them to look at the photo in Activity 2, and describe what they see. Say Now let’s listen to a classroom conversation. The teacher’s name is Mrs Martin. Play Track 008, while students listen and read along. Ask Is there anything you don’t understand? Give students a chance to ask about any unfamiliar words or sentences. Check students’ understanding of the conversation by asking questions such as the following: What does Daniel ask? Nadia gives the right answer. What does Mrs Martin say to her? Which student is late? Why does Gabriel say he’s sorry?

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Teaching Tip Playing games is an enjoyable way of practising and consolidating learning in the classroom. The best language games provide different ways of practising the language and make students relax, which reduces their anxiety about making mistakes. Think about games you may have played outside the classroom, and see if you can adapt these for classroom use. Read and listen. Mrs Martin:

008

Be quiet, please! Open your books at page 40. Can you repeat that, please? Open your books at page 40. Let’s look at the photo. He’s a National Geographic Explorer. What’s his name?

Nadia:

ni

Mrs Martin:

His name is Max Lowe. Yes, that’s right. Well done, Nadia. Now let’s watch ...

Alberto:

ar

Mrs Martin:

I’m sorry I’m late, Mrs Martin. Hurry up, please, Alberto! Gabriel, don’t talk to Chang.

Gabriel:

Sorry, Mrs Martin.

Mrs Martin:

Now, let’s watch ...

Alicia:

Mrs Martin, I can’t see.

Mrs Martin:

Le

Mrs Martin:

Oh. Well, move your chair over here. Good. Now. Is everyone ready? Let’s watch the video.

Work in small groups. Act out the conversation from Activity 2.

4

Now make up your own conversation. Use classroom language from Activity 1.

lG eo gr

3

OWI_F_SE_80310_008-025_U00_PPDF.indd 13

Practise 

io na

3

• 3 Put students into groups of three. Say Now let’s

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act out the conversation from Activity 2. Choose roles in your groups. One of you is the teacher, Mrs Martin. One of you can say all the boys’ lines, and the other can say the girls’ lines. Give students time to allocate roles. Say First, let’s listen to the conversation again. Listen carefully to your characters’ lines. Play Track 008 again while students listen. Then students work in their groups to practise the conversation.

Apply 

ng

Daniel:

ap hi c

2 7

4

• 4 Read out the instructions for Activity 4. Ask students to work in their groups again to make up a new conversation. Tell groups to choose a different student to role-play the teacher this time. Remind them to look at Activity 1 for the language to use. When they have made up and practised their conversations, invite groups to act them out for the class.

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Consolidate • Play Simon Says using some of the teacher instructions that students can do easily, or mime doing, for example, sit down, open your books, close your books, hurry up (mime running on the spot), listen, write and watch. Tell students that they must only carry out the instruction when you first say Simon says … Give students a chance to practise the game first. Say Simon says sit down. (Students sit down.) Open your books. (Students don’t respond.) Once students are used to the game, explain that any student who makes a mistake is out.

• When students are confident at playing the game, invite students to take a turn giving the instructions for the rest of the class to follow.

CLASSROOM LANGUAGE  43 SAMPLE COPY, NOT FOR DISTRIBUTION

Months of the Year and Days of the Week

Months of the Year and Days of the Week

1

Listen and repeat.

Objectives  Students will • learn and use vocabulary for the months of the year. • learn and use vocabulary for the days of the week.

2

009

January

February

March

April

May

June

July

August

September

October

November

December

Listen and repeat. Monday

Tuesday

010

Wednesday

Thursday

Friday

Saturday

Sunday

Content Vocabulary  days of the week, months of the year

3

Work in pairs. Ask and answer questions.

Resources  Online Workbook/Workbook

What day is it today?

page 6; Tracks 009−010 (Audio CD/ Website/CPT)

What month is it? It’s Monday.

Materials  a calendar, school timetable

It’s August.

Seasons

or diary (optional), pieces of paper

Listen and repeat.

011

summer

wet season

autumn

winter

dry season

Work in pairs. Ask and answer questions.

lG eo gr

2

ap hi c

Le

spring

ar

ni

ng

1

What season is it?

What season is it? It’s summer.

It’s the dry season.

14 UNIT 0

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Warm Up

• Ask How many months are there in a year? (12) How

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many days are there in a week? (seven) Say We’re going to talk about months of the year and days of the week. We’re also going to learn about seasons of the year, and numbers. If you have a calendar, timetable or diary, show it to the students. Explain that we use it to plan the important events in our lives. Ask Do any of you use a diary? Ask students who respond with Yes to give the class examples of what they write in their diaries.

Present 

1

2

• 1 Ask students to open their books at page 14 and look at Activity 1. Say In the box are the months of the year, starting at the beginning of the year. Hold up a Student’s Book as you run your finger along the three rows, to show the correct order of the months. Play Track 009, and ask students to listen and read along.

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Ask What do you notice about how the months are written? (the first letter is a capital letter) Why do you think we write them like this? (because they’re names) Remind students how they wrote names of places and their own names with capital letters.

• Play Track 009 again. This time, ask students to listen and repeat. Make sure that students pay attention to and repeat the stress on the correct syllable of each word. (Note: Words that stress the first syllable: January, February, April, August; words that stress the second syllable: July, September, October, November, December)

• 2 Draw students’ attention to the word box in Activity 2. Say These words are names, too. They begin with capital letters. What are they the names of? (the days of the week) Play Track 010, and ask students to listen and read along the first time. Play Track 010 again. This time, ask students to listen and repeat.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Practise 

3

• 3 Put students into pairs. Read the instructions for Activity 3.

Teaching Tip

Ask a pair to read the examples in the speech bubbles. Say Take turns to ask and answer the questions. Give pairs time to ask and answer the questions, using the correct day and month. Then, say Now take turns to ask and answer the questions again. This time, point to a different day and month in the boxes. Give pairs time to ask and answer the questions again, answering with the day and month their partner is pointing to.

Teach students to use the Look, Say, Cover, Write, Check method to help them learn the spelling of difficult words, such as days of the week or months of the year.

Consolidate • Tell the class about your favourite day of the week. Say, for example,

ar

ni

ng

My favourite day of the week is Thursday. On Thursday evening I go swimming. Then I visit my Aunt Elena. I like Thursdays. Ask What’s your favourite day? Give each student a piece of paper to write the name of their favourite day of the week and draw a picture of what they do on that day.

This method can be used for single words or complete sentences.

N

at

io na

lG eo gr

ap hi c

Le

• When they have finished the activity, invite students to the front of the classroom to say the name of their favourite day and show the class their picture. Help them to say one thing they have drawn.

First, ask students to copy the word carefully, making sure the spelling and capitalisation is correct. Then ask them to look at the word, noticing the number of letters and shape of the word. The next step is to say the word, first with the correct pronunciation and then sounding out all the letters in the spelling. After this, the student covers the word and tries to visualise how it looks, then writes the word again, without looking at the original. The final step is to uncover the word and check if they have written it correctly.

SAMPLE COPY, NOT FOR DISTRIBUTIONMonths and Days  45

Seasons and Numbers

Months of the Year and Days of the Week 1

Objectives  Students will • learn and use vocabulary for the seasons. • learn and use vocabulary for numbers.

2

Listen and repeat.

February

May

June

July

August

September

October

November

December

Listen and repeat. Monday

3

009

January

March

April

010

Tuesday

Wednesday

Thursday

Friday

Sunday

Work in pairs. Ask and answer questions. What day is it today?

What month is it? It’s Monday.

Content Vocabulary  anagram, autumn,

Saturday

It’s August.

Seasons

dry season, seasons, spring, summer, wet season, winter; numbers 1–1,000, cardinal number, ordinal number

1

Resources  Online Workbook/Workbook

Listen and repeat.

011

spring

summer

wet season

autumn

winter

dry season

Materials  pieces of paper 2

Work in pairs. Ask and answer questions. What season is it?

What season is it? It’s summer.

It’s the dry season.

ni

14 UNIT 0

ng

page 7; Tracks 011−012 (Audio CD/ Website/CPT)

2/22/17 4:02 PM

Consolidate

1

• 1 Ask students to look at the second section on

io na

lG eo gr

page 14: Seasons. Ask them to look at the photos in Activity 1. Ask What can you see in the photos? How are they different from each other? Help students with the language they need to express their ideas. Say In some parts of the world, there are four seasons in the year. Point to the four photos for spring, summer, autumn and winter. Say In other parts of the world, there are two seasons. Point to the photos for wet season and dry season. Ask How many seasons do we have here? Students respond.

• Ask the students to each choose a day, a month or

ap hi c

Present 

Le

ar

OWI_F_SE_80310_008-025_U00_PPDF.indd 14

• Play Track 011, and ask students to listen and point

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to the correct photo for each season, and read the word. Ask What do you notice about how the seasons are written? Confirm that when we write the seasons of the year, we don’t write a capital letter at the beginning. Play Track 011 again and ask students to listen and repeat.

Practise 

2

• 2 Put students into pairs. Read the instructions for Activity 2. Ask a pair to read the examples in the speech bubbles. Ask students to take turns asking and answering the question with the correct season. Then, tell the student who asks the question to point to a different season. The other student answers with the season their partner is pointing to.

46

Unit 0

a season at random and write it on a piece of paper. Underneath, ask them to write an anagram of the word (the same word with the letters in a different order). Demonstrate by writing gAuuts on the board. Ask Which month is this? (August) Invite a student to write their anagram on the board, and ask the other students to put up their hands when they have guessed what it is. Invite a student who guesses correctly to come and write their anagram on the board.

Present 

1

• 1 Ask students to turn to page 15 in their books. Draw their attention to the boxes in Activity 1, and say Now let’s learn about numbers. On the board, write the first five lines from the table: 1

one

first

2

two

second

3

three

third

4

four

fourth

5

five

fifth

• Point to the numbers 1 to 5 in the first column, and read them out. Ask students to repeat. Say These numbers answer the question How many …? They’re called cardinal numbers. Point out the second column, and explain that these are the same numbers, spelt out in words.

SAMPLE COPY, NOT FOR DISTRIBUTION

Numbers Listen and repeat.

first second third fourth fifth sixth seventh eighth ninth tenth eleventh twelfth thirteenth fourteenth fifteenth sixteenth seventeenth

18 19 20 21 22 30 40 50 60 70 80 90 100 101 235 999 1000

eighteen eighteenth nineteen nineteenth twenty twentieth twenty-one twenty-first twenty-two twenty-second thirty thirtieth forty fortieth fifty fiftieth sixty sixtieth seventy seventieth eighty eightieth ninety ninetieth one hundred hundredth one hundred and one two hundred and thirty-five nine hundred and ninety-nine one thousand

Grammar in Depth Cardinal numbers (one, two, three, etc.) are numbers that describe quantity, or ‘counting numbers’. Ordinal numbers (first, second, third, etc.) describe order or position. When expressing an ordinal number in figures, take the last two letters of the written word (e.g. the st of first) and add them to the number. The first three ordinal numbers are irregular. Point out to students the difference in spelling between four and forty, and that they also need to be careful with the spelling of the words fifth, eighth, ninth, twelfth and the words ending in -y.

Work in groups. Ask and answer questions. When’s your birthday?

Teaching Tip

How old are you? I’m fourteen years old.

lG eo gr

ap hi c

Le

My birthday is on the 29th of August.

ni

2

one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen

ng

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Be the Expert

012

OWI_F_SE_80310_008-025_U00_PPDF.indd 15

io na

• Point to the third column on the board and read out

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the ordinal numbers. Ask five students to come to the front of the class and line up. Go to the first student in the line, and say (Ana) is first. Move along the line, saying (Leon) is second, and so on. Say The words first, second, third, and so on, are called ordinal numbers. Explain that we use the ordinal numbers to say the position of something or someone in order. Ask the five students to sit down, and thank them for their help.

• Ask students to look at the list of numbers in Activity 1 again. Play Track 012, asking students to point to each number as they hear it and then repeat it.

Practise 

2

• Say We also use ordinal numbers to talk about dates. If you want to tell someone when your birthday is, you use the ordinal number and the month. To say how old we are, we use cardinal numbers. Write the numbers 23 to 31 on the board. Elicit and write the ordinal

Students may find it difficult to make the link between numbers in words and figures, so it is best to take this slowly at first, and make sure students practise their numbers often. This will ensure that they become familiar and fluent with numbers. Build a stock of simple number games, such as matching words and figures, playing Bingo!, reciting and repeating telephone numbers, and doing simple calculations in English when you have a spare few minutes at the end of a lesson.

ar

1

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numbers that go with these (from twenty-third to thirty-first) as these aren’t listed in the box on page 15. Read out the examples in the speech bubbles. Choose two students and ask them both questions: When’s your birthday? and How old are you?

• 2 Put students into groups of four or five. Ask them to take turns asking the other students in their group the two questions. Encourage them to help each other to answer with the correct form of the numbers.

Consolidate • Divide the class into two teams. Ask a student from each team to come to the front of the class. Call out any number from 1 to 1,000, and tell the two students to write it in figures on the board. The first student to correctly write the number gains a point for their team. Continue until everyone has had a turn at the board. Then add up the points and announce the winning team.

Seasons and Numbers  47 SAMPLE COPY, NOT FOR DISTRIBUTION

Colours

Colours and Telling the Time

1

Listen and repeat.

2

Point and say.

013

pink

Objectives  Students will • learn vocabulary to talk about colours. • learn vocabulary for telling the time.

yellow

Content Vocabulary  names of

white

colours; half past, o’clock, quarter past/to, time

brown

Resources  Online Workbook/Workbook pages 8−9; Tracks 013−014 (Audio CD/Website/CPT)

orange

ng

grey

red

ar

ni

purple

Le

blue

lG eo gr

ap hi c

green

black

16 UNIT 0

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Warm Up

• Say Look round you in the classroom and out of the

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window. What colours can you see? Invite students to name colours they can see. Ask What’s your favourite colour? Ask students to respond, then say In this lesson, we’re going to learn some more colours.

Present 

1

• 1 Ask students to open their books at page 16 and look at the photo. Say What beautiful colours! Can you see your favourite colour in the photo? Say Let’s listen to the names of the colours. Hold up the Student’s Book and trace with your finger the labels for each colour, to show in the order in which students will hear them on the recording. Play Track 013, while students listen and point.

• Say Now let’s listen and repeat. Play Track 013 again. Students repeat each word. Then, call out the colours

48

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in random order and ask students to point to the colour in the photo.

Practise 

2

• 2 Read the instruction for Activity 2. Put students into pairs. Say Take turns. One of you points to a colour in the photo. The other student says the colour. Go round the class, monitoring and helping as necessary.

Present 

1

• 1 Ask students to look at Activity 1 on page 17. Say These are clocks. We use them to tell the time. Why is it important to know what time it is? Point to the four pairs of clocks. Explain that each pair shows the same time in a different way. Say Let’s listen to the times. Play the first part of Track 014, while students listen, point and read along. Make sure they understand that the sentences below the second, third and fourth pairs of clocks are two different ways to say the same time.

SAMPLE COPY, NOT FOR DISTRIBUTION

Telling the Time 1

Listen and repeat.

Be the Expert

014

The Time What time is it?

Teaching Tip

It’s one o’clock.

It’s half past two. It’s two thirty.

in the morning

in the afternoon

It’s quarter past four. It’s four fifteen.

in the evening

Work in pairs. Look at the map of Australia. Write the times in words. Then read.

ng

2

It’s quarter to three. It’s two forty-five.

If your students are not confident at telling the time, incorporate practice into your class routine. For example, towards the end of the lesson, ask What time is it, please? When a student responds, say Thank you, (Hana). So, we have ten minutes before lunch. Let’s play a game!

What time is it in Perth?

four thirty in the afternoon

.

It’s

What time is it in Sydney?

3

What time is it in Adelaide?

six o’clock in the evening

Work in pairs. Ask and answer. What time is ... • lunch? • breakfast?

.

It’s

.

• your favourite TV programme? • your last lesson at school?

io na

• Point to the three pictures underneath and say Now

let’s listen to words for parts of the day. Play the second part of Track 014, while students listen and read along.

at

• Say Now let’s listen and repeat. Play Track 014 again.

N

Students repeat each sentence. Then, call out a sentence from the box at random, for example, It’s four fifteen, and ask students to point to the correct picture.

Practise 

.

Lunch is at one o’clock.

• your favourite club? • your first lesson at school

OWI_F_SE_80310_008-025_U00_PPDF.indd 17

five thirty in the afternoon

lG eo gr

It’s

five o’clock in the afternoon

Le

It’s

What time is it in Cairns?

ap hi c

What time is it in Darwin?

ar

ni

It’s three o’clock in the afternoon .

2

• 2 Put students into pairs. Ask them to look at the map of Australia. Explain that a.m. means in the morning and p.m. means in the afternoon or evening. Demonstrate the activity by reading the first question in the speech bubble, and asking students to point to the correct information in the map. Students work in pairs to complete the activity. Then ask pairs to practise reading the questions and answers.

UNIT 0 17

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Apply 

3

• 3 Read out the instructions for Activity 3. Make sure that students understand all the phrases in the activity. Tell them that they need to use at in their answers. Ask What time is lunch? On the board, write Lunch is at … Invite a student to complete the sentence. Ask students to work with their partners to do the activity. When they have finished, invite some pairs to tell the class some of their questions and answers.

Consolidate • Play True or False? using language for colours and times from the lesson. Call out a sentence and encourage students to say Yes! for a true sentence and No! for a false sentence. For example, hold up an object that is blue and white and say It’s blue and red. Students say No! Invite students to correct the false sentences. Then let students call out their own true or false sentences.

Colours and Telling the Time  49 SAMPLE COPY, NOT FOR DISTRIBUTION

1

GRAMMAR

Listen and repeat.

015

GR AMMAR Object pronouns

Objective 

It’s for me. This is for you. It belongs to him. I’m with her.

Students will • revise subject pronouns. • learn to recognise and use object pronouns to replace nouns.

1.

page 10; Tracks 015−016 (Audio CD/ Website/CPT)

Maria: Francesco: Maria:

3

Hi, Francesco. Where’s Teresa? I don’t know. She isn’t at school today. Oh, I usually have lunch with her.

2.

Stefano: Anna:

I like your bike. It’s really cool! Thank you! I love it.

3.

Roberto: Claudia:

Who’s that boy? I don’t know him. He’s a new student here.

4.

Antonio: Luca:

Hurry up, Luca! It’s half past three. We’re late! I know! Mrs Martin is angry with us again!

ng

Resources  Online Workbook/Workbook

ni

lunch, shoes, student

Listen and read. Circle the object pronouns. 016

ar

2 7

Circle the correct words.

Le

Grammar  Object pronouns Academic Language  object pronouns Content Vocabulary belong, bold,

I don’t like it. Come with us. It belongs to you. It’s for them.

ap hi c

1. Who is this girl? I / Me don’t know she / her . 2. He / Him is a very good student. 3. Where is my book? I / Us can’t find him / it . 4. Us / We are in classroom B today.

lG eo gr

5. He / Him doesn’t like we / us . 6. Look at the shoes! I like they / them .

18 UNIT 0

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Warm Up

• Ask Can you make a sentence using the verb be? Elicit

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students’ ideas. When a student makes a sentence using a subject pronoun, repeat it, for example, say Sam said ‘I’m fourteen years old.’ He’s fourteen years old. Write I’m and He’s on the board, and circle I and He. Ask Can anyone remember what we call these words? If students have difficulty, ask them to look back at the grammar box on page 11. Say These words are pronouns. When they come before the verb, they’re subject pronouns. Today we’re going to learn about a different kind of pronoun: object pronouns.

Present 

2/22/17 4:03 PM

to listen and read along. Say The object pronoun in each sentence is darker than the other words. The dark print is called bold type. It’s used here to help you focus on the pronouns. Read out each sentence in turn, and ask the students to call out the object pronoun.

• Say Pronouns are very useful. They’re little words that replace other nouns. They stop us from repeating the same words. On the board, write: Luca is my friend. I walk to school with Luca. Francesca and Natalia are from Italy. I go

1

• 1 Ask students to open their books at page 18.

swimming with Francesca and Natalia.

Draw their attention to the grammar box and read the heading. Say Let’s listen to some sentences with object pronouns. Play Track 015, and ask students

50

Unit 0

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Read out the first two sentences. Point to Luca in the second sentence and say Luca is a boy’s name. Which pronoun can we use instead of ‘Luca’? Encourage students to try saying different pronouns in place of Luca. Then cross out Luca in the second sentence and write him. Do the same with the second pair of sentences, crossing out Francesca and Natalia in the second sentence and writing them. Remind students that him and them are object pronouns. Object pronouns come after the verb, often at the end of a sentence. Subject pronouns come before the verb.

Grammar in Depth Subject and object pronouns are usually called ‘personal pronouns’, although in fact they are used for objects and things as well as people. When we have already mentioned a person or an object once, or it is clear from the context who or what is being referred to, we usually use a pronoun instead of the full noun.

• Play Track 015 again and ask students to listen and repeat each

We use a subject pronoun instead of a noun when it is the subject of the verb: This is Lucy. She’s my sister.

sentence.

Practise 

2

3

We use an object pronoun when it is the object of a verb: I often play tennis with her.

• 3 Read the instructions for Activity 3. Put students into pairs to

ni

Teaching Tip

lG eo gr

ap hi c

read the sentences and complete the activity together. Tell students that they need to circle one of the words in each pair of words in italics. Explain Sometimes you circle a subject pronoun. Sometimes you circle an object pronoun. Think about where the word comes in the sentence. Talk through the first answer. Say Do we say ‘I don’t know’ or ‘Me don’t know’? (I) Do we say ‘I don’t know she’ or ‘I don’t know her’? (her) Go round and monitor while pairs complete the activity. When they have finished, check answers as a class.

Reassure students who find using grammar terminology difficult. Some students will find it helps to use gestures and movements to reinforce grammatical concepts. For example, you could ask students to clap their hands when they hear or read a subject pronoun, and tap on the desk for an object pronoun. They could practise this by listening to the dialogues in Activity 2 again, and making the correct movement for each pronoun they hear.

ar

Le

at the words in bold type in the grammar box if they need to check which words are object pronouns. Play Track 016. Ask students to listen and read along the first time. Play Track 016 again and ask students to complete the activity. Check answers by asking pairs of students to read out each dialogue. Ask the other students to put up their hands when they hear the object pronoun.

ng

• 2 Read the instructions for Activity 2. Remind students to look

Consolidate

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• Call out an object pronoun and ask students to put up their hands

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at

when they have thought of a sentence using it. Elicit students’ sentences, and praise any correct and original sentences using the pronoun. Help students who use the pronoun incorrectly to see their mistake. Then gently guide them to restate their sentence correctly.

SAMPLE COPY, NOT FOR DISTRIBUTIONObject pronouns  51

1

GRAMMAR

Listen and repeat.

017

GR AMMAR Possessive adjectives

Objective 

It’s my cat. Is this your house? No, it’s his house. It’s her bag.

Students will • use possessive adjectives to talk about possession.

Grammar  Possessive adjectives Academic Language  possessive

2

adjectives

This is its food. Are these your books? Yes, they’re our books. Where are their books?

Circle the correct word. 1. Carla’s got a twin brother. His / Her name is Pedro.

Content Vocabulary  food, hikng,

2. They’ve got one cat. Its / Their name is Cosmo.

rucksack

3. Carla and Pedro like purple. It’s his / their favourite colour.

Resources  Online Workbook/Workbook

4. I love purple, too. It’s my / her favourite colour!

2.

Amy

3.

Bai

4.

Bai

Amy ’s hair is grey. ’s hair is a different colour. Her / Our hair is brown.

5.

Bai Amy and like the flowers in the mountains. Their / Its favourite flowers are yellow.

ng

’s top is blue. His / Her rucksack is red and black. ’s shorts are grey. His / Our rucksack is green.

lG eo gr

ap hi c

Le

of paper

Look at the photo. Complete the sentences with the names. Circle the correct word. Amy 1. likes hiking with her / their dad.

ni

3

Materials  cloth or paper bag, pieces

ar

page 11; Track 017 (Audio CD/ Website/CPT)

Amy Bai UNIT 0 19

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1

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Present 

• 1 Ask students to turn to page 19 in their books.

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Draw their attention to the grammar box in Activity 1, and read the heading. Say The words in bold type are possessive adjectives. Let’s listen to how we use them. Play Track 017 while students listen and read along.

• Pick up an object that belongs to you and say, for example, This is my pen. Encourage a student to hold up an object that belongs to him or her and say This is my (book). Point to the object the student is holding and say It’s isn’t my book. It’s (her) book. Explain that we use possessive adjectives when we talk about things that belong to or relate to us. Play Track 017 again and ask students to listen and repeat each sentence.

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• Ask students to identify all the possessive adjectives in the grammar box, and the words that follow them. List them in two columns on the board: my

cat

your

house

his

house

her

bag

its

food

your

books

our

books

their

books

Tell students that possessive adjectives are always followed by a noun.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Practise 

2

3 Grammar in Depth

• 2 Put students into pairs. Tell them to read the pairs of sentences and circle the correct possessive adjective in the second sentence. Remind them that they need to think about who or what the possessive adjective is referring to. Read out the first pair of sentences, with the two options. Ask His or her? Whose name is it? Is it Carla or her twin brother? (her brother, so we circle His). Give pairs time to complete the activity, then check answers as a class.

Possessive adjectives are used before a noun to refer to ‘belonging’ or ‘having a close relationship’. For example: That’s my coat. His coat is brown. Juan is our brother. Our father is called Luis. The possessive adjectives are: my, your, his, her, its, our, their. Note that their form doesn’t change. For example, we don’t add an s when they are followed by plural nouns, as some languages do.

• 3 Ask a student to hold up something belonging to him or her. Say, for example, This is Ayako’s ruler. It’s her ruler. Write both sentences on the board, and circle the ’s. Say We use an apostrophe plus s after someone’s name to show something belongs to them. Give several other examples of this, using students’ names and things that belong to them.

ng

Make sure that students don’t confuse the possessive adjective its with it’s, which is a contraction of it is.

ar

ap hi c

Le

people’s names in the photo captions. Say Bai and Amy are hiking. Hiking means walking a long way in the countryside. Do any of you like hiking? Elicit students’ responses and invite individual students to tell the class where they go hiking. Then say Bai and Amy have got rucksacks on their backs. What do you think is in their rucksacks? Let students share their ideas.

ni

• Ask students to look at the photo in Activity 3. Read out the

• Read the instruction for Activity 3. Ask students to complete the

Consolidate • Write some topics on the board: clothes

io na

families

lG eo gr

activity individually. When they have finished, encourage them to check their answers with a partner. Then check answers as a class.

friends pets

school

food

sports

at

favourite things to do

• Then write each subject pronoun, object pronoun and possessive

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adjective on a small piece of paper. Write some of the words more than once so that you have enough pieces of paper for each student in the class. Put the pieces of paper in a paper or cloth bag.

• Divide the class into small groups. Ask each student to take a piece of paper from the bag and take it back to their group. Ask each group to write a dialogue using all of their words. Say Use the topics on the board or make up your own. Give groups time to practise. When they’re ready, invite students to perform their dialogues for the class.

Possessive adjectives  53 SAMPLE COPY, NOT FOR DISTRIBUTION

1

GRAMMAR

Listen and repeat.

018

GR AMMAR Possessive pronouns

Objectives 

This is my book. This book is mine. This is your phone. This phone is yours. This is his bike. This bike is his. This is her bag. This bag is hers. This is your house. This house is yours.

Students will • use possessive pronouns to talk about possession. • learn some plurals and learn how to make plural nouns.

Grammar  Possessive pronouns, plurals Academic Language  plural, possessive

2 7

This is our school. This school is ours. These are their shoes. These shoes are theirs. Question word: Whose? Whose house is this? It’s mine.

Listen and read. Circle the correct word. Then listen and check. Penny:

pronouns, singular

Is this your book, Ana? No, it isn’t my / mine . Is it your / yours ?

Ana:

Resources  Online Workbook/Workbook pages 11−12; Tracks 018−020 (Audio CD/Website/CPT)

019

No, it isn’t. There’s Sara! Maybe it’s her / hers .

Penny:

Sara, is this book your / yours ?

Materials  coins and counters for the

Yes, it is. It’s my / mine !

Sara:

board game

Thank you!

Mrs Martin: Adam: Mrs Martin: Jan:

my

mine

your

Adam, where is

her

Yes, they are

hers

lG eo gr

Khaled:

Zain:

Khaled:

my

bag. I don’t know where it is.

Jan, there are two books on your desk. Are they

mine my

ap hi c

Write.

book?

I’m sorry, Mrs Martin. It isn’t in

and this is

4 7

ni

yours

ar

your

ng

Complete the conversation with the words from the box.

Le

3 7

mine

Whose

It isn’t Yes. Look,

, Mrs Martin. This is

? English book,

whose

kite is this? Is it

yours hers

. Is it

her

my

maths book.

yours

mine

yours

, Zain? ?

name is on it.

20 UNIT 0

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Warm Up

• Remind students of the possessive adjectives by

N

at

saying true or false sentences. For example, hold up a bag belonging to a student and say This is my bag. Is that true? (no) Prompt students to correct the sentence, using the appropriate possessive adjective. Invite some students to make true or false sentences in the same way, and encourage the class to respond with Yes, that’s true or No and a correct sentence. Say In this lesson, we’re going to learn about another kind of possessive: possessive pronouns.

Present 

1

• 1 Ask students to turn to page 20 in their books. Ask them to look at the grammar box and read the heading. Say The words in bold type are possessive pronouns. Let’s listen to how we use them. Play Track 018, while students listen and read along.

2/22/17 4:03 PM

• Say We use possessive pronouns to talk about things that belong to us. How are they different from possessive adjectives? If students need help answering, remind them that possessive adjectives are always followed by a noun. Confirm that possessive pronouns are used instead of a noun, and so they are not followed by a noun. Play Track 018 again, and ask students to listen and repeat each sentence.

• Ask What question word do you see in the box? (Whose) Confirm that we use whose to ask about who something belongs to. Give some examples with objects in the classroom. Pick up a student’s pencil, and ask Whose pencil is this? If students answer, for example, It’s Julia’s pencil, say Yes, that’s right. It’s hers. Hers is a possessive pronoun.

Practise 

2

3

4

• 2 Read the instructions for Activity 2. Put students into pairs, and ask them to read the dialogue together

54

Unit 0

SAMPLE COPY, NOT FOR DISTRIBUTION

Plurals 1

020

singular

plural

singular

plural

singular

plural

girl boy teacher

girls boys teachers

singular

plural

baby country

babies countries

bus watch box quiz potato class

buses watches boxes quizzes potatoes classes

child woman man person mouse deer sheep tooth foot

children women men people mice deer sheep teeth feet

Grammar in Depth Most words add -s to form the plural. For words ending with a consonant + y, we remove the -y and add -ies. For words ending in -s, -sh, -ch, -x and -z, we add -es. Irregular plurals have to be learnt; they do not follow any rules. Encourage students to record the plurals of words when they’re writing new vocabulary in their vocabulary notebooks or on vocabulary cards.

Work in pairs. Take turns. Use a coin to move. (Heads = 1 space; tails = 2 spaces) Is the word plural? Say the singular. Is the word singular? Say the plural.

quizzes

girl

people

boxes

potato

buses

teacher

boys

mice

teeth

watch

foot

deer

men

child

OWI_F_SE_80310_008-025_U00_PPDF.indd 21

ap hi c class

lG eo gr

FINISH

Le

ar

ni

ng

START

2

Be the Expert

Listen and repeat.

at

io na

and circle the correct words. Remind them to look at the grammar box if they need help. Check answers by playing Track 019. When they have finished, ask them to practise reading the dialogue with their partner.

• 3 Read the instructions for Activity 3. Read out the

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words in the box. Remind students that possessive adjectives are followed by a noun, but possessive pronouns are not. Ask students to work individually to complete the activity, then check their answers with a partner. Check answers by inviting a pair of students to read out their completed dialogue to the class.

• 4 Ask students to look at Activity 4. Invite a student to read the words in the box. Ask students to complete the activity individually. Check answers as a class.

Present 

1

• 1 Ask students to turn to page 21 and to look at the box in Activity 1. Read out the column headings. Say If a word is singular, it refers to only one thing. If it is

UNIT 0 21

2/23/17 2:33 PM

plural, it refers to more than one. Ask How do we usually make a singular word plural? (We add an -s.) Explain that some words form the plural in different ways. Say Let’s listen to some different ways of forming plurals. Play Track 020 and ask students to read along the first time. Then, play Track 020 again and ask the students to listen and repeat.

Practise 

2

• 2 Read out the instructions for Activity 2. Make sure that students understand heads and tails. Explain that they move their counter one space if the coin lands with the heads side up, and two spaces for tails. Put students into pairs and make sure each pair has two counters and a coin to play the game with. Explain that if they land on a plural word, they say the singular form, and vice versa. Give students time to play the game. If time allows, let them change partners to play the game again.

Possessive pronouns and Plurals  55 SAMPLE COPY, NOT FOR DISTRIBUTION

1

GRAMMAR

Listen and repeat.

021

GR AMMAR Definite and indefinite articles

Objective 

There is a book in my bag. The book is red. There is an apple on the table. The apple is green. Who are the students in your classroom?

Students will • learn when to use the definite and indefinite articles a, an and the with nouns.

Grammar  Definite and indefinite

2

articles: a, an, the

Complete the sentences with a, an or the. a

1. Alberto is

Academic Language  article, definite,

2. There’s

indefinite

Content Vocabulary  apple, umbrella Resources  Online Workbook/Workbook

an

The

3.

a the

B: He’s in

The

new bike.

the

5. A: Where is

Materials  cards with a, an and the

umbrella in my bag.

books on this desk are mine.

4. I’ve got

page 12; Track 021 (Audio CD/ Website/CPT)

student at my school.

bike is purple.

English teacher? school office.

lG eo gr

ap hi c

Le

ar

ni

ng

written on them

22 UNIT 0

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Warm Up

• Remind students of the singular and plural nouns they

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learnt in the last lesson. Ask students to say nouns they can remember and to give their singular and plural forms.

• Ask students to open their books at page 22 and look at the photo. Ask What can you see in the photo? Say the singular noun if there’s only one, or the plural for more than one. Elicit students’ ideas, for example: track, bikes, children, girls, boys, trees, sky, clouds, grass, mountains.

• Say I can see a white bike. The bike is new. Write these two sentences on the board, and underline a and The. Say We’re going to find out how to use a or an and the.

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Present 

1

• 1 Ask students to look at the grammar box on page 22. Read out the heading. Say The indefinite article is a or an. The definite article is the. Let’s listen to sentences with definite and indefinite articles. Play Track 021 and ask students to listen and read along.

• Ask Can you work out when we use a and when we use the? Elicit students’ ideas, then explain that we use a or an when we talk about something for the first time. We use the when we talk about something again. Say We also use the when we talk about things or people that we know about already. For example, look at the question in the grammar box: ‘Who are the students in your classroom?’ We already know there are some students in the classroom, so we use the.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Ask When do we use a and when do we use an? Write on the board:

Grammar in Depth

Use an before a word beginning with a vowel sound: a, e, i, o, u. an apple, an umbrella

Articles go before nouns or sometimes before other words in a noun phrase, for example, a few bananas or a little water. The indefinite article (a/an) is used when the thing or person named by the noun is not known to the speaker. The definite article (the) is used when it is known.

Use a before other words: a bike, a tree

Explain that using an before words beginning with a vowel sound makes the two words easier to say. Ask students to suggest other examples of words which would be preceded by an. List correct examples on the board and ask students to read them aloud.

Let’s go and see a film. (We don’t know which film.) The film about Japanese gardens was beautiful. (We know which film the speaker is talking about.)

• Play Track 021 again and ask students to listen and repeat.

ng

Practise 

This is why we use a/an when we first refer to something, and the for further references:

2

• 2 Read the instructions for Activity 2. Put students into pairs.

ni

A common mistake is to use articles with plural or uncountable nouns. We say Leo climbs mountains or Elephants drink water. Because we’re talking about mountains and elephants in general, and because water is an uncountable noun, no article is needed in either sentence.

ar

ap hi c

Consolidate

Le

Ask them to read the sentences and decide how to complete each one. Remind them to look back at the sentences in the grammar box to help them. Go round to monitor and help, if needed, while pairs complete the activity. Check answers as a class.

There’s a cat at the top of our apple tree. The cat can’t get down.

• Divide the class into three groups: the a group, the an group and

lG eo gr

the the group. Give each group a card with their word written on it. Call out a sentence with the article missing. Say gap for the missing article. The group that has the correct article for the sentence holds up their card. Sentences you could use include:

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There’s ______ new student in our class. I’ve got ______ ice cream. ______ bag on the table is mine. Who are ______ people in our classroom? He’s got ______ new rucksack.

Definite and indefinite articles  57 SAMPLE COPY, NOT FOR DISTRIBUTION

1

GRAMMAR

Listen and repeat.

022

GR AMMAR Demonstrative adjectives

Objective  Students will • use demonstrative adjectives to talk about singular and plural nouns that are near or far away.

Grammar  Demonstrative adjectives Academic Language  adjective,

This flower is pink.

She wants that flower.

These flowers are pretty.

I like those orange flowers.

demonstrative

Content Vocabulary  far, flower, near Resources  Online Workbook/Workbook page 13; Track 022 (Audio CD/ Website/CPT)

Read the sentences. Are the underlined words singular or plural, near or far? Tick two boxes for each sentence. ✓

2. Is that your house?

✓

Le

3. These umbrellas are purple.

ar

1. This bike is red.

4. That cat is black.

ap hi c

✓

Near

Far

✓ ✓ ✓ ✓

✓

5. Are those shoes new?

✓

✓ ✓

6. She wants to read this book.

✓

7. Who is that girl?

✓

✓

8. That phone is cool!

✓

✓

Work in pairs. Describe things in the classroom. Use this, that, these and those to talk about them.

lG eo gr

3

Plural

ni

Singular

ng

2

This bag is big. Those pencils are yellow.

UNIT 0 23

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Present 

• 1 Ask students to turn to page 23 in their books.

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Tell them to look at the grammar box in Activity 1. Read out the heading. Ask students to look at the four photos and say what the people are doing. Say The words in bold type are demonstrative adjectives. Let’s listen to find out how we use them. Play Track 022 while students listen and read along.

• Write near and far on the board. Explain that near means close to you, far means a long way from you. Point to the first photo and read aloud the sentence underneath: This flower is pink. Ask How many flowers are there? (one) Is the flower near to the woman? (yes) Explain that we use this for something that is near to the speaker.

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Unit 0

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• Point to the second photo and read: She wants that flower. Ask How many flowers are there? (one) Is the flower near to the woman? (no) Explain that we use that for one thing that is far from the speaker.

• Do the same with the other two photos and sentences, explaining that we use these for more than one thing that is close to the speaker, and those for more than one thing that is far from the speaker.

• Play Track 022 again, and ask students to listen and repeat each sentence.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Practise 

2 Grammar in Depth

• 2 Put students into pairs. Read the instructions for Activity 2. Remind students that singular means one thing, and plural means more than one. Talk students through the first question. Say This bike ... How many bikes? Is the word singular or plural? (singular) Ask Is it near or far? (far) Demonstrate how to put ticks into the two correct boxes. Tell students to work with their partner to read the sentences and tick the correct boxes. When students have finished, check answers as a class.

Apply 

This, that, these and those are used before nouns to refer to people, places or things: this teacher that classroom those shoes This and these refer to things that are near to the speaker, either in space or in time: This picture is lovely. These years are the best of my life.

3

• 3 Ask students to work in pairs with the same partner. Explain

ar

ni

ng

That and those refer to things that are far from the speaker, either in space or in time: Can you see that boat, the one with the red sail? Those days were unhappy ones for him.

ap hi c

Le

that they should describe objects in the classroom, using this, that, these and those. Ask a student to read the examples in the speech bubbles. Model the activity by making a few sentences about things in the classroom, saying, for example, This book is mine. Those books are yours. These pens are colourful. That window is open. Give pairs time to talk about things in the classroom. When they’re comfortable using the adjectives, ask each pair to say two of their sentences for the class. Correct any errors as a class, making sure pairs understand their mistake.

Consolidate

• Ask students to stand or sit in a circle. Write this, that, these and

lG eo gr

those on the board. Join the students in the circle. Say We’re going to take turns to say a sentence using one of the four words on the board. You choose one word from the previous student’s sentence to use in your sentence.

• Say I’ll start. Here’s my sentence: ‘These students are great!’ Gesture

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at the students around you. Then say to the student on your left Choose one word from my sentence and make a new sentence. The student makes a new sentence, saying, for example, This classroom is great! Continue round the circle until all the students have had at least one turn or until you want to change to a new sentence.

DEMONSTRATIVE ADJECTIVES  59 SAMPLE COPY, NOT FOR DISTRIBUTION

1

GRAMMAR

Listen and repeat. Where is the cat?

023

GR AMMAR Prepositions of place

Objective 

The cat is on the bag.

Students will • use prepositions of place to talk about the location of things.

Grammar  Prepositions of place Academic Language  preposition Content Vocabulary  behind, between,

The cat is in the bag.

The cat is in front of the bag.

The cat is under the bag.

The cat is behind the bag.

The cat is next to the bag.

The cat is between the bags.

in, in front of, next to, on, under page 14; Tracks 023 (Audio CD/ Website/CPT)

Materials  an object such as a toy or a

ar

ni

colourful ball; sheets of drawing paper

ng

Resources  Online Workbook/Workbook

Work in pairs. Look at the pictures in Activity 1.



• Choose a picture. • Describe where the cat is. • Can your partner point to the correct picture?

3

Draw a simple picture. Don’t show it to your partner. Include these things.

ap hi c

Le

2

a table a hat

a chair some books

a box a banana

• Describe your picture to your partner. • Use prepositions of place. • Can your partner draw your picture?

lG eo gr

an animal some pencils

There’s a chair next to a table. There are some books under the chair. There’s a box on the chair.

24 UNIT 0

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Warm Up

• Hold up the toy (or other object) you’ve brought in, or

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use an interesting classroom object. Say, for example, This is Robbie Robot. I’m going to hide him. Close your eyes and count to twenty. Hide the object inside or on another classroom object while students cover their eyes. Say You can look now. Take turns to ask me a question about where Robbie is hidden. Encourage students to ask questions such as Is he on the cupboard? Is he in your bag? When a student guesses correctly, let them have a turn hiding the object. After a few turns, say You used words like in and on to say where things are. These words are called prepositions of place. Let’s learn some more of them.

Present 

1

• 1 Ask students to open their books at page 24 and look at the photos in Activity 1. Say What a pretty cat!

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Do any of you have a pet cat? Give students time to respond. Read the question at the top of the activity. Hold up the Student’s Book and run your finger down the two columns in turn, to show the order of the sentences in the recording. Play Track 023. Ask students to listen and read along, pointing to the correct picture for each sentence. Say The prepositions of place are in bold type in each sentence. What are they? (on, in, under, next to, in front of, behind, between) Play Track 023 again. This time, ask students to listen and repeat.

Practise 

2

• 2 Put students into pairs. Read out the instructions for Activity 2. Remind them to choose one of the pictures from Activity 1 and describe where the cat is, without pointing to it. Their partner responds by pointing to the correct picture. Tell students to

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert say That’s right. Well done! if their partner points correctly. Give students time to do the activity. Tell them to talk about at least four pictures each.

Apply 

Grammar in Depth The preposition between is used to refer to two people or things, such as The cat is between the bags. To refer to three or more things, use the preposition among, as in The cat is among the bags.

3

• 3 Read out the instructions for Activity 3. Invite a student to read

ni

Le

• Divide the class into two teams. Invite one student from each team

ar

Consolidate

ng

the words in the word box. Check that students understand each of the words by asking them to do an action or mime for each object. Ask students to work individually to draw their picture. Tell them not to show their picture to anyone. Put students into pairs with a different partner. Give the partner a clean sheet of paper. Tell the first student to describe their picture using prepositions of place. Then their partner has to draw it from the description. Say When you’ve finished, compare your pictures. Are they similar? Give pairs time to do the activity, each taking turns to describe and draw. When they have finished, invite each pair to show the class their pictures.

ap hi c

to the front of the class. Whisper a different sentence to each student, using a preposition of place. For example, say The dog is next to the ball to one student and The flower is on the hat to the other. When you say Go! each student begins to do a drawing of their sentence on their side of the board.

lG eo gr

• Students in each team try to guess the sentence that their team

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member is drawing. Ask them to put up their hands when they think they know the sentence. The first correct guess gains a point for their team. Choose a new pair of students to come to the front, and so on until everyone has had a turn. The team with the most points wins.

Prepositions of place  61 SAMPLE COPY, NOT FOR DISTRIBUTION

1

GRAMMAR

Listen and repeat.

024

GR AMMAR Countable and uncountable nouns

Objective  Students will • learn and talk about countable and uncountable nouns.

Grammar  Countable and uncountable nouns Academic Language  countable, uncountable Content Vocabulary  apple, bread, cheese,

2

egg, fridge, juice, some, strawberry, tomato

Resources  Online Workbook/Workbook page 15; Track 024 (Audio CD/Website/CPT)

Countable nouns

Uncountable nouns

There’s an apple on the table. There are some apples in the fridge.

There’s some juice on the table. There’s some bread on the table.

Complete the sentences with a, an or some. 1. There is

some

2. There is

an

3. There are

some

4. There is

Materials  large sheets of drawing paper

some

some

juice and

bread.

egg.

some

tomatoes and

strawberries.

cheese.

bread

Be the Expert

3

ar strawberry

ap hi c

tomato

Talk about the food in your fridge at home.

lG eo gr

Students may be confused as to whether some nouns are countable or uncountable. For example, bread is uncountable, but a loaf of bread or a slice of bread is countable. Explain that this is because we know how big a whole loaf or slice is, and if we have a number of them, we can count them. Similarly, we can ask How many cakes would you like? (countable), when we are talking about whole cakes. But we ask Would you like some cake? (uncountable) when we don’t know exactly how much; it’s just a part of something.

egg

Le

Teaching Tip

ni

cheese

ng

juice

There is some butter. There are some tomatoes.

UNIT 0 25

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Present 

• 1 Ask students to turn to page 25 in their books

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and look at the grammar box in Activity 1. Read out the heading. Say Countable means something we can count. Who can count up to ten? Students respond, then say Uncountable means something we can’t count. On the board, draw a quick sketch of two boats sailing on the ocean. Ask How many boats are on the ocean? (two) How many water are in the ocean? Explain that we can’t answer that question with a number because water is not something we can count. Say So, boat is a countable noun. Water is uncountable.

• Say Let’s listen to find out how we use countable and uncountable nouns. Play Track 024, while students listen and read along. Ask students to read out the countable nouns in bold type. Then ask them to read out the uncountable nouns. Ask them which noun is plural. (apples) Ask Which word is a singular countable

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noun? (apple) Which word do we use before it? (an) Which word do we use before a plural countable noun? (some) Which word do we use before singular and plural uncountable nouns? (some)

• Explain that we sometimes leave out some before uncountable nouns, so There’s juice on the table would also be correct. Play Track 024 again and ask students to listen and repeat.

Practise 

2

• 2 Ask students to look at the photo on page 25, and help them to read the captions naming the foods. Ask several students to say which foods in the photo they like. Then ask students to complete the activity individually. When they have finished, check answers as a class.

SAMPLE COPY, NOT FOR DISTRIBUTION

Apply 

Consolidate

3

• 3 Put students into pairs. Read the instruction for

having a party. Draw a table full of food and drink. Talk about what there is. Give a large sheet of paper to each group to draw a picture. Say Everyone should draw something in the picture. Remind students to use There is/are when they discuss. Encourage them to also use the prepositions of place to describe where the foods are. Let groups share their pictures with the class.

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Activity 3. Make sure that students understand fridge by asking Who can draw a fridge on the board? Let a student draw a fridge, and ask What do you think is in the fridge? Ask a student to read out the examples in speech bubbles. Give students time to do the activity, taking turns with their partner to make sentences. Say Remember to use a or an if there is only one of something. Then ask several pairs to share their sentences with the class.

• Divide the class into small groups. Say Imagine you’re

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L isten, point and repeat. See Student’s Book page 8.

Track 012 1 Listen and repeat. See Student’s Book page 15.

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Track 002 1

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STUDENT’S BOOK AUDIO SCRIPT

Track 013 1  Listen and repeat. See Student’s Book page 16.

Track 004 2  Read and listen. See Student’s Book page 10.

Track 014 1  Listen and repeat. See Student’s Book page 17.

Track 005

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Track 003 1 Listen and repeat. See Student’s Book page 10.

4   grammar See Student’s Book page 11.

L isten and repeat. See Student’s Book page 12.

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Track 007 1

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Track 006 6   1. Nor is Malaysian. She’s from Malaysia. 2. Karina is Brazilian. She’s from Brazil. 3. Daniel is Mexican. He’s from Mexico. 4. Andrei is Bulgarian. He’s from Bulgaria. 5. Alicia and Sandra are Spanish. They’re from Spain.

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Track 008 2 Read and listen. See Student’s Book page 13. Track 009 1  Listen and repeat. See Student’s Book page 14. Track 010 2  Listen and repeat. See Student’s Book page 14. Track 011 1   spring, summer, autumn, winter, wet season, dry season

Track 015 1   grammar See Student’s Book page 18. Track 016 2  Listen and read. See Student’s Book page 18. Track 017 1   grammar See Student’s Book page 19. Track 018 1   grammar See Student’s Book page 20. Track 019 2   S1: Is this your book, Ana? S2: No, it isn’t mine. Is it yours? S1: No, it isn’t. There’s Sara! Maybe it’s hers. Sara – is this book yours? S3: Oh, yes it is. It’s mine! Thank you! Track 020 1 Listen and repeat. See Student’s Book page 21. Track 021 1   grammar See Student’s Book page 22. Track 022 1   grammar See Student’s Book page 23. Track 023 1

grammar See Student’s Book page 24.

Track 024 1 grammar See Student’s Book page 25.

SAMPLE COPY, NOT FOR DISTRIBUTION

Audio Script 

63

Unit 1

In This Unit

Family Matters

Theme  This unit is about families. Content Objectives

Students will • describe their families and individual family members. • read about and discuss famous families. • read about and discuss what families around the world eat for breakfast. Students will • talk about famous families. • ask and answer personal questions. • use be and have got to describe families and family members. • use countable and uncountable nouns with There is/There are. • write a description of a family member using and and but to connect and contrast information.

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Language Objectives

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Explorers Max Lowe and Conrad Anker

Speaking Strategy  Asking and answering personal questions

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pages 28–29  be married to, child, daughter, die, generation, granddaughter, grandson, husband, son, step-father, take care of, wife page 30  enjoy, famous, good at, interested in page 33  annoying, friendly, funny, mean, messy, noisy page 34  breakfast, dinner, lunch, meal Vocabulary Strategy  Adjective + dependent preposition

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Vocabulary

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Grammar

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Grammar 1  Use be and have got to describe families and family members Grammar 2  Use countables and uncountables with There is or There are to talk about food

Reading  Breakfast In Four Countries

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Reading Strategy  Make predictions based on visuals

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Video  Scene 1.1: Celebrating the Dead; Scene 1.2: Meet Max Lowe

Writing  Description of a family member National Geographic Mission  Discover Your Values

Project • Family tree • Food poster • Class family album

Pronunciation  Syllables and stress Pacing Guides  F.1.1, F.1.2, F.1.3

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Introduce the Unit • Activate prior knowledge Say Today we’re talking about families. Ask How many people are in your family? Then ask Who is in your family? Encourage students to name some of their family members.

• Say Is your family big or small? Ask students to take turns suggesting an adjective that describes their family.

• TO START Tell students to open their books at pages 26−27. Point out the unit title Family Matters. Ask How many people are in the photo? (two) Where are the people? (in the mountains) Ask a student to read Question 1. List students’ suggestions on the board. Tell students that they will find out the answer later in the lesson.

• Ask questions such as the following to encourage further discussion. What is the weather like in the photo? (cold, snowy) How do the people in the photo look? Sad or happy? (happy) What do you think the people in the photo are doing? (They’re climbing/exploring.)

SAMPLE COPY, NOT FOR DISTRIBUTION

2/22/17 4:31 PM

Unit Opener Objectives

Students will • describe and discuss people in a photo. • discuss who their heroes are.

‘My dad was superhuman to me.’ Max Lowe

Resources  Worksheet F.1.1 (Teacher’s Resource CD-ROM/ Website); CPT: Unit Opener

Materials  globe or map of the world

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Be the Expert

TO START

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About the Photo

1. Look at the photo. Guess. How are the people related?

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2. What does ‘superhuman’ mean to you?

3. Who are your heroes? Are they famous people, friends or people in your family?

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• Read the quote by Max Lowe aloud. Tell students that Max is the

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younger man on the right in the photo. Explain that if someone is described as superhuman, they have a special power. Say A person who is superhuman can do something that ordinary people can’t do. Who do you think is superhuman? When a student suggests a name, ask Why is he/she superhuman? What can he/she do? Ask a student to read aloud Question 2 and elicit responses.

The photo shows photographer and writer Max Lowe with his step-father and mentor, Conrad Anker. Conrad Anker is a professional climber, and Max and his family travelled to the wild places of the world following Conrad’s climbing adventures. The photo shows Max and Conrad on assignment for National Geographic.

Teaching Tip Keep track of students’ participation during class. Encourage all students in the class to speak aloud. At the end of the lesson, make a note of which students have not yet spoken. During the next class, invite these students to answer questions that they have already written answers for. This will help them be more confident as they speak.

Related Words mountains, snow, sunglasses

• Share with students the information in About the Photo. If you have a globe or world map, encourage them to find the location of the photo. Confirm the answer to Question 1. (Conrad Anker is Max Lowe’s step-father. He is married to Max Lowe’s mother.)

• Ask a student to read aloud Question 3. Say A hero is someone you admire. You think they’re great. Maybe your hero is someone brave, or clever, or they are very good at doing something. Encourage a class discussion of students’ ideas about their real-life heroes.

Extend • Hand out Worksheet F.1.1. Put students into pairs. Explain that partners will be discussing/writing about family differences.



SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener

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1

Vocabulary

Do you know any famous families? Discuss. Then listen and read. 025

The Cousteau Family

Objectives

Jacques Cousteau was a great marine explorer. Many people enjoy his books and films about the sea. His son, Philippe Sr, also loved the sea and made films about it. Now his grandson, Philippe Jr, and his granddaughter, Alexandra, want to protect the sea. ‘My father and grandfather were an inspiration,’ says Alexandra.

Students will • use vocabulary related to families. • use new vocabulary to read about and discuss three famous families.

Target Vocabulary  be married to, child, daughter, die, generation, granddaughter, grandson, husband, son, step-father, take care of, wife

Content Vocabulary  fossil, mentor, palaeoanthropologist

Resources  Worksheet F.1.2 (Teacher’s Resource CD-ROM/ Website); Tracks 025–026 (Audio CD/ Website/CPT); CPT: Vocabulary

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Meave and Louise Leakey working together, Kenya

28 VOCABULARY

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Warm Up

• Build background  Tell students they’re going to read

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about three famous families. Say The members of each family are interested in the same things. Write interested in on the board. Ask How about you and your family? What are you interested in? Model a response. Say, for example, I like learning about wild animals. My daughters do, too. We watch TV programmes about nature. My family is interested in wild animals. Invite students to say what their own families are interested in.

• Say Family members are often interested in the same things. Sometimes, they do the same jobs, too. Ask Does anyone know a family where two people do the same jobs?

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• Predict  Tell students to open their books at pages 28−29 and look at the photo. Say This is a mother and a daughter. They are interested in the same things. They work together. Ask What do you think they are interested in? List the students’ suggestions on the board.

Present 

1

2

• Make sure that students have their books open at pages 28−29. Say We talked about our own families. Now let’s talk about famous families. What do you think famous means? (if someone is famous, a lot of people know about them)

• Ask a student to read aloud Activity 1 at the top of page 28. Ask Which famous families do you know? Invite a few students to respond. Each time, ask Why is the family famous? How many people in the family are famous?

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert The Leakey Family

Conrad Anker is married to Jennifer LoweAnker. Jennifer’s first husband, Alex Lowe, was a very famous climber. He died in a climbing accident in 1999. Alex and Conrad were very close friends and Conrad is also very good at climbing. In fact, he’s also a professional climber. When Alex died, Conrad helped to take care of Jennifer’s children, Max, Isaac and Sam. Max now works with his step-father. ‘Conrad is my hero and my mentor,’ he says.

Palaeoanthropologists are scientists who are interested in fossils and early human life. There are three generations of palaeoanthropologists in the Leakey family. Mary and Louis Leakey were very famous for their important work in the 1940s and 50s. Their son, Richard Leakey, is also interested in early human life. Richard and his wife, Meave, have got two daughters, Louise and Samira. Meave and Louise now work together.

About the Photo Meave and Louise Leakey search for early hominids with a GPS, at Koobi Fora, Kenya.

Teaching Tip Remember to give all students a chance to answer questions in class. Avoid automatically choosing the first student to put up their hand. Wait a few seconds longer, to give less confident students more time to formulate an answer and put up their hands.

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The Lowe-Anker Family

Related Words

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fossils, GPS, mountains

LEARN NEW WORDS Listen and repeat.

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Work in pairs. Name one of your heroes. What do you know about his or her family? Take notes. Compare your notes with your partner’s.

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026

VOCABULARY 29

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• 1 Read the names of the three families on

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pages 28−29 aloud. Say Let’s find out about these three families. Play Track 025 and tell students to listen and read. Ask the question about the photo again, pointing to the suggestions on the board. Ask Did we guess right? What are the people in the photo interested in? (fossils and early human life)

• Discuss the reading with students. Ask: Why is the Cousteau family famous? (for exploring the sea; protecting the sea) How did Conrad Anker help Max’s family when their father died? (He helped to take care of the three children.) What do you think a mentor is? (someone who helps or advises a younger person) What is a palaeoanthropologist? (someone who studies fossils and early human life)

2/22/17 4:31 PM

When did the Leakey family first become famous? (in the 1940s)

• Explain Say Three generations of the Leakey family are palaeoanthropologists. Louise and Samira are sisters. They are one generation. Richard and Meave are their mother and father. They are the second generation. The third generation are their grandparents. What are their names? (Mary and Louis Leakey)

• 2 LEARN NEW WORDS Play Track 026. Ask students to listen and repeat. Then put them into small groups. Write the new words on the board. Give each group three or four of the words. Say Work together to make a new sentence for each word.

• Model an example. Point to take care of. Write Mothers and fathers take care of their babies. When students have finished, ask each group to read their sentences to the class.

Vocabulary SAMPLE COPY, NOT FOR DISTRIBUTION

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4

Vocabulary

Read and write the words from the list. child

daughter

died

husband

is married to

son

step-father

wife

Max Lowe is a National Geographic photographer and writer. He travels around the

Objectives

son

world and takes photos of amazing places. He is the

Students will • use vocabulary related to families. • use a vocabulary strategy to learn new vocabulary.

Jennifer Lowe-Anker and Alex Lowe. Alex was Jennifer’s first

died child

He

of .

in a climbing accident in 1999, when Max was a young

is married to step-father

. Now, Jennifer

climber, Conrad Anker. Conrad is Max’s

Target Vocabulary  enjoy, famous,

husband

another famous . Max and Conrad enjoy

climbing and travelling together. 5

dependent preposition

Academic Language  synonyms Content Vocabulary  photographer Resources  Online Workbook/Workbook

LEARN NEW WORDS Listen to these words and match them to their definitions. Then listen and repeat. 027 028 enjoy

pages 16–17; Tracks 027–028 (Audio CD/Website/CPT); CPT

famous

good at

good at

1. able to do something well

famous

2. known by many people

interested in

Materials  pieces of card

3. wanting to know more about something

enjoy 6

interested in

4. like doing something

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Vocabulary Strategy  Adjective +

YOU DECIDE Choose an activity.

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good at, interested in

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1. Work independently. Interview one of your classmates. Find out about the different people in your classmate’s family. Make a list of what your classmate is good at, and what he or she is interested in.

Max Lowe

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2. Work in pairs. Imagine your family is famous. Tell your partner about the different people in your family. What are they famous for?

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3. Work in groups. Choose one of the families from this section. Draw and illustrate their family tree.

30 VOCABULARY

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Practise 

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3

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5

• 3 Put students into pairs. Say Think about your heroes. Read the Activity 3 question on page 29 aloud while students follow. Tell students to make notes and then compare notes with their partner. When they have finished, ask pairs to share their notes with the class.

• 4 Say Let’s read some more about the Lowe-Anker family. Ask students to turn to page 30. Choose several students to read out the words in the word box. Ask them to choose one of the words and use it in a sentence. Then tell students to complete Activity 4 independently.

• 5 LEARN NEW WORDS  Read the words in the box. Play Track 027 and tell students to listen for the words. Then ask them to work in pairs and to look for each word in context on pages 28−29. Play Track 028 and ask students to listen and repeat the words and sentences. Review word meanings, and then tell students to complete Activity 5 independently.

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Unit 1

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Vocabulary Strategy  Ask Who is your favourite famous person? What is he or she famous for? What is your best friend interested in? What are you good at? Write the phrases on the board. famous

+

for

+ __________

good

+

at

+

__________

interested

+

in

+

__________

Vocabulary Strategy: Adjective + dependent preposition  In English we need to know which preposition to use after a particular word. Because the preposition used depends on the preceding word and its meaning, the preposition is called a dependent preposition. It is sometimes difficult for students to know which preposition to use after a given adjective. Encourage students to learn dependent prepositions at the same time as the adjective they follow.

• Underline the words famous, good and interested. Say These are adjectives, or describing words. Circle the words for, at and in. Say These short words are called prepositions. The prepositions join the adjective to the word or phrase that comes afterwards. We have to learn which preposition goes with each adjective.

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Apply 

It can be helpful to know that adjectives with similar or opposite meanings often take the same preposition:

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• Think Aloud  Model silently scanning the text to find the answer to

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a question. Say Why is Jacques Cousteau famous? I know that he explored the sea. But how do people know about him? I’ll scan the text about the Cousteau family and find out.

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pages 28−29 and re-read the text about them. Say Work with your partner to ask and answer questions about the family. Use the new words in your questions and answers.

• 6 YOU DECIDE  Ask students to read silently the choices in

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Activity 6 on page 30. Ask students to choose an activity, and help them to find partners or groups to work with. Check that they understand what they have to do. When everyone has completed an activity, ask them to share their work with the class.

Extend

happy + about pleased + about good + at bad + at

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• Put students into pairs. Ask them to choose one of the families on

Teaching Tip Before your students begin an activity, make sure that they have understood your instructions and are clear about what they have to do. Instead of saying ‘Do you know what to do?’ or ‘Do you understand?’, ask an open question, for example, ‘So, Elena, what is your group going to do?’ Then walk round the classroom when the activity is in progress, and make sure the students are carrying out the instructions correctly.

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• Divide the class into six groups. Give each group two cards, each

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with one of the vocabulary words written at the top. Say Write three sentences with each word. When you read out the sentence say ‘beep’ for the word. Your classmates have to guess what the missing word is. Give groups time to write their sentences. Ask each group to read out the sentences one at a time. Invite the class to guess.

• If time allows, hand out Worksheet F.1.2. Explain that students will practise words for family relationships and write about and discuss their interests.

Consolidate • Say Which three famous families did we read about in this lesson? Write the names on the board. Ask What can you remember about each family? Note a few points about each family on the board. Say Which family would you like to belong to, and why? Ask students to give their opinion and a reason.



Formative Assessment Can students • use new vocabulary to describe families? Ask What are the people in your family good at? • use new vocabulary to discuss some famous families? Ask students to describe one of the famous families they read about.

Workbook  For additional practice, assign Workbook pages 16–17. Online Workbook Vocabulary

Vocabulary Practice SAMPLE COPY, NOT FOR DISTRIBUTION

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Speaking Strategy is married to

son

step-father

SPE AKING S TR ATEGY

029

Asking and answering personal questions

wife

What’s your brother’s name? What’s your favourite sport? Where do you live? Where are your grandparents from?

Objectives

Students will • ask personal questions. • respond to personal questions.

His name’s Lucas. My favourite sport is football. I live in Recife. They’re from Kyoto.

Speaking Strategy  Asking and answering personal questions

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Listen. How do these speakers ask and answer questions? Write the phrases you hear. 030

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Read and complete the dialogue. Possible answers:

Academic Language  dialogue, phrase Content Vocabulary  favourite, place, sport

Gina:

Is this a photo of your family? Yes, it is. It’s a great photo.

Marco: Gina:

Materials  sticky tape or glue, pieces

And

Gabriela.

where’s Where do you live

Marco:

We live in Buenos Aires.

What’s your favourite

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place in Argentina?

My favourite place is Mendoza. My grandparents live there. It’s really beautiful.

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Marco:

your mum from? Rosario.

Gina:

Gina:

Work in pairs. Take turns throwing the cube. Ask and answer questions.

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baby sister’s name?

Her name’s She’s from

Marco:

of card

What’s your

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Marco:

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Gina:

Worksheet F.1.3 (Teacher’s Resource CD ROM/Website); Tracks 029−030, 133–135 (Audio CD/Website/CPT); Pronunciation Answer Key (Teacher’s Resource CD-ROM/Website); CPT: Speaking Strategy and Pronunciation

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Pronunciation  Syllables and stress Resources  Online Workbook;

Go to page 171. SPEAKING 31

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Warm Up

• Activate prior knowledge Say Pretend that I’m a

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new student in this class. You want to make me feel welcome. What do you say? (Hi! How are you? What’s your name?) List appropriate responses on the board.

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husband

• Model  Write the other phrases on the board. Invite a student to role-play a short conversation welcoming a new student to the class. Hi! My name’s

.

How are you?

How old are you? Welcome to our class,

Present 

What’s your name? .

I’m

.

you want to find out more about them. You also want to tell them things about you. We do this by asking

Unit 1

and answering personal questions. Open your books at page 31. Listen to two people asking and answering personal questions. Play Track 029.

• Play Track 029 again. Tell students to read along in their books. Ask pairs to take turns using the dialogue and the expressions on the board to role-play getting to know a new student.

• 1 Say Now let’s listen to two students talking. What phrases do they use to ask and answer personal questions? Make notes. Play Track 030. Ask students to share what they wrote with the class.

Practise 

2

• 2 Once students seem comfortable using the

1

• Say When you want to get to know someone better,

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speaking strategy, direct them to Activity 2. Point to the photo. Say Look at the family in the photo. What can you tell me about them? (It’s a big family./They look happy./There are three generations in the photo.)

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Say The dialogue is about the family in the photo. Tell students to complete Activity 2 independently.

Strategy in Depth

• Ask pairs of students to read their completed dialogues aloud,

When asking personal questions, students are encouraged to use open questions as well as yes/no questions. Open questions begin with question words, e.g. who, what, where, when, how, and cannot be answered with a yes/no answer. They require an answer that gives more information.

taking turns as Gina and Marco. After several pairs have read their dialogues, ask Did you hear different ways to ask and answer personal questions? What phrases did you say or hear?

Apply 

3

• 3 Put students into pairs with a new partner. Ask them to cut out and make the cube on page 171. Read the instructions aloud. Demonstrate the activity. Say Take turns. First, one of you throws the cube. Throw a cube. Say Look at the words on the top and make a question using the words. Read out the words on top of the cube and ask the question. Say Then your partner answers the question. Invite a student to answer. Say Take turns until you have asked all the questions. Tell partners to play the game. Monitor students as they play.

You might also like to encourage your students to respond to personal information with phrases such as:

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That’s interesting. Really? That’s great.

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the game. Say Now we’re going to play the game again. But this time, you can change one word on the cube. Demonstrate with a student. Throw the cube. Say The cube says ‘what / favourite / film’. I can change one word. I’ll change ‘film’ to ‘colour’. Now, I ask ‘What is your favourite colour?’ Prompt your partner to answer the question. Then let your partner throw the cube and ask a question. Ask partners to play the new version of the game until they have both asked all the new questions.

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Extend • Pair students with a different partner to play a new version of

• If time allows, hand out Worksheet F.1.3. Explain that students can use the worksheet to ask and answer personal questions.

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Consolidate

Encourage your students to use a friendly tone and to make eye contact when asking personal questions, and to be sensitive if another student is reluctant to answer a personal question. Tell them that it can be friendlier to give information about yourself before asking other people to answer about themselves. For example:

• Divide the class into groups of six. Prepare six pieces of card for

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each group, with a word or phrase on each: a female name, a male name, a place name, a colour, a sport, a type of food. Give out one of the six cards to each student in a group.

I live in Kyoto. How about you?

Pronunciation  Go to Student’s Book page 162. Use Audio Tracks 133–135.

Syllables and stress  Word stress is important, because stressing the wrong syllables in words can make them difficult to understand. Some students find it easy to spot stresses, and others will take longer to do so. Make students aware of word stress when they are learning new words. First ask them to clap the rhythm of the word to count the number of syllables, then listen to identify the stressed syllable. Point out that the stressed syllable is longer, louder, pronounced more clearly and usually has a higher pitch than the unstressed syllables.

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• Say I’m going to ask a question. If you have a card that gives a sensible answer to the question, stand up. For example, I could ask ‘What’s your favourite colour?’ If your card says ‘Basketball’, do you stand up? (no) Encourage a student with a card saying ‘Yellow’ to stand up and answer the question with a full sentence (My favourite colour is yellow.) The first student to stand up answers the question. A correct answer gets one point for the team. If you have the wrong card, your team loses a point.

• Play the game, asking the following questions in random order: What’s my sister’s/step-mother’s/grandmother’s name? What’s my brother’s/step-father’s/grandfather’s name? Where do you live?/ What’s your favourite colour/sport/food? The first team to get six points wins.



Formative Assessment Can students • ask personal questions? Say Imagine there is a new student in class. You want to find out about them. Ask three questions. • answer personal questions? Ask students to answer these questions: Where do you live? Where is your father from? What’s your favourite sport?

Online Workbook  Speaking Strategy

Speaking Strategy SAMPLE COPY, NOT FOR DISTRIBUTION

71

Grammar 1

GR AMMAR

Objectives

Students will • revise the present tense forms of be and have got. • use be and have got to describe family members. • learn and use adjectives to describe people.

1

Have got

I’m friendly, but my sister isn’t. My grandparents are interested in photography. Is your mum good at sport?

I’ve got two brothers. My aunt hasn’t got any children. Have you got any brothers or sisters?

Listen. You will hear six sentences about Joel’s family. Circle the correct form of the verbs you hear. 032 1. hasn’t got 2. ’m 3. is

Grammar  Present tense of be and

2

have got

Target Vocabulary  annoying, friendly,

031

Be

haven’t got ’s are

4. ’s 5. ’s got 6. isn’t

are ’ve got aren’t

Read. Complete the sentences with the correct form of the verbs in brackets. Hi Petra,

funny, mean, messy, noisy

is (be) a photo of my family. I , ve got (have got) This haven’t got one sister and one brother. We (have not got) any pets, but we are is (be) all interested in animals. My brother (be) really crazy about crocodiles. He ,s got (have got) crocodile posters, is books and DVDs about crocodiles. His hero (be) Steve Irwin.

Academic Language  characters, list Content Vocabulary  animals, crazy, crocodile, zoo

ng

Resources  Online Workbook/Workbook pages 18−19; Tracks 031–034 (Audio CD/Website/CPT); CPT: Grammar 1

ni

aren’t My sister and I (not be) crazy about crocodiles, but is we love big cats. My sister (be) only four years old and she ,s got (have got) a lot of toy lions and tigers. Our house is (be) next to the zoo!

Materials  A photo of your family, or of

ar

a famous family (optional); sheets of paper; pieces of card

ap hi c

Le

Are you How about you? (you / be) interested in animals? Have you got (you / have got) any pets?

lG eo gr

Rita xx

32 GRAMMAR

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Warm Up

• Set the scene Write Describing people on the board. Say Today, we’ll talk about people – real people and people in stories. Describe your own family, or if you prefer, describe another family you know, a famous or a fictional family. If you have a photo show it to the class. Say, for example, This is my family. I’ve got two brothers. I haven’t got any sisters. My brother David is very noisy and talks a lot ... (and so on). How about your family? Encourage students to talk about their own family members.

• Recycle Say We use be and have got to describe family members. Let’s see if we can remember the present simple forms. Write the following table on the board. Ask students to come up and choose the correct word to fill each blank. I

good at English. (am / are / is)

You / We / They He / She / It I / You / We / They He / She / It

72

Unit 1

good at English. (am / are / is) good at English. (am / are / is) a big family. (has got / have got) a big family. (has got / have got)

SAMPLE COPY, NOT FOR DISTRIBUTION

3

LEARN NEW WORDS Listen to learn about Clare’s brothers. Then listen and repeat. 033 034

Be the Expert

My brothers, Charlie and Peter, are very friendly.

Grammar in Depth The verbs be and have are the most common verbs in English. Both are irregular verbs (as are many other common English verbs).

Charlie is messy and noisy.

Be Be + adjective is used in the examples to describe someone’s personality. The adjective can stand alone, as in: Sometimes Peter is a bit mean to Charlie. He thinks Charlie is annoying. But Charlie is really funny.

Work in pairs. Describe your family. Who is messy? Who is friendly? Is anyone a bit mean sometimes?

5

Play a game in groups.

Or, the adjective can be followed by a dependent preposition and noun: My brother is interested in football.

ng

4

My brother is friendly.

Have got

friendly

funny

good (at)

mean

messy

noisy

lG eo gr

This person is very good at singing. This person is really funny.

ni

ap hi c

annoying

Le

2. Work independently. Write a sentence about each character. Begin ‘This person is …’ and use at least one word from the box below.

interested (in)

3. Read each other’s sentences and try to guess the characters.

OWI_F_SE_80310_026-041_U01_PPDF.indd 33

GRAMMAR 33

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Present

Have got can be used instead of have to talk about possession in the present. In informal British English, have got is used more often than have, especially in the negative:

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1. Work together to make a list of families from your favourite books, films and TV programmes.

• Tell students to open their books at pages 32–33. Point out the

at

grammar box at the top of page 32. Say We’re going to listen to sentences describing family members. Play Track 031.

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• Point to the first sentence in the box. Say I’m friendly, but my sister isn’t. Ask Is my sister friendly? (no) On the board, write isn’t = is not. Explain that we use not to make a negative. Say There’s another negative sentence in the box. Which one? (My aunt hasn’t got any children.) On the board, write hasn’t got = has not got. Say Who can make this sentence negative? My grandparents are interested in photography. (My grandparents aren’t interested in photography.) On the board, write aren’t = are not.

She’s got two brothers but she hasn’t got any sisters. NOT She has two brothers but she hasn’t any sisters. Have is usually used in more formal written English.

Teaching Tip Students who feel valued and supported in class are likely to take an active role in the learning process. Create a classroom atmosphere in which students do not need to be anxious about making mistakes. At the beginning of class, explain to students that they’re learning new things and that making mistakes is a natural and expected part of learning. Whenever possible, help and encourage students to correct their own mistakes.

• Write on the board the following: He’s got a brother. Her sister is good at singing. They’ve got a big family. Say Can you make these sentences negative? Talk to a partner. Give pairs time to discuss, then invite pairs to say the sentences.

• Play Track 031 again. Ask students to listen and read along in their books. Ask pairs to take turns reading out each sentence in the box.



SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

73

GR AMMAR

1

Have got

I’m friendly, but my sister isn’t. My grandparents are interested in photography. Is your mum good at sport?

I’ve got two brothers. My aunt hasn’t got any children. Have you got any brothers or sisters?

haven’t got ’s are

4. ’s 5. ’s got 6. isn’t

are? What are they doing? Elicit students’ ideas. Say Let’s find out about the children. Play Track 033 while students listen.

LEARN NEW WORDS Listen to learn about Clare’s brothers. Then listen and repeat. 033 034 My brothers, Charlie and Peter, are very friendly.

Listen. You will hear six sentences about Joel’s family. Circle the correct form of the verbs you hear. 032 1. hasn’t got 2. ’m 3. is

2

3

031

Be

Charlie is messy and noisy.

are ’ve got aren’t

• Ask students to look at the speech bubbles in

Read. Complete the sentences with the correct form of the verbs in brackets.

Activity 3. Say What are the names of the little boys? (Charlie and Peter). Play Track 033 again. Ask students to listen for the children’s names.

Hi Petra, (be) a photo of my family. I ,ve got (have got) This haven’t got one sister and one brother. We (have not got) any pets, but we are is (be) all interested in animals. My brother (be) really crazy about crocodiles. He ,s got (have got) crocodile posters, is books and DVDs about crocodiles. His hero (be) Steve Irwin.

Sometimes Peter is a bit mean to Charlie. He thinks Charlie is annoying. But Charlie is really funny.

is

aren’t My sister and I (not be) crazy about crocodiles, but is we love big cats. My sister (be) only four years old and she ,s got (have got) a lot of toy lions and tigers. Our house is (be) next to the zoo!

4

Work in pairs. Describe your family. Who is messy? Who is friendly? Is anyone a bit mean sometimes?

5

Play a game in groups. 1. Work together to make a list of families from your favourite books, films and TV programmes. 2. Work independently. Write a sentence about each character. Begin ‘This person is …’ and use at least one word from the box below.

Are you How about you? (you / be) interested in animals? Have you got (you / have got) any pets?

annoying

friendly

funny

good (at)

interested (in)

mean

messy

noisy

• Point out the six words in the speech bubbles that are in bold type. Say These are new words. They are all words we can use to describe people. Let’s listen to the words in sentences. Play Track 034. Ask students to repeat each word alone and in a sentence.

Rita xx This person is very good at singing. This person is really funny. 3. Read each other’s sentences and try to guess the characters.

32 GRAMMAR

GRAMMAR 33

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Practise 

1

2/22/17 4:31 PM

2

• 1 Say Now we’re going to listen to Joel talking about

• 4 Put students into pairs. Write the new words on the board: annoying, friendly, funny, mean, messy, noisy. Say Tell your partner about your family. Use the new words on the board and other words you know. When pairs have finished, ask some to share their descriptions with the class.

ng

OWI_F_SE_80310_026-041_U01_PPDF.indd 32

ar

groups of four or five students. Ask students to look at Activity 5. Read the instruction and the first task. Say In your group, make a list of your favourite families from books, films or TV programmes. Make sure you all know who the characters are. Try to list eight to ten characters.

lG eo gr

• Say Now we’ll read a letter from one of the people

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Ask questions such as How many people are in the picture? What animal can you see? What are the people doing? Help with any vocabulary students might need to describe what they can see.

• 5 Say Let’s play a guessing game! Put the class into

ap hi c

• 2 Ask students to look at the picture on page 32.

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his family. Play Track 032 and tell students to listen. Read the instructions and point to the alternative words and phrases in Activity 1. Play the track again and ask students to circle the form of be or have got that they hear in each sentence. Check answers.

at

io na

in the photo. Draw student’s attention to Activity 2. Ask Who is the letter from? Who is it to? (from Rita, to Petra) Point out the blank lines in the letter and the verbs in brackets. Read the instructions aloud. Say First, read the letter quickly to see what it’s about. This is called skimming. Don’t worry about the missing words this time. Give students time to skim the letter. Say So, what do you think the letter is about? Choose several students to give their ideas. (It’s about the animals that the family is interested in.)

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• Say Now read the letter again. This time write the correct form of the verb in the blanks. Work through the first two examples with the students. Remind them to refer to the grammar box at the top of the page if they have difficulty. When students have finished, choose two or three students to each read out part of the completed letter to the class.

Apply 

3

4

Rita’s family. Now we’re going to learn new words that will help you describe different people in a family. Ask students to look at the photos in Activity 3. Say Look at the children in the photos. How old do you think they

Unit 1

needed. When groups have finished their lists, say Now work on your own. Don’t show your group what you are writing. Read the second task. Write This person is … on the board. Tell students that they should write a sentence for each character on their list. They can use their own ideas and the words and phrases in the box.

• When students have finished writing, say Now play the game in your groups. Take turns to read a sentence. Your group tries to guess which character you’re describing. The first group member to guess correctly gets a point. Give groups time to play the game. If time permits, groups could share their lists and a few sentences with the class.

Extend • Ask What other words can we use to describe people? Add students’ suggestions to the list on the board.

5

• 3 LEARN NEW WORDS Say You read a letter describing

74

• Give groups time to write their lists. Monitor as

• Give out two sheets of paper to each student. Say You described characters from stories, films and TV programmes. Now you’re going to invent a character of your own. On one piece of paper, draw a picture of the character. On the other, write a few sentences to describe the character. The character can be a person

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert or an animal. Make your character funny or interesting. Give your character a name. Model the activity by drawing a picture of the character on the board. Then say, for example, Let’s see; I think I’ll call my character Lucky Lucas. He’s very funny. I think he’s noisy, too. He isn’t good at maths. He’s interested in sport, but he isn’t good at playing football. He hasn’t got any brothers or sisters, but he’s got a pet cat. As you speak, write sentences on the board.

Teaching Tip Playing games can be a welcome change of pace from reading and writing activities and other seated work. Bring in movement where possible. For example, ask students to make a circle or stand when it is their turn. Students often relax when playing games and are more willing to participate.

• Give students time to draw their pictures and write their descriptions. Make sure they don’t write anything on the picture. When students have finished, collect their pictures and display them at the front of the classroom. Say Now we’re going to guess which picture belongs to each description. Divide the class into two teams, A and B. Line the teams up. The first student from Team A reads out his/her character description. The first student from Team B tries to guess which picture matches the description. If the student is right, Team B gets a point. Then the same two students reverse roles. Continue until all students have read out their descriptions.

grandparents

funny

pets

sisters

mean

annoying

interested in

aunt

good at

crazy about

mum

io na

sentences. I’ll start. I’m going to hold up one of these cards. Read the verb on your card. Say My card says have not got. I choose a word from the list on the board. I choose grandparents. My sentence is: My grandparents haven’t got any pets. Say Now it’s your turn.

• Ask a student in the circle to go first. Hold up one of the verb cards. Give the student time to choose a word on the board and make a sentence using the verb and the noun or adjective from the board. Continue around the circle until everyone has had a chance to say a sentence. Once a word on the board has been used, erase it from the list. Remind students to use the correct form of the verb. When all the students have had a turn, you could take a vote on the best sentence.

at

ng

messy

• Ask students to sit in a circle. Say Let’s go round the circle, making

N

ni

friendly

lG eo gr

brothers

ap hi c

random order. On four pieces of card write be, not be, have got, haven’t got.

Le

• On the board, write words for family members and adjectives in

giraffe

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Consolidate

Related Word

Formative Assessment Can students • use the correct form of be or have got to describe family members? Ask students to choose the correct word or phrase to complete each sentence. My parents _________ (is/are) interested in animals, but they ________ (hasn’t got/ haven’t got) any pets. I ________ (hasn’t got/’ve got) four brothers. • use the correct form of be or have got to ask questions about family members? Ask students to make questions from the following prompts: your dad/interested in/sport ? your aunt/got/sons ?

Workbook  For additional practice, assign Workbook page 18−19. Online Workbook  Grammar 1

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

75

16 1 BEFORE YOU READ Discuss in pairs.

Reading

Look at the title and the photo. What do you think the reading is about? 17 2 LEARN NEW WORDS Find these words

Objectives

in the reading. Which word is a more general word? Then listen and repeat.

Students will • read about and discuss what families in four different countries eat for breakfast. • understand and use new words from the reading. • interpret photographs.

breakfast

dinner

lunch

035

meal

18 3 WHILE YOU READ Underline the numbers

in the text.

036

Reading Strategy  Make predictions based on visuals

A special Saturday morning breakfast in Turkey

Target Vocabulary  breakfast, dinner,

BRE AKFAST

lunch, meal

Academic Language  caption, (dictionary) entry, prediction

Content Vocabulary  bread, diet, food,

ng

fruit, morning, porridge, sprinkles

Resources  Online Workbook/Workbook

Le

ar

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pages 20–21; Worksheet F.1.4 (Teacher’s Resource CD-ROM/ Website); Tracks 035−036 (Audio CD/ Website/CPT); CPT: Reading; Graphic Organiser: Word Web (optional) (Teacher’s Resource CD-ROM/Website)

Materials  photos of different types

lG eo gr

ap hi c

of food and dishes from different countries around the world

34 READING

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Warm Up

• Build background Say Every person in the world eats food. We all eat to make our bodies work. But food is fun, too. We all like certain foods. What are your favourite foods? Choose several students to tell the class about their favourite foods and dishes. Say What did you eat for dinner yesterday? Can you remember? Help with vocabulary, if necessary. When several students have answered, see if any of them had the same answer. Say, for example, So, three students had (noodles) last night. But only one student had (fish). Do we eat a lot of (noodles) here?

• Say How many of you have visited a different country? Put your hands up. Ask the students with their hands up to name the country they visited. Then ask Did you eat any different foods in that country? Help students to name any unfamiliar foods. Tell students about your own experience, for example, In Spain, I had a dish made with rice called paella. It was delicious. Show the class photos of dishes from around the world, if you have these. Ask the class if they can guess where any of the dishes come from.

76

Unit 1

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2/22/17 4:31 PM

DIFFERENT WAYS TO START THE DAY AROUND THE WORLD What food does your family eat in the morning? What is your favourite breakfast food? Is your meal at breakfast very different from your meal at lunch or dinner? Do you eat the same things as your friends? Different families around the world have got very different diets. Do you know what people have for breakfast in other parts of the world? In Malawi, Emily, aged seven, starts the day at six in the morning. She lives with her grandmother and seven other family members. Her breakfast is porridge made from flour. She also has vegetables and drinks tea.

Be the Expert

Oyku is nine years old. She’s from Turkey. She has brown bread with olives, jam, tomatoes, eggs and a lot of different types of cheese. Nathanaël is six and he lives in France. From Monday to Friday, Nathanaël has fruit, cereal and bread with his grandmother’s homemade jam for breakfast. At the weekends he eats croissants. His favourite food, though, is pancakes (or ‘crêpes’ in French) with hot chocolate. In France, children drink hot chocolate from a bowl.

Reading Strategy Make predictions based on visuals  Visuals from many sources − books, posters, websites, newspapers and magazines – are very useful to get students to predict the content of a reading or listening text. Encourage students to look at the picture and describe what they can see. Ask questions to draw students’ attention to the general content as well as the details. If there is more than one picture, they can compare them and guess what relation they will have to each other in the text.

Viv, from the Netherlands, is five years old. She has bread with sweet sprinkles on top. This is a very popular breakfast in the Netherlands. The Dutch eat 750,000 slices of bread with chocolate sprinkles every day!

IN FOUR COUNTRIES Who eats a special food at the weekend? Who lives with her grandmother? Who is from the Netherlands? In which country do children drink from a bowl? Where is Oyku from?

sentences. nine people in Emily’s family.

six years old. 4. Emily gets up at six in the morning.

3. Nathanaël is

6

Discuss in groups.

750,000 slices of

ap hi c

1. There are

Le

18 5 Work in pairs. Find numbers in the text to complete these

2. Every day, people in the Netherlands eat bread with chocolate sprinkles.

lG eo gr

1. Look at the food in the photo. Do you eat similar food? Do you want to try some of the food in the photo? Which food? 2. What do you think we can learn from the text? 3. What differences do you notice between the people in the text?

OWI_F_SE_80310_026-041_U01_PPDF.indd 35

While reading or listening, students should then be encouraged to check and revise their predictions. When they make predictions, students become active readers, engaged in the task and are more likely to understand and remember what they read.

ni

1. 2. 3. 4. 5.

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AFTER YOU READ Answer the questions.

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4

READING 35

Teaching Tip Students can use pictures to help them remember new vocabulary. Encourage them to draw pictures to remind them of the meanings of the new words they learn. They may enjoy building their own picture dictionary. The drawing process encourages students to check their understanding of a word and identify differences between related words.

2/22/17 4:31 PM

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• Say In different countries around the world people eat different types

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of food. The food that we eat is called our diet. Different parts of the world often have different diets. Ask students to suggest why this might be.

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Before You Read 

1

2

• 1 Ask students to open their books at pages 34−35. Direct their attention to Activity 1. Put students into pairs, then read out the instruction. Invite a student to read aloud the title. Say With a partner, look at the photo and the title. Discuss what you think the reading will be about. When students have finished, review their predictions as a class. Note their ideas on the board. Say We guessed what the reading is about. These are our ideas. They are called predictions. When we read, we’ll see if our predictions were correct.

Reading SAMPLE COPY, NOT FOR DISTRIBUTION

77

17 2 LEARN NEW WORDS Find these words

breakfast

dinner

lunch

035

Different families around the world have got very different diets. Do you know what people have for breakfast in other parts of the world?

meal

18 3 WHILE YOU READ Underline the numbers

in the text.

In Malawi, Emily, aged seven, starts the day at six in the morning. She lives with her grandmother and seven other family members. Her breakfast is porridge made from flour. She also has vegetables and drinks tea.

036

A special Saturday morning breakfast in Turkey

BRE AKFAST

Oyku is nine years old. She’s from Turkey. She has brown bread with olives, jam, tomatoes, eggs and a lot of different types of cheese. Nathanaël is six and he lives in France. From Monday to Friday, Nathanaël has fruit, cereal and bread with his grandmother’s homemade jam for breakfast. At the weekends he eats croissants. His favourite food, though, is pancakes (or ‘crêpes’ in French) with hot chocolate. In France, children drink hot chocolate from a bowl. Viv, from the Netherlands, is five years old. She has bread with sweet sprinkles on top. This is a very popular breakfast in the Netherlands. The Dutch eat 750,000 slices of bread with chocolate sprinkles every day!

IN FOUR COUNTRIES 4

While You Read 

AFTER YOU READ Answer the questions. 1. 2. 3. 4. 5.

Who eats a special food at the weekend? Who lives with her grandmother? Who is from the Netherlands? In which country do children drink from a bowl? Where is Oyku from?

• 3 Say Now we’re going to find out what different

18 5 Work in pairs. Find numbers in the text to complete these

sentences. 1. There are

3. Nathanaël is 4. Emily gets up at 6

families around the world have for breakfast. Listen and read. Play Track 036 and tell students to read along.

nine people in Emily’s family.

2. Every day, people in the Netherlands eat bread with chocolate sprinkles.

750,000 slices of

six years old. six in the morning.

Discuss in groups. 1. Look at the food in the photo. Do you eat similar food? Do you want to try some of the food in the photo? Which food? 2. What do you think we can learn from the text? 3. What differences do you notice between the people in the text?

34 READING

• Say Now listen and read again. This time, look and

READING 35

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listen for numbers. Notice what the numbers refer to. Play Track 036 again while students read and find numbers. Encourage students to write down the numbers they find.

2/22/17 4:31 PM

• Say Look at page 34 again. Don’t read the text yet.

After You Read 

dog

zebra

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elephant

cat

animals

Le

ap hi c

• 5 Put students into pairs with a different partner. Ask them to compare with their partner the list of numbers they wrote down while reading. Make sure students have their books open at page 35 and draw their attention to the sentences in Activity 5. Ask them to read the gapped sentences. Say Don’t look at the reading text again. Can you match one of the numbers you wrote with each sentence? Give pairs time to decide which number might fit each gap. Then say Now, re-read the text and check if you were right. When they have finished, check answers as a class.

• 6 Put students into small groups. Tell the students to read and discuss the activity questions. If students are struggling for ideas, provide some prompts. For each group, ask one member to act as secretary and write a few notes from the discussion for each question.

frog

• Draw a new word web with a different word in the central circle, such as colours. Ask students to suggest colours to write around the outside. Point to the two central circles and say Animals and colours

78

Unit 1

6

answer the questions. If partners disagree on an answer, encourage them to find the paragraph that has the information they need, and read out the part of the text that supports their answer.

lG eo gr

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read the second part of the instruction. Say Which word is a more general word? Let’s see what general means. Here’s a different example. On the board, draw a word web with a central circle. In the central circle, write animals. Say Who can give me an example of an animal? Ask several students to give you an example of an animal, and write each of these around the central word.

5

• 4 Put students into pairs. Ask them to read and

• 2 LEARN NEW WORDS  Read aloud the words in the word box on page 34. Ask students to repeat. Say One of these words is in the title on page 34. Which one? (breakfast) Ask students to find all four words from the box in the reading and discuss what they think they mean. Then play Track 035 and ask students to listen and repeat.

4

ar

Can you tell which country the food comes from? Give students time to find the caption for the photo. That’s right, there is some writing next to the photo. Ask a student to read the caption. Say This is called a caption. It gives more information about the photo.

• Direct students’ attention to Activity 2 again, and

3

ng

What food does your family eat in the morning? What is your favourite breakfast food? Is your meal at breakfast very different from your meal at lunch or dinner? Do you eat the same things as your friends?

ni

Look at the title and the photo. What do you think the reading is about? in the reading. Which word is a more general word? Then listen and repeat.

are general words. The words around the outside are examples. Read out the words in the box again. Ask So, which word is the general word? (meal) Which words are examples of the general word? (breakfast, dinner, lunch)

DIFFERENT WAYS TO START THE DAY AROUND THE WORLD

16 1 BEFORE YOU READ Discuss in pairs.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Discussion prompts 1. Do you want to try some of the food?

imagine the taste of each food – sweet, bitter, salty, delicious, hot or cold

2. What can we learn from the text?

think about the different countries: what is the weather like there, what food grows there?

3. What differences do you notice between the people in the text?

Is breakfast an important meal in this country? How much do people eat for breakfast? How long does it take to make and eat breakfast?

Teaching Tip Encourage students to be active listeners when they have group discussions. From time to time, ask students to pause an activity and repeat what another group member just said. If one of the group is making notes, the other group members can assist them by repeating the main points. Remind students that when they make notes, they do not need to write complete sentences.

Answer Key Comprehension 4

ng

Extend

ar Le

each question. Write some of their ideas on the board next to the discussion prompts. Then tell students to work with a partner to write sentences about the picture and the reading. Say Work with a partner. Write at least four things you learnt about breakfasts in different countries.

1. Nathanaël eats a special food at the weekend. 2. Emily lives with her grandmother. 3. Viv is from the Netherlands. 4. Children drink from a bowl in France. 5. Oyku is from Turkey.

ni

• Ask the group secretaries to share their discussion notes for

ap hi c

• If time allows, hand out Worksheet F.1.4 in class. Students will use the worksheet to practise the new vocabulary and discuss what people eat for different meals.

lG eo gr

Consolidate

• Say Let’s play True or False. Check that students understand true

N

at

io na

and false by saying a few sentences that are obviously true or false. Say Let’s see what you remember about breakfast in other countries. Close your books. I’ll say a sentence. If it’s true, keep your hand down. If it’s false, put your hand up. Say sentences such as the following: Emily’s family in Malawi have porridge and vegetables for breakfast. (true) In Turkey, Oyku eats a lot of different types of fruit for breakfast. (false) In France, children drink tea from a bowl at breakfast time. (false) Dutch people eat a lot of bread with chocolate sprinkles. (true) Invite students to correct the false sentences.

Formative Assessment Can students • talk about what different families eat around the world? Ask students to describe what one of the families in the reading text has for breakfast. • use new words from the reading? Ask What meals do we eat at different times of day? • interpret photographs? Ask students to say two things they learnt from the photo on pages 34−35.

Workbook  For additional practice, assign Workbook pages 20–21. Online Workbook Reading Reading SAMPLE COPY, NOT FOR DISTRIBUTION

79

VIDE

Video Objectives

Students will • discuss how some countries have special days to celebrate their dead family members. • apply the message of the video to their personal lives.

22 1 BEFORE YOU WATCH Discuss in pairs.

Which festivals and holidays do you celebrate together with your family? How do you celebrate them? 2

Academic Language  label Content Vocabulary  celebration, costume, culture, dead, festival, grave, honour, loved ones

Resources  Video scene 1.1 (DVD/ Website/CPT); Online Workbook; CPT: Video

Work in pairs. You’re going to watch Celebrating the Dead. Look at the photo. Why do you think the girls are smiling? Discuss your ideas.

3 WHILE YOU WATCH 24

Answer Key

a book

a guitar

food

flowers

balloons

ar

Comprehension 4

party hats

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drawing materials; large sheets of paper for drawing

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Circle the things you see. Watch scene 1.1.

Materials  world map or globe (optional);

Mexico October 31st–November 2nd food, flowers and gifts They dress up, paint their faces and play music. 5. China 6. They believe the spirits of their loved ones return.

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1. 2. 3. 4.

36 VIDEO

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1

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Before You Watch 

• Write the title of the unit Family Matters on the board.

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Say So far in this unit, we’ve looked at lots of different aspects of family life. What have you learnt about? (famous families, describing family members, what families eat). Say In this lesson we’ll learn about how families celebrate. Who can tell me an example of a celebration – a special day in the year? Write some of the students’ responses on the board.

• 1 Ask students to open their books at pages 36−37. Read the questions in Activity 1 aloud. Put students into pairs to discuss the questions. After pairs have had time to discuss, ask Which celebrations did you talk about? Ask pairs to share their ideas with the class. Note any celebrations that aren’t already on the board. Ask How do you celebrate them? Help students with any vocabulary they need.

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• 2 Say Look at the photo. What do you think the girls are doing? Can you describe the way they are dressed? Do they look happy or sad? Read the caption aloud. Say We’re going to watch a video. Based on what you see in the photo, can you predict what the video is about? Then read Activity 2, and give pairs time to discuss possible answers to the question.

• Read the question again. Say In which countries around the world do people have special celebrations for their dead loved ones? What do you think? Invite pairs to suggest answers. Write their suggestions on the board and help them locate some of the countries on a world map or globe, if available.

While You Watch 

3

• Say Now we’re going to watch Celebrating the Dead. Direct students’ attention to Activity 3. Read the

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert 4

Teaching Tip

AFTER YOU WATCH Work in pairs to answer the questions.

It’s often better to allocate partners than to let students choose their own, especially when students are new to a class. Sometimes you may wish to put a more able student with a less confident student to help him or her. Listen to partners as they work together, and help them treat each other with respect. Keep pairwork interesting by asking students to change partners once or twice during lessons.

1. Where do people celebrate ‘Día de los Muertos’, or Day of the Dead? 2. When is this festival? 3. What things do people take to their family members’ graves on the Day of the Dead? 4. Name three other ways in which people celebrate this day. 5. In which country do people celebrate Tomb Sweeping Day or ‘Qingming’?

YOU DECIDE Choose an activity.

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Work in groups. Find out more about what people eat during the Day of the Dead celebrations. Make a list.

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Work in pairs. What do you think about these kinds of celebrations? Why do you think some cultures have them? What do you do in your family or in your culture to remember your loved ones?

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Two sisters celebrating Day of the Dead in San Miguel de Allende, Mexico

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6. What do families in Japan believe about the festival of ‘Obon’?

1. Work independently. Design a costume for a Day of the Dead celebration. Draw a picture of the costume and label it. Explain what the different parts of the costume mean and why you chose them.

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2. Work in pairs. Choose one of the festivals below and find out more about it. Write a short paragraph about it. • Chuseok • Gai Jatra • Diwali

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instruction, then choose a student to read aloud the items in the box. Check the meaning of each word as a class.

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• Say While you watch, circle all the things you see. Play

Video scene 1.1. Tell students to work independently.

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Check answers as a class.

• Say Now we’re going to watch the video again. Point to the countries listed on the board. Say Let’s see which countries the video names. Play the video again.

• If students have trouble following the video, pause it and allow them to ask questions.

After You Watch 

4

5

6

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• 4 Put students into pairs. Tell them to work together and use information from the video to answer the questions. Check answers as a class.

Can students • discuss how some cultures celebrate their dead family members? Formative Assessment Askstudents What do some cultures do when they Can hold a celebration the dead? • TT_Bullet TT_Bulletfor TT_Bullet TT_Bullet TT_Bullet TT_noBULtext TT_noBULtext TT_noBULtext

3. Work in groups. Invent your own festival to honour the dead. Decide when it will be and what people should do during the festival. Describe your festival to the class.

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Formative Assessment

Online Workbook Video TT_noBULtext

VIDEO 37

2/22/17 4:32 PM

• 5 Read aloud the instructions and the discussion questions. Ask pairs to discuss the questions. Then invite pairs to share their answers with the class.

• 6 Put the students into small groups. Ask What do you eat when you celebrate a special day? Invite students to give their ideas. Read the instructions and give students time to research and write their list. Share answers as a class.

• 7 you decide  Ask students to choose an activity. If students choose the first activity, make sure they think about the different parts of the costume.

• Put students who choose the second option into pairs. Say You need to choose one of the festivals. If you can, find some information online about each one.

• Put students who choose the third option into small groups. Tell them to brainstorm ideas in their group first and to make sure that every student is involved.

Video SAMPLE COPY, NOT FOR DISTRIBUTION

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Grammar 2

GR AMMAR

037

Countable and uncountable nouns

Objective

Students will • use countable and uncountable nouns with There is or There are to talk about food.

Countable nouns

Uncountable nouns

Are there any biscuits in the cupboard?

Is there any water in the bottle?

Yes, there are. There are some chocolate biscuits, but there aren’t any ginger biscuits.

Yes, there is. And there’s some juice in the fridge.

Is there a banana in your bag?

No, there isn’t. There isn’t any bread, but there’s some rice.

No, there isn’t. But there is an apple.

Is there any bread at the shop?

Grammar  Countable and uncountable nouns

1

Academic Language  countable, noun,

Listen to the conversation. Write C for countable and U for uncountable next to each word. 038

uncountable

Content Vocabulary  beefburger,

C

kebab

C

beefburger

U

lettuce

C

tomato

U

juice

U

water

C

banana

U

honey

biscuit, honey, kebab, lettuce

Resources  Online Workbook/Workbook

2

pages 22–23; Worksheet F.1.5 (Teacher’s Resource CD-ROM/ Website); Tracks 037−038 (Audio CD/ Website/CPT); CPT: Grammar 2

Work in pairs. Circle the correct words. Then write some or any. Today is my sister’s tenth birthday and my

some some

is / are

Materials  large sheets of paper for

any

drawing, felt tip pens

cheese sandwiches and there crisps. There isn’t / aren’t

sweets because my sister doesn’t like

some

sweets, but there is / are

biscuits and

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is / are

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whole family is here for her birthday meal. There

there is / are a big chocolate cake. There is / are also

There isn’t / aren’t

some some

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strawberries.

juice, but there

coffee in a large pot and there water.

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is / are

any

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some

grapes and there is / are is / are

some

fruit – there is / are

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some

Work in pairs. Take turns choosing a card. Ask and answer questions using the words on the card with Is there / Are there.

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Is there any water in the bottle?

Go to page 173.

Yes, there is.

38 GRAMMAR

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Warm Up

• Activate prior knowledge Write There is and There are

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on the board. Say We use these phrases to talk about things that are around us. For example, there are 20 students in our class today. There is one teacher – me! Ask some students to make sentences with There is and there are. Ask How do we make those sentences negative? Add to the board There isn’t and There aren’t.

Present • Ask students to open their books at page 38. Say We’re going to find out how to use There is and There are to talk about food. Ask students to look at the sentences in the grammar box. Say Some of the food and drink words are countable. Some of them are uncountable. Can anyone say what the difference is? (Countable nouns are things you can count; uncountable nouns are things you can’t count.)

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• Play Track 037 while students read along silently. Ask What’s the first countable noun in the box? (biscuits) What’s the first uncountable noun in the box? (water)

• Write the following on the board: Countable Uncountable biscuits water ________ ________ ________ ________ ________ ________

Encourage students to find the other countable and uncountable nouns in the box. Write the words in the correct column on the board.

• Say We use There is with a singular noun – when there is only one of something. We use There are with a plural noun – when there is more than one. Ask students to find examples of singular and plural sentences in the first column of the grammar box.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Ask Now look at the sentences with uncountable nouns. Do they use There is or There are? (There is). Say You always use a singular verb when you talk about an uncountable noun.

Grammar in Depth A countable noun is the name of a separate item that can be counted. It is usually a concrete noun (something you can experience through one or more of the five senses: sight, hearing, touch, smell, taste).

• Play Track 037 again. Then ask students to take turns asking and answering with a partner.

Practise 

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• 1 Read the Activity 1 instructions and items aloud. Check

An uncountable noun is the name of something such as a liquid, powder or gas, a material or an abstract idea that we do not see as separate items and therefore cannot be counted. We cannot use numbers or a/an with uncountable nouns, and they cannot be made plural.

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understanding of the words. Explain that some of the nouns are countable and others are uncountable. Say We’re going to listen to two people talking about food and drink for a barbecue. Listen for the words in the activity. Play Track 038 while students listen and follow. Then say Now listen again, and work on your own to complete the activity. Play Track 038 again. When students have completed the activity, check answers as a class. Discuss any incorrect responses students may have and why they are incorrect.

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Apply 

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• 2 Put students into pairs. Ask them to look at the photo in Activity 2. Say What kind of celebration do you think this is? (a birthday) Ask students to read and complete the activity with their partners. When they have finished, invite a pair to read the completed text.

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• 3 Put students into pairs with a new partner. Ask them to cut out

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the cards from page 173. Read the instructions and ask a pair to read the speech bubbles. Then model the activity. Say I’ll choose a card: box – potatoes. I ask ‘Are there any potatoes in the box?’ Invite a student to reply. (Yes, there are.) Students take turns to ask and answer questions.

Extend

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• Put students into small groups. Give out a sheet of drawing paper

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and some felt tip pens to each group. Say Let’s plan the food and drink for a family celebration. First, decide on a celebration. Then, each person in your group should draw a food or drink item, and tell the group about it. Use There is or There are to begin your sentences. Ask each group to tell the class which celebration they chose.

• If time allows, hand out Worksheet F.1.5 to give students more practice with countable and uncountable nouns.

Consolidate

I’d like a tea, please. (countable, meaning a cup of tea) Do you like tea? (uncountable, meaning the drink in general) I’ll get two pizzas for dinner. (countable, meaning two separate whole items) Would you like some pizza? (uncountable, meaning an unknown quantity) We can quantify an uncountable noun by adding a countable noun such as a piece/item/bit of before the noun: bread (uncountable) – a piece/slice/loaf of bread (countable) news (uncountable) – a piece/item of news (countable)

Formative Assessment Can students • use countable and uncountable nouns to ask and answer about food and drink? Ask students to complete the following dialogue with the correct form of there is/ there are: ________ any juice in the glass?

• Keep the students in the same groups as for the Extend activity. Say We planned the food and drink for a celebration. Now let’s play a game. Can you guess what food or drink the other groups have chosen? Ask questions beginning with Is there or Are there. Ask each group in turn to choose another group and ask them a question about the picture they drew, for example, Are there any biscuits in your picture? If the answer is Yes, there are, the group asking the question gets a point. Continue the game until each group member has asked at least one question.



Usually it is not difficult to decide if a noun is countable or uncountable. However, some nouns can be countable or uncountable depending on their exact meaning. A good dictionary will help to check this. Some examples are:

Yes, _________. But ________ any bananas? No, __________.

Workbook  For additional practice, assign Workbook pages 22–23. Online Workbook  Grammar 2

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2

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Writing

WRITING We use joining words, such as and and but, to connect information in a sentence. We use and to connect two similar pieces of information.

Objectives

She’s got long hair and blue eyes.

Students will • understand how joining words are used to connect and contrast information. • use and to connect similar pieces of information. • use but to connect different pieces of information. • analyse a model paragraph to see how the writer connects and contrasts information. • write a description of a family member.

We use but to contrast two different pieces of information. My brother is very friendly, but my sister is quite mean. 1

Read the model. How does the writer connect and contrast information? Underline the sentences with and and but. My Grandfather I’ve got one grandfather – my grandfather Miguel. Grandfather Miguel is from Mexico, but now he lives with us in Spain. He’s 72 years old, but he’s very fit and active. He’s got short grey hair and brown eyes. He’s quite tall and he’s got a very loud voice. He’s really funny and friendly. All my friends like him. His favourite meal is breakfast, and he loves the Mexican dish ‘huevos rancheros’ – eggs with tomatoes and chilli. He’s very interested in music and he’s got three guitars. He enjoys playing them, but he isn’t very good at it!

Writing  Personal description Academic Language  connect, contrast,

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different, similar

Content Vocabulary  appearance,

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interests, personality

Resources  Online Workbook/Workbook

Work in pairs. What information does the writer include about his grandfather? Tick the information that is in the paragraph. ✓

his name

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his appearance

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page 24; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing; Graphic Organiser: Word Web (Teacher’s Resource CD-ROM/Website)

3

✓

his personality his friends

his favourite animals

✓

his interests

Write. Describe a member of your family. Remember to use and and but to connect and contrast information. WRITING 39

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Warm Up

• Recycle  Remind students of the language they used

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to describe different family members. Say What kind of words did we use to describe people? (adjectives) Ask students to recall some of the adjectives they used to describe their family members and list these on the board.

• Write the following pairs of sentences on the board: I’m friendly. My sister is friendly, too. My brother is interested in photography. I think it’s boring. My cousin is friendly. He’s often very funny. My father likes sport. He isn’t very good at football!

• Say Look at these pairs of sentences. They give information about people. Sometimes the pairs of

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sentences describe how things are the same, or similar. Sometimes they describe how things are different. Ask a student to read out the first pair of sentences. Say Are these similar, or different? (similar) Do the same with the other pairs of sentences.

Present • Say We’re going to see how we can make two sentences like these pairs into one sentence. To do this, we use joining words. We’re going to look at which joining words we use to join similar pieces of information and different pieces of information.

• Tell students to open their books at page 39. Ask them to read silently through the information in the green box at the top of the page. Write the example sentences on the board: She’s got long hair and blue eyes. My brother is very friendly, but my sister is quite mean.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Invite a student to read out the two sentences. Ask Which sentence has two pieces of similar information? (the first one) Which joining word do we use? (and) Ask Which sentence has two pieces of different information? (the second one) Which joining word do we use? (but) Write similar and different after the relevant sentences on the board, and underline and and but.

Writing Support Conjunctions of contrast  The most usual way of expressing a difference between ideas in two clauses of a sentence is by using the joining word, or conjunction, but. In a sentence like this, but always comes at the beginning of the second clause; it never begins the sentence. We say:

• Read out the second sentence in the box. Say We use and to connect two similar pieces of information. Connect means join. Write connect on the board after the first sentence. Read out the fourth sentence in the box. Say We use but to contrast two different pieces of information. Contrast means join two pieces of information that are different. Write contrast on the board after the second sentence.

My older sister is really friendly, but my younger sister is mean. His aunt is good at singing, but his uncle isn’t interested in music.

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• Go back to the pairs of sentences you wrote on the board during

NOT

the Warm Up. Say Which joining word will we use to connect each of the pairs? (and, but, and, but) Ask students to say the combined sentences.

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• 1 Say Now we’re going to look at an example of a paragraph

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Read the Model 

But my older sister is really friendly, my younger sister is mean.

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with connecting and contrasting information. First, let’s look at the photo and the title. Who is described in the paragraph? (the writer’s grandfather) Say Without reading the paragraph, can you predict some words that might be used to describe the man in the photo? Let several students give their ideas, and write them on the board.

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• Invite several students to each read a part of the paragraph

My little brother is noisy but funny.

Teaching Tip When students are writing a description of a person, remind them to think of both similarities and differences, and to focus on a person’s positive traits as well as any negative ones. Remind students of the vocabulary and grammar they should use in each writing assignment. Model example sentences before the students begin to write.

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aloud. Ask students if there are any words they don’t understand. Encourage them to work out what the words might mean from context. Ask a few comprehension questions, such as: What is the grandfather’s name? (Miguel) What does he look like? (He’s tall. He‘s got short grey hair and brown eyes.) What does he like eating for breakfast? (huevos rancheros) Point to the list of adjectives on the board and ask Did we predict any of the words correctly?

In the following sentence, the conjunction joins two pieces of information, in this case, two contrasting adjectives:

• Read the instruction aloud. Say Look for sentences that connect

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and contrast information. Which joining words are we looking for? (and and but) Ask students to read the paragraph again on their own and underline the sentences that contain and or but. Ask students to read out each sentence that they have underlined, and say whether the information in the sentence is similar or different.

• 2 Put students into pairs. Read the instruction aloud and ask a student to read out the items. Explain personality and appearance. Say When we talk about personality, we say what someone is like. Is the person a happy person? Are they friendly or funny? Do they like helping other people? When we talk about appearance, we say what someone looks like. Are they tall or short? What colour is their hair? What kind of clothes do they wear? Ask pairs to read the text again and complete the activity together.

Workbook  For scaffolded Writing support, assign Workbook page 24. Online Workbook Writing

Writing SAMPLE COPY, NOT FOR DISTRIBUTION

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• If you have time in class, allow students to work on this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook page 24 for writing support.

WRITING We use joining words, such as and and but, to connect information in a sentence. We use and to connect two similar pieces of information. She’s got long hair and blue eyes.

We use but to contrast two different pieces of information.

• Worksheets If your students need a reminder of any of

My brother is very friendly, but my sister is quite mean. 1

the steps of process writing, you may want to hand out the Process Writing Worksheet and review it together.

Read the model. How does the writer connect and contrast information? Underline the sentences with and and but. My Grandfather I’ve got one grandfather – my grandfather Miguel. Grandfather Miguel is from Mexico, but now he lives with us in Spain. He’s 72 years old, but he’s very fit and active. He’s got short grey hair and brown eyes. He’s quite tall and he’s got a very loud voice. He’s really funny and friendly. All my friends like him. His favourite meal is breakfast, and he loves the Mexican dish ‘huevos rancheros’ – eggs with tomatoes and chilli. He’s very interested in music and he’s got three guitars. He enjoys playing them, but he isn’t very good at it!

• Workbook  Refer students to Workbook page 24 to help them organise and plan their writing.

Write • After students have completed their pre-writing, tell

✓

his appearance

✓

his personality his friends

• After students have finished their first drafts, tell them

his favourite animals

✓

to review their writing and think about their ideas and organisation. Ask each student to consider the following: Have I described my family member well? Have I included the most interesting information about him or her? Have I used and and but to connect and contrast information? What is good? What needs more work?

his interests

Write. Describe a member of your family. Remember to use and and but to connect and contrast information. WRITING 39

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Plan 

2/22/17 4:33 PM

3

• 3 Read Activity 3 aloud. Say Now you’re going to

Edit and Proofread

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plan your writing. You already know your topic – a description of a member of your family. Your next step is pre-writing.

• Ask students to use a word web graphic organiser

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to list their ideas about the person they are going to write about. Hand out copies of the Graphic Organiser or draw one on the board for students to copy. Remind students of the items in Activity 2. Say Who are you going to write about? Write their name in the central circle. Then write the types of information from Activity 2 in the outer circles. The graphic organiser will help you plan your writing.

• Encourage students to consider elements of style, such as sentence variety, parallelism and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalisation and spelling.

Publish • Publishing includes handing in pieces of writing to the teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet.

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his name

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✓

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Revise

Work in pairs. What information does the writer include about his grandfather? Tick the information that is in the paragraph.

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them to work on their first drafts. If you haven’t got enough time in class, assign the first drafts as homework.

Writing Assessment Use these guidelines to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the table. 4 = Excellent 3 = Good 2 = Needs improvement 1 = Re-do

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Unit 1

1 Writing  Student includes appropriate connecting and contrasting ideas using and and but correctly to join pieces of information. Grammar  Student uses be and have got correctly to describe a person. Vocabulary  Student uses a variety of word choices, including words learnt in this unit.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

3

4

Mission Objective

Students will • discuss how we can discover what things are important to our lives and those of our family members.

Discover Your Values

‘The things you value in life stem from the very beginning.’

Content Vocabulary  values, stem Resources  Video scene 1.2 (DVD/

Max Lowe National Geographic Explorer, Photographer and Writer

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Website/CPT); Worksheet F.1.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

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Be the Expert

2. Max Lowe is from a family of climbers. He is a photographer and writer. Max travels around the world and takes

40 MISSION

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Encourage students to participate actively in discussion activities. Consider asking one student or a pair of students to lead a class discussion. Giving students responsibility in the classroom increases self-confidence and motivation, and develops their leadership skills.

3. What things are important to your family? Are they important to you? How?

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Mission

photos of beautiful places. How is his career connected to his family?

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1. Watch scene 1.2.

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Teaching Tip

• Read aloud the mission Discover Your Values. Say

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Values are the things that we believe to be important in our life. Your values can change the way you live. For example, some people believe that it is wrong to kill animals, and so they become vegetarian. Ask Who can think of other examples of values? Invite several students to share their ideas.

• Tell students to open their books at page 40 and look at the photo and quote from Max Lowe. Ask a student to read the quote aloud. Explain that in this sentence stem means the same as come. Ask What do you think Max means by ‘The things you value in life stem from the very beginning’? (The most important things in life are with you from the start of your life.) Say Do you agree with Max? Why or why not? Ask students to say whether they agree or disagree. Ask them to give examples from their own lives.

Online Workbook  Meet the Explorer 2/22/17 4:33 PM

• Activity 1 Say Now let’s watch a video about Max

Lowe. Play Video scene 1.2. Ask students to focus on where Max is and who he is climbing with.

• Activity 2  Put students into pairs. Ask partners to discuss the job that Max does. He is described as an explorer, photographer and writer. Ask What kind of skills do you think he would need to have? Would you like to travel a lot, as Max does? Then tell students to think about the video and the information they learnt earlier in the unit, and discuss how Max’s career is connected to his family.

• Activity 3 Say Now you’re going to think about values – your values and your family’s values. Read the questions. Ask students to work individually to write responses to the questions.

• Worksheet  Hand out Worksheet F.1.6. Explain that students will use the worksheet to further discuss family interests.

Mission SAMPLE COPY, NOT FOR DISTRIBUTION

87

Make an Impact

Project

YOU DECIDE Choose a project.

Objective

Students will • choose and complete a project related to their families.

1 Draw a family tree. • Find out about four generations of a family. • Draw a family tree to show how they are all in the same family. • Write sentences about the people in the family tree. Describe the different relationships.

Academic Language  album, poster, record

Content Vocabulary  family tree, relationships

2 Make a poster about your family’s breakfast.

Resources  Assessment: Unit 1 Quiz;

• Keep a record of everything your family eats for breakfast.

Workbook pages 25 and 104; Worksheet F.1.7; (Teacher’s Resource CD-ROM/ Website); CPT: Make an Impact and Review Games

• Design a poster with pictures and facts about the food. • Display your poster in the classroom. Answer your classmates’ questions about the information on the poster.

Materials  book with large, blank pages

3 Make a class family album.

to make a class album, or large, strong paper to make an album

• Write a few sentences about each photo.

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• Bring in some of your favourite family photos.

Go to page 280.

Unit Review  Assign Worksheet F.1.7. Workbook  Assign pages 25 and 104. Online Workbook Now I can

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Assessment 

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• Stick the photos and sentences in a book to create a class family album.

PROJECT 41

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Prepare

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• you decide  Ask students to choose a project. • Activity 1  Ask students to find examples of family

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trees and examine how they are drawn. They can do this by searching on the Internet or finding books or other sources on the subject.

• Ask students to do research on their own families, or other families they know, by talking to other family members and asking questions. Remind them to find out about four different generations.

• Activity 2  Tell students to keep a record of everything their family eats for breakfast. They can do this once, or every day for a few days, depending on how much time is available. Ask them to research some interesting and unusual facts about the foods they have recorded to add to their posters.

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Unit 1 Project SAMPLE

2/22/17 4:33 PM

• Activity 3  Explain that an album is a special book with blank pages where you stick photographs, pictures and other important things that you want to keep. Encourage the students who are making the class album to plan it together, and discuss what kind of information they want to include in the sentences they are writing.

Share • Schedule time for students to present their family tree, poster or album to the class. Allow time for the students to ask questions about their classmates’ work.

• Modify  For Activity 2, ask students to keep a record of everything their family eats in a whole day. Ask them to research different food groups and assign the foods they have recorded to the different groups on their poster. Is it a healthy diet?

COPY, NOT FOR DISTRIBUTION

STUDENT’S BOOK AUDIO SCRIPT

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Track 036 3   WHILE YOU READ  See Student’s Book pages 34–35. Track 037 grammar  See Student’s Book page 38. Track 038 1   S1: Hey, it’s a beautiful day. Let’s have a family barbecue. S2: Great idea! Are there any kebabs in the fridge? S1: Yes, there are. We’ve got some kebabs, and we’ve got some beefburgers. S2: That’s good. Is there any lettuce? S1: No, there isn’t. There isn’t any lettuce, and there aren’t any tomatoes. S2: No lettuce, no tomatoes. How about juice? Is there any juice in the fridge? S1: Yes there is. There’s some juice and there’s some water. S2: OK. Can you check the fruit bowl for me? Are there any bananas? Bananas with honey are great on the barbecue. S1: Yes, there are some bananas. But there isn’t any honey in the cupboard. S2: OK. I’d better go to the supermarket!

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Track 028 5 LEARN NEW WORDS  enjoy / People enjoy seeing animals in the wild. famous / They are famous for their zoo. good at / Crocodiles are very good at swimming. interested in / Bindi and Robert Irwin are interested in animals.

Track 035 2 LEARN NEW WORDS  breakfast / We have breakfast at seven o’clock in the morning. dinner / Dinner is in the evening. lunch / Many children around the world have lunch at school. meal / My favourite meal is rice with beans.

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Track 027 5   The Irwin Family are a very famous family in Australia. Lyn and Bob Irwin opened Australia Zoo in 1970. Their son, Steve Irwin, was very good at working with crocodiles. He was famous for his TV show The Crocodile Hunter. Many people around the world enjoyed watching it. Steve died in 2006, but now his children, Bindi and Robert, also work with the zoo. They are very interested in conservation and make TV programmes about animals.

Track 034 3   LEARN NEW WORDS  annoying / My sister is very annoying because she’s always in my room. friendly / He’s a very friendly, kind man. funny / My brother tells a lot of jokes, but they aren’t very funny. mean / She’s quite mean and thinks only about herself. noisy / He listens to loud music all the time and is very noisy. messy / They are very messy and don’t tidy up.

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Track 026 2 LEARN NEW WORDS  be married to / My mother is married to my father. child / She has got three children. daughter / Her daughter is five years old. die / My dog died last year. generation / There are three generations of climbers in our family. granddaughter / She is my teacher’s granddaughter. grandson / He is the grandson of a famous explorer. husband / My husband makes films about the sea. son / My three sons are called Igor, Boris and Piotr. step-father / When my father died, my mother married Jim. Jim is my step-father. take care of / She takes care of her little sisters. wife / My wife is from Egypt.

Track 033 3  I have two little brothers. Their names are Charlie and Peter. They’re both really friendly. Charlie is two years old. He’s really messy and noisy. He plays music in the kitchen every day. Peter is five years old. He’s sometimes a bit mean to Charlie because he thinks Charlie is annoying. But the truth is, Charlie is really funny!

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Track 025 1 Listen and read.  See Student’s Book pages 28–29.

Track 029 Speaking Strategy  See Student’s Book page 31.

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Track 030 1   S1: Hi, Chau. Can I ask you some questions for my geography project? S2: Sure. No problem. S1: OK, first of all. Where do you live? S2: I live in Hanoi, Vietnam. S1: Hanoi. Uh huh. And, where are your parents from? S2: My dad’s from Vietnam and my mum’s from the USA. S1: Vietnam and the USA. OK. And what are your parents’ names? S2: My dad’s name is Danh, and my mum’s name is Cindy. S1: OK, great. And finally, what’s your favourite animal? S2: My favourite animal? I don’t know. Um, I think my favourite animal is a lion. S1: A lion. OK. Thanks very much. Track 031 grammar  See Student’s Book page 32.

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Track 032 1   1. I haven’t got any brothers or sisters. 2. I’m an only child. 3. My parents are from Brazil. 4. My mum’s interested in music and dancing. 5. She’s got two sisters, Alicia and Silvia. 6. They also enjoy dancing, but they aren’t very good at it!



SAMPLE COPY, NOT FOR DISTRIBUTIONAudio Script

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Unit 2

In This Unit Theme  This unit is about unusual schools.

Content Objectives

Students will • describe their schools and daily routines. • read about and discuss unusual schools around the world. • read about and discuss hard work and success.

Language Objectives

Students will • talk about how schools are different in other countries. • talk about likes and dislikes. • use present simple to talk about routines, habits and permanent states. • use adverbs of frequency to say how often something happens. • write about daily routines.

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A Different Education

Speaking Strategy  Talking about likes and dislikes

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Grammar 1  Use the present simple to talk about routines, habits and permanent states Grammar 2  Use adverbs of frequency to say how often you do something

Reading  Growth Mindset

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Reading Strategy  Identify the main idea

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Video  Scene 2.1: Education Around the World; Scene 2.2: Meet Amy and Dave Freeman

Writing  Description of a day in your life National Geographic Mission  Believe in Yourself

Project • Design a school • Video interview • School guide

Pronunciation  The third person -s and -es endings

Pacing Guides   F.2.1, F.2.2, F.2.3

Unit 2

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42

Grammar

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‘It’s a big world. We still have a lot to learn and share.’ Amy Freeman

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pages 44–45  camera, classmate, homework, instructions, language, laptop, lesson, library, practise, screen page 46  different, difficult, easy, same page 49  at the weekend, every day, on weekdays, once a week, twice a week page 50  fail, hard-working, improve, succeed Vocabulary Strategy  Antonyms

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Vocabulary

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Introduce the Unit • Activate prior knowledge Say Today we’re talking about schools around the world. Ask How can we describe our school? Encourage students to suggest adjectives that describe the school. Say Is our school different from other schools in any way? Ask students to take turns suggesting ways that the school is unusual.

• TO START  Tell students to open their books at pages 42−43. Point out the unit title A Different Education. Explain that education is a word for all the things we learn in schools and colleges. Read the quote by Amy Freeman aloud. Say Amy Freeman is an adventurer who travels round the world. She is also an educator. What is another word for educator? (teacher) Ask students if they agree with Amy.

• Tell students to look at the photo. How many adults are in the photo? (two) What do you think they are doing? Ask a student to read Question 1. Ask Who can suggest another word that means the same as unusual? Confirm that unusual is similar in meaning to different. Ask students to suggest ways in which the school in the photo is unusual. Confirm that the school is unusual because it is on a boat.

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Unit Opener Objectives

Students will • describe and discuss an unusual school in a photo. • discuss their idea of a perfect school.

Resources  Worksheet F.2.1 (Teacher’s Resource CD ROM/Website); CPT: Unit Opener

Materials  globe or map of the world

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Children in a boat classroom, Bangladesh

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Be the Expert

TO START

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About the Photo

1. Look at the photo. What is unusual about this school?

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2. Do you want to visit this school? Explain why or why not. 3. Imagine your perfect classroom. Where is it? Is it outside or inside? What does it look like? How many students are there?

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• Ask questions such as the following to encourage further

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discussion: How are the children dressed for school? (bright, colourful clothes) What do you think the children are learning? Why? Why do you think the school is on a boat?

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• Share with students the information in About the Photo. If you have a globe or world map, encourage the students to find Bangladesh. Ask a student to read aloud Question 2 and elicit responses.

• Read aloud Question 3 and discuss. Say Your perfect classroom can be anywhere in the world. Where would you like it to be? Some students like being in small classes, with just a few students. Others prefer a large class. What do you think? Encourage a class discussion. Ask students to give the reasons for their choices.

The photo shows children sitting round a circular table during a class on board a wooden boat. The non-profit organisation Shidhulai Swanirvar Sangstha developed these floating schools to bring schools to the students during flooding. The boat first acts as a school bus, stopping by the riverside at various points to pick up the students. Then it docks and classes begin. Each boat can take about 30 students and has solar panels that power equipment such as internet-linked laptops and printers, and also provides lighting for evening classes for students who work during the day. The boats also have libraries and other resources. They also have high ceilings and waterproof roofs that can withstand heavy monsoon rains. Viewed from the riverbank, members of the community see the school as a ‘river turtle’.

Teaching Tip When introducing students to a new unit, help them make connections between the new content and the content they’ve learnt in previous units. For example, ask what words from past units might be used to describe the photo in the unit opener. Encourage students to use grammar structures they’ve learnt in previous units to describe what they see.

Extend

Related Words

• Hand out Worksheet F.2.1. Put students into pairs. Explain that

boat, floating, flood, teacher

partners will be discussing/writing about what they do at school.



SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener

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1

Vocabulary

What do you know about schools in other countries? Discuss. Then listen and read. 039

Objectives

Students will • use vocabulary related to schools. • use new vocabulary to read about and discuss schools in three different countries.

Target Vocabulary  camera, classmate, homework, instructions, language, laptop, lesson, library, practise, screen

Content Vocabulary  camp, float, nomadic, problem, robot

Resources  Worksheet F.2.2 (Teacher’s

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Resource CD-ROM/Website); Tracks 039–040 (Audio CD/Website/ CPT); CPT: Vocabulary

44 VOCABULARY

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Warm Up

• Predict  Remind students that they learnt about an

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unusual school that was on a boat. Say There is a special reason why the schools are on boats. What is the problem? (because there is sometimes a lot of rain in Bangladesh; there is flooding) Draw a twocolumn table on the board. Write problem at the top of the first column and solution at the top of the second. Say A problem is when something is difficult. A solution is a good idea that helps to solve the problem. Write flooding in the first column and floating schools in the second. Say What are some other problems that schools could have in different countries? Write students’ suggestions in the first column, and then elicit ideas for solutions to add to the second column.

• Tell students to open their books at pages 44−45. Say Look at the photo. The boy in the photo is learning. Read the caption to find out where the boy lives. Ask What is the weather like? What do you notice about the

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homes? Do any of the problems and solutions we wrote on the board apply here?

Present 

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2

• 1 Make sure that students have their books open at pages 44−45. Read aloud the question in Activity 1. Say We’ve already learnt about floating schools in Bangladesh. What other types of schools do you think there are? Name the countries where we might find them. Invite a few students to respond.

• Say Let’s find out about schools in three different places. Listen and find out how each type of school is unusual. Play Track 039 and tell students to listen and read. Ask What is unusual about the schools in these three places? (In Western Siberia the schools and teachers travel around with the people; in South Korea children have robot English teachers; in Bangladesh there are schools on boats.)

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The Nenets people are from Western Siberia. Some Nenets live in towns and villages, but many are nomadic. Nomadic people move from place to place. Nomadic Nenets follow their reindeer herds and travel around Siberia all year. They live in camps. Some Nenets children travel with their families and learn at a special nomadic school. Teachers travel with the families and the classrooms are in the camps. Some lessons are the same as lessons at normal schools, but in other lessons the children also learn about Nenets traditions and skills.

Be the Expert Our World in Context The Nenets are an ancient people descended from inhabitants of northwest Siberia. Traditionally, they are reindeer herders. The reindeer provide the Nenets with meat for food, skins for making clothes, shoes and tents, and horn for making different implements. Many Nenets families still move with the seasons, following their reindeer as they migrate from the northern forests to the treeless tundra far above the Arctic Circle.

What’s your classroom like? Do you get your homework from a robot? Do you travel with your classmates to a different place every week? Do you learn on the land or on the water?

The nomadic schools follow the same migration routes, making education possible for the children of the herders. The schools began in the 1920s, and are currently undergoing modernisation, introducing information and communication technologies to help improve the quality of education for these children. The nomadic schools aim to provide education while adapting traditional ways of living to the modern day.

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At an elementary school in South Korea, children have got a new English language teacher. It’s a robot. A teacher in Australia looks into a camera and speaks. In their classroom in South Korea, the children hear the teacher’s voice and see her face on the robot’s screen. They follow her instructions and practise their English.

In Bangladesh, it is often difficult for children to get to school because there are problems with heavy rain. But thousands of students now have their lessons at ‘floating schools’. It is easy for these students to go to school even in bad weather because ‘floating schools’ are on boats. There are also floating libraries, with a lot of books and laptops.

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A Nenets boy studying outside his winter camp in Western Siberia

LEARN NEW WORDS Listen and repeat. 040

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Work in pairs. Why do you think schools have robot teachers in South Korea? Would you like to learn from a robot teacher? Why or why not?

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Related Words camp, fur, sledge, tent

VOCABULARY 45

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• Discuss the reading with students. Ask questions:

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Find the word nomadic in the first paragraph. What do you think it means? (It describes people who move around, who don’t live in one place.) How do nomadic children learn? (Teachers travel with the families.) When the children in South Korea are taught by the robot, whose voice do they hear? (a teacher in Australia) How many children in Bangladesh go to the ‘floating schools’? (thousands)

• Invite a confident student to read out the final paragraph of the text. Ask some students to answer the questions in the text.

• 2 LEARN NEW WORDS  Play Track 040. Ask students to listen and repeat. Write the new words on the board. Put the students into pairs. Say Work with your partner. Choose three of the new words. Make a true

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or false sentence with each word. The class will decide if your sentence is true or false. Model an example. Point to screen. Say In South Korea, children see a book on the robot’s screen. Ask Is that true or false? (false) Invite a student to correct the sentence.

• When students have finished writing their sentences, ask each pair to read one of their sentences to the class. If a sentence is false, encourage students to change the sentence to make it true.

Practise 

3

4

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• 3 Put students into pairs. Read the Activity 3 questions on page 45 aloud. Say Use your new words to discuss the questions. Think of some reasons why they have robot teachers in South Korea. Would you like to have a robot teacher? Tell your partner why or why not. When they have finished, ask pairs to share their answers for each question with the class.

Vocabulary SAMPLE COPY, NOT FOR DISTRIBUTION

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4

Vocabulary

Read and write the words from the list. camera

classmate

language

laptops

lessons

library

practise

screen

Objectives

Students will • use vocabulary related to unusual schools. • use a vocabulary strategy to learn new vocabulary.

Dave and Amy Freeman are National Geographic adventurers and educators. Their Wilderness Classrooms teach children about the wild and exciting places they explore. The explorers record their adventures on a

camera

watch their videos on a

in the classroom. They can use

screen

. Students then

laptops

Target Vocabulary  different, difficult,

to

send questions to the explorers.

easy, same

Sometimes they choose the explorers’

Vocabulary Strategy Antonyms Content Vocabulary  adventure,

route for the next week. The

lessons

adventurers, dogsled, route

children to

Resources  Online Workbook/Workbook

help

practise

maths, geography and science skills.

pages 26–27; Tracks 041–042 (Audio CD/Website/CPT); CPT: Vocabulary

Materials  large sheets of paper, globe

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or map of the world, pieces of card

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easy

difficult

same

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different

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LEARN NEW WORDS Listen to these words and match them to their opposite meanings. Then listen and repeat. 041 042

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Dave and Amy Freeman dogsledding in winter

YOU DECIDE Choose an activity. 1. Work independently. Write three different things you want to learn at school. Explain why you want to learn about them.

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2. Work in pairs. Design a robot teacher. Think about what it looks like and what it can do. Draw a picture of it. 3. Work in groups. Imagine you can choose next week’s journey for Dave and Amy Freeman. What’s their route?

46 VOCABULARY

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• 4 Ask students to turn to page 46. Ask them to look at the photo and describe what they see. Say The people in the photo are Dave and Amy Freeman. We read a quote from Amy Freeman in the last lesson. Ask one student to turn back to page 42 and read out the quote again. Say We’re going to read some more about Amy and Dave Freeman. They travel the world and have lots of adventures. An adventure is when you do something really exciting. Choose several students to read the words in the word box aloud. Explain that wilderness means a wild place, far away from towns and cities. Tell students to complete Activity 4 independently. When they have finished, ask a student to read the completed paragraph aloud.

• 5 LEARN NEW WORDS  Read the words in the box. Ask students to work in pairs to find each word in the reading on pages 44−45. Play Track 041 while students listen. Read the first part of the instruction. Say We have to match each word with its opposite meaning. Opposite means two things that are as different as possible. For example, big is the opposite of small. Ask students to complete Activity 5 independently. Then play Track 042 and ask students to listen and repeat.

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Unit 2

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Be the Expert

• Vocabulary Strategy Write opposite words = antonyms on the board. Say Another word for a word with an opposite meaning is antonym. When you learn a new word, it’s often good to learn its antonym at the same time. Write the two examples of antonyms from Activity 5 in two columns on the board: different          same difficult       easy

Vocabulary Strategy Antonyms  An antonym is a word that means the opposite of another one. When teaching the meaning of a word, it can be very useful to define it in terms of what it is not, for example, we can say that old means not young. However, a single word can often have more than one possible meaning and therefore more than one possible antonym. For example:

A  sk Who can give me some more examples of antonyms? Add some correct examples that students suggest to the two columns.

• Ask Do all words have antonyms? Give students a minute or so to

Apply 

He collects old books. cannot be rewritten as He collects young books.

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• 6 you decide  Ask students to read the choices in Activity 6. Ask

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them to choose an activity and then find partners or groups to work with if they chose the second or third activities. Remind students who choose the first activity to give reasons for the different things they would like to learn. For groups who choose the final activity, make sure they have access to a world map, globe or the Internet to research places that Dave and Amy Freeman might visit.

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In this case, the opposite of old is new. So, although antonyms are often convenient when defining new words, it is important to make students aware that words rarely have a single antonym that could be used in all contexts.

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talk with a partner. Ask some pairs to say what they think. Write on the board the words yes, happy, true, reindeer, hot, robot. Say Which of these words have antonyms? Let partners discuss and then ask again Do all the words have antonyms? (no) Which ones don’t? (reindeer, robot) Ask students to say what the antonyms for the other words are, and add these to the list on the board. (yes → no; happy → sad; true → false; hot → cold) Tell students that words sometimes have more than one antonym. For example, the opposite of big could be small or little.

Teaching Tip Encourage students to speak, even when they aren’t sure of the answer or don’t have all of the vocabulary they need to answer it. If you ask a question and no one responds, ask students to tell you single words they can use to answer the question. You could also encourage students to ask you a question about the vocabulary they need in order to respond.

• Ask students to share their work on different school subjects, robot teachers or a route for the explorers with the class.

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Extend

• After students have had a chance to share their work with their

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classmates, ask them to choose one of the other Activity 6 options and complete it.

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• If time allows, hand out Worksheet F.2.2. Explain that students will use vocabulary words to write about and discuss how your school compares to other schools.

Consolidate • Prepare pieces of card by writing one word on a card, and its antonym on a different card, using different words so that there is one for each student. Use words from the unit (big → small; outside → inside; same → different; easy → difficult; bad → good) as well as your own ideas. Mix up the cards and give one to each student. Say Look at the word on your card. Which word is its antonym? Let’s see who can find their antonyms first. Ask students to walk round the class, asking other students, for example, Have you got the word (difficult)? The first pair to hold up the matching pair wins.



Formative Assessment Can students • use new vocabulary to talk about schools? Ask Which things are easy to learn in school? Which things are difficult? • use new vocabulary to discuss learning in different countries? Ask students to describe one of the unusual schools they read about.

Workbook  For additional practice, assign Workbook pages 26–27. Workbook Vocabulary

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Speaking Strategy

SPE AKING S TR ATEGY

043

Talking about likes and dislikes Which subjects do you like? Do you like PE? Do you like art?

Objectives

Students will • express likes and dislikes. • ask and respond to questions about likes and dislikes.

Speaking Strategy  Talking about likes

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Listen. How do the speakers talk about their likes and dislikes? Write the phrases you hear. 044

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Read and complete the dialogue. Possible answers:

and dislikes

Academic Language  dialogue, phrase Content Vocabulary  art, geography, maths, science, subject

I like science, but I don’t like maths. Yes, I do. I love it. No, I don’t. I hate it.

Pronunciation  The third person -s and

Ahmed:

- es endings

What’s your favourite subject at school, Haider?

I like

Haider:

Resources  Online Workbook; Worksheet

geography and art. How about you? Which subjects

do you like

?

Ahmed:

I like art, but I think my favourite subject is maths.

Haider:

Maths? Really? I’m not very good at it.

Ahmed:

Do you like

Haider:

Yes, I do No, I don’t

science?

. Science is really interesting. . It’s difficult!

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Ahmed:

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maths!

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Do you like science?

I don’t like

geography.

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Materials  paper clips, pencils, scissors

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I don’t like

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F.2.3 (Teacher’s Resource CD ROM/ Website); Tracks 043–044, (Audio CD/ Website/CPT); CPT: Speaking Strategy

Work in pairs. Spin the wheel. Tell your partner about your likes and dislikes. Then ask about your partner’s likes and dislikes.

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I like the colours blue and black. I don’t like the colour red. What colours do you like? I like yellow and green.

Go to page 171. SPEAKING 47

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Warm Up

• Activate prior knowledge Say In this lesson we’re

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going to talk about things we like, and things we don’t like. Who likes sport? Ask some of the students who put up their hands Which sport do you like? Do the same with music, TV programmes and pets.

• Tell students to compare their likes and dislikes with a partner. Model the activity with a student. Say I like tennis. How about you? Encourage the student to respond Yes, I like tennis or No, I don’t like tennis. When pairs have taken turns to talk about their likes and dislikes, ask a few pairs to tell the class what they found out about their partner.

Present 

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• Tell students to open their books at page 47. Read out the title of the speaking strategy. Say We’re talking about likes and dislikes. Listen to two people talking about their likes and dislikes. Play Track 043.

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• Play Track 043 again while students read along in their books. Then ask a pair of students to read out the questions and answers as a dialogue. Say There are two different words in the dialogue that mean like and dislike. What are they? (love and hate) Say If you love something, you like it very much. If you hate something, you dislike it very much.

• 1 Say Now let’s listen to two students talking about their schools. Notice the phrases they use to say what they like and dislike. Write down the phrases you hear. Play Track 044. Ask students to share their phrases with the class.

• Say What school subjects did the students talk about? See how many of the subjects the students remember. Explain that PE means physical education, a school subject where students play sports and do exercise. Play Track 044 again and ask students to listen for the school subjects.

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Be the Expert Practise 

2 Strategy in Depth

• 2 Once students seem comfortable using the speaking strategy to talk about likes and dislikes, direct them to Activity 2. Point to the photo. Say The boy looks happy. Which subject do you think he’s doing? (science) Say The dialogue is about school subjects. Tell students to complete Activity 2 independently.

Likes and dislikes include expressing a wide range of different feelings. Consequently, when talking about likes and dislikes, there are many different expressions that we can use to express a degree of liking or disliking. Ways of expressing liking include:

• Ask pairs of students to read their completed dialogues aloud, taking turns as Ahmed and Haider. After several pairs have read their dialogues, ask Which student do you think is in the photo, Ahmed or Haider? How do you know? (Haider, because he’s enjoying a science lesson)

3

Ways of expressing dislike include:

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Apply 

I like … I’m interested in … I enjoy … I love … I’m crazy about … I don’t like … I dislike … I’m not keen on … I hate …

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If students want to say that they neither like nor dislike something, they can say: I don’t mind … … is OK.

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out the spinner from page 171 in one of their books. Show them how to spin the paper clip round the point of a pencil. Explain that when the paper clip stops spinning, it points to which text to read. Read the instructions aloud, and then demonstrate the activity. Spin the paper clip; then read out the text in the part of the spinner where the paper clip stops. Say It says Food. I talk about what food I like and dislike. So, I like pizza and apples. I don’t like eggs. Turn to a student and ask What food do you like?

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• 3 Put students into pairs with a new partner. Ask them to cut

• Ask a pair of students to read out the speech bubbles to model

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the activity. Say Take turns until you have talked about four different subjects on the spinner. Tell partners to play the game.

Extend

• Put students into small groups of three or four. Say Now talk in

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your groups about likes and dislikes. Talk about school subjects, or the topics on the spinner, or your own ideas. If necessary, suggest some new topics to help groups get started: clothes, films, books, drinks. Give groups time to discuss two or three topics.

• If time allows, hand out Worksheet F.2.3. Explain that students

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Consolidate

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can use the worksheet to practise talking about likes and dislikes.

• Give out a piece of paper to each student. On the board, write like, love, don’t like, hate. Tell the students to write four sentences using each word or phrase. The sentences should be true for them. When they have finished, collect the pieces of paper, and give them out to different students at random. Make sure students don’t get their own paper back. Ask each student to read out the sentences on the paper they are holding, pausing after each sentence for other students to guess who has written it. If no one guesses correctly, ask the student who wrote the sentences to stand up.

Formative Assessment Can students • talk about likes and dislikes? Say What school subjects do you like and dislike? • ask and answer questions about likes and dislikes? Say Let’s talk about what sports we like. What do you ask me?

Online Workbook  Speaking Strategy

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Grammar 1

GR AMMAR

045

Present simple: Talking about routines, habits and permanent states Camila lives in Quito. She gets up at six o’clock in the morning. I walk to school with her. Her brothers don’t walk to school. They go by bus. She doesn’t have lunch at school. She goes home for lunch. She hangs out with with her friends after lunch. What time does she go to bed? At half past nine.

Students will • identify the form and use of the present simple. • use the present simple to talk about routines, habits and permanent states. • learn and use phrases to talk about routines and timetables.

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Grammar  Present simple: Talking about routines, habits and permanent states

Target Vocabulary  at the weekend, every day, on weekdays, once a week, twice a week

Academic Language  typical Content Vocabulary  afternoon, lunch,

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morning, timetable

Listen. Kerem describes a typical day in his life. Circle the correct form of the verbs you hear. 046 1. get up

gets up

6. doesn’t have

don’t have

2. eat

eats

7. make

makes

3. doesn’t have

don’t have

8. return

returns

4. drink

drinks

9. finish

finishes

5. go

goes

10. do

Read. Complete the sentences with the correct form of the verbs in brackets. lives

Danilo is 12 years old and he

Resources  Online Workbook/Workbook

does

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Objectives

(live) in Manila

(get up) every morning at seven o’clock and he (prepare) breakfast for his family. After breakfast, he (start) his lessons. Danilo

teaches walks

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gets up prepares starts

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pages 28−29; Tracks 045−048, 136–138 (Audio CD/Website/CPT); Pronunciation Answer Key (Teacher’s Resource CD-ROM/Website); CPT: Grammar 1 and Pronunciation

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in the Philippines, with his sisters, Lilybeth and Tala, and his parents. He

(not go) to school. His mother

Materials  large sheets of paper

morning. In the afternoon, he

does not go

(teach) him at home in the (walk) to a music

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lesson at his friend’s house. There are five children in the music lesson and they all

practise

(practise) together. Lilybeth and Tala They

(not go) to the music lesson. (stay) at home (study)

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and

do not go stay study

maths or science.

48 GRAMMAR

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Warm Up

• Set the scene Write Routines on the board. Say Today we’re going to talk about ordinary things that we do every day or every week. These things make up our routine. Describe your morning routine. Say, for example, I get up at six o’clock. I have a shower and get dressed. Then I take our dog, Billy, for a walk ... (and so on). Encourage students to tell a partner about their morning routine.

• Say When we talk about routines we use the present simple. We also use the present simple to talk about things that are always true: they don’t change. In the last unit, we learnt the present simple of be and have got. We talked about things that are always true, using those verbs. For example, we said ‘My mum is good at maths.’ If your mum is good at maths, that doesn’t change. In this lesson, we’ll use different verbs in the present simple.

Present • Tell students to open their books at pages 48–49. Point out the grammar box at the top of page 48. Read the title. On the board, write routine, habit and permanent state. Say A habit is something

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Unit 2

SAMPLE COPY, NOT FOR DISTRIBUTION

2/22/17 4:05 PM

3

LEARN NEW WORDS Listen to learn about a typical school day in Japan. Then listen and repeat. 047 048

Be the Expert

School starts at 8.30 on weekdays.

Grammar in Depth

The head teacher talks to the school once a week.

Monday

Tuesday

Wednesday

Thursday

Friday

08.30

Head teacher Class talks to the register school

Class register

Class register

Class register

1

08.45

PE

maths

geography

maths

PE

2

09.45

science

geography

science

art

science

3

10.45

art

history

art

history

geography

4

11.45

history

PE

history

PE

history

12.30

lunch

lunch

lunch

lunch

lunch

1.30

maths

science

maths

science

maths

2.30

After-school club

It rains a lot here in July. We also use the present simple to talk about things that happen regularly: habits and routines.

After-school club

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We use the present simple to talk about facts that are always true (permanent states), or things that we feel are usually true.

To form the present simple of regular verbs, the verb changes only in the third person he, she or it, when we usually add -s. Exceptions are:

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Lesson Time

The unit focuses on some uses of the present simple tense, which describes things happening in the present that are generally true.

There are five lessons every day.

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Work in pairs. Describe your typical school week. What do you do every day? What do you do once or twice a week after school? What do you do at the weekend? Work in groups. Design a timetable for your ideal school. Then tell another group about your timetable.

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There is no school at the weekend.

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After-school clubs meet twice a week at the end of the school day.

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At our school, we start lessons at half past ten every morning. We play football four times a week, and we have a maths lesson once a week.

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GRAMMAR 49

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that we do regularly; for example, I play tennis on Tuesday and Thursday. A routine is similar. It means the things we do in a fixed order at the same time. A permanent state is something that is always true. Say Now let’s listen to some sentences about a girl called Camila. Play Track 045 while the students listen.

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• Write the following on the board: Uses of present simple

Examples

routines and habits permanent states

• Play Track 045 again. Read the first sentence from the box again. Say Camila lives in Quito. Is that a routine or a habit, or is it a permanent state? (a permanent state) Write the sentence on the second line on the board. Read out I walk to school with her. Is that a permanent state? (No. It’s a routine or habit.) Write the sentence on the first line.

verbs ending in consonant + -y change the -y to -ies: fly → flies verbs ending in -ch, -o, -s, -sh, -x, -z add -es: match → matches fix → fixes fish → fishes carry → carries Some irregular verbs do not add -s or -es but change their spelling: have → has be → am, are, is We make the negative and question forms of the present simple with do. We usually use the contractions don’t and doesn’t in the negative when speaking.

Pronunciation Go to Student’s Book page 162. Use Audio Tracks 136–138.

The third person -s and -es endings  Pronunciation of present simple third person singular endings follows the same rules as regular plural nouns and possessives, so it is important for students to understand and have plenty of practice in these. The s or es is pronounced differently depending on the final consonant sound of the verb. The pronunciation is /s/ after unvoiced sounds, /z/ after voiced sounds, and /ɪz/ after sibilant sounds. Ask students to refer to the rules and examples given on page 162. You might also like to display a table of the word endings and corresponding sounds in the classroom for easy reference.

• Ask pairs to practise reading the sentences in the box together.

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3

045

Present simple: Talking about routines, habits and permanent states

2

The head teacher talks to the school once a week.

Lesson Time

Wednesday

Thursday

Friday

08.30

Head teacher Class talks to the register school

Class register

Class register

Class register

1

08.45

PE

maths

geography

maths

PE

don’t have

2

09.45

science

geography

science

art

science

makes

3

10.45

art

history

art

history

geography

returns

4

11.45

history

PE

history

PE

history

12.30

lunch

lunch

lunch

lunch

lunch

1.30

maths

science

maths

science

maths

Listen. Kerem describes a typical day in his life. Circle the correct form of the verbs you hear. 046 1. get up

gets up

6. doesn’t have

2. eat

eats

7. make

3. doesn’t have

don’t have

8. return

4. drink

drinks

9. finish

finishes

5. go

goes

10. do

does

5

lives

Danilo is 12 years old and he

• Read the Activity 2 instructions aloud. Say Let’s do

After-school club

After-school clubs meet twice a week at the end of the school day.

(prepare) breakfast for his family. After breakfast, he

does not go

(start) his lessons. Danilo

teaches walks

the first one together. Read out the first sentence. Say I have to complete the gap with the correct present simple form of the verb in brackets. That’s live. We’re talking about Danilo. The word before the verb is he so I need to add -s to the verb. Ask students to complete the activity. Remind them to look at the grammar box and the spelling rules on the board if they need help.

There is no school at the weekend.

(teach) him at home in the (walk) to a music

lesson at his friend’s house. There are five children in the music lesson and they all

After-school club

There are five lessons every day.

(get up) every morning at seven o’clock and he

(not go) to school. His mother

Tuesday

(live) in Manila

in the Philippines, with his sisters, Lilybeth and Tala, and his parents. He

morning. In the afternoon, he

Monday

2.30

Read. Complete the sentences with the correct form of the verbs in brackets.

gets up prepares starts

make the negative form of a present simple verb? (we add don’t or doesn’t) Say Yes, that’s right. We use the helping verb do. On the board, write don’t = do not and doesn’t = does not.

School starts at 8.30 on weekdays.

Her brothers don’t walk to school. They go by bus. She doesn’t have lunch at school. She goes home for lunch. She hangs out with with her friends after lunch. What time does she go to bed? At half past nine. 1

• Say Look at the box again, and Activity 1. How do we

LEARN NEW WORDS Listen to learn about a typical school day in Japan. Then listen and repeat. 047 048

Camila lives in Quito. She gets up at six o’clock in the morning. I walk to school with her.

practise

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Work in pairs. Describe your typical school week. What do you do every day? What do you do once or twice a week after school? What do you do at the weekend?

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Work in groups. Design a timetable for your ideal school. Then tell another group about your timetable.

(practise) together. Lilybeth and Tala (stay) at home

At our school, we start lessons at half past ten every morning. We play football four times a week, and we have a maths lesson once a week.

(study)

maths or science.

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GRAMMAR 49

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Practise 

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2/22/17 4:05 PM

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• 1 Read the instructions for Activity 1. Say We’re going to listen to Kerem talking about a typical day. A typical day is an ordinary day, a day when nothing unusual happens. Play Track 046 once and tell students to listen. Play the track again and ask students to circle the present simple form they hear.

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Say Look at the grammar box at the top of the page again. Sometimes we have to add -s to the verb when we make the present simple. Which examples can you find in the box? (Camila lives; She gets up; She goes home; She hangs out) Say For he, she and it, or when we use a person’s name, we add an -s to the verb. Say Sometimes the spelling changes when we add the -s. Can you find an example in the box? (go – goes) On the board, draw this table:

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Activity 3. Point to the timetable. Say This is a school timetable. What information does it give? Ask several students to give their ideas.

• Say This timetable is for a school in Japan. We’re going to listen to someone talking about a typical school week in that country. Play Track 047 while students listen.

• Ask students to look at the labels in Activity 3. Ask

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• Remind students how to form the present simple.

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• 3 LEARN NEW WORDS  Ask students to look at

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Say Now we’re going to read about a typical day in the life of a family. First, let’s scan the text. Read the text quickly and try to find one thing that is unusual about this family’s routine. Give students time to scan the text, then ask What is unusual about this family? (Danilo doesn’t go to school. His mother teaches him at home.) Ask a few general questions about the text, and give students time to find the answers. Ask Where does the family live? (in Manila, in the Philippines) Who is in the family? (Danilo and his sisters, Lilybeth and Tala, their parents)

3

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•

Apply 

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and

(not go) to the music lesson.

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They

do not go stay study

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GR AMMAR

different students to each read out one of the labels. Point to the phrases in bold type. Write them on the board: on weekdays, once a week, every day, twice a week, at the weekend. Say These are useful phrases when we want to say when something happens, or how often it happens. Let’s listen to the audio track again. Put up your hand when you hear one of the phrases on the board. Play Track 047 again while students listen for the new vocabulary. Tell students that in Japan and many other countries, the weekend is Saturday and Sunday. Other countries, however, have their weekends on different days. For example, in Egypt, the weekend is Friday and Saturday, and Sunday is a weekday.

• Point to the new vocabulary on the board again. Say Now we’re going to hear each phrase on its own and in a sentence. Play Track 048. Ask students to repeat each word alone and in a sentence.

• 4 Put students into pairs. Read the instructions Present simple verbs: he, she and it verbs ending in -ch, -o, -s, -sh, -x, -z add -es

go − goes

verbs ending in consonant + -y change the -y to -ies

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study − studies

Unit 2

aloud. On the board, write every day – once or twice a week after school – at the weekend. Ask each pair to discuss the questions and to think of at least two activities for each phrase on the board. When pairs have finished, read out each phrase on the board and ask pairs to share their ideas with the class.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • 5 Read the instructions for Activity 5 aloud. Say You’re going to design a timetable for your ideal school. Who can suggest another word that means the same as ideal? (perfect) Why is it called your ideal school? Elicit students’ ideas. Put the class into an even number of groups, ideally of four or five students. Ask a student to read out the example in the speech bubble. Give out a large sheet of paper to each group. Remind groups to look at the timetable on page 49 for ideas about how to lay out their timetable. Say The timetable on page 49 says Lesson 1, Lesson 2 and so on. If you like, your group can say which subjects are in the timetable, too.

Teaching Tip When students are taking part in a group activity, it is important to monitor and check that they have understood the activity and are not having difficulties in carrying it out. Beyond that, however, it’s often best to resist the temptation to intervene too much. If groups are left to carry out an activity without your help, they are likely to formulate their own solutions and ideas and ultimately learn more effectively.

• Give groups time to draw up their ideal school timetables. Monitor

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with our real-life school timetables. Remind students that we use and to talk about two things that are similar, and but to talk about two things that are different. On the board, write:

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• Say We talked about our ideal timetables. Now let’s compare these

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Extend

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and help as needed, and ensure that all group members are taking part. When they have finished their timetables, put each group together with another group. Say Now tell the other group about your timetable. Take turns to say one thing about the timetable. Make sure they understand that each group member should have a chance to speak.

At my ideal school, there are five lessons every

lG eo gr

day, and at my real school there are five lessons every day.

At my ideal school, there are after-school clubs

every day, but at my real school there are after-

io na

school clubs once a week.

• Give students time to write ideas for two sentences about their

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ideal school and their real school. Then go round the class, asking each student to share their sentences with the class.

Consolidate

• Ask students to sit in a circle. Display or write the vocabulary phrases on the board (on weekdays, once a week, every day, twice a week, at the weekend). Say Choose one of the phrases and make a true or false sentence. The sentence can be about you or someone else. The next student in the circle guesses if your sentence is true or false. I’ll start. I choose at the weekend. I always go swimming in the sea at the weekend. Is that true or false? Ask a student to guess the answer, then take a turn. For the false sentences, ask the student who made the sentence to correct it.

Formative Assessment Can students • use the present simple to talk about routines, habits and permanent states? Say Tell me about your routine when you go home from school. • learn and use phrases to talk about routines and timetables. Ask students to tell you one thing they do every day and one thing they do once a week.

Workbook  For additional practice, assign Workbook page 28−29. Online Workbook  Grammar 1



SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

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16 1 BEFORE YOU READ Discuss in pairs. Look at the title

Reading

and the photos. What do you think the reading is about? 17 2 LEARN NEW WORDS Find these words in the reading.

Which words are verbs? Which word is an adjective? Then listen and repeat. 049

Objectives

Students will • read about and understand the concept of a ‘growth mindset’. • understand and use new words from the reading. • discuss how people become good at doing things.

fail

hard-working

improve

succeed

18 3 WHILE YOU READ Think about the main idea of the

article. 4

050

AFTER YOU READ Answer the questions. 1. What does Eduardo Briceño want to find out about chess champions or people who are brilliant at music or maths? 2. How does Josh Waitzkin first learn to play chess? 3. Why is his first national chess championship important for Josh? 4. What other activity is Josh also very good at?

Reading Strategy  Identify the main idea

Target Vocabulary  fail, hard-working, improve, succeed

Academic Language  example, main idea

GROWTH

Content Vocabulary  education,

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growth, lose, mindset, skills, win

Resources  Online Workbook/Workbook pages 30–31; Worksheet F.2.4 (Teacher’s Resource CD-ROM/ Website); Tracks 049−050 (Audio CD/ Website/CPT); CPT: Reading

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MINDSET

50 READING

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Warm Up

• Set the stage Say In this lesson we’re going to find out what makes someone good at something. First, I’ll tell you an old story. It’s the story of The Tortoise and the Hare. Do any of you know the story? Ask students to put up their hands if they are familiar with the story. Make sure they understand tortoise and hare. Tell the story, using mime as necessary to help clarify the meaning.

• Say The hare was very fast. The tortoise was very slow. One day, the two animals had a race. ‘I’m really fast!’ said the hare. ‘I’m great! I’m going to win!’ The tortoise didn’t say anything. The race began. The hare ran down the road very fast. He was a long way in front of the tortoise, so he stopped to have a rest. ‘I can win easily,’ he said. But then he fell asleep. The tortoise was walking very, very slowly. But he didn’t stop. He kept on going for a long time. He was close to the finish line. The other animals started cheering. Suddenly, the hare woke up. He started running again − but it was too late. The tortoise had won the race! After that, the hare never again said ‘I’m really fast’ or ‘I’m the best.’ He’d learnt his lesson.

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Unit 2

SAMPLE COPY, NOT FOR DISTRIBUTION

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How to be brilliant Eduardo Briceño is an expert in education. He wants to find out why some people are chess champions or brilliant at music or maths. He believes that it is because of how they think. He calls this their ‘growth mindset’. These people don’t believe they are special or better than other people. They believe they can work hard and improve their skills. One example of this is Josh Waitzkin. Let’s look back at his story.

Josh is a great example of ‘growth mindset’. He doesn’t believe that he is naturally good at one special thing. He tries to learn new things. He doesn’t always succeed immediately, but he is very hard-working. He thinks that it’s good to fail sometimes because it makes you try harder.

Be the Expert Reading Strategy

We can all use ‘growth mindset’. Don’t think that you are good at a subject or bad at a subject. Think about how you can work hard and get better at everything you do.

Identify the main idea  The main idea, or main point, of a reading text is the single most important idea that the writer is trying to communicate. To help students think about the main idea, ask the question: In one sentence, what is the writer saying about the topic?

When Josh is six years old, he sees people playing chess in Washington Square Park in New York City. He learns to play chess with them. He loves the game and he plays a lot of chess! He becomes very good at it. But then, a couple of years later, he loses his first national championship.

The main idea can be located at different places in a text. The title often contains a clue to the main idea. Sometimes the main idea is clearly stated in the first sentence of a text, but often it is necessary to read through the whole text to trace the development of the idea, before we can say what the main point is. The main idea of the text is usually backed up, or supported, by a series of examples or more minor points that reinforce the main idea. These are called supporting details or ideas.

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Josh Waitzkin doing Tai Chi

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Then, when he is 21 years old, Josh decides to learn something completely different. He joins a Tai Chi class. Josh works very hard again and he wins a world championship!

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This is an important moment for Josh. He realises that it’s not about how clever you are. It’s about how hard you work. He works very hard and he wins the next national championship.

Underline the correct answer. 1. You can improve if you work hard.

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2. Some people are very good at subjects like maths, music or chess.

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18 5 Work in pairs. What’s the main idea of this reading?

3. Chess can help you to be good at other subjects. 6

Discuss in groups.

lG eo gr

1. Think of a school subject that is difficult for you. How can you improve? Share your ideas. 2. Do you think people are good at things without trying? Why or why not? 3. Eduardo Briceño says, ‘Mindset affects all of us.’ What do you think he means?

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READING 51

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• Say Why did the tortoise win the race? Elicit students’ ideas. Ask

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What was the hare thinking during the race? What was the tortoise thinking? Say When we try to do something difficult, the way we think about it is very important.

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Before You Read 

1

2

• 1 Ask students to open their books at pages 50−51. Direct students’ attention to Activity 1. Put students into pairs, then read aloud the title and subtitle. Say If a person is brilliant at doing something, it means they’re very good at it. Read out the instruction, and ask pairs to discuss what they think the reading is about, based on the title and the photos. When students have finished, review their predictions as a class. Note their ideas on the board.

• Say Look at the photo on page 51 again. Find the caption. What information can you find out from the caption? Give students time to find the caption for the photo and elicit the answer. (The man in the photo is called Josh Waitzkin. He’s doing Tai Chi.)

Reading SAMPLE COPY, NOT FOR DISTRIBUTION

103

16 1 BEFORE YOU READ Discuss in pairs. Look at the title

How to be brilliant

and the photos. What do you think the reading is about?

Eduardo Briceño is an expert in education. He wants to find out why some people are chess champions or brilliant at music or maths. He believes that it is because of how they think. He calls this their ‘growth mindset’. These people don’t believe they are special or better than other people. They believe they can work hard and improve their skills.

17 2 LEARN NEW WORDS Find these words in the reading.

Which words are verbs? Which word is an adjective? Then listen and repeat. 049 fail

hard-working

improve

succeed

18 3 WHILE YOU READ Think about the main idea of the

article. 4

One example of this is Josh Waitzkin. Let’s look back at his story.

050

After You Read 

Josh is a great example of ‘growth mindset’. He doesn’t believe that he is naturally good at one special thing. He tries to learn new things. He doesn’t always succeed immediately, but he is very hard-working. He thinks that it’s good to fail sometimes because it makes you try harder. We can all use ‘growth mindset’. Don’t think that you are good at a subject or bad at a subject. Think about how you can work hard and get better at everything you do.

1. What does Eduardo Briceño want to find out about chess champions or people who are brilliant at music or maths? 2. How does Josh Waitzkin first learn to play chess? 3. Why is his first national chess championship important for Josh? 4. What other activity is Josh also very good at?

Then, when he is 21 years old, Josh decides to learn something completely different. He joins a Tai Chi class. Josh works very hard again and he wins a world championship!

MINDSET

Josh Waitzkin doing Tai Chi

18 5 Work in pairs. What’s the main idea of this reading?

Underline the correct answer. 1. You can improve if you work hard. 2. Some people are very good at subjects like maths, music or chess. 3. Chess can help you to be good at other subjects. 6

Discuss in groups. 1. Think of a school subject that is difficult for you. How can you improve? Share your ideas. 2. Do you think people are good at things without trying? Why or why not? 3. Eduardo Briceño says, ‘Mindset affects all of us.’ What do you think he means?

50 READING

• 5 Put students into pairs, and ask them to read to their partner the sentence they wrote for Activity 3, stating the main idea of the article. Give them a couple of minutes to discuss any similarities. Then ask them to look at Activity 5. Read out the instructions. Ask three students to each read aloud one of the sentences, and ask pairs to discuss. When they have finished, check answers as a class.

READING 51

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• 2 LEARN NEW WORDS  Ask a student to read aloud

• 6 Put students into groups of four or five. Tell them to read and discuss the questions. For question 1, say Earlier in the unit, we talked about school subjects. Which subjects can you remember? List students’ ideas on the board, or encourage them to look back at page 47 in their books to find words for different school subjects before choosing one to discuss.

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the words in the word box on page 50. Put students into pairs. Read the first part of the instructions. Ask partners to find all four words from the box in the reading and discuss what they think they mean. Then play Track 049 while students listen to the words on their own and in context.

•

3

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• For question 2, tell students to think of a person they

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While You Read 

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• Direct students’ attention to Activity 2 again, and read the questions in the instruction. On the board, write verb and adjective. Remind students A verb is a word for something we do, an action. Elicit an example of a verb. An adjective is a describing word. Elicit an example. Say Which words in the box are verbs? Which one is an adjective? Discuss with your partner. Give students time to discuss, then play Track 049 again, and ask students to listen and repeat.

know who is very good at doing something. Did this person really become good at something without trying hard?

• For question 3, make sure that students have understood mindset. Say Mindset means a way of thinking about things. Think about why this is important.

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Say Now we’re going to read about the ideas of a man who is an expert in education. An expert is someone who knows a lot about something. Eduardo Briceño is an expert in how people learn. Let’s listen and read. Play Track 050 and tell students to read along.

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• Say Now listen and read again. This time, think about what the main idea of the article is. What is the most important idea in the article? What is the writer saying about how people learn? Play Track 050 again while students read and think about the main idea. When the track has finished, give students a couple of minutes to write one sentence stating what they think is the main idea of the article.

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Unit 2

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attention to the questions in Activity 4. Say These questions don’t ask about the main idea of the article. They ask about details, smaller points that support the main idea. Ask groups to read and answer the questions. If students disagree about an answer, encourage them to look again at the text to find support for their answers.

This is an important moment for Josh. He realises that it’s not about how clever you are. It’s about how hard you work. He works very hard and he wins the next national championship.

GROWTH

5

• 4 Put students into small groups. Draw their

When Josh is six years old, he sees people playing chess in Washington Square Park in New York City. He learns to play chess with them. He loves the game and he plays a lot of chess! He becomes very good at it. But then, a couple of years later, he loses his first national championship.

AFTER YOU READ Answer the questions.

4

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Extend • Say Let’s find out which subjects most people find difficult. Then

Teaching Tip

let’s share our ideas for ways of getting better at these subjects. Encourage students to share their ideas with the class, and write their ideas in a table on the board. Then go round the rest of the class, encouraging other students to add their own ideas.

Make sure students use new vocabulary when they work in groups. Sometimes it’s possible to answer a question without using any of the new words. In those cases, write sentence starters or frames on the board to remind students to use the vocabulary. Walk round the room to check that students are doing this.

Subjects we find difficult  How to practise and get better maths          play maths games                 get my brother to help me

Answer Key

English             help my sister with her

Comprehension  4

homework

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1. why they’re so good at certain things 2. He plays chess with people at Washington Square Park when he is six years old. 3. because he loses and learns he isn’t special 4. Tai Chi

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• If time allows, hand out Worksheet F.2.4 in class. Students will

• Write the new words on the board: fail, hard-working, improve,

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use the worksheet to practise the new vocabulary and discuss the people they’ve learnt about in the unit.

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succeed. Do you remember the story of The Tortoise and the Hare? Let’s make some sentences about the story using the new words.

• Divide the class into two teams. Call out one of the new words

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and ask the students to put up their hands if they can think of a sentence about the story using the word. Model the activity first. Say If the word is succeed, I could say the tortoise doesn’t succeed immediately, but he works hard. For each student that says a correct sentence, give the team a point. Call out each of the vocabulary words a few times, in random order. Give each student one chance only to make a sentence.

Formative Assessment Can students • understand the concept of ‘growth mindset’? Ask students to describe the best way of becoming good at something. • use new words from the reading? Ask students to make a sentence with each of the new words. • find the main idea of a text? Ask What is the main idea of the story The Tortoise and the Hare?

Workbook  For additional practice, assign Workbook pages 30–31. Online Workbook Reading Reading SAMPLE COPY, NOT FOR DISTRIBUTION

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VIDE

Video Objectives

22 1 BEFORE YOU WATCH Discuss in pairs. Look at

Students will • discuss how schools are different around the world. • apply the message of the video to their personal lives.

the photo and guess. Where are the children going? How often do they make this journey? 2

Academic Language  compare, prediction

Work in pairs. You’re going to watch Education Around the World. From the title and the photo, predict which topics the video is about. Tick your predictions.

Content Vocabulary  break, cliff, horse Resources  Video scene 2.1 (DVD/ Website/CPT); Online Workbook; CPT: Video

Materials  world map or globe (optional)

3 WHILE YOU WATCH Check your predictions from 24

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AFTER YOU WATCH Work in pairs. Tick T for True or F for False. 1. Students in Finland begin school at the age of seven.

T ✓

F

2. In Finland, students usually get a lot of homework.

T

F ✓

T ✓

F

4. Lunch breaks in French schools are usually very short.

T

F ✓

5. The main summer holidays in Argentina begin in February.

T

F ✓

6. Australian students have four school holidays every year.

T ✓

F

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Activity 2. Watch scene 2.1.

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age when students start school school uniform journey to/from school lunch breaks lessons school holidays teachers size of school

and cart, lunch break, start school

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3. Some students in Pennsylvania, USA, go to school by horse and cart.

52 VIDEO

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Before You Watch 

• Write the title of the unit A Different Education on

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the board. Say In this unit we’ve talked about some unusual schools. What can you remember about them? (floating schools, schools with robot teachers, nomadic schools) Say We also discussed school subjects and school routines. Now we’re going to watch a video about some other aspects of school life in different countries.

• Ask Has anyone in this class been to school in a different place, or even in a different country? How was it different? Ask students who put up their hands to tell the class about their experiences.

• 1 Ask students to open their books at pages 52−53 and look at the picture. Say Look at the children! What do you think they’re doing? Read the instructions and questions for Activity 1. Put students into pairs to discuss. When they have finished,

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encourage each pair to share their ideas with the class. Read out the photo caption. Explain cliff (a very steep rock face) and ladder (an item made of wood or metal that people use to reach high places).

• 2 Read the Activity 2 instructions out loud. Ask a student to read out the list of topics. Say You’re going to predict which of these topics will be in the video. What will you use to make your predictions? (the photo and the title) Ask pairs to discuss and tick their predictions. When they have finished, ask pairs to compare their predictions with two other pairs.

While You Watch 

3

• 3 Say Now we’re going to watch the video. Point to the title on the board, and read the instructions for Activity 3. Say While the video is playing, look and listen for the topics in the list. Did you tick the correct topics? Play Video scene 2.1. Tell students to work independently. Check answers as a class.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert 5

6

Teaching Tip

Work in pairs. Which fact from the video was the most surprising or interesting? Why? Which country’s school seemed most different to your school?

Use the pause feature selectively while students watch the video. For example, pause to check students’ comprehension at a particular point or to help students to define a word they hear in context. You might also like to replay the video, and invite students to put up their hands if they would like you to pause the video so that they can ask a question.

Discuss in groups. In the video, we see children in China who have to make a very difficult journey to school. How do you get to school every day?

YOU DECIDE Choose an activity.

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1. Work independently. Find out five more facts about schools in Finland. Share your information with the class.

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Children from Atuler village climb ladders up a cliff to get to school, Liangshan, China

2. Work in pairs. Imagine you have a very unusual journey to school every day. Draw a map of your journey. Then show the map to your class and describe your journey.

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3. Work in groups. Write a short paragraph about schools in your country. Include information about: • what age students start school • what time school starts and finishes • how long lunch break is • how many school holidays there are and how long they are.

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• Say Now we’re going to watch the video again. This

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time, write down any countries you hear or see in the video. Make a note of any interesting information. Play the video again, and confirm the countries that were mentioned. (Finland, China, USA, France, Argentina, Australia) You may need to explain that French means from France, and Chinese means from China, as these countries are not named in the video.

• If students have trouble following the video, pause it and allow them to ask questions. Try replaying the video with and without sound, and ask students to describe and comment on what they see.

After You Watch 

4

5

6

7

• 4 Put students into pairs. Tell them to work together and use information from the video to decide whether the statements are true or false. You may want to play the video again. Review the answers and ask students to correct the false statements.

Formative Assessment Can students • discuss how schools are different around the world? Say Tell me something about the schools in one country in the video.

Online Workbook Video

VIDEO 53

2/22/17 4:06 PM

• 5 Read aloud the instructions and the questions. Tell pairs to discuss. When they have finished, invite some pairs to share their answers with the class.

• 6 Put the students into groups of four or five. Read the instructions for Activity 6 aloud. Ask What adjectives can you use to describe your journey to school? Tell your group, and then discuss the questions. Give groups time to discuss.

• 7 you decide  Ask students to choose an activity. If students choose the first activity, make sure that they have access to the Internet or reference materials to find out about schools in Finland.

• Put students who choose the second option into pairs. Say Use your imagination! Think how your journey to school could be unusual.

• Put students who choose the third option into small groups. Tell them to discuss ideas in their group first.

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Grammar 2

GR AMMAR

051

Adverbs of frequency: Saying how often you do something 0%

Objective

100%

never

Students will • use adverbs of frequency to say how often something happens.

rarely

sometimes

often

always

I never say mean things to other people.

She often has lunch at school.

I rarely forget to do my homework.

We always report bullying to an adult.

He sometimes gets up at six o’clock in the morning.

Grammar  Adverbs of frequency Academic Language  adverb, frequency Content Vocabulary  app, bullying,

1

Read. Circle the correct adverbs of frequency. Cyberbullying – saying bad things to or about people online – is a big problem.

cyberbullying, online, post

Of course, we should never / sometimes post mean things online. But it is

Resources  Online Workbook/

rarely / sometimes difficult, especially for young people. They can be very impulsive.

Workbook pages 32–33; Worksheet F.2.5 (teacher’s Resource CD-ROM/ Website); Track 051 (Audio CD/ Website/CPT); CPT: Grammar 2

That means they often / never make decisions very quickly without thinking about them carefully first. But now there is a new app called ‘ReThink’. The app always / sometimes checks your messages before you post them. really want to write this?’ When people stop and think about a mean message, they

Work in pairs. Discuss:

Work in pairs. Take turns throwing the cube. Make a sentence using the words on the cube and an adverb of frequency.

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Trisha Prabhu, the inventor of the anti-cyberbullying app ‘ReThink’

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• a website you often visit • an app you always use • a sport you never do • a colour you always see • a food you sometimes eat • a place you rarely visit • a person you sometimes see

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rarely / always decide to post it.

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If a message is mean, the app asks, ‘Do you

I never sing in the shower!

54 GRAMMAR

Go to page 175.

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Warm Up

• Build background Say How often do you use a

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computer in a typical week? How often do you go online? How many times in a week do you post a message? On the board, write use a computer, go online, post a message. Check that students understand all the phrases and model talking about yourself. Say, for example, I use a computer every day. I go online twice a day. I post messages online at the weekend. Ask students to tell a partner about themselves, using the phrases on the board.

Present • Ask students to open their books at page 54. Say We’re going to talk about how often we do something, this time using adverbs of frequency. Read the title in the grammar box. Explain An adverb tells us how we do something. Frequency means how often. These are the adverbs of frequency we’re going to learn about.

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Draw students’ attention to the scale from 0% to 100%, and read out the adverbs below it. Ask If I do something 0% of the time, how many times in a week do I do it? (none/never) If I do something 100% of the time, how often do I do it? (all the time/always) If we do something rarely it means we do something, but not very often. If we do something often it means we do it a lot. Sometimes comes in the middle, it means we do it about half of the time.

• Say Now let’s see how we use the adverbs of frequency. Play Track 051 while students read along silently. Explain bullying (being mean or unkind), then read the examples aloud. Ask students to name the adverb of frequency in each sentence, and list them vertically on the board. Then elicit the verb in each sentence, and list these in another column. Add a separate column on the left, like this:

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Who does it?   Adverb of frequency    Verb ___We__

always         report

________

often            has

________

sometimes             gets up

________

rarely         forget

________

never                  say

Grammar in Depth We often use the present simple tense with expressions of frequency such as those on page 49 (every day, twice a week, etc.), and with adverbs of frequency. There are three positions where adverbs or adverbial phrases can be placed in a sentence or clause: the front position (at the beginning), the mid-position (with the verb) or in the final position (at the end).

Encourage students to say who does the action in each sentence, and complete the first column.

• Play Track 051 again. Then ask students to take turns with a partner to read out the sentences.

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Practise 

Expressions of frequency are usually positioned in the final position: There are five lessons every day.

• Tell students to choose the word that makes most sense each

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time. Put students into pairs. Tell students to complete the activity with their partner. Check answers as a class.

• 2 Ask a student to read aloud the topics in Activity 2. Put

students into pairs. Ask them to discuss each of the points in turn.

3

We always report bullying. With a modal verb or an auxiliary (helping) verb, the adverb of frequency usually comes after the modal or auxiliary verb: I can always have lunch at home.

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Apply 

With a simple verb, adverbs of frequency are usually positioned in the mid-position, between the subject of a sentence and the verb:

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about cyberbullying. What is cyberbullying? (online bullying) Say The text tells us about an app. The woman in the photo is the inventor of the app.

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• 1 Read the Activity 1 instructions aloud. Say You’re going to read

• Put students into pairs with a new partner. Ask them to cut out

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and assemble the cube on page 175. Read the instructions and the speech bubble. Say Take turns to throw the cube. Then say a true sentence with the phrase on top of the cube and an adverb of frequency. The first pair to each use all the adverbs wins.

Extend

• Put students into new groups of four or five. Ask them to play a

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new version of the game. Say This time, take turns in your group to throw the cube. Then say a sentence about yourself or someone in your family that is true or false. The rest of your group each decides whether your sentence is true or false. If they are right, they get one point. The person with the most points in the end wins. Ask groups to play the game.

• Hand out Worksheet F.2.5 to give students more practice with adverbs of frequency.

Consolidate

Formative Assessment Can students • use adverbs of frequency to say how often they do something? Ask students to make two sentences about their daily routine, one using rarely and one using often.

• On the board, write: On my perfect day, I ... Tell the class to sit in a circle. Ask each student to read out the sentence beginning on the board and to complete it using an adverb of frequency that you call out and their own ending.



Workbook  For additional practice, assign Workbook pages 32–33. Online Workbook  Grammar 2

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2

109

Writing

WRITING When we write about a person’s daily routine, we use sequencing words to show the order of events:

Objectives

first

Students will has lunch at school. She often • understand usetosequencing We always how report to bullying an adult. words to show the order of events. • use sequencing words correctly. • analyse a model paragraph to see how the writer uses sequencing words to show the order of events. • compare a model paragraph with their own daily routine. • write a description of a typical day.

1

then

next

before

after

Read the model. How does the writer show the order of events? Underline the sequencing words. A Day in My Life On weekdays, I always get up at half past six in the morning. First, I have a shower, and then I have breakfast with my family. Next, I go to school. My family lives on a small island and I always go to school by boat! When the weather is very bad, I stay at home and my teacher sends me extra homework by email. School starts at 8.45 and lunch is at twelve o’clock. I often have rice with fish. After lunch, we have music or art. School finishes at three o’clock, but once a week, on Wednesday afternoon, I stay at school for football club. I really love football! I get home at four o’clock. I often go swimming in the sea before supper, and then I do my homework. I go to bed at nine o’clock. The stars are very beautiful and I can hear the sea.

Writing  Description of a daily routine Academic Language  order, sequence, sequencing

Content Vocabulary  island, sea, stars,

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swimming, weather

Resources  Online Workbook/Workbook

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page 34; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

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Materials  large sheet of paper for each

Work in pairs. How similar is the writer’s typical day to your day? Which things are the same? Which things are different?

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student, scissors, glue

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Write. Describe a day in your life. Use sequencing words. WRITING 55

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Warm Up

• Recycle  Remind students that when we describe

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our routines, we talk about things that we do often or always. Ask What tense do we use to talk about routines? (present simple) Say Tell me some things that you often do, or always do, at lunchtime. Ask several students to say two or three things they do at lunchtime.

• Choose one of the students who has described a sequence of events. Say to the student, for example, At lunchtime, you have lunch at school. You also play chess. Which do you do first? The student responds. Then say You have lunch. Then you play chess. Write then on the board. Say When you do things in a certain order, it’s called a sequence. We can show the order using sequencing words.

• Say We’re going to learn some more sequencing words, and use them to describe our daily routine.

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Present • Tell students to open their books at page 55. Ask the students to read silently through the information in the green box at the top of the page. On the board, write these example sentences: First, I do my homework, and then I watch TV. I have breakfast before I walk to school. After supper, I read a book. Before I go to bed, I brush my teeth.

• Ask students to work with a partner to find all the sequencing words on the board. When they have finished, ask Which are the sequencing words? Underline them as students name them. Then ask a student to read out the first sentence on the board. Say I do my homework. I watch TV. Which action comes first? (do my homework) Do the same for each of the sentences. Say The sequencing words tell us the order

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert in which things happen. Using sequencing words when you write helps to make sure the order of the events is clear.

Read the Model 

1

Writing Support

2

Using sequencing words A sequence describes the order in which events happen. It is important for students to understand sequence when they are reading, because it helps them to make sense of both factual texts and fictional stories. It is important for students to understand sequence when they are writing in order to guide their readers through the order of events they are writing about. Sequencing words, used well, can make a paragraph both easier to read and more fluent.

• 1 Say Now we’re going to look at a model of a paragraph that uses sequencing words. First, let’s look at the photo. Ask What do you think the text might be about?

• Tell students to read the text independently. When they have finished, put students into pairs. Say Now you’ll read the text again. Work with your partner to find all the sequencing words and underline them. When pairs have finished, check answers as a class.

• On the board, write always, often, sometimes. Say Work with your

does homework         school finishes has lunch           swims in the sea has a shower         goes to bed

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Some useful sequencing words and phrases include:

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first – second – third, etc. before − after then – next – later last – finally – in the end

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partner again. Find two things that the writer always does, two things he often does, and two things he sometimes does. The word sometimes is not always used for things he sometimes does – you have to decide. Write down your ideas. When pairs have finished, ask them to share their ideas with the class. On the board, write some of the events from the model that students suggest, and add a few more, so that you have a list like this, in random order:

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goes to school by boat gets up          

• Say Talk to your partner. In which order do the events on the board

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happen? Try to number them. When they have had time to work out the order of events, invite a pair to the board to write numbers before each item in the list. Ask Do you agree? Who wants to change the order?

• 2 Put students into pairs with a different partner. Read the

Sequencing words are used in all types of writing, but are particularly useful in writing instructions, directions, or descriptions of a series of events.

Teaching Tip Let students know in advance how much time they will have to complete an activity. For example, if students are writing, make sure you tell them before they begin how much time they have to complete the task. If they have difficulty completing a task in the time given, allow them to finish at home or in the next lesson.

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questions aloud. Say You’re going to compare the writer’s typical day to yours. Remember that a typical day includes things that we often do, or always do. Things that we rarely do don’t happen in a typical day. Ask pairs to read the text again and complete the activity together. Tell them to write a few events in their own typical day as they discuss.

First, second, third can be replaced by firstly, secondly, thirdly at the beginning of a sentence. However, firstly is more formal than first, and most writers today prefer to use first in written English.

Plan 

3

• 3 Read Activity 3 aloud. Say Now you’re going to plan your writing. What is your topic? (a typical day in your life) What kind of words will you use to help order the events in your description? (sequencing words) Say Your next step is pre-writing.

Workbook  For scaffolded Writing support, assign Workbook page 34. Online Workbook Writing Writing SAMPLE COPY, NOT FOR DISTRIBUTION

111

• If you have time in class, allow students to work on this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook page 34 for writing support.

WRITING When we write about a person’s daily routine, we use sequencing words to show the order of events: first

1

then

next

before

after

• Worksheets  If your students need a reminder of any of

Read the model. How does the writer show the order of events? Underline the sequencing words.

the steps of process writing, you may want to hand out the Process Writing Worksheet and review it together.

A Day in My Life On weekdays, I always get up at half past six in the morning. First, I have a shower, and then I have breakfast with my family. Next, I go to school. My family lives on a small island and I always go to school by boat! When the weather is very bad, I stay at home and my teacher sends me extra homework by email. School starts at 8.45 and lunch is at twelve o’clock. I often have rice with fish. After lunch, we have music or art. School finishes at three o’clock, but once a week, on Wednesday afternoon, I stay at school for football club. I really love football! I get home at four o’clock. I often go swimming in the sea before supper, and then I do my homework. I go to bed at nine o’clock. The stars are very beautiful and I can hear the sea.

• Workbook  Refer students to Workbook page 34 to help them organise and plan their writing.

Write • After students have completed their pre-writing,

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tell them to work on their first drafts. If you haven’t got enough time in class, assign the first drafts as homework.

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Revise

• After students have finished their first drafts, tell 3

Write. Describe a day in your life. Use sequencing words.

them to review their writing and think about their ideas and organisation. Ask each student to consider the following: Have I described the most important or interesting events in my day? Have I described them in the right order, using sequencing words? What seems good? What needs more work?

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Work in pairs. How similar is the writer’s typical day to your day? Which things are the same? Which things are different?

WRITING 55

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• Give out two sheets of paper to each student and

Edit and Proofread • Encourage students to consider elements of style, such as sentence variety, parallelism and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalisation and spelling.

Publish • Publishing includes handing in pieces of writing to the teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet.

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ask them to brainstorm all the things that happen in their typical day. Say Note down all the things you can think of that you do in your typical day. Write them down, in any order. You don’t need to write sentences, just a few words about each idea. Leave a little space between the ideas. When students have finished, give out scissors and ask them to cut out each idea separately. Then say Now put the events in the order they happen in your day. Students lay out the pieces of paper in the correct order and stick them into their notebooks or onto a fresh sheet of paper in sequence.

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Writing Assessment Use these guidelines to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the table. 4 = Excellent 3 = Good 2 = Needs improvement 1 = Re-do

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Unit 2

1 Writing  Student includes appropriate sequencing words to describe the order of events. Grammar  Student uses the present simple and adverbs of frequency correctly to describe a routine. Vocabulary  Student uses a variety of word choices, including words learnt in this unit. Usage  Student uses correct subject−verb agreement.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

3

4

Mission Objective

Students will • discuss how it is important to have self-belief.

Content Vocabulary  adventurer, educator

Resources  Video scene 2.2 (DVD/ Website/CPT); Worksheet F.2.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

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Believe in Yourself

Be the Expert

Dave and Amy Freeman

56 MISSION

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Mission

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3. Do you want to be an explorer? Why or why not?

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2. Dave and Amy Freeman travel around the world and tell children about their experiences. What do you think the children learn from their adventures?

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National Geographic Explorers, Adventurers and Educators

1. Watch scene 2.2.

Teaching Tip

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Dave Freeman

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‘At one point I was a student sitting in a classroom just like them and I wanted to be an explorer. And now I am! And they can do it, too, if they want to.’

• On the board, write the mission Believe in Yourself.

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Say In the reading text in this unit, we read about Josh Waitzkin. Can you remember what Josh was good at? (playing chess, Tai Chi) Ask Did Josh find it easy to become a champion? (no) How did Josh become brilliant at these things? (He worked very hard.) Say Josh knew he could do well if he worked hard. He didn’t give up when things were difficult. He believed in himself. Read out the mission and say We’re going to talk about why it’s important to believe in yourself.

• Tell students to turn to page 56 and look at the photo of Dave and Amy Freeman. Say Dave and Amy Freeman teach children about exciting places while they are exploring the world. Look at the photo on this page. Ask What do you think they are doing? Elicit students’ ideas, and then ask a student to read the quote aloud. Ask What do you think is the main idea of Dave’s quote? (If you believe in yourself, anything is possible.)

If students don’t understand a concept, they may not always speak up and make it clear that they’re confused. Make sure you check understanding as you teach new material. Encourage students to speak up when they don’t understand something. Tell them that this is what good learners do.

Online Workbook  Meet the Explorer 2/22/17 4:06 PM

• Activity 1 Say Now let’s watch a video about Dave and Amy Freeman. Play Video scene 2.2. Ask students to focus on how Dave and Amy keep in touch with students when they are travelling to wild places.

• Activity 2  Put students into pairs. Ask partners to discuss what children can learn from following the experiences of explorers like Dave and Amy Freeman. What questions would they like to ask the explorers? Which places would they like to learn about?

• Activity 3 Say Dave Freeman says ‘I wanted to be an explorer. And now I am!’ Think about whether you would like to be an explorer. Why would you, or why wouldn’t you? For students who said they would not like to be an explorer, ask What would you like to be? What do you believe you can do in your life?

• Worksheet  Hand out Worksheet F.2.6. Explain that students will use the worksheet to further discuss Dave and Amy Freeman’s mission.

Mission SAMPLE COPY, NOT FOR DISTRIBUTION

113

Make an Impact

Project

YOU DECIDE Choose a project.

Objective

Students will • choose and complete a project related to schools.

1 Design your perfect school. • Think about the classroom, the timetable and the lessons.

Academic Language  guide, role-play,

• Make an advertisement for your school.

video interview

• Present your advertisement to your classmates. Do they want to join your school?

Content Vocabulary  advertisement, leaflet, timetable,

Resources  Assessment: Unit 2 Quiz;

2 Plan and do a video interview.

Workbook pages 35 and 105; Worksheet F.2.7 (Teacher’s Resource CD-ROM/Website); CPT: Make an Impact and Review Games

• Find out about a typical school day in another country. • Imagine you are a student in that country. Film a role-play interview about your day with a classmate.

Materials   large sheets of paper, felt tip

3 Make a school guide for new students.

Go to page 281.

Unit Review  Assign Worksheet F.2.7. Workbook  Assign pages 35 and 105. Online Workbook Now I can

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Assessment 

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• Put the information together to make a leaflet about your school for new students.

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• Draw a map to show where the different classrooms are.

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• Write down the most important facts about your school.

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• Show your video to your classmates and answer their questions.

pens, video camera

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Prepare

• you decide  Ask students to choose a project. • Activity 1  Ask students to think about what their

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perfect school would be like. Tell them to think of a name for the school first. Ask What would you include in the design of a perfect classroom? Which subjects would be on the timetable? Would you include any more unusual activities? Encourage them to pick their best ideas for their advertisements and to present them in a colourful and eye-catching way.

• Activity 2  Tell students to do some research first about schools in another country.

• When they have finished their research, ask students to write a series of questions for an interview, and think about some of the things they could include in answers to the questions. Students work with a partner who asks them the interview questions. Make sure they have access to a device that records video.

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Tell students they should rehearse their interview before recording it.

• Activity 3  Explain that a guide is a book that gives the most important information about something. Encourage students to work together to plan and make the guide, each working on a different aspect.

Share • Schedule time for students to present their projects to the class. Allow time for the student audience to ask questions about their classmates’ work. You can ask students to vote on the best design for a perfect school.

• Modify  Help students simplify a project by leaving out one of the options or steps. You could provide students with some information about schools in a particular country for the video interview, or provide students with a plan of their school to label for the school guide.

COPY, NOT FOR DISTRIBUTION

STUDENT’S BOOK AUDIO SCRIPT

Track 049 2 LEARN NEW WORDS  fail / Sometimes it is good to fail a test because you learn something. hard-working / He is hard-working and always does all of his homework. improve / I can improve my grades if I work hard. succeed / She doesn’t always succeed, but she tries hard. Track 050 3   WHILE YOU READ  See Student’s Book pages 50–51.

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Track 042 5 LEARN NEW WORDS  difficult / This maths question is very difficult – I can’t answer it. easy / It is easy to travel to my school by bus. same / My school is in the same town as my home. different / We’ve got three different teachers for English.

Track 048 3 LEARN NEW WORDS  at the weekend / We don’t go to school at the weekend. every day / We get up every day at half past seven. on weekdays / School starts at eight o’clock on weekdays. once a week / I have a music lesson once a week on a Monday. twice a week / We have PE twice a week on Tuesday and on Thursday.

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Track 041 5   The Nenets people are nomads. They follow their reindeer herds around Siberia. But it is difficult for the children to go to school because their families move to a new place every week. Now there is a nomadic school for the children. The teachers move with the families. It is easy to go to school when your classroom is also your home! At the Nenets nomadic school, some lessons are the same as lessons in a normal school. Children learn how to read and write, and they study maths and science. But other lessons are very different. The children learn about special Nenets traditions and skills.

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Track 040 2 LEARN NEW WORDS  camera / A camera records the teacher’s words. classmate / Joe and Emma are my classmates. homework / I get homework every day. instructions / Please listen to your teacher’s instructions. language / She speaks two languages: English and Japanese. laptop / We’ve got a new laptop in our classroom. lesson / Our lessons are usually in the same classroom. library / Our school has got a big library with some great books in it. practise / We practise singing and dancing every morning before school starts. screen / The students can see the teacher on the computer screen.

Track 047 3   In most junior high schools in Japan, children start school at half past eight in the morning on weekdays. Once a week, the whole school meets and the head teacher gives a special talk to the students. There are four classes in the morning before lunch. Every day, students collect their lunch from the school kitchen and take it to their classroom. They eat their food and then they help to tidy and clean their classroom. There is usually one more lesson after lunch and then school finishes. After-school clubs meet once or twice a week at the end of the school day. Children don’t go to school at the weekend, but sometimes they have extra private lessons.

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L isten and read.  See Student’s Book pages 44–45.

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Track 039 1

Track 043 SPEAKING STRATEGY  See Student’s Book page 47.

Track 051 grammar  See Student’s Book page 54.

Track 052 Express Yourself See Student’s Book pages 58–59.

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Track 044 1   S1: Do you like your new school, Luke? S2: Yes, I do. It’s great. S1: Which subjects do you like? S2: Mmm. I’m not sure. I like music and history. S1: What about art? Do you like art? S2: No, I don’t. I hate art! But I love geography. How about you? What subjects do you like at your school? S1: I like English and Spanish, and I like maths. But I don’t like PE or history. S2: You don’t like PE? That’s my favourite subject!

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Track 045 grammar  See Student’s Book page 48.

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Track 046 1   My name is Kerem and I’m from Turkey. 1. I get up at half past six in the morning. 2. My sisters and I have bread with cheese for breakfast. 3. My mother doesn’t have breakfast. 4. She drinks some black tea. 5. I go to school after breakfast. 6. I don’t have lunch at school. 7. My grandmother makes my lunch at home. 8. After lunch I return to school. 9. My last lesson finishes at three o’clock. 10. I do my homework at school after my last lesson.



SAMPLE COPY, NOT FOR DISTRIBUTIONAudio Script

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Express Yourself

Express Yourself

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Read and listen to the text messages about World Food Day.

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Objectives

Students will • identify the purpose and features of text messages. • connect ideas about families, food, schools and education.

Hi, Mum. It’s World Food Day at school tomorrow! Help! I have to bring some typical food from Japan. Tomorrow??

Content Vocabulary  celebration, supermarket, sushi, text message, typical

Yes, tomorrow. Sorry! The note about it is in my bag. Have you got any ideas for a typical dish from Japan?

Related Word  emoticon Resources  Online Workbook (Units 1–2

What about some sushi? That’s a typical Japanese food and it’s easy to make.

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That’s a great idea! Can you get the ingredients for me this afternoon, please? Then we can make it when I get home from school.

Cool. What do we need?

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I’m at work this afternoon, but Grandad is always happy to help. You know he’s good at cooking! You can go to the supermarket together after school.

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Review)/Workbook pages 36–37; Worksheet F.2.8 (Teacher’s Resource CD-ROM/Website); Track 052 (Audio CD/Website/CPT); CPT: Express Yourself Units 1−2

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You need some rice, some seaweed, a cucumber, some fish, some soy sauce and some ginger.

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OK. Thanks, Mum.

Good luck making sushi!

Maki sushi

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Present 

• Preview  Ask students to turn to pages 58−59.

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Discuss the photo. Ask What food is this? Have you eaten anything like it? Do you know which part of the world it comes from? Let students discuss and read the caption. Tell them they’re going to read and listen to a conversation in the form of text messages. Ask Have you all sent a text message? What can you tell me about text messages? Invite students to share their ideas and experiences.

• Ask students to look at the text messages in Activity 1. Say Some of the messages are in green speech bubbles. The others are in blue. Why are there two colours? (Different people are sending the two sets of messages.) What do the writers use to communicate, in addition to words? (emoticons) Make sure students understand emoticons. Write the word on the board and invite two or three students to draw examples on the board.

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• 1 Read together  Read the instruction for Activity 1. Say As you read along, think about how the people are feeling when they write each message. Play Track 052 once as students listen and read along. When they have finished, ask Which two people are sending the text messages? (a student and his mother) How do you think they’re feeling? (Invite students’ ideas.) Point out the word Grandad. Say Grandad and Grandma are names people sometimes use for their grandfather and grandmother.

Practise 

2

• 2 Discuss  Put students into groups of three or four. Read aloud the Activity 2 questions. Remind students that in Unit 1 they learnt about different foods that families eat for breakfast in other parts of the world. Ask Have you celebrated any special days at school? What activities did you do? Do you eat in restaurants that serve food from different countries?

SAMPLE COPY, NOT FOR DISTRIBUTION

2

Work in groups. Discuss the text messages.

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1. What do you think students learn about at World Food Day? 2. Imagine it’s World Food Day at your school. You can make a dish from any country in the world. Which country do you choose? What dish do you make?

Connect ideas. In Unit 1, you learnt about food and families. In Unit 2, you learnt about education. What connection do you see between the two units?

Be the Expert Genre in Depth Text messages  Text messages usually appear on a small screen, so they need to be written in very few words. Single words are often used, for example, Hi, OK or Cool! Shorter forms of words or acronyms are also used, for example, CU for see you. Emoticons (such as a smiley face or sad face) are often used to convey the writer’s feelings or mood.

Cumulative Review

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Hand out Cumulative Review Worksheet F.2.8.

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Formative Assessment

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Can students • identify the purpose and features of text messages?

YOU DECIDE Choose an activity.

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1. Choose a topic: • a family celebration • a school celebration

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2. Choose a way to express yourself: • an online conversation • an email • a recipe

3. Present your work.

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Connect 

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Have you visited any other countries? What food did you like best? Encourage students to think about how easy or difficult a dish would be to make.

• 3 Critical thinking  Put students into new groups. Read aloud the Activity 3 text. Provide prompts as necessary: Remember some of the unusual types of schools we talked about in Unit 2 in different parts of the world. Think about how families and communities in different countries live, and how this relates to, or affects, education in those countries.

Prepare 

• connect ideas about food, families, schools and education? Ask Can you give examples of some connections between food and schools for different types of families?

Workbook  Assign pages 36–37. Online Workbook  Units 1–2 Review

2/22/17 4:08 PM

• 4 To help students decide which activity to choose, ask them to think what kind of message they want to communicate. Say An online conversation could be presented like the text messages on page 58. It could be about planning the celebration, or saying what happened at the celebration. If you write an email, think about who you’re writing to and why. Do you want to ask for someone’s help or advice, for example? If you choose a recipe, take time to look at recipes in books or online, and note how they look and what they include. Remind students of the importance of putting the steps of a process in the correct order.

Share

4

• Set aside time for sharing students’ work with

• YOU DECIDE  Review the activity options. Allow students to choose their own topic. You may want to assign this activity in advance so that students have more time to work on it in class or at home.



59

Ask students to say why they might send a text message, and give an example.

the class. Remind students to listen politely to presentations and to wait until they’re over before asking any questions.

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Unit 3

In This Unit Theme  This unit is about robots. Content Objectives

Students will • describe robots and what they can do. • read about jobs that robots do. • read about and discuss the gender divide.

Language Objectives

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Students will • talk about how robots can help people. • use phrases to express different reactions. • use can and can’t to talk about ability. • use should and shouldn’t for advice. • write a paragraph of contrast.

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Vocabulary

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pages 62–63 boring, control, design, doctor, follow, help, improve, mouse, online, pain, send page 64  bring, hold, movable, move page 67  cry, dream, imagine, laugh page 68  code, engineering, program, project Vocabulary Strategy  The -able ending

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and Us

Grammar 1  Use can and can’t to talk about ability Grammar 2  Use should and shouldn’t to give advice

Reading  Girls Can Code Reading Strategy  Identify the main point of a paragraph

Video  Scene 3.1: Squishy Robot

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Fingers; Scene 3.2: Meet Chad Jenkins

Writing  Contrasting two gadgets National Geographic Mission 

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• Presentation • Design a robot • Invitation

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Change the World

Project

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Speaking Strategy Reacting Grammar

Pronunciation The th sound Pacing Guides  F.3.1, F.3.2, F.3.3

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Introduce the Unit • Activate prior knowledge Say In this unit we’re talking about robots. Ask Who can tell me what a robot is? Elicit students’ ideas, and confirm A robot is a machine that can work by itself. It often does a job that humans did in the past.

• Ask students to name robots from stories or films they know. When students name a fictional robot, ask What’s (robot name) like?

• TO START  Tell students to open their books at pages 60−61. Point out the unit title Robots and Us. Say We talked about robots that aren’t real. But in real life, there are robots that can help people. We’re going to find out about these robots in this unit. Ask students to look at the photo. Say What’s the robot doing? (putting the lid on a jar) Read Question 1. List suggestions on the board.

• Read aloud the caption and explain that robotics is the science of making robots. Then ask questions about the photo and the caption such as the following: What country is this robot from? (Germany) What do you think the robot is made of? (plastic, metal, glass)

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Unit Opener Objectives

‘We know that robots are going to have an impact on society.’ Chad Jenkins

Students will • describe and discuss a robot in a photo. • discuss the importance of robots and machines.

Resources  Worksheet F.3.1 (Teacher’s Resource CD-ROM/Website); CPT: Unit Opener

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Be the Expert

About the Photo

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TO START 1. Look at the photo. What is the robot doing? What else do you think this robot can do? 2. Would you like to have a robot in your home? Why or why not?

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3. Think about your home. How many machines are there? What jobs do they do? What would your life be like without them?

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How big do you think it is? Which part of the robot is most like a human? What do you think the robot sounds like? Do you think it can speak? What name would you give this robot, and why?

• Read the quote by Chad Jenkins aloud. Say If something has an

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impact on society, it means it changes our lives in an important way. Can you think of some ways in which robots might change our society? Ask students to suggest some ways. Then ask a student to read aloud Question 2 and elicit responses.

• Share with students the information in About the Photo. Say Robots can help with many different tasks. Which is the most important?

• Ask a student to read aloud Question 3. Ask What machines are there in your home? What do they do? Encourage a class discussion.

Extend

The Institute of Robotics and Mechatronics in southern Germany develops many different types of robots. Some of the robots are designed to operate in environments that would be difficult to reach or dangerous for human beings. Others provide assistance to people in their everyday life and work. The robots copy the way humans move, and extend the things that humans can do. The robots are designed for tasks in many different areas, including space exploration, medicine and health care, industry, disaster management, exploration of extreme environments and personal assistance.

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A robot at work at the Institute of Robotics and Mechatronics, Germany

Teaching Tip Class discussion can bring out students’ interests and allow them to talk about things that are important to them. Be aware of how much your students know about the topic they are discussing and whether they need help with vocabulary. During class discussions, try to get students to talk to each other and not just to you. For example, you don’t have to respond to every student’s comment yourself. Instead, ask the class to comment on what a student has said. Say Who agrees with (student’s name)? Tell (him/her) what you think and why. Make sure that students express their ideas politely.

Related Words human, robotics

• Hand out Worksheet F.3.1. Put students into pairs. Explain that partners will be discussing and writing about robots.



SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener

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1

Vocabulary

What do we use robots for? Discuss. Then listen and read. 053

What do you think of when you hear the word ‘robot’? Perhaps you imagine something that follows our instructions, brings us our clothes and helps us around the home. These robots do exist, but scientists also design many other kinds of robots for other important jobs.

Objectives

Students will • use vocabulary related to robots. • use new vocabulary to read about and discuss some jobs that robots do.

Doctors use medical robots for surgery. They can use the robots to make very careful

Target Vocabulary  boring, bring,

movements. The doctors can even control the robots from far away. Other doctors also use another type of robot – a therapy robot. One type of therapy robot called Paro looks and acts like a baby seal. It has got a movable head and flippers. When patients hold this robot, they feel relaxed and happy. Sometimes their pain levels improve.

control, design, doctor, follow, help, hold, improve, mouse, movable, move, online, pain, send

Content Vocabulary  assembly line, cuddle, household chores, medical, position, roboticist, therapy, vehicle

Resources  Worksheet F.3.2 (Teacher’s

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Resource CD-ROM/Website); Tracks 053–056 (Audio CD/Website /CPT); CPT: Vocabulary

62 VOCABULARY

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Warm Up

• Build background  Tell students they’re going to

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read about different jobs that robots do. Tell them to open their books at pages 62−63 and look at the two photos. Say There are two very different types of robots in the photos. Read out the captions. Say The robot in the main photo looks like a baby seal. Where do seals live? (sometimes in the sea, sometimes on land). Can you guess what job the robots in the two photos are doing? Put students into pairs and give them time to discuss their predictions.

Present 

1

This is cuddling. Demonstrate a cuddling motion, like a small child holding a doll and rocking it.

• 1 Put students into pairs. Read aloud Activity 1 at the top of page 62. Say Discuss with a partner. You

Unit 3

have two minutes to list as many ways we use robots as you can. When the time is up, ask pairs how many uses they listed and ask pairs to read out a few of their ideas.

• Say Let’s find out some more uses for robots. Play Track 053 and tell students to listen and read. Say

The baby seal is a therapy robot. What do you think therapy means? (helping someone with a medical problem to get better) Say The robot in the second picture is a vehicle. Can you give me some examples of things that are vehicles? (car, train, boat, lorry, plane)

• Discuss the reading. Ask questions such as:

2

• Say The child in the main photo is cuddling the seal.

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Why do you think doctors sometimes use robots to do operations? What happens when patients hold the parobot? Explorers send robots to places that are hard to reach. What example is given? What dangerous job can robots do?

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert In factories, robots do a lot of very boring assembly line jobs. When humans do repetitive jobs – the same thing, again and again – they can make mistakes, but robots don’t get bored.

About the Photo The Paro therapy robot has been modelled to look and behave like a baby harp seal. It is covered with soft artificial fur to make people feel as though they are touching a real animal. It responds to being spoken to or stroked, by making seal noises, moving its body and flippers, and opening and closing its eyes. It is designed to have a positive effect psychologically on people interacting with it, with similar effects to therapies carried out with real animals. It has helped people of all ages, from children in hospital to elderly people with dementia. And unlike drug therapies, there are no side effects.

A robot rescue vehicle, Russia

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Explorers send robot vehicles to places that are difficult to reach, for example, deep below the sea. They can watch the robots on a screen and control them online using their keyboard and mouse. They can decide where and when the robots move. People also use robots to do very dangerous jobs. For example, if there is a fire in a building, a robot can go into the building and look for people.

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LEARN NEW WORDS Listen and repeat.

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Work in pairs. Design a therapy robot. What does it look like? What does it do? How does it make people feel happy? Share your ideas with the class.

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VOCABULARY 63

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Robots often do jobs that people find boring. What do you think an assembly line is?

• Explain Say Some jobs in factories in the past were

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very boring for people to do. Now robots can do many of these jobs, and do them better than people.

• 2 LEARN NEW WORDS  Play Track 054. Ask students to listen and repeat. Then put the students into small groups. Give each group three or four of the new words. Say Make a new sentence for each word. When students have finished, ask each group to read their sentences.

Practise 

3

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• 3 Share with students the information in About the Photo. Put students into pairs. Say Now you’re going to design a therapy robot. Think about who your robot might help. Read the Activity 3 questions. Tell

Involve students in the presentation phase of learning new words. Instead of always supplying the definition of a new word in a text, present the form of the word and elicit their ideas. For example, ask What’s a repetitive job? Show me. Students might respond by miming doing the same actions several times. Encourage any ideas that are on the right lines, and then confirm by giving a clear definition yourself. That’s right. A repetitive job is when you repeat the same actions many times.

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A child in hospital cuddling Paro, a life-like baby seal robot, Japan

Related Word patient

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students to sketch out their ideas on paper, including a drawing of their robot. When they have finished, ask them to share their ideas with the class. Ask the class to vote on the best robot.

• 4 Read aloud the quote from page 61 again. Say Now let’s read about Chad Jenkins and his work. Then ask students to turn to page 64. Read out the words in the word box. Say Most of these words are verbs. Which words aren’t verbs? (doctor, online). Tell students to complete Activity 4 independently. Ask a student to read the completed paragraph aloud.

• 5 LEARN NEW WORDS Read aloud the words in the word box, then play Track 055 and tell students to listen for the words. Ask students to work in pairs and look for each word in context on pages 62−63. Tell students to complete the matching activity independently. Play Track 056 and ask them to listen and repeat the words and sentences.

Vocabulary SAMPLE COPY, NOT FOR DISTRIBUTION

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4

Vocabulary

Read and write the words from the list. Make any necessary changes. control

Objectives

design

doctor

follow

help

send

online

Target Vocabulary  bring, hold,

. Then they

follow

instructions to the robots. The robots

control

the instructions. People who visit Chad’s lab

robots.

help

He wants to teach his robots how to learn new things. A lot of people Chad to teach his robots. They visit Chad’s robot lab

send

designs

Chad Jenkins is a computer scientist and roboticist. He

Students will • use vocabulary related to robots. • use a vocabulary strategy to learn new vocabulary.

online

the robots online.

They can tell the robots to play football or to do some household chores. The robots learn new

movable, move

things and improve because they get a lot of practice.

bring

hold

move hold bring

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move Chad Jenkins interacts with a robot

1. change from one position to another 2. have something in your hands or arms 3. take something or someone with you to a place

4. able to change position

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movable

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pages 38–39; Tracks 053–056 (Audio CD/Website/CPT); CPT: Vocabulary

LEARN NEW WORDS Listen to these words and match them to their definitions. Then listen and repeat. 055 056

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Vocabulary Strategy The -able ending Academic Language  definition, suffix Resources  Online Workbook/Workbook

YOU DECIDE Choose an activity.

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1. Work independently. Write a list of five instructions for the robots in Chad Jenkins’ lab. 2. Work in pairs. Henry Evans works with Chad. He can’t speak or move his arms or legs. Think of different ways a robot might help Henry.

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3. Work in groups. Think of a very simple task for a robot, for example, ‘Bring me my book.’ or ‘Check my email.’ Then write instructions for every step of the task.

64 VOCABULARY

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• Vocabulary Strategy Say Read the words in the box again. Which two words begin with the same three letters? (move, movable) Ask a student to read aloud the definitions of the two words. Say Sometimes when we add an ending to a word it changes the type of word it is. Move is a verb. What kind of word is movable? (an adjective) Explain When we add -able to the end of a verb, it makes an adjective that means you can do something. If a robot has movable arms, it means you can move them. Write on the board: verb + suffix = adjective move + able = movable control +

able

= controllable

reach + able = reachable

Say A suffix is a group of letters that we can add to the end of the word to change its meaning. One suffix is -able. Draw students’ attention to other examples on the board. Say Here are two other verbs that we can add -able to. Read the examples aloud. Ask What do you think controllable means? (We can control

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Be the Expert something.) What do you think reachable means? (We can reach something.) Point out the spelling changes. Say We remove the e from move before adding the suffix. We double the final l in control. Ask students to suggest sentences using the three -able words on the board.

Apply 

Vocabulary Strategy The -able ending  It’s possible to change the word class of a word in English by adding a suffix. The suffix -able is an example of an adjective suffix, which changes a verb into an adjective. It’s related to the word able, and means ‘can be done’ or ‘capable of’. It is a particularly useful suffix as it can be used with many verbs, e.g. drink → drinkable, change → changeable, watch → watchable.

6

• 6 you decide  Ask students to silently read the choices in Activity 6. Say Choose one of the three activities. You’ll work on your own, with a partner or in a group.

• For Activity 1, encourage students to think about the order of the instructions, and to express them clearly. For Activities 2 and 3, help students to find partners or groups to work with. Give students time to complete their chosen activity, then ask them to share their work with the class.

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Other common adjective suffixes are -ful, meaning ‘full of’ or ‘providing’, and -less, meaning ‘without’, e.g. use → useful, useless, hope → hopeful, hopeless. These suffixes are mainly added to nouns rather than verbs.

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• Invite a student to volunteer to role-play being a robot. Ask one of the groups who did Activity 3 to read out their instructions to the ‘robot’, who tries to mime the actions to complete the task. Then say Did the instructions work well? Were any steps of the task missed out? Invite students to suggest improvements and guide the ‘robot’ to do the task again. Repeat the activity a few more times with different students playing the robot, and other groups giving their instructions for a new task.

A suffix sometimes requires a change of spelling to the root word, for example: move → movable (the final -e is omitted) copy → copiable (the final -y changes to i) control → controllable (the final consonant doubles).

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Extend

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• If time allows, hand out Worksheet F.3.2. Explain that students

will use vocabulary words to write about and discuss robots and technology.

Consolidate

• Write two columns of words from the unit on the board: a list of

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nouns and a list of verbs:

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Nouns: robot, doctor, mouse, instructions, computer, roboticist, baby seal, people, household chores

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Verbs: move, control, design, send, improve, bring, hold, follow, use

• Divide the class into two groups to play a game. Ask each group to line up. Tell students that the person at the front of one line will choose a noun and the person at the front of the other line will choose a verb. Say You need to work together to make a sentence with the two words. The two students go back to their desk to write their sentence on a piece of paper, then go to the back of the line. In the meantime, the next pair is taking a turn. Say Try not to use the same two words as any other pair. When the first pair get to the front of the line again, say Now tell us your sentences. The rest of the class listens and decides if the sentence is correct. The class gets a point for each correct sentence. Set a target number of points that the class has to reach in order to win.



Formative Assessment Can students • use new vocabulary related to robots? Ask students to choose the correct words to complete these sentences: A roboticist ______ robots. (follows/ designs) Students can send ______ to the robots online. (instructions/pain) The robots ______ because they get a lot of practice. (follow/improve) • use new vocabulary to discuss some jobs that robots do? Ask students to talk about the work done by one of the robots they read about.

Workbook  For additional practice, assign Workbook pages 38–39. Online Workbook Vocabulary

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Speaking Strategy

SPE AKING S TR ATEGY

057

Reacting

Students will • express reactions.

Speaking Strategy Reacting Academic Language  speaker Content Vocabulary  amazing, cool,

1

That’s amazing!

That’s boring!

That’s fantastic!

That’s a bit weird!

That’s so cool!

That’s scary!

Listen. How do the speakers react? Write the phrases you hear.

fantastic, scary, weird

2 7

Pronunciation The th sound Resources  Online Workbook; Worksheet

Krish:

F.3.3 (Teacher’s Resource CDROM/Website); Tracks 057−058, 139–141 (Audio CD/Website/CPT); Pronunciation Answer Key (Teacher’s Resource CD-ROM/Website); CPT: Speaking Strategy and Pronunciation

058

Read and complete the dialogue. Possible answers:

Mariana: Krish: Mariana:

Materials  Scissors for each pair of

Krish:

students, pieces of card or paper

Mariana:

No, it isn’t! It’s really interesting. This robot looks like a baby seal. Wow!

That’s amazing!

They even use them in hospitals. In hospitals?

That’s a bit weird.

Not really. The robots help patients to feel happy and relaxed.

ar

Really?

That’s so cool!

Le

Mariana:

That’s boring!

Robots!

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Krish:

There’s an article in this magazine about robots.

ng

Objective

lG eo gr

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3

Work in pairs. Pick a card and react to the information on it.

Go to page 177.

SPEAKING 65

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Warm Up

• Activate prior knowledge Say Imagine someone tells

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you something very surprising. For example, ‘We’ve got a new robot at home. It cleans the house every day and makes our meals.’ What do you say to them? Ask several students for their ideas, and list them on the board. Then say Imagine someone tells you something sad. For example, ‘My pet rabbit died yesterday.’ What do you say to them? Elicit students’ ideas and add them to the board. Explain When we respond to something interesting, surprising, sad or happy that someone tells us, we’re reacting. Write reacting at the top of the board. Say In this lesson, we’ll learn different ways of reacting to people.

• Model Say Let’s see why it’s important to react in a conversation. Invite a student to the front of the class and role-play a short conversation in which you don’t react in an appropriate way. For example, you could say Tell me something exciting that happened. When

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the student says, for example, My sister was on TV last week! say OK in a bored voice. Then say Tell me about something unusual. When the student responds, My brother loves doing household chores! don’t reply. Instead, pause for a moment, and then talk about something unrelated, such as I had fish for supper last night.

• Ask the class What happened when I didn’t react in the right way to what (Mia) said? Ask several students to give their ideas. Say If you don’t react in the right way, the conversation stops. Also, people might think you’re unfriendly, or that you don’t care about them. So it’s important to know different ways of reacting.

Present 

1

• Say Let’s look at some different ways of reacting. Say Open your books at page 65. Listen to some different expressions we can use. Play Track 057. Tell students to listen and read along.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Play Track 057 again, pausing after each sentence for students to repeat. Make sure that they use the right intonation. Say It’s important that we say the expressions in the right tone of voice.

Strategy in Depth Intonation is the rise and fall, or ‘the music’, of a voice when speaking. In English, intonation is very important in conveying meaning, but it is also crucial in conveying attitude – how the speaker is feeling. The same phrase spoken with different intonation can convey enthusiasm or indifference, surprise or excitement. Make sure that your students have the chance to listen to typical examples of natural speech and that they pay attention to and use the correct intonation. Make students aware that when reacting to another speaker, a flat tone indicates lack of interest, so they need to speak with real feeling.

• 1 Say Now let’s listen to two people talking. What phrases do they use to react? Write down the phrases you hear. Play Track 058. Ask students to share what they wrote with the class.

Practise 

2

• 2 Once students seem comfortable using the speaking strategy to react, direct them to Activity 2. Say Now we’re going to read a dialogue about therapy robots. Read the instructions, and tell students to complete Activity 2 independently.

• Ask pairs of students to read their completed dialogues aloud,

ni ar

Pronunciation

3

• 3 Put students into pairs with a new partner. Ask them to cut

Le

Apply 

ng

taking turns as Krish and Mariana. Remind them to use intonation and facial expression to convey their feelings. When they have finished, ask Did you both use the same expressions to react?

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out a set of cards on page 177. Read the instructions aloud. Demonstrate the activity. Say Place the cards face down. One person turns over a card and tells his or her partner the information on the card. Then the partner reacts.

• Ask a student to play the game with you to model how it is played.

lG eo gr

Invite the student to turn over a card and read out the information, for example, The SuperClock is a robot alarm clock. It jumps onto the floor and hides! React, saying Wow! That’s so cool. I want one! Tell partners to play the game. Monitor, providing assistance as needed.

Extend

Go to Student’s Book page 163. Use Audio Tracks 139–141.

The th sound  To make the unvoiced th sound, tell students to place the front of the tongue lightly against the back of the upper teeth, and blow air out. To make the voiced th, ask them to add their voice, making the vocal cords vibrate. If they put two fingers on their Adam’s apple (the hard part at the front of the neck), they will feel the difference between the unvoiced and voiced sounds.

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• Give out two blank cards or small pieces of paper to each student.

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Ask them to make new game cards, writing two facts about robots. They can use their own knowledge or facts from the unit. Put the class into small groups to play the game. Tell each group to sit in a circle. Say Mix all the new cards together. Put them face down in the middle of the group. Take turns to pick a card and read it to the person on your right. That person reacts to what you say. See how many times you can go round the circle.

• If time allows, hand out Worksheet F.3.3. Explain that students can use the worksheet to practise reacting.

Consolidate • Write the new vocabulary words on the board: boring, bring, control, design, doctor, follow, help, hold, improve, mouse, movable, move, online, pain, send. Ask students to stand in a circle. Say Take turns to make a sentence. Use at least one of the words on the board. Say something surprising, or unusual, or different. Then choose two different students to react to what you said. Encourage the two students reacting to use different expressions.



Formative Assessment Can students • express reactions appropriately? Ask students to react to each of these statements: Our teacher brought a robot into class today. This robot can speak five different languages. You can get a robot that looks just like you.

Online Workbook  Speaking Strategy

Speaking Strategy SAMPLE COPY, NOT FOR DISTRIBUTION

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Grammar 1

GR AMMAR

059

Can and can’t: Talking about ability My robot can talk, but it can’t open doors. Can your robot clean the floor? Yes, it can.

Objectives

Students will • use can and can’t to talk about ability. • learn about and discuss what robots can and can’t do.

Grammar  Can and can’t: Talking about ability

Robotic pet dog

Target Vocabulary  cry, dream, imagine, laugh

Academic Language  ability, compare Content Vocabulary  drive a car, fast1

Resources  Online Workbook/Workbook

Listen. Tick the correct answers. can

pages 40−41; Tracks 059−062 (Audio CD/Website/CPT); CPT: Grammar 1

can’t

✓

jump

✓ ✓ ✓

paper (optional)

run

can’t

✓ ✓ ✓ ✓

talk

understand voice instructions

Work in pairs. Imagine you have got a robot. Think of five things it can do and five things it can’t do. You can use the ideas in the box below or your own ideas. Then compare your robot with another pair’s robot.

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2

can

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load the dishwasher

dance

ni

walk

go upstairs

ar

Materials  One poster-sized sheet of

060

ng

food restaurant, go upstairs, load the dishwasher

run

jump

swim

talk

sing

load the dishwasher

clean the house

play football

dance

drive a car

read a book

understand voice instructions

lG eo gr

hold things laugh

Our robot can hold things and it can dance, but it can’t sing. Can your robot sing?

Yes, it can. Our robot can sing and it can run, but it can’t understand voice instructions.

66 GRAMMAR

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Warm Up

• Activate prior knowledge Say We’ve learnt about some fantastic robots in this unit. Who can remember some of the things that robots do to help us? Let several students give their suggestions. Then say My favourite is the baby seal robot. It moves like a baby seal. It makes noises like a seal. It even pretends to go to sleep by closing its eyes. But seals can swim. Does the robot seal swim? (no) Ask Why not? and elicit students’ ideas.

• Say The robot can move but it can’t swim. Write the sentence on the board. Underline can and can’t. Say We’re going to talk about things people and robots can and can’t do. We’re going to talk about ability. Write ability at the top of the board.

• Predict Say Robots do a lot of things! But what are some things that robots can never do? Talk to your partner. Put students into pairs and give them time to discuss with their partner, then ask students to share their ideas with the class.

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3

LEARN NEW WORDS Listen to learn about what robots can and can’t do. Then listen and repeat. 061 062

Be the Expert Grammar in Depth

✓

✗ Robots can’t imagine things.

Humans can feel sad and cry.

✓

Robots can’t dream.

I like to imagine I’m …

I cry when …

Work in groups. What do you think these robots can do? What can’t they do? Complete the sentences below with your own ideas. A fast-food restaurant robot can prepare food and it can do the washing up. It can talk

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to people. It can’t laugh and it can’t use a computer. A hospital robot

lG eo gr

A school robot

A police robot

OWI_F_SE_80310_060-075_U03_PPDF.indd 67

GRAMMAR 67

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Present

Be able to has a similar meaning, particularly when talking about a person’s ability, and where the ability is surprising or exceptional: She is three years old, but she can / is able to speak three languages!

ni

I laugh when …

ar

I sometimes dream about …

ng

Work in pairs. Complete these sentences about yourself. Then compare your answers with your partner.

Le

5

Can is used in the present to express an ability, and can’t to express a lack of ability. Can is used to say what people, animals and things are able to do because of their own skills, knowledge, strength, design, and so on: The robot can lift heavy weights. Juan can play the guitar well.

✗

Humans can feel happy and laugh. 4

A modal is an auxiliary or helping verb that we use in English to talk about ideas, such as ability, possibility, necessity or permission. Modal verbs include can, could, may, might, shall, should and would. This unit covers the use of can for ability.

• Tell students to open their books at pages 66–67. Point out the

Be able to is more formal than can, and is used less often. To talk about past ability, we use could.

Teaching Tip Pause from time to time to give students a chance to ask questions about the lesson. Encourage them to ask any questions they may have about vocabulary, grammar or other Englishlanguage content. Help students to feel comfortable about asking questions by reminding them that all questions are important. Explain that other students in the class probably want to know the answer to the same question.

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grammar box at the top of page 66. Say We’re going to listen to a dialogue about what a robot can and can’t do. Play Track 059 while the students listen and read along.

• Read aloud the first sentence in the box, and write it on the board. Say My robot can talk, but it can’t open doors. Can my robot talk? (yes) Can it open doors? (no) Say We use can to talk about ability. We use can’t to talk about its opposite, lack of ability. Can’t is the same as cannot.

• Ask What can my robot do? (talk) Underline talk on the board. Ask What can’t my robot do? (open doors). Underline open on the board. Say Talk and open are the two main verbs in the sentence. But there are two other verbs: can and can’t. Circle can and can’t. Explain Sometimes we use a verb like can before the main verb, to express certain kinds of ideas. These verbs are called modal or helping verbs. Remind students that we use the joining word but to contrast two different pieces of information.



SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

127

GR AMMAR

3

059

• Put students into pairs. Say Can you remember any

LEARN NEW WORDS Listen to learn about what robots can and can’t do. Then listen and repeat. 061 062

of the things the robot can and can’t do? Talk to your partner. Don’t complete the table yet. Give students time to discuss any information they remember. Then play Track 060 again and ask students to complete the activity. Say Put a tick in the can or can’t column for each action. If necessary, pause the track after each sentence for students to tick the correct box. Check answers as a class.

Can and can’t: Talking about ability My robot can talk, but it can’t open doors. Can your robot clean the floor? Yes, it can.

✓

✗ Robots can’t imagine things.

Humans can feel sad and cry.

Robotic pet dog

✓ 1

Listen. Tick the correct answers. can

✓

jump

✓ ✓ ✓

walk run load the dishwasher 2

✗

Humans can feel happy and laugh.

060

can’t

can go upstairs dance

can’t

4

✓ ✓

5

✓ ✓

talk understand voice instructions

Robots can’t dream.

Work in pairs. Complete these sentences about yourself. Then compare your answers with your partner. I sometimes dream about …

I laugh when …

I like to imagine I’m …

I cry when …

Work in groups. What do you think these robots can do? What can’t they do? Complete the sentences below with your own ideas. A fast-food restaurant robot can prepare food and it can do the washing up. It can talk

Work in pairs. Imagine you have got a robot. Think of five things it can do and five things it can’t do. You can use the ideas in the box below or your own ideas. Then compare your robot with another pair’s robot.

to people. It can’t laugh and it can’t use a computer.

• Say What questions did the speaker ask? (What do

A hospital robot jump load the dishwasher

clean the house

play football

read a book

understand voice instructions

Our robot can hold things and it can dance, but it can’t sing. Can your robot sing?

A school robot

Yes, it can. Our robot can sing and it can run, but it can’t understand voice instructions.

you think? Do you want a SpotMini in your house?) Ask students to give their response to the questions, stating their reasons.

A police robot

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GRAMMAR 67

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• Talk through how to form questions and short answers with can. Ask a pair of students to read the question and answer in the grammar box. On the board, write the following: My robot can’t sing.

Can your robot clean the floor?

box in Activity 2. Put students into pairs and read aloud the first part of the instructions for Activity 2. Tell students to work with their partners and note down their ideas about what their robot can and can’t do.

ar

Your robot can clean the floor.

• 2 Choose students to read aloud the verbs in the

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sing drive a car

talk

ni

laugh dance

swim

• When pairs have had time to complete their lists, read

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run

out the final part of the instruction. Ask a pair to read out the example dialogue in the speech bubbles. Say Now work with another pair. Compare what your robots can do. When groups have finished, ask them to tell the class about their robots.

?

Yes, it can.

• Point to the sentences on the left. Say Which words

Apply 

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lG eo gr

have changed places in the first two sentences? (your robot and can). Say We put the modal verb can at the beginning of the sentence to make a question. Read out the short answer. Say Yes, it can. We use only the modal verb in the short answer, but we use the modal and the main verb in the long answer. (Yes, it can clean the floor.). Then read out the negative sentence. Ask Who can make the question? (Can my robot sing?) Ask What’s the short answer? (No, it can’t.)

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hold things

• Play Track 059 again. Ask students to listen and

Practise 

1

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repeat several times. Encourage them to read with expression and correct intonation.

2

• 1 Say Now we’re going to find out about a new type of robot called SpotMini. Let’s listen and find out what the robot can and can’t do. Play Track 060 and tell students to listen. Then point out the tables in Activity 1. Ask a student to read out all the verbs in the first column of each table. Say Are there any words in the box that you don’t understand? Help students as needed with the meaning of any verbs, for example, load the dishwasher. Ask What’s a dishwasher? (a machine for washing dishes) What does load mean? (to put the dishes inside the dishwasher.)

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4

5

• 3 LEARN NEW WORDS Say Robots can do a lot of things, but people can do even more! Ask students to look at the pictures in Activity 3. Say The people in the pictures are doing things that robots can’t do. Let’s find out about these things. Play Track 061 and ask students to listen.

• Say What things did the track say that robots can do? Ask students to say what they can remember, then play Track 061 again. Ask students to listen for the things that robots can do.

• Ask students to silently read the captions below each photo in Activity 3. Point out the four words in the bold type. Say These are new words. They’re all words we can use for some things that people can do. Let’s listen to the words in sentences. Play Track 062. Ask students to repeat each word alone and in a sentence.

• 4 Ask students to look at Activity 4. Read out the instruction, and ask a student to read aloud the four sentence beginnings. Tell students to work individually to complete the sentences in a way that is true for them.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• When they have finished, put students into pairs and ask them to compare answers with their partner. When they’ve finished, invite some students to tell the class about their partner’s sentences.

Our World in Context Today, robots’ intelligence and ability to experience emotions are still very limited. Scientists working in the field of artificial intelligence predict that this will change rapidly. In traditional programming, a computer needs to be given a detailed set of instructions in order to carry out any task. The concept of machine learning could transform this. With machine learning, scientists programme computers to learn by themselves. A new generation of robots could become extremely intelligent.

• 5 Put students into small groups. Read the Activity 5 instructions. Say You’re going to decide how robots can help in a fast-food restaurant, in a hospital, in school and how they can help the police do their job. Listen to each other’s suggestions before you start to complete each sentence. Make sure all group members have a chance to share their ideas. Ask groups to complete the task.

Extend

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from the other team guesses whether it’s a fast-food restaurant robot, a hospital robot, a school robot or a police robot. The team gets a point for a correct answer. Let each student have a turn at guessing.

lG eo gr

Consolidate

• Say Let’s design a class robot! Think about what you want our robot

ni

Teaching Tip When students do activities or play games in groups, maintain order by making sure all students understand the instructions before the activity or game starts. Establish a few ground rules, such as One person speaks at a time. Listen while your classmate is speaking. Practise by demonstrating the first few steps of an activity or game as a class.

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to do. On the board, or on a poster-sized sheet of paper, draw a large outline of a robot’s body, but without any details. Invite a student up to the board and say Draw one part of the robot, and tell us one thing that the robot can do. For example, you could draw the robot’s eyes and say ‘Our robot can see’. Let each student in turn add to the drawing of the robot and say what it can do. Make a list of the actions that the robot can perform on the board.

Scientists are divided, however, over whether robots will be able to experience emotions. They could be taught psychological factors that affect the actions of humans, such as goals, beliefs and preferences. But would the robot truly be experiencing feelings, or merely imitating humans? Scientists are agreed, however, that how robots develop in the future is for people to decide.

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• Teams take turns saying a sentence about one robot. One student

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team, and the groups from the other side into another team. Say You’re going to tell us about the robots you wrote about in Activity 5. Choose one of the sentences you wrote. But don’t tell us where the robot works! The other team has to guess. Model the game by saying This robot can bring food to people in bed. It can ask the patients how they’re feeling. But it can’t do operations. Which robot is it? Students guess It’s a hospital robot!

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• Join the groups from Activity 5 on one side of the class into one

• Say Let’s give our robot a name. Invite students to suggest a name

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for the robot and then vote on the most popular idea. Then say Now let’s talk about what our robot can and can’t do. I’ll start. Point to the list of things the robot can do, and choose one of them. Say, for example, Our robot’s name is Robbie. So, here’s my sentence. Robbie can dance, but he can’t run. Give each student a turn to make a sentence.

Formative Assessment Can students • use can and can’t to talk about ability? Say Pretend we each have a robot at home to help with the chores. Tell me what your robot can and can’t do. Then ask me about my robot.

Workbook  For additional practice, assign Workbook page 40−41. Online Workbook  Grammar 1

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

129

Reading Objectives

Students will • read about and discuss the gender divide in computer science and engineering. • understand and use new words from the reading. • identify the main point of a paragraph.

Girls Can Code

Reading Strategy  Identify the main point of a paragraph

Target Vocabulary  code, engineering, program, project

Academic Language  context, paragraph computer science, gender divide, technology

Resources  Online Workbook/Workbook

16 1 BEFORE YOU READ Discuss

4

AFTER YOU READ Look at the sentences. Tick T for True or F for False.

Le

in pairs. Look at the title and the photo. What do you think the reading is about?

ar

pages 42–43; Worksheet F.3.4 (Teacher’s Resource CD-ROM/ Website); Tracks 063−064 (Audio CD/ Website/CPT); CPT: Reading

17 2 LEARN NEW WORDS Find these

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words in the reading. Use the other words around them to guess their meaning. Then listen and repeat. 063 program

engineering

project

lG eo gr

code

18 3 WHILE YOU READ Think about the

main point of each paragraph.

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ng

Content Vocabulary  after-school club,

064

1. Boys aren’t better than girls at maths and science at school.

T ✓

F

2. Many girls study computer science at university.

T

F ✓

3. Reshma Saujani works as an engineer.

T

F ✓

4. ‘Girls Who Code’ is an after-school club organisation.

T ✓

F

5. Girls can make computers at ‘Girls Who Code’ clubs.

T

F ✓

T ✓

F

6. A lot of girls want to study computer science or engineering at university because of ‘Girls Who Code’ clubs.

68 READING

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Warm Up

• Build background Say We know that robots can do great things! But who makes the robots do these things? (scientists, roboticists) Explain Scientists write the special instructions that make robots work. Ask Who would like to do a job like that? Give students time to respond, giving their reasons.

• Say At school, both girls and boys are good at maths and science. Boys are interested in robots and girls are, too. But when students go to university, and when they get jobs, there are a lot more men than women who work in subjects like computer science. There are more men who are roboticists, for example. This is sometimes called the gender divide. Write the phrase on the board.

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How to Change the Future

programs. So how can we get more girls to study these subjects?

Boys and girls are both good at science and maths at school. But there is a big ‘gender divide’ in subjects like computer science and engineering at university. A ‘gender divide’ means there is a difference between what girls do and what boys do. Very few girls study computer science or engineering at university and very few girls get jobs in these subject areas. In fact, only 20% of engineering graduates and only 18% of computer science graduates in the USA are girls. Computer science and engineering are useful and interesting subjects. Engineers use science and maths to create and design things. Computer scientists work on new computer

Identify the main point of a paragraph  When trying to understand a reading text with more than one paragraph, it’s helpful to ask students to identify the main point – or topic sentence – of each paragraph in turn. A paragraph is a group of sentences related to a main idea or point.

The clubs are a big success. There are now 10,000 girls in ‘Girls Who Code’ after-school clubs around the USA. Many of these girls want to study computer science or engineering when they leave school.

A well-written paragraph contains a topic sentence that states the main point and structures the rest of the paragraph around it. For example, a paragraph will often begin with the topic sentence, which is then followed by a series of examples that support it. Or, a paragraph might make a number of points that lead up to a conclusion, and the topic sentence is then at the end of the paragraph.

84%

80%

70% 52%

Indonesia

18 5 Work in pairs. Write the

20%

India

6

correct paragraph number for the descriptions below. 2 An explanation of computer

1 3

An introduction to the topic.

Discuss in groups.

2. Why do you think STEM subjects (science, technology, engineering and maths) are less popular with girls? How can we change that?

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The effect of the ‘Girls Who Code’ clubs.

The UK

The USA

1. Do you think there are any subjects that girls are better at or that boys are better at? Why or why not?

science and engineering.

4

16%

A description of the ‘Girls Who Code’ clubs.

Identifying topic sentences or main points is a very important skill for both reading and writing. Try to give your students as much practise in this as possible, and it will become second nature to them.

3. Imagine you can organise some after-school clubs around your area. What clubs do you want to organise? Why do you want to organise these clubs? Who will join them?

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ng

30%

ni

boys

ar

girls

Reading Strategy

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ENGINEERING AROUND THE WORLD 48%

Be the Expert

Reshma Saujani is an American lawyer. She wants to change things. Her organisation, ‘Girls Who Code’, runs after-school clubs and summer schools all around the USA. The clubs are free, and they teach girls how to write code, or special instructions, for computers. The girls use these instructions to make basic computer programs. They work on projects together to help their community.

READING 69

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• Say Let’s think about which jobs are mostly done by men, or women.

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Are there some jobs that equal numbers of men and women do? Draw a Venn diagram on the board, like the following:

men

men and women

women

• Ask students to suggest jobs that they can think of, and say which part of the diagram they should go in. Add the jobs to the diagram as students suggest. Encourage other students to say if they agree or disagree.

• Say In this lesson we’re going to think about why there’s a gender divide for some subjects and jobs, and how things are changing.

Reading SAMPLE COPY, NOT FOR DISTRIBUTION

131

How to Change the Future

Girls Can Code 16 1 BEFORE YOU READ Discuss

4

in pairs. Look at the title and the photo. What do you think the reading is about? 17 2 LEARN NEW WORDS Find these

words in the reading. Use the other words around them to guess their meaning. Then listen and repeat. 063 program

engineering

project

18 3 WHILE YOU READ Think about the

main point of each paragraph.

064

ENGINEERING AROUND THE WORLD 48%

18 5 Work in pairs. Write the

6

correct paragraph number for the descriptions below. 2 An explanation of computer

T ✓

F

2. Many girls study computer science at university.

T

F ✓

4

3. Reshma Saujani works as an engineer.

The effect of the ‘Girls Who Code’ clubs.

T

F ✓

1 3

An introduction to the topic.

T ✓

F

5. Girls can make computers at ‘Girls Who Code’ clubs.

T

F ✓

T ✓

F

6. A lot of girls want to study computer science or engineering at university because of ‘Girls Who Code’ clubs.

20%

India

science and engineering.

A description of the ‘Girls Who Code’ clubs.

The USA

Elicit students’ ideas, then say Let’s find out more about the gender divide in computer science and engineering. Play Track 064 and tell students to listen and read along.

16% The UK

Discuss in groups. 1. Do you think there are any subjects that girls are better at or that boys are better at? Why or why not? 2. Why do you think STEM subjects (science, technology, engineering and maths) are less popular with girls? How can we change that?

• Say How many paragraphs are there in the reading text?

3. Imagine you can organise some after-school clubs around your area. What clubs do you want to organise? Why do you want to organise these clubs? Who will join them?

68 READING

(four) Make sure that students can identify the separate paragraphs, by asking What is the first word and the last word of each paragraph? When they have identified the paragraphs, say In Unit 2, we found the main point, or main idea, in an article. But each paragraph in a text has a main point, too. Let’s listen and read the text again. This time, think about the main point of each paragraph. Play Track 064 again while students read and decide which sentence contains the main point of each paragraph. Ask students to note or underline these sentences.

READING 69

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Before You Read 

1

2/22/17 4:10 PM

2

• 2 LEARN NEW WORDS  Read aloud the words in the

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• Read out the first part of the instructions for Activity 2.

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Say Let’s find the word code in the reading text. How many times does the word appear in the text? (three, and in the title) Say Let’s find the sentences with the word code. The text tells us there’s an organisation called ‘Girls Who Code’. That tells us that code is a verb. But what does code mean? Which sentence tells us this? (When you code, you write special instructions for computers.) Ask students to work with their partners to find the other words in context and guess their meaning. Then say Now we’re going to hear the four words in context again, but in different sentences. Play Track 063 and ask students to listen and repeat.

• Say When you find a new word in a reading text and don’t know the meaning, you can look in a dictionary. But before you do this, look at the word in context. Look for clues. A clue is something that helps you find something or understand something better. Look at the words that

Unit 3

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• 4 Put students into pairs. Ask them to read the

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word box on page 68. Ask students to repeat. Say Do you think these words are nouns, verbs or adjectives? Ask a few students to say what they think, then explain We can’t always tell what kind of word it is when we see a word on its own. We need to read the whole sentence, or the words that come before and after it. These other surrounding words create a word’s context. Put the class into pairs and ask partners to find all four words from the box in the reading.

After You Read 

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68−69. Direct their attention to Activity 1. Put students into pairs, then read out the instruction. Ask a student to read aloud the title and subtitle. Say Talk to your partner. Look at the photo on page 68 and the chart on page 69. Think about the titles. What do you predict the reading will be about? When students have finished, review predictions as a class.

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• 1 Ask students to open their books at pages

132

3

• 3 Say Who can remember what the gender divide is?

84%

80%

70%

30%

1. Boys aren’t better than girls at maths and science at school.

4. ‘Girls Who Code’ is an after-school club organisation.

While You Read  

The clubs are a big success. There are now 10,000 girls in ‘Girls Who Code’ after-school clubs around the USA. Many of these girls want to study computer science or engineering when they leave school.

52%

boys

Indonesia

AFTER YOU READ Look at the sentences. Tick T for True or F for False.

Reshma Saujani is an American lawyer. She wants to change things. Her organisation, ‘Girls Who Code’, runs after-school clubs and summer schools all around the USA. The clubs are free, and they teach girls how to write code, or special instructions, for computers. The girls use these instructions to make basic computer programs. They work on projects together to help their community.

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code

Computer science and engineering are useful and interesting subjects. Engineers use science and maths to create and design things. Computer scientists work on new computer

girls

come before and after. They can give you clues to the unfamiliar word’s meaning.

programs. So how can we get more girls to study these subjects?

Boys and girls are both good at science and maths at school. But there is a big ‘gender divide’ in subjects like computer science and engineering at university. A ‘gender divide’ means there is a difference between what girls do and what boys do. Very few girls study computer science or engineering at university and very few girls get jobs in these subject areas. In fact, only 20% of engineering graduates and only 18% of computer science graduates in the USA are girls.

sentences and decide if they’re true or false. Encourage them to look back at the reading each time to locate the answer. Check answers as a class, and ask students to correct the false sentences by reading out the part of the text with the correct information.

• 5 Ask students to compare with their partner the sentences they identified as the main point of each paragraph. Then read the instructions for Activity 5 and ask them to work together to complete the activity. Review their answers as a class.

• 6 Put students into small groups for Activity 6. Ask each group to choose one student to act as secretary and write notes from their discussion for each question. Tell students that for Question 1, there are no right or wrong answers. Remind them to listen to each other politely and make sure they give reasons for their opinions.

• To help students discuss Question 2, you may want to provide prompts. For example, say Think about when children are very young. Are toys different for boys and girls? Think about how these subjects are taught in schools. Do boys and girls have role models in these subjects – adults they would like to be like? Do boys and girls know what kind of jobs are available in these areas?

• For Question 3, ask students to think about clubs that don’t already exist in their area. Encourage them to use their imagination.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Extend • Ask the secretary for each group to share their discussion notes for

Teaching Tip

Question 1. Say Let’s see if we agree on the subjects girls or boys are better at. Draw a table on the board to note their responses, like this: Subject

Girls are better

Boys are better

When students are carrying out activities in groups, monitor how well they work together. Even students who get on well together in friendship groups do not always work together effectively. For example, they might lack focus and have a tendency to talk to each other about things not related to the task.

No difference

Music Science

Another problem occurs when an extrovert member of a group dominates a group activity, discouraging quieter students from participating. If you notice these kinds of situations arising, make a note to change the groups for future tasks. For example, you might like to put quieter students together in one group, or separate close friends so that students focus better on the task in hand.

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Ask What can people do to give boys and girls the same chances to be good at all subjects? Let several students give their ideas.

• If time allows, you may want to assign Worksheet F.3.4 in class.

Consolidate • Say Let’s play True or False in groups. Put students into an even

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number of small groups. Ask each group to work together to write four sentences based on the reading text. The sentences can be either true or false.

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Students will use the worksheet to practise the new vocabulary and revisit the content of the reading.

Finally, let students know collaboration is an important part of group work, and when they help each other in their groups, it benefits both the helper and the student helped.

• Say Play against another group. Take turns to read your four

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sentences to the other group. Each student in the other group responds to one of your statements, saying ‘True’ or ‘False’. If they answer correctly, they get one point for their group. One student in each group writes how many points their group has got. When they have used all their sentences, groups move on to play with another group, until they have all played each other. Then ask How many points did each group get? Who won?

Formative Assessment Can students • talk about the gender divide? Say What do we mean when we say there is a gender divide in some subjects at universities? • use new words from the reading? Ask What can girls do at the after-school clubs we read about? • identify the main point of a paragraph? Ask students to choose one paragraph from the reading, and tell you what the main point is.

Workbook  For additional practice, assign Workbook pages 42–43. Online Workbook Reading Reading SAMPLE COPY, NOT FOR DISTRIBUTION

133

VIDE

Video Objectives

Students will • discuss the development of robotic hands for collecting deep-sea samples. • apply the message of the video to their personal lives.

22 1 BEFORE YOU WATCH Discuss in pairs. How can robots help

explorers in places that are very dangerous or difficult to reach? 2

Academic Language  advert,

Work in pairs. You are going to watch Squishy Robot Fingers. Before you watch, look at the photo. What do you think it shows? What is it doing?

3 WHILE YOU WATCH Check your answers from Activity 2. 24

description, list

Were they correct? What else did you learn about Squishy Fingers? Watch scene 3.1.

equipment, rubber, underwater

Resources   Video scene 3.1 (DVD/

4

Website/CPT); Online Workbook; CPT: Video

AFTER YOU WATCH Work in pairs. Circle the correct words.

1. David Gruber first tested Squishy Fingers in a swimming pool / coral reef . 2 Now he is testing it in a boat / on a coral reef .

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3. Squishy Fingers is made from metal / rubber .

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Content Vocabulary  adapt, coral reef,

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4. David’s old robots were designed for coral / oil exploration . 5. Squishy Fingers grabs a small / large piece of coral.

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Work in pairs. Compare Squishy Fingers’ hands with the older robot hands. Draw a table with three headings: Task, Squishy Fingers and Older Robot Hands. Tick which robot could do each task better.

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5

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6. David and the team are happy / unhappy with the test.

Squishy Fingers in action underwater

70 VIDEO

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1

2

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Before You Watch 

• Say We’ve learnt about how robots can work in places

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that are difficult or dangerous for people. What are some of those places? (deep below the sea, inside a burning building) Say We learnt that some robots can make small, careful movements with their hands. What are some examples of this? (doctors using medical robots to do operations, assembly line jobs in factories)

• 1 Ask students to open their books at pages 70−71. Read aloud the question in Activity 1. Put students into pairs. Say Think about some other places that are dangerous or difficult. Imagine how robots can help explorers in those places. After pairs have had time to discuss, ask them to share their ideas.

• 2 Read the instructions for Activity 2 aloud. Say Look at the photo. Where is this? What kind of machine

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is this, and what is it doing? Say The video is called Squishy Robot Fingers. What do you think squishy means? Try to predict what the video is about. Give pairs time to discuss the questions, and then invite them to share their ideas with the class.

While You Watch 

3

• 3 Say Now we’re going to watch Squishy Robot Fingers. Let’s find out if your predictions were correct. Play Video scene 3.1. Say Did you guess right? Where’s the robot in the photo? What’s it doing? Invite several students to answer.

• Read the final part of the instruction for Activity 3. Say Let’s watch the video again. This time, find the answer to this question: Is Squishy Fingers successful? Check that students understand successful. Say You want to do something. You try hard, and you do it. You’re successful! Play the video again. Confirm the answer (Squishy Fingers is successful).

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Teaching Tip When students work in groups, you might like to give each individual student within the group a role or task, to make sure each of them is playing a part. One student could be the secretary, and note down all the group’s ideas. Another could be the reader, reading out the questions or relevant parts of the text to the group. Another student could be the captain, who makes sure that everyone does their job. Make sure that you change the roles from one activity to the next, so that each gets a turn in the different roles.

7

the Arctic

an underground cave

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the Sahara desert

ar

a volcano

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Work in groups. Think of ways to use robots to explore the places listed below. How would you change the robot for each place?

YOU DECIDE Choose an activity.

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1. Work independently. David Gruber is an underwater explorer. In the video, he uses Squishy Fingers to collect a piece of coral in the ocean. Where else could Squishy Fingers work? Make a list of your ideas.

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2. Work in pairs. Design an advert for Squishy Fingers. Include information about what it can do. Make a video or perform your advert to the class. 3. Work in groups. Find out about another piece of equipment used in underwater exploration. Write a short description of the equipment and what it does. Tell the class about it.

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4

5

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After You Watch 

6

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• 4 Put students into pairs. Tell them to use

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information from the video to circle the correct answers. If necessary, play all or part of the video again. Review the answers as a class.

• 5 Read the instructions aloud and write the three headings on the board. Say The scientists now have robots with squishy fingers. Before, the robots had metal hands. But those were designed for oil exploration. Talk about the differences. Then think about other things the different robot hands can do. When pairs have finished, invite them to share their ideas with the class.

• 6 Put students into small groups. Read the instructions aloud and the four places. Say Think about how robots could help to explore these places. You might need to adapt a robot for each place. Adapt means change. For example, if your robot is in

Formative Assessment Can students • discuss the development of robotic hands for collecting deep-sea samples? Say Describe the Squishy Fingers robot. What job does it do in the video?

Online Workbook 

Video

VIDEO 71

2/22/17 4:11 PM

a very hot place, it might need a special fan to cool it. Encourage each student within the group to think about one of the places, and then share their ideas with the rest of their group.

• 7 you decide  Ask students to choose an activity. If students choose the first activity, guide these students to do online research into the work of underwater explorers.

• Put students who choose the second option into pairs. Say You’re going to design an advert. Think about the best things that Squishy Fingers can do, and the best words to make it sound great. If students wish to video their advert, make sure they have access to a device that records video, and encourage them to rehearse their advert before recording it.

• Put students who choose the third option into small groups and help them to find websites where they can research equipment for underwater exploration.

Video SAMPLE COPY, NOT FOR DISTRIBUTION

135

Grammar 2

GR AMMAR

065

Should and shouldn’t : Giving advice We should join the after-school coding club. You shouldn’t buy this robot. It’s very expensive.

Objective

They should study for this maths test.

1

Grammar  Should and shouldn’t: Giving advice

Read. Use should or shouldn’t with the correct verb from the box to complete the sentences. forget

Academic Language  advice Content Vocabulary  computer game,

join

learn

look

cool, designer, developer

Resources  Online Workbook/

Do you want a cool job as a robot developer or a computer game designer?

Workbook pages 44–45; Worksheet F.3.5 (teacher’s Resource CD-ROM/ Website); Track 065 (Audio CD/ Website/CPT); CPT: Grammar 2

Materials  scissors, sheets of paper

read

• • •

start

You

should learn

You

should study shouldn’t forget

You

how to code. maths

to play a lot of

should join

You

an after-school

computer club. If there isn’t an after-school computer

ar You

should start

should watch

one! TV programmes

about science and technology.

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Work in pairs. Take turns. Choose a card. Read the sentence. Ask your partner for advice.

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2

watch

computer games at home!

club, you

• •

study

and science.

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Students will • use should and shouldn’t to give advice.

You

should read

books and

magazines about computers.

You should ask your maths teacher for help.

Go to page 179.

72 GRAMMAR

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Warm Up

• Activate prior knowledge Say Imagine your best

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friend says to you, ‘I really want to be a computer scientist when I’m older, but I don’t know what to study.’

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• Invite several students to tell the class what they would say to their friend. Respond to one student’s advice, and say, for example, Ricardo said ‘Talk to your science teacher. Then look on the Internet and find out about jobs in computer science.’ Ricardo is giving advice. When you give advice, you express your ideas about how someone can solve a problem. You’re being a good friend.

• Remind students about modal verbs. Say We learnt how to use one modal, or auxiliary, verb, earlier in the unit. Who can remember what it was? (can) Say We use can to talk about ability. Today we’re going to find out

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about another modal verb that we use to give advice. That verb is should. The negative form is shouldn’t, which is the shortened form of should not. Write should and shouldn’t on the board.

Present • Ask students to open their books at page 72 and look at the grammar box. Read the title. Say Let’s listen to some people giving advice. Play Track 065 while students read along silently.

• Point to should on the board. Say When the speaker says we should do something, is it a good idea to do it, or a bad idea? (a good idea) Say There are two things in the box that are good ideas. What are they? (join the after-school coding club, study for the maths test) Say There’s one thing in the box that isn’t a good idea. What is it? (buy the robot) Ask Why not? (it’s very expensive)

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Write the following on the board: Who?

should/shouldn’t

main verb

other information

We

should

join

the after-school coding club.

You

shouldn’t

buy

the robot.

Grammar in Depth Should is a modal auxiliary verb that we use to talk about probability or obligation. This unit covers the use of should to give advice: talking about what is good, sensible or correct to do. When we use should to give advice, we know that the advice might or might not be followed. When it is extremely important that a suggestion is followed, we use the stronger modal must.

Ask students to help you complete the third line. Say Look at the third sentence in the box. What’s the main verb in the sentence? (study) Is it a good idea to study, or a bad idea? (a good idea) So, we use should. Who should study? (they) What’s the other information in this sentence? What are they studying for? (this maths test)

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Should does not change its form: Your son should spend more time doing his homework. Questions are formed without do: Should we invite her to the party?

Practise 

The modal ought to has a very similar meaning and usage to should.

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• Play Track 065 again, and ask students to listen and repeat.

• 1 Read the Activity 1 instruction aloud. Ask a student to read out

Apply 

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the verbs in the box. Then guide students to complete the first gap. Ask What do you think should come before ‘how to code’? (learn) Ask Is it a good idea to learn how to code? (yes) So we use should. Ask students to complete the activity individually, then check with a partner.

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• 2 Put students into pairs. Ask them to cut out a set of cards

from page 179. Read out the instructions. Ask pairs to place the cards face down on the table in front of them. Students take turns to pick a card and read out the situation described. Their partner gives appropriate advice.

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Extend

• Put students into small groups. Give each group a sheet of paper.

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Say Choose a cool job together and write it at the top of the paper. Then write six pieces of advice to someone who wants that job. Use should and shouldn’t. Give students time to complete the task. Then ask each group to tell the class which job they chose, and why.

• Hand out Worksheet F.3.5 to give students more practice with should and shouldn’t for advice.

Can students • use should and shouldn’t to give advice?

Consolidate • Keep students in the same groups. Ask each group to write the job they chose for the Extend activity on a piece of paper. Collect the pieces of paper and hand them out so that each group receives another group’s paper. Then give groups one minute to guess one piece of advice the other group might have written in the Extend activity. Go round and ask each group to read out their guesses. The group who originally chose that job confirms whether any of the guesses are correct.



Formative Assessment Say Imagine your best friend is upset because you forgot his or her birthday. What should you do? What shouldn’t you do?

Workbook  For additional practice, assign Workbook pages 44–45. Online Workbook  Grammar 2

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2

137

Writing

WRITING When we contrast two different things, we use words like but and however. We can use however at the beginning of a sentence.

Objectives

Your robot is very strong, but it isn’t very intelligent. My robot cleans the floor. However, it can’t open the door.

Students will • understand how but and however are used to contrast information. • analyse a model paragraph to see how the writer contrasts information. • write a paragraph contrasting two gadgets.

1

Read the model. How does the writer contrast information? Underline the words that show contrast. Buddy and SegaTM Toys Dream Cat are both robots, but they’re very different. Buddy is a companion robot. He’s got three wheels and he’s got a screen for a face. However, he hasn’t got moveable arms, so he can’t bring things to you and he can’t wash your dishes! He can check your emails and he can wake you up in the morning, but he’s very expensive. SegaTM Toys Dream Cat is a robot pet. She can’t check your emails or wake you up in the morning, but she is very cute! She can purr and she can move her tail. However, she can’t walk or run. Which robot do you prefer?

Writing Contrast two gadgets Academic Language  contrast Content Vocabulary  companion, gadget

Resources  Online Workbook/Workbook

Buddy the robot

SegaTM Toys Dream Cat

Work in pairs. Find two things Buddy can do and two things he can’t do. Find two things SegaTM Toys Dream Cat can do and two things she can’t do.

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2

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page 46; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

3

Write. Compare two different gadgets in your house, for example, a smartphone and a computer. Think about what they’re like, what they can do and what they can’t do. Use but and however to show contrast. WRITING 73

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Warm Up

• Recycle  Remind students how they used joining

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words in Unit 1 to connect information in a sentence. Say We used and to connect two similar pieces of information in a sentence. For example, ‘My robot can sing, and it can dance.’ Which joining word did we use to contrast two different pieces of information? (but) Say Here’s an example using but: ‘My robot can wash the dishes, but it can’t help with my homework.’ Ask students to suggest other examples using but.

• Say We’re going to find out another way to contrast two pieces of information.

Present • Tell students to open their books at page 73. Ask them to read silently through the information in the green box at the top of the page. Write the examples on the board.

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Your robot is very strong, but it isn’t very intelligent. My robot cleans the floor. However, it can’t open the door.

• Ask a student to read out the sentences. Ask Which word shows contrast in the first sentence? (but) Underline but. Then say My robot cleans the floor. It can’t open the door. How many sentences are there? (two) Say When we want to show contrast between two sentences, we can use another word at the beginning of the second sentence. What’s that word? (however) Draw students’ attention to the position of the commas in each of the sentences.

Read the Model 

1

2

• 1 Say Now we’re going to read a paragraph that contrasts information about two things. Draw students’ attention to the two photos on page 73. Ask them to

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert guess what the paragraph is about. Ask a student to read out the captions. When several students have shared their predictions, ask a student to read out the first sentence of the paragraph. Say Without reading the rest of the paragraph, can you predict what Buddy and the Dream Cat can do? Let several students give their ideas and write them on the board.

Writing Support But and however to express contrast  In Unit 1, students used the conjunction but to join two clauses of a sentence containing contrasting ideas. However is an adverbial that can be used to make a contrast between sentences. It is used, along with phrases such as nevertheless or on the other hand, mainly in more formal speech or writing.

• Put students into pairs. Read the instructions aloud. Say Read the paragraph with your partner. Take turns to read one sentence at a time. Look for the words that show contrast, and underline them. Give pairs time to complete the task, then ask Which words did you underline? (but and however) Check answers by asking students to read out the sentences containing the underlined words.

Words like however that show how a sentence is related to a sentence that has gone before, or a sentence that will follow, are known as discourse markers. Discourse markers help to structure a spoken or written text and make it easier to follow. There are a large number of discourse markers in English, both formal and informal.

• 2 Read the instructions aloud. Work with your partner. Write

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read about the things that Buddy does. So, what do you think companion means? Ask several students to give their ideas, then confirm Companion means a friend who does a lot of things with you. Ask students if there were any other words in the paragraph they didn’t understand. Discuss possible meanings of words suggested with the class. If necessary, let them use their dictionaries to check.

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• Say The paragraph says that Buddy is a companion robot. You’ve

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down two things that Buddy and Dream Cat can do, and two things they can’t do. If you wish, you could give a time limit for pairs to find and write down the information.

• When pairs have finished, ask them to tell you some of the things

lG eo gr

they wrote. Then write two pieces of contrasting information on the board:

Teaching Tip When students work with a partner, encourage them to speak only in English. To help students, you might provide useful phrases and sentences on the board or on a classroom wall for them to use, for example: It’s your turn, What do we do now?, Is this right? and That’s a good idea.

Buddy can wake you up in the morning. He can’t wash your dishes.

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One sentence showing contrast:

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Two sentences showing contrast:

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• Say Here are two pieces of contrasting information. If we want to make them one sentence using a joining word, what will the new sentence be? Ask a student to write the new sentence on the board. (Buddy can wake you up in the morning, but he can’t wash your dishes.) Say That’s a long sentence. If we want to make two sentences, how do we show contrast? Ask a student to write the two sentences on the board. (Buddy can wake you up in the morning. However, he can’t wash your dishes.) Then ask students to talk to their partner about what Buddy and Dream Cat can and can’t do. Remind them to use but and however.

Workbook  For scaffolded Writing support, assign Workbook page 46. Online Workbook Writing Writing SAMPLE COPY, NOT FOR DISTRIBUTION

139

• If you have time in class, allow students to work on this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook page 46 for writing support.

WRITING When we contrast two different things, we use words like but and however. We can use however at the beginning of a sentence. Your robot is very strong, but it isn’t very intelligent. My robot cleans the floor. However, it can’t open the door. 1

• Worksheets  If your students need a reminder of any of

Read the model. How does the writer contrast information? Underline the words that show contrast.

the steps of process writing, you may want to hand out the Process Writing Worksheet and review it together.

Buddy and SegaTM Toys Dream Cat are both robots, but they’re very different. Buddy is a companion robot. He’s got three wheels and he’s got a screen for a face. However, he hasn’t got moveable arms, so he can’t bring things to you and he can’t wash your dishes! He can check your emails and he can wake you up in the morning, but he’s very expensive. SegaTM Toys Dream Cat is a robot pet. She can’t check your emails or wake you up in the morning, but she is very cute! She can purr and she can move her tail. However, she can’t walk or run. Which robot do you prefer?

Buddy the robot

• Workbook  Refer students to Workbook page 46 to help them organise and plan their writing.

Sega Toys Dream Cat TM

Write • After students have completed their pre-writing,

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tell them to work on their first drafts. If you haven’t got enough time in class, assign the first drafts as homework.

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Revise

• After students have finished their first drafts, tell 3

Write. Compare two different gadgets in your house, for example, a smartphone and a computer. Think about what they’re like, what they can do and what they can’t do. Use but and however to show contrast. WRITING 73

OWI_F_SE_80310_060-075_U03_PPDF.indd 73

Plan 

them to review their writing and think about their ideas and organisation. Ask each student to consider the following: Have I described each gadget well, and contrasted what they are like? Have I described what each gadget can and can’t do? Have I used but and however to show contrast? What seems good? What needs more work?

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Work in pairs. Find two things Buddy can do and two things he can’t do. Find two things SegaTM Toys Dream Cat can do and two things she can’t do.

2/22/17 4:11 PM

3

Edit and Proofread

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• 3 Read Activity 3 aloud. Say Now you’re going to

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2

plan your writing. The topic is to compare two gadgets in your house. Who can tell me what a gadget is? (a piece of equipment that does something unusual or useful) Ask students to suggest some examples of gadgets. Then say Your next step is pre-writing.

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• Ask students to use word webs to brainstorm the

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features of two gadgets in their home. Say Which gadgets are you going to write about? Try to think of something unusual. Write the name of the gadget in the centre circle of the word web. Then write all the information you can think of in the outer circles.

Writing Assessment Use these guidelines to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the table. 4 = Excellent 3 = Good 2 = Needs improvement 1 = Re-do

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Unit 3

• Encourage students to consider elements of style, such as sentence variety, parallelism and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalisation and spelling.

Publish • Publishing includes handing in pieces of writing to the teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet. 1

Writing  Student includes appropriate contrasting ideas and descriptions. Grammar  Student uses can and can’t for ability, and uses but and however correctly to connect clauses or sentences. Vocabulary  Student uses a variety of word choices, including words learnt in this unit.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

3

4

Mission Objective

Students will • discuss how technology can make people’s lives better.

Content Vocabulary  technology Resources  Video scene 3.2 (DVD/ Website/CPT); Worksheet F.3.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

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Be the Expert

Change the World Chad Jenkins National Geographic Explorer, Computer Scientist and Roboticist

2. Chad Jenkins develops new types of robots. How do you think they can help change the world?

74 MISSION

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Mission

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3. Imagine you can use technology to change your town or country. What technology do you use? How does it change your town or country?

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1. Watch scene 3.2.

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‘We provide the technology so that you can help us to reach out and change the world.’

Teaching Tip

• Read aloud the mission Change the World. Say Do you

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agree that the world is changing quickly? Who can give some examples? Invite several students to share their ideas. Ask Can a person change the world? How can one person make the world better? Invite some ideas. Say We’re going to learn about someone who wants to change the world – using robots!

• Tell students to turn to page 74 and look at the photo and quote from Chad Jenkins. Ask a student to read the quote aloud. Remind students of the meaning of technology. Say In the Reading lesson we learnt about girls studying science, technology, engineering and maths. Technology means scientific knowledge and the machines that are developed using that knowledge. Say Do you think that science and technology can really change the world? Ask students whether they agree or disagree, and ask them to give their reasons.

If students have difficulty discussing an abstract concept like changing the world, guide their discussion by asking them to consider specific questions. For example, for this lesson you could ask What are some examples of technology in people’s homes? In hospitals? In factories? What are some jobs that technology makes easier? What are some things that people find hard to do that technology can help with?

Online Workbook  Meet the Explorer 2/22/17 4:11 PM

• Activity 1 Say Now let’s watch a video about Chad

Jenkins. Play Video scene 3.2. Ask students to focus on what Chad Jenkins wants his robots to do. Play the video again, and ask students to make notes of any phrases they hear that say what Chad is trying to do.

• Activity 2  Put students into pairs. Read aloud the question, and ask partners to discuss it. Tell them to think about the robots in the video. What kind of jobs might those robots do? Can they change the whole world, or change the world for one person at a time?

• Activity 3 Say Now you’re going to think about your own town or country. Read the questions in Activity 3. Ask students to work individually to write a short paragraph in response to the questions. Remind them to use but and however to contrast different ideas.

• Worksheet  Hand out Worksheet F.3.6. Explain that students will use the worksheet to think and write about ways to change the world.

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Make an Impact

Project Objective

YOU DECIDE Choose a project.

Students will • choose and complete a project related to robots and computer

1 Prepare a presentation about a famous robot. • Find out facts about a famous robot – fictional or real.

Academic Language  design, invitation,

• Find photos and illustrations of the robot.

presentation

• Give a presentation about the robot to the class.

Content Vocabulary  facts, fictional, illustration

2 Design your own robot.

Resources  Assessment: Unit 3 Quiz; Workbook pages 47 and 106; Worksheet F.3.7; (Teacher’s Resource CD-ROM/Website); CPT: Make an Impact and Review Games

• Think about what your robot can and can’t do. • Draw a picture of your robot and label it.

for robot designs

3 Write a Coding Club Invitation. • Decide when the club will be and what students will learn.

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• Include information about why learning to code is important.

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Materials  large, strong sheets of paper

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• Display your picture in the class. Answer your classmates’ questions about it.

Go to page 282.

Unit Review  Assign Worksheet F.3.7. Workbook  Assign pages 47 and 106. Online Workbook Now I can

C-3PO and R2D2 from Star Wars: Episode III Revenge of the Sith

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Assessment 

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• Send your Coding Club Invitation to your classmates.

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Prepare

• you decide  Ask students to choose a project. • Activity 1  Draw students’ attention to the two robots

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in the photo, and the caption. Say Fictional means something doesn’t exist in real life. It comes from a story or a film. Are the two robots in the photo real, or are they fictional? (fictional, they’re from the Star Wars films).

• Ask students to do research on robots and choose one for their presentation. Make sure they understand that their chosen robot can be a real one, like Chad Jenkins’ robots, or a fictional one. Encourage them to find good pictures for their presentation.

• Activity 2  Tell students to focus first on what they would like their robot to be able to do. Then they can decide what it might look like. Remind students that a robot does not have to look like a human being. It might look like an animal, or a machine. Tell them to

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think about other details of their robot. Then they will be better able to answer their classmates’ questions.

• Activity 3  Remind students about the coding clubs described in the reading on page 69. Ask them to think of a name for their club, as well as thinking about the details listed in the bullet points.

Share • Schedule time for students to present their projects to the class. Allow time for the other class members to question their classmates about their work.

• Modify  For Activity 2, when students have finished designing their robots, you could ask them to discuss their robot designs and contrast their robot with those designed by their classmates. They might like to make changes to improve their designs when they have heard their classmates’ feedback.

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STUDENT’S BOOK AUDIO SCRIPT

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Track 062 3 LEARN NEW WORDS  imagine / Robots can’t imagine things. cry / Humans can feel sad and cry. laugh / Humans can feel happy and laugh. dream / Robots can’t dream. Track 063 2 LEARN NEW WORDS  code / When you code, you write special instructions for your computer. engineering / My mother teaches engineering at university. program / This computer program helps you to practise your maths. project / For our robot project, we made a poster about therapy robots.

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Track 056 5 LEARN NEW WORDS  bring / The robot brings our food into the dining room. hold / The robot holds the equipment for the doctor. movable / This robot has got a movable head, arms and legs. move / It can move its eyes and its mouth.

Track 061 3   Robots can do many useful jobs for humans. They can work in banks and in supermarkets. They can cook and serve food at a fast food restaurant. When you buy something on the Internet, a robot probably sends it to you. But robots aren’t creative. They can’t imagine things. They can’t think of new ideas. They are on or off. They don’t sleep and they can’t dream. They can cry and they can laugh, but they don’t cry and laugh like humans because they don’t feel sad or happy. A robot can be a pet, but can it be a friend?

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Track 055 5   One of Chad Jenkins’ projects is the PR2 robot. The PR2 robot is a special robot. It helps patients with disabilities. Henry Evans has got a PR2 robot. Henry can’t speak and he can’t move his arms or his legs. But now the PR2 helps him with a lot of household tasks. Henry uses his eyes to give it instructions. The PR2 has got two movable arms. It can bring things to Henry. It can hold things for him. It helps Henry in a lot of different ways. ‘Robots are my freedom,’ says Henry.

Track 060 1   SpotMini is a new type of robot. It looks like a robot dog but it’s got a long neck like a giraffe. It can’t jump, but it can walk on four legs and it can run. It can load the dishwasher. It can go upstairs and downstairs, and it can even dance. But it can’t talk and it can’t understand voice instructions. What do you think? Do you want a SpotMini in your house?

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Track 054 2 LEARN NEW WORDS  boring / This work isn’t interesting; it’s boring. control / I can control this robot. design / My company designs robots. doctor / A doctor usually works in a hospital. follow / This robot follows my instructions. help / Robots can help to make our lives easier. improve / When you improve, you get better. mouse / I use my mouse to control my computer. online / We can go online and watch the robot vehicle. pain / Some robots can help to make pain better. send / We can send robots to dangerous places.

Track 059 grammar  See Student’s Book page 66.

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Track 053 1 Listen and read.  See Student’s Book pages 62–63.

Track 057 Speaking Strategy  See Student’s Book page 65.

Track 064 3   WHILE YOU READ  See Student’s Book pages 68–69.

Track 065  GRAMMAR  See Student’s Book page 72.

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Track 058 1   S1: Look at this picture! It’s a companion robot. You can buy it for your home. S2: That’s so cool! S1: It can wake you up in the morning, check your emails and take photos. S2: That’s amazing! Can it make my breakfast? S1: Hmm. I don’t think so. But it can play music. S2: That’s fantastic! S1: And also, you can give it instructions and it can understand you. S2: Really? Wow! That’s a bit scary!



SAMPLE COPY, NOT FOR DISTRIBUTIONAudio Script

143

Unit 4

In This Unit

Part of

Theme  This unit is about wild animals. Content Objectives

Students will • describe and discuss wild animals. • read about and discuss conservation projects for endangered species. • read about and discuss wild animals kept as pets.

Nature

Language Objectives

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Students will • talk about successful conservation projects. • use phrases to check facts. • use quantifiers to talk and ask about quantity. • use adverbs of manner. • write a fact sheet about an animal.

Vocabulary

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pages 78–79  area, captivity, conservation, costume, endangered, forest, grow, panda, wild, worker page 80  leopard, mountain, reserve, wildlife page 83  centimetre, kilogram, litre, metre page 84  against the law, rain forest, return, sell Vocabulary Strategy  Compound words

Grammar 1  Use quantifiers to talk and ask about quantities Grammar 2  Use adverbs to say how you do something

Reading  A Wild Animal Isn’t a Pet Reading Strategy  Identify sequence of events

Video  Scene 4.1: Into the Real Wild:

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Photographing Pandas with Ami Vitale; Scene 4.2: Meet Juliana Machado Ferreira

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Speaking Strategy  Checking facts Grammar

• Quiz • Diary entry • Wild animal poster

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Project

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Writing  Fact sheet about an animal National Geographic Mission Use

Pronunciation  Short vowel sounds Pacing Guides  F.4.1, F.4.2, F.4.3

Butterflies on the shoreline of the Juruena River, Brazil

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Introduce the Unit • Activate prior knowledge Say Today we’re talking about animals. What different kinds of animals are there? Encourage students to suggest different kinds of animals, such as birds, insects and mammals. Ask Who can name an animal that lives in our area? When students name an animal, ask What kind of animal is it?

• TO START  Tell students to open their books at pages 76−77. Read the unit title Part of Nature. Explain that nature is a word for the world and all the things that live in it.

• Ask students to name the things they see in the photo. (butterflies, water, trees, rocks) Read Question 1. Ask Where is this? Read the caption. Say A river and the land close to it form an ecosystem. What kinds of animals live on or near rivers? When several students have made suggestions, share the information in About the Photo.

• Ask questions to encourage further discussion:

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How many butterflies do you think there are in the photo? Can you describe the butterflies? What colours are they? What do you know about how butterflies live?

Unit 4

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2/22/17 4:11 PM

Unit Opener Objectives

Students will • describe and discuss a wildlife ecosystem in a photo. • discuss how humans are part of nature.

‘We are part of nature and the ecosystem, not something separate.’ Juliana Machado Ferreira

Resources  Worksheet F.4.1 (Teacher’s Resource CD ROM/Website); CPT: Unit Opener

Materials  globe or map of the world;

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map of Brazil (optional)

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Be the Expert

TO START

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About the Photo

1. Look at the photo and read the caption. What kinds of animals live in this place? Would you visit here? Why or why not?

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2. How are you ‘part of nature’? What do you think nature and wild animals can teach us?

Teaching Tip

3. Do you sometimes visit zoos or wildlife parks? Which animals do you see there? 

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• Read aloud the quote by Juliana Machado Ferreira. Say An ecosystem means all the plants and animals in one area, and how they live together. Ask a student to read the first part of Question 2. Ask students if they agree with Juliana that humans are part of nature and the ecosystem, and why. Read aloud the second part of Question 2. Guide students to answer by asking questions such as What things do animals need to survive? Do humans need the same things? What are wild animals better at doing than humans? How does learning about nature help us?

During whole class discussions, try to encourage students to talk to each other as well as to you by trying out different seating arrangements. Where possible, arrange chairs in a circle or U-shape so that students can all see and interact with each other.

Related Words national park, riverbank, shoreline

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The photo shows butterflies on the shoreline of the Juruena River, Brazil. Different species of butterflies come to the riverbank to feed on mineral salts from the sand. Juruena National Park, Brazil’s newest national park, covers 2 million hectares (4.8 million acres), mostly consisting of rain forest.

• Read aloud Question 3 and discuss. Ask Who has visited a zoo or a wildlife park? Which do you think is better for the animals? Which animals did you like best? Encourage a class discussion of students’ ideas about zoos and wildlife parks.

Extend • Hand out Worksheet F.4.1. Put students into pairs. Explain that partners will be discussing and writing about what it means to be part of nature.



SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener 145

What do you know about giant pandas? Discuss. Then listen and read. 066

1

Vocabulary Objectives

Content Vocabulary  bamboo,

Thanks to conservation projects, giant pandas are not endangered anymore, but they still need our help. There are now 1,800 pandas in the wild, and the panda population is growing slowly. Thirty per cent of the world’s population of giant pandas lives in the Sichuan Giant Panda Sanctuaries in China. These sanctuaries are famous for their work with giant pandas and with other endangered animals, including snow leopards and red pandas.

breeding, population, research, sanctuary

Resources  Worksheet F.4.2 (Teacher’s

With a combination of conservation, research, science and some very cute costumes, the Sichuan Giant Panda Sanctuaries are continuing to help to bring giant pandas back into the wild.

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Resource CD-ROM/Website); Tracks 066–067 (Audio CD/Website/CPT); CPT: Vocabulary

Increasing the giant panda population is a very important part of the sanctuaries’ conservation work. At a special research centre, workers keep some pandas in captivity for breeding. When the baby pandas are born, the workers help the mothers to look after them. They try to teach them how to live in the wild. They don’t want the pandas to be too friendly with people, so the workers wear panda costumes!

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conservation, costume, endangered, forest, grow, panda, wild, worker

live safely in the wild. Their favourite food, bamboo, grows in the forests around the mountains.

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Did you know that almost 7,000 different types of animals are endangered? Fortunately, there are some amazing wildlife conservation projects around the world.

Target Vocabulary  area, captivity,

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Students will • use new vocabulary to read about and discuss giant panda conservation. • use new vocabulary to read about and discuss keeping wild animals and birds as pets.

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There are seven nature reserves in a very big area of land in the sanctuaries. Here, giant pandas can

78 VOCABULARY

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Warm Up

• Build background Write endangered animals on the

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board. Say We’re going to read about animals that are endangered. Point to the board and ask one or two students to read the phrase aloud. Ask if anyone can guess the meaning of endangered. Draw a circle round danger within the word endangered. Say If something is in danger it means that something bad could happen to it, even that it could die. Endangered means that a type of animal has got a lot of problems. Many of the animals die, leaving few left alive. However, people can help. Ask students to suggest how people can help to save animals that are endangered. Write their ideas on the board.

• Tell students to open their books at pages 78−79. Say Look at the picture. Which animal are we going to read about? (giant pandas) Say There are two pandas in the photo. Is that right? (No! There is one panda and one person dressed as a panda.)

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Unit 4

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Say That’s strange. I wonder why the person is wearing a panda costume. Let’s find out. Tell students to read the caption. Ask Which country do giant pandas come from? (China)

Present 

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• 1 Make sure that students have their books open at pages 78−79. Ask a student to read aloud the question in Activity 1. Say Has anyone here seen a giant panda? If any students have seen a real panda, ask them to tell the class about it. Then discuss the Activity 1 question.

• Play Track 066 and tell students to listen and read. Discuss the reading with students. Ask questions such as: What do conservation projects do? (help endangered animals) How many pandas are there now in the wild? (1,800)

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Our World in Context An endangered species of animal is one that has been identified as in danger of becoming extinct. A major reason why species are endangered is loss of habitat, which can happen naturally or through human activity. When land is developed for homes, industry or agriculture, the habitat for wildlife is reduced. One example of this is in the Amazon rain forest in South America, where developers have cleared hundreds of thousands of acres of forest, removing all the trees and vegetation. As trees and plants are removed, the animals that depend on them may become endangered.

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A worker wearing a panda costume, Wolong, Sichuan Province, China

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The International Union for Conservation of Nature (IUCN) keeps a ‘Red List’ of species, which classifies species in seven levels according to the threat of extinction: least concern, near threatened, vulnerable, endangered, critically endangered, extinct in the wild and extinct. Thanks to conservation projects, the giant panda’s numbers have increased and its status has been downgraded from endangered to vulnerable.

LEARN NEW WORDS Listen and repeat. 067

3

Work in pairs. Why do you think the workers don’t want the baby pandas to be too friendly with people?

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VOCABULARY 79

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What’s the giant panda’s favourite food? (bamboo) What’s the word beginning with s that means the place where pandas are looked after? (sanctuary) Why is the person in the photo wearing a panda costume? (The workers wear panda costumes because they don’t want the pandas to get too friendly with humans.)

• 2 LEARN NEW WORDS  Play Track 067. Ask students to listen and repeat. Put the students into pairs. Tell partners to take turns saying each word. Write the new words on the board, and give each of the pairs two of the new words. Say Work with your partner to make a new sentence for each of the words. Model an example. Point to wild. Write on the board Workers teach baby pandas how to live in the wild. When students have finished, ask pairs to read their sentences to the class.

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Practise 

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• 3 Put students into pairs. Read the Activity 3 question on page 79 aloud. Say Find the paragraph in the reading that talks about the workers wearing panda costumes. Read the paragraph again with your partner. Then discuss the question. When they have finished, ask pairs to share their ideas.

• 4 Ask students to turn to page 80. Point out the photo of Juliana Machado Ferreira, and say The person in the photo is a biologist. Who knows what a biologist is? (a scientist who studies plants and animals). Say We’re going to read about Juliana Machado Ferreira’s work to protect birds in Brazil.

Vocabulary 147 SAMPLE COPY, NOT FOR DISTRIBUTION

4

Vocabulary

Read and write the words from the list. area

captivity

conservation

endangered

forest

wild

worker

National Geographic Explorer Juliana Machado Ferreira is a conservation biologist.

Objectives

conservation

She works on

Students will • use vocabulary related to wildlife conservation. • use a vocabulary strategy to learn new vocabulary.

projects in Brazil. There is a big problem in

wild

Brazil because people take

forest

endangered

birds are now

birds from their homes in the

and then sell them as pets. Because of this, some of these .

Juliana wants to teach people that when you

Target Vocabulary  leopard, mountain,

keep these birds in

reserve, wildlife

captivity

,

it’s very bad for nature. She uses her

Vocabulary Strategy Compound

knowledge of biology to find out which

words

area

Content Vocabulary  biologist,

the birds originally

come from, and then she returns the birds to

originally

their homes.

Resources  Online Workbook/Workbook

Juliana Machado Ferreira

pages 48–49; Tracks 068–069 (Audio CD/Website/CPT); CPT: Vocabulary

leopard

mountain

wildlife

reserve

1. a place where the animals and plants are protected

wildlife

2. animals and plants that live in a natural environment

leopard

3. a large wild animal of the cat family 4. a very high hill

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mountain 6

reserve

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LEARN NEW WORDS Listen to these words and match them to their definitions. Then listen and repeat. 068 069

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Materials  pieces of card

YOU DECIDE Choose an activity. 1. Work independently. Why is it a bad idea to own a wild animal as a pet? Think of three reasons. Share your ideas with the class.

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2. Work in pairs. Imagine you work at the Sichuan Giant Panda Sanctuaries research centre. What do you like about your work? What parts of your work are difficult? 3. Work in groups. Design an advertisement for the Sichuan Giant Panda Sanctuaries.

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• Ask students to read the words in the word box aloud. Tell them to choose a word and use it in a sentence. Then ask students to complete Activity 4 independently. Ask a student to read the completed paragraph aloud.

• 5 LEARN NEW WORDS  Read the words in the box. Tell students to listen for the words as you play Track 068. Then play the track again and ask students to match each of the four words to its definition. Say Did you match the words to the right definitions? Check answers as a class. Then play Track 069 and ask students to listen and repeat the words and example sentences.

• Vocabulary Strategy  Write compound words on the board. Say In English, we can sometimes join two words together to make a new word. Wildlife is a compound word. Which two words have been joined to make wildlife? (wild + life) Write wild + life = wildlife. Say Other examples of compound words you know are football and homework. Write on the board foot + ball = football and home + work = homework. Invite students to suggest other examples and to come and write the words on the board.

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Be the Expert

• Say Some compound words are written as two words, for example, swimming pool. Some compound words are written with a short line called a hyphen, for example, step-father. Write swimming pool and step-father on the board. Explain that there aren’t any rules to say how a particular compound word is written, so it helps to check in a dictionary.

Apply 

Vocabulary Strategy Compound words Compound words can be nouns, adjectives (e.g. old-fashioned) or verbs (e.g. windsurf). The examples used in this lesson are all compound nouns. These can be made by combining two nouns, for example classroom, but they can also be made by combining a noun with an adjective (e.g. whiteboard) or a verb (e.g. swimming pool, sunrise).

6

• 6 you decide  Ask students to silently read the choices in

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class to role-play being a worker at the Sichuan Giant Panda Sanctuaries research centre. Give the rest of the class time to write down two questions they would like to ask the ‘workers’. Conduct an interview, with students taking turns to ask their questions, and ‘workers’ taking turns to reply.

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Extend • Invite students who chose the second activity to the front of the

• If time allows, hand out Worksheet F.4.2. Explain that students

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will use vocabulary words to write about and discuss nature and endangered wildlife.

Consolidate

Compound nouns can be written as a single word, two words joined with a hyphen, or two separate words. Sometimes it is acceptable to write the same compound noun two or three different ways, e.g. paper clip, paper-clip, paperclip. These conventions tend to change over time, so it is important to use an up-to-date dictionary to check how a particular compound noun is written.

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Activity 6 on page 80. Ask them to choose an activity, and help them to find partners or groups to work with if they chose the second or third activities. Remind students who chose the first activity to re-read the text in Activity 4, then think of other species of wild animals kept as pets. Remind pairs and groups to re-read the text on pages 78−79 for more details about the Sichuan Giant Panda Sanctuaries. Invite students to share their ideas or advertisements with the class.

Teaching Tip When you introduce new vocabulary, ask the whole class to repeat each word. Then ask individual students to repeat the same word. Correct any pronunciation errors and draw attention to the correct word stress, particularly for longer words. If you monitor pronunciation from the start, you can identify any difficulties and fix any errors before students begin to use the words on their own.

• Prepare pieces of card by writing one word on each card that can

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combine with a word on a different card to form a compound word. Use enough words to give each student a card. Compound words you could use include wild + life = wildlife; nature + reserve = nature reserve; class + room = classroom; step + mother = stepmother; dish + washer = dishwasher; washing + machine = washing machine; grand + son = grandson; week + end = weekend. Mix up the cards and give one to each student.

• Say Look at the word on your card. You can join it to another word to make a compound word. Can you find the word that goes with yours? Ask students to walk round the class, asking other students, for example, What’s your word? Does it join with mine?

• When students find their match, ask them to sit down together and write a sentence that uses their compound word. Say Think about how your compound word is written. Remember that a compound word can be written as one word, two words, or a word with a hyphen.



Formative Assessment Can students • use new vocabulary to talk about giant panda conservation? Ask students to tell you two things that the workers at the Giant Panda Sanctuaries do. • use new vocabulary to discuss keeping wild animals and birds as pets? Ask Is it a good idea to keep wild animals as pets? Why or why not?

Workbook  For additional practice, assign Workbook pages 48–49. Online Workbook Vocabulary

Vocabulary Practice 149 SAMPLE COPY, NOT FOR DISTRIBUTION

Speaking Strategy

SPE AKING S TR ATEGY

070

Checking facts

Objectives

Students will • use appropriate language to check facts. • respond to questions that check facts.

There are seven nature reserves in the Sichuan Giant Panda Sanctuaries.

Really?

Yes. The most famous is the Wolong Nature Reserve.

How big is it?

It’s 2,000 square kilometres.

How many pandas are there?

I don’t know exactly. I think there are about 100.

Are there really 100 pandas there?

I think so! 1

Listen. How do the speakers check information? Write the phrases you hear.

2 7

Read and complete the dialogue. Possible answers: Really

Hadil: Samira: Hadil:

How many

Samira:

There are 16 babies.

Samira:

16 baby pandas there?

Yes, there are. It’s a very successful centre.

How big

Hadil:

is it?

I don’t know, but the Sichuan Giant Panda Sanctuaries reserve is very big. It covers 9,245 square kilometres.

Work in pairs. Take turns. Choose an information card. Give the matching picture card to your partner. Answer your partner’s questions about the nature reserve on your information card.

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Samira:

baby pandas are at the research centre?

Are there really

Hadil:

Materials scissors

?

Yes, look!

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F.4.3 (Teacher’s Resource CD ROM/Website); Tracks 070−071, 142–143 (Audio CD/Website/CPT); Pronunciation Answer Key (Teacher’s Resource CD-ROM/Website); CPT: Speaking Strategy and Pronunciation

Hey, look at these cute baby panda pictures! They’re from the research centre in Sichuan, China. The workers wear panda costumes.

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Samira:

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Speaking Strategy  Checking facts Academic Language  information Content Vocabulary  successful Pronunciation  Short vowel sounds Resources  Online Workbook; Worksheet

Go to page 181.

SPEAKING 81

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Warm Up

• Activate prior knowledge  Say In Unit 1, we learnt

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how to ask about personal information. What kind of questions did we ask? (Where do you live? What’s your favourite sport?, etc.) Ask How can you check information? Imagine your new friend says ‘My grandparents are from Canada, but they live in China now.’ What would you say to check that you’ve understood? Elicit students’ ideas, for example, You might say ‘Your grandparents live in China. Is that right?’ or ‘Are your grandparents really from Canada?’ Write some of the phrases that students use on the board.

• Ask partners or small groups to act out situations where they give and check personal information. Encourage them to think of unusual or surprising facts about themselves or their families. Choose pairs or groups to act out their role plays.

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Present 

1

• Tell students to open their books at page 81. Read out the title of the speaking strategy. Say We talked about how to check personal information. Now we’ll learn how to check facts. If someone is giving a lot of information about something, we often need to check what they’re saying. Say Let’s listen to two people talking about the Sichuan Giant Panda Sanctuaries. Play Track 070.

• Play Track 070 again while students read along. Say Which words are used twice in the questions? (really and how) Say We use really to check information that is surprising. We use how at the beginning of questions like ‘How big’, ‘How many’, ‘How fast’, ‘How long’ to get more information. Ask What does the first speaker say when she isn’t sure of the answer? (‘I don’t know exactly.’) Tell pairs to take turns to read the questions and answers.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • 1 Say Let’s listen to two people talking about the Chengdu Panda Base, where scientists research and breed giant pandas. (Explain that breed means to help bring about the birth of baby pandas.) Write down the words and phrases that check the facts about the panda base. Play Track 071. Ask some students to read out their phrases.

Practise 

Strategy in Depth The language used for checking facts in this lesson includes ways of confirming that you have understood what a speaker has told you, and asking for further information. Here are some additional examples:

2

• 2 Once students seem comfortable using the speaking strategy

Checking understanding

to check facts, direct them to Activity 2. Say Complete the dialogue by adding words or phrases that check facts. Reading the answer to each question will help you to complete the question correctly. Ask students to do the activity independently.

Are you sure? Did you say that …? Is it really …? Is that the same as …?

• Ask pairs of students to read their completed dialogues aloud,

Asking for further information

taking turns as Samira and Hadil.

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• 3 Ask pairs to cut out a set of information and picture cards from

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Pronunciation

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page 181. Read aloud the instructions. On the board, write these question prompts: Where …? How big …? What animals …? How many …? Say Spread out the information cards on one side and the picture cards on the other side. The cards should all have the pictures facing up. Take turns to pick an information card, and give your partner the matching picture card. Your partner asks questions about the nature reserve on the card. Respond to your partner’s questions. Remind pairs to use the prompts on the board, and other words and phrases for checking facts. Say Take turns until you’ve talked about all the different nature reserves.

Extend

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Apply 

Why are there …? How old is …? Can you tell me some more about …? Do you know anything about …?

Go to Student’s Book page 163. Use Audio Tracks 142–143. Short vowel sounds  This unit focuses on the short vowel sounds found in the words man, red, him, hot and cup. There are two other short vowel sounds in English: the vowel sound in book, and the schwa sound. Learners need practice in identifying and producing the different vowel sounds, and to be aware that vowel sounds can vary with different English accents.

• Ask partners to choose one of the information cards about a

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nature reserve and write a short dialogue based on it. Provide sentence frames on the board to help students get started: The

nature reserve is amazing!

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? What animals can you find there?

There are

. are there?

How big is

?

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How many

Ask pairs to read their dialogues to the class.

• If time allows, hand out Worksheet F.4.3. Explain that students can use the worksheet to practise checking facts.

Consolidate

Can students • use appropriate language to check facts? Say Cheetahs are the fastest animals in the world. But there are only a few cheetahs left in the wild. Ask students to respond. • respond to questions that check facts?

• Invite a student to come to the front of the class. Ask the student Which nature reserve would you like to visit? Give the student the information card relating to that nature reserve, and let the class interview the student to find out why they would like to visit that place, and to ask for more information. Let several students take turns to go to the front and answer questions from the class.



Formative Assessment

Ask How many giant pandas are there in the wild? Ask students to respond.

Online Workbook  Speaking Strategy

Speaking Strategy SAMPLE COPY, NOT FOR DISTRIBUTION

151

Grammar 1

GR AMMAR

072

Quantifiers: Talking and asking about quantity How many different kinds of camels are there? There are two kinds of camels. How much food do they eat every day? A lot! Camels eat a lot of cacti and dry plants. There is very little grass and there are very few plants in the desert.

Objectives

Students will • identify the form and use of quantifiers. • use quantifiers to talk and ask about quantity. • learn and use units of measurement to give facts about camels.

1

Read. Use how much, how many, a lot, little and few to complete the fact sheet.

Camels: FAQs

Grammar  Quantifiers: Talking and

How many humps has a camel got? Well, it depends. Dromedary camels have got one hump and Bactrian camels have got two humps.

asking about quantity

Target Vocabulary  centimetre,

How much

kilogram, litre, metre

A lot

Academic Language  fact sheet Content Vocabulary  camel, drink,

water can a camel drink?

little

! There is very

a lot

When a camel finds water, it can drink

How many

Resources  Online Workbook/Workbook

wild Bactrian camels are there in the world?

2

Work in pairs. Write two more questions about camels with how much or how many. Then do some research to find out the answers. Share your answers with the class.

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Materials  Large sheets of paper

wild Bactrian camels. There are only about

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few There are very 1,000 in the wild. They are endangered.

pages 50−51; Tracks 072−74 (Audio CD/Website/CPT); CPT: Grammar 1

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extraordinary, hump, tail, walk, weigh

water in the desert. !

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How

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How

?

An Afar camel caravan crosses the salt flats of Lake Assal, Djibouti

82 GRAMMAR

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Warm Up

• Activate prior knowledge Say In this lesson we’re going to talk about extraordinary animals. Write extraordinary on the board, and explain that it means unusual or surprising. Ask students to give you an example of an extraordinary animal. Ask Why do you think it’s extraordinary? What’s different about this animal?

• Say The extraordinary animal we’re going to learn about is the camel. What do you know about camels? Is a camel big or small? Encourage students to gesture with their hands to show how tall a camel is. Ask other questions, such as What colour is a camel? Do camels live in hot or cold countries? What other animal does a camel look like? Then ask What shape is a camel’s back? Can anyone draw a camel on the board? Invite a student to draw the outline of a camel on the board. Point to the hump on its back and say This is one extraordinary thing about a camel. It’s called a hump. Write hump on the board and ask students to repeat the word.

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3

LEARN NEW WORDS Listen and read to learn about camels. Then listen and repeat. 073 074

Be the Expert

Its tail is about 50 centimetres (cm) long.

Grammar in Depth

It can drink 135 litres (L) of water in 13 minutes. It weighs between 600–1,000 kilograms (kg). 4

Quantifiers are words or phrases that are used before a noun to describe the amount or quantity of something. This unit focuses on much and many to ask questions about quantity, along with a lot (of), few and little.

The Bactrian camel is about 1.8 metres (m) tall.

The Bactrian camel is about 3 metres (m) long.

kg

Much and many

Work in pairs. Invent your own extraordinary animal. Complete the questions and then write your own answers.

How much is used to ask about the quantity of an uncountable noun, e.g. How much bamboo does a panda eat in one day?

My animal’s name: ?

It is

How much

?

It weighs

How much

?

tall.

How many is used to ask about the number of a countable noun, e.g. How many animals are endangered?

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How tall

It drinks

A lot (of) and few / little

day(s).

in

Work in groups. Ask other students about their amazing animal.

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ap hi c

5

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GRAMMAR 83

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Present

A lot (of) can be used before both countable and uncountable nouns to talk about a large quantity of something: a lot of animals, a lot of food.

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It can walk

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?

How far

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of water in minutes.

• Ask students to open their books at page 82 and look at the

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grammar box. Play Track 072 and tell students to read along. Read aloud the title in the grammar box. Ask a student to read out the first question. Say Starting a sentence with how many is one way of asking about a quantity. What’s the answer? (two) Say Two is a quantity. We use how many when we’re asking about things we can count. Ask a student to read out the second question. Ask Is the word food countable or uncountable? (uncountable) Explain that we use how much when we ask about uncountable things.

Few and little mean the opposite of a lot (of). Few is used before countable nouns, and little before uncountable nouns: few camels, little water. Other commonly used quantifiers in English are some, both, most, each, every and all.

About the Photo The photo at the bottom of pages 82−83 shows a camel caravan (also called a camel train) crossing the salt flats of Lake Assal in Djibouti. The landscape of Djibouti is very varied. The highest peak is the volcano Mount Moussa, which rises to 2,028 m (6,654 ft). Lake Assal, at 155 m (509 ft) below sea level, is the lowest point in Africa. It has been used for salt production.

• Ask a student to read out the last two lines in the grammar box. Ask How much food do camels eat? (a lot) Ask Which two words in the box mean the opposite of a lot? (little and few) Say There’s little grass and few plants in the desert. Is grass a countable noun, or uncountable? How about plants? (grass = uncountable, plants = countable) Explain that we use few before countable nouns, and little before uncountable nouns.



SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

153

GR AMMAR

3

072

Quantifiers: Talking and asking about quantity

Its tail is about 50 centimetres (cm) long.

A lot! Camels eat a lot of cacti and dry plants. There is very little grass and there are very few plants in the desert. 1

It can drink 135 litres (L) of water in 13 minutes.

Read. Use how much, how many, a lot, little and few to complete the fact sheet.

It weighs between 600–1,000 kilograms (kg).

Camels: FAQs How many

humps has a camel got? Well, it depends. Dromedary camels have got one hump and Bactrian camels have got two humps.

How much A lot How many

! There is very

little a lot

The Bactrian camel is about 1.8 metres (m) tall.

How tall

?

How much

?

It weighs

?

It drinks

tall.

It is

.

wild Bactrian camels. There are only about of water in minutes.

Work in pairs. Write two more questions about camels with how much or how many. Then do some research to find out the answers. Share your answers with the class.

How far

How

?

How

?

?

It can walk in

5

day(s).

Work in groups. Ask other students about their amazing animal.

An Afar camel caravan crosses the salt flats of Lake Assal, Djibouti

82 GRAMMAR

GRAMMAR 83

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How many …?

How much …?

a lot (of)

a lot (of)

few

little

the dialogue in the box.

1

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• Play Track 072 again and ask pairs to practise reading

Practise 

at the photo and information in the boxes as they listen. Ask Which two questions did the girl ask? (How much does the Bactrian camel weigh? How big is it?) Point to and read out the four new words in bold type, and note them all on the board. Say Now let’s listen to these words on their own and in sentences. Play Track 074 and ask students to repeat each word alone and in a sentence.

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Uncountable

• Play Track 073 again. This time ask students to look

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Countable

• Ask Which unit can you use to measure how heavy

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lG eo gr

• 1 Ask students to look at Activity 1. Read the title

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in the blue bar. Ask Does anybody know what FAQs means? Where have you seen this before? Explain that FAQs is short for frequently asked questions and websites often include FAQs, giving the most important information about a topic. Read the instructions for Activity 1. Say You’re going to complete a fact sheet about camels. Tell students to complete the activity individually, then compare their answers with a partner. Check answers as a class.

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• 2 Tell students to look at the photo at the bottom

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of pages 82−83. Ask If you want to ask about the number of camels in the photo, what would you say? (How many camels are there?) What would the answer be? (13) Share the information from About the Photo with the students.

• Put students into pairs. Read the instructions for Activity 2. When pairs have written their questions, make sure they have access to the Internet or other resources to find out the answers. When they have finished, ask pairs to share their questions and answers with the class. After each question, ask Did anyone else have the same question? Did you get the same answer?

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Unit 4

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• Draw a two-column chart on the board and encourage the students to help you to complete it as follows:

4

about camels, this time using units of measurement. Write units of measurement on the board. Point to a few students in turn and ask each one How tall are you? Keep asking until at least one student answers with a unit of measurement, either metres or feet. Explain that these are examples of units of measurement. Say Listen to two students plan a fact sheet about camels. Listen for the units of measurement. Play Track 073 while students listen. Ask Which units of measurement did you hear? Note students’ suggestions on the board.

Work in pairs. Invent your own extraordinary animal. Complete the questions and then write your own answers.

How much

3

• 3 LEARN NEW WORDS Say We’re going to learn more

The Bactrian camel is about 3 metres (m) long.

kg

My animal’s name:

water in the desert. !

wild Bactrian camels are there in the world?

few There are very 1,000 in the wild. They are endangered. 2

4

water can a camel drink?

When a camel finds water, it can drink

Apply 

LEARN NEW WORDS Listen and read to learn about camels. Then listen and repeat. 073 074

How many different kinds of camels are there? There are two kinds of camels. How much food do they eat every day?

something is? (kilograms) Which unit can you use to measure how much water there is? (litres) Which two units can you use to measure how long something is? (centimetres and metres) Ask How many centimetres are there in a metre? (100) On the board, write 100 centimetres = 1 metre.

• 4 Put students into pairs. Read the instructions aloud. Say You’re going to invent an extraordinary animal. It isn’t a real animal. You need to use your imagination and make one up! Talk to your partner. What’s extraordinary about your animal? Think of a cool name for it. Tell each pair to read the sentence beginnings and complete each question and answer.

• 5 Put two or three pairs of students together to make small groups. Read the instructions for Activity 5 aloud. Say Take it in turns in your group to ask another student a question about their animal. Make sure you ask a different question each time. Give students time to ask at least three questions each.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Extend • Give each student a large sheet of paper. Say Now you’re going to

Teaching Tip

draw a picture of an extraordinary animal. Choose a different animal from the one you invented in Activity 4. It can be a real or invented animal. Write three labels giving facts about it. Remind students to use some units of measurement.

Playing games can be a welcome change of pace from reading and writing activities and other seated work. Incorporate movement into games. For example, you could ask students to stand or come to the front of the class, when they take a turn. Students may also like to act out the actions in questions or responses.

• Help students by writing these prompts on the board: My animal eats / drinks …

It looks like … and is … tall.

It weighs …

Its tail is … and it has got …

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The extraordinary thing about my animal is …

• Once the other students have guessed, ask the student to say if

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invite each student in turn to come to the front of the class and read out the facts about their animal. Tell them not to show the class their picture or say their animal’s name. Ask the class So, do you think this animal is real or invented?

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• Give students time to draw their pictures and write labels. Then

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their animal is real or invented and show their picture. If it’s an invented animal, ask the student to say what it’s called. If it’s a real animal, ask the other students to guess what it is.

Consolidate

lG eo gr

• Ask students to sit in a circle. Make sure the units of measurement

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and quantifiers are displayed or written on the board (many, much, a lot, little, few, centimetre, kilogram, litre, metre). Say Choose one of the words and use it in a true or false sentence about an extraordinary animal you know about. It can be a pet or a wild animal. The next student in the circle guesses if your sentence is true or false. I’ll start. I choose a lot. I’ll say ‘My pet cat eats a lot of vegetables. Is that true or false?’ Ask a student to guess the answer, then he or she takes a turn. Ask students to correct false sentences.

Formative Assessment Can students • use quantifiers to talk and ask about quantity? Ask students to complete this dialogue: How ______ humps has a Bactrian camel got? Two. How ______ food does a camel eat? Camels eat ______ of food, but there is ______ grass in the desert. • use units of measurement correctly to talk about camels? Ask students to complete these sentences with the correct unit of measurement: A camel can drink 135 ______ of water. It weighs about 800 ______.

Workbook  For additional practice, assign Workbook page 50−51. Online Workbook  Grammar 1

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

155

16 1 BEFORE YOU READ Discuss in pairs. Look at the title and

Reading

the photo. What do you think the reading is about? 17 2 LEARN NEW WORDS Find these words in the reading.

What do you think they mean? Use a dictionary to check. Then listen and repeat. 075

Objectives

Students will • read about and discuss the problem of wild animals kept in captivity. • understand and use new words from the reading. • identify a sequence of events.

against the law

rain forest

return

sell

18 3 WHILE YOU READ Think about the sequence of events. 4

Reading Strategy  Identify sequence

076

AFTER YOU READ Work in pairs to answer the questions. 1. What is a poacher? Why do poachers take animals from the rain forest?

of events

Target Vocabulary  against the law,

2. Why do wild animals often die in captivity?

rain forest, return, sell

3. Who helps Juliana to find the poachers?

Academic Language  opinion, order,

4. What do the workers at the special rehabilitation centre do?

sequence

Content Vocabulary  DNA, lizard, pages 52–53; Worksheet F.4.4 (Teacher’s Resource CD-ROM/ Website); Tracks 075−076 (Audio CD/ Website/CPT); CPT: Reading

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Resources  Online Workbook/Workbook

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5. How does Juliana find out exactly where each animal’s home is?

poacher, rehabilitation, turtle

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A green-billed toucan, Brazil

Materials  set of classroom dictionaries,

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ap hi c

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large sheets of paper

84 READING

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Warm Up

• Activate prior knowledge Say Baby pandas are born at the panda sanctuaries and then taught how to live in the wild. Can you remember why the workers at the sanctuaries wear panda costumes? (because the pandas are going to live in the wild and they shouldn’t become friendly with people)

• Say There are some animals that we want to be friendly with people. These are our pets. Do any of you have pets at home? Encourage students to tell the class about their pets, and let other students ask them questions.

• List all the different types of pets that have been mentioned on the board. Say What other types of animals are kept as pets? Add any new suggestions to the list. If students don’t know the name of an animal, encourage them to mime it, describe it or draw a picture of it. Then see if other students can name it.

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Unit 4

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A WILD ANIMAL ISN’T A PET

Identify sequence of events A sequence of events is the order in which a series of things happens or is arranged. Understanding the sequence of events is an important skill that helps comprehension of both narrative (story) texts and factual texts, for example, a description of a process. Help students to understand that sometimes events in a text are mentioned in a different order from the actual sequence of events. Encourage students to identify all the events that occur in a text; then ask What happens first? And after that? to guide them to identify the sequence.

Juliana Machado Ferreira works together with the police to find the poachers and to save the animals. She then takes them to a special centre where workers look after the animals. They teach the animals how to find food in the wild. The birds learn how to fly again. When they are ready, the animals can return to the rain forest. Juliana now has another important job. She wants to find out exactly where each animal’s home is in the rain forest. But the rain forest in Brazil is a very big place. Juliana looks at the animals’ DNA. This gives her important information about each animal and its home. Then, at last, she can take the animals back to the right places in the rain forest.

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Every year in Brazil, people take millions of animals from the rain forest and sell them as pets. These people are called poachers. This is against the law, but people love to buy these beautiful animals and keep them as pets. In fact, people in Brazil spend more than £1.5 billion every year on birds, turtles, lizards and other wild pets. However, the animals are not happy in captivity. People don’t know how to care for them. The animals often die because they eat the wrong food or because they are very unhappy. Wild animals have an important role in nature. If people take them from their homes in the wild, it can cause problems for other wildlife.

Reading Strategy

Some texts will have sequencing words such as first, next, then, finally. Encourage students to look out for these when identifying a sequence.

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RETURNING WILD ANIMALS TO THE RAIN FOREST

Be the Expert

6

The animals return to the rain forest. Juliana and the police save the wild animals from the poachers. Juliana takes the wild animals to a special centre.

Le

Workers at the centre help the animals to learn important skills.

ap hi c

4 6 2 3 1 5

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18 5 Work in pairs. Put these events into the correct order.

Poachers take wild animals from the rain forest. Juliana looks at the animals’ DNA.

Discuss in groups.

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1

READING 85

To improve reading fluency, ask students to practise reading aloud in phrases instead of individual words. Play audio recordings and pause after each phrase or sentence. Encourage students to repeat the sentence exactly as they heard it. Learning to read in phrases helps students become more fluent readers. They can recognise common phrase types and apply the familiar pattern to different texts.

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Before You Read 

lG eo gr

1. Does the reading change your opinion about wild animals as pets? Explain why or why not. 2. Why do you think it’s important for the animals to return to exactly the same place in the rain forest? Think of several different reasons. 3. Do you think it’s important to learn about the wild animals from your own country? Why or why not?

Teaching Tip

• 1 Put students into pairs. Ask them to open their books at

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pages 84−85. Read aloud the title. Then read out the instruction to Activity 1, and ask pairs to discuss what they think the reading is about. When students have finished, review their predictions.

• Ask What kind of bird is in the photo? Give students time to find the photo caption; then elicit the answer. (a toucan) Ask Do you think the toucan in the photo is a wild bird, or a pet? Why would someone want a toucan as a pet? Elicit students’ ideas.

• 2 LEARN NEW WORDS  Say Now you’re going to learn some new words and phrases. Remember that a phrase is two or more words that go together and have a particular meaning. Read aloud the words and phrases in the word box on page 84. Say Against the law is a phrase. What do you think it means? Ask students to read the beginning of the reading text and find the phrase.

Reading SAMPLE COPY, NOT FOR DISTRIBUTION

157

A WILD ANIMAL ISN’T A PET

16 1 BEFORE YOU READ Discuss in pairs. Look at the title and

the photo. What do you think the reading is about? 17 2 LEARN NEW WORDS Find these words in the reading.

What do you think they mean? Use a dictionary to check. Then listen and repeat. 075 against the law

rain forest

return

sell

18 3 WHILE YOU READ Think about the sequence of events. 4

RETURNING WILD ANIMALS TO THE RAIN FOREST

076

AFTER YOU READ Work in pairs to answer the questions.

Every year in Brazil, people take millions of animals from the rain forest and sell them as pets. These people are called poachers. This is against the law, but people love to buy these beautiful animals and keep them as pets. In fact, people in Brazil spend more than £1.5 billion every year on birds, turtles, lizards and other wild pets. However, the animals are not happy in captivity. People don’t know how to care for them. The animals often die because they eat the wrong food or because they are very unhappy. Wild animals have an important role in nature. If people take them from their homes in the wild, it can cause problems for other wildlife.

1. What is a poacher? Why do poachers take animals from the rain forest? 2. Why do wild animals often die in captivity? 3. Who helps Juliana to find the poachers? 4. What do the workers at the special rehabilitation centre do? 5. How does Juliana find out exactly where each animal’s home is?

A green-billed toucan, Brazil

While You Read 

• 3 Say Now we’re going to read about the problem

Juliana Machado Ferreira works together with the police to find the poachers and to save the animals. She then takes them to a special centre where workers look after the animals. They teach the animals how to find food in the wild. The birds learn how to fly again. When they are ready, the animals can return to the rain forest.

of animals being taken from the wild and sold as pets. What do you think Juliana Machado Ferreira is doing to solve the problem? Play Track 076 and tell students to read along. Say Juliana looks at the animals’ DNA. Does anyone know what DNA is? Let students give their ideas, and then confirm that DNA is a substance found inside humans, animals and plants. Scientists look at the DNA from a living thing and find out a lot of information.

Juliana now has another important job. She wants to find out exactly where each animal’s home is in the rain forest. But the rain forest in Brazil is a very big place. Juliana looks at the animals’ DNA. This gives her important information about each animal and its home. Then, at last, she can take the animals back to the right places in the rain forest.

18 5 Work in pairs. Put these events into the correct order.

4 6 2 3 1 5 6

Workers at the centre help the animals to learn important skills. The animals return to the rain forest. Juliana and the police save the wild animals from the poachers. Juliana takes the wild animals to a special centre. Poachers take wild animals from the rain forest. Juliana looks at the animals’ DNA.

Discuss in groups. 1. Does the reading change your opinion about wild animals as pets? Explain why or why not. 2. Why do you think it’s important for the animals to return to exactly the same place in the rain forest? Think of several different reasons. 3. Do you think it’s important to learn about the wild animals from your own country? Why or why not? READING 85

84 READING

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• Ask If something is against the law, is it a good thing to

• Say Now listen and read again. This time, think about the sequence of events. Sequence means the order in which things happen. Events are all the different things that happen. Think about Juliana’s work with wild animals. What happens first? And after that? Note down all the events that are mentioned. Play Track 076 again while students read and note down each event.

• Give out a dictionary to each pair. Say Let’s check the

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After You Read 

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• Ask Did you find rain forest? What did you notice? Say

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rain forest is a compound noun. It can be written as one word, or two. Ask Did you find against the law in your dictionary? Where did you find it? If you look up the word against, you might not find the phrase against the law. If you look for the word law, you’ll probably find it. This is because law in this phrase is a more important word than against. it’s best to decide on the most important word in the phrase, and look for that word first.

• Play Track 075 while students listen to the words and phrases on their own and in context. Play Track 075 again and ask students to listen and repeat.

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• 4 Put students into pairs. Ask partners to read the questions and answer them together. If students disagree about an answer, encourage them to look again at the text to find support for their answers. When pairs have finished, check answers as a class.

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meanings of the words and phrases. We look for the words in alphabetical order. First, find return and sell. When pairs have found these two words and checked their meanings, say Now let’s find against the law and rain forest in the dictionary. What problem do we have? (there is more than one word; we don’t know which word to look for in the dictionary) Give students a couple of minutes to try to find the two phrases.

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instructions. Ask partners to find the remaining words from the box in the reading and discuss what they think they mean.

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• Put students into pairs. Read the first part of the

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do or a bad thing to do? What can happen to someone who does something that is against the law? Elicit students’ ideas. Then say The second sentence names the people who are doing something that is against the law. What are they called? (poachers)

• Explain that when looking for a phrase in a dictionary,

3

• 5 Ask students to work in their pairs to compare the events they noted for Activity 3. Give them a couple of minutes to talk about any differences. Then ask them to look at Activity 5. Read out the instructions, and ask different students to each read out one of the events.

• Do the first step with the students. Ask Which event happens first? (Poachers take wild animals from the rain forest.) Tell them to write number 1 next to this sentence. Ask pairs to complete the activity. When they have finished, check answers as a class.

• 6 Put students into groups of four or five. Tell them to read and discuss the questions. For Question 1, say Find the reasons mentioned in the reading why it isn’t a good idea to keep wild animals as pets. Do you agree with all of them? Do you know anyone who keeps a bird as a pet?

• For Question 2, tell students to first think about the different things that animals need to survive in the wild, such as food, water, shelter, space and safety from predators.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• For Question 3, ask students to name as many animals from their own country as they can. Note these on the board. Ask Which animals or birds would you like to know more about?

Teaching Tip Don’t let limited vocabulary restrict students when they brainstorm ideas or take part in discussions. Encourage them to express their ideas by acting them out, drawing a picture or giving an example of what they mean. Then help them to learn or remember the English words to describe their ideas.

Extend • Say You’re going to work in your groups to tell a story based on the events I’m going to write on the board. First, you need to decide the sequence of events. Write on the board: Event Number in sequence ________

animal taken to rehabilitation centre

________

animal taken back to the wild

________

police find poachers and animal

________

poachers take animal from rain forest

________

Answer Key Comprehension 4

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• Say When you’ve decided on the sequence of events, take turns in your group to tell part of the story. You can invent all the details of the story. Decide what kind of animal the story is about. Give the characters in your story names.

1. People who take wild animals and sell them; to sell them as pets 2. Because they eat the wrong food, or because they’re unhappy 3. the police 4. They teach the animals how to find food and they teach the birds how to fly. 5. She looks at their DNA.

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workers look after animal poachers try to sell animal

• If time allows, you may want to hand out Worksheet F.4.4 in class. Students will use the worksheet to practise the new vocabulary as they revisit ideas from the reading.

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Consolidate

• Write on the board: against the law, birds, captivity, endangered,

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poacher, rain forest, return, sell, wild, wildlife. Put students into pairs and say Work with your partner. Make a poster with the title ‘A Wild Animal Isn’t a Pet’. Write advice for someone choosing a pet. See how many of the words on the board you can use.

• Give out a large sheet of paper to each pair of students. Allow

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sufficient time for them to make their posters. Let them illustrate the poster if time permits. Invite each pair to share their poster with the class, and say how many of the words they have used.

Formative Assessment Can students • discuss the problem of wild animals kept in captivity? Ask students to give two reasons why wild animals should not be kept as pets. • use new words from the reading? Ask students to make a sentence with each of the new words. • identify a sequence of events? Ask What do you do in the mornings before school? Tell me the usual sequence of events.

Workbook  For additional practice, assign Workbook pages 52–53. Online Workbook Reading Reading SAMPLE COPY, NOT FOR DISTRIBUTION

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VIDE

Video Objectives

Students will • discuss how pandas are returned to the wild. • apply the message of the video to their personal lives.

22 1 BEFORE YOU WATCH Discuss in pairs. What do you

already know about pandas? Remember what you read about pandas on page 78. Try to answer these questions together: 1. In which country do many giant pandas live? 2. How many giant pandas are there in the wild? 3. What food do giant pandas love to eat?

Academic Language  predict Content Vocabulary  release, surprise, survive

2

Resources  Video scene 4.1 (DVD/ Website/CPT); Online Workbook; CPT: Video

Read and circle. You are going to watch Into the Real Wild: Photographing Pandas with Ami Vitale. From the title, predict what the video is about. Circle the letter.

A giant panda cub, Wolong, Sichuan Province, China

a. Returning pandas to the wild

3 WHILE YOU WATCH Circle the words 24

you hear. Watch scene 4.1. captivity

costume

mother

mountain

school

forest

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camera

leopard

student

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baby

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b. Looking for pandas in the wild

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Before You Watch 

• Say We’ve talked about wild animals and pets, and

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about animals that are endangered. Say Talk to your partner. Which wild animals have you learnt about? Which is your favourite? Give partners time to discuss, then ask them to share their ideas.

• 1 Ask students to open their books at pages 86−87 and look at the photo. Say What animal is this? (a giant panda) Ask Is the panda in the picture old or young? (young) Say That’s right. The panda in the picture is very young. It’s a cub. The word for a baby panda is cub. Read the instructions for Activity 1, and the three questions. Put students into pairs to discuss, answering the questions from memory. When they have finished, check answers as a class. (1. China; 2. 1,800; 3. bamboo)

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• 2 Say The video we’re going to watch is called Into the Real Wild: Photographing Pandas with Ami Vitale. Based on the title and the photo, predict what you think the video will be about. Circle the letter that describes your prediction. Ask a student to read out options a and b. Once they’ve made their choice, ask several students to explain their reasons for choosing it.

While You Watch 

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• 3 Say Now we’ll watch the video. While the video is playing, think about your prediction. Was it correct? Play Video scene 4.1. Check the answer. (option a)

• Read out the instructions for Activity 3. Say Let’s watch the video again. This time, circle the words in the box that you hear. Ask a student to read out the words in the box. Play the video again. Ask students to work independently. When they have finished, encourage them to check their answers with a partner before checking answers as a class.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Teaching Tip

AFTER YOU WATCH Work in pairs. Tick T for True or F for False. F

2. Mother pandas go for several months without food and water after their baby is born.

T

F ✓

3. Baby pandas grow very slowly.

T

F ✓

4. ‘Papa Panda’ is the name of a very old panda at the Wolong China Conservation and Research Centre.

T

F ✓

5. Workers at the Conservation Centre teach pandas how to live in the wild.

T ✓

F

6. Leopards and pandas often play together at the Conservation Centre.

T

F ✓

Work in pairs. At the beginning of the video, Ami says, ‘As a National Geographic photographer, my job is to surprise people’. Which photos or facts in the video surprised you? Explain.

6

Work in groups. In the video, workers try to prepare pandas for life in the wild. Think about how animals survive in the wild. What do they need to do and know in order to survive? Make a list of the most important skills.

YOU DECIDE Choose an activity.

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When students identify a false statement in a true or false activity, ask them to think about how to make the statement true. There may be more than one way to correct the false statement. Ask students to think about which part of the statement is false, and challenge them to think of more than one way to make the statement true.

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T ✓

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1. China takes pandas born in captivity and releases them into the wild.

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1. Work independently. What do you want to know about the life of a worker at the Wolong China Conservation and Research Centre? Write a list of questions. Then read your questions to the class and ask them to suggest possible answers.

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2. Work in pairs. Role-play a conversation between Ami and a reporter who wants to know about her experiences in China. Share your dialogue with the class.

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• If students have trouble following the video, pause

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it and allow them to ask questions. Try replaying the video with and without sound, and ask students to describe and comment on what they see.

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After You Watch 

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• 4 Put students into pairs. Tell them to work together to decide whether the statements are true or false. Review the answers as a class. Ask students to correct the false statements.

• 5 Read aloud the activity instructions. Say If someone tells you something surprising, is it something usual or unusual? (unusual) Say Who can make a surprised face? Encourage students to mime being surprised. Tell pairs to discuss Ami’s quote, and the question. When they have finished, invite some pairs to share their responses with the class.

Can students • discuss how pandas are returned to the wild? Say Tell me two things the workers do before pandas can go to live in the wild.

Online Workbook  Video

3. Work in groups. Find out about an endangered animal and ways to protect it. Share with the class.

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Formative Assessment

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• 6 Put the students into groups of four or five. Read the instructions for Activity 6 aloud. Give groups time to discuss the question; then ask them to share their lists with the class.

• 7 you decide  Ask students to choose an activity. If students choose the first activity, ask them to think about the most interesting and unusual aspects of work at the centre.

• Put students who choose the second option into pairs. Say One of you is Ami Vitale. Think about your life as a photographer and your visit to China. What did you do and see? How did you take your best photographs? One of you is a reporter. What will you ask Ami?

• Put students who choose the third option into small groups. Tell them to brainstorm ideas in their group before choosing an endangered animal to research. Make sure they have access to the Internet or other research tools.

Video SAMPLE COPY, NOT FOR DISTRIBUTION

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Grammar 2

GR AMMAR

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Adverbs: Saying how you do something Cheetahs are fast runners. They can run very fast at 113 kilometres per hour. Elephants are good at swimming. They can swim very well. The three-toed sloth is a slow animal. It moves very slowly. The howler monkey has got a loud voice. It can call very loudly.

Objective

Students will • use adverbs of manner to describe how you do something.

Grammar  Adverbs: Saying how you do

good

well

high

high

easy

easily

fast

fast

bad

badly

gentle

gently

something

Academic Language  adverb, manner Content Vocabulary  ability, hear, smell Resources  Online Workbook/Workbook

1

Work in pairs. Complete the sentences with the correct form of a word from the box. bad

pages 54–55; Worksheet F.4.5 (Teacher’s Resource CD-ROM/ Website); Track 077 (Audio CD/ Website/CPT); CPT: Grammar 2

easy

good

high

loud

fast

quiet

high Cats can jump very . They can jump five fast times their own height. They can run very at 50 kilometres per hour. They have got good noses, and they can well from far away. They have smell things very quietly also got very good ears. Even if you speak , your

Materials  Pieces of paper, scissors

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cat can hear you! All cats meow when they are angry or hungry, but some cats are very noisy. Siamese cats are famous because they meow loudly when they are hungry. Cats are also good at climbing. It isn’t difficult for them to climb trees. They can go up easily very , but sometimes they forget how to come down again!

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dogs

dolphins

pandas

parrots

snakes

tigers

climb

hear

move

run

speak

swim

easily

fast

loudly

quickly

quietly

well

Work in pairs. Play Noughts and Crosses. Make adverbs from the words in the grid. Use them to describe things that you can or can’t do. Mark X or O. Try to get three in a row.

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Work in pairs. Make sentences about the animals below and their abilities.

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I can’t swim very well!

good

bad

fast

loud

quiet

slow

easy

high

quick

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Warm Up

• Recycle  Write two sentences on the board: Pandas

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always eat bamboo. Pandas are sometimes born in captivity. Say These two sentences contain words that tell us how often something happens. Which words tell us that? (always and sometimes) Ask Can anyone remember what type of words these are? Encourage students to say that these words are examples of adverbs.

Present • Ask students to open their books at page 88. Say We’re going to learn about adverbs of manner. Direct students’ attention to the title in the grammar box. Explain An adverb of manner tells us how, or in what way, you do something.

• Invite a student to the front of the class to help you demonstrate. On the board, write this sentence beginning, using the student’s name: (Malai) walks ____.

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Ask the student to demonstrate walking across the front of the class. Add the adverb slowly to the end of the sentence, and ask the student to demonstrate walking slowly. Change slowly to quickly, and ask the student to demonstrate. Ask the other students to suggest other adverbs that could be used instead. Say All those words are adverbs of manner.

• Play Track 077 while students read along. Read out the first sentence in the box and say Cheetahs are fast runners. Is fast an adjective or an adverb? (an adjective) Read the second sentence. Ask How about fast in this sentence? (It’s an adverb.) Say In the first sentence, fast is an adjective. It describes the noun runner. In the second sentence, fast is an adverb. It describes the verb run. Go through the other pairs of sentences in the box, asking students to identify the adjectives and adverbs. Explain that some adverbs like fast and high keep the same form as the adjective. Other adverbs are formed by adding -ly to the adjective.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • Point to the sentences with adverbs of frequency on the board again. Remind students that adverbs of frequency usually come before the verb. Then ask How about adverbs of manner? Look at the grammar box again. Confirm that adverbs of manner usually go after the verb. Play Track 077 again. Ask pairs to take turns to say one of the adjectives and name the corresponding adverb.

Practise 

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Grammar in Depth Adverbs of manner are used to add information to a verb to say how something is done or happens. They are usually placed after the verb or after the object of the sentence: Polar bears can swim well. The panda ate the bamboo happily.

2

• 1 Ask students to look at the photo and read the Activity 1 instructions and the words in the box. Say You’re going to complete a paragraph about cats. Let’s find out what cats can do. Guide students to complete the first gap. Say More than one of the words from the box would fit. Let’s read the next sentence. It talks about height. Which word do we need for the first gap? (high) Remind students that the words in the box are adjectives, and they need to make adverbs. Ask students to complete the activity individually. Check answers.

Adverbs ending in -ly can go in the middle of a sentence when the verb, not the adverb, is the main focus: The snake greedily ate the eggs.

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Most adverbs of manner are formed from adjectives by adding –ly: sudden → suddenly slow → slowly

Apply 

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word box. Put students into pairs. Ask What kind of words are in the first row? And the second? And the third? (nouns for animals; verbs; adverbs) Ask the students to work with their partner to write six true sentences, each using a noun, a verb and an adverb from the box.

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but sometimes there is a spelling change: noisy → noisily gentle → gently

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• 2 Ask three students to each read one row of words from the

Some adverbs of manner take the same form as the adjectives. Examples in this lesson are fast and high.

• 3 Put students into new pairs. Ask each student to cut out five

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small squares from a piece of paper. One student in each pair writes a nought on each of their squares, and the other student writes crosses. Say Let’s play! Read out the instructions, the words in the grid and the example. Each student in turn chooses a word in the grid and makes a sentence with the adverb. If the sentence is correct, they put a nought or cross on that square in the grid. Tell them that they need to try to form a straight line of three noughts or crosses to win. If necessary, model how to play the game.

Extend

• Ask students to sit with their partner from Activity 2, and get out the

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sentences they wrote down for that activity. Divide the class into two teams. Invite a pair from Team A to come to the front of the class and write one of their sentences on the board, for example, Dolphins can swim quickly. Give the pair one point for their team for making a true sentence. Ask the first pair in Team B to come to the board and change one word in Team A’s sentence on the board, but keeping it true, for example, Fish can swim quickly or Dolphins can swim well. They get a point for their team for a true sentence. Play until all students have had at least one turn.

• Hand out Worksheet F.4.5 to give students more practice with adverbs of manner.

Can students • use adverbs of manner to say how something happens? Ask students to complete these sentences, using an appropriate adverb of manner: Frogs can jump very ________. Wild birds kept as pets don’t live ________ as pets.

Workbook  For additional practice, assign Workbook pages 54–55.

Consolidate • Ask students to sit or stand in a circle and take turns round the

Formative Assessment

circle to make a sentence about their favourite animal. Say Use a different adverb from the student that goes before you.

Online Workbook  Grammar 2

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2 Text Overset

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Writing

WRITING When we write a fact sheet, we need to check all the facts carefully. Separate the facts into different sections. We can separate the facts with headings or bullet points:

Objectives

Students will • understand how to check facts. • use headings or bullet points to separate facts. • analyse a model paragraph to see how the writer separates information. • write a fact sheet.

Diet Parrots eat fruit, seeds and small insects. Habitat A lot of parrots live in the rain forest. 1

Writing  A fact sheet Academic Language  bullet point, fact

Fun facts • Parrots are often brightly coloured. • There are more than 350 different types of parrot.

Read the model. How does the writer separate the information? Underline the headings and circle the bullet points. The Capybara The capybara is a large hairy mammal. It’s the size of a pig – about 50–60 centimetres tall and about 100–130 centimetres long. It weighs between 30 and 80 kilograms. It hasn’t got a tail.

sheet, heading, separate

Content Vocabulary  capybara, diet, habitat, mammal

Habitat: Capybaras are from South and Central America. They always live near water.

Resources  Online Workbook/Workbook page 56; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

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Diet: Capybaras are herbivores. They eat water plants and grass. They don’t eat meat.

Work in pairs. Look at the questions about capybaras. Which ones can you answer using information from the fact sheet?

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Fun facts: • Capybaras can swim very well. They can stay under the water for five minutes. • Capybaras are very friendly. They usually live together in large groups. • Capybaras are very noisy! They can make a lot of different sounds.

Write. Write a fact sheet about a different animal. Choose an animal from this unit or any other animal. Use headings and bullet points to separate the facts.

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• What do they eat? • How fast can they run? • How big are they? • How much do they eat? they live alone • Where do they live? • Do or in groups?

Four squirrel monkeys on a capybara

WRITING 89

Warm Up

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• Activate prior knowledge  Write the following sentences on the board:

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A princess lives in a tall tower in a magic forest. There are 1,800 pandas in the wild. Poachers take 38 million animals from the rain forest each year. The spaceship door opens and three little green men get out.

• Say Which of these sentences do you think are facts? (sentences 2 and 3) Ask Where do the other sentences come from? Let students give their ideas. Say Facts are information that’s true. We’ve learnt a lot of facts about animals in this unit. Now we’re going to read a fact sheet about an animal. Write fact sheet on the board. Ask What kind of information do you think we can include on an animal fact sheet? Note students’ suggestions on the board.

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Present • Tell students to open their books at page 89. Ask them to read silently through the information in the green box at the top of the page. Say The examples in the box come from a fact sheet about parrots. When we write a fact sheet, what’s the first thing we need to do? (check all the facts carefully) Ask Where can we find facts about animals? Ask several students to give their ideas, which should include books, magazines, posters, encyclopedias, reliable Internet websites, and so on.

• Say The box says we should separate the facts into different sections. Why do you think this is? Let several students give their ideas. Say Separating facts into different sections makes your fact sheet clear and easy to read. Two ways of doing this are shown in the box. What are they? (headings and bullet points) Ask students to identify the two headings in the box (Diet and Habitat). Check that students remember the meaning of diet (what the animal eats) and habitat

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert (where the animal lives). Then draw students’ attention to the bullet points. Make sure they understand that each bulleted sentence is a separate fact.

Writing Support Separating information Headings and bullet points are useful features of factual writing that make a text more organised and easy to read. These features are not usually used in fictional writing.

• Ask students to work with a partner to think of one more heading that could go in a fact sheet about parrots, and one more sentence about parrots that they could add to the list of bullet points. When they have finished, ask pairs to share their ideas with the class.

Read the Model 

1

Headings  should be clear and short.

2

A reader should be able to skim the headings in a text and gain an idea of what the text is about. Students should be encouraged to use headings when they have several points to make that can be grouped together.

• 1 Say Now we’re going to look at a fact sheet about a different animal. Look at the photo. Do you know what the large animal is? Read the photo caption to confirm the answer.

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• Tell students to read the model fact sheet independently.

Bullet points  are often introduced

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tells you what the fact sheet is about. What comes next? What kind of information is in the first paragraph? Encourage students to give their ideas about the paragraph, for example, that it includes general information about the animal and what it looks like. Ask What’s the first heading? (Habitat) What information is given about the animal’s habitat? (what part of the world the animal comes from, what kind of place it lives in) Ask What kind of information is given in the bullet points? (fun facts)

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• Say What’s the first thing in this fact sheet? (the title) Say The title

• 2 Put students into pairs with a different partner. Read the

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instructions for Activity 2, and ask a student to read out the questions. Say You can answer some of the questions by looking at the information in the fact sheet, but not all of them. Ask pairs to read the fact sheet again and complete the activity together. Check answers as a class. Ask Can you think of any other questions you would like to ask about capybaras? Write students’ questions on the board.

Plan 

with a colon (:). Bullets (the heavy dots) separate a list of similar points in a format that is easier to read than a long paragraph of text. There are different ways to use punctuation with bullet points, but to start with you might like to encourage students to punctuate full sentences with a capital letter at the beginning and a full stop at the end. If a bullet list contains single words or phrases that aren’t full sentences, tell students that they probably don’t need a capital letter or full stop.

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When they have finished, put students into pairs and read the instructions aloud. Say Now you’ll read the text again. Work with your partner to underline the headings and circle the bullet points. When pairs have finished, check answers.

Teaching Tip A problem that happens often when students are working in pairs or groups is that some finish more quickly than others. One way of avoiding having fast finishers who sit doing nothing is to have ready a set of extra task-related activities that students can work on. You can build these extra activities into the daily routine of the class so that students know without asking what they can be doing when they have a few extra minutes to fill. In this way, no student should ever be bored or unoccupied.

• 3 Read Activity 3 aloud. Say Now you’re going to plan your fact sheet. What will you use to organise the information in your fact sheet? (headings and bullet points) Say Your next step is pre-writing.

• Say First, you need to choose an animal to write about, and then think about the kind of information to include and the headings to use to organise it. Here’s an example. Draw a word web on the board, with the words African elephant in the centre circle and five circles around it. Write habitat and diet in two of the outer circles.

Workbook  For scaffolded Writing support, assign Workbook page 56. Online Workbook Writing Writing SAMPLE COPY, NOT FOR DISTRIBUTION

165

• Workbook  Refer students to Workbook page 56 to help them organise and plan their writing.

WRITING When we write a fact sheet, we need to check all the facts carefully. Separate the facts into different sections. We can separate the facts with headings or bullet points: Diet Parrots eat fruit, seeds and small insects. Habitat A lot of parrots live in the rain forest. 1

Write

Fun facts • Parrots are often brightly coloured. • There are more than 350 different types of parrot.

• After students have completed their pre-writing, tell them to work on their first drafts. If you haven’t got enough time in class, assign the first drafts as homework.

Read the model. How does the writer separate the information? Underline the headings and circle the bullet points. The Capybara The capybara is a large hairy mammal. It’s the size of a pig – about 50–60 centimetres tall and about 100–130 centimetres long. It weighs between 30 and 80 kilograms. It hasn’t got a tail.

Revise

Habitat: Capybaras are from South and Central America. They always live near water.

• After students have finished their first drafts, tell them

Diet: Capybaras are herbivores. They eat water plants and grass. They don’t eat meat.

to review their writing and think about their ideas and organisation. Ask each student to consider the following: Have I included the most important facts about my animal? Have I separated the facts into different sections? Have I included some fun facts?

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Work in pairs. Look at the questions about capybaras. Which ones can you answer using information from the fact sheet?

• What do they eat? • How fast can they run? • How big are they? • How much do they eat? they live alone • Where do they live? • Do or in groups?

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• Encourage students to consider elements of style, such as sentence variety, parallelism and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalisation and spelling.

Write. Write a fact sheet about a different animal. Choose an animal from this unit or any other animal. Use headings and bullet points to separate the facts.

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Four squirrel monkeys on a capybara

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• Ask What other headings could I use for my fact sheet

Publish

• Publishing includes handing in pieces of writing to the

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about elephants? Add students’ ideas to the remaining circles in the word web. Tell students to research and check facts about their chosen animal carefully, and organise them using a word web.

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Fun facts: • C apybaras can swim very well. They can stay under the water for five minutes. • C apybaras are very friendly. They usually live together in large groups. • C apybaras are very noisy! They can make a lot of different sounds.

teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet.

• If you have time in class, allow students to work on

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this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook page 56 for writing support.

• Worksheets  If your students need a reminder of any of

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the steps of process writing, you may want to hand out the Process Writing Worksheet and review it together.

Writing Assessment Use these guidelines to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the table. 4 3 2 1

= = = =

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Excellent Good Needs improvement Re-do

Unit 4

1 Writing  Student includes headings and bullet points to separate information. Grammar  Student uses quantifiers and adverbs of manner to write facts about an animal. Vocabulary  Student uses a variety of word choices, including words learnt in this unit.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

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Mission Objective

Students will • discuss the importance of using your skills to solve problems.

Content Vocabulary  abilities, biologist, knowledge

Resources  Video scene 4.2 (DVD/ Website/CPT); Worksheet F.4.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

Use Your Skills

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‘Do whatever is in your reach … we need to act, and act now.’

Be the Expert

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Juliana Machado Ferreira

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National Geographic Explorer, Conservation Biologist

2. Juliana talks about doing ‘whatever is in your reach’. Think about Juliana’s work. How does she use her special knowledge and abilities to help animals?

90 MISSION

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Mission

3. Think about some problems in your own area. How can you use your knowledge and abilities to help solve these problems?

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1. Watch scene 4.2.

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Teaching Tip

• Tell students to turn to page 90 and look at the photo

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of Juliana Machado Ferreira. On the board, write the mission Use Your Skills. Ask a student to read aloud the quote. Say When we do whatever is in our reach, we do what we can. When we use our skills, we do things we’re good at. What skills can you think of? What are you good at? Say We’ve read about Juliana Machado Ferreira’s work. What does she do? Elicit ideas, then say We’re going to find out more about her work against animal trafficking. Write trafficking on the board. Explain that animal trafficking means taking animals from the wild and selling them. Remind students that this is against the law, and that Juliana works with the police to stop poachers and rescue the animals.

• Activity 1 Say Now let’s watch a video about Juliana

Machado Ferreira. Play Video scene 4.2. Ask students to focus on why Juliana thinks it’s important to stop

The best way to encourage students to speak in class is to create a risk-free environment. Let students know that mistakes are not only accepted, but expected. If classmates laugh at an error, gently remind them that making fun of people’s mistakes is not acceptable. Let students know that mistakes show that they are experimenting with language and attempting to communicate.

Online Workbook  Meet the Explorer 2/22/17 4:13 PM

wildlife trafficking. When they’ve finished watching, ask students to give their ideas.

• Activity 2  Put students into pairs. Ask partners to discuss what special knowledge and skills Juliana has, and how she uses them to help the animals. Tell them to look back at page 85 in their books to remind themselves about her work.

• Activity 3 Say Juliana says ‘we need to act, and act now’. What problems in our own area would you like to act on? Think about what skills and knowledge you need to solve those problems. Ask What can you do to help?

• Worksheet  Hand out Worksheet F.4.6. Explain that students will use the worksheet to think and write about Juliana’s work, and about using special skills to help people or animals.

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Make an Impact

Project

YOU DECIDE Choose a project.

Objective

Students will • choose and complete a project related to wild animals and wildlife conservation.

1 Plan and hold an endangered animal quiz. • Prepare cards with true or false sentences about endangered animals. • Organise two teams in your class.

Academic Language  create, organise,

• Hold the quiz. Read each fact aloud. Classmates say if your sentence is true or false.

prepare

Content Vocabulary  diary entry,

2 Write a diary entry.

display, quiz

Resources  Assessment: Unit 4 Quiz;

• Imagine that you work at a wildlife reserve. Think about which animals you look after and what you do.

Units 1–4 Mastery Test; Workbook pages 57 and 107; Worksheet F.4.7; (Teacher’s Resource CD-ROM/ Website); CPT: Make an Impact and Review Games

• Write a description of your day. Include photos. • Show your diary entry to your classmates. Answer their questions about it. 3 Make a wild animal poster.

Materials  blank cards for the quiz

• Organise your information on a poster.

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• Choose a wild animal and find out about it. Collect information and photos.

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• Display your poster in the classroom. Present it to your classmates.

Assessment  Go to pages 283 and 284. Unit Review  Assign Worksheet F.4.7. Workbook  Assign pages 57 and 107. Online Workbook  Now I can

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Golden snub-nosed monkeys

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Prepare

• you decide  Ask students to choose a project. • Activity 1  Ask students to do more research about

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endangered animals before writing their cards. Make sure they keep a record of the correct answers. Say Find some facts about more unusual animals. This will make it more difficult for your classmates to guess the answers. Choose animals from different habitats, or different parts of the world.

• Activity 2  Tell students to find out about different wildlife reserves, and imagine which animals would be interesting or fun to work with. Ask them to describe the events of a typical day working in the wildlife reserve, but tell them they could also include something unusual or funny that happened on that day. Encourage them to be ready to answer questions about working with their chosen animals.

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Unit 4 Project SAMPLE

2/22/17 4:13 PM

• Activity 3  Encourage students to find out about a wild animal that was not featured in the unit. Ask them to gather information and photos and think about the most attractive way to display everything on the poster.

Share • Schedule time for students to present their projects to the class. Allow time for the student audience to ask questions about their classmates’ work. You can ask students to vote on the most interesting wild animal poster.

• Modify  Help students simplify a project by leaving out one of the options or steps. You could provide students with some information about several different wild animals for the posters, or provide them with leaflets and website information about a specific wildlife reserve to use for their diary entries.

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STUDENT’S BOOK AUDIO SCRIPT

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Track 075 2 LEARN NEW WORDS  against the law / It’s against the law to take wild birds from the forest. rain forest / There are 1,300 different types of birds in the Amazon rain forest. return / The rescue centres help to return the animals to their homes. sell / Some people sell wild animals as pets. Track 076 3   WHILE YOU READ  See Student’s Book page 85. Track 077 grammar  See Student’s Book page 88.

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Track 069 5 LEARN NEW WORDS  leopard / Snow leopards live in Central Asia. mountain / The mountains of the Himalayas are very beautiful. reserve / Nature reserves keep animals and plants safe. wildlife / You can see a lot of wildlife in the forest.

Track 074 3 LEARN NEW WORDS  centimetre / Its tail is about 50 centimetres long. litre / It can drink 135 litres of water in 13 minutes. kilogram / It weighs between 600 and 1,000 kilograms. metre / The Bactrian camel is about 3 metres long. The Bactrian camel is about 1.8 metres tall.

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Track 068 5   The Sichuan Giant Panda Sanctuaries in China are a very successful wildlife conservation project. There are seven nature reserves and nine parks in the mountains of the sanctuaries. These reserves and parks cover a very big area of land. Many endangered animals live here. There are snow leopards, clouded leopards, red pandas and, of course, giant pandas. There are also 5,000 different types of plants. Many people come from around the world to visit the sanctuaries and help to look after the endangered animals.

Track 073 3   S1: Let’s find some facts for this camel fact sheet. S2: OK. So, we want to write about the Bactrian camel. How much does the Bactrian camel weigh? S1: It weighs between 600 and 1,000 kilograms. That’s quite heavy. S2: And how big is it? S1: It’s about three metres long and 1.8 metres tall, so the same height as a tall man. And the tail is about 50 centimetres long. S2: OK. Oh, look. Here’s an interesting fact. Camels can drink 135 litres of water in 13 minutes. S1: Really? S2: Yes! S1: That’s amazing!

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Track 067 2 LEARN NEW WORDS  area / There are many unusual animals in this area. captivity / Some animals live in captivity in zoos or safari parks. conservation / Conservation projects help to save animals. costume / Please wear this costume when you visit the animals. endangered / These animals are endangered. forest / There are many tall trees in the forest. grow / Bamboo grows in hot, rainy countries. panda / Giant pandas live in China. wild / There are very few giant pandas in the wild. worker / The workers in this centre teach the animals how to find food.

Track 072 grammar  See Student’s Book page 82.

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Track 066 1 Listen and read.  See Student’s Book page 78.

Track 078 Express Yourself  See Student’s Book pages 92–93.

Track 070 Speaking Strategy  See Student’s Book page 81.

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Track 071 1   S1: Look, here’s a photo of my aunt at Chengdu Panda Base. You can meet baby pandas there. S2: Really? I love pandas! S1: I know. It’s amazing. S2: How many pandas are there? S1: I don’t know exactly, but I think there are about two hundred. S2: How big is the Panda Base? S1: Oh, it’s really big. It’s 2.4 square kilometres. S2: Is it really 2.4 square kilometres? S1: Yes, I think so!



SAMPLE COPY, NOT FOR DISTRIBUTIONAudio Script

169

Express Yourself

Express Yourself

1

Read and listen to the advertisement.

078

Objectives

Students will • identify the purpose and features of advertisements. • connect ideas about robots, technology and animals.

Content Vocabulary  advertisement,

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This amazing remote-controlled robot dinosaur is more than a toy —

IT’S A PET AND A FRIEND! • • • • •

Clap your hands to make your dinosaur sit or stand. Use the remote control to make your dinosaur walk, run fast or lie down. Play music through the remote control to make your dinosaur dance! Throw the remote control and watch your dinosaur chase it. Look at the lights on your dinosaur’s back to check its mood:

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Rex

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Review)/Workbook pages 58–59; Worksheet F.4.8 (Teacher’s Resource CD-ROM/Website); Track 078 (Audio CD/Website/CPT); CPT: Express Yourself Units 3−4

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Related Word  Tyrannosaurus rex Resources  Online Workbook (Units 3–4

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Robotosaurus

advertising, dinosaur, mood, pet, remote control, slogan, specification

RED

GREEN

YELLOW

happy

angry

tired

hungry

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BLUE

Remote control

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Present 

• Preview  Ask students to turn to pages 92−93.

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Discuss the photo. Read out the title. Ask Do you know why the robot has this name? (It’s named after a type of dinosaur called Tyrannosaurus rex).

• Ask What’s being advertised? What kind of reader is the advertisement aimed at? Who do you think would buy something like this? Encourage a class discussion. Ask What’s your opinion of this advertisement? What kind of advertisement do you like best? Invite students to share their opinions and ideas.

• 1 Read together Say Now we’ll listen to and read the advertisement. Say As you read along, think about the different features that advertisements include. How does an advertisement give information about a product? How does it try to persuade the reader to buy it?

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Unit 4

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• Play Track 078 once as students listen and read along. Then ask Which features did you notice? (Students’ ideas might include the name of the product, pictures, descriptions of what the robot can do, catchy slogans, specifications and price.)

Practise 

2

• 2 Discuss  Put the students into groups of three or four. Read aloud the Activity 2 questions. Provide prompts to help students with their discussions. Say Imagine you buy a Robotosaurus Rex. When you take it home, what will you make it do? What other things would you like it to do? This advertisement is probably from a newspaper or magazine. Where else do you see advertising? Ask groups to share their ideas with the rest of the class.

SAMPLE COPY, NOT FOR DISTRIBUTION

You’ll love Robotosaurus Rex! He’s SO COOL!

2

Be the Expert

Work in groups. Discuss the advertisement. 1. What are the best features of the Robotosaurus Rex? Explain.

Genre in Depth

2. Imagine that you can add some extra features to the Robotosaurus Rex. Which features do you add?

Advertisements  Students will see and hear advertisements in their daily life on television and radio, on hoardings, in magazines and on the Internet. Encourage them to think critically about the purpose of the advertisements, and the persuasive techniques that are being used. Ask students to name advertisements that are memorable, and say why. Have they ever been influenced to buy something after seeing an advertisement?

3. How do you find out when new toys or products are available? Think of different ways companies tell people about their new products. 3

Connect ideas. In Unit 3, you learnt about robots and technology. In Unit 4, you learnt about animals. What connection can you see between the two units?

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Cumulative Review

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Hand out Cumulative Review Worksheet F.4.8.

Price:

1. Choose a topic: • an endangered animal • a robot 2. Choose a way to express yourself: • a poster • an advertisement • a comic strip

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€49.99

YOU DECIDE Choose an activity.

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Specifications Height: 30 cm (12 in.) Weight: 350 g (0.8 lb) Batteries: 4 x AA

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Formative Assessment

3. Present your work.

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Connect 

• 3 Critical thinking  Put students into new groups.

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Read the Activity 3 text aloud. Provide prompts as necessary: In Unit 3, we learnt about robots in hospitals. Can you remember what connection they had to animals? How did this type of robot help people? In Unit 4, we read about wild animals that are endangered or are being taken from the wild as pets. Can you remember how technology is helping these animals?

Prepare 

Ask students to talk about an advertisement they like, and say why. • connect ideas about robots, technology and animals? Ask How can technology help animals that are in danger?

Workbook  Assign pages 58–59. Online Workbook  Units 3−4 Review

2/22/17 4:13 PM

• 4 To help students decide which activity to choose, ask them to first choose the topic that most interests them. Then ask What kind of message do you want to communicate? If you want to persuade people to do something, an advertisement would be a good choice. To give more information about something, a poster might be better. If you want to make people laugh, a comic strip would be great!

Share • Set aside time for sharing students’ work with

4

• YOU DECIDE  Review the activity options. Allow students to choose their own topic. You may want to assign this activity in advance so that students have more time to work on it in class or at home.



93

Can students • identify the purpose and features of advertisements?

the class. Remind students to listen politely to presentations and to wait until they’re over before asking any questions.

Express Yourself 171 SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 5

In This Unit Theme  This unit is about water. Content Objectives

Students will • describe and discuss the water cycle. • read about plastic in our oceans. • read about and discuss environmental protection.

Water

Language Objectives

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Students will • talk about the water cycle. • brainstorm solutions. • use the present continuous to talk about what is happening now. • use there was and there were to describe a situation in the past. • write a paragraph of persuasive writing.

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Vocabulary

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pages 96–97  cloud, fresh water, ground, ice, lake, melt, ocean, rain, river, salt water, sky, snow, underground page 98  clean, dirty, safe, unsafe page 101  less, reusable, toilet, water page 102  cloth, plastic, recycle, re-use Vocabulary Strategy  prefix un-

Speaking Strategy Brainstorming solutions

Grammar

Reading  An Ocean of Plastic

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Reading Strategy  Look for examples and explanations

Video  Scene 5.1: Boyan’s Big Idea; Scene 5.2: Meet Osvel Hinojosa Huerta

Project

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Protect Our Water

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Writing  Persuasive writing National Geographic Mission  • Poster • Comic strip • Presentation

The Colorado River Delta, from 300 metres above

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Grammar 1  Use the present continuous to talk about what is happening now Grammar 2  Use there was and there were to describe a situation in the past

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Introduce the Unit • Activate prior knowledge Say In this unit we’re talking about water. Ask Where can we find water? Elicit students’ ideas.

• Say Without water, we would die. How much of your body is water? Let students make suggestions. Confirm About 60 per cent of our body weight is water. Water is really important.

• TO START Tell students to open their books at pages 94−95. Point

Pronunciation  Long vowel sounds Pacing Guides  F.5.1, F.5.2, F.5.3

out the unit title Water. Read question 1. Say Talk to your partner. What do you think the photo shows? Give students a few minutes to discuss the photo, then ask them to share their ideas. Read out the caption, and say The Colorado River flows through two countries. Do you know which ones? (the USA and Mexico)

• Explain that a delta describes the place where a river breaks up into smaller rivers that flow into the ocean. Then ask questions about the photo and the caption such as the following: How do you think this photo was taken? What does the shape of the river remind you of?

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Unit 5

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‘Rivers affect the health of our seas, wildlife, communities and economies.’ Osvel Hinojosa Huerta

Unit Opener Objectives

Students will • describe and discuss an aerial photo of a river delta. • discuss the importance of water and rivers.

Resources  Worksheet F.5.1 (Teacher’s Resource CD ROM/Website); CPT: Unit Opener

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Materials  world map or globe (optional)

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Be the Expert

TO START

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About the Photo

1. Look at the photo. What do you see?

2. Think about how you use water at home. What do you use it for? How often do you use it?

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3. Osvel Hinojosa Huerta talks about the importance of rivers. Do you live near any rivers? How do people use them? Give examples.

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Are there a lot of plants and trees growing around the river? Why or why not?

• Read the quote by Osvel Hinojosa Huerta aloud. Explain that

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health means that someone or something is well and strong. Say Community means human beings living together on Earth. Economy means how we earn and spend money. Who can give some examples of how rivers affect our wildlife, our communities and economies? Let several students give their ideas. Share with students the information in About the Photo.

• Ask a student to read aloud Question 2 and discuss as a class. List students’ suggestions for water use on the board. Then ask a student to read aloud Question 3. Encourage a class discussion of students’ ideas about how people use rivers.

The photo was taken by Canadian photographer Edward Burtynsky, who specialises in taking large-scale photos showing the impact of human activity on nature. The photo shows the Colorado River Delta in Mexico. In the photo, the river looks like a green-trunked tree with brown branches. The area around the river delta has become dry and infertile as fresh water has been used by people along the course of the river. Wildlife, agriculture and fisheries have been affected. However, a number of environmental projects are returning fresh water to parts of the area, and in those areas vegetation and wildlife are recovering.

Teaching Tip Students may not tell you when they don’t understand a word or a concept. Before beginning a lesson, preview some of the more challenging concepts or vocabulary. You may want to pair a fluent student with a less fluent one and allow them to communicate briefly in their first language, if necessary, to clarify understanding. During class discussions, walk around the room and check students’ understanding by asking individuals to share ideas with you.

Related Word

Extend

delta

• Hand out Worksheet F.5.1. Put students into pairs. Explain that partners will be reading about and discussing water.



SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener

173

1

Vocabulary

Where does your water come from? Discuss. Then listen and read. 079 You turn on a tap and water comes out of it. But do you know where your water comes from? Earth is sometimes called ‘The Blue Planet’ because 71 per cent of its surface is covered in water. This water is in a continuous cycle. It is always moving on, above and below the surface of the earth. Let’s look at the water cycle.

Objectives

Students will • use vocabulary related to the water cycle. • use new vocabulary to read about and discuss why the water cycle is important.

Water in the clouds cools down more and falls from the sky as rain, snow or hail.

Target Vocabulary  cloud, fresh water, ground, ice, lake, melt, ocean, rain, river, salt water, sky, snow, underground

Content Vocabulary  cycle, evaporates,

Water in the sky cools down a little and becomes clouds.

tap

Resources  Worksheet F.5.2 (Teacher’s

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Resource CD-ROM/Website); Tracks 079–080 (Audio CD/Website/CPT); CPT: Vocabulary

Materials  diagram of life cycle of a frog

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(optional)

There is salt water in the oceans and fresh water in rivers and lakes. Water on the surface of the rivers, lakes and oceans heats up. Then it evaporates and rises up into the sky.

96 VOCABULARY

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Warm Up

• Build background  Tell students they’re going to read

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about the water cycle. Write the water cycle on the board. Ask What word do you know that has cycle in it? If students suggest bicycle, say A bicycle has wheels that go round and round. A cycle is a series of events that happen in the same order again and again, like the bicycle’s wheels turning. Explain A life cycle of an animal is another example. Let’s think about the life cycle of a frog. Draw a simple diagram on the board like this:

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Trace the arrows with your finger, pointing out how the arrows lead round the circle. Say A cycle is continuous. This means it doesn’t stop. Tell students to open their books at pages 96−97. Point to the diagram, and trace your finger round in the direction of the arrows. Say This diagram describes another continuous process: the water cycle.

• Predict Say We’re going to read about why Earth is sometimes called ‘The Blue Planet’. Why do you think this is? Ask students to give their predictions.

Present 

frog

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2/22/17 4:13 PM

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2

• 1 Ask students to look at the main photo on pages eggs

96−97. Say Where is there water in the photo? (in the river/lake at the bottom of the photo; as ice and snow on the mountain) Ask a student to read aloud Activity 1. Have a class discussion about where water comes from, helping students with any necessary vocabulary.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

WATER GIVES LIFE, BUT IT IS ALSO A KILLER! Less than 1% of the water on Earth is fresh water, and not all of that water is clean and safe to drink. • Unsafe water is one of the top ten killers in the world. • Dirty water causes 80% of all diseases in some parts of the world.

There is snow on the mountains. Some snow turns into ice.

Our World in Context Looking at pictures of Earth taken from space, we can see how most of the planet is covered in water: snow and ice at the poles, and water in the oceans. Water is found as a gas, a liquid and a solid on Earth’s surface, and is essential for life. Most of Earth’s water – about 97 per cent − is found in the oceans. However, for human beings, it is fresh water that is important, as it is used for drinking and agriculture.

Sometimes the ice and snow on the mountains melts. Then it runs onto the ground and down the side of the mountains.

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Teaching Tip

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Try to involve students actively in learning new words and concepts. A good way of doing this is by personalisation: asking students to use the new vocabulary in a context that is real for them. For example, in presenting the different types of weather, you could ask students to describe their experiences of being in rain or snow. When presenting the concepts of safe and unsafe, you could ask students Where do you feel safe? or Tell me about a time when you felt unsafe.

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Some of the water goes underground. Some water flows from the ground into oceans, lakes and rivers.

LEARN NEW WORDS Listen and repeat.

3

Work in pairs. Talk about why the water cycle is important to us.

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080

Related Word continuous

VOCABULARY 97

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• Play Track 079 while students listen and read. Ask So,

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was your prediction correct? Why is Earth called ‘The Blue Planet’? (because most of its surface is covered in water, which looks blue from the sky) Say Find the word evaporates. What do you think it means? (the water turns into a gas and rises)

• Discuss the reading with students. Ask questions such as: How many stages are there in the water cycle? (six) In what different forms does water fall from the sky? (rain, snow or hail) What two forms of water are found in the mountains? (snow and ice) Where is water found on the ground? (in oceans, lakes and rivers) What kind of water can we drink? (fresh water)

2/22/17 4:13 PM

What does ‘water is also a killer’ mean? (If people drink unsafe water, it can kill them.) Is unsafe water a big problem? How do you know? (yes; it causes 80 per cent of all diseases in some places)

• 2 LEARN NEW WORDS  Play Track 080. Ask students to listen and repeat. Then put them into small groups. Display the new words. Give each group three or four of the words. Say Work together to make a new sentence for each word. When students have finished, ask each group to read out their sentences.

Vocabulary SAMPLE COPY, NOT FOR DISTRIBUTION

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4

Vocabulary

Read and write the words from the list. cloud

fresh water

ground

River

The Colorado

Objectives

ocean

rain

river

salt water

sky

is 2,330 km (1,448 mi) long. It flows

from the Rocky Mountains in the USA, through five states and into Mexico. It finally

Students will • use vocabulary related to water. • use a vocabulary strategy to learn new vocabulary.

fresh water

flows out into the Delta wetlands. The

in the wetlands

is very important for wildlife and plants. From the wetlands, the river then joins the

salt water

Target Vocabulary  clean, dirty, safe,

ocean

of the

in the Gulf of California.

But there is a problem. Factories, farms and cities are using a lot of water from the Delta

unsafe

rain

wetlands. There is also less

Vocabulary Strategy prefix unAcademic Language  prefix Content Vocabulary  bodies of water,

ground

means that the

than there was in the past. This in some parts is now completely dry. Osvel

Hinojosa Huerta is a National Geographic conservationist. He is working together with businesses, farmers and industries to save the Delta wetlands. He wants to put water

wetlands

back into the wetlands.

5

Materials  maps of local area (optional)

LEARN NEW WORDS Listen to these words and match them to their definitions. Then listen and repeat. 081 082 clean

dirty

safe

unsafe

unsafe

1. not safe, dangerous

2. free from dirt or marks

safe

3. not dangerous

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clean

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dirty

Sandra Postel and Osvel Hinojosa Huerta

4. covered with dirt or marks

YOU DECIDE Choose an activity.

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pages 60–61; Tracks 081–082 (Audio CD/Website/CPT); CPT: Vocabulary

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Resources  Online Workbook/Workbook

1. Work independently. Find different bodies of water near where you live. Look for rivers, lakes or ponds. Draw and label a map to show where they are. 2. Work in pairs. How much water do you use in your daily life? Talk about an average day, and make a list of every time you use water.

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3. Work in groups. Research groups that help people find clean, safe water. Learn about where they work and what they do. Share what you learn with the class.

98 VOCABULARY

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Practise 

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3

4

5

• 3 Share with students the information in Our World in Context. Put students into pairs. Read out the instruction in Activity 3. Say Discuss how the water cycle is important. Think about how we use water. Ask pairs to note their ideas. When they have finished, ask them to share their ideas with the class. List the different reasons that students suggest on the board. You could ask the class to put the reasons in order of importance.

• 4 Ask students to turn to page 98. Point out the photo. Say What are the people in the photo doing? What problem do you think they’re trying to solve? Elicit ideas. Ask students to read the words in the word box and to complete Activity 4 independently. Invite a student to read the completed paragraph aloud.

• 5 LEARN NEW WORDS  Read the words in the box. Ask students to work in pairs and look for each word in context on page 97. Play Track 081 and tell students to listen for the words. Tell them to complete the matching activity independently. Play Track 082 and ask students to listen and repeat the words and sentences.

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SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Vocabulary Strategy  Say Read the words in the box again. Which two words end with the same four letters? (safe, unsafe) Ask a student to read the definitions of the two words. Say Unsafe means the opposite of safe. Which two letters have we added to give it the opposite meaning? (un) Ask Have we added the letters at the end of the word, or the beginning? (the beginning) Explain When we add letters to the beginning of a word to change its meaning, that group of letters is called a prefix. The prefix unmakes a word mean the opposite. Can anyone think of another adjective that we can change by adding un-? Elicit suggestions. Write the following on the board: =

Un- can also be added to verbs to make a verb with the opposite meaning, e.g. tie → untie, do → undo.

unsafe (not safe)

Apply 

6

• 6 you decide  Ask students to silently read the choices in

lG eo gr

ap hi c

Activity 6. Say Choose one of the three activities. You’ll work on your own, with a partner or in a group. For options 2 and 3, help students to find partners or groups to work with. If students choose option 1, provide or help them to find maps of their local area to base their own maps on. If students choose option 3, make sure they have access to the Internet to do their research.

Extend

Teaching Tip

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Then add any correct suggestions that students have made. If they are unable to think of any examples, add the following to the list on the board: happy – unhappy; believable – unbelievable; kind – unkind; real – unreal. Ask students to make sentences with some of the words.

Remind students that un at the beginning of a word is not always a prefix. For example, in the words uniform and until, un is not a prefix.

ng

un-

add un- to every adjective to make a word with the opposite meaning. Explain that it’s useful to understand what prefixes mean, so that we can guess the meaning of unfamiliar words that begin with them.

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+

Prefix un-   Tell students that we can’t

Drawing diagrams and pictures helps students to order their ideas and memorise them. Tell students that their ideas are more important than their artistic ability. Praise students’ drawings for the ideas they express, rather than for how artistic they look.

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safe

Vocabulary Strategy

• Invite pairs of students who chose option 2 to present their work

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to the class. Divide the class into small groups. Say It’s important to know how much water we use. What activity uses the most water? Discuss in your groups. List the ways you use water. Put the list in order, starting with the activity that uses the most water.

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• If time allows, hand out Worksheet F.5.2. Explain that students

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will write about and discuss vocabulary words related to water.

Consolidate

• Write on the board: Water falls on the ground and flows into rivers. Water in the clouds cools and falls as rain. Water flows from the rivers into the ocean. Water from the ocean evaporates. Water in the sky becomes clouds.

• Ask students to draw a simple diagram of the water cycle, putting the phrases from the board in the correct order. If time allows, tell them to draw symbols or simple pictures to illustrate each stage.



Formative Assessment Can students • use new vocabulary related to water? Ask students to choose the correct words to complete these sentences: Water falls from the clouds as ______. (rivers/rain) The water in the oceans is ______ water. (salt/fresh) Clean water is ______ to drink. (unsafe/ safe) • use new vocabulary to discuss why the water cycle is important? Ask students to describe two important stages of the water cycle.

Workbook  For additional practice, assign Workbook pages 60–61. Online Workbook Vocabulary

Vocabulary Practice SAMPLE COPY, NOT FOR DISTRIBUTION

177

Speaking Strategy

SPE AKING S TR ATEGY

083

Brainstorming solutions

Objective

Students will • brainstorm solutions.

Speaking Strategy Brainstorming

How can we save water?

Maybe we can have shorter showers?

What about young people? What can they do?

What if they learn about the water cycle at school?

What can we do in the garden to save water?

I think we should collect rainwater for the plants.

Have you got any other ideas?

Sorry, I can’t think of anything.

solutions

Content Vocabulary  rainwater, save water, tap, turn off

1

Listen. How do the speakers brainstorm solutions? Write the phrases you hear. 084

2 7

Read and complete the dialogue. Possible answers:

Pronunciation  Long vowel sounds Resources  Online Workbook; Worksheet F.5.3 (Teacher’s Resource CDROM/Website); Tracks 083−084, 144–146 (Audio CD/Website/CPT); Pronunciation Answer Key (Teacher’s Resource CD-ROM/Website); CPT: Speaking Strategy and Pronunciation

What can

Stefan:

we do at school

to save water?

Stefan:

What about Good idea. What can they do?

Frieda:

What if they show us some videos about saving water and ask us to research other ways?

Frieda:

Sorry, I can’t think of anything.

Stefan:

OK, never mind.

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Have you got

we save water in the school

any other ideas?

I think we should

plant more trees in the school garden. Yes. Trees don’t need so much water.

Stefan:

Great idea. Thanks, Frieda.

ap hi c

Frieda:

Work in pairs. Take turns. Choose a card. Brainstorm solutions.

lG eo gr

3

how can

Yes, OK. And kitchen?

teachers?

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Stefan:

Le

Materials scissors

Maybe we can put some At school? posters up in the toilets about saving water. Then people will remember to turn the taps off.

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Frieda:

Go to page 179.

SPEAKING 99

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Warm Up

• Revisit Say In the last lesson we talked about a big

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problem related to water. What was it? Ask students to give their ideas without looking back at their books. Say The big problem was that many people don’t have safe drinking water. Some of you found out about groups that help people find clean water. What are those groups doing to help? Let students who found out about these groups say what they can remember.

• Say In this lesson we’re going to learn how to brainstorm solutions. Write brainstorming solutions on the board. Explain Brainstorming means thinking of lots of ideas, as quickly as you can. A solution is a good way of dealing with a problem. When two or more people brainstorm, they make lots of suggestions and then choose the best ones. It’s a great way to decide what to do when you have a difficult problem.

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• Ask the class to brainstorm ideas for ways of solving the problem of unsafe water. Say Put up your hands if you can think of a solution. How many suggestions can the class make in three minutes? Let’s brainstorm! When the three minutes have finished, praise the good suggestions the students made, and say Now we’re going to find out some other ways of brainstorming solutions.

Present 

1

• Ask students to open their books at page 99. Say Let’s listen to two people brainstorming solutions. Play Track 083. Tell students to listen and read along. Ask What’s the problem they’re trying to find solutions for? (how to save water)

• Play Track 083 again, pausing after each sentence for students to repeat. Make sure that they use the right intonation for the questions. Then ask students to practise reading the dialogue with a partner.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • 1 Say Let’s listen to a conversation about saving water at home. What phrases do the young people use to brainstorm solutions? Write down the phrases you hear. Play Track 084. Invite some students to tell the class some of the phrases they wrote.

Practise 

Strategy in Depth Brainstorming is a way of generating as many ideas as possible in a short space of time, and coming up with creative ways to solve problems. Encourage students to call out any ideas that come to mind, without stopping to worry about whether their suggestion is a good one or not. The important thing is to keep the ideas flowing. The suggestions generated can be evaluated and graded when the brainstorming session is over.

2

• 2 Once students seem comfortable using the speaking strategy to brainstorm solutions, direct them to Activity 2. Say Stefan and Frieda are talking about how to save water at school. Read the instructions, and tell students to complete Activity 2 independently.

• Ask pairs of students to read their completed dialogues aloud,

Pronunciation

taking turns as Stefan and Frieda. Then ask the class Did anyone complete the dialogue in a different way?

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3

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Apply 

Go to Student’s Book page 164. Use Audio Tracks 144–146.

Long vowel sounds

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ap hi c

of cards on page 179. Read the instructions aloud. Say Place the cards face down on the table in front of you. Mix them up. Take turns to pick one card. Read out the topic on the card, then brainstorm solutions for it. Take turns with your partner to make suggestions. Try to think of at least four ideas for each card. Tell partners to play the game. Encourage them to discuss at least four different topics.

lG eo gr

Extend

Long vowel sounds are longer than short vowel sounds. Words from this lesson with long vowel sounds include do, school, saving, mind, choose, solutions. Some languages do not make a distinction between long and short vowel sounds, and this can cause difficulty in both comprehension and speaking. Asking students to concentrate on the different mouth positions used to form each sound can help, as can asking them to focus on minimal pairs such as not and note, ship and sheep, hat and hate.

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• 3 Ask students to work with their partner to cut out a set

• Put each of the pairs from Activity 3 together with one or two other

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pairs to form small groups. Say Now play the same game in your groups. Brainstorm solutions for each topic. Each member of the group suggests one solution. Then vote on the best one. Do the same for all the cards. When groups have finished, ask them to feed back to the class their best solution for each topic.

• If time allows, hand out Worksheet F.5.3. Put students into

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Consolidate

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pairs. Explain that students can use the worksheet to get further practice in brainstorming solutions to problems.

• Write on the board the sentence beginning: How can we ______? Say Try to think of a problem we haven’t talked about yet. Give students one minute to write down a different problem that needs a solution. Invite different students to the front of the class to describe their problem to the class and invite the rest of the students to brainstorm solutions.

Formative Assessment Can students • use appropriate language to brainstorm solutions? Ask students to react to each of these statements: How can we save water in school? Have you got any ideas about saving water in the garden?

Online Workbook  Speaking Strategy

Speaking Strategy SAMPLE COPY, NOT FOR DISTRIBUTION

179

Grammar 1

GR AMMAR

Objectives

Students will • identify the form, meaning and use of the present continuous tense. • use the present continuous to talk about what is happening now and about things that always happen.

085

Present continuous: Talking about what is happening now

Talking about things that always happen

How are we trying to save water?

My brother is always having long showers!

People aren’t running the tap for a long time to get cold water. They’re keeping water cold in the fridge.

Our neighbour is always washing his car with a lot of water.

Apps are helping people to save water in the garden.

Grammar  Present continuous: Talking about what is happening now and things that always happen

Target Vocabulary  less, reusable, toilet, water

Academic Language  compare, order Content Vocabulary  fridge, gutter, hose, run the tap, shower

2

Resources  Online Workbook/Workbook pages 62−63; Tracks 085−088 (Audio CD/Website/CPT); CPT: Grammar 1

Listen. You will hear about six ways that people are trying to save water. Number the words in the order you hear them. Then write them out in the correct form. 086 6 buy My parents are buying 2

put

We ’re putting / are putting

4

help

We ’re helping / are helping

1

keep

I ’m keeping / am keeping

5

plant

I ’m planting / am planting

3

talk

My sister ’s talking / is talking

Read. Complete the text with the correct form of the verb in brackets. are you doing

(you / do) today?

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What

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1

Materials  large sheets of paper

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ap hi c

Le

ar

We’re on Day One of our Water Saving Plan at home. Mum and Dad are trying (try) really hard to save water at the isn’t helping moment, but Hugo, my little brother, ’s always playing (not help) us at all. He (always play) with the hose in the garden, and his friends are always turning (always turn) on the tap in are getting the kitchen and then running away. We (get) very annoyed with them! Have you got any advice for us?

100 GRAMMAR

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Warm Up

• Activate prior knowledge Ask Who can remember what brainstorming solutions means? Invite two or three students to respond. Then, say In the last lesson we brainstormed solutions for how to save water at school, at home and in the garden. Ask Did you tell your family about any of the solutions for saving water? Did you try any of them? If so, which ones? Allow several students to respond. If any of them are putting water-saving suggestions into practice, praise them, saying That’s great. Well done!

• Say We brainstormed a lot of good ideas for saving water. I decided to try some of them at home. Here are some of the things my family does now. On the board, write several sentences in the present continuous about how your family is saving water at home. Use these ideas, or your own, if more appropriate for your situation.

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3

LEARN NEW WORDS Listen to learn about other ways of saving water. Then listen and repeat. 087 088

Be the Expert Grammar in Depth

an old brick

The present continuous is formed with am, are or is and the present participle of the main verb. We usually use the contracted form of is or are in speech or informal writing:

water from the roof

I’m helping my mum in the kitchen, but my sister’s playing with her friends. The present continuous is used to describe a temporary action happening now or ‘around’ now (before, during and after the moment of speaking). We also use the present continuous to talk about repeated actions, if these are happening within a temporary period of time. We can use the present continuous with an adverb such as always to talk about actions that happen very often, perhaps too often:

toilet

5

garden

less

plants

reusable

tap

toilet

wash

water

shower

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ap hi c

Work independently. Imagine that you are trying to save water at home. Write a list of the things you’re doing to help. Use words from the box.

Work in pairs. Compare your lists from Activity 4. Do you have similar ideas?

lG eo gr

4

Collect the water from your roof. Water runs through your gutter and a special container collects it. Now you can water your garden!

Le

Find a reusable object like a brick. Put it in the tank of your toilet. Now your toilet uses less water.

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water for the garden

Teaching Tip When planning lessons, remember that students have different learning styles. Some students learn best when they hear information, others when they see the information written or in visual form, and others learn best when they can touch physical objects and use their bodies by pointing, miming, or walking and talking. Provide a variety of activity types to involve all learners in the lesson.

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GRAMMAR 101

He’s always making fun of me. They’re always forgetting to do their homework.

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We’re having shorter showers. I’m remembering to turn the kitchen taps off. My family is collecting rainwater for the plants in the garden.

Add one or two things that students have said they are doing at home to save water. Say All these things are happening now. That’s great!

Present • Tell students to open their books at pages 100–101. Point out the grammar box at the top of page 100. Say We’re going to listen to sentences about things that are happening now, and things that always happen. Play Track 085 while the students listen and read along.

• Read out the first question in the box, and ask three students to read out the sentences underneath it in the first column. Say Are these things happening now? (yes) Explain that when we talk about what is happening now we use the present continuous tense.



SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

181

GR AMMAR

3

085

Present continuous: Talking about what is happening now

Talking about things that always happen

How are we trying to save water?

My brother is always having long showers!

People aren’t running the tap for a long time to get cold water. They’re keeping water cold in the fridge.

Our neighbour is always washing his car with a lot of water.

• Read the final part of the instruction. Say Complete

LEARN NEW WORDS Listen to learn about other ways of saving water. Then listen and repeat. 087 088

the verbs in the present continuous. You can write the short form of the verb be, or write the words separately in full. Write the contractions on the board for students to refer to. Ask students to help you write the following table:

an old brick

Apps are helping people to save water in the garden. 1

2

Listen. You will hear about six ways that people are trying to save water. Number the words in the order you hear them. Then write them out in the correct form. 086 6 buy My parents are buying 2

put

We ’re putting / are putting

4

help

We ’re helping / are helping

1

keep

I ’m keeping / am keeping

5

plant

I ’m planting / am planting

3

talk

My sister ’s talking / is talking

water from the roof

toilet

Read. Complete the text with the correct form of the verb in brackets. What

are you doing

water for the garden

(you / do) today?

We’re on Day One of our Water Saving Plan at home. Mum and Dad are trying (try) really hard to save water at the isn’t helping moment, but Hugo, my little brother, (not help) us at all. He ’s always playing (always play) with the hose in the garden, and his friends are always turning (always turn) on the tap in are getting the kitchen and then running away. We (get) very annoyed with them! Have you got any advice for us?

Find a reusable object like a brick. Put it in the tank of your toilet. Now your toilet uses less water.

4

5

I + am  =  I’m you + are  =  you’re   he / she / it + is  =  he’s / she’s / it’s we + are  =  we’re they + are  =  they’re my uncle + is  =  my uncle’s

Collect the water from your roof. Water runs through your gutter and a special container collects it. Now you can water your garden!

Work independently. Imagine that you are trying to save water at home. Write a list of the things you’re doing to help. Use words from the box. garden

less

plants

reusable

tap

toilet

wash

water

shower

Work in pairs. Compare your lists from Activity 4. Do you have similar ideas?

100 GRAMMAR

GRAMMAR 101

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• Ask a student to read the example sentences in the

Ask students to work individually to write the verbs. When they have finished, play Track 086 again while they check their answers individually. Check answers as a class.

• Talk through how to form the present continuous. Say

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ar

water. Which is the best idea? Let students give their opinions.

• 2 Put students into pairs and read aloud the instructions for Activity 2. Ask students to read through the text together once, then go back to the beginning and complete the sentences. Check answers as a class.

lG eo gr

To make the present continuous, we use the present tense of the verb be and the main verb with -ing. Which forms of the verb be can you see in the yellow box? (are, is) Ask students to read out the verbs with -ing from the box.

• Say You heard about six ways that people are saving

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Are the actions described good things to do, or bad? (bad) Explain that we often use the present continuous to describe an action that we don’t like people doing. For example, The students in the other class are always leaving their classroom untidy!

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• Ask What do you notice about these two sentences?

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second column. Say These are things that always happen. They happen many times. We also use the present continuous tense for these situations.

• Play Track 085 again. Ask students to listen and

Practise 

1

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repeat several times. Encourage them to read with expression and correct intonation.

2

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• 1 Read the first part of the instruction aloud. Ask

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a student to read out the verbs in the first column. Say Now we’re going to listen to some ideas for saving water. Listen for the main verb in each sentence and write numbers to put them in order. Play Track 086, pausing at the end of the first sentence. Ask Which is the main verb in the first sentence? (keep) Show students that they should write the number 1 on the line in front of keep. Play the rest of the track while students number the verbs in order. Check answers.

Apply 

3

4

5

• 3 LEARN NEW WORDS  Ask students to look at the pictures in Activity 3. Ask them to predict what the listening will be about. Play Track 087 while students listen. Say What did we find out about? (more ways of saving water at home) Say The caption on the second picture says ‘Water runs through your gutter and a special container collects it.’ Can you guess what a gutter is? It’s part of a house. Who would like to try to draw a gutter? Invite a student or students to draw on the board a house with a gutter. Confirm The rain from the roof falls into the gutter, which carries it away from the house. Play Track 087 again. Ask students to listen again to the ways of saving water.

• Ask students to silently read the labels and captions for the photos in Activity 3. Point out the four words in bold type. Say Let’s listen to the words alone and in sentences. Play Track 088. Ask students to repeat each word and sentence.

• 4 Ask students to look at Activity 4. Read out the instruction, and ask a student to read aloud the words in the box. Say How many verbs are there in the box?

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Be the Expert What are they? If students say there is only one verb (wash), point out that several of the words can be used as both a noun and a verb, such as plant, shower, waste and wash. Tell students to work individually to write their sentences. Remind them to use the present continuous.

Our World in Context Most water use at home is indoors. This includes personal and clothes washing, toilets, kitchen use and drinking water. Choosing water-efficient products and making small changes in our water use habits can help greatly to reduce our water footprint. The first thing to do, though, is to stop leaks. Around 14 per cent of our indoor use is lost to leaking taps and toilets, so repairing these is an easy way to save water.

• 5 Put students into pairs. Ask them to compare their lists of ways of saving water. Ask What’s the same? What’s different?

Extend • Invite pairs from Activity 5 to come to the front of the class and

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tell the class, from memory, how their partner is saving water. Encourage them to use the present continuous tense. After each idea, ask the other students to put up their hand if they or their partner wrote the same idea on their list.

Consolidate

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ap hi c

Le

small groups. Give each group a large sheet of paper and ask them to draw a house with many water-saving features. Tell them to brainstorm ideas in their group before they begin to draw. Say Make sure everyone has a turn to draw part of the house. Add labels to each water-saving idea. Include as many as you can. Use your imagination!

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• Say Let’s design a super water-saving home! Put the students into

• Give groups time to complete the task, then ask each group to the

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front of the class to present their drawing. Ask each student in the group to explain one feature of their house.

• At the end, you might like to take a class vote on the best design.

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Encourage students to vote for the best water-saving ideas, not just the most artistic drawing.

Formative Assessment Can students • use the present continuous to talk about what is happening now? Ask What are you doing to save water at home? • use the present continuous to talk about things that always happen? Ask students to complete the following present continuous sentences, using the words in brackets and their own ideas for the end of the sentence: My little sister _________ (always / wash). My friends __________ (always / try).

Workbook  For additional practice, assign Workbook page 62−63. Online Workbook  Grammar 1

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

183

Keep our oceans clean!

16 1 BEFORE YOU READ Discuss in pairs.

Reading

Look at the title and the photo. What do you think the reading is about? 17 2 LEARN NEW WORDS Find these words

Objectives

in the reading. Which two words are types of material? Which two words mean to do something again? Then listen and repeat. 089

Students will • read about and discuss the problem of plastic in our oceans. • understand and use new words from the reading. • identify examples and explanations in the reading.

cloth

plastic

recycle

re-use

18 3 WHILE YOU READ Look for examples

Reading Strategy  Look for examples

and explanations.

and explanations

090

Look around you. Do you see anything made with plastic? We use plastic in our computers, in our phones, in our homes, in our cars and even in our clothes! We make 300 million tonnes of plastic every year. That’s about the same weight as 30 million adult elephants! Plastic is very useful, but there’s a problem. When we don’t want things made of plastic anymore, we often throw them away.

Target Vocabulary  cloth, plastic, recycle, re-use

Academic Language  examples, explanations

Content Vocabulary  microbeads,

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microplastics, nutritious, products

Resources  Online Workbook/Workbook

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ni

pages 64–65; Worksheet F.5.4 (Teacher’s Resource CD-ROM/ Website); Tracks 089−090 (Audio CD/ Website/CPT); CPT: Reading

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An Ocean lG eo gr

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of Plastic 102 READING

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Warm Up

• Activate prior knowledge Say We talked about why it’s important to have clean water for drinking. We don’t use water from the oceans for drinking. But it’s important to keep our oceans clean. Why are clean oceans important? Let several students give their ideas. Say It’s a problem when rubbish gets into the ocean. How do you think that happens? Elicit some suggestions, then ask What kind of rubbish gets into the ocean? Have any of you found rubbish on a beach? What was it? List students’ ideas on the board.

Before You Read 

1

2

• 1 Tell students to open their books at pages 102−103. Ask a student to read out the instructions for Activity 1. Put students into pairs. Ask another student to read out the main title and subtitle. Say Don’t read the text yet. Look at the photo and think about the titles. Predict what the reading will be about. When students have finished, review their predictions as a class.

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A lot of that plastic ends up in our oceans. In fact, every year, at least 8 million tonnes of plastic goes into our oceans. This plastic breaks up into very small pieces called microplastics. Sea animals and fish eat the microplastics and may die. Microplastics are not the only problem. Tiny pieces of plastic, called microbeads, are added to many types of toothpaste and shampoo. When we use these products, the microbeads go into the water and fish eat them. However, because microbeads are not food and are not nutritious, the fish then die. Microbeads can also pass into our systems when we eat fish.

There are things we can do to stop plastic reaching the ocean. Some countries have now banned the use of microbeads in products. We can also reduce the amount of plastic we use and find ways to recycle it. Don’t use plastic bags. When you go shopping, take cloth bags to the shop with you and re-use them. Recycle your plastic bottles at home and at school. If you live near a beach, join or start a clean-up group. Let’s all work together to keep our oceans clean!

Be the Expert Reading Strategy Look for examples and explanations Students have already learnt to identify the main point, or topic sentence, of a paragraph. A well-written paragraph identifies the main point clearly, and gives more information about this point in the form of examples or explanations. Examples help to support the writer’s main point, and explanations help to give more information and clarification. Explanations would normally follow the topic sentence in a paragraph, but examples could come first in a paragraph that has the main point stated at the end.

AFTER YOU READ Work in pairs to answer the questions.

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How much plastic do we make every year? What do we sometimes do when we don’t want our plastic? What happens to plastic when it goes into our oceans? What happens when fish eat microplastics? What kinds of products have microbeads in them? Why are cloth bags better than plastic bags?

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1. 2. 3. 4. 5. 6.

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4

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A grey triggerfish below rubbish floating in the Atlantic Ocean, Palm Beach, Florida

18 5 Work in pairs. How does the author give examples or explanations

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to answer these questions? Underline the sentences. 1. 300 million tonnes of plastic is the same weight as how many elephants? 2. What happens when we use products with microbeads? 3. Give an example of how people can re-use or recycle plastic. 6

Discuss in groups.

lG eo gr

1. Does the reading change the way you feel about plastic? Why or why not? 2. How much plastic is in your classroom? Make a list of all the plastic things you can see. Compare your list with other groups. 3. What happens when fish and sea animals die because of plastic in the oceans? How can this affect other animals or humans?

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• 2 LEARN NEW WORDS  Read aloud the words in the word box on page 102. Ask students to repeat. Tell students to work in their pairs to find the four words from the box in the reading.

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• Read out the two questions in Activity 2. Say Material means what

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something is made from. Which two words do you think are types of material? (cloth, plastic) Ask Which two words mean to use something again? (recycle, re-use) Explain that the prefix re- means to do something again. Point out the use of the hyphen in re-use. Explain that some words with this prefix are written with a hyphen, some are written without, and some can be written both ways. Tell students that they need to learn which words are hyphenated and which aren’t. They should check in a dictionary if they are not sure.

• Play Track 089 and ask students to listen. Say Another word that begins with the prefix re- is replay. It means to play something again. Now I’m going to replay the track. This time, listen to each word and sentence and then repeat.

Reading SAMPLE COPY, NOT FOR DISTRIBUTION

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Look at the title and the photo. What do you think the reading is about? 17 2 LEARN NEW WORDS Find these words

in the reading. Which two words are types of material? Which two words mean to do something again? Then listen and repeat. 089 cloth

plastic

recycle

re-use

18 3 WHILE YOU READ Look for examples

and explanations.

090

Keep our oceans clean!

A lot of that plastic ends up in our oceans. In fact, every year, at least 8 million tonnes of plastic goes into our oceans. This plastic breaks up into very small pieces called microplastics. Sea animals and fish eat the microplastics and may die.

Look around you. Do you see anything made with plastic? We use plastic in our computers, in our phones, in our homes, in our cars and even in our clothes!

Microplastics are not the only problem. Tiny pieces of plastic, called microbeads, are added to many types of toothpaste and shampoo. When we use these products, the microbeads go into the water and fish eat them. However, because microbeads are not food and are not nutritious, the fish then die. Microbeads can also pass into our systems when we eat fish.

We make 300 million tonnes of plastic every year. That’s about the same weight as 30 million adult elephants! Plastic is very useful, but there’s a problem. When we don’t want things made of plastic anymore, we often throw them away.

has provided examples or explanations for all three questions. Ask pairs to locate them in the reading and underline them. When they have finished, invite several pairs to read out the sentences they have underlined for each question. Ask the class if they have identified the same examples and explanations. Encourage a class discussion about which sentences are examples, and which are explanations. Draw a three-column table on the board and note students’ ideas in the correct column, like this:

There are things we can do to stop plastic reaching the ocean. Some countries have now banned the use of microbeads in products. We can also reduce the amount of plastic we use and find ways to recycle it. Don’t use plastic bags. When you go shopping, take cloth bags to the shop with you and re-use them. Recycle your plastic bottles at home and at school. If you live near a beach, join or start a clean-up group. Let’s all work together to keep our oceans clean!

A grey triggerfish below rubbish floating in the Atlantic Ocean, Palm Beach, Florida

4

AFTER YOU READ Work in pairs to answer the questions. 1. 2. 3. 4. 5. 6.

An Ocean

How much plastic do we make every year? What do we sometimes do when we don’t want our plastic? What happens to plastic when it goes into our oceans? What happens when fish eat microplastics? What kinds of products have microbeads in them? Why are cloth bags better than plastic bags?

18 5 Work in pairs. How does the author give examples or explanations

to answer these questions? Underline the sentences.

of Plastic

1. 300 million tonnes of plastic is the same weight as how many elephants? 2. What happens when we use products with microbeads? 3. Give an example of how people can re-use or recycle plastic. 6

Discuss in groups. 1. Does the reading change the way you feel about plastic? Why or why not? 2. How much plastic is in your classroom? Make a list of all the plastic things you can see. Compare your list with other groups. 3. What happens when fish and sea animals die because of plastic in the oceans? How can this affect other animals or humans?

102 READING

READING 103

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While You Read 

Question

Example

Explanation

1

30 million elephants

–

2

–

microbeads are not nutritious, the fish die

3

use reusable bags, recycle plastic bottles

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3

• Read the instruction for Activity 3. Say We know how

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• 6 Put students into small groups for Activity 6. Ask each group to choose one member to act as secretary and write notes about the group’s discussions. Tell students that when they discuss Question 1, they might want to list some adjectives that describe how they feel, before going on to explain their reasons.

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to identify the main point of a paragraph. As well as the main point, a paragraph often contains examples and explanations. When you give an example, you say one way in which something might happen. It shows the kind of thing you’re talking about and helps people to understand. Then say The word explanation comes from the verb explain. An explanation gives more information about why or how something happens.

• Play Track 090 again while students read and listen

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for examples and explanations in each paragraph. Ask students to write down one or two examples or explanations that they hear. When they have finished, ask some students to read the examples or explanations they identified. Ask the rest of the class to say if they agree with what they wrote.

After You Read 

4

5

6

• 4 Put students into pairs. Ask them to work

• When students are listing plastic things in the classroom for Question 2, encourage them to draw a quick sketch of the item if they don’t know the word for it. When groups have compared their lists, bring the class together to say what they found out. See if other students in the class can help to name items they have drawn. Then confirm the word for any items they didn’t manage to name.

• For Question 3, remind students to think of the food cycle in our oceans, and about how people use things that come from the oceans in different ways. Encourage students to think of other uses of the ocean in addition to food uses, for example, leisure uses of the ocean, getting energy from the waves, recycling sea water for drinking water in some countries.

together to answer the questions. Encourage them to locate the paragraph in the reading where the answer is given, and read out the relevant sentence or sentences together. Check answers as a class.

• 5 Tell students that the author of the reading text

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Say You predicted what the reading is about. Let’s find out if you were right. Play Track 090 and tell students to listen and read along. Ask students to say what parts of their predictions were correct. Ask them to find the word nutritious in the fourth paragraph. Ask Can anyone guess from the sentence, what nutritious means? Confirm that nutritious describes a food that helps people or animals to stay healthy.

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16 1 BEFORE YOU READ Discuss in pairs.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Extend • Ask the secretary for each group to share their discussion notes for

Teaching Tip

Question 3. On the board, list the effects of plastic in the oceans that students mention. Say Imagine you work for an organisation that wants to clean up our oceans. Talk to your partner. Decide what you will do to solve these problems. Make notes.

Use pictures and other visuals to help students remember new vocabulary. Drawing pictures of new vocabulary words, or arranging the new words into diagrams showing the relationship between them, requires students to demonstrate their understanding of the word, and helps them to memorise it.

• When students have finished writing, invite a pair to come to the front of the class. The pair at the front pretend to be experts from an environmental organisation. The rest of the students interview them. Enourage the ‘experts’ to use the present continuous to tell the class what they are doing to solve the problem of plastic in our oceans. Let several pairs take a turn doing the role play.

Answer Key Comprehension  4

• If time allows, you may want to hand out Worksheet F.5.4 in class.

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• Say Let’s play True or False. Ask students to write one sentence

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Consolidate

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Students will use the worksheet to practise the new vocabulary and think more about the problem of plastic in our oceans and some possible solutions.

1. 300 million tonnes 2. We sometimes throw it away. 3. It breaks up into very small pieces called microplastics. 4. The fish may die. 5. toothpaste and shampoo 6. because they reduce the amount of plastic we use

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about keeping our oceans clean, that might be true or false. Ask students to stand or sit in a circle. Join in the circle. Say I’ll go first. Address the student to your left. Say Here’s my sentence. ‘Microbeads are very nutritious for fish.’ Is that true or false? Encourage the student to say false and correct the sentence. Then that student takes a turn, addressing the student to their left. Carry on until all the students have had a turn.

Formative Assessment Can students • talk about the problem of plastic in our oceans? Say What’s one way of stopping plastic from getting into our oceans? • use new words from the reading? Ask What materials can you make shopping bags with? • identify examples and explanations? Ask students to choose one paragraph from the reading, and read out one example or explanation from that paragraph.

Workbook  For additional practice, assign Workbook pages 64–65. Online Workbook Reading Reading SAMPLE COPY, NOT FOR DISTRIBUTION

187

VIDE

Video Objectives

Students will • discuss an invention to clean up plastic from the ocean. • apply the message of the video to their personal lives.

22 1 BEFORE YOU WATCH Discuss in pairs. 1. How often do you go swimming? Where do you go swimming? 2. Do you ever find plastic bags or other litter in the water? How do you feel when you find litter in the water? 2

Content Vocabulary  litter, pollution, prototype, trash

Resources  Video scene 5.1 (DVD/

Work in pairs. You are going to watch Boyan’s Big Idea. Before you watch, look at the photo of Boyan’s invention. What do you think his big idea is?

Website/CPT); Online Workbook; CPT: Video

Answer Key Comprehension  4 16 years old plastic bags that look like jellyfish 8 million tonnes Boyan and his team take the trash out, store it and ship it to land for recycling. 5. 2016 6. 2020

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1. 2. 3. 4.

Watch scene 5.1.

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3 WHILE YOU WATCH Check your prediction from Activity 2. 24

How old is Boyan in 2010? What do he and his friend see when they are diving in Greece? How many tonnes of plastic go into the ocean every year? What happens to the trash after it collects at the centre of Boyan’s invention? 5. When does Boyan put a model of his invention into the North Sea? 6. When does Boyan want to put his invention into the Pacific Ocean?

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1. 2. 3. 4.

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22 4 AFTER YOU WATCH Work in pairs to answer these questions.

104 VIDEO

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Before You Watch 

• Say We read about the problem of plastics in the

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ocean. We also read about some solutions to the problem. Who can remember what they were? Ask several students to say what they remember. Say Now we’re going to read about another idea. It’s a big idea!

• 1 Ask students to open their books at pages 104−105. Read out the questions in Activity 1. Put students into pairs. Say Discuss the questions with your partner. Have you had similar experiences? When pairs have finished, encourage them to share their ideas with the class.

• 2 Read the instructions for Activity 2 aloud. Say Look at the photo. Who do you think Boyan is? What do you think his big idea is? Try to predict what the video will say. Give pairs time to discuss the questions. Ask them to share their ideas with the class.

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Unit 5

While You Watch 

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3

• 3 Say Now let’s watch Boyan’s Big Idea. Let’s find

out if your predictions were correct. Play Video scene 5.1. Ask Were your predictions correct? What’s Boyan’s big idea? Invite several students to answer.

After You Watch 

4

5

6

7

• 4 Put students into new pairs. Tell them to use information from the video to answer the questions. If necessary, play all or part of the video again. Check answers as a class.

• 5 Put students into small groups. Ask a student to read the instructions aloud. Say Make sure each member of your group has a chance to give their opinion. Say what’s good about the invention. List any problems you can think of. When groups have finished, have a short class discussion to share opinions.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert 5

The novelty of watching a video in class may make students excited and talkative. Set clear expectations before you play the video. Remind students of how they should behave by setting positive rules of what they should do while they are watching.

Work in pairs. Plastic isn’t the only problem in our ocean. What other environmental problems are there? Discuss your ideas together.

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6

Teaching Tip

Work in groups. What do you think about Boyan’s idea? Discuss any possible problems.

YOU DECIDE Choose an activity.

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The Ocean Cleanup North Sea Prototype in The Hague, Netherlands

1. Work independently. Find out about ways you can help to reduce plastic pollution. Make a list of your ideas.

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2. Work in pairs. Design a poster to tell people not to use plastic bags. Include some information about plastic in the oceans.

3. Work in groups. Create an advertisement for Boyan’s Ocean Cleanup system. Use music and images. Act it out for the class or make a video.

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• 6 Put students into pairs again. Read the

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instructions aloud. Check that students understand environmental (anything that affects the natural world, birds or animals). Say Think of other environmental problems. Make a list and try to put them in order of importance. Ask pairs to compare their list with other pairs’ ideas.

• 7 you decide  Ask students to choose an activity. If students choose the first one, guide them to do some online research about plastic pollution and ways of reducing it.

Formative Assessment Can students • discuss an invention to clean up plastic from the ocean? Say Describe Boyan’s big idea. Do you think it will be successful?

Online Workbook  Video

VIDEO 105

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• Put students who choose the third option into small groups. If they want to video their advertisement, make sure they have access to a mobile phone or other suitable video recording device. Make sure they rehearse their advertisement before they act it out or video it.

• If there is not enough time for students to rehearse and perform or film their advertisement, they could present their ideas on paper or as a PowerPoint® presentation or slideshow.

• Put students who choose the second option into pairs. Say You’re going to design a poster. Your poster needs to be very persuasive. Make sure you include some surprising or startling information that will make people think about the way they use plastic. Encourage them to plan their poster before starting to draw or write.

Video SAMPLE COPY, NOT FOR DISTRIBUTION

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Grammar 2

GR AMMAR

091

There was and There were: Talking about the past

Objective

Students will • use There was / There were to describe a situation in the past.

Grammar  There was / There were Content Vocabulary  factory, museum,

1

park, tourist

The Han River, South Korea In the 1970s …

Now …

There was pollution in the water. There were a lot of dead fish in the river. There wasn’t any food for the wildlife. There weren’t any birds near the water.

There isn’t any pollution in the water. There aren’t any dead fish in the river. There is plenty of food for the wildlife. There are many types of birds in and near the water.

Read. Complete the paragraph with there was, there were, there wasn’t or there weren’t.

Resources  Online Workbook/

In the 1950s and 1960s, in Singapore,

Workbook pages 66–67; Worksheet F.5.5 (teacher’s Resource CD-ROM/ Website); Track 091 (Audio CD/ Website/CPT); CPT: Grammar 2

problem with the Singapore River. There were in the water.

Materials  for the game: one coin per pair, and a coloured counter or small object for each student; scissors (optional); sheets of paper

a big a lot of rubbish

farms and factories very close to a lot of pollution from these places. many tourists near the river because it was

there was

the river, and dirty.

there was There was

There weren’t There wasn’t any clean water in the river. Then, in 1977, there was a big clean-up project. Now the Singapore River is clean

The Singapore River in the 1960s

The Singapore River, 2016

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Work in pairs. Throw a coin and move ahead. (Heads = 1 space; tails = 2 spaces.) When you land on a space, make a sentence about how the park was in the past and how it is now.

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and beautiful. Many tourists come to visit the parks and museums near the river.

In the past there was rubbish on the grass, but now there’s no rubbish on the grass.

Go to page 183.

106 GRAMMAR

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Warm Up

• Activate prior knowledge Write There is ... and

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There are ... on the board. Say Let’s say what’s in the classroom today. Make some sentences that are true for your classroom, starting with There is or There are. Say, for example, There’s a big poster on the wall. There are a lot of books on the shelf. There’s a computer on the table. Invite several students to make similar sentences starting with There is or There are. Say We use There is to say that something exists. If we’re talking about more than one thing, we use There are. Now we’re going find out how to do the same thing in the past. We’ll compare situations in the past and the present.

Present • Ask students to open their books at page 106 and look at the grammar box. Read the title and headings. Say Which column is talking about the past? (the first

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Unit 5

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column) What time in the past is it describing? (the 1970s) Play Track 091 while students read along silently.

• Say The sentences compare the past and the present of the Han River. Was the river clean in the 1970s? (no) Is it clean now? (yes) Write the following on the board: Present Past Positive

Negative

Positive

Negative

There is

______

There was

______

______

______

There are ______

• Invite students to help you complete the gaps, and read out the sentence in the grammar box that uses that form. Say There wasn’t any food for the wildlife. Wasn’t is short for which two words? (was + not) Do the same for the other sentences with contractions. Tell students that There is is often contracted to There’s, but There are can’t be contracted.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Play Track 091 again, and ask students to listen and repeat each sentence.

Practise 

Grammar in Depth

1

There is is used to say that something exists or happens. There are is used for a plural subject. The word There is an ‘empty’ or ‘dummy’ subject at the beginning of the sentence, with the real subject in the noun phrase that follows.

• 1 Read the Activity 1 instruction aloud. Say We’re going to find out how another river has changed. Scan the text. Which river is it? Give students time to scan the text and find the answer. (the Singapore River) Say Look at the pictures. Which do you prefer? When some students have given their ideas, tell students to read and complete the text individually. When they have finished, tell them to compare their answers with a partner. Check answers as a class.

There is a computer in the classroom. NOT There is the computer in the classroom.

2

There can be used in this way with all forms of be, including modal forms.

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Apply 

There is / are is usually used with an indefinite noun phrase:

• Ask each student to take a coloured counter or small object and

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look at the game board on page 183. Allow students to cut it out if they wish. Read out the instructions and the speech bubble. Give out a coin to each pair, and make sure that they understand heads and tails (heads = when the coin lands, the side with the head on is facing up; tails = the other side of the coin is facing up)

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• 2 Put students into pairs. Say Let’s play a game! Ask them to

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place it on the Start circle. Demonstrate how to play the game, throwing the coin, moving the correct number of spaces, and making a correct sentence from the prompts in the circle. Then let a student have a turn. Say If you can’t make a correct sentence, you miss a turn. The first student to reach the finish wins. Go round and monitor while pairs play the game.

Extend

• Put students into pairs with a different partner. Give each pair two

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sheets of paper. Say Look at the game board again. It describes how a park has changed over time. Imagine what the park looked like in the past and how it looks now. Talk to your partner. Draw pictures of the same park in the past and now. Add some more details. Give pairs time to draw their ‘before and after’ pictures. Then invite pairs to the front of the class to show their pictures and make sentences about the past and present.

• Hand out Worksheet F.5.5 to give students more practice using There was(n’t) and There were(n’t).

Consolidate • Say I’ll make a sentence about this school, when I first started teaching here. You respond by saying something about the school now. Model an example. Say, for example There weren’t any computers in the classrooms. Invite a student to respond Now there are computers in every classroom. Call out some more sentences for students to respond to.

Formative Assessment Can students • use There was / There were to describe a situation in the past? Ask students to choose the correct form to complete these sentences: In the 1950s, __________ a lot of rubbish in the river. (there were / there was) Now, __________ many birds living by the river. (there are / there were) The river was dirty and __________ any food for wildlife. (there aren’t / there wasn’t)

Workbook  For additional practice, assign Workbook pages 66–67. Online Workbook  Grammar 2



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Writing

WRITING In persuasive writing, we try to make the reader think or do something. We can give advice with phrases like:

Objectives

It’s really important to save water. It’s a good idea to have a quick shower instead of a bath. You should use a reusable water bottle. You shouldn’t leave the tap on.

Students will • understand how to use phrases that persuade the reader. • analyse a model paragraph to see how the writer uses persuasive language. • write a paragraph to persuade people to save water.

1

Read the model. Work in pairs to identify and underline the phrases that persuade the reader. Save Water! Water is very important. We drink it, we wash in it, we swim in it and we cook with it. It’s really important to save water at school. How can you help? In the classroom, you should use reusable water bottles. In the toilets, you should remember to turn off the tap after you wash your hands. Teachers can also help. They should teach us about the water cycle at school. We should have posters about water in our classrooms. It’s a good idea to collect rainwater in a special container and use it to water the trees and plants in the school garden. Remember – save water at school!

Writing  Persuasive writing Academic Language  persuade Resources  Online Workbook/Workbook

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page 68; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

Work in pairs. Do you already do things to save water at your school? What do you do?

3

Write. Write a paragraph to persuade people to save water at home. Include some ideas from pages 99 and 101.

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Warm Up

• Recycle Say Earlier in this unit, we brainstormed

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solutions for how to save water. Who can remember some of those solutions? Let several students say what they remember. Say We know how important saving water is. We talked about what people should and shouldn’t do. Tell your partner one way they should save water. Ask students to turn to the student next to them and make a sentence starting with You should/shouldn’t.

• Say Saying ‘You should ...’ is one way of trying to persuade someone to do something. Write persuade on the board. Say When you read an advertisement, someone is trying to persuade you to do something. What do you think persuade means? Elicit students’ ideas, then say Let’s find out if you’re right.

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Unit 5

• Tell students to open their books at page 107. Ask them to read silently through the information in the green box at the top of the page. Point to the word persuade on the board. Say Which word in the box is related to the word persuade? (persuasive) Explain Persuade is a verb. Persuasive is an adjective. From the information in the box, what does persuade mean? (to try to make someone think or do something) Say When you read an advertisement, what is someone usually trying to persuade you to do? (to buy something) Ask Can anyone remember a time when you tried to persuade someone to do something? Ask several students to give examples.

• Ask a student to read out the first sentence. Ask Which phrase is used to give advice? (It’s really important to ...) Go through the other sentences in the same way, asking students to identify the phrases used to advise or persuade. List them on the board. Explain that the first two phrases are more polite

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Be the Expert or gentler ways of giving advice. Using should and shouldn’t is a stronger way of persuading someone that your advice is the only correct way to do something.

Read the Model 

1

Writing Support Persuasive writing In persuasive

2

writing, we don’t have to present two sides of an argument. It’s important to stick to the main message and state it more than once, in different ways. A good persuasive paragraph uses simple, clear language and gives reasons and examples to back up its message.

• 1 Say Now we’re going to read a paragraph that tries to persuade the reader to save water. Ask Does the paragraph talk about saving water at home, outside or at school? Ask students to skim the paragraph and find out. Confirm The paragraph is about saving water at school.

Encourage students to be personal when writing persuasively. Tell them that using I or you engages the reader. It’s also a good idea to use questions, because they make the reader think. For example, in the model the writer addresses the reader directly, asking How can you help?

• Put students into pairs. Read the instructions aloud. Say Read

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the paragraph with your partner. Take turns to read one sentence. Identify the phrases that are trying to persuade the reader to do something, and underline them. Explain that not every sentence has one of these phrases. Give pairs time to complete the task. Check answers by asking students to read out the phrases they underlined.

Teaching Tip

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important. The writer wants to make the reader understand how important it is, so he or she goes on to give examples of how we use water. What are these? (drinking, washing, swimming, cooking) This helps to make the paragraph more persuasive.

Many students find writing difficult, and it’s important to recognise when they have worked hard on a piece of writing and to praise their efforts. A combination of appropriate praise with helpful suggestions on doing even better next time helps students to improve their work and grow in self-confidence.

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• Say The first sentence of the paragraph states that water is very

• Say The paragraph gives a lot of different ideas about saving water

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at school. Which idea do you think is the most important? Which idea will save the most water? Talk to your partner. Give students time to discuss. Let several pairs give their opinion, and take a class vote to decide on the most important idea.

• 2 Draw students’ attention to Activity 2, and read the

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instructions aloud. Ask students to work with a new partner to discuss the questions. Say Make a list of the things you already do. Try to think of some ideas that aren’t in the model.

• When pairs have finished, invite a pair to the front of the class to

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persuade the other students to agree with their ideas. Tell them to use the phrases on the board, for example, You shouldn’t use tap water to water the plants in the classroom. It’s a good idea to collect rainwater instead.

Workbook  For scaffolded Writing support, assign Workbook page 68. Online Workbook Writing Writing SAMPLE COPY, NOT FOR DISTRIBUTION

193

• Worksheets If your students need a reminder of any of the steps of process writing, you may want to hand out the Process Writing Worksheet and review it together.

WRITING In persuasive writing, we try to make the reader think or do something. We can give advice with phrases like: It’s really important to save water.

• Workbook  Refer students to Workbook page 68 to

It’s a good idea to have a quick shower instead of a bath. You should use a reusable water bottle.

help them organise and plan their writing.

You shouldn’t leave the tap on. 1

Read the model. Work in pairs to identify and underline the phrases that persuade the reader.

Write

Save Water!

• After students have completed their pre-writing,

Water is very important. We drink it, we wash in it, we swim in it and we cook with it. It’s really important to save water at school. How can you help? In the classroom, you should use reusable water bottles. In the toilets, you should remember to turn off the tap after you wash your hands. Teachers can also help. They should teach us about the water cycle at school. We should have posters about water in our classrooms. It’s a good idea to collect rainwater in a special container and use it to water the trees and plants in the school garden. Remember – save water at school!

tell them to work on their first drafts. If you haven’t got enough time in class, assign the first drafts as homework.

Revise

Write. Write a paragraph to persuade people to save water at home. Include some ideas from pages 99 and 101.

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them to review their writing and think about their ideas and organisation. Ask each student to consider the following: Have I chosen the most persuasive examples? Have I used phrases for giving advice correctly? Have I stated my argument clearly and with good explanations?

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• After students have finished their first drafts, tell

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Plan 

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• Encourage students to consider elements of style, such as sentence variety, parallelism and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalisation and spelling.

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• 3 Read Activity 3 aloud. Say Now you’re going to

Edit and Proofread

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WRITING 107

Publish • Publishing includes handing in pieces of writing to the teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet.

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plan your own writing. The topic is to persuade people to save water at home. Encourage students to review the ideas for water saving from the unit, as well as listing their own ideas. Say You need to decide on the best, or most persuasive, ideas for your writing.

• If you have time in class, allow students to work on

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this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook page 68 for writing support.

Writing Assessment Use these guidelines to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the table. 4 = Excellent 3 = Good 2 = Needs improvement 1 = Re-do

194

Unit 5

1 Writing  Student includes phrases for persuasive writing. Grammar  Student uses the present continuous to talk about what is happening now and what always happens. Vocabulary  Student uses a variety of word choices, including words learnt in this unit.

SAMPLE COPY, NOT FOR DISTRIBUTION

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Mission Objective

Students will • discuss how natural bodies of water can be protected.

Resources  Video scene 5.2 (DVD/ Website/CPT); Worksheet F.5.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

Protect Our Water

Be the Expert

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‘We turn on our tap, but we don’t know where the water comes from.’

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Osvel Hinojosa Huerta

Teaching Tip When students are particularly interested in a topic, spontaneous discussions can sometimes happen during lessons. These can provide productive speaking opportunities if given encouragement. Prompt all students to take part, and try to be flexible with error correction in order not to interrupt the flow of students’ ideas.

2. Read Osvel’s quote. Do you know where your water comes from? How can knowing where your water comes from change the way you use water every day?

108 MISSION

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Mission

3. Choose a local lake or river. Find out about the plants and wildlife there. How can you help to protect this place or to clean it up?

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1. Watch scene 5.2.

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National Geographic Explorer, Conservationist

• Read aloud the mission Protect Our Water, and write

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it on the board. Say Who can explain what protect means? (to look after something) Invite students to share their ideas about how we can protect the world’s water. Say We’re going to learn about someone who’s doing great work protecting water.

• Tell students to turn to page 108 and look at the photo. Say We already learnt something about Osvel Hinojosa Huerta. Can anyone remember in what part of the world he works? If students need help answering this, ask them to turn back to page 98. Confirm Osvel works in the Colorado River Delta in Mexico. Read out the quote on page 108. Say Osvel says that people use water, but they don’t know where it comes from.

• Activity 1 Say Now let’s watch a video about Osvel’s

work. Play Video scene 5.2. Ask students to focus on what Osvel’s work is, and why it is so important.

Online Workbook  Meet the Explorer

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Play the video again, and ask students to notice whether Osvel’s work has been successful.

• Activity 2  Put students into pairs. Read out the quote again, and ask a student to read out the questions. Ask partners to discuss them. Tell students to think of examples of how they will change their own water use, now that they know more about the water supply.

• Activity 3  Read the instructions in Activity 3. Ask students to choose and research a local lake or river. Make sure they have access to the Internet to do their research, and maps of the local area. If there are any organisations protecting lakes or rivers in your area, make sure that students can access information from them. Ask students to present their ideas individually.

• Worksheet  Hand out Worksheet F.5.6. Explain that students will use the worksheet to write about and further discuss the need to protect our water.

Mission SAMPLE COPY, NOT FOR DISTRIBUTION

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Make an Impact

Project

YOU DECIDE Choose a project.

Objective

Students will • choose and complete a project related to water pollution and water saving.

1 Make a clean-up day poster. • Imagine that a local park, river or lake is holding a clean-up day. • Create a poster to advertise the day. Include information about why the clean-up project is important. • Display your poster in the classroom. Talk to your classmates about the day and answer their questions.

Academic Language  comic strip, story Content Vocabulary  clean-up day, volunteers

Resources  Assessment: Unit 5 Quiz;

2 Create a comic strip.

Workbook pages 69 and 108; Worksheet F.5.7 (Teacher’s Resource CD-ROM/Website); CPT: Make an Impact and Review Games

• Think of a short story about rubbish in a river. • Design a comic strip to illustrate the story. • Share your comic strip with the class.

Materials  large, strong sheets of paper

3 Give a presentation.

for posters; examples of comic strips (optional)

Go to page 285.

Unit Review  Assign Worksheet F.5.7. Workbook  Assign pages 69 and 108. Online Workbook Now I can

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Assessment 

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Volunteers from a school collect rubbish from Manila Bay, Philippines

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• Find information about different ways that a city can save water. • Make a list of the most useful advice and find pictures to illustrate your ideas. • Present your advice to the class.

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Prepare

• you decide  Ask students to choose a project. • Activity 1  Draw students’ attention to the boys in

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the photo, and the caption. Say What country are the students from? (the Philippines) What are they doing? (taking part in a beach clean-up) Explain that if someone is a volunteer, they are helping with something because they want to, not to earn money.

• Ask students to choose a local park, river or lake to feature in their poster. Ask them to think about how it could benefit from a clean-up day. Encourage them to plan a design for their poster before they start to draw or write. Remind them to use persuasive language to encourage readers to get involved in the clean-up day.

• Activity 2  Remind students of the features of a comic strip, how it tells a story in pictures and speech bubbles. If you have some examples, display them to remind students how a comic strip works.

196

Unit 5 Project SAMPLE

Ask students to think of a story about rubbish in a river. Encourage them to think about the beginning, middle and end of the story, and to keep it simple.

• Activity 3  Tell students to think about how a city uses its water, for example, in public swimming pools and other large-scale water use. Ask them to think about how they will present their advice in an attractive way, and to choose pictures that will illustrate their ideas clearly.

Share • Schedule time for students to present their projects to the class. Allow time for the other class members to ask questions about their classmates’ work.

• Modify  Help students simplify a project by eliminating one of the options or steps. For Activity 3, you could provide information for the students about the ways one city uses water.

COPY, NOT FOR DISTRIBUTION

2/22/17 4:14 PM

STUDENT’S BOOK AUDIO SCRIPT

Track 082 5 LEARN NEW WORDS  clean / We can drink this water because it is clean. dirty / This water is very dirty and you shouldn’t drink it. safe / This water is safe to drink. unsafe / This water is unsafe. Don’t drink it.

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Track 088 3 LEARN NEW WORDS  less / Try to use less water at home. reusable / Fill a reusable bottle and put it in the fridge. toilet / A toilet can use a lot of water. water / Use rainwater to water your garden.

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Track 083 Speaking Strategy  See Student’s Book page 99.

Track 087 3   Many people are trying to save water at home. Let’s look at some ideas for the bathroom. First of all, the toilet. Did you know that every time you use your toilet, it uses nearly seven litres of water? If you have a toilet like the one in the picture, you can use this simple solution. Find a reusable object, for example, a brick. Then put it in the toilet tank. This means that less water goes into the toilet when you use it. You can also use the old water from your roof. You can’t drink it, but you can use it to water your plants in the garden.

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Track 081 5   Water gives life, but it is also a killer! Less than 1% of the water on Earth is fresh water, and not all of that water is clean and safe to drink. Unsafe water is one of the top ten killers in the world. Dirty water causes 80% of all diseases in some parts of the world.

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Track 080 2 LEARN NEW WORDS  cloud / When water in the sky cools down, it makes a cloud. fresh water / Fresh water is water not from the sea. ground / The water flows into the ground and helps plants to grow. ice / When it is very cold, water turns to ice. lake / There are a lot of large lakes in Canada. melt / When it gets hot, snow and ice melt and turn to water. ocean / The ocean covers more than 70% of the earth’s surface. rain / Rain falls from the sky onto the ground. river / Rivers flow from the mountains to the sea. salt water / Salt water is in the sea. sky / The sky is above us. snow / There is usually snow at the top of mountains. underground / You can often find water underground.

Track 086 1   S1: What are you doing to save water? S2: I’m keeping a bottle of water in the fridge. Then I don’t need to run the tap for a long time to get cold water. S3: We’re putting a big container in our garden to store rainwater. S4: My sister’s talking to her classmates about the water cycle. S5: We’re helping to clean our local river. S6: I’m planting local flowers and trees in my garden. They don’t need so much water. S7: My parents are buying a new dishwasher. It uses less water.

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Track 079 1 Listen and read.  See Student’s Book pages 96–97.

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Track 084 1   S1: How can we save water at home? S2: I think we should collect rainwater for the garden. S1: Good idea. What can we do in the kitchen to save water? S2: Maybe we can use less water when we do the washing up. S1: OK. What about the pets? How can we save water there? S2: What if, when we clean the fish tank, we put the dirty water on the plants in the garden? S1: Uh huh. Have you got any other ideas? S2: Sorry. I can’t think of anything else.

Track 090 3   WHILE YOU READ  See Student’s Book pages 102–103. Track 091 grammar  See Student’s Book page 106.

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Track 085 grammar  See Student’s Book page 100.

Track 089 2 LEARN NEW WORDS  cloth / Use a cloth bag when you go shopping. plastic / Plastic in our oceans is a big problem. recycle / We should recycle plastic bottles. re-use / Don’t throw away that bag; re-use it!



SAMPLE COPY, NOT FOR DISTRIBUTIONAudio Script

197

Unit 6

In This Unit Theme  This unit is about cities and their buildings.

Content Objectives

Students will • describe buildings and how they make them feel. • read about buildings past and present. • read about a famous architect.

The City

Language Objectives

Students will • talk about how buildings make us feel. • express opinions and respond to them. • use the past simple to talk about the past. • ask and answer questions about the past. • write a paragraph of opinion.

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Past, Present and Future

Speaking Strategy Expressing opinions and responding to them

Grammar

Reading  Queen of the Curve

Reading Strategy  Identify the author’s purpose

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Video  Scene 6.1: Preserving Our

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Heritage with Ross Davison; Scene 6.2: Meet Ross Davison

Writing  A paragraph of opinion National Geographic Mission Know Your History

Project • Architecture display • Biographical poster • A school building

Pronunciation The n and ng sounds Pacing Guides  F.6.1, F.6.2, F.6.3

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Unit 6

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Grammar 1  Use the past simple to talk about the past Grammar 2  Ask and answer questions about the past

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pages 112–113  amazing, building, busy, centre, entrance, focus, hospital, important, interesting, museum page 114  inside, outside, roof, take photos page 117  castle, cathedral, mosque, theatre page 118  angle, curve, rectangle, straight line, unusual Vocabulary Strategy  Collocations with take

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Vocabulary

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Introduce the Unit • Activate prior knowledge Say In this unit we’re going to talk about cities. Ask What do we find in cities? Elicit students’ ideas. Say In this unit we’re also going to talk about some amazing buildings.

• TO START  Ask students to open their books at pages 110−111. Read out the unit title The City: Past, Present and Future. Say Present means what’s happening now. If we look at a city today, we can see how it is in the present. We can look at photographs and film to see what a city was like in the past. What about the future? What do you think cities will be like in the future? Let several students give their suggestions, then ask students to look at the photo. Read aloud Question 1. Give students time to discuss the questions, then let pairs share their ideas with the class.

• Ask students to read the caption. Then ask questions such as the following about the photo such to encourage further discussion: Which city is in the photo? (Moscow, in Russia) Can you describe the colourful building in the middle of the picture? What kind of building do you think it is? (a cathedral, a very big church) Which buildings in the photo do you think are old? Which are new?

SAMPLE COPY, NOT FOR DISTRIBUTION

2/22/17 4:14 PM

Unit Opener

‘The structures, the art and the buildings that we build during our lifetime are our way of communicating with the people around us and with future generations.’ Ross Davison

Objectives

Students will • describe and discuss a city. • discuss famous buildings and buildings close to home.

Resources  Worksheet F.6.1 (Teacher’s Resource CD ROM/Website); CPT: Unit Opener

Moscow, Russia, at night

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Be the Expert

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About the Photo

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The photo shows Red Square, the central square in Moscow, Russia’s capital city. Red Square dates from the late 15th century. Alongside the square is the Kremlin, the centre of government. Both the Kremlin and Red Square are World Heritage cultural sites. Millions of foreign tourists visit Moscow every year.

TO START

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1. Look at the photo. What do you see? Do you want to live in a city like this? Why or why not?

2. Ross Davison thinks that we can communicate with future generations through our buildings. Think about a famous building or structure. What message does it communicate to you?

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3. Think about a place in your area that you love. Why do you like it? Which things about that place are most important?

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111

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Which buildings in the photo are tall? Do you think that many people visit this city? Why or why not?

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Share with students the information in About the Photo. Say Red Square in Moscow has some amazing buildings. A lot of tourists visit it.

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• Read the quote by Ross Davison aloud. Explain structures. Say A structure is anything built by people. Buildings are structures, and so are bridges. How do you think a building or structure can communicate with future generations? Elicit suggestions. Then ask a student to read aloud Question 2. Ask students to respond, talking about a famous building or structure they know.

The colourful towers in the photo are part of St Basil’s Cathedral, and the tower in the foreground belongs to Russia’s largest historical museum, the State Historical Museum. The Moscow River is close by.

Teaching Tip While students are discussing in pairs or groups, make it a habit to walk round and monitor their discussions. Interact with students by praising their ideas with phrases such as That’s a good idea! and Well done! To encourage students to discuss a topic in greater depth, ask questions such as What’s the reason for that? or Can you give another example?

Related Words communicate, structure, tower

• Ask a student to read aloud Question 3. Encourage a class discussion of local places that students love, and encourage them to say why. Take a vote on the students’ favourite place.

Extend • Hand out Worksheet F.6.1. Put students into pairs. Explain that partners will be discussing and writing about their town or city.



SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener

199

1

Vocabulary

What buildings do you like to look at? Discuss. Then listen and read. 092

Objectives

Students will • use vocabulary related to buildings. • use new vocabulary to read about and discuss the importance of buildings to people.

Target Vocabulary  amazing, building, busy, centre, entrance, focus, hospital, important, interesting, museum

Content Vocabulary community, nature, office, photographer, storey

Resources  Worksheet F.6.2 (Teacher’s

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Resource CD-ROM/Website); Tracks 092–095 (Audio CD/Website/CPT); CPT: Vocabulary

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A five-storey house and garden in Tokyo, Japan

112 VOCABULARY

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Warm Up

• Build background  Tell students they’re going to read

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about a photographer who takes photos of buildings. Say Imagine you’re a photographer. Which buildings in the world would you photograph? Invite several students to give their ideas. Tell them to give their reasons. Tell students to open their books at pages 112−113 and look at the photo. Say Are these buildings in the city or the countryside? (in the city) Ask What’s unusual about the house on page 112? Do you like it? Read out the caption, and encourage a class discussion about the photo.

Present 

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1

2

• Say The house in the photo is very tall and thin. How many different levels are there in the house? (five, including a roof garden) Say We call these different levels storeys. Write storey on the board. Tell students The tallest structure in the world has more than 160 storeys!

• 1 Put students into pairs. Read the instructions for Activity 1. Ask students to discuss the question with a partner. Then ask pairs to tell the class about the buildings they like.

• Say Let’s find out some more about the photographer Iwan Baan. Play Track 092 and tell students to listen and read. Say The reading gives several different reasons why Iwan Baan takes photographs. Let’s listen again, and see if you can underline the reasons. Play Track 092 again, and then ask students to say which sentences they underlined.

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Unit 6

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Be the Expert About the Photo

ng

Teaching Tip Using movement to act out new words helps students to develop a physical and visual connection with the words. This can benefit students who have a preference for kinaesthetic learning. You could ask the class to decide on a movement to associate with some of the new words, particularly action verbs and objects. This would also help you to check students’ understanding of the words.

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He also takes photos of buildings such as the Butaro hospital in Burera, Rwanda, because they are important and they help the community. Before this hospital opened in Burera in 2011, there were no doctors in this whole district of 340,000 people.

Some buildings have more than one focus, like the Tenerife Espacio de las Artes (TEA), a cultural centre in Spain. Iwan took photos of this interesting building in 2009. The TEA is a library, art museum, shop and restaurant in one! It brings together people of all ages and interests. It’s a very busy place. But don’t worry about queuing up to get in. The building has an entrance on every side! The inside of the TEA has many beautiful galleries, but there’s no roof at the centre of the building – it’s an outdoor space shaped like a triangle. There, you can sit outside and eat a snack during the day or watch a film at night.

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Iwan Baan is an architectural photographer. He travels 52 weeks of the year, taking photos of buildings and the people who live in them. Sometimes he takes photos of buildings because they bring nature into the city, such as the tiny five-storey garden building in the centre of Tokyo, Japan. Sometimes he takes photos of buildings because they are very beautiful, such as Zaha Hadid’s amazing MAXXI museum in Rome.

The photo shows a five-storey home in Tokyo, Japan. It was designed by architect Ryue Nishizawa, and built on a tiny urban plot in order to allow the owners to live in the city centre, close to where they work. The house features concrete slabs and glass walls, and a metal staircase connects all the floors. However, its most unusual feature is the use of the large number of plants, mostly in pots, that cover the front of the building and continue inside the house.

LEARN NEW WORDS Listen and repeat.

3

Work in pairs. Think of the buildings where you live. Which ones are important to your community? Why?

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2

Related Word

093

architect

VOCABULARY 113

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• Discuss the reading with students. Ask questions

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such as: How can a building ‘bring nature into a city’? Why did Iwan take photos of the MAXXI museum? What’s special about the Butaro hospital? When did Iwan take photos of the TEA? What’s interesting about the TEA?

• 2 LEARN NEW WORDS Play Track 093. Ask students to listen and repeat. Then ask pairs or small groups to take turns saying each word. Tell them to make a true or false statement containing one of the new words. Ask the class to decide whether the statement is true or false.

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Practise 

3

4

5

• 3 Share with students the information in About the Photo. Say The house in the photo is very important to the people who live there. It lets them live close to their workplace. Put students into pairs. Read the Activity 3 questions on page 113 aloud. Tell students to discuss the questions with their partner. When they have finished, share ideas as a class. Say What’s the most important building in our community?

• 4 Say We’re going to read about Ross Davison, who wrote the quote at the beginning of the unit. Read out the quote from page 111 again, and ask Can you guess what Ross Davison’s job might be? When students have guessed, read out the instruction for Activity 4. Ask one student to read out the words in the box. Tell students to complete the activity independently, then check answers as a class.

Vocabulary SAMPLE COPY, NOT FOR DISTRIBUTION

201

4

Vocabulary

Read and write the words from the list. amazing

buildings

centre

entrance

focus

hospital

important

museum

Ross Davison works for CyArk, an organisation that keeps online images of important

Objectives

cultural places. He travels to places around the world. These places are

Students will • use vocabulary related to buildings. • use a vocabulary strategy to learn new vocabulary.

buildings

because the

important

there are very old, and they can tell us a lot about

how people lived in the past. Ross uses CyArk’s special cameras to make images of these

amazing

Target Vocabulary  inside, outside, roof,

places before they disappear forever. For example, in Syria,

hospital

Ross and his team made a 3D image of a 13th-century

centre

take photos

Vocabulary Strategy  collocations with

in the

of Damascus. In the past, this was a place for sick people, but now

it is an important historical site. Ross also teaches local people to use CyArk’s special cameras. In Beirut, Ross used the Sursock

take

Academic Language  imagine, compare Content Vocabulary  camera, cultural,

museum / Museum

as his classroom. The local team

used CyArk’s cameras on the historical objects there. Ross Davison working with CyArk

5

disappear, images

Resources  Online Workbook/Workbook pages 70–71; Tracks 094–095 (Audio CD/Website/CPT); CPT: Vocabulary

LEARN NEW WORDS Listen to these words and use them to complete the sentences. Then listen and repeat. 094 095 inside

outside

roof

take photos

take photos

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1. Ross Davison uses special cameras to

of important buildings.

outside

the building, you

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inside 3. When you go see that it’s a beautiful home.

, this building doesn’t

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2. From the look very interesting.

roof

!

YOU DECIDE Choose an activity.

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4. This building even has a tennis court on the

1. Work independently. Imagine a house that you would want to live in. What would it be like? Write a short description. 2. Work in pairs. What do you like about your school building? What would you change? Write a list. Compare your list with your partner’s.

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3. Work in groups. Make a plan to photograph the classrooms and students in your school. Decide where you want to go in your school and what photos you want to take. Tell the class about your ideas.

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• 5 LEARN NEW WORDS  Read the words in the box, then play Track 094 and tell students to listen for the words. Ask students to

work in pairs and look for each word in context on pages 112−113. Tell students to complete the gap-fill activity independently. When they have finished, encourage them to check their answers with a partner. Play Track 095 and ask students to listen and repeat the words and sentences.

• Vocabulary Strategy  Say Which word in the box is a verb? Which word is it combined with? (take + photos) Say Take is often used together with different nouns. It’s useful to learn the verb and the noun together. Words that go together like this are called collocations. Here are some other collocations of take. Write on the board: Collocations of ‘take’ take a photo / take photos take advice take an exam take a minute take exercise

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SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Ask students to suggest any other examples, and add any correct suggestions to the list.

Apply 

Vocabulary Strategy

6

Collocations with take Collocations are words that frequently go together. This lesson focuses on verb + noun collocations with take, one of the most commonly used verbs in English. Some examples are take photos, take an exam, take exercise and take a look.

• 6 you decide  Ask students to read silently the choices in Activity 6. Say Choose one of the three activities. You’ll work on your own, with a partner or in a group.

• Think Aloud  Model thinking about each activity in order to choose one. Say If I choose Activity 1, I need to describe all the things I would want in my perfect house. That would be fun. Activity 2 involves thinking about our school building, what we like about it and what we would change. That could be interesting. For Activity 3, we need to think about which parts of the school would make the best photos and make a plan. Our school is big, so it might be hard to choose. So, which activity do I choose?

It’s important to take some exercise every day. Take a look. This is amazing!

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Some collocations with take have a more abstract meaning, such as take an interest in, take advice or take pity. He refuses to take advice. She takes an interest in all her students.

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Extend

Encourage students to note how collocations are used in context when learning them.

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work with. Give students time to complete their chosen activity, then ask the students who did Activities 1 and 3 to share their work with the class.

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• For Activities 2 and 3, help students to find groups or partners to

• Invite the pairs who did Activity 2 to come to the front of the class.

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Ask them to tell the class the three things they liked about the school building. Ask the other students if they agree, and let them suggest other aspects they like. Then ask the pairs at the front to say the three things they would change about the school building and explain how they would change them. Have a class discussion about the ideas. List the five most popular ideas on the board, and take a class vote for the best one.

• If time allows, hand out Worksheet F.6.2. Explain that students

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will use vocabulary words to write about and discuss buildings.

Consolidate

• Write on the board or display all the new words: amazing, building,

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busy, centre, entrance, focus, hospital, important, inside, interesting, museum, outside, roof, take photos. Put students into pairs. Say Work with your partner. Write a sentence using as many of the new words as you can. The sentence has to make sense. You have two minutes. Give pairs two minutes to write their sentences.

• Ask Who wrote a sentence with just one new word? Who used two of the words? and so on. Then ask each pair to read out their sentence. The rest of the class listens and decides if the sentences are correct. The pair or pairs to use the most new words in a correct sentence are the winners.

Formative Assessment Can students • use vocabulary related to buildings? Ask students to choose the best words to complete these sentences: You go into a building through the ______. (centre/entrance) There are many historical objects in this ______. (museum/hospital) The garden house has trees on the ______! (stairs/roof) • use new vocabulary to discuss the importance of buildings to people? Ask students to say three things they like about the building they live in.

Workbook  For additional practice, assign Workbook pages 70–71. Online Workbook Vocabulary

Vocabulary Practice SAMPLE COPY, NOT FOR DISTRIBUTION

203

Speaking Strategy

SPE AKING S TR ATEGY

096

Expressing opinions and responding to them

Objective

Students will • express opinions and respond to them.

Speaking Strategy Expressing

I love photos of empty buildings.

I don’t. I prefer photos with people in them.

I think that this building is beautiful.

I don’t agree. / No way! I don’t like it at all.

I don’t like the buildings in this street.

Me neither! I think they’re really boring.

I think it’s important to keep a record of our historic sites.

Me too! / Absolutely! They’re really important.

opinions and responding to them 1

Listen. How do the speakers agree and disagree? Write the phrases you hear. 097

2 7

Read and complete the dialogue. Possible answers:

Content Vocabulary  architecture, boring, empty, historic, people

Pronunciation The n and ng sounds Resources  Online Workbook; Worksheet F.6.3 (Teacher’s Resource CD ROM/Website); Tracks 096−097, 147–149 (Audio CD/Website/CPT); Pronunciation Answer Key (Teacher’s Resource CD-ROM/Website); CPT: Speaking Strategy and Pronunciation

I love

Livia:

these Iwan Baan photos of the CCTV building

I think

in China. Bruno:

Materials  scissors, cards or small

Absolutely I prefer I like Rome.

they’re amazing! ! They are really interesting. But his photos of Zaha Hadid’s MAXXI building in looking at photos of buildings without

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people.

pieces of paper

No way

Livia:

The Maracanã Stadium, Rio de Janeiro, Brazil

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opinion

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Academic Language  agree, disagree,

! People make the photos more interesting.

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I don’t agree . I want to look at the architecture – the walls, the floor and the roof – not the people.

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Bruno:

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Empty buildings are boring.

Work in pairs. Choose a card. Read the sentence. Give your opinion. Your partner will then agree or disagree.

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‘Museums are interesting places.’ Yes, I think museums are interesting places. I like art museums. I don’t agree. I think museums are really boring!

Go to page 185. SPEAKING 115

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Warm Up

• Activate prior knowledge Say Imagine two people

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are looking at the photo of the garden house on page 112. The first person says, ‘That house is so beautiful. I love it!’ The second person says, ‘I don’t like it. It’s ugly.’ Who’s right, and who’s wrong? Let several students give their ideas. Say We can’t say that one person is right and the other is wrong. They’re just saying what they think. They’re giving their opinions. Write opinions on the board.

• Write these four sentences on the board: 1. There are two houses with roof gardens in our street. 2. Our school is the most beautiful building in the town. 3. I don’t like tall buildings. 4. Tokyo is the capital of Japan. Ask Which of these sentences express opinions, and which express facts? (2. and 3. express opinions, 1. and 4. state facts.) Say Phrases such as I think, I love, I don’t like are clues that the speaker is giving

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an opinion. Ask Can you think of any other ways of expressing opinions? List students’ suggestions on the board.

Present 

1

• Say Let’s find out other ways of expressing opinions, and how to respond. Say Open your books at page 115. Listen to a dialogue. Play Track 096. Tell students to listen and read along.

• Play Track 096 again, pausing after each sentence for students to repeat, using the correct intonation. Say The second speaker responds to the first speaker’s opinions. When two people think the same thing, they agree with each other. When they think different things, they disagree. Draw students’ attention to the second column in the box. Ask Which phrases are used for agreeing? (Me neither! Me too! Absolutely!) Which phrases are used for disagreeing? (I don’t … I prefer … I don’t agree. No way!)

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • 1 Say Now let’s listen to two people expressing their opinions about two buildings. What phrases do they use to give their opinions and to respond? Write down the phrases you hear. Play Track 097. Ask students to share what they wrote with the class.

Practise 

Strategy in Depth When students are expressing opinions rather than stating facts, they are conveying emotions. It’s important to encourage students to acknowledge others’ opinions even if they don’t agree. Make sure that students speak respectfully and politely, even when expressing a difference of opinion.

2

• 2 Once students seem comfortable using the speaking strategy to express opinions and respond, direct them to Activity 2. Say Livia and Bruno are talking about Iwan Baan’s photos of buildings. Read the instructions, and tell students to complete the dialogue in Activity 2 independently. Ask pairs of students to read their completed dialogues aloud. Remind them to use expression in their voices to convey their meaning.

What do you think of …? How do you feel about …? Do you agree with …?

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Apply 

In group discussions, encourage students to find out the opinions of all members of the group. Questions that they might find useful in drawing out others’ opinions include:

3

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out a set of cards on page 185. Ask a student to read out the instructions. Say Place the cards face down. Take turns to choose a card. Read out the sentence on the card, and give your own opinion. Then your partner responds. Invite a pair to read out the example in the speech bubbles. Monitor while pairs play the game.

Extend

• Hand out a blank card or small piece of paper to each student.

lG eo gr

Ask them to each make a new game card, writing their opinion about a building they know. Encourage them to use the phrases for expressing opinions.

• Ask each pair from Activity 3 to join up with another pair to make

io na

a group of four to play the game. Tell each group to mix their new cards with the cards from Activity 3. Say Take turns to pick a card and express your opinion about what’s written on it. Then each of the other students in your group responds.

• If time allows, hand out Worksheet F.6.3. Explain that students

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Consolidate

at

can use the worksheet to get further practice in expressing opinions and responding to them.

• Write the new vocabulary words on the board: amazing, building, busy, centre, entrance, focus, hospital, important, inside, interesting, museum, outside, roof, take photos. Ask students to stand in a circle. Say Take turns to express an opinion about a building you know, or a building from this unit. Use at least one of the words on the board. Then the student on your left will respond to what you’ve said. Go round the circle, with the student who responds then taking a turn to make a new sentence.

Some topics might evoke different degrees of agreement or disagreement. You could ask students to express their opinions in a more nuanced way by asking them if they: 1. strongly agree, 2. agree, 3. neither agree nor disagree, 4. disagree, 5. strongly disagree.

ni

• 3 Put students into pairs with a new partner. Ask them to cut

Pronunciation Go to Student’s Book page 164. Use Audio Tracks 147–149. The n and ng sounds  N and ng are both nasal sounds: the tongue closes up the mouth, and air escapes through the nose. In the case of n, the tip of the tongue touches the roof of the mouth just behind the teeth. In the case of ng, the back of the tongue closes the back of the mouth. Speakers of languages that do not have these two sounds may have difficulty hearing the difference or forming the sounds. The minimal pairs in Activity 2 on page 164 provide good examples for practice. Encourage students to focus on the position of the tongue: further forward for n, at the back of the mouth for ng.

Formative Assessment Can students • express opinions? Say Choose one of the buildings shown in this unit of the Student’s Book. What do you think of it? • respond to opinions? Say I prefer old buildings to modern ones. How about you?

Online Workbook  Speaking Strategy

Speaking Strategy SAMPLE COPY, NOT FOR DISTRIBUTION

205

Grammar 1

GR AMMAR

098

Past simple: Talking about the past In July 2016, Ross and his team visited Naxos island in Greece. They took photos of a temple, a church and a castle there. They carried all their equipment in rucksacks on their backs. They loved seeing the ancient buildings.

Objectives

Students will • use the past simple to talk about the past. • learn about and discuss a visit to an amazing place.

1

Grammar  Past simple: Talking about the past

Target Vocabulary  castle, cathedral,

visit love carry

visited loved carried

take go build

took went built

Listen. You will hear about a CyArk project in Hawaii. Circle the past simple verbs you hear. 099 came

created

learnt

made

sent

started

studied

thought

took

visited

wanted

worked

mosque, theatre Read. Complete the text with the past simple form of the verb in brackets.

Content Vocabulary  animation, create, equipment, monastery, presentation, visit

visited

In January 2015, Ross Davison

worked

Armenia. He

Resources  Online Workbook/Workbook

went

of 21 students. They

pages 72−73; Tracks 098−102 (Audio CD/Website/CPT); CPT: Grammar 1

used

school. They

(go) to a famous monastery near the (use) cameras and special equipment to

returned

take scans of the site. Then they

Materials  world map or globe, pieces of

created

They

card, examples of postcards (optional)

(return) to the school.

(create) 3D models and animations of the site from

took

ar

their photos. The project

finished

(visit) a high school in

(work) with an advanced after-school club

ng

2

simple, regular

ni

Academic Language  irregular, past

(take) a week. After the students

(finish) the project, they

gave

(give)

(come) to the presentation.

lG eo gr

ap hi c

came

Le

a presentation at their school. Two hundred students, teachers and parents

116 GRAMMAR

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Warm Up

• Activate prior knowledge Say We learnt how to describe a situation in the past. Can you remember what phrases we used for this? Elicit There was and There were. Say Was and were are the past simple form of the verb be. Write past simple on the board. Say In this lesson we’re going to use the past simple of different verbs to talk about the past.

Present • Tell students to open their books at pages 116–117. Point out the grammar box at the top of page 116. Say We’re going to hear about a visit that Ross Davison made to a special place. Play Track 098 while the students listen and read along.

• Read the first sentence in the box, and ask Which is the past simple verb in that sentence? (visited) Say They visited Naxos island. Is that action still going on? Are they still there? (no) Say We use the past simple to talk about actions in the past that are finished now. Ask students to read out the past simple verb in each of the sentences in the box.

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LEARN NEW WORDS Listen to learn about some amazing buildings. Then listen and repeat. 100 101

3

Be the Expert Grammar in Depth This unit focuses on the use of the past simple to describe single actions in the past that are now completed. The past simple is often used with a time reference, words that say when something happened:

The Cathedral of Brasilia in Brazil is a very modern building.

The amphitheatre in Cartagena, Spain, is a Roman open-air theatre.

Our class visited the museum last week. Once the time reference is clear, we can go on using the past simple in writing or conversation: At the museum, we saw 3D models and watched a film. Then we went to the shop.

Work in pairs. Listen again. Circle the correct words.

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4

The Sheikh Zayed Mosque in the United Arab Emirates has enough space for more than 40,000 people.

102

Le

Himeji Castle in Japan looks like a white bird.

1. More than two million people visit / visited Himeji Cathedral / Castle in 2015. 2. Sheikh Zayed Castle / Mosque in the United Arab Emirates open / opened in 2007.

ap hi c

3. I went / go to the Cathedral / Theatre of Brasilia with my grandparents last year. 4. Last week, 7,000 people watched / watch plays and races at the open-air mosque / theatre in Cartagena.

Work independently. Imagine you visited one of the places above. Write a postcard about your visit. Describe how you got there, what you saw and what you did.

lG eo gr

5

OWI_F_SE_80310_110-125_U06_PPDF.indd 117

We form the past simple of regular verbs by adding -ed to the base form. For verbs ending in -e, add -d. For verbs ending in one stressed vowel + one consonant (except w, x, y), double the final consonant before adding -ed. In British English, a final l is usually doubled, even if the vowel is unstressed. For verbs ending in a consonant and -y, change the y to i before adding -ed. Irregular verbs have to be learnt, but the past simple form is the same for all persons (except for be). Page 166 of the Student’s Book has a useful table of irregular verbs.

Teaching Tip GRAMMAR 117

2/22/17 4:14 PM

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• Say Let’s see how we make the past simple form. Read aloud the

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regular verbs in the first column (visit, love, carry) and say How do those verbs change to make the past simple form? (they end in -ed) Say For most verbs, we make the past simple form by adding -ed. These are called regular verbs. Sometimes the spelling changes. Write these examples on the board:

Notice which students are having difficulty with a new grammar structure or new vocabulary. When the class is involved in group activities, put these students in a group together and use the time to sit down with them and give them extra help and support.

carry – carried love – loved try − tried  hope − hoped

Ask If a word ends in -y, how do we make the past simple? (we change the y to i then add -ed) Ask If a word ends in -e, what do we do? (just add -d).



SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

207

3

098

Past simple: Talking about the past In July 2016, Ross and his team visited Naxos island in Greece. They took photos of a temple, a church and a castle there. They carried all their equipment in rucksacks on their backs.

visit love carry

visited loved carried

take go build

• 2 Say We’re going to read about another project that

LEARN NEW WORDS Listen to learn about some amazing buildings. Then listen and repeat. 100 101

Ross Davison worked on. Draw students’ attention to Activity 2. Ask a student to read the first sentence in the text, and ask Where did Ross go? (Armenia) If you have a world map or globe, help students to locate Armenia.

took went built

They loved seeing the ancient buildings.

1

2

Listen. You will hear about a CyArk project in Hawaii. Circle the past simple verbs you hear. 099 came

created

learnt

made

sent

started

studied

thought

took

visited

wanted

worked

The amphitheatre in Cartagena, Spain, is a Roman open-air theatre.

The Cathedral of Brasilia in Brazil is a very modern building.

Himeji Castle in Japan looks like a white bird.

The Sheikh Zayed Mosque in the United Arab Emirates has enough space for more than 40,000 people.

Read. Complete the text with the past simple form of the verb in brackets.

visited

In January 2015, Ross Davison

worked

Armenia. He

went

of 21 students. They

used

school. They

created

returned

(return) to the school.

took

(take) a week. After the students

(finish) the project, they

gave

Work in pairs. Listen again. Circle the correct words.

4

(give)

a presentation at their school. Two hundred students, teachers and parents

came

activity. Say The verb in brackets in the first sentence is visit. That’s a regular verb. So the past simple form is visited. I write visited in the first space. Remind students to refer to the verbs in the grammar box and the verbs in Activity 1, if they are unsure how to form the past simple of a particular verb. Put students into pairs and ask them to complete the activity. When they have finished, check answers as a class.

(create) 3D models and animations of the site from

their photos. The project

finished

• Read out the instruction for Activity 2. Model the

(go) to a famous monastery near the (use) cameras and special equipment to

take scans of the site. Then they They

(visit) a high school in

(work) with an advanced after-school club

102

1. More than two million people visit / visited Himeji Cathedral / Castle in 2015.

(come) to the presentation.

2. Sheikh Zayed Castle / Mosque in the United Arab Emirates open / opened in 2007. 3. I went / go to the Cathedral / Theatre of Brasilia with my grandparents last year. 4. Last week, 7,000 people watched / watch plays and races at the open-air mosque / theatre in Cartagena.

5

Work independently. Imagine you visited one of the places above. Write a postcard about your visit. Describe how you got there, what you saw and what you did.

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GRAMMAR 117

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• Read out the irregular verbs from the final column in

•

2

ar

• Ask Which of these buildings would you like to visit, and

1

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Ask Who can remember what the organisation called CyArk does? (it collects and keeps online images of important places). Say We’re going to hear about a CyArk project in Hawaii. If you have a world map or globe, help students to locate Hawaii. Play Track 099 and tell students to listen.

• Read aloud the final part of the instruction for Activity 1,

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and invite students to read out the verbs in the box. Say Can you remember hearing any of these verbs? Let students say what they remember. Then play Track 099 again and ask students to complete the activity individually. Check answers as a class.

• Ask What ending do regular past simple verbs have? (-ed) Say So, which of the verbs in the box are regular verbs? (created, started, studied, visited, wanted, worked) Ask a student to identify and read out the irregular verbs.

208

Unit 6

ap hi c

1

5

find out about four amazing buildings. Ask them to suggest adjectives that could be used to describe each building. Ask students to look at the pictures in Activity 3. Say Which of these buildings are old, and which are new? Ask students to discuss this with a partner. Then play Track 100 and ask students to listen. Say What did you find out? (the amphitheatre and the castle are very old; the cathedral and the mosque are new)

lG eo gr

Practise 

4

• 3 LEARN NEW WORDS Say Now we’re going to

• Play Track 098 again. Ask students to listen and repeat several times. Put students into pairs and ask them to take turns, one student saying the base form of one of the verbs in the box, and their partner replying with the correct past simple form.

3

ni

Apply 

Le

the box. Say What do you notice about these verbs? (the past simple forms don’t end with -ed) Explain These are called irregular verbs. There are many common verbs in English that are irregular, and they all form the past simple in different ways. We have to learn and memorise the past simple form for each verb.

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GR AMMAR

why? Play Track 100 again. Tell students to listen and decide which building they would choose. Ask several students to share their ideas with the class.

• Invite four students to each read aloud one of the captions below the photos. Help them to pronounce the place names correctly if necessary. Point out the four words in bold type. Say These are all words for different types of buildings. Let’s listen to the words in sentences. Play Track 101. Ask students to repeat each word alone and in a sentence.

• 4 Ask students to look at Activity 4. Read out the instruction. Put students into pairs, and ask them to read the sentences in Activity 4 with their partner, without completing the activity. Then play Track 102, and ask pairs to listen for the answers and circle the correct words for each sentence. Check answers as a class.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert • 5 Ask Who knows what a postcard is? Do you send postcards when you’re on holiday? Let several students talk about postcards they have sent or received. If you have brought in postcards, show them to the class and read out any appropriate text they contain. Then read the instructions for Activity 5. Say You’re going to use the past simple to write about your holiday. Draw students’ attention to the list of irregular verbs on page 166, and encourage them to use it if they don’t know the correct form of any verb they want to use.

Teaching Tip Consider making the seating arrangement in your classroom as flexible as possible for different types of activities. When the focus of the class is on the teacher, make sure that all the students can see you and the materials you are presenting. If space permits, a U-shaped seating arrangement makes it easier for you to see and communicate with the whole class. This kind of seating arrangement makes it harder for reluctant students to avoid participating. Don’t be afraid to experiment with different seating arrangements, and take note of what works well for different activity types.

• Hand out a postcard-sized piece of card to each student. Tell them to complete the activity individually, writing on one side of their postcard. If time permits, encourage them to draw a relevant picture on the other side.

ng

Extend

• Let each student have a turn at reading out part of their postcard

ar

lG eo gr

ap hi c

and inviting their classmates to guess which place they visited. They can then reveal which place they wrote about. If they drew a picture, ask them to show the class. When all the students have finished, display the postcards in the classroom and give students time to look at and read them.

Le

the postcard they wrote for Activity 5. Say Choose two or three sentences to read out to the class from your postcard. Don’t tell the class which place you visited. Let the class guess. If you drew a picture, make sure you don’t show it!

ni

• Invite students to come to the front of the class, one by one, with

Consolidate

• Divide the class into two teams. On the board, write a list of verbs

at

io na

from the lesson: come, build, carry, create, go, learn, love, make, open, take, think, visit, watch. Invite one member of each team to come to the front of the class. Say I’m going to call out one of the verbs on the board. You have to write a sentence using the past simple of the verb. The first person to write a correct sentence gets three points for their team. The second person gets two points for a correct sentence.

• Demonstrate the activity with the first pair, saying Your verb is make.

N

Write a sentence including the past simple of make. If you need help with the correct form of the verb, you can ask your classmates, but you lose one point. Continue the game until all the students have had a chance to write a sentence. Ask them to rub their sentences off the board when their turn is over.

Formative Assessment Can students • use the past simple to talk about the past? Say Talk about a visit you made to an interesting place. Make three sentences in the past simple.

Workbook  For additional practice, assign Workbook page 72−73. Online Workbook  Grammar 1

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

209

16 1 BEFORE YOU READ Discuss in pairs. Look at the title and

Reading

the photo. What do you think the reading is about? 17 2 LEARN NEW WORDS Find these words in the reading.

What do you think they mean? Which four words would you find in a maths lesson? Then listen and repeat. 103

Objectives

Students will • read about and discuss the life and work of a famous architect. • understand and use new words from the reading. • identify the author’s purpose.

angle

curve

rectangle

straight line

unusual

18 3 WHILE YOU READ Think about why the author wrote

this text.

Reading Strategy  Identify the author’s

4

purpose

104

AFTER YOU READ Work in pairs to answer the questions. 1. Why did no one want to build Zaha Hadid’s buildings in her early career?

Target Vocabulary  angle, curve, rectangle, straight line, unusual

2. Name four countries where Zaha Hadid lived.

Academic Language  purpose Content Vocabulary  architect,

3. Give three reasons why, according to Zaha Hadid, people had problems with her. 4. What can you find in the MAXXI museum in Rome?

foreigner, nice, popular, structure pages 74–75; Worksheet F.6.4 (Teacher’s Resource CD-ROM/ Website); Tracks 103−104 (Audio CD/ Website/CPT); CPT: Reading

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5. Are Zaha Hadid’s buildings popular with everyone? Find a sentence in the text to support your answer.

Resources  Online Workbook/Workbook

18 5 Work in pairs. Why did the author write this text? Tick

ni

the best reason. Explain your choice.

to write a short biography of Zaha Hadid’s life

Materials  pictures of old and new

ar

✓ to express his/her opinion about Zaha Hadid’s work

buildings in your area (optional) 6

Discuss in groups.

Le

to persuade the reader to visit some of Zaha Hadid’s buildings

lG eo gr

ap hi c

1. Zaha Hadid said, ‘We don’t make nice little buildings. … The world is not a rectangle.’ What do you think she means? Can you think of examples of ‘nice little buildings’ in your area? 2. Imagine that you can design a new public building for your city or town. What type of building do you design and why? Do you use an old or new style of architecture for your building? 3. What different things do architects have to think about when they design a building? Discuss your ideas and make a list.

118 READING

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Warm Up

• Activate prior knowledge Say We’ve learnt about some amazing buildings in this unit. Which one is your favourite? Give students time to look back at the previous lessons in this unit, if necessary. Ask several students to give their ideas, explaining their reasons.

• Say A lot of people are involved in making great buildings. The people who construct the building are called builders. But do you know the word for someone who designs buildings? (an architect) Say The practice of designing and making buildings is called architecture. The people who design the buildings are architects. Write both words on the board.

• Ask Do any of you know an architect? Or do you know about any famous architects? Let several students respond. Ask Would you like to be an architect? Why or why not? Give students time to respond. Then say In this lesson, we’re going to read about an amazing architect. Her name was Zaha Hadid. Her buildings are famous around the world.

210

Unit 6

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Queen OF THE

Guangzhou Opera House, Guangzhou, China

Be the Expert

Curve

Reading Strategy Identify the author’s purpose Identifying an author’s purpose for writing is an important skill in being able to understand or analyse a written text. The three main purposes or reasons for writing are often said to be:

Zaha Hadid: the architect who didn’t build nice buildings

• writing to inform, for example, articles about factual topics, instructions, reference and other non-fiction texts, information leaflets • writing to persuade, for example, advertisements, structured arguments, letters persuading someone to do something • writing to entertain, for example, stories, poems, songs and plays

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When students are trying to identify an author’s purpose, they should first ask, ‘Why did the author write this?’ and ‘Who is the audience?’ Tell them to look for clues in the structure of the text. For example, an informative text often has facts and figures, maps and diagrams. A persuasive text will often present only one side of an argument. Texts written to entertain are usually in an easily recognisable format, such as a story, poem or play.

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Before You Read 

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Today, there are 40 Zaha Hadid buildings and structures around the world. You can listen to opera at the Guangzhou Opera House in the city of Guangzhou, China. You can cross the Sheikh Zayed Bridge in Abu Dhabi. You can go swimming at the Aquatics Centre in London, England, and you can look at 21st-century art at the MAXXI museum in Rome, Italy. In all of these places, you can see the shapes, curves and angles of Hadid’s structures. Hadid’s work is exciting, interesting and unusual. Not everyone likes it, but it’s never boring. ‘We don’t make nice little buildings,’ she said in a newspaper interview in 2013. ‘The world is not a rectangle.’

Le

Zaha Hadid was born in Baghdad, Iraq. She went to school in Switzerland and England and then studied maths at university in Beirut, Lebanon. In 1972, she moved to London, England, to study architecture. Life wasn’t always easy for her. ‘I’m a woman and that’s a problem for some people,’ she explained once. ‘I’m a foreigner, and I do work which is not normative (unusual).’

ng

Zaha Hadid (1950–2016) was one of the most famous architects in the world. She was called ‘Queen of the Curve’ because her buildings often had huge curves, as well as straight lines and sharp angles. But she wasn’t always successful. At the beginning of her career, architecture magazines published her amazing drawings of buildings, but no one wanted to build them! Her ideas were too unusual and often very expensive.

• 1 Ask students to open their books at pages 118−119. Put

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students into pairs. Say Read the title. Look at the photo and read the caption. When students are ready, ask them to talk to their partner and predict what they think the reading will be about. Ask pairs to share their predictions with the class.

• Say The caption says the photo is of Guangzhou Opera House. Does anyone know where Guangzhou is? (in China) Ask From the photo, can you guess what opera is? (a type of play performed by singers and musicians) If any student has been to an opera, ask them to tell the class about it.

• 2 LEARN NEW WORDS  Read out the instructions for Activity 2. Ask students to read aloud the words in the word box. Say Work with your partner. Find the words in the reading. Try to work out their meanings from the context. Give students time to find the words and talk about the meanings, then ask Which four words would you find in a maths lesson? (angle, curve, rectangle, straight line) Say Now

Reading SAMPLE COPY, NOT FOR DISTRIBUTION

211

16 1 BEFORE YOU READ Discuss in pairs. Look at the title and

the photo. What do you think the reading is about?

Guangzhou Opera House, Guangzhou, China

17 2 LEARN NEW WORDS Find these words in the reading.

straight line

unusual

18 3 WHILE YOU READ Think about why the author wrote

this text. 4

104

Zaha Hadid: the architect who didn’t build nice buildings

AFTER YOU READ Work in pairs to answer the questions. 1. Why did no one want to build Zaha Hadid’s buildings in her early career?

Zaha Hadid (1950–2016) was one of the most famous architects in the world. She was called ‘Queen of the Curve’ because her buildings often had huge curves, as well as straight lines and sharp angles. But she wasn’t always successful. At the beginning of her career, architecture magazines published her amazing drawings of buildings, but no one wanted to build them! Her ideas were too unusual and often very expensive.

2. Name four countries where Zaha Hadid lived. 3. Give three reasons why, according to Zaha Hadid, people had problems with her. 4. What can you find in the MAXXI museum in Rome? 5. Are Zaha Hadid’s buildings popular with everyone? Find a sentence in the text to support your answer.

the best reason. Explain your choice. to write a short biography of Zaha Hadid’s life

✓ to express his/her opinion about Zaha Hadid’s work to persuade the reader to visit some of Zaha Hadid’s buildings 6

• Say Now let’s listen to the text again. While you listen, try to think why the author wrote this text about Zaha Hadid. Play Track 104 again while students read and think about the author’s reason for writing. When they have finished, tell them to discuss their ideas with a partner.

Zaha Hadid was born in Baghdad, Iraq. She went to school in Switzerland and England and then studied maths at university in Beirut, Lebanon. In 1972, she moved to London, England, to study architecture. Life wasn’t always easy for her. ‘I’m a woman and that’s a problem for some people,’ she explained once. ‘I’m a foreigner, and I do work which is not normative (unusual).’

18 5 Work in pairs. Why did the author write this text? Tick

Today, there are 40 Zaha Hadid buildings and structures around the world. You can listen to opera at the Guangzhou Opera House in the city of Guangzhou, China. You can cross the Sheikh Zayed Bridge in Abu Dhabi. You can go swimming at the Aquatics Centre in London, England, and you can look at 21st-century art at the MAXXI museum in Rome, Italy. In all of these places, you can see the shapes, curves and angles of Hadid’s structures. Hadid’s work is exciting, interesting and unusual. Not everyone likes it, but it’s never boring. ‘We don’t make nice little buildings,’ she said in a newspaper interview in 2013. ‘The world is not a rectangle.’

Discuss in groups. 1. Zaha Hadid said, ‘We don’t make nice little buildings. … The world is not a rectangle.’ What do you think she means? Can you think of examples of ‘nice little buildings’ in your area? 2. Imagine that you can design a new public building for your city or town. What type of building do you design and why? Do you use an old or new style of architecture for your building? 3. What different things do architects have to think about when they design a building? Discuss your ideas and make a list.

READING 119

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we’re going to hear the words in context in different sentences. Play Track 103 and ask students to listen and repeat.

After You Read 

3

• 3 Say Now we’re going to find out more about the

their partner to write answers to the questions. Encourage them to try to answer each question from memory first, then look back at the text to check their answers. Check answers as a class. If students disagree about an answer, ask them to read out the sentence in the text that supports their answer.

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• 5 Remind students that they discussed the author’s

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architect Zaha Hadid. Draw attention to the subtitle below the main title. Say The text calls Zaha Hadid ‘the architect who didn’t build nice buildings’. That seems strange. What do you think it means? Elicit students’ ideas, then say If Zaha Hadid’s buildings aren’t nice, which adjectives might describe them? While you listen and read, note the adjectives that are used to describe the buildings. Play Track 104, while students listen and read along.

• When they have finished, ask students to say what

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adjectives were used to describe Zaha Hadid’s buildings. List them on the board. (amazing, unusual, expensive, exciting, interesting, never boring)

• Read the instruction for Activity 3. Say When we’re trying to understand a text, it’s important to think about why the author wrote it. This is called the author’s purpose for writing. Write author’s purpose on the board.

• Say Let’s think about some reasons why authors write. For example, why would an author write a funny story? (to make the reader laugh) Why would someone write

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reason for writing this text in Activity 3. Then read the instructions for Activity 5 and ask students to read out the three options. Remind them that biography means a factual account of someone’s life. Give students time to complete the activity, discussing the reason for their choice with their partner. Review the answer as a class.

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While You Read 

5

• 4 Put students into pairs. Ask them to work with

• Say Who can draw an angle on the board? Invite two or three students to draw different angles on the board. Do the same with curve, rectangle and straight line. Ask How many straight lines are there in a rectangle? (four) Is a circle made with straight lines, or a curve? (a curve)

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rectangle

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curve

Queen OF THE

Curve

What do you think they mean? Which four words would you find in a maths lesson? Then listen and repeat. 103 angle

an advertisement? (to make the reader want to buy something) Why would someone write a recipe book? (to tell the reader how to make different dishes) Ask What other reasons for writing can you think of? Elicit students’ ideas.

• 6 Put students into small groups for Activity 6. Ask each group to choose one member to act as secretary and write notes about the group’s discussion for each question. When students are discussing Question 1, remind them of the list of adjectives on the board that describe Zaha Hadid’s buildings.

• To help students discuss Question 2, you may want to provide pictures of modern and older-style buildings in your town or area. Make sure they understand the difference between a public building (for example, a museum or library) and a private building (for example, a house or a block of flats). Tell groups to brainstorm a list of different types of public buildings before choosing one to discuss.

• For Question 3, ask students to think about what different elements buildings need to contain, and how they are designed to be both practical and beautiful.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Extend • Ask the secretary for each group to share their discussion notes

Teaching Tip

for Questions 2 and 3. Say Let’s interview a famous architect! Invite a student to come to the front of the class and role-play being a famous architect who has just designed a public building.

Texts that give information often include details that students may forget. After a first reading, give students a chance to revisit the text and make notes. For example, ask students to re-read the text at the end of the lesson and make notes. At the beginning of the next lesson, ask students to refer to their notes to answer questions about the text.

• Encourage the other students to ask questions to find out about the building. Write some prompts on the board to help them get started, for example: What’s your building?

Answer Key

Did you use an old or new style of architecture?

Comprehension  4

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What different things do you think about when you design buildings?

Let several students take a turn as the architect. Alternatively, you could invite pairs of students to do the role play together, as architects who work on projects as a team.

1. because they were unusual and expensive 2. Iraq, Switzerland, Lebanon and England 3. because she was a woman, she was a foreigner and her work was not normative 4. 21st-century art 5. No. ‘Not everyone likes it, but it’s never boring.’

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What words describe your building?

• If time allows, you may want to hand out Worksheet F.6.4 in class.

Students will use the worksheet to practise the new vocabulary words on page 118 and other target vocabulary words from the unit.

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Consolidate

• Say Now draw a design for the public building you discussed in

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Activity 6, Question 2. Give out a sheet of paper to each student, and give them time to draw a sketch of their public building, and label its features. When they have finished, ask them to talk to a partner about their design. If time allows, ask students to present their designs to the class. Ask them to say why their building is important to the public and who they think will use it. You might like to display students’ designs in the classroom.

Formative Assessment Can students • talk about a famous architect? Ask What kind of buildings did Zaha Hadid design? • use new words from the reading? Show students drawings of an angle, a curve, a straight line and a rectangle, and ask What are these?

Workbook  For additional practice, assign Workbook pages 74–75. Online Workbook Reading Reading SAMPLE COPY, NOT FOR DISTRIBUTION

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VIDE

Video Objectives

Students will • discuss how historic and important buildings can be preserved. • apply the message of the video to their personal lives.

22 1 BEFORE YOU WATCH Discuss in pairs. Look at the photo.

Discuss the questions below. 1. What do you think happened to this temple? 2. Do you think people can rebuild it? How? 3. Can they find out exactly how it looked in the past? How?

Content Vocabulary  digital, heritage,

2

image, landscape, preserve

Resources  Video scene 6.1 (DVD/ Website/CPT); Online Workbook; CPT: Video

Work in pairs. You are going to watch Preserving Our Heritage with Ross Davison. From the title, predict what the video is about. Circle the letter. a. Using images to keep information about important buildings

Answer Key

b. Using buildings to find out about the past 3

WHILE YOU WATCH Check your prediction from Activity 2. Watch scene 6.1.

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1. in May 2016 2. An earthquake hit Bagan and damaged the temples. 3. Ross and CyArk compared the photos before and after the earthquake so they knew exactly what needed to be repaired. 4. He teaches them how to use his special cameras and equipment. 5. She thinks he is a very interesting person who likes his work.

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Comprehension  5

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A temple in Bagan, Myanmar, the day after a powerful earthquake

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Before You Watch 

• Say In this unit we’ve learnt about amazing buildings

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and the architects who design them. Now we’re going to learn about people who protect important buildings. Why do you think we have to protect buildings? Ask students to give their ideas.

• 1 Ask students to open their books at pages 120−121. Read out the questions in Activity 1. Put students into pairs and ask them to discuss the questions. When they have finished, ask pairs to share and discuss their ideas with the class.

• 2 Read the instructions for Activity 2. Say Preserving means keeping something safe. What do you think heritage means? Ask students to give their ideas. Ask a student to read out options a and b. Ask What’s another word for image? (picture) Tell students to complete the activity with their partner.

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While You Watch 

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3

• 3 Say Now we’re going to watch Preserving Our Heritage with Ross Davison. Let’s check your predictions. Play Video scene 6.1. When they have finished watching, invite students to say whether their predictions were correct.

After You Watch 

4

5

6

7

8

• 4 You might like to ask students to change partners for Activities 4 to 6. Read the instruction for Activity 4. Tell students they need to decide on the correct order of events from the video. Play the video again while students watch and complete the activity in pairs.

• 5 Invite students to read the questions aloud. Give them time to answer the questions with their partner. Encourage them to try to answer from memory. If necessary, play the video again.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

2. What happened a few months after Ross’s trip?

of the building. 1 Ross studies the site. 3 Ross uses flying cameras to take pictures of the landscape.

3. How did Ross’s photos of the building in Bagan help solve the problem? 4. What does Ross teach his students?

2

5. What does the student from Lahore think about Ross?

Ross uses special cameras to take 3D images.

8

When students are about to carry out a research task, talk to them before they begin. Ask them what their plan is for doing their research, and help them with search terms and sources to get them started. If possible, invite the school librarian to explain what materials are available in the school and how they can be used.

1. When did Ross first visit Bagan?

6

Work in pairs. In the video, Ross explains that our heritage is our personal history and buildings are part of that history. What other things make up our heritage? Make a list of your ideas.

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Work in groups. Earthquakes are just one possible problem for historic buildings. What other problems are there? How can we protect our buildings in the future? Discuss your ideas together.

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Teaching Tip

Work in pairs to answer the questions.

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AFTER YOU WATCH Work in pairs to put these events in the correct order. a. 4 Ross makes a digital model

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YOU DECIDE Choose an activity.

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1. Work independently. Find out about another historic building that was damaged in an earthquake or another disaster. What happened to it? Write a short report about it.

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2. Work in pairs. Ross sometimes visits schools. He talks to students about historic buildings and teaches them to use his equipment. Write a letter to Ross, inviting him to visit your school. Explain why you want him to come. 3. Work in groups. Imagine that you can work with Ross to make a 3D image of one building in your city or town. Which building will you choose? Why?

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• 6 Read the instruction for Activity 6. Ask students

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to do the activity with their partner. If necessary, confirm that Heritage includes buildings, art, music and traditions that are important to people. Encourage students to think of at least five things for their list. When they have finished, invite pairs to share their lists with the class.

• 7 Read the instructions for Activity 7. Put students into groups and ask them to discuss the questions. When they have finished, let groups share their ideas with the class.

Formative Assessment Can students • discuss how important and historic buildings can be preserved? Ask students to tell you three things Ross Davison does to preserve historic buildings.

Online Workbook  Video

VIDEO 121

2/22/17 4:14 PM

• Put students who choose the second option into pairs. Encourage them to make notes of their ideas before writing their letter on a sheet of paper, using the correct layout for a letter.

• Put students who choose the third option into small groups. Ask them to make a list of possible buildings before choosing one. Ask them to think about which building would look amazing in 3D, perhaps a building that is an interesting shape or has beautiful gardens, sculptures or other unusual features.

• 8 you decide  Ask students to choose an activity. If they choose the first activity, guide them to do some online research into historic buildings that have been damaged, either recently or in the more distant past. Encourage them to find out about restoration work that has been done, to bring damaged buildings back to life.

Video SAMPLE COPY, NOT FOR DISTRIBUTION

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Grammar 2

GR AMMAR

105

Past simple: Asking questions about the past Where did you go last summer?

Objective

We went to Beijing. We didn’t fly there. We went by train.

Students will • use the past simple to ask and answer questions about the past.

Did you visit the National Centre for the Performing Arts? Yes, we did. We didn’t see a performance there, but we looked at the building.

Read. Complete the dialogue with the correct past simple form of the verb in brackets. Hi, Florence.

Did you enjoy

Florence:

Yes, we

did

Nico:

Where

did you go

Workbook pages 76–77; Worksheet F.6.5 (teacher’s Resource CD-ROM/ Website); Track 105 (Audio CD/ Website/CPT); CPT: Grammar 2

Florence:

Materials  scissors, glue or sticky tape

Florence: Nico: Florence: Nico: Florence:

(you / go)?

We went to Barcelona and Bilbao.

Did you visit

Nico:

for the cube (optional)

(enjoy) your trip to Spain last month? (do), thank you! It was a great trip.

(you / visit) the Guggenheim Museum in Bilbao?

didn’t like

Yes, we did. I loved it, but my brother at all! He hates modern architecture.

Did you look

Really? No way!

(you / look) at the modern art inside?

didn’t have (not / have) enough time. We were No, we didn’t. We only in Bilbao for one day, and then we went to Barcelona. How long

did you spend

(you / spend) in Barcelona?

Four days. It was amazing! My favourite building was the Sagrada Familia

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Cathedral. I

(not / want) to come home!

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What did you do last weekend?

Work in pairs. Take turns throwing the cube. Use the words on the cube to make a past simple question. Answer your partner’s questions.

I played football with my friends.

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(not / like) it

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Nico:

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Grammar  Past simple questions Academic Language  past simple Content Vocabulary  performance Resources  Online Workbook/

Go to page 175.

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Warm Up

• Activate prior knowledge Say We learnt how to talk

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about things that happened in the past. Which tense do we use for this? (the past simple) Ask Can you use the past simple to tell me what you did last weekend? Elicit past simple sentences from several students.

Present • Ask students to open their books at page 122 and look at the grammar box. Read the title. Say Let’s listen to a conversation about a holiday. The first speaker asks questions in the past simple form. Play Track 105 while students read along silently.

• Ask students to read out the two questions in the box. Say When we ask questions in the past simple, we use an auxiliary, or helping verb. Which word is it in these two sentences? (did) Ask What’s the main verb in these two sentences? (go and visit) On the board, write:

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(question word)

did

who

main verb

other information

Where

did

you

go

last summer?

visit

the National Centre?

Did you

• Ask What’s the past simple form of go and visit? (went and visited) Do these two questions use the past simple form of the main verb? (no) Explain that did is the past simple form in questions, and that the main verb stays in its base form. Draw attention to the short answer to the second question in the box. Write Yes, we did. on the board. Say If the answer was ‘no’, what would we say? Elicit the answer and write it on the board. (No, we didn’t.)

• Play Track 105 again, and ask students to listen and repeat each sentence. Ask students to practise reading the dialogue with a partner.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Practise 

1 Grammar in Depth

• 1 Read the Activity 1 instruction aloud. Guide students to complete the first gap. Read out Nico’s first question, missing out the blank. Point to the second question on the board. Say There isn’t a question word in this sentence. So which word comes first? (Did) Ask Which word comes next? (you) Ask The main verb is enjoy. Do we use the past simple form, or the base form? (the base form) Say So we write ‘Did you enjoy’. Ask a student to read the complete question. Ask students to complete the activity individually, then compare answers with a partner. Check answers as a class, then ask pairs to practise reading the complete dialogue.

Apply 

For questions and negatives in the past simple, we do not use the past simple form of the main verb. Instead, we use did (not) + base form. When speaking, we usually use the contracted form didn’t for the negative: Did you play tennis yesterday? No, I didn’t. Remind students not to change the main verb to the past form; this is a common error. Time references usually come at the end of the sentence: Did you play tennis last week?

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In short answers, remind students to use did instead of the main verb: Yes, I did. NOT Yes, I played.

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the cube on page 175. Read the instructions. Say Some of the questions don’t start with a question word. You can answer those with ‘Yes, I did.’ or ‘No, I didn’t.’ The questions that start with a question word need longer answers. Ask a pair to read out the example dialogue in the speech bubbles. Ask students to play the game. Remind them to answer the questions in a way that is true for them.

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• 2 Put students into pairs. Tell partners to cut out and assemble

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Extend

• On one side of the board, write the question words Where, When,

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How long, What and Why. On the other side of the board, write these verbs: do, go, live, make, stay, take, visit. Put students into pairs, and ask each pair to write four questions to ask someone about a visit to an amazing place.

• When they have finished writing their questions, ask each pair to

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join with another pair. One of the pairs pretends to be explorers who have just visited somewhere amazing. The other pairs ask them the questions they wrote. Then the pairs change roles.

• Hand out Worksheet F.6.5 to give students more practice in asking

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and answering questions about the past.

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• Divide the class into two groups. Invite one student from each group to come to the front. One student asks the other student a question in the past simple about what they did last week. The other student responds, then takes a turn to ask a question. For every correct question or answer, give that team one point. Continue until all of the students have had a turn asking and answering a question. Then total the points and declare the winning team!.

Formative Assessment Can students • use the past simple to ask questions about the past? Say Imagine your friend went on holiday last week. What questions would you ask them about their holiday?

Workbook  For additional practice, assign Workbook pages 76–77. Online Workbook  Grammar 2

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2

217

Writing

WRITING When we write a paragraph of opinion, we present several reasons to support our argument. The following words can help you to introduce your reasons:

Objectives

firstly

Students will • analyse a model paragraph of opinion to see how the writer supports their argument. • use reasons to support an argument. • write a paragraph of opinion.

1

secondly

finally

Read the model. Work in pairs to identify and underline the examples that support the writer’s opinion. Sagrada Familia

Writing  Paragraph of opinion Academic Language  argument, introduce, reason, sequence

Content Vocabulary  fairy tale, natural world, stone

Resources  Online Workbook/Workbook page 78; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

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There are many beautiful buildings in Barcelona, but my favourite building is the Sagrada Familia. The architect, Antoni Gaudí, started to build this amazing church in 1882, and it still isn’t completed today! Although it isn’t completed, it’s still important for several reasons. Firstly, it’s a very tall church. You can see it from very far away because it is 170 m (560 ft) tall. Secondly, it looks very unusual. Not everyone likes it, but people always enjoy talking about it. Some people think it looks like a forest made of stone. Other people think it looks like a house from a fairy tale. Finally, Gaudí used the natural world for his design. He thought about mountains, trees and rocks when he designed this building. For these reasons, I think the Sagrada Familia is a very important and amazing building.

Work in pairs. Find and circle the adjectives that the writer uses to describe the Sagrada Familia.

3

Write. Write about your favourite building or structure. Explain why it is your favourite. Give three reasons that support your opinion.

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WRITING 123

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Warm Up

• Recycle  Remind students of the meaning of opinion.

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Ask Who can remember what phrases we used to express opinions? Ask several students to respond. If necessary, tell them to look back at page 115. Say We also talked about an author’s purpose, or reason, for writing. One reason for writing is to express an opinion. In this lesson we’re going to read, and then write, a paragraph of opinion.

Present • Tell students to open their books at page 123. Ask them to read silently through the information in the green box at the top of the page. Say An argument is the main idea in your paragraph of opinion. If you want to persuade someone that your argument is right, you need to give reasons. It’s important to organise your reasons clearly. Which words in the box help you to do this? (firstly, secondly, finally)

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• Put students into pairs. On the board, write: Arguments: I love tall buildings. Modern architecture is boring. It’s important to protect old buildings. Firstly, … Secondly, … Finally, …

Ask pairs to choose one of the arguments on the board, and think of three reasons that would support that argument. When they have finished, ask pairs to share their ideas with the class. Ask Was one of your reasons more important than the others? Do you think you should put the most important reason first, second or last? Let students discuss in which order they would present their reasons.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Read the Model 

1

2 Writing Support

• 1 Say Now we’re going to read a paragraph of opinion. Draw students’ attention to the photo on page 123. Say This is a very famous building. It’s called the Sagrada Familia. Does anyone know anything about it? Invite students to say what they know. Explain that the Sagrada Familia is in the city of Barcelona. It has more than three million visitors every year. Say Look at the towers. They’re a very unusual shape. What do they remind you of? What adjectives can you use to describe them? Let several students express their ideas, and note them on the board.

Paragraph of opinion: using reasons to support an argument  When writing a paragraph of opinion, it’s important to introduce the main idea clearly at the beginning, and follow up with reasons, or examples, to support this idea. Make sure that students check that each of their reasons effectively supports the idea, and is relevant to their argument. If the paragraph gives three supporting reasons, encourage students to order them, putting the strongest reason last.

• Read the instructions for Activity 1 aloud. Say First, let’s find out how the writer introduces the main idea. Read the first sentence. What phrase introduces the main idea? (my favourite building is the Sagrada Familia) Then say Work with your partner. Read the paragraph. Underline the examples, or reasons, that support the main idea. Give pairs time to complete the task.

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The concluding sentence of the paragraph should restate the main argument in a way that follows logically from the supporting reasons or examples.

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Teaching Tip

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have underlined. Ask Which words introduce each of the reasons? (firstly, secondly, finally) Say In this paragraph, these words make it clear when the writer is starting to describe a new reason to support the argument. Using these words to organise the paragraph makes it easier to read.

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• Check answers by asking students to read out the sentences they

• Say Some people think the Sagrada Familia looks like a house from

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a fairy tale. What do you think they mean? Who can give me an example of a fairy tale? Ask several students to name fairy tales. Then ask students if there were any other words in the paragraph they did not understand. Discuss with the class possible meanings of any words mentioned, and if necessary let students use their dictionaries to check.

Remind students when they are stating an opinion, rather than a fact, they should use introductory phrases that make this clear, such as In my opinion or I believe, or the phrases from the Speaking lesson on page 115. It is also important to show that they have considered other viewpoints, using phrases such as Some people think/say … but I … This will help students gain confidence in expressing opinions, either when taking part in class discussions or in helping to structure their writing.

• 2 Read the instructions aloud. Give students time to work with

Plan 

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their partner to circle all the adjectives describing the Sagrada Familia. Check answers as a class. Ask Are any adjectives used more than once? (amazing, important) Draw students’ attention to the list of adjectives on the board. Say Are any of the adjectives you listed the same as, or similar to, the ones in the paragraph?

• 3 Read aloud the Activity 3 instructions. Say It’s time to plan your writing. The topic is to write about your favourite building or structure. Ask students to suggest some examples of structures that aren’t buildings, for example, bridges or walls. Then say Your next step is pre-writing.

Workbook  For scaffolded Writing support, assign Workbook page 78. Online Workbook Writing Writing SAMPLE COPY, NOT FOR DISTRIBUTION

219

• Worksheets If your students need a reminder of any of the steps of process writing, you may want to hand out the Process Writing Worksheet and review it together.

WRITING When we write a paragraph of opinion, we present several reasons to support our argument. The following words can help you to introduce your reasons: firstly

1

secondly

finally

• Workbook Refer students to Workbook page 78 to

Read the model. Work in pairs to identify and underline the examples that support the writer’s opinion.

help them organise and plan their writing.

Sagrada Familia

Write

There are many beautiful buildings in Barcelona, but my favourite building is the Sagrada Familia. The architect, Antoni Gaudí, started to build this amazing church in 1882, and it still isn’t completed today! Although it isn’t completed, it’s still important for several reasons. Firstly, it’s a very tall church. You can see it from very far away because it is 170 m (560 ft) tall. Secondly, it looks very unusual. Not everyone likes it, but people always enjoy talking about it. Some people think it looks like a forest made of stone. Other people think it looks like a house from a fairy tale. Finally, Gaudí used the natural world for his design. He thought about mountains, trees and rocks when he designed this building. For these reasons, I think the Sagrada Familia is a very important and amazing building.

Work in pairs. Find and circle the adjectives that the writer uses to describe the Sagrada Familia.

3

Write. Write about your favourite building or structure. Explain why it is your favourite. Give three reasons that support your opinion.

tell them to work on their first drafts. If you haven’t got enough time in class, assign the first drafts as homework.

Revise • After students have finished their first drafts, tell

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• After students have completed their pre-writing,

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them to review their writing and think about their ideas and organisation. Ask each student to consider the following: Have I stated my opinion clearly at the beginning? Have I supported my opinion with three reasons? Have I finished the paragraph by stating my argument again in different words? What seems good? What needs more work?

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• Ask students to first make a list of buildings or

• Encourage students to consider elements of style,

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structures they like, and take time to decide which to write about. Then ask them to brainstorm as many reasons as they can think of for their chosen building or structure. Say Go through your reasons and choose the best three to include in your paragraph. Put them in the order you will write them. Your strongest reason should come last.

Edit and Proofread

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WRITING 123

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• If you have time in class, allow students to work on

Publish • Publishing includes handing in pieces of writing to the teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet.

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this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook page 78 for writing support.

such as sentence variety, parallelism and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalisation and spelling.

Writing Assessment Use these guidelines to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the table. 4 = Excellent 3 = Good 2 = Needs improvement 1 = Re-do

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Unit 6

1 Writing  Student includes appropriate reasons to support their argument. Grammar  Student uses present simple and past simple forms correctly. Vocabulary  Student uses a variety of word choices, including words learnt in this unit.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

3

4

Mission Objective

Students will • discuss the importance of knowing about and preserving their history and culture.

Content Vocabulary  culture, generation, guardian

Resources  Video scene 6.2 (DVD/

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Website/CPT); Worksheet F.6.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

Know Your History

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Be the Expert

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‘You are the guardians of your local history. This is your culture.’ Ross Davison

2. Ross Davison says that we are the guardians of our local history. A guardian is a person who preserves and protects something. How can

124 MISSION

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3. What is your culture? Describe the people, places, things and actions that make up your culture.

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Mission

we preserve our own culture for the next generation?

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1. Watch scene 6.2.

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National Geographic Explorer, Heritage Conservationist

• Say Turn to page 124. Read aloud the Mission, Know

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Your History. Ask What do you think this means? Who can give an example of why it’s important to know our own history? Invite several students to give their ideas. Say In the video lesson, we heard Ross Davison talking about preserving our heritage, our personal history. Can you remember how Ross Davison’s work helps to do this? Ask several students to say what they remember about Ross’s work.

• Read aloud the quote on page 124. Say The quote talks about the importance of getting involved with preserving history in your area. Now we’re going to find out more about Ross Davison’s work and how he involves local people in it.

• Activity 1 Play Video scene 6.2. Ask students to focus on how local people were involved in one of Ross’s projects. Play the video again, and ask

Teaching Tip When you hold a class discussion, to encourage students to participate actively in their learning, consider asking a student or a pair of students to lead the discussion. Giving students responsibility in this way builds self-confidence, increases motivation and develops their leadership skills.

Online Workbook  Meet the Explorer

2/22/17 4:15 PM

students to note any phrases Ross uses to persuade people to get involved.

• Activity 2  Put students into pairs. Read out the instruction. Make sure that students remember the meaning of the next generation. Ask partners to discuss the question. Tell them to think of specific examples. When they have finished, encourage a class discussion of their ideas.

• Activity 3 Say Now you’re going to think about all the things that make up your culture. Think about all the things that are really important to you and your community. Read the question and instruction in Activity 3. Ask students to work individually to write a short paragraph about their culture. Remind them to use phrases for stating opinions where appropriate.

• Worksheet Hand out Worksheet F.6.6. Explain that students will use the worksheet to further discuss Ross Davison and their history.

Mission SAMPLE COPY, NOT FOR DISTRIBUTION

221

Make an Impact

Project

YOU DECIDE Choose a project.

Objective

Students will • choose and complete a project concerning architecture and building design.

1 Plan and create an architecture display. • Work as a group to prepare a list of buildings in your area that are interesting, unusual or historically important.

Academic Language  design Content Vocabulary  biographical,

• Find or take photos and write sentences about each building. • Create a display with your photos and sentences. Share it with the class.

biography, practical 2 Make a biographical poster.

Resources  Assessment: Unit 6 Quiz; Workbook pages 79 and 109; Worksheet F.6.7 (Teacher’s Resource CD-ROM/Website); CPT: Make an Impact and Review Games

• Research an architect who designed some unusual buildings or buildings that you really like. • Prepare a biography of that person. Include photos of some of their buildings. • Create a poster and share the information with the class.

Materials  large, strong sheets of paper

• Think of a design for your school building. It should look good and be practical.

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• Draw a picture of your design. Use curves, angles and straight lines to make it interesting.

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3 Design a new school building.

Go to page 286.

Unit Review  Assign Worksheet F.6.7. Workbook  Assign pages 79 and 109. Online Workbook Now I can

IM Pei, architect of The Pyramid at the Louvre Museum, Paris, France

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Assessment 

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• Present your design to the class and answer their questions about it.

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Prepare

• you decide  Ask students to choose a project. • Activity 1  Put students who have chosen this option

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together in small groups. Tell students to choose the most interesting, unusual or historic buildings in their area. Say Try to choose buildings that are different from each other. Choose buildings that look interesting and find or take good photos of them. Think about how the buildings are used.

• Activity 2  Remind students of the meaning of biography. (the true story of a person’s life and work) Encourage them to think of questions they would like to ask about the architect, before they begin their research. For example, How did the architect first become interested in architecture? What are his/her most famous buildings?

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Unit 6 Project SAMPLE

• Activity 3  Make sure that students understand the word practical. Tell them to plan all the elements that need to be included in their design before they start drawing.

Share • Schedule time for students to present their displays, posters or designs to the class. Allow time for the other class members to ask questions about their classmates’ work.

• Modify  For Activity 2, students could work in pairs to research the same architect if time is limited. Ask one student to research the architect’s life, and the other to research the buildings he or she designed. Then students can share their research to make a poster together. For Activity 3, the students could work in pairs or small groups to design their building, allocating different tasks to each student.

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2/22/17 4:15 PM

STUDENT’S BOOK AUDIO SCRIPT

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Track 096 Speaking Strategy  See Student’s Book page 115.

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Track 097 1   S1: Look at this picture of the Beijing National Stadium. It was the Olympic Stadium in 2008. I think it’s really beautiful. S2: Me too! I love it! S3: No way! I don’t like it at all! S4: Me neither. I mean, of course, the inside is interesting, but the outside looks really strange. S2: I don’t agree. I think it’s an amazing building. I like the design. S3: I prefer the Maracanã Stadium in Rio. S1: Well, yes, I like that too. The Maracanã Stadium is also beautiful. S2: Absolutely. I love it! Track 098 grammar  See Student’s Book page 116

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Track 101 3 LEARN NEW WORDS  castle / Himeji Castle in Japan looks like a white bird. cathedral / The Cathedral of Brasilia in Brazil is a very modern building. mosque / The Sheikh Zayed Mosque in the United Arab Emirates has enough space for more than 40,000 people. theatre / The Amphitheatre in Cartagena, Spain, is a Roman open-air theatre.

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Track 095 5 LEARN NEW WORDS  inside / Inside this building there are a lot of small shops and restaurants. outside / The outside of this building is very bright and colourful. roof / A tree fell on the roof of our house in a storm last night. take photos / I always take photos of interesting buildings when I go on holiday.

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Track 094 5   Some buildings have more than one focus, like the Tenerife Espacio de las Artes (TEA), a cultural centre in Spain. Iwan took photos of this interesting building in 2009. The TEA is a library, art museum, shop and restaurant in one! It brings together people of all ages and interests. It’s a very busy place. But don’t worry about queuing up to get in. The building has an entrance on every side! The inside of the TEA has many beautiful galleries, but there’s no roof at the centre of the building – it’s an outdoor space shaped like a triangle. There, you can sit outside and eat a snack during the day or watch a film at night.

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Track 093 2 LEARN NEW WORDS  amazing / Look at these amazing photographs of Kuala Lumpur. building / There are a lot of new buildings in this part of the city. busy / The town was busy and full of people. centre / Traffic in the centre of the city is very bad. entrance / We can meet at the entrance to the park. focus / His work often focuses on people and their lives. hospital / I stayed in hospital for two weeks last year when I was very ill. important / This is an important place for the whole community. interesting / It is very interesting to read about how people live in different places. museum / We can find out about history, culture, science or art at a museum.

Track 100 3   I want to tell you about my favourite four places. The first place is in my home town of Cartagena in Spain. It’s the famous amphitheatre. An amphitheatre is an open-air theatre – a theatre that’s outside. This amphitheatre is Roman, and it’s more than 2,000 years old. Seven thousand people watched plays, chariot races and gladiator fights in this amazing theatre. The next place is the Cathedral of Brasilia in Brazil. This is a very modern building – it’s less than 60 years old. I went there last year when I visited my grandparents in Brasilia and I think it’s beautiful. My grandparents go there every Sunday. Then there’s a beautiful castle in Japan called Himeji Castle. It’s a bright white castle and people think that it looks like a white bird. Himeji Castle is more than 400 years old. It is very popular with tourists. More than two million people visited Himeji Castle in 2015. And finally, there’s an amazing modern mosque in the United Arab Emirates. It’s called the Sheikh Zayed Mosque. It opened in 2007. It’s very big – there’s enough space for more than 40,000 people in the building. It also has beautiful gardens around it and a famous library. What about you? What are your favourite buildings?

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Track 092 1 Listen and read.  See Student’s Book pages 112–113.

Track 103 2 LEARN NEW WORDS  angle / A right angle is always 90 degrees. curve / There are a lot of curves on the roof of this building. rectangle / A rectangle is the shape of one side of a box. straight line / A straight line is the shortest distance between two points. unusual / This is a very unusual building – it is different from all the other buildings on the street. Track 104 3   WHILE YOU READ  See Student’s Book pages 118–119. Track 105 grammar  See Student’s Book page 122. Track 106 1 Express Yourself  See Student’s Book pages 126–127.

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Track 099 1   In Hawaii, the CyArk team worked with students at the Mid-Pacific Institute in Honolulu. The students visited some local historic sites together and took scans of the buildings. The students then sent these scans to CyArk and CyArk created 3D images of the site. The students also studied the history of these sites in the classroom. Finally, parents and local people came to an exhibition of their work. Everyone thought the exhibition was amazing.

Track 102 4  See Track 100.



SAMPLE COPY, NOT FOR DISTRIBUTIONAudio Script

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Express Yourself

Express Yourself

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Read and listen to the tour description.

106

Objectives

Students will • identify the purpose and features of a tour description. • connect ideas about water, buildings and history.

A TOUR OF

Thun,

Content Vocabulary  clothing, description, market, sight, tour

Switzerland

Resources  Online Workbook (Units 5–6 Review)/Workbook pages 80–81; Worksheet F.6.8 (Teacher’s Resource CD-ROM/Website); Track 106 (Audio CD/Website/CPT); CPT: Express Yourself Units 5−6

Welcome to Thun, Switzerland — a beautiful town by the River Aare, at the west end of Lake Thun. Join us on a three-hour tour of the town and discover some of Thun’s amazing buildings and sights.

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We begin our tour at the bus station. Next, we cross a bridge over the River Aare to the island of Bälliz. This is Thun’s shopping area. There are a lot of expensive clothing stores here, but you can also buy fruit, vegetables and flowers on Wednesdays and Saturdays at the market.

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Next, we cross another bridge to visit Castle Thun in the old town. The castle is more than 800 years old. It is now a museum and concert hall. After we visit the castle, it’s time for lunch! If the weather is sunny, we can eat at one of the outdoor cafés by the river.

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After lunch, we walk to Schadau Park, a beautiful garden on the shore of Lake Thun. Here, we can also see the famous Thun-Panorama. A Swiss artist painted this 360-degree image of the town in 1814. Finally, we return to the old town and visit one of the many cafés for some coffee and a piece of delicious cake.

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Present 

• Preview  Ask students to turn to pages 126−127.

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Discuss the photo. Ask What adjectives would you use to describe this place? Do you think the buildings are old or new? How do you know? Describe the people in the photo. What are they doing? Let students discuss, and then tell them they’re going to read a tour description. Say The text describes a tour of a town. What information do you think will be included? Ask students to give their suggestions.

• 1 Read together Say Let’s listen to and read the tour description. As you read, think about what’s included in the description. Were you right in your predictions? Play Track 106 as students listen and read along. When it’s finished, ask Were your predictions correct? Were you surprised by any of the activities included in the tour?

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Unit 6

Practise 

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2

• 2 Discuss  Put students into groups of three or four. Read aloud the Activity 2 questions. Remind them that in Unit 6, they learnt about amazing places and buildings that people like to visit. Provide prompts to help students with their discussions. Say Think about towns you’ve visited as a tourist. Ask Were they similar to Thun, or different? How can you find information about a town and its buildings? What clues can you get to the history of a town when you walk round it? Encourage students to use the language they learnt in Unit 6 for expressing opinions and responding to them.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Genre in Depth

2

Tour description  A tour description is a type of persuasive writing typically written by a holiday company or tour operator to attract people to take part in their tours. It should be written in simple, clear and vivid language, and describe events in a logical order. The tone and level of formality used depends on the type of person that the tour operator wants to attract.

Work in groups. Discuss the tour description. 1. What do you find interesting about this tour? 2. Would you like to go on a tour like this? Why or why not? 3. What do you think you can learn about a town when you walk around it?

Hand out Cumulative Review Worksheet F.6.8.

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Connect ideas. In Unit 5, you learnt about water and where it comes from and where it goes. In Unit 6, you learnt about buildings and history. What connection can you see between the two units?

Formative Assessment

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Cumulative Review

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Can students • identify the purpose and features of a tour description?

YOU DECIDE Choose an activity. 1. Choose a topic: • lakes and rivers • historical buildings

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Thun, Switzerland

2. Choose a way to express yourself: • a description of a tour • a labelled map • a postcard

3. Present your work.

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Connect 

• 3 Critical thinking  Put students into new groups.

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Read the Activity 3 text aloud. Provide prompts as necessary: In Unit 5, we talked about keeping oceans, lakes and rivers clean and free from pollution. In Unit 6, we talked about the importance of preserving our historic buildings. Can you see a connection between these two themes?

Prepare 

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• YOU DECIDE  Review the activity options. Allow students to choose their own topic. You may want to assign this activity in advance so that students have more time to work on it in class or at home.

• 4 To help students decide which activity to choose, ask them first to choose the topic that most interests them. Then they should think about the best way to



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Say Choose a town or city. Describe three places that you would include in a tour of that place.

• connect ideas about water, buildings and history? Ask What connections did you make between water and historical buildings? Talk about two connections you made.

Workbook  Assign pages 80–81. Online Workbook  Units 5−6 Review

2/22/17 4:15 PM

express their ideas. Say If you write a tour description, choose all the places in a town or city that you’d like to visit. Think about the order in which you’d visit them, and how you’d travel around. Use lots of descriptive words to make the tour sound attractive. If you choose to draw a labelled map, think carefully about what kind of features to label, and the information you want to provide. You could include small pictures of the buildings or attractions, too. If you choose a postcard, think about who you’re writing to. Decide how to describe the place you’re visiting and your experiences in a few sentences. Draw a picture on the other side of the postcard.

Share • Set aside time for sharing students’ work with the class. Remind students to listen politely to presentations and to wait until they’re over before asking any questions.

Express Yourself 225 SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 7

In This Unit

Amazing Space

Theme  This unit is about space. Content Objectives

Students will • read about and discuss space exploration. • read about satellite technology. • read about and discuss the planets of the solar system.

Language Objectives

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Students will • talk about space exploration. • make and respond to suggestions. • use comparative adjectives to compare two things. • use superlative adjectives to compare three or more things. • write a paragraph using comparison and contrast.

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Vocabulary

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‘We want to be connected with something greater than ourselves.’ Brendan Mullan

Speaking Strategy  Making and responding to suggestions

Reading  Satellites Above Reading Strategy  Connect text to prior knowledge

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Video  Scene 7.1: The Electric Wind

of Venus; Scene 7.2: Meet Brendan Mullan

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Writing  A paragraph using comparison and contrast

Project

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National Geographic Mission Think Like a Scientist

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Grammar Grammar 1  Use comparatives to compare two things Grammar 2  Use superlatives to compare three or more things

• Interview • Presentation • Timeline

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pages 130–131  galaxy, journey, oneway trip, orbit, planet, solar system, space, spacecraft, travel, universe page 132  astronaut, atmosphere, Earth, gas page 135  bright, storm, surface, wind page 136  discover, image, lost, signal Vocabulary Strategy  Upper vs. lower case

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Introduce the Unit • Activate prior knowledge Say In this unit we’re going to find out about space. When it’s dark, and you look up at the night sky, what can you see? Talk to your partner. When students have had time to list all the things they can see in the night sky, ask them to share their ideas with the class. List them on the board. Ask Which things in the night sky are natural? Which ones are made by people?

• TO START  Tell students to open their books at pages 128−129.

Pronunciation  The soft and hard g sounds

Pacing Guides  F.7.1, F.7.2, F.7.3

Read out the unit title Amazing Space and the quote from Brendan Mullan. Ask What do you think ‘something greater than ourselves’ means? Ask students to share ideas.

• Draw students’ attention to the photo and ask them to read the caption. Read Question 1. Say Talk to your partner. How do you think the astronaut feels? Can you think of some adjectives to describe how he’s feeling? Give students a couple of minutes to discuss the questions. Ask pairs to share ideas with the class.

• Share with students the information in About the Photo. Then ask

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Unit 7

questions about the photo and the caption to encourage further discussion:

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Unit Opener Objectives

Students will • describe and discuss a photo of an astronaut taking part in a spacewalk. • discuss space and space travel.

Resources  Worksheet F.7.1 (Teacher’s

NASA astronaut Mike Hopkins on a spacewalk

Resource CD ROM/Website); CPT: Unit Opener

Materials  a poster of the planets in the

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solar system (optional)

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Be the Expert

TO START

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About the Photo

1. Look at the photo. Imagine you are this astronaut. How do you feel at the moment?

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2. We see planet Earth in the photo. What other planets can you name? What else is in space?

3. Would you like to travel into space? Why or why not? What do you think are the most difficult things about space travel for astronauts?

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What’s the astronaut wearing? How do astronauts breathe in space? What’s in the pockets on the front of the astronaut’s spacesuit? Which country does this astronaut come from? Do you think it’s easy to move around in space? Why or why not?

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• Read aloud Question 2. Discuss the questions as a class. Add students’ suggestions for things that are in space to the list on the board. If you have a poster showing the solar system, display it and confirm the names of the planets.

• Read aloud Question 3. Put the students into small groups to discuss the questions. When they have finished, take a class vote on whether students would or wouldn’t like to travel into space. Ask some students to give reasons for their opinion.

The photo was taken on 24 December 2013. It shows the astronaut Mike Hopkins taking part in a spacewalk outside the International Space Station, which orbits Earth. The purpose of the spacewalk was to repair some equipment on the exterior of the space station. He was accompanied on the spacewalk by astronaut Rick Mastracchio, whose image can be seen reflected in Mike Hopkins’ helmet visor. You might like to remind students that in Unit 5, Earth was described as ‘The Blue Planet’. The photo illustrates this beautifully.

Teaching Tip When students engage in group discussions, remind them to make sure that each group member has a chance to speak and express ideas and opinions. An important skill for students to learn is when it is appropriate to interrupt another speaker. You might like to ask students to reflect on this, by asking, for example, When is it OK to interrupt another student? Is it OK to interrupt another student when they are talking too much? How could you interrupt politely?

Related Words patch, reflected, spacewalk

Extend • Hand out Worksheet F.7.1. Put students into pairs. Explain that partners will be discussing and writing about outer space and going to space camp.



SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener

227

Universe

What do you know about space exploration? Name a space mission or space programme that you know of. Discuss. Then listen and read. 107

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Vocabulary

The universe has many galaxies.

Objectives

Students will • use vocabulary related to space. • use new vocabulary to read about and discuss space exploration.

We live on the planet Earth. Earth is part of the solar system, and it orbits the sun. The sun is at the centre of our solar system. Our solar system is a small part of the Milky Way galaxy. Our galaxy is one of many millions of galaxies in the universe.

Target Vocabulary  galaxy, journey, one-way trip, orbit, planet, solar system, space, spacecraft, travel, universe

Content Vocabulary  exploration,

Galaxies

Our galaxy is the Milky Way.

In the past, we could only look at the stars and planets through telescopes.

helium, hydrogen, mission

Resources  Worksheet F.7.2 (Teacher’s Resource CD-ROM/Website); Tracks 107–108 (Audio CD/Website/CPT); CPT: Vocabulary

Now, we have the technology to find out about these stars and planets. We can send astronauts into space. We also use robot spacecraft for very long journeys to distant planets in our solar system.

Milky Way Galaxy

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The Milky Way has billions of stars.

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The sun

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Planets Our solar system

The sun Earth

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Warm Up

• Activate prior knowledge Say In the last lesson, we

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looked at a photo of an astronaut walking in space. What can you remember about him and what he was doing? Invite students to say what they remember. Say Mike Hopkins was working on the International Space Station. The space station goes round Earth about 15 times every day. Astronauts live inside it and carry out scientific experiments. Ask What kind of experiments do you think they do? What might they want to find out? Have a class discussion.

• Predict Say When countries send a spacecraft to explore space, it’s called a mission. Write mission on the board. Say We’re going to read about two space missions that go much further away from Earth than the International Space Station. Ask Where do you think these two missions are going to? Ask students to give their predictions.

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Unit 7

Present 

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• 1 Give students a minute to look at the diagram on page 130. Ask Where’s our planet in the diagram? (at the bottom, in the solar system) Ask What’s the largest thing in the diagram? (the universe) Ask students to look at the picture of the solar system. Ask Who can show me how Earth moves? Invite a student to draw on the board how Earth moves round the sun. Say Earth and the other planets move round the sun. We say they orbit the sun. Write orbit on the board.

• Ask a student to read aloud Activity 1. Say Talk to the student sitting next to you. Discuss space missions or space programmes that you know about. When they have finished, ask students to look at the two pictures on page 131. Say These two spacecraft are called Juno and New Horizons. We’re going to find out about their missions into space.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

The Juno Mission The spacecraft Juno left Earth in August 2011. In July 2016, Juno began to orbit around the planet Jupiter. Now, Juno is sending information about Jupiter back to Earth.

Our World in Context While the observation of space from Earth has been going on for many thousands of years, it is only very recently in human history that the physical exploration of space has become possible. The space age began in 1957 with the Soviet Union’s launch of the first artificial satellite, Sputnik 1. Later in 1957, the first animal, a dog called Laika, went into space. In 1961 the first human being went into space: the cosmonaut Yuri Gagarin.

Jupiter is the biggest planet in our solar system. Like the sun, its atmosphere is made mainly of two gases – hydrogen and helium. Juno’s mission is a one-way trip. It won’t return to Earth. In 2018, it will fly into Jupiter and be destroyed.

The New Horizons Mission On 19 January 2006, the robot spacecraft New Horizons began its long journey to the very edge of our solar system, just past Neptune. This area is called the Kuiper Belt. It is a ring of icy rocks, some comets and some dwarf planets. One of the dwarf planets is Pluto. New Horizons flew past Pluto in July 2015, and is now travelling towards other objects in the Kuiper Belt. The New Horizons mission will help us to understand the outer edge of our solar system.

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LEARN NEW WORDS Listen and repeat.

3

Work in pairs. Why do you think scientists are so interested in finding out about other planets? How can this knowledge help us on Earth?

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Teaching Tip Remember to check students’ understanding of new vocabulary or grammar structures regularly. Students may learn certain topics quickly but need additional help with others. Above all, encourage students to let you know if they need help with any skills or topics.

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VOCABULARY 131

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• Play Track 107 while students listen and read. Ask

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So, were your predictions correct? Where in space are the Juno and New Horizons missions travelling? (to the planet Jupiter, and to the edge of the solar system)

• Discuss the reading with students. Ask questions

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such as: What’s at the centre of the solar system? (the sun) What’s the Milky Way? (our galaxy) How many stars are there in the Milky Way? (billions) What’s a robot spacecraft? (one that doesn’t have people on board) Is Jupiter the same size as Earth? (No, it’s much bigger.) What’s the Kuiper Belt? (a ring of icy rocks, comets and dwarf planets)

Other important dates in space exploration are 1965, when the first spacewalk was carried out, and 1969, when men walked on the moon for the first time. Since then, missions have included space stations orbiting Earth, spacecraft landing on Mars, the Voyager mission to Jupiter and Saturn (Voyager is still sending information back to Earth from the outer edges of the solar system), and the Hubble telescope.

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• 2 LEARN NEW WORDS  Play Track 108. Ask students to listen and repeat. Then put the students into small groups. Display the new words. Give each group three or four of the words. Say Work together to make a new sentence for each word. When students have finished, ask each group to read out their sentences.

Practise 

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• 3 Share with students the information about space exploration in Our World in Context. Put students into pairs. Read the Activity 3 questions aloud, and give students time to discuss them with their partner. Help students with any new vocabulary they might need to discuss the questions. When they have finished, ask them to share their ideas with the class.

Vocabulary SAMPLE COPY, NOT FOR DISTRIBUTION

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4

Vocabulary

Read and write the words from the list. Make any necessary changes. galaxy

orbit

planet

space

space

Brendan Mullan fell in love with

Objectives

travel

universe

when he was ten years old. He

went on a school trip to a planetarium. ‘I thought it was the coolest thing in the world and

Students will • use vocabulary related to space. • use a vocabulary strategy to learn new vocabulary.

decided right there I wanted to know how it all works,’ he says. That school trip was the beginning of his career as an astrobiologist. Brendan now teaches physics and astronomy at a university. He also runs astrobiology summer camps for children. He studies how stars

Target Vocabulary  astronaut,

galaxies

form in different

atmosphere, Earth, gas

. In 2012, Brendan was the American winner of a

competition called FameLab. For the competition, he had to describe a complex scientific

Vocabulary Strategy  Upper vs. lower

travelled

idea in three minutes. Brendan talked about why aliens have never

case

to Earth. He is very interested in life beyond Earth. He wants to find out if we are alone in the

universe

Content Vocabulary  alien, astronomy,

planet

. Is Earth the only

with life on it?

physics, planetarium, scientific LEARN NEW WORDS Listen to these words and match them to their definitions. Then listen and repeat. 109 atmosphere

gas Earth astronaut

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gas

1. a substance like air

2. the planet we live on

3. a person who travels to outer space to work and study 4. the air that surrounds a planet

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atmosphere

Earth

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astronaut

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pages 82–83; Tracks 109–110 (Audio CD/Website/CPT); CPT: Vocabulary

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Resources  Online Workbook/Workbook

YOU DECIDE Choose an activity.

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1. Work independently. There is a planned mission to Mars in 2020. What three items do you put inside the spacecraft? Explain your choices. 2. Work in pairs. Imagine you enter a science competition. You must explain a scientific idea in three minutes. Explain your idea to your classmates.

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3. Work in groups. Brendan Mullan wants to find out if Earth is the only planet with intelligent life on it. What do you think? Discuss and give reasons for your answers.

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• 4 Ask students to turn to page 132. Ask Does anyone know what a planetarium is? Have you ever visited one? Ask students to give their ideas, and confirm that a planetarium is a building you can visit with a curved roof, where images of stars and planets are projected on the ceiling. Point out the photo, and explain that this is the scientist Brendan Mullan. Say We’re going to read about Brendan’s interest in space, which began with a visit to a planetarium. Ask students to read the words in the box and to complete Activity 4 independently. Ask a student to read the completed paragraph aloud.

• 5 LEARN NEW WORDS  Read the words in the box. Play Track 109 and tell students to listen for the words. Ask students to work in pairs and look for each word in context on pages 130–131. Tell students to complete the matching activity independently. Play Track 110 and ask students to listen and repeat the words and sentences.

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Be the Expert

• Vocabulary Strategy  Ask Which word in the box is written with a capital letter? (Earth) Ask students to suggest why this is. Explain When we write our own names, or the names of places, we write the first letter as a capital letter. These names are called proper nouns. Earth is a proper noun, too, because it’s the name of the planet we live on. For the same reason, the names of the other planets are also written with a capital letter.

Vocabulary Strategy Upper vs. lower case  Tell students that in English we use upper case, or capital letters, for the first letter of proper nouns. Students might have heard the names of important stars such as Sirius (the brightest star in the sky) or Betelgeuse. Because these are unique names for those stars, they are proper nouns, written with a capital letter. The same goes for the names of the planets in the solar system – Mercury, Venus, Earth, and so on. The moons that orbit the other planets have been given names mostly taken from Greek or Roman mythology: The planet Mars has two moons, called Deimos and Phobos.

• Invite two or three students to come to the board and write the names of planets they remember. Say We don’t usually write moon or sun with a capital letter. That’s because these are not proper nouns. There are many suns and moons in the universe. Ours don’t have their own names.

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Apply 

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Earth’s own moon doesn’t have its own name, so it is usually written with a lower case first letter: The moon looks very bright tonight.

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6. Say Choose one of the three activities. You’ll work on your own, with a partner or in a group. For options 2 and 3, help students to find partners or groups to work with. If students choose option 2, help them get access to the Internet, if necessary, to research a scientific idea. If students choose option 3, ask them to first research a definition of ‘intelligent life’, before going on to discuss their opinions and give reasons.

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• 6 you decide  Ask students to read silently the choices in Activity

Extend

• Hold a class discussion about the question in option 3. Ask

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groups who chose this option to lead the discussion, first explaining what ‘intelligent life’ means and then presenting both sides of the argument about whether life exists on other planets. As students discuss, remind them to give reasons for their opinions. At the end of the discussion, hold a vote to see what the majority view of the class is. Ask Did any of you change your minds as a result of the discussion?

• If time allows, hand out Worksheet F.7.2. Explain that students

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will use vocabulary words to write about and discuss space exploration.

• Ask students to write one true statement and one false statement about space. Invite a student to come to the front of the class and read out their two statements, in any order. Ask the rest of the class to say which is true and which is false, and to correct the false statements. Invite another student to come to the front, and continue until every student has had a turn.

Formative Assessment Can students • use new vocabulary related to space? Ask students to choose suitable words to complete these sentences: There are eight ______ in the solar system. The ______ is at the centre of the solar system. Our ______ is called the Milky Way. • use new vocabulary to discuss space exploration? Ask students to describe one space mission they learnt about.

Workbook  For additional practice, assign Workbook pages 82–83. Online Workbook Vocabulary

Vocabulary Practice SAMPLE COPY, NOT FOR DISTRIBUTION

231

Speaking Strategy

SPE AKING S TR ATEGY

111

Making and responding to suggestions

Objective

Students will • make and respond to suggestions.

Speaking Strategy  Making and responding to suggestions

Content Vocabulary  fact sheet, NASA Pronunciation  The soft and hard g

I think we should write a fact sheet about Saturn.

I’m not so sure. A fact sheet is quite boring.

Why don’t we make something?

That could be good.

What if we make a model of the solar system?

Actually, that could work.

We could also record some audio with information about it.

That’s a great idea!

The sun

sounds

Resources  Online Workbook; Worksheet Mercury

Earth

Mars

Jupiter

Saturn

Uranus

Listen. How do the speakers make and respond to suggestions? Write the phrases you hear. 112

2 7

Read and complete the dialogue. Possible answers: Renata:

Have you got any ideas for this homework about planets?

I think we should

Fabio: Renata:

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1

Neptune

We could

. There’s a lot to learn about the

also include some information about the

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Fabio:

do something about the Kuiper Belt.

be good

That could Kuiper Belt.

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Materials  Paper clips, scissors

Venus

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F.7.3 (Teacher’s Resource CD ROM/Website); Tracks 111−112, 150–152 (Audio CD/Website/CPT); Pronunciation Answer Key (Teacher’s Resource CD-ROM/Website); CPT: Speaking Strategy and Pronunciation

New Horizons mission.

I’m not so sure

Renata:

about that. I think it’s quite difficult to find

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information about it.

Why don’t we

Fabio: Renata:

. I’m sure we can find out something about it there.

Work in pairs. Spin the wheel. Take turns making suggestions. Your partner will respond to your suggestions.

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3

look on NASA’s website?

That’s a great idea

Go to page 187.

FPO

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Warm Up

• Activate prior knowledge Say Imagine your friend

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says ‘I want to know if other planets have intelligent life. How can I find out the facts?’ What would you say to help them? (Why don’t you try looking on the Internet? You should read a book about it.) List appropriate suggestions on the board.

• Say When we say things that someone could do, we’re making suggestions. When you make a suggestion, you don’t tell someone what they have to do. You say things that they might like to do. They can choose whether to do them or not. Explain that a suggestion does not convey the same importance as advice. It’s meant to simply present an idea or a proposal for consideration.

• Point to the board. Ask How do you think your friend would respond to these suggestions? Write any appropriate responses on the board. Say In this lesson,

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we’re going to learn other ways of making suggestions, and how to respond to them.

Present 

1

• Ask students to open their books at page 133. Point to the diagram of the solar system. Say We’re going to listen to two people discussing how to present information about the solar system. Listen to them making and responding to suggestions. Play Track 111. Tell students to listen and read along.

• Ask Which speaker is making suggestions? Which speaker is responding? (The first speaker is making suggestions and the second speaker is responding.) Ask students to read out the phrases used for making suggestions, then read out the phrases for responding. Say Most of the phrases used to respond agree with the suggestions. Which phrase is used to disagree politely? (I’m not so sure.)

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Play Track 111 again, pausing after each sentence for students to repeat. Then ask students to practise reading the dialogue with a partner.

Strategy in Depth Remind students of the importance of responding politely to suggestions. If they don’t agree with a suggestion, some kinds of response could appear rude, and don’t encourage further discussion: No! That’s a terrible idea. I don’t agree.

• 1 Say Now let’s listen to two students planning a school project. What phrases do they use to make suggestions? What phrases do they use to respond? Write down the phrases you hear. Play Track 112. Ask some students to read out the phrases they wrote.

Practise 

2

Instead, phrases such as the following are ways of gently disagreeing and steering the discussions towards different suggestions: I’m not so sure. Mm … perhaps, but we could also … I quite like that idea, but have you thought about …

• 2 Once students seem comfortable using the speaking strategy

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Pronunciation

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• 3 Put students into pairs with a new partner. Ask them to cut

Go to Student’s Book page 165. Use Audio Tracks 150–152.

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Apply 

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to make and respond to suggestions, direct them to Activity 2. Say Renata and Fabio are discussing what to do for their homework. You need to complete the dialogue. Ask students to complete Activity 2 independently, then compare their answers with a partner. Ask Did you both choose the same phrases? Invite a pair to read their completed dialogue for the class.

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out the spinner from page 187. Remind them how to spin the paper clip round the point of a pencil. Tell them that when the paper clip stops spinning, it points to which text to read. Read the instructions aloud, then model the activity with a student. Spin the paper clip and read out the text. Make a suggestion, and invite the student to respond. Tell partners to play the game. Encourage them to discuss at least four different topics.

Extend

• Ask pairs of students from Activity 3 to join together with another

The letter g has two sounds, hard and soft. Hard g is more common than soft g and is heard in words such as great and galaxy. The soft g sound is also written with the letter j, in words such as Jupiter, Juno and object. To pronounce the soft g, the back of the tongue closes against the back of the roof of the mouth. For hard g, the tip and sides of the tongue lightly touch the front of the roof of the mouth and the side teeth. Encourage students to study the spelling rules for the two sounds on page 165, and note examples of each that they come across.

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pair to work in groups of four. Say Choose one of the topics from the spinner. List as many suggestions as you can for that topic. Give groups a time limit to list their suggestions. When they have finished, ask them to choose the two best suggestions to read out to the class. Invite the other students to respond to the suggestions.

The soft and hard g sounds

• If time allows, hand out Worksheet F.7.3. Explain that students

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can use the worksheet to practise making and responding to suggestions.

Consolidate • Say Imagine that scientists want to name our sun. Write a suggestion for how they can choose a name or what they can call it. Give students time to write down their suggestion. Then ask them to sit or stand in a circle. Ask one student to read out their suggestion, and invite the student on their left to respond to it. Then that student reads out their own suggestion. Continue round the circle until all the students have had a turn. You might like to ask the class which suggestion they liked best.

Formative Assessment Can students • make suggestions? Say Another student wants to find out about space travel. What suggestions can you make to help him or her? • respond to suggestions? Ask students to react to each of these suggestions: I think our class should plan its own space mission. What if we visit a planetarium?

Online Workbook  Speaking Strategy

Speaking Strategy SAMPLE COPY, NOT FOR DISTRIBUTION

233

Grammar 1

GR AMMAR

113

Comparatives: Comparing two things Saturn is much bigger than Earth, but it’s smaller than Jupiter. Saturn is further from the sun than Earth. Jupiter is closer to the sun than Saturn. Astronomy is more interesting than I thought!

Objectives

Students will • identify the form and use of comparative adjectives. • use comparative adjectives to compare two things.

Grammar  Comparatives: Comparing

1

two things

Target Vocabulary  bright, storm,

big

bigger

small

smaller

close

closer

far

further

interesting

more interesting

Read. Complete the sentences with the correct form of the words in the box. big

close

cold

far

hot

long

short

small

surface, wind Size: Venus: 12,104 km (7,521 mi) Earth: 12,756 km (7,926 mi)

Academic Language  compare,

smaller bigger

1. Venus is

comparison

2. Earth is

Content Vocabulary  distance, helium, hydrogen, length, size, solid, temperature

than Earth. than Venus.

Length of one day: Venus: 243 Earth days Earth: 1 Earth day

longer shorter

Resources  Online Workbook/Workbook

4. One day on Earth is

pages 84−85; Tracks 113−115 (Audio CD/Website/CPT); CPT: Grammar 1

than one day on Earth.

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3. One day on Venus is

than one day on Venus.

Average temperature: Venus: 462°C (864°F) Earth: 14.6°C (58.3°F) than Earth.

than Venus.

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6. Earth is much

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hotter colder

5. Venus is much

Distance from the sun: Venus: 108 million km (67 million mi)

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Earth: 150 million km (93 million mi)

closer further

7. Venus is

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8. Earth is

to the sun than Earth.

from the sun than Venus.

Work in pairs. Use the information from the table below to make comparisons between Mercury and Uranus. Size

Distance from the sun

Mercury is smaller than Uranus.

Average temperature

Length of one day

4,879 km

58 million km

167°C (333°F)

58 Earth days

51,118 km

2,871 million km

-197°C (-323°F)

17 Earth hours

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Mercury

Uranus

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• Pre-teach Say We can compare two different things using adjectives. Hold up two objects, one big and one small. Ask, for example, Which book is big? Which one is small? Hold up the books in turn, saying This book is bigger than this one. This book is smaller than this one. Explain We add the ending -er to the adjectives to compare the size of the two books. Adjectives used to compare two things are called comparatives. Write comparatives on the board.

• Say In this lesson we’re going to compare the planets of the solar system. Can anyone name a planet that is bigger than Earth? (Jupiter, Saturn, Uranus, Neptune) Ask students to make sentences with bigger and smaller, and write some examples on the board, for example: Neptune is bigger than Earth. Earth is smaller than Saturn. Venus is smaller than Earth.

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Unit 7

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3

LEARN NEW WORDS Listen to learn about Jupiter. Then listen and repeat.

114 115

Be the Expert

Jupiter doesn’t have a solid surface. Its atmosphere is mainly made up of the gases hydrogen and helium.

Grammar in Depth We use comparative adjectives followed by than to compare two things, people or actions: Spacecraft are faster than aeroplanes.

There are very strong winds and storms on Jupiter.

We can also use than to introduce a clause: Space travel is more dangerous than I thought it was.

There are big stripes of cloud and bright belts of colour.

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One-syllable adjectives usually have comparative forms with -er; many adjectives with two syllables, and most adjectives with three or more syllables, use more + adjective. Irregular comparatives include: good → better bad → worse far → further

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This is the Great Red Spot. It is a huge storm in Jupiter’s atmosphere.

Work in pairs. Imagine you are an astronomer from another planet, looking at Earth. Compare Earth with your planet using the words in the box. atmosphere

big

bright blue

life

small

I can see that Earth has bright blue oceans. My planet doesn’t have oceans on its surface.

solid

storms

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4

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Jupiter

OWI_F_SE_80310_128-143_U07_PPDF.indd 135

surface

Teaching Tip Make sure the instructions you give students are easy to understand. Always get students’ attention before starting to give instructions. Whenever you can, model what students have to do, rather than just explaining it. Check that they have understood by saying Tell me what you’re going to do first. And after that?

GRAMMAR 135

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• Say We use the comparative adjective followed by than to make

Present

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comparative sentences. Underline bigger than and smaller than in the sentences on the board.

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• Tell students to open their books at pages 134–135. Point out the grammar box at the top of page 134. Say Let’s listen to some examples of people comparing two things. Play Track 113 while the students listen and read along.

• Read out the first sentence in the box. Ask In the first part of the sentence, what two things are we comparing? (Saturn and Earth) Ask What about the second part of the sentence? (Saturn and Jupiter) Explain We don’t need to repeat the word Saturn in the second part of the sentence, we use the pronoun it instead.

• Ask a student to read the other example sentences in the box. Ask What do you notice about the form of the comparatives in these sentences? (The final sentence doesn’t add -er.) Draw students’ attention to the adjectives and their comparative forms at the



SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

235

GR AMMAR

3

113

LEARN NEW WORDS Listen to learn about Jupiter. Then listen and repeat.

Practise 

114 115

Jupiter doesn’t have a solid surface. Its atmosphere is mainly made up of the gases hydrogen and helium.

Comparatives: Comparing two things Saturn is much bigger than Earth, but it’s smaller than Jupiter. Saturn is further from the sun than Earth. Jupiter is closer to the sun than Saturn. Astronomy is more interesting than I thought!

1

big

bigger

small

smaller

close

closer

far

further

interesting

more interesting

close

cold

far

hot

long

short

out the adjectives in the word box. Say Now you’re going to read some information about two planets, Venus and Earth. Then you’re going to use the information to complete sentences comparing the two planets.

small

Size: Venus: 12,104 km (7,521 mi) Earth: 12,756 km (7,926 mi)

smaller bigger

1. Venus is 2. Earth is

There are big stripes of cloud and bright belts of colour.

than Earth. than Venus.

Length of one day: Venus: 243 Earth days Earth: 1 Earth day

longer shorter

3. One day on Venus is 4. One day on Earth is

than one day on Earth. than one day on Venus.

Average temperature: Venus: 462°C (864°F) Earth: 14.6°C (58.3°F)

hotter colder

5. Venus is much 6. Earth is much

This is the Great Red Spot. It is a huge storm in Jupiter’s atmosphere.

than Earth. than Venus.

• Read out the first line of information about the two

Jupiter

Distance from the sun: Venus: 108 million km (67 million mi) Earth: 150 million km (93 million mi)

closer further

7. Venus is 8. Earth is 2

Size

planets. Say The information in this line tells us the size of the two planets. If you measure from one side of the planet to the other, this is how big they are. Compare the figures. They are about the same size, but which is bigger? (Earth) Ask The first sentence says ‘Venus is (blank) than Earth.’ Which word from the box do we choose? What’s the comparative form? (small, smaller) Ask students to work individually to complete the activity. Check answers as a class.

to the sun than Earth. from the sun than Venus. Mercury is smaller than Uranus.

Work in pairs. Use the information from the table below to make comparisons between Mercury and Uranus. Distance from the sun

Average temperature

4

Work in pairs. Imagine you are an astronomer from another planet, looking at Earth. Compare Earth with your planet using the words in the box.

I can see that Earth has bright blue oceans. My planet doesn’t have oceans on its surface.

Length of one day atmosphere

Mercury

4,879 km

58 million km

167°C (333°F)

58 Earth days

Uranus

51,118 km

2,871 million km

-197°C (-323°F)

17 Earth hours

big

bright blue

life

small

134 GRAMMAR

solid

storms

surface

GRAMMAR 135

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instructions for Activity 2. Ask students to read the information in the table with their partner. Ask a student to read aloud the example in the speech bubble. Ask students to take turns with their partner to make sentences with comparatives, using the information in the table.

Apply 

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• Draw a table such as the one below on the board to

• 2 Put students into pairs and read aloud the

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such as big double the final letter before adding -er. For adjectives ending in -e just add -r. And some adjectives have an irregular comparative form, such as further. We just have to learn those! Say The adjective interesting has a different form. Can you suggest the rule for adjectives with more than one syllable? (The adjective stays the same, but we add more before it.)

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• Say For one-syllable adjectives, add -er. Some adjectives

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end of the box. Put students into pairs. Say We form the comparatives of adjectives in different ways. Talk to your partner. Can you guess some of the rules for forming comparatives? Give students time to discuss.

illustrate the spelling rules. Ask students to suggest examples for each rule and add them to the table.

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Comparative adjectives Adjectives ending in vowel + single consonant — double the final consonant and add -er: hot → hotter Adjectives ending in -e — just add r : nice → nicer

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Irregular adjectives: good → better

Adjectives with two or more syllables: colourful → more colourful

• Play Track 113 again. Ask students to listen and repeat.

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• 1 Read the instruction aloud. Ask students to read

There are very strong winds and storms on Jupiter.

Read. Complete the sentences with the correct form of the words in the box. big

1

3

4

• 3 LEARN NEW WORDS  Ask students to look at the photo of Jupiter on page 135. Say Jupiter is an amazing planet! We’re going to listen to some information about Jupiter. Ask Can you predict any adjectives that might be used to describe it? Write students’ ideas on the board.

• Play Track 114 while students listen and write any adjectives they hear. Ask them whether any of the adjectives they heard are listed on the board.

• Ask students to read the text above the photo. Say The text says that Jupiter doesn’t have a solid surface; it’s made up of gases. What do you think solid means? (hard; not a liquid or a gas) Ask Which two gases are mentioned? (hydrogen and helium)

• Ask students to find the Great Red Spot in the photo. Say The Great Red Spot is huge. That means it’s very big. Let’s listen again and find out how big it is. Play Track 114 again. Elicit the answer. (It’s bigger than Earth.)

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• Ask students to read silently the text above the photo again, and the captions. Point out the four words in bold type. Say Let’s listen to the words alone and in sentences. Play Track 115. Ask students to repeat each word and sentence.

Teaching Tip Try not to assume that if one or two students give the correct answer to a question, all of the class has understood. If you always ask the first student who puts up their hand for the answer, you run the danger of moving at the pace of the fastest learners and leaving the other students behind. Make sure you turn to different students, for example by addressing them by name, e.g. What’s your answer, Isabel? or Do you agree, Joaquin?

• 4 Ask students to look at Activity 4. Put them into pairs. Read out the instruction, and ask a student to read aloud the words in the box. Ask Which words in the box are adjectives? (big, bright blue, small, solid) Ask a student to read out the example in the speech bubble. Make sure that students understand that they have to make sentences from the viewpoint of someone on another planet. They can choose a real planet or an imaginary one. Give pairs time to make at least five comparisons.

Extend

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Consolidate

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them to tell the class which planet they are from and to write the name of their planet on the board. Ask the class Is this a real or an imaginary planet? Then ask the pairs to tell the class two comparisons between their planet and Earth. If time allows, ask other students to ask follow-up questions about the planet.

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• Invite pairs from Activity 4 to come to the front of the class. Ask

• Play True or false? using the information about Venus, Earth and

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Jupiter from this lesson. Say I’ll start. I’ll say a sentence about one of the planets in this lesson. Fold your arms if you think it’s true. Stand up if you think it’s false. Here’s my sentence: ‘The storms on Earth are bigger than the storms on Jupiter.’ Is that true or false? Give students time to fold their arms or stand up. Look at the students who stand up and say You’re right! That was false.

• Choose one of the students standing up to correct your sentence,

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and then invite him or her to come to the front of the class to make a true or false sentence. Continue until all students have had a turn.

Formative Assessment Can students • use comparative adjectives to compare two things? Ask students to complete the following sentences, using the comparative form of one of the adjectives in brackets: Earth is _________ than Jupiter. (beautiful/small) Venus is __________ than Earth. (hot/big)

Workbook  For additional practice, assign Workbook page 84−85. Online Workbook  Grammar 1

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

237

16 1 BEFORE YOU READ Discuss in pairs. What do you

Reading

know about satellites around Earth? Write a list of uses for satellites. 17 2 LEARN NEW WORDS Find these words in the

Objectives

reading. What do you think they mean? Which of these words are synonyms for picture and find? Then listen and repeat. 116

Students will • read about and discuss satellite technology. • understand and use new words from the reading. • increase understanding of text by connecting to prior knowledge.

discover

image

lost

signal

18 3 WHILE YOU READ Look for the different uses

of satellites. 4

lost, signal

AFTER YOU READ Look at these sentences. Tick T for True or F for False. T

F ✓

2. We use satellite signals to watch TV T programmes from anywhere in the world. ✓

F

1. GPS is a type of satellite orbiting Earth.

Academic Language  synonym Content Vocabulary  Global Positioning

3. Conservationists in Malaysia use satellite tags to find out information about hawksbill turtles.

System, satellite, satellite dish, tag

Resources  Online Workbook/Workbook pages 86–87; Worksheet F.7.4; Graphic Organiser: KWL chart (Teacher’s Resource CD-ROM/ Website); Tracks 116−117 (Audio CD/ Website/CPT); CPT: Reading

4. Sarah Parcak uses powerful cameras to take photos of satellites in space.

F

T

F ✓

T

F ✓

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5. Tanis is the name of a new city in Egypt.

T ✓

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knowledge

Target Vocabulary  discover, image,

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Reading Strategy  Connect text to prior

18 5 Work in pairs. Look at your list from Activity 1.

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Were any of your ideas included in the article? Can you add any more uses for satellites to the list? Discuss in groups.

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6

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1. Think about your daily activities. When do you use satellites for information or entertainment? 2. Imagine that all the satellites orbiting Earth suddenly stop working. Think about how this affects people, businesses and transport. 3. Discuss how these people might use information from satellite signals in their daily work: fishermen, pilots, soldiers, world leaders and farmers.

Satellite photo of Hurricane Katrina

136 READING

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Warm Up

• Activate prior knowledge Say In this lesson, we’re going to read about satellites. Who can explain what a satellite is? (an artificial device sent up into space to orbit Earth or another planet) Ask What does a satellite look like? Who can draw a picture of a satellite? Invite a student or students to the front of the class to draw a satellite on the board. Ask them to explain what they’ve drawn.

Before You Read 

1

2

• 1 Tell students to open their books at pages 136−137. Ask a student to read out the instructions for Activity 1. Put students into pairs. Ask them to discuss the question with their partner. Encourage them to think about how satellites influence their daily lives. Give each pair a KWL chart (Know/Want to know/Learnt), and ask them to write satellites as the topic at the top of the chart. Draw an example on the board:

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Unit 7

SAMPLE COPY, NOT FOR DISTRIBUTION

Imagine you are on a long hike with some friends and you get lost. How do you find your way home? If you have a smartphone, you can use it to find your way home. Your phone has a Global Positioning System (GPS). The GPS sends and receives signals from satellites orbiting Earth. It uses information from these satellites to work out exactly where you are and show you how to get home. Satellites are now part of our daily lives. There are more than 1,000 satellites orbiting Earth at the moment, sending and receiving signals. We use information from these satellites to help us find places, predict the weather and make telephone calls. We can use satellite dishes on our houses to watch satellite TV programmes from anywhere in the world.

Reading Strategy Connect text to prior knowledge  Students use information that they already know about a topic from school or personal experience and connect it to the text they are reading. This helps them to make a deeper connection with the text, understand it better and remember what they have read.

We also use satellites to help us learn more about our planet’s history. Archaeologist Sarah Parcak uses powerful space cameras on satellites to take photos of important archaeological sites. She then looks at the images very carefully to find signs of underground buildings and roads. ‘From space you can see a detailed network of streets and houses,’ she explains. She used this method to discover the underground city of Tanis, in Egypt. ‘Now we have a completely new plan of an ancient city no one has seen for 3,000 years.’

The strategy can be used before, while and after students read. Before reading, activate students’ prior knowledge by asking questions about the topic and their own experiences that might be relevant. While reading, ask students to check how the information in the text relates to what they know already. After reading, ask them to reflect on what they learnt. A KWL chart can help students organise this process.

Sarah believes that satellite technology can become even more accurate. ‘It’s getting much better, much faster … this is the unbelievable future of archaeology.’

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In Malaysia, conservationists use satellites to help hawksbill turtles. Hawksbill turtles are critically endangered, and conservationists want to know more about them. The

Be the Expert

conservationists put satellite tags on the backs of hawksbill turtles. As the turtles swim from place to place in the ocean, the tags send signals to the satellites using GPS. This gives conservationists important information about where turtles go. The conservationists can then work to protect those habitats.

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HOW SPACE TECHNOLOGY IS HELPING EARTH

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Topic: Satellites

Know

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Most satellites orbit Earth. Satellites send information to Earth.

Want to know

Learnt

Which other planets have man-made satellites orbiting them?

• Ask students to complete the first column, listing information they already know about satellites and their uses. When they have finished, ask pairs to read out and compare the lists they have made.

• Say Now work with your partner to complete the second column of the chart. That’s the ‘Want to know’ column. List things you’d like to know about satellites. You can write these as questions. For example, ‘Can satellites help animals as well as people?’ Encourage pairs to think of three or four questions to write in the second column of their chart.

Reading SAMPLE COPY, NOT FOR DISTRIBUTION

239

• Play Track 117 again. Ask students to say whether any

16 1 BEFORE YOU READ Discuss in pairs. What do you

know about satellites around Earth? Write a list of uses for satellites.

HOW SPACE TECHNOLOGY IS HELPING EARTH Imagine you are on a long hike with some friends and you get lost. How do you find your way home? If you have a smartphone, you can use it to find your way home. Your phone has a Global Positioning System (GPS). The GPS sends and receives signals from satellites orbiting Earth. It uses information from these satellites to work out exactly where you are and show you how to get home.

17 2 LEARN NEW WORDS Find these words in the

reading. What do you think they mean? Which of these words are synonyms for picture and find? Then listen and repeat. 116 discover

image

lost

signal

18 3 WHILE YOU READ Look for the different uses

of satellites. 4

Satellites are now part of our daily lives. There are more than 1,000 satellites orbiting Earth at the moment, sending and receiving signals. We use information from these satellites to help us find places, predict the weather and make telephone calls. We can use satellite dishes on our houses to watch satellite TV programmes from anywhere in the world.

117

AFTER YOU READ Look at these sentences. Tick T for True or F for False. T

F ✓

2. We use satellite signals to watch TV T programmes from anywhere in the world. ✓

F

1. GPS is a type of satellite orbiting Earth.

3. Conservationists in Malaysia use satellite tags to find out information about hawksbill turtles.

T ✓

F

4. Sarah Parcak uses powerful cameras to take photos of satellites in space.

T

F ✓

5. Tanis is the name of a new city in Egypt.

T

F ✓

In Malaysia, conservationists use satellites to help hawksbill turtles. Hawksbill turtles are critically endangered, and conservationists want to know more about them. The

conservationists put satellite tags on the backs of hawksbill turtles. As the turtles swim from place to place in the ocean, the tags send signals to the satellites using GPS. This gives conservationists important information about where turtles go. The conservationists can then work to protect those habitats.

of the questions they wrote were answered. Give them the opportunity to clarify any vocabulary or sentences in the text that they didn’t understand.

We also use satellites to help us learn more about our planet’s history. Archaeologist Sarah Parcak uses powerful space cameras on satellites to take photos of important archaeological sites. She then looks at the images very carefully to find signs of underground buildings and roads. ‘From space you can see a detailed network of streets and houses,’ she explains. She used this method to discover the underground city of Tanis, in Egypt. ‘Now we have a completely new plan of an ancient city no one has seen for 3,000 years.’

After You Read 

Sarah believes that satellite technology can become even more accurate. ‘It’s getting much better, much faster … this is the unbelievable future of archaeology.’

Discuss in groups.

• When students have finished, ask them to check their

Satellite photo of Hurricane Katrina

136 READING

READING 137

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answers with a partner. If they disagree, tell them to find and read the correct information from the text. Check answers as a class. Ask students to correct the false statements.

2/22/17 4:17 PM

• 5 Say In the first column of your chart, you wrote a

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word box on page 136. Ask students to repeat. Tell students to work individually to find each of the words in the reading.

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• 2 LEARN NEW WORDS  Read aloud the words in the

list of things that satellites are used for. Compare your list with the uses mentioned in the text. Give students time to read their lists again and compare them with the text. Ask Were any of the uses in your lists mentioned in the text? Which ones?

• Play Track 116 and ask students to listen to the words

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• 6 Put students into small groups for Activity 6. Ask

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and sentences. Say If you get lost, you don’t know where you are. Has that ever happened to you? How did you feel? Ask students to tell the class about their experiences.

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students that synonym means a word that has the same or a similar meaning to another word. Say Talk to your partner. Which words mean the same as picture and find? Give students time to decide, then check the answer. (image = picture; discover = find)

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• Read out the two questions in Activity 2. Remind

• Play Track 116 again, and ask students to listen and

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repeat. Say One of the sentences on the recording talks about GPS technology. Do you know anything about GPS? Can you guess what it does? Elicit students’ ideas, then say We’re going to find out more about GPS technology in the reading.

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While You Read 

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• 3 Say We’re going to read and listen to the text. Listen for the uses of satellites that are mentioned. Play Track 117 while students listen and read along.

• Say We’re going to listen and read again. This time,

each group to choose one member to act as secretary and write notes of their discussions. For Question 1, make sure that students understand the difference between information and entertainment.

• When students are discussing Question 2, encourage them to think about different groups of people and how they might be affected. For example, which people would not be able to do their jobs without satellites? How would children be affected? What about older people? How might businesses, such as advertising companies, and the airline and shipping industries be affected?

• For Question 3, encourage students to talk about each of the jobs mentioned in turn, drawing on their prior knowledge of these jobs and what they entail. Students might also like to talk about how these groups did their jobs in the past, and how satellite technology has improved their lives.

think about the questions you wrote in the second column of your chart. What did you want to know more about? Were any of your questions answered in the reading?

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the statements are true or false. Encourage them to locate the sentence in the reading where they can find the correct information.

Were any of your ideas included in the article? Can you add any more uses for satellites to the list?

1. Think about your daily activities. When do you use satellites for information or entertainment? 2. Imagine that all the satellites orbiting Earth suddenly stop working. Think about how this affects people, businesses and transport. 3. Discuss how these people might use information from satellite signals in their daily work: fishermen, pilots, soldiers, world leaders and farmers.

5

• 4 Ask students to work individually to decide if

18 5 Work in pairs. Look at your list from Activity 1.

6

4

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Extend • Ask groups to look at their discussion notes for question 2, and

Teaching Tip

plan a role play based on one of their ideas. Say Imagine you are a group of people affected when satellites stop working. Can you act out what happens? Give groups time to practise their role play. Make sure that every student in the group has a part to play. Then ask groups to perform their role plays for the class.

Graphic organisers are helpful in teaching reading strategies. They give students a picture of how the ideas and concepts they read about are related to each other. Organisers come in many different forms: webs, charts, tables, circles connected to other circles with lines or arrows, or overlapping. You can use the ones provided on the Teacher’s Resource CDROM, or make your own. It is important to model the correct use of graphic organisers and to explain how they connect to the learning strategy.

• If time allows, you may want to hand out Worksheet F.7.4 in class. Students will use the worksheet to practise new vocabulary related to satellite technology.

Consolidate

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their KWL charts to compare the similarities and differences with their own chart.

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• Put pairs together to form groups of four. Ask the pairs to exchange

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the third column of their KWL chart. Say The final column of the chart is for you to write what you learnt about the topic. Some of those things might be answers to the questions you wrote. Others will be new facts you learnt. Try to write four things. Give pairs time to complete the final column.

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• Ask students to work with their original partner again to complete

• When groups have compared their charts, ask each group to

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write four questions to ask the rest of the class, based on the information in their charts. Invite groups to come to the front of the class and ask their questions. Make sure each student has a chance to ask one question for the other students in the class to answer.

Formative Assessment Can students • use new words from the reading to discuss satellite technology? Say Tell me about two ways satellites are used in our daily lives. • connect text to prior knowledge? Ask students to say one fact they already knew about satellites before reading, and one fact they learnt.

Workbook  For additional practice, assign Workbook pages 86–87. Online Workbook Reading Reading SAMPLE COPY, NOT FOR DISTRIBUTION

241

VIDE

Video Objectives

Students will • discuss the ‘electric wind’ of Venus. • apply the message of the video to their personal lives.

22 1 BEFORE YOU WATCH Discuss in pairs. Read the definition of

gravity below. Then think of some other examples that show the force of gravity in everyday life. Gravity is a strong force. It pulls things down to the centre of the planet. For example, when you drop a ball, it falls down onto the ground. It doesn’t float in the air or rise up. This is because of gravity.

Content Vocabulary  float, gravity, oxygen, temperature

Resources  Video scene 7.1 (DVD/ Website/CPT); Online Workbook; CPT: Video

Answer Key Comprehension  4

Work in pairs. You are going to watch The Electric Wind of Venus. What do you already know about Venus? Compare it with some of the other planets in the solar system. Look at the diagram on page 133 to remind you.

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1. at NASA’s Goddard Space Flight Center 2. 460 degrees Centigrade/Celsius (860 °F) 3. gravity and electric force 4. Answers will vary

3 WHILE YOU WATCH Circle the correct answers. 24

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Watch scene 7.1.

1. Venus is much wetter / drier than Earth. 2. Venus is much hotter / colder than Earth. 3. Every planet has oxygen / a gravity field .

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4. Venus has got a very weak / strong electric field. 5. The electrical field on Venus takes the oxygen / gravity out of the atmosphere and sends it into space.

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Before You Watch 

• Say We read about how satellite technology helps us

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in our everyday lives. Now we’re going to find out about an amazing discovery scientists have made about the planet Venus.

• 1 Ask students to open their books at pages 138−139. Read out the instructions in Activity 1. Then ask students to read the definition of gravity silently and look at the diagram. Explain force. Say A force is a power that can make an object move. Gravity is a type of force that makes objects move downwards, like this. Pick up an object such as a pencil, and let it drop to the floor. Say The pencil fell to the floor because of gravity.

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• 2 Read the instructions for Activity 2 aloud. Give pairs time to discuss what they already know about Venus and compare it with the other planets. Ask pairs to tell the class what they discussed.

While You Watch 

3

• 3 Read the instruction for Activity 3, and ask students to read the sentences silently. Say Let’s watch The Electric Wind of Venus and find the answers. Play Video scene 7.1. Give students time to circle the correct word in each sentence. Check answers as a class.

• Put students into pairs. Say Think of some more examples that show the force of gravity. When pairs have finished talking, encourage them to share their ideas with the class.

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Be the Expert 4

Teaching Tip

AFTER YOU WATCH Work in pairs to answer the questions.

Keep order in the classroom by helping students stay focused during activities. Review instructions, focusing on one step at a time. Encourage students to ask you to explain instructions or concepts they don’t understand. Make sure that each student knows what he or she is supposed to do.

1. Where does Glyn Collinson work? 2. What’s the temperature on the surface of Venus? 3. Which two forces does Glyn talk about? 4. Why do you think this discovery about Venus is important?

Work in groups. At the end of the video, Glyn talks about looking for habitable planets − planets where life can exist − around other stars. What makes a planet habitable? Make a list of the most important things.

6

YOU DECIDE Choose an activity.

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1. Work independently. Find out six more facts about Venus. Then compare Venus with Earth.

2. Work in pairs. Find out about gravity and the atmosphere on one of the other planets in our solar system. Present your information to the class.

The ‘electric wind’ of Venus

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After You Watch 

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3. Work in groups. Find different objects and drop them onto the ground from the same height. Time how long it takes for each object to hit the ground. Discuss your results. What affects how quickly an object falls?

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• 4 Put students into pairs with a different partner.

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Tell them to use information from the video to answer the questions. Ask students to let you know if they need to see all or part of the video again. Check answers as a class.

• 5 Put students into small groups. Read the instructions for Activity 5. Say Many scientists are studying whether life can exist on other planets. Discuss which are the really important things a planet needs to have in order to support life. When groups have finished discussing, encourage a short class discussion to share ideas.

• 6 you decide  Ask students to choose an activity. If students choose the first activity, guide them to do some research about Venus and Earth online.

VIDEO 139

Formative Assessment Can students • discuss the ‘electric wind’ of Venus? Say Tell me two things you learnt about Venus in the video.

Online Workbook Video

2/22/17 4:17 PM

• Put students who choose the second option into pairs. Ask them to think about how they will present their information clearly. They might like to think about organising the information in a table.

• Put students who choose the third option into small groups to carry out their experiment. Make sure they have a stopwatch or a watch with a second hand to record their results. Encourage them to think of different explanations for what they find out. Ask them to present their results and possible explanations to the class.

• If appropriate, some students might also like to follow up their experiments by doing some research on the Internet about how gravity works, and the other factors that affect how quickly objects fall from a height.

Video SAMPLE COPY, NOT FOR DISTRIBUTION

243

Grammar 2

GR AMMAR

118

Superlatives: Comparing three or more things I learnt many interesting facts about space in my science class. The most interesting facts were about stars. Canopus is brighter than Rigil Kentaurus, but the brightest star in our night sky is Sirius.

Objective

Proxima Centauri is closer to Earth than Barnard’s Star, but the closest star to Earth is the sun.

Students will • use superlative adjectives to compare three or more things.

Jupiter is bigger than Saturn, but the biggest object in our solar system is the sun. bright

Grammar  Superlatives: Comparing

big close

three or more things

interesting

Content Vocabulary  dwarf star, hypergiant

1

Resources  Online Workbook/Workbook pages 88–89; Worksheet F.7.5 (Teacher’s Resource CD-ROM/ Website); Track 118 (Audio CD/ Website/CPT); CPT: Grammar 2

brighter bigger

the brightest the biggest

closer

the closest

more interesting

the most interesting

Read. Complete the sentences with the correct form of the word in brackets. There are billions of stars in our galaxy and billions of galaxies in the universe. It’s impossible to know about all of these stars. Here are some facts that scientists like Brendan Mullan know today about the stars we can see in the universe. As we watch new stars form, our knowledge may change in the future.

paper

The biggest

(big) star in the universe is UY Scuti. It is 1,700 times bigger

The brightest

4.

Carinae. These are also

(small) known star today is OGLE-TR-122b, a red dwarf star.

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The smallest

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than the sun! 3.

the coolest

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1. The brown dwarf star called WISE J085510.83-071442.5 is (cool) star ever found. 2.

UY Scuti (Largest known star)

The sun

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Materials  scissors, large sheets of

VY Canis Majoris

(bright) stars in the universe are blue hypergiants, like Eta

the hottest

(hot) stars in the universe.

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the oldest 5. Scientists believe that (old) star in the universe is HD 140283, also called the Methuselah Star. They believe this star formed more than 13 billion years ago. closest 6. The (close) star to Earth other than the sun is Proxima Centauri. Work in pairs. Take turns choosing a blue card. Make a question from the words on the card. Then try to find the matching answer on a red card.

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2

Go to page 189.

140 GRAMMAR

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Warm Up

• Activate prior knowledge  On the board, write Mercury

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– Earth. Ask Can you make a sentence comparing these two planets, using the adjective big? (Earth is bigger than Mercury.) Write the sentence on the board. Say We learnt how to use comparatives to compare two things. Can you make any other sentences comparing Mercury and Earth? Say Now, we’re going to find out how to compare more than two things. Add Jupiter to the list of planets on the board, and write a new sentence beginning underneath: Earth is bigger than Mercury, but Jupiter is … Say Let’s find out how to complete this sentence.

Present • Ask students to open their books at page 140 and look at the grammar box. Read out the title. Say We use comparatives to compare two things. For three or more things, we use superlatives. Let’s see how we use them. Play Track 118 while students read along.

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• Say ‘The brightest star in our night sky is Sirius.’ So, are there any stars that are brighter than Sirius? (no) ‘The closest star to Earth is the sun.’ Are there any stars that are closer to Earth? (no)

• Say We form comparatives by adding -er to most adjectives. To form most superlatives, we add two things. Look at the sentences. What do we add? (the + -est) Ask How do we make the superlative form of a longer adjective? (the most + adjective)

• Point to the sentence beginning you wrote on the board. Say ‘Earth is bigger than Mercury, but Jupiter is …’ We need a superlative to complete the sentence. What is it? (the biggest) Complete the sentence.

• Play Track 118 again, and ask students to listen and repeat the adjectives with their comparative and superlative forms.

SAMPLE COPY, NOT FOR DISTRIBUTION

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Be the Expert

• Put students into pairs to take turns naming an adjective from the box, and responding with the comparative and superlative forms.

Practise 

Grammar in Depth

1

Comparatives are used to compare one thing or person with another. Superlatives are used to distinguish one thing or person from two or more others: Venus is hotter than Earth. Venus is the hottest planet in the solar system.

• 1 Read the Activity 1 instruction aloud. Invite a student to read aloud the first paragraph. Ask students to look at the diagram of three stars. Ask Is that our sun? It looks tiny! The other stars must be very big. Let’s find out about some amazing stars. Tell students to read and complete the sentences individually. When they have finished, tell them to compare their answers with a partner. Invite students to read their complete sentences to the class.

Apply 

One-syllable adjectives usually have superlative forms with the + -est; many adjectives with two syllables, and most adjectives with three or more syllables, generally use the most + adjective.

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• 2 Put students into pairs with a new partner. Say Let’s play a

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Irregular superlatives include: good → the best bad → the worst far → the furthest

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game, and find out some incredible facts about space. Ask students to cut out the cards on page 189. Read out the instructions. Model the activity. Put the blue cards in a pile, face down. Spread out the red cards, face up. Say I need to pick up one of the blue cards and make a question. Ask students to look at the blue card at the bottom of page 140. Say If I pick up this card, what question do I ask? (What’s the hottest planet in our solar system?)

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• Ask a student to model the activity with you, and ask the question

again. Then say Look for the red card that has the answer. Help the student to find the correct card and make a sentence in response to your question. Monitor while pairs play the game.

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Extend

• Put the pairs from Activity 2 together with another pair to form

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groups of four. Tell groups to mix up the cards and put them face down and spread out on the table. Model with one group. Ask a student to turn over a blue card and ask the question. Then tell another student to turn over any red card, read out the answer and decide if it is a correct ‘match’. If it is, that student scores a point and keeps the cards. If it isn’t a ‘match’, tell the student to return the card to the same position and another student has a turn. The aim is to remember where the matching questions and answers are. Continue until all the cards have been matched.

• Hand out Worksheet F.7.5 to give students more practice with superlatives.

Can students • use superlatives to compare three or more things? Ask students to choose the correct superlative form to complete these sentences:

Consolidate

UY Scuti is __________ (big) star in the universe.

• Put students into pairs. Give each pair a large sheet of paper. Say

The Methuselah Star is __________ (old) star in the universe.

Now you’re going to invent three planets. Think about how they’re different. Draw each of the planets and give them names. Make some sentences using superlatives about your planets. Write some adjectives on the board as prompts: big, small, bright, interesting, colourful, hot, cold. Give students time to draw their three planets. Then invite pairs to show their pictures to the class and talk about their imaginary planets.



Formative Assessment

I think Jupiter is __________ (interesting) planet in the solar system.

Workbook  For additional practice, assign Workbook pages 88–89. Online Workbook  Grammar 2

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2

245

Writing

WRITING When we compare and contrast two things, we describe the things that are the same and the things that are different.

Objectives

Both Saturn and Jupiter are gas giant planets in our solar system. Although Uranus is closer to the sun, it is colder than Neptune. Uranus is several times larger than Earth. Saturn, however, is much bigger than Uranus.

Students will • use words for comparison and contrast. • analyse a model paragraph to see how the writer compares and contrasts two planets. • write a paragraph of comparison and contrast.

Earth has one moon, but Mars has two moons. 1

Read the model. How does the writer compare and contrast Jupiter and Venus? Underline the words for comparison, and circle the words for contrast. Jupiter and Venus

Writing  Comparison and contrast Academic Language  compare,

Jupiter and Venus are both planets in our solar system. Jupiter is further from the sun and much bigger than Venus. In fact, Jupiter is the largest planet in the solar system. Venus is a terrestrial planet. This means that it has a solid surface. Jupiter, however, is a gas giant planet and does not have a solid surface. Jupiter has 67 moons in orbit around it, but Venus has no moons. Jupiter also has some rings of small pieces of rock around it. Venus doesn’t have any rings around it. Although both Venus and Jupiter have layers of cloud around them, Venus has a much hotter surface temperature than Jupiter. Jupiter’s clouds are white, brown and orange, but Venus’s clouds are all white.

comparison, contrast, difference, similarity

Resources  Online Workbook/Workbook

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page 90; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

Read the model again. Make a table of the similarities and the differences between Venus and Jupiter. Look at the table on page 134 for ideas.

3

Write. Compare and contrast Saturn and Mars. Describe the things that are the same and the things that are different about the two planets.

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Jupiter

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Warm Up

• Activate prior knowledge  Remind students that

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they’ve learnt how to compare two or more things using comparative and superlative adjectives. Write these two sentences on the board: Saturn is bigger than Uranus, but Jupiter is the biggest planet in the solar system. Uranus, Saturn and Jupiter are all big planets, and they’re all made mostly of gases.

• Say The first sentence compares three planets, using comparative and superlative adjectives. The second sentence shows that there are similarities between these three planets. Write similarities on the board,

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next to the second sentence. Say Similarities are things that are the same. We can also talk about the opposite – differences. Write another sentence on the board: Jupiter has got more than 50 moons, but Earth has only got one. Write differences next to this sentence. Say In this lesson, we’re going to write about similarities and differences.

Present • Tell students to open their books at page 141. Ask them to read silently through the information in the green box at the top of the page. Ask What’s the word that means ‘to describe differences’? (contrast) Say There are five sentences in the box. Which sentences contrast information?

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Be the Expert

• Ask students to read out those sentences. (2, 4 and 5) Tell students to look at the words in bold type in the sentences. Ask Which words in bold talk about similarities, and which talk about differences? Say We use both when two things are the same. We can use although, however and but to talk about differences. Writers use these words when they want to draw attention to, or emphasise, a particular similarity or difference.

Read the Model 

1

Writing Support Comparison and contrast  Comparison shows similarities between different people, things, ideas or places. Contrast points out the differences.

2

• 1 Say Now we’re going to read a paragraph comparing and contrasting Jupiter and Venus. Ask Do you think the writer will find more similarities or differences? Ask students to express an opinion.

• Ask Did you find any words in the paragraph that you didn’t

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understand? Ask other students to suggest what these words might mean, using the context. Confirm any meanings that are still unclear, or let students find them in their dictionaries.

• 2 Draw students’ attention to Activity 2, and read the

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instructions aloud. Give students time to look back at the table on page 134 to remind them of some ways planets can be similar or different. On the board, draw a simple table for the students to copy and complete:

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Venus and Jupiter

Differences

Both planets in solar system

Jupiter much bigger than Venus

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In this method, words that signal comparison or contrast are important for organising the paragraph and aiding comprehension. Words and phrases that signal similarities include: both, also, too, as well and similar to. Words and phrases that signal differences include however, but, although and on the other hand.

Teaching Tip During class activities, look for and make a note of common and repeated errors. Instead of drawing attention to individual students, review errors with the whole class. Write a sentence that contains the error on the board, and ask the students to identify the error. Then write the sentence correctly and explain why it’s correct.

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the paragraph all the way through with your partner. Write down any words that you don’t understand. Then go through the paragraph again. This time, underline the words used for comparison and circle the words for contrast. Give pairs time to complete the task. Check answers by asking students to read out the words they underlined and circled.

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• Put students into pairs. Read the instructions aloud. Say First read

There are two ways of organising a compare and contrast paragraph. The first method is to separate the information into two sections. For example, in a paragraph comparing and contrasting Mars and Neptune, the writer could first give all the information about Mars, then give similar information about Neptune. The second method, which is used in this lesson, is to compare point by point. A piece of information about Mars would be immediately followed by a similar or contrasting point about Neptune.

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Ask students to work individually to draw and complete their tables. When they have finished, encourage them to compare their table with a partner.

Plan 

3

• 3 Read Activity 3 aloud. Say Now you’re going to plan your own writing. The topic is to compare and contrast Saturn and Mars. Encourage students to use information about the two planets from their own knowledge, from the unit and from research. Say For your pre-writing, use a table like the one you made for Venus and Jupiter to organise your information and to help you decide what to use in your paragraph.

Workbook  For scaffolded Writing support, assign Workbook page 90. Online Workbook Writing

Writing SAMPLE COPY, NOT FOR DISTRIBUTION

247

Write

WRITING

• After students have completed their pre-writing,

When we compare and contrast two things, we describe the things that are the same and the things that are different.

tell them to work on their first drafts. If you haven’t got enough time in class, assign the first drafts as homework.

Both Saturn and Jupiter are gas giant planets in our solar system. Although Uranus is closer to the sun, it is colder than Neptune. Uranus is several times larger than Earth. Saturn, however, is much bigger than Uranus. Earth has one moon, but Mars has two moons.

Revise

Read the model. How does the writer compare and contrast Jupiter and Venus? Underline the words for comparison, and circle the words for contrast.

• After students have finished their first drafts, tell them

Jupiter and Venus Jupiter and Venus are both planets in our solar system. Jupiter is further from the sun and much bigger than Venus. In fact, Jupiter is the largest planet in the solar system. Venus is a terrestrial planet. This means that it has a solid surface. Jupiter, however, is a gas giant planet and does not have a solid surface. Jupiter has 67 moons in orbit around it, but Venus has no moons. Jupiter also has some rings of small pieces of rock around it. Venus doesn’t have any rings around it. Although both Venus and Jupiter have layers of cloud around them, Venus has a much hotter surface temperature than Jupiter. Jupiter’s clouds are white, brown and orange, but Venus’s clouds are all white.

Read the model again. Make a table of the similarities and the differences between Venus and Jupiter. Look at the table on page 134 for ideas.

3

Write. Compare and contrast Saturn and Mars. Describe the things that are the same and the things that are different about the two planets.

Edit and Proofread

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to review their writing and think about their ideas and organisation. Ask each student to consider the following: Have I found similarities and differences between the two planets? Have I expressed these clearly, using the words for comparison and contrast? Have I chosen the most interesting facts? What could I improve on?

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• Encourage students to consider elements of style,

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such as sentence variety, parallelism and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalisation and spelling.

Jupiter

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• If you have time in class, allow students to work on

• Publishing includes handing in pieces of writing to the

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this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook page 90 for writing support.

Publish

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WRITING 141

teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet.

• Worksheets  If your students need a reminder of any

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of the steps of process writing, you may want to hand out the Process Writing Worksheet and review it together.

• Workbook  Refer students to Workbook page 90 to

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help them organise and plan their writing.

Writing Assessment Use these guidelines to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the table. 4 = Excellent 3 = Good 2 = Needs improvement 1 = Re-do

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Unit 7

1 Writing  Student includes words to signal comparison and contrast. Grammar  Student uses comparative and superlative adjectives correctly. Vocabulary  Student uses a variety of word choices, including words learnt in this unit.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

3

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Mission Objective

Students will • discuss how scientific thinking can solve problems.

Resources  Video scene 7.2 (DVD/ Website/CPT); Worksheet F.7.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

Be the Expert

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Think Like a Scientist

Teaching Tip

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Brendan Mullan

142 MISSION

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Mission

3. What do you want to know about space, the planets and the stars? Make a list of questions. Then think like a scientist and decide how you can find the answers to your questions. 

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2. Brendan Mullan says you should ‘Think like a scientist.’ What do you think he means? How do scientists think? How can you think like a scientist? Give an example of a problem that you solved by thinking like a scientist.

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National Geographic Explorer, Astrobiologist

1. Watch scene 7.2.

• Tell students to turn to page 142 and look at the

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photo. Read aloud the Mission and the quote from Brendan Mullen. Explain that someone who is curious asks a lot of questions. Ask Do you think it’s important to ask a lot of questions? Why or why not? Let several students express their ideas. Say We read about how Brendan Mullan first got interested in science. Can you remember what happened? (He visited a planetarium when he was ten years old.)

• Activity 1 Say Now let’s watch a video about Brendan Mullan. Notice how he feels about his work as a scientist. Play Video scene 7.2. Play the video again, and ask students to notice what Brendan says is the best thing about being a scientist. (That moment where you’re the first person in the world to learn something new.)

Video in the classroom After students have watched a video, ask them to write questions about it. Partners can exchange papers and answer each other’s questions. Then students give back their partner’s paper and comment on each other’s answers. This gives students an incentive to write better questions, and to answer them more thoughtfully.

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‘Ask questions, solve problems, think like a scientist, stay curious!’

Online Workbook  Meet the Explorer 2/22/17 4:17 PM

• Activity 2  Put students into pairs. Read out the quote again, and ask a student to read out the questions. Ask partners to discuss them and write their ideas. Encourage students to think about a time when they had to solve a problem on their own. Ask Did you ever put together a toy or an electronic device? Did you ever have to take some action in an emergency? How did you work out what to do? When they have finished, ask pairs to share their ideas with the class.

• Activity 3  Read the instructions in Activity 3. Ask students to list as many questions as they can, and then choose three of them to work on. Ask students to present their ideas individually.

• Worksheet  Hand out Worksheet F.7.6. Explain that students will use the worksheet to write about and further discuss how they think like a scientist.

Mission SAMPLE COPY, NOT FOR DISTRIBUTION

249

Make an Impact

Project

YOU DECIDE Choose a project.

Objective

1 Write and role-play an interview.

Students will • choose and complete a project related to space.

• Use the Internet to find out about daily life on the International Space Station (ISS). • Write an interview between a journalist on Earth and an astronaut on the ISS. • Role-play your interview for the class.

Academic Language  presentation, role-play, timeline

Content Vocabulary  astronaut,

2 Give a presentation about a planet.

International Space Station

• In a group, choose one of the planets in our solar system. • Create a presentation with information about the planet. Include pictures, photos and facts. • Give the presentation to the class and answer their questions about it.

Resources  Assessment: Unit 7 Quiz; Workbook pages 91 and 110; Worksheet F.7.7; (Teacher’s Resource CD-ROM/Website); CPT: Make an Impact and Review Games

NASA astronaut Mae C Jemison

Go to page 287.

Unit Review  Assign Worksheet F.7.7. Workbook  Assign pages 91 and 110. Online Workbook Now I can

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Assessment 

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• Find out about the life of a famous astronaut. • Create a timeline to show the astronaut’s important life events. Find or draw pictures for each event. • Present your timeline to the class. Explain why you chose this astronaut.

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3 Make a timeline of a famous astronaut’s life.

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Prepare

• you decide  Ask students to choose a project. • Activity 1  Draw students’ attention to the astronaut

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in the photo and the caption. Say This astronaut is making her first flight into space on board a science lab orbiting Earth. What can you see in the photo? What kind of work do you think she’s doing? Let students share their ideas.

• Put students who choose this option into pairs. Help them to find websites to help them research life on board the International Space Station (ISS). Remind them that the photo on pages 128−129 is of an astronaut working on the ISS. In each pair, one student chooses to be the journalist, and the other is the astronaut.

• Activity 2  Ask students to think of the clearest and most attractive way to organise their presentation. Encourage students to choose a planet they haven’t

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Unit 7 Project SAMPLE

researched before, and make sure the groups don’t all choose the same planet.

• Activity 3  Remind students how to create a timeline for their chosen astronaut’s life. Their timeline could begin in the year the astronaut was born, or even before, if they want to add some information about the astronaut’s parents. Make sure students plan their timeline before making it.

Share • Schedule time for students to perform their role plays, give their presentations or present their timelines to the class. Allow time for the other class members to ask questions about their classmates’ work.

• Modify  Help students simplify a project by eliminating one of the options or steps. For Activity 3, students could work in a group to make one timeline that they display across the classroom. Ask each student to add two events from the astronaut’s life.

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STUDENT’S BOOK AUDIO SCRIPT

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Track 116 2 LEARN NEW WORDS  discover / We can use satellite technology to discover new things about our planet. image / The images from satellite photographs show signs of ancient cities. lost / I got lost yesterday, but I used my phone to find my way home. signal / GPS technology uses signals from satellites to work out where you are. Track 117 3   WHILE YOU READ  See Student’s Book pages 136–137. Track 118 grammar  See Student’s Book page 140.

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Track 111 Speaking Strategy  See Student’s Book page 133.

Track 115 3 LEARN NEW WORDS  bright / Jupiter has beautiful bright belts of colour. storm / The Great Red Spot is a huge storm. surface / Jupiter’s surface isn’t solid. It’s made up of gases. wind / There are very strong winds on Jupiter.

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Track 110 5 LEARN NEW WORDS  astronaut / Neil Armstrong was the first astronaut on the moon. atmosphere / Jupiter’s atmosphere is made of hydrogen and helium. Earth / We live on the planet Earth. gas / Oxygen, hydrogen and helium are all kinds of gas.

We don’t know yet exactly how many moons Jupiter has got, but we know that it has definitely got at least 63 moons, perhaps 67. Some of these moons are bigger than our moon and some are much smaller.

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Track 109 5   Some planets have atmospheres and some planets don’t. An atmosphere is the mixture of gases in the air that surrounds the planet. On Earth, our atmosphere is made up mainly of nitrogen, oxygen, argon and carbon dioxide. We can breathe in this atmosphere. But when astronauts leave Earth’s atmosphere and travel through space, they need to carry special oxygen tanks to help them breathe. Until recently, scientists believed that our moon had no atmosphere at all. Now we know that it does have an atmosphere, but it is very, very thin. It is so thin that we are still not sure which gases are in it.

Track 114 3   I think Jupiter is the most beautiful planet in our solar system. It’s also very unusual. It is a gas giant planet. This means that it doesn’t have a solid surface. It has a very thick atmosphere, made mainly of the gases hydrogen and helium. When you look at Jupiter, you can see big stripes of cloud and bright belts of colour. The clouds are there because of the very strong winds and storms on Jupiter. You can also see one very big red spot. This is called the Great Red Spot. It is a huge storm in Jupiter’s atmosphere. The Great Red Spot is bigger than Earth and it has lasted for hundreds of years.

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Track 108 2 LEARN NEW WORDS  galaxy / A galaxy is a system of millions of stars. journey / It is a very long journey from Earth to Jupiter. one-way trip / We won’t come back because this is a one-way trip. orbit / Earth orbits the sun. planet / Jupiter and Earth are planets in our solar system. solar system / The solar system is the sun and the planets that move around it. space / Space begins about 100 kilometres above the surface of Earth. spacecraft / There are 20 spacecraft on missions in space at the moment. travel / New Horizons travelled for nine years before it reached Pluto. universe / The universe is everything that exists.

Track 113 grammar  See Student’s Book page 134.

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Track 107 1 Listen and read.  See Student’s Book pages 130–131.

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Track 112 1   S1: So, what are we going to do for this project on Jupiter? Any ideas? S2: What if we make a poster about the planet? S1: I’m not so sure. What can we put in a poster? S2: Well, why don’t we design it like a holiday poster? ‘Come and visit the wonderful planet of Jupiter! The biggest planet in the solar system!’ That kind of thing. S1: Actually, that could work. S2: And then we could also draw some pictures of Jupiter for the poster. S1: That could be good, but I think we should look for some photos. S2: That’s a great idea.



SAMPLE COPY, NOT FOR DISTRIBUTIONAudio Script

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Unit 8

In This Unit

See the World

Theme  This unit is about travel and holidays.

Content Objectives

Students will • discuss travel itineraries and travel experiences. • read about kite-skiing in the Arctic. • read about and discuss student expeditions and family holidays.

Language Objectives

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Students will • talk about travel and holidays. • ask for and give directions. • use going to to describe future plans. • use in, on and at to say when things happen. • write a blog post about holiday plans.

Vocabulary

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pages 146–147  airport, by (boat/ coach/train), leave, pack, passport, public transport, spend, ticket, tourist, trip page 148  gift, hotel, local, tour page 151  beach, cave, island, valley page 152  equipment, pull, snow shovel, tent Vocabulary Strategy  Suffix -ist

Speaking Strategy  Asking for and giving directions Grammar 1  Use going to to describe future plans Grammar 2  Use in, on and at to say when things happen

Reading  Kite-skiing in the Arctic

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Grammar

144

Reading Strategy  Visualise

Video  Scene 8.1: Student Expedition:

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Tanzania; Scene 8.2: Meet Sarah McNair-Landry

Writing  Blog post National Geographic Mission Get • Tour itinerary • Blog entry • Map

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Outside!

Pronunciation  Silent letters Pacing Guides  F.8.1, F.8.2, F.8.3

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Introduce the Unit • Activate prior knowledge Say In this unit we’re talking about travel and holidays. Say In Units 1 to 7, we met some National Geographic Explorers who travel to some amazing places. Which explorers can you remember? Where did they travel to? Elicit students’ ideas. Encourage them to look at pages 6 and 7 in their Student’s Books, to remind them of the explorers from Units 1 to 7.

• TO START  Tell students to open their books at pages 144−145. Ask students to look at the photo and the caption and say where the people are. Confirm the answer by sharing with students the information in About the Photo.

• Read Question 1. Put students into pairs. Say Talk to your partner. Do you want to travel to this place? Discuss your reasons. Give students a couple of minutes to discuss, then ask them to share their ideas. If any students have travelled to very cold countries, ask them to tell the class about their experiences.

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Unit 8

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Unit Opener ‘If you are passionate about what you do, it makes motivating yourself and working hard much easier.’ Sarah McNair-Landry

Objectives

Students will • describe and discuss a photo of an expedition in Antarctica. • discuss reasons why people travel.

Resources  Worksheet F.8.1 (Teacher’s Resource CD ROM/Website); CPT: Unit Opener

Materials  world map or globe (optional)

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Be the Expert

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About the Photo

TO START

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Expedition team members trek over blue glacial ice

1. Look at the photo. Do you want to travel to this place? Why or why not?

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2. Why do people travel? Think of different reasons. Why don’t some people like to travel? 3. When you travel, how can you get to know local people? How do you think local people feel about travellers from other countries?

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• Ask questions about the photo and the caption:

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What should you take with you when you go to a very cold place? What does it feel like to walk across ice? What kind of shoes are the people wearing? What animals live in very cold countries? How do they survive? Can you see any plants or trees in the picture? Why or why not?

• Read the quote by Sarah McNair-Landry aloud. Explain that if you are passionate about something, that means it’s very important to you. Ask students to suggest what motivating means (enthusiastic to keep going with something, even if it’s difficult). Ask a student to read aloud Question 2 and discuss as a class.

The photo is of members of an expedition team trekking over glacial ice. Glaciers are made from fallen snow that, over many years, compresses to form a slow-moving mass of ice. The photo was taken in Queen Maud Land, a region of Antarctica south of Africa. The ice sheet here is up to 2.4 km (1.5 mi) thick. The region was first explored by Norwegian expeditions, and was named after the queen of Norway. There is very little vegetation in the region, but several species of birds live there, including penguins. Four species of Antarctic seals can be found in the sea off Queen Maud Land.

Teaching Tip Some students may remember an experience better if they act it out. Help students to recall details by asking questions such as What happened first? Then what happened? How did you feel? How did it end? Ask students to act out the event. Then help them to describe it in words.

Related Words glacial, glacier, ice, ski, ski poles, sledge, spikes

• Ask a student to read aloud Question 3. Say Why might local people be happy to have travellers from other countries visiting them? Why might they be unhappy? Encourage a class discussion.

Extend • Hand out Worksheet F.8.1. Put students into pairs. Explain that students will write and talk about travelling and plan a trip.



SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener

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1

Vocabulary

What famous places in China can you name? Discuss. Then listen and read. 119

Objectives

Students will • use vocabulary related to travel and holidays. • use new vocabulary to read about and discuss a travel itinerary.

Target Vocabulary  airport, by (boat/ coach/train), leave, pack, passport, public transport, spend, ticket, tourist, trip

Content Vocabulary  cultural, itinerary Resources  Worksheet F.8.2 (Teacher’s Resource CD-ROM/Website); Tracks 119–120 (Audio CD/Website/CPT); CPT: Vocabulary

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Materials  A map or maps of China

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(optional)

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Sunset over the Great Wall of China

146 VOCABULARY

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Warm Up

• Activate prior knowledge Say In the last lesson, we

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discussed reasons for travelling. One reason for visiting different places is to find out about other cultures. What might you do on a cultural journey? Ask students to share their ideas, and write them on the board. Remind students that culture includes all the things that are important to a place or country, including music, history, architecture, books, theatre, film and other arts.

• Say We’re going to read an itinerary for a cultural trip. Who can guess what itinerary means? Elicit students’ suggestions, and confirm that an itinerary is a plan for a journey or holiday. It lists the activities that are planned for each day.

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Unit 8

Present 

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• 1 Ask students to look at the photo on pages 146−147. Say This is a very famous structure. What is it? (The Great Wall of China) Encourage them to describe what they can see in the photo. Ask students to say what they know about the Great Wall of China. Read out the information in Our World in Context. Ask What information did you find the most surprising?

• Ask a student to read aloud Activity 1. Put students into pairs and ask them to list and discuss any famous places in China they know. When they have finished, ask pairs to share their ideas to the class.

• Before students listen and read, ask them to look at the headings in the itinerary on page 147. Ask How many days will the trip last? (ten) Then play Track 119 while students listen and read along.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

S TUDENT CULTUR AL TRIP TO

DAY 6

5th September – 14th September

Today is our chance to buy gifts for our families at the Shanghai Historic District – a very popular shopping area for tourists.

ITINERARY:

DAY 7

DAY 1

We travel by coach to Nanjing. We stay with local families and experience traditional Chinese food and friendship!

China

We arrive in Beijing and check into our beautiful old Hutong hotel in Beijing’s Dongcheng district.

Our World in Context The Great Wall of China runs for 8,850 km (5,500 mi) along the northern border of China. It is one of the largest building projects ever undertaken and consists of a series of fortifications rather than one single structure. It is thought that millions of people worked on the construction of the wall over some 1,000 years. The most intact section of the wall dates from the Ming dynasty (1368 to 1644).

DAY 8 We spend the day at Nanjing No. 1 Junior Middle School and take part in some lessons.

DAY 2 We join a tour of the Great Wall of China. Make sure you pack some comfortable shoes for this part of our trip because we’re going to do a lot of hiking today!

DAY 9

DAY 4 We experience China’s amazing public transport system when we go by high-speed train to Shanghai. Later, we check into our hotel in the Pudong area of Shanghai.

The coach to the airport leaves at 7 a.m., so we have a very early breakfast. It’s time to say goodbye to China and begin our journey home!

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Related Words fortification, intact, section

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We travel by boat down the Huangpu River in the morning. In the afternoon, we visit the Shanghai Museum.

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MOST IMPORTANT ITEMS TO PACK: * Tickets * Passport * Comfortable shoes * Warm clothes * Spending money (no more than £30)

DAY 5

Although some parts of the wall have fallen into disrepair, it is still one of the most remarkable structures on our planet, and it was designated a UNESCO World Heritage site in 1987. Tourists explore the wall from Beijing; the most popular section of the wall at Badaling is 70 km (42 mi) from the city. There are impressive views from this section of the wall.

DAY 10

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In the morning, we visit the Forbidden City. In the afternoon, we travel to the 2008 Beijing Olympic sites. In the evening, we enjoy some traditional Chinese opera at the Lao She Tea House.

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DAY 3

We visit Xuanwu Lake and Jiming Temple. In the evening, we have a goodbye dinner with students from Nanjing No. 1 Junior Middle School.

LEARN NEW WORDS Listen and repeat.

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Work in pairs. Imagine that this is the itinerary for your school trip to China next week. How do you feel about the trip? Which activities are you looking forward to? Which parts of the trip are you worried about?

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120

VOCABULARY 147

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• Discuss the reading with students. Ask questions

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such as the following: Where do the students begin their tour? (in Beijing) Why do the students have to take comfortable shoes? (They’re going to do a lot of hiking.) Where do they travel to on Day 4? (Shanghai) Where can the students buy gifts? (at the Shanghai Historic District) In which city do the students stay with local families? (Nanjing) What will students do at Nanjing No. 1 Junior Middle School? (take part in some lessons) Do you think the weather will be hot or cold? Why do you think this? (cold, because they have to take warm clothes)

• 2 LEARN NEW WORDS  Play Track 120. Ask students to listen and repeat. Then put them into small groups. Write the new words on the board. Give each group

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three or four of the words. Say Make a true sentence and a false sentence for each new word. When students have finished, ask each group to read out their sentences and ask the rest of the class to guess which ones are true and which ones are false.

Practise 

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• 3 Read aloud Activity 3 on page 147. Put students into pairs to talk about the itinerary. Say Imagine you’re going on a school trip to China. Read the itinerary again. How do you feel about it? Ask pairs to note their ideas. Make sure they understand looking forward to (to feel excited and happy about something that is going to happen).

• When students have finished, let pairs share their ideas with the class. You might like to take a vote on the most and least popular activities.

Vocabulary SAMPLE COPY, NOT FOR DISTRIBUTION

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4

Vocabulary

Read and write the words from the list. Make any necessary changes. airport

by

left

pack

spent

tourists

Sarah McNair-Landry loves to travel, but she’s not like most

Objectives

trip

tourists

.

She goes on long expeditions to places like the North and South Poles, the Gobi Desert,

Students will • use vocabulary related to travel. • use a vocabulary strategy to learn new vocabulary.

the Sahara and Greenland. In 2015, she and Erik Boomer

spent

120 days in the Canadian Arctic. They

Sarah’s home town of

left

by

Iqualuit in February 2015 and and travelled around Baffin Island

Target Vocabulary  gift, hotel, local,

packed

dogsled. They

tour

a lot of food for the journey, including 30 kg (66 lb)

of chocolate! Baffin Island is the fifth largest island in the world, and Sarah and Erik’s journey

Vocabulary Strategy Suffix -ist Academic Language  suffix Content Vocabulary  expedition Resources  Online Workbook/Workbook

trip

was 4,000 km (2,500 mi) long. Sarah’s parents did the same 25 years earlier.

pages 92–93; Tracks 121–122 (Audio CD/Website/CPT); CPT: Vocabulary

LEARN NEW WORDS Listen to these words and use them to complete the sentences. Then listen and repeat. 121 122 gift

Materials  maps and tourist information

hotel

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local

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for your local area (optional)

local

2. You often give a their birthday. 3. You can stay in a

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on holiday.

person or place is part of the area.

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4. When you go on a

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Sarah McNair-Landry

tour

to someone on when you’re you visit several

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different places.

YOU DECIDE Choose an activity.

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1. Work independently. Imagine that you can interview Sarah McNair-Landry about one of her expeditions. Which expedition do you want to ask about? Make a list of questions.

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2. Work in pairs. Interview each other about your most interesting travel experience. Explain why it was interesting and what you learnt. 3. Work in groups. Which places in your area are interesting for tourists? Think of three different places for students from another country to visit. Discuss why they should visit these places.

148 VOCABULARY

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• 4 Ask students to turn to page 148, and point out the photo of Sarah McNair-Landry. Ask What do you think she’s doing? Where was this photo taken? Elicit ideas. Ask a student to read aloud the quote on page 145 again. Say We’re going to read about how and why Sarah McNair-Landry travels. Ask students to read the words in the word box and to complete Activity 4 independently. Invite a student to read the completed paragraph aloud. Ask Why do you think Sarah takes such long and unusual trips? Elicit responses. Then ask Is Sarah a tourist or an explorer? Write tourist and explorer on the board, and encourage a discussion about the difference between them.

• 5 LEARN NEW WORDS  Read the words in the box. Play Track 121 and tell students to listen for the words. Ask students to work in pairs and look for each word in the itinerary on page 147. Tell students to complete Activity 5 independently. Play Track 122 and ask students to listen and repeat the words and sentences.

• Vocabulary Strategy  Ask Who can remember what a suffix is? (a group of letters that we add to the end of a word to change its meaning). Say In Unit 3, we learnt words with the suffix -able.

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Unit 8

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Be the Expert Ask students to give examples of words ending in -able. (movable, comfortable) Say Now we’re going to find out about the suffix -ist. Write -ist on the board. Read out the words in the box in Activity 5 again. Ask Which word can you add -ist to? What word do you make? (tour → tourist) Write some more examples of words ending in -ist on the board: artist, dentist, scientist, chemist. Ask Can you guess what the suffix -ist means? What’s the same about all of these words? (they’re all words for people) Confirm that the suffix -ist usually means a person who does something, often as a job.

Apply 

Vocabulary Strategy Suffix -ist  The suffix -ist is a noun suffix, meaning someone who does or makes something, often as their job, or someone who has an interest or belief in something. Other examples are people who play musical instruments: guitarist, pianist, violinist, and people who are experts in different scientific fields: biologist, physicist, environmentalist.

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• 6 you decide  Ask students to read silently the choices in

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Remind students that -ist at the end of a word is not always a suffix. For example, in verbs like insist and assist, -ist is not a suffix.

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Teaching Tip

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Activity 6. Say Choose one of the three activities. You’ll work on your own, with a partner or in a group. For options 2 and 3, help students to find partners or groups to work with. If students choose option 1, remind them to look back at the text in Activity 4 to read about the places in the world that Sarah travels to on her expeditions. If students choose option 2, tell them that their chosen travel experience need not be far from home or in another country. Travel close to home can be just as interesting. If students choose option 3, help them to research the local area, if possible providing them with maps and tourist information.

Other suffixes with a similar meaning are -er and -or: worker, composer, traveller; visitor, actor, operator and explorer.

Extend

• Invite groups of students who chose option 3 to present their work

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to the class, then encourage a class discussion about the places the group chose. Ask any students who have visited these places to tell the class about their experiences.

• If time allows, hand out Worksheet F.8.2. Explain that students

Make sure that all students have an opportunity to speak in discussions. Don’t let the most confident students dominate the conversation. One way of doing this is by using a ‘talking stick’: a ruler, a ball or another object that can be passed from one student to another to indicate that it is their turn to speak. This also directs the other students’ attention to the speaker, and reminds them to listen to that person.

will use vocabulary words to write about and discuss travel and holidays.

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Consolidate

• Put students into small groups. Say Imagine that a group of

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students from another country is coming to visit this area for two days. Plan an itinerary for their visit. Remind them to look back at the itinerary on page 147 for ideas on content and layout. Ask students who chose option 3 in Activity 6 to share any useful information they collected about the local area, and write it on the board. Say Think about how many activities the students will do each day. Perhaps they’ll want some time for relaxing in between the activities. Decide which country the students have come from. What’s different in their country? What will they find interesting here?

• When they have finished, ask each group to present their itinerary to the class. Ask another group to role-play the group of visiting students. Encourage them to ask questions about the itinerary and comment on it.

Formative Assessment Can students • use vocabulary related to travel and holidays? Ask students to choose the correct word to complete these sentences: Sarah often travels to the North and South Poles. She’s a famous ______. (tourist/ explorer) We travelled ______ (on/by) coach to Nanjing, where we stayed with ______ (local/public) people. • use new vocabulary to discuss a travel itinerary? Ask students to describe the activities for one day on their perfect holiday.

Workbook  For additional practice, assign Workbook pages 92–93. Online Workbook Vocabulary

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Speaking Strategy

SPE AKING S TR ATEGY

123

Asking for and giving directions

Objective

Students will • ask for and give directions.

Speaking Strategy  Asking for and

Where is the Town Hall?

It’s on the corner of Cumberland Street and King Street.

How do I get there from the Fishermen’s Memorial?

Go straight down King Street. Turn left when you get to Cumberland Street. It’s on the right.

Do you know how to get to Fox Street from the Lunenburg Academy?

Go down Unity Lane. Turn right into Cornwall Street. Take the first left into Fox Street.

giving directions

Academic Language  abbreviation, directions

Content Vocabulary  corner, library, memorial, straight, street plan, town hall

2 7

Read and complete the dialogue. The speakers are at the Town Hall. Possible answers: Where is Rosa: Excuse me, the library?

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of card

Listen. The speakers are at the Town Hall. How do they ask for and give directions? Write the phrases you hear. 124

Marley:

The library? That’s Kaulbach Street.

How do I get there

Rosa:

on the corner

Turn right

Lincoln Street, and

King Street.

turn left

straight down

when you get

on the right

.

Great, thank you!

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go down

into Lincoln Street. Go

to Kaulbach Street. The library is

Rosa:

of Pelham Street and

?

From Cumberland Street,

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Marley:

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Materials  scissors, small pieces

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F.8.3 (Teacher’s Resource CD ROM/Website); Tracks 123−124, 153–155 (Audio CD/Website/CPT); Pronunciation Answer Key (Teacher’s Resource CD-ROM/Website); CPT: Speaking Strategy and Pronunciation

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Pronunciation  Silent letters Resources  Online Workbook; Worksheet

Work in pairs. Use the map on this page. Start at the library. Take turns. Pick a card. Ask for directions to the place on the card.

Go to page 191.

SPEAKING 149

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Warm Up

• Activate prior knowledge Say In Unit 7, we talked

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about what can help you if you get lost. What does getting lost mean? (You don’t know where you are.) Ask What solution did we discuss? (using GPS technology on your phone) Say Suppose you’re visiting a new place. You want to find your way around. If you don’t have a smartphone, what else can you do? Elicit students’ ideas.

• Say In this lesson we’re going to learn how to ask for and give directions. Say Imagine that you’re a tourist. You want to go to the museum. What questions can you ask? Ask several students to make suggestions, and write appropriate phrases on the board.

Present 

1

• Ask students to open their books at page 149 and look at the street plan. Ask What place is shown in the

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street plan? (Lunenburg, in Canada) Ask Is Lunenburg a town or a city? (a town) Explain that on a street plan, sometimes there isn’t space to write the names of the streets and roads in full. Say An abbreviation is a short way of writing a word, using only a few of its letters. What abbreviations can you see on the street plan? (St, Rd, Ln, Ave, Dr) Write the abbreviations on the board.

• Say Let’s listen to two people asking for and giving directions. Listen to see what some of the abbreviations stand for. Play Track 123. Tell students to listen and read along. Point to the abbreviations on the board. Ask Which words did you hear that are abbreviations in the street plan? (St = Street; Ln = Lane) Ask if any students can suggest the meanings of the other abbreviations. Confirm that Rd = Road, Ave = Avenue and Dr = Drive.)

• Ask What phrases did the first speaker use to ask for directions? What phrases did the second speaker use to give directions? Elicit the phrases in bold in both

SAMPLE COPY, NOT FOR DISTRIBUTION

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Be the Expert columns. Make sure that students understand corner and straight, by asking a student to draw visuals on the board representing each word. Play Track 123 again, pausing after each sentence for students to repeat. Then ask students to practise reading the dialogue with a partner, while tracing the route on the street plan with their finger.

Strategy in Depth Stress the importance of politeness when asking for directions. Tell students to always begin with Excuse me, … when asking for information from a stranger. Without this, a question may seem rude, and the stranger may be unwilling to respond in a helpful way. Similarly, make sure that students always express their thanks when they have been given the information they need, saying Thank you, Thanks very much, That’s kind of you or Thanks for your help.

• 1 Say Now let’s listen to two people talking. What phrases do they use to ask for and give directions? Write down the phrases you hear. Play Track 124. Invite students to tell the class the phrases they wrote. Say When you’re asking for directions, it’s very important to be polite. Let’s listen again, and identify the phrases that the first speaker uses to be polite. Play Track 124 again, and elicit Excuse me, Great! and Thanks very much.

Practise 

Other phrases to ask for directions include: Can you show me the way to …?, What’s the best way to get to …? and What’s the quickest way to get to …?

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• 3 Ask students to work with their partner to cut out a set of

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cards on page 191. Read the instructions aloud. Ask students to find their starting point, the library, on the street plan. Say Place the cards face down in a pile. Take turns to pick up the card on the top of the pile and ask a question. Your partner responds. Tell pairs to play the game until all the cards have been used.

Extend

• Ask each student to write the name of three places in the school

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(other than the classroom where you are now) on small pieces of card. Put each of the pairs from Activity 3 together with one or two other pairs to form small groups. Say Now play the game in your groups. Put the cards you’ve made in a pile, face down. Take turns to pick up one card and ask for directions from this classroom to the place on the card. The student on your left responds. Tell group members to listen to the student giving directions, and help them if the directions are incomplete or incorrect.

• If time allows, hand out Worksheet F.8.3. Explain that students can use the worksheet to ask for and give directions.

Consolidate • Put students into pairs. Ask them to take turns asking How do you get from home to school every day? The other student responds, explaining their route in as much detail as they can.

Another useful way of giving directions is to name the buildings or places along the route, for example, You pass the market on your right …, Go over the bridge … or Go past the tall white building …

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Apply 

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strategy to ask for and give directions, direct them to Activity 2. Put students into pairs. Say Rosa is asking Marley for directions. Tell students to complete the activity. Ask pairs to read their completed dialogues aloud, taking turns as Rosa and Marley.

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• 2 Once students seem comfortable using the speaking

Related Words icon, key

Pronunciation Go to Student’s Book page 165. Use Audio Tracks 153–155.

Silent letters Silent letters are letters that are used in the spelling of a word, but are not pronounced when the word is spoken. There are silent letters in many English words because over many years the pronunciation of the words has changed. For example, the k in knock and the g in gnome would have been sounded out in Old English. Finding out about the origin of a word can often help students remember the spelling.

Formative Assessment Can students • ask for directions? Say Imagine you’re a new student in this school. You have to find your way to another part of the school. Ask me for directions. • give directions? Ask How do I get to the (library) from this classroom? Ask students to respond.

Online Workbook  Speaking Strategy

Speaking Strategy SAMPLE COPY, NOT FOR DISTRIBUTION

259

Grammar 1

GR AMMAR

125

Going to: Describing future plans What are you going to do for your birthday? I’m going to spend the weekend in San Miguel de Allende. My uncle lives there. We aren’t going to go by train. My brother’s going to drive. On Saturday, my uncle’s going to take us on a tour of the town. On Sunday, we’re going to have a picnic at the Botanical Gardens.

Objectives

Students will • identify the form, meaning and use of going to to describe future plans. • use going to to decribe future plans.

Grammar  Going to: Describing future

1

plans

Target Vocabulary  beach, cave, island,

Listen. What are Alicia’s plans for her weekend in San Miguel de Allende? Circle the correct form of the verb you hear. 126 1. They’re going to / aren’t going to

valley

leave on Saturday morning.

Content Vocabulary  plan, spend time,

2. Her uncle is going to / isn’t going to

tourism

make breakfast at his home.

Resources  Online Workbook/Workbook

3. She’s going to / isn’t going to visit a

pages 94−95; Tracks 125−128 (Audio CD/Website/CPT); CPT: Grammar 1

museum on Sunday morning.

Materials  small pieces of card

some time at her uncle’s house on Sunday afternoon. 5. They’re going to / aren’t going to drive

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San Miguel de Allende, Mexico

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home on Sunday evening.

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4. She’s going to / isn’t going to spend

Work in groups. Complete the text about Ricardo’s plans for Sunday.

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isn’t going to visit (not visit) the museum with Alicia on Sunday ’s going to go (go) by bus to Fábrica La Aurora – a place morning. He (look for) a surprise birthday with a lot of art galleries. He ’s going to look for (walk) to San Agustín gift for his sister there. Then, he ’s going to walk (buy) a special cake for his sister there. Then he Café. He ’s going to buy are going to give (give) the gift and the cake to his sister at the and his uncle Ricardo

Botanical Gardens.

Work in pairs. Imagine that a friend from another town is going to visit you this weekend. What are you going to do together? Discuss your plans.

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3

In the morning, we’re going to go to the sports centre.

150 GRAMMAR

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Warm Up

• Activate prior knowledge Say In the Vocabulary lesson we read an itinerary for a trip to China. The itinerary described the students’ activities for each day. Can you remember which form was used? Read aloud the first few sentences in the itinerary on page 147, and confirm the answer (present simple). Say Sometimes we use the present simple for a description of future events. But we can also describe plans for the future by using going to. Write going to on the board.

Present • Tell students to open their books at pages 150–151. Point out the grammar box at the top of page 150. Say We’re going to listen to someone describing plans for her birthday. Play Track 125 while the students listen and read along.

• Read out the first question in the box, and the first sentence of the answer. Say The girl says ‘I’m going to spend the weekend in San Miguel de Allende.’ Is she in San Miguel de Allende now? (no)

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Unit 8

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4

LEARN NEW WORDS Listen to learn about two UNESCO World Heritage sites: Ha. Long Bay and Göreme National Park. Then listen and repeat. 127 128

Be the Expert Grammar in Depth We use be going to + the base form of the main verb for plans and intentions, in other words, for actions that are already decided or planned. This structure is very common, especially when used in informal speech. For example: Guess what! I’m going to buy a new laptop.

Islands of Ha. Long Bay, Vietnam

Although often referred to as ‘the going to future tense’, this structure is really a present form (the present continuous of go). Although it refers to future events and actions, it suggests a strong connection with the present; the event or action depends on something in the present that we know about. For example: My parents gave me some money. I’m going to buy a new laptop.

Ha. Long Bay in Vietnam is famous for its many small islands. Tourists enjoy travelling by boat from one island to another, admiring the beautiful beaches and green forests.

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In Göreme National Park in Turkey, there are mountains, valleys, caves and underground cities in the rock. Tourists can stay in hotels in the caves.

Göreme National Park, Central Anatolia, Turkey

Work in groups. Imagine you can choose one of these three places for your next holiday: San Miguel De Allende, Göreme National Park or Ha. Long Bay. Which place are you going to visit and why? What are you going to do there?

lG eo gr

5

OWI_F_SE_80310_144-159_U08_PPDF.indd 151

In the sentences above, the speaker already has the money, and is therefore certain that he or she can make a plan to spend it. In speech, not every letter of going to is sounded out: the words are run together, and it sounds more like gointa. Ask students to listen carefully to the pronunciation of the sentences in the recording. In informal speech, going to is sometimes pronounced gonna.

GRAMMAR 151

2/22/17 4:17 PM

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Confirm that going to shows that the action is planned to happen in the future. Say going to is followed by a main verb. What’s the main verb in the first sentence of the girl’s answer? (spend)

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• Say Look at the sentences in the box again. Which verb comes before

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going to in each sentence? (be) On the board, write: be + going to + main verb + other information I’m going to

spend

the weekend in San Miguel ...

Ask Which sentence in the box is negative? (We aren’t going to go by train.) So, how do we make a sentence with going to negative? (Add not between be and going to.)

• Play Track 125 again. Ask students to listen and repeat several times. Encourage them to read with expression and correct intonation.



SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

261

GR AMMAR

4

125

Going to: Describing future plans

LEARN NEW WORDS Listen to learn about two UNESCO World Heritage sites: Ha. Long Bay and Göreme National Park. Then listen and repeat. 127 128

Apply 

What are you going to do for your birthday? I’m going to spend the weekend in San Miguel de Allende. My uncle lives there. We aren’t going to go by train. My brother’s going to drive. On Saturday, my uncle’s going to take us on a tour of the town.

4

5

On Sunday, we’re going to have a picnic at the Botanical Gardens.

1

• 4 LEARN NEW WORDS  Ask students to look at the

Listen. What are Alicia’s plans for her weekend in San Miguel de Allende? Circle the correct form of the verb you hear. 126

photos in Activity 4. Ask a few students to describe what they see in the photos. Then ask them to predict what the listening will be about. Read the first part of the instructions, and ask What can you remember about World Heritage sites? Elicit students’ ideas. Play Track 127 while students listen. Say Those two places sound amazing! Listen again and focus on the reasons why these places are World Heritage sites.

1. They’re going to / aren’t going to leave on Saturday morning. 2. Her uncle is going to / isn’t going to

Islands of Ha. Long Bay, Vietnam

make breakfast at his home. Ha. Long Bay in Vietnam is famous for its many small islands. Tourists enjoy travelling by boat from one island to another, admiring the beautiful beaches and green forests.

3. She’s going to / isn’t going to visit a museum on Sunday morning. 4. She’s going to / isn’t going to spend

In Göreme National Park in Turkey, there are mountains, valleys, caves and underground cities in the rock. Tourists can stay in hotels in the caves.

some time at her uncle’s house on Sunday afternoon. 5. They’re going to / aren’t going to drive home on Sunday evening. 2

San Miguel de Allende, Mexico

Work in groups. Complete the text about Ricardo’s plans for Sunday. Ricardo

isn’t going to visit

morning. He ’s going to go

(not visit) the museum with Alicia on Sunday (go) by bus to Fábrica La Aurora – a place

with a lot of art galleries. He ’s going to look for

(look for) a surprise birthday

(walk) to San Agustín gift for his sister there. Then, he ’s going to walk (buy) a special cake for his sister there. Then he Café. He ’s going to buy are going to give (give) the gift and the cake to his sister at the and his uncle Göreme National Park, Central Anatolia, Turkey

Botanical Gardens.

Work in pairs. Imagine that a friend from another town is going to visit you this weekend. What are you going to do together? Discuss your plans.

5

In the morning, we’re going to go to the sports centre.

Work in groups. Imagine you can choose one of these three places for your next holiday: San Miguel De Allende, Göreme National Park or Ha. Long Bay. Which place are you going to visit and why? What are you going to do there?

150 GRAMMAR

GRAMMAR 151

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Practise 

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2

2/22/17 4:17 PM

• Play Track 127 again, and ask students to say why they think the places are World Heritage sites. If they need help, remind them that World Heritage sites can be places of natural beauty or with unusual landscapes. Others might contain ancient buildings or structures. These special places need to be looked after carefully so that uncontrolled tourism or development, for example, don’t damage or alter them.

3

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3

• 1 Read the instructions for Activity 1 aloud. Play

• Say Sentences 1 and 2 are negative. Those things

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lG eo gr

aren’t going to happen. Can you remember what is going to happen instead? (sentence 1: they’re going to leave on Friday night; sentence 2: they’re going to have breakfast in a café)

• Ask students to read silently the labels and captions

• 2 Put students into small groups and read aloud

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the instructions for Activity 2. Ask Who is Ricardo? (Alicia’s brother) Model the activity by reading out the first gapped sentence. Say The words in the bracket say not visit. What kind of sentence is this? (a negative sentence). Ask Who is the subject of the verb? (Ricardo) Elicit the correct form of going to and the main verb to complete the first gap. (isn’t going to visit)

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• Ask students to read through the text together in their groups, taking turns to complete each sentence. Check answers as a class.

• 3 Put students into pairs and read aloud the instructions for Activity 3. Ask a student to read aloud the text in the speech bubble. Give students time to discuss their plans, and then invite pairs to tell the class about what they’ve planned. You might like to take a class vote on the most exciting set of plans for the weekend.

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Unit 8

for the photos. Point out the four words in bold type. Say Let’s listen to the words alone and in sentences. Play Track 128. Ask students to repeat each word and sentence. Check understanding of the four words, by asking questions: What can you do on a beach? What’s it like inside a cave? How do you travel to an island? Is a valley low down, or high up?

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sentences. Say You have to choose between two forms of the verb in each sentence. What’s the difference between them? (One is positive, the other negative.) Play Track 126 again, and tell students that this time they should circle the correct form of each verb. Check answers as a class.

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Track 126, and ask students just to listen and read the

• 5 Put students into groups. Read the instructions. Ask students to discuss the three places, and then take a vote in their group to choose one of them. They might like to think about what sort of holiday a traveller would have in each place, and what sort of person each place would appeal to. Remind them to use going to when discussing their final plans.

Extend • Invite groups from Activity 5 to come to the front of the class and tell the class which place they chose and what they plan to do there, using going to.

• Ask the other groups who chose the same place to say if their activities are similar or different. Invite them to say if they think the other groups had some ideas that were better or more unusual than theirs.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Consolidate • Prepare small cards, each with one of these words on: airport,

Our World in Context

beach, cave, city, forest, hotel, island, mountain, valley. Put the cards face down on a table at the front of the class. Write the words in a list across the top of the board. Clean the board underneath the list, and divide it into two sections with a vertical line.

The Göreme Valley in Cappadocia, Turkey, is a beautiful landscape of volcanic rocks, which have been formed by erosion into striking and unusual shapes, including the so-called ‘fairy chimneys’. The Göreme National Park and the rock sites of Cappadocia were together added to the UNESCO World Heritage List in 1985. Important monuments that are in danger due to further erosion, or damage to the rocks, have been identified, and plans have been made for their conservation.

• Divide the class into two groups. Invite one student from each group to come to the front of the class and each choose one of the cards. When they have read the word on the card, ask them to show you which word they chose, without revealing it to the other students.

• When you say Go!, the two students start to draw a picture on their

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Teaching Tip It will sometimes happen that you ask a question and no one puts their hand up to answer. If this happens, don’t be tempted to answer your own question. Instead, after giving students time to respond, try asking the same question a different way, or point out the place in the book where students can find the answer.

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• The students at the front stop drawing and ask someone from their group with a hand up to guess the word. If the guess is incorrect, the group gets no points. If the guess is correct, the group gets one point, and they gain an extra point if their group is the first to guess correctly. Continue playing the game until all students have had a turn at the front.

There are more than one hundred underground towns and villages in the region, some dating as far back as the 4th century. The first inhabitants took to living in caves as protection from wild animals and from the harsh winter weather. People gradually enlarged and connected the original caves with tunnels, eventually forming underground cities, some of which are open to visitors today.

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side of the board to illustrate their word. As soon as the students in each group guess the word that their own group’s drawing depicts, they put up their hands. Note which group puts up their hands first.

Formative Assessment Can students • use going to to describe future plans? Ask What are you going to do next weekend? Tell me three things.

Workbook  For additional practice, assign Workbook page 94−95. Online Workbook  Grammar 1

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1

263

16 1 BEFORE YOU READ Discuss in pairs. Look at

Reading

18 5 Work in pairs. Choose one

the title and the photo. What do you think the reading is about?

paragraph from the text. Draw a picture to show what happened to Eric and Sarah.

17 2 LEARN NEW WORDS Look at the words below.

Objectives

What do you think they mean? Now find them in the reading. Has your idea about the meaning changed? Explain. Then listen and repeat. 129

Students will • read about and discuss an unusual journey across the Arctic. • understand and use new words from the reading. • visualise the journey described in the reading.

equipment

pull

snow shovel

6

tent

18 3 WHILE YOU READ Try to picture the events of

Sarah and Eric’s journey in your mind.

Reading Strategy Visualise Target Vocabulary  equipment, pull,

4

snow shovel, tent

Academic Language  visualise Content Vocabulary  frozen, kite-ski,

130

AFTER YOU READ Work in pairs to answer the questions. 1. Why did people in the past want to use the Northwest Passage?

Resources  Online Workbook/Workbook

3. Why did Sarah and Eric change their route at Boothia Strait?

pages 96–97; Worksheet F.8.4 (Teacher’s Resource CD-ROM/ Website); Tracks 129−130 (Audio CD/ Website/CPT); CPT: Reading

5. How did the people of Pond Inlet welcome Sarah and Eric?

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Materials  a world map or globe, sheets

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4. How did Sarah make the polar bear go away?

1. For this journey, Sarah and Eric travelled by kite-ski. Think about the advantages and disadvantages of travelling by kite-ski. Would you like to travel this way? Why or why not? 2. For many days of their trip, Sarah and Eric were alone in the middle of the Arctic. What are the dangers of travelling so far from a town or village? Why do you think people like travelling in remote locations? 3. Imagine you are planning a journey with an unusual means of transport. Explain why you want to travel this way and where you want to go.

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2. Which days were easier for Sarah and Eric – windy days or days with no wind?

polar bear, remote, route, sledge

Discuss in groups.

Sarah McNair-Landry kite-skiing across the Northwest Passage of Canada

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of paper

152 READING

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Warm Up

• Activate prior knowledge Say At the beginning of this unit, we looked at a photo of an expedition across ice. Can you remember where in the world the team was travelling? How were they travelling across the ice? Ask two or three students to make suggestions.

• Ask students to open their books at pages 144−145. Say The team in the photo are travelling across Antarctica. Invite a student or students to locate Antarctica on the world map or globe. Say They have special shoes and ski poles to help them walk across the ice. They’re pulling their supplies along on a sledge. Point out the two sledges in the photo, and write sledge on the board. Discuss with students the possible advantages of using sledges to move heavy loads over ice.

• Say In this lesson, we’re going to read about another expedition across ice. It takes place in a different part of the world, and the people use a different method of travelling across the ice. Can you guess where it might be, and how the people might travel? Elicit some predictions, but don’t confirm the answers for the moment.

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Kite-skiing in the Arctic

Be the Expert Reading Strategy Visualise  Visualising is a powerful strategy that engages a reader or listener with a text, and aids comprehension. When we ask students to visualise something, we are asking them to form a picture in their mind of an object, events or scene described in a text. While students are reading, prompt them to picture the events in their heads. When they have finished, ask students to describe what they visualised. Make sure they understand that everyone will form a different picture of a particular scene, filling in details with their imagination; there is no right or wrong answer.

Polar bears, melting ice and a lot of chocolate!

OWI_F_SE_80310_144-159_U08_PPDF.indd 153

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Then you could ask students to say how their visualisation was similar to or different from other students’ visualisations. This helps students to know how much they have understood from the reading, and whether they missed any details that are important for a deeper understanding of the text. Once students are comfortable with the technique, encourage them to practise forming mental images whenever they read.

Sarah McNair-Landry’s route

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Before You Read 

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Sarah and Eric started their journey in the west, in Tuktoyaktuk. Along the route, they stopped at seven small communities, where they stayed with local families. They visited the schools at each community and talked to the children about their trip.

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At four o’clock in the morning, Sarah woke up suddenly. There was a polar bear outside the tent and it wanted to come inside! Eric tried to scare it away with a snow shovel, but the snow shovel In 2011, Sarah McNair-Landry and her was very small and the polar bear was very big! brother, Eric, decided to kite-ski 3,300 km Then Sarah found her rifle and shot it once above (2,500 mi) across the frozen Northwest Passage the bear’s head. The bear ran away, but Sarah in Canada. They each took four kites – big kites and Eric didn’t go back to sleep. They wanted to for days when there wasn’t much wind, and small leave. On the same morning, they saw five more kites for days when the wind was very strong. polar bears. Of course, they also packed sleeping bags, a tent On 11th June 2011, after 85 days, Sarah and and a lot of food, including 200 bars of chocolate! Eric finally arrived at the tiny Inuit community In total, they had four sledges, with about 180 kg of Pond Inlet. They were very tired, hungry and (400 lb) of equipment. Sarah and Eric were on wet from the melting ice. The Mayor of Pond Inlet skis for the journey. greeted them on the beach. In the evening, the On windy days, the kites pulled Sarah and local people organised a dance party. It was an Eric (on their skis) and the sledges with all the amazing end to a wonderful expedition. equipment. But on days when there was no wind, they had to pull the sledges themselves with no help. Sometimes, when the weather was really bad, they only travelled 5–6 km (3–4 mi) per day.

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One of the most difficult parts of their trip was at Boothia Strait. The ice started to melt, and Sarah and Eric had to change their route. They decided to camp for the night and make a new plan the next day.

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The Northwest Passage is a sea route along the Arctic coast of Canada and Alaska. It connects the Atlantic and the Pacific Oceans. In the past, many explorers tried to sail through the Northwest Passage because it was a much shorter route from China to Europe. The freezing ice made travelling by sea very dangerous and difficult.

• 1 Tell students to open their books at pages 152−153. Ask a

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student to read out the instructions for Activity 1. Put students into pairs. Say Don’t read the text yet. Look at the photo and read the title and the caption. Predict what the reading will be about.

• When students have finished, review their predictions as a class. Say So, let’s answer the questions we asked before. The answers are in the title. Which part of the world is this, and how are the people travelling? (the Arctic; they are kite-skiing) Ask a student or students to locate the Arctic on the world map or globe. Ask them to suggest words to describe what the environment is like in the Arctic.

• 2 LEARN NEW WORDS  Read aloud the words in the word box in Activity 2. Ask students to repeat. Read out the first part of the instruction. Give students time to write down what they think the words mean. Tell them that if it’s easier, they can draw a picture instead.

Reading SAMPLE COPY, NOT FOR DISTRIBUTION

265

16 1 BEFORE YOU READ Discuss in pairs. Look at

What do you think they mean? Now find them in the reading. Has your idea about the meaning changed? Explain. Then listen and repeat. 129 equipment

pull

snow shovel

tent

18 3 WHILE YOU READ Try to picture the events of

Sarah and Eric’s journey in your mind. 4

130

AFTER YOU READ Work in pairs to answer the questions. 1. Why did people in the past want to use the Northwest Passage? 2. Which days were easier for Sarah and Eric – windy days or days with no wind? 3. Why did Sarah and Eric change their route at Boothia Strait?

Kite-skiing in the Arctic

18 5 Work in pairs. Choose one

the title and the photo. What do you think the reading is about?

paragraph from the text. Draw a picture to show what happened to Eric and Sarah.

17 2 LEARN NEW WORDS Look at the words below. 6

Discuss in groups. 1. For this journey, Sarah and Eric travelled by kite-ski. Think about the advantages and disadvantages of travelling by kite-ski. Would you like to travel this way? Why or why not? 2. For many days of their trip, Sarah and Eric were alone in the middle of the Arctic. What are the dangers of travelling so far from a town or village? Why do you think people like travelling in remote locations? 3. Imagine you are planning a journey with an unusual means of transport. Explain why you want to travel this way and where you want to go.

Ask students who imagined other details of the incident to share their visualisations with the class.

Polar bears, melting ice and a lot of chocolate! The Northwest Passage is a sea route along the Arctic coast of Canada and Alaska. It connects the Atlantic and the Pacific Oceans. In the past, many explorers tried to sail through the Northwest Passage because it was a much shorter route from China to Europe. The freezing ice made travelling by sea very dangerous and difficult.

After You Read 

One of the most difficult parts of their trip was at Boothia Strait. The ice started to melt, and Sarah and Eric had to change their route. They decided to camp for the night and make a new plan the next day.

4. How did Sarah make the polar bear go away? 5. How did the people of Pond Inlet welcome Sarah and Eric?

Sarah and Eric started their journey in the west, in Tuktoyaktuk. Along the route, they stopped at seven small communities, where they stayed with local families. They visited the schools at each community and talked to the children about their trip.

Sarah McNair-Landry kite-skiing across the Northwest Passage of Canada

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the instructions for Activity 5. Give each pair a blank sheet of paper. Encourage them to choose different parts of Sarah and Eric’s journey, not just the polar bear incident. Tell them that it’s fine to make up the details that the text doesn’t provide.

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• Ask students to find the words from the box in the

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• When students have finished, ask each pair to show their picture to the class, without saying which part of the text it illustrates. Invite the other students to guess.

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reading. Tell them that each of the words can be found twice in the text. Ask them to find both occurrences of each word and to look at the context – the words and sentences before and after – to help them decide if their definitions make sense.

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• 3 Say You predicted what the reading is about. Let’s

• 6 Put students into small groups for Activity 6.

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find out if you were right. Play Track 130 and tell students to listen and read along. Ask students to say what parts of their predictions were correct. Draw attention to the map of Sarah McNair-Landry’s route on page 153, and the places named in the text, and see if students can find any of the places on the globe or world map.

• Read the instruction for Activity 3. Say Now we’re going

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to listen to the text again. This time, don’t read the text. Close your eyes and visualise the events of the journey. Visualise means to make pictures in your mind. Play Track 130 again while students visualise the events described.

Ask each group to choose one member to act as secretary and write notes about the group’s discussions. When students are discussing Question 1, encourage the secretaries to use a two-column table to list the advantages and disadvantages suggested by the group, before going on to discuss the main question. If time allows, the groups might like to do some quick internet research on kite-skiing, finding out, for example, how fast you can travel in this way, and how long it takes to learn to kite-ski.

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While You Read 

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• Read out the question in Activity 2. Ask Did you change your mind about the meaning of any of the words after you found it in the reading? Invite several students to respond. Play Track 129 and ask students to listen and repeat the words and sentences.

• For Question 2, encourage the secretaries to write down all the dangers the group members can think of. Ask students to guess the meaning of remote, and confirm that it means ‘far away from towns and cities’. Students might like to think of some adjectives that describe people who like to travel to remote locations, before discussing the second question.

• When students have finished, ask them to describe some of the images they formed of the polar bear incident. Ask questions such as the following: Exactly how big was the polar bear? Was the tent big or small, and what colour was it? What were the expressions on Sarah and Eric’s faces? Was it easy for Sarah to shoot the rifle? How did the bear react when it heard the rifle shot? How did Sarah and Eric look when they realised the bear was running away?

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• 5 Ask students to work in their pairs again. Read

READING 153

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5

Encourage them to locate the paragraph in the reading where the answer is given, and read out the relevant sentence or sentences together. Check answers as a class.

Sarah McNair-Landry’s route

152 READING

4

• 4 Put students into pairs to answer the questions.

At four o’clock in the morning, Sarah woke up suddenly. There was a polar bear outside the tent and it wanted to come inside! Eric tried to scare it away with a snow shovel, but the snow shovel In 2011, Sarah McNair-Landry and her was very small and the polar bear was very big! brother, Eric, decided to kite-ski 3,300 km Then Sarah found her rifle and shot it once above (2,500 mi) across the frozen Northwest Passage the bear’s head. The bear ran away, but Sarah in Canada. They each took four kites – big kites and Eric didn’t go back to sleep. They wanted to for days when there wasn’t much wind, and small leave. On the same morning, they saw five more kites for days when the wind was very strong. polar bears. Of course, they also packed sleeping bags, a tent On 11th June 2011, after 85 days, Sarah and and a lot of food, including 200 bars of chocolate! Eric finally arrived at the tiny Inuit community In total, they had four sledges, with about 180 kg of Pond Inlet. They were very tired, hungry and (400 lb) of equipment. Sarah and Eric were on wet from the melting ice. The Mayor of Pond Inlet skis for the journey. greeted them on the beach. In the evening, the On windy days, the kites pulled Sarah and local people organised a dance party. It was an Eric (on their skis) and the sledges with all the amazing end to a wonderful expedition. equipment. But on days when there was no wind, they had to pull the sledges themselves with no help. Sometimes, when the weather was really bad, they only travelled 5–6 km (3–4 mi) per day.

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert

• For Question 3, encourage students to use their imagination to think of an unusual means of transport. Suggest that they spend a moment visualising what it would be like to travel that way, before discussing in their groups. Encourage each group to choose one unusual means of transport and ask the secretary to make notes about it. They might also like to draw a picture or a labelled diagram.

Teaching Tip If students don’t have the words to express the meaning of a new word, encourage them to sketch a picture of it. Similarly, if students are undertaking a visualisation activity, you could ask them to draw a quick sketch of what they visualised. Emphasise that the quality of their drawing isn’t important; it’s simply another way of conveying and comparing their ideas.

Extend • Ask the secretary of each group to share their group’s ideas for Question 3. Encourage the rest of the class to ask each group questions about their suggested means of transport, for example, Where are you going to go? How are you going to travel? How long is your journey going to take? Is anyone going to go with you?

Answer Key

• If time allows, you may want to hand out Worksheet F.8.4 in class.

Comprehension  4

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Students will use the worksheet to revisit the reading text and practise the new vocabulary.

Consolidate • Ask the students to sit in a circle to play a memory game. Join in

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the circle with them. Explain Visualising can help you to remember things. Let’s try it. Say Imagine we’re going on an expedition. Let’s talk about what we’re going to take. I’ll start. Here’s my sentence. ‘We’re going to take a lot of chocolate.’ Encourage students to visualise bars of chocolate for a few moments. Then ask the student on your left to repeat what you said and add another item to the sentence, for example, We’re going to take a lot of chocolate and a tent.

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1. Because it was a shorter route from China to Europe. 2. Windy days were easier for Sarah and Eric. 3. Because the ice started to melt. 4. Sarah shot her rifle above the bear’s head. 5. They organised a dance party.

• Carry on round the circle, with students adding a new item each

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time. Give students time to form a picture in their mind of each item, and of the list as it gets longer. If any student can’t remember all the items, the next student in the circle starts the game again with one item. Ask Did visualising the items help you to remember them?

Formative Assessment Can students • discuss Sarah and Eric’s journey across the Arctic? Ask What do you think was the biggest problem for Sarah and Eric on their journey? • use new words from the reading? Ask students to make four sentences, each including one of the new words from this lesson: equipment, pull, snow shovel, tent.

Workbook  For additional practice, assign Workbook pages 96–97. Online Workbook Reading Reading SAMPLE COPY, NOT FOR DISTRIBUTION

267

VIDE

Video Objectives

Students will • discuss a student expedition to Tanzania. • apply the message of the video to their personal lives.

22 1 BEFORE YOU WATCH Discuss in pairs. Imagine you can take

a trip to any country in the world. Which country do you want to go to? Why? What do you want to do there? 2

Content Vocabulary  camera, elephant,

Read and tick. You are going to watch Student Expedition: Tanzania. Before you watch, predict which images you will see:

expedition, lion

✓

Resources  Video scene 8.1 (DVD/ Website/CPT); Online Workbook; CPT: Video

Materials  a world map or globe, or a

✓

tents

✓

dancing

✓

singing

shops

computers

✓

elephants

caves

✓

stars

boats

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map of Africa

cameras

154 VIDEO

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Before You Watch 

• Say In this unit, we’ve learnt about travel to a lot of

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different countries. Who can remember some of those countries or places? Ask several students to name the countries or parts of the world they remember reading about. Say In this lesson, we’re going to watch a video about travel to another country. It’s a country where you can find lions and zebras. Can you guess where this is? Let students make suggestions.

• 1 Ask students to open their books at pages 154−155. Read out the questions in Activity 1. Put students into pairs. Say Discuss the questions with your partner. When pairs have finished, encourage students to have a class discussion.

• 2 Read the instructions for Activity 2. Say Now we know that the students are travelling to Tanzania. Help a student to locate Tanzania on a world map or globe.

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Then ask another student to read out the words in the box. Say Look at the photo. Think about what the students might do on this trip. Predict what you’ll see in the video. Ask students to work individually to complete the activity, then compare their predictions with their partner.

While You Watch 

3

• 3 Say Now let’s watch Student Expedition: Tanzania. Let’s find out if the words you ticked were correct. Look for the images. Play Video scene 8.1. Ask Were your predictions correct? Check answers as a class, playing parts of the video again if necessary.

After You Watch 

4

5

6

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• 4 Put students into new pairs. Tell them to use information from the video to decide if the statements are true or false. Ask students to let you know if they

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert Teaching Tip 3 WHILE YOU WATCH Check your predictions from Activity 2. 24

Video in the classroom  Divide the

Watch scene 8.1.

class into pairs, with one student facing the monitor and the other with their back to it. Turn off the sound and play the video. Ask the students who can see to describe to their partner what is happening. Pause the video from time to time for the students to change places. This activity could be used, for example, to check answers for Activity 3.

T ✓

F

2 The boy believes that he can use his camera to take photos of all the new things he sees in Tanzania.

T

F ✓

3. The boy thinks that the trip was a typical tourist experience.

T

F ✓

T ✓

F

T

F ✓

4. The girl came to Tanzania to learn about a different culture and lifestyle and to improve her photography skills. 5. The girl’s favourite animal is a lion.

Work in groups. Would you like to take part in an expedition like this? Why or why not? Which parts of the video looked most interesting or exciting? Think of some problems or difficulties you might have on this kind of expedition.

6

Work in pairs. In the video, one of the students says, ‘I can honestly say that a part of me is changed because I came to Tanzania.’ How do you think a trip to another country might change your life?

7

YOU DECIDE Choose an activity.

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1. Work independently. Imagine you are in Tanzania on a National Geographic Student Expedition. Write a postcard home to your family about your activities in the last few days.

2. Work in pairs. Find out about a National Geographic Student Expedition to another country. Write a short description of it.

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3. Work in groups. Prepare a short holiday brochure about Tanzania. Find out about four popular activities for tourists. Find photos to go with your information. Present your brochure to the class.

National Geographic Student Expedition, Tanzania

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need to see all or part of the video again. Check answers as a class, and ask students to correct the false statements.

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• 5 Put students into small groups. Ask a student to

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read the instructions aloud. Say Make sure each member of your group has a chance to give their opinion. Ask one of your group members to make notes of your discussion. When groups have finished, ask them to share their ideas with the class. Take a class vote on whether students would like to take part in a similar expedition.

• 6 Put students into pairs again to discuss the question. Ask them to tell their partner if they have already made a journey that has changed their life, or if there is a particular part of the world they would love to visit. When pairs have finished, ask What are some of the ways you think such a trip can change a person’s life? Are all the changes good? Are any not so good?

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1. The boy thought a trip to Tanzania would change his life.

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4 AFTER YOU WATCH Work in pairs. Tick T for True or F for False. 24

VIDEO 155

Formative Assessment Can students • discuss a student expedition to Tanzania? Say Tell me three things the students saw or did in Tanzania.

Online Workbook Video

2/22/17 4:18 PM

• 7 YOU DECIDE  Ask students to choose an activity. If students choose the first activity, encourage them to think of the most exciting parts of their trip to write about. If time allows, you could ask them to illustrate their postcard.

• Put students who choose the second option into pairs. Guide them to do internet research before completing the activity. Information can be readily found online via a quick search using the term National Geographic Student Expeditions.

• Put students who choose the third option into small groups. Encourage them to find information about travel to Tanzania online and in books and other printed resources. Encourage students to divide up the work, for example, one student can focus on research, another on the brochure design, another on finding photos, and so on.

Video SAMPLE COPY, NOT FOR DISTRIBUTION

269

Grammar 2

GR AMMAR

131

In, on and at: Saying when things happen On Friday, we’re going to fly to Prague. On Saturday morning, we’re going to see Prague Castle. At lunchtime, we’re going to try the new café in Wenceslas Square. In the afternoon, I’m going to walk to the Alfons Mucha Museum. At seven o’clock in the evening, we’re going to meet our friends at Prague Estates Theatre.

Objective

Students will • use in, on and at to say when things happen.

Grammar  In, on and at Content Vocabulary  concert, castle,

1

Read. Complete the email with in, on or at.

email, square, tram

Hello from Prague

Resources  Online Workbook/ Workbook pages 98–99; Worksheet F.8.5 (teacher’s Resource CD-ROM/ Website); Track 131 (Audio CD/ Website/CPT); CPT: Grammar 2

Hi Stella! How are you? We’re having a great time in Prague. Yesterday we went to Charles Bridge very early

at

the morning and took a lot of photos. Then,

Materials  Paper clips, scissors, pieces

all the beautiful buildings and

of card

at

noon, we went by tram to Peace Square. We looked at

lunchtime we had a hot dog from a kiosk in the square.

the afternoon, we visited the National House of Vinohrady – an amazing building.

the morning, so we’re very tired today!

we’re going to go by train to Karlštejn Castle. And

on

the evening, we night. We didn’t get

On

Wednesday,

Thursday, we’re going to come back home!

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See you soon. Joel

at

In

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back to our hotel until one o’clock

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went to an amazing concert at Akropolis. It didn’t finish until half past eleven

in

in

Work in pairs. Talk about your plans for the next two or three days. Use in, on and at.

3

Work in pairs. Spin the wheel. Take turns making sentences using the words on the wheel and the correct preposition: in, on or at.

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I had a cheese sandwich at lunchtime.

Go to page 187.

Prague, Czech Republic

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Warm Up

• Activate prior knowledge Say When you write an

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itinerary for a trip, how do you organise it? Think about the itinerary you read for a trip to China. What were the headings? Confirm that an itinerary is usually divided into the different days of the trip, and lists the activities for each day. Say It’s very important to know exactly when activities and events are happening. To talk about when things happen, we use the prepositions in, on and at. Write in, on, at on the board. Say Let’s find out how to use them.

Present • Ask students to open their books at page 156. Read the title of the grammar box. Then point to the three words on the board, and ask students to work individually to find them in the example sentences.

• Say Listen to someone talking about a visit to Prague. They say when they’re going to do each thing. Play Track 131 while students read along silently.

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• Say We need to know which preposition to use. We use different prepositions depending on what follows them in the sentence. Write the following table on the board: When?

Preposition

Example

Day of the week Part of the day Clock time

Invite students to help you complete the table. Ask Which sentences in the box name days of the week? (the first two) Ask Which preposition do we use before days of the week? (on) Write on in the second column of the table, and On Friday as the example. Encourage students to complete the other gaps in the table, using the sentences in the grammar box. Confirm that in is used for parts of the day, such as morning, afternoon and evening. Confirm that at is used for

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert specific times of day, such as clock times, or with words like bedtime and lunchtime that refer to times when regular activities take place.

Grammar in Depth Many different prepositions are used to refer to time. In this lesson, we look at the use of in, on and at.

• Play Track 131 again, and ask students to listen and repeat each sentence.

Practise 

1

In is used for parts of the day, for example, morning, afternoon and evening. It is also used for months or seasons of the year: In April we’re going to visit Paris. I love Paris in the spring.

2

• 1 Ask students to look at Activity 1, and read the instruction. Put students into pairs. Say Work with your partner to read the email and complete it using the correct prepositions. Remind students to refer to the table on the board, and the grammar box on page 156, if they are not sure which preposition to use. Check answers as a class.

On is used for days of the week, dates and special days, for example, on my birthday. We use plurals of days of the week to talk about repeated or habitual actions: On Sundays, I visit my aunt.

• 2 Read out the instruction for Activity 2. Ask students to work

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• 3 Put students into pairs with a new partner. Ask them to cut out

Exceptions to the above rules are at the weekend and at night.

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the spinner from page 187 in one of their books. Remind them how to spin the paper clip round the point of the pencil and read the text where the paper clip stops. Read out the instructions. Say Look at the spinner in the picture at the bottom of page 156. The paper clip points to ‘lunchtime’. Which preposition do we use? (at) Ask a student to read the example in the speech bubble. Tell pairs to play the game, taking turns to spin the wheel and make a sentence.

At is used for clock times, specific times of day and festivals, for example: at six o’clock at sunset at Christmas

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Apply 

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with the same partner and talk about their plans. Say Try to make two sentences for each of the prepositions. When they have finished, ask some of the students to tell the class about their plans.

Extend

• Make two sets of three cards, each with in, on or at written in large

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letters. Divide the class into two teams. Invite one student from each team to the front of the class and give them a set of three cards. Call out a word or phrase for time, for example, Thursday, morning, two o’clock, breakfast time, half past ten, night, Tuesday, noon or evening. As soon as the two students hear the word or phrase, they hold up the card with the correct preposition. The first student to hold up the correct card gets a point for their team. Ask that student to make a sentence using the preposition and the time word or phrase. For a correct sentence, they gain an extra point. Continue until all students have had a turn at the front.

• Hand out Worksheet F.8.5 to give students more practice of the prepositions in, on and at.

Can students • use in, on and at to say when things happen? Ask students to choose the correct prepositions to complete these sentences: _ _____ Tuesday we’re going to perform a play for our parents. They’re going to arrive ______ two o’clock.

Consolidate • Ask students to work in small groups to write an itinerary for a perfect weekend. Say Imagine you can do anything you want to, for one weekend. Think of at least three activities for each day. Encourage them to decide at what time or time of day each activity will take place. When they have finished, invite each group to talk about their perfect weekend, using going to and the correct prepositions to say when things happen.



Formative Assessment

_ _____ the evening, we’re going to eat at a restaurant.

Workbook  For additional practice, assign Workbook pages 98–99. Online Workbook  Grammar 2

SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2

271

Writing

WRITING Blogs usually include the following information: • The titles of the blog posts

Objectives

• The date of each blog post • A small piece of information about the author (the blogger)

Students will • understand how to structure a blog post. • analyse the elements of a model blog post. • write a blog post about holiday plans.

At the end of the blog post, the blogger often asks the readers to add their comments. 1

Writing  A blog post Academic Language  blog, blogger,

Read the model. Work in pairs to identify and underline these four things: the title of the blog post, the date of the blog post, the information about the blogger and the request for comments.

My Life, My Music, My World, My Blog! 12 December 2016 th

comment, request

About me: I’m Mateo. I’m from Córdoba and I love music, football and empanadas!

My Staycation Every summer holiday our family goes away for a week or two. Sometimes we visit friends in the mountains or we go to the beach. Sometimes we travel to other countries. This year, we’re going to do something completely different. We’re going to have a ‘staycation’. We’re planning to stay at home and explore all the exciting things right here in Córdoba, Argentina.

Resources  Online Workbook/Workbook page 100; Process Writing Worksheet (Teacher’s Resource CD-ROM/ Website); CPT: Writing

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On Monday, we’re going to visit the Paseo del Buen Pastor. We’re planning to look at some modern art and listen to some music. On Tuesday, we’re going to have a picnic at Parque Sarmiento and in the evening my sister’s hoping to take a tango lesson. (I’m not so sure about that plan!) On Wednesday, we’re planning to make a day trip to a small town near Córdoba called Cosquín. We’re going to listen to some folk music there. After that … I don’t know yet. But there’s so much to do in my own city, I think a staycation is a great idea!

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Fountain show, Paseo de Buen Pastor, Córdoba, Argentina

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What do you think of our staycation plans? Please comment below!

2

Work in pairs. Do you like the idea of a staycation? Why or why not?

3

Write. Write a blog about your holiday plans. Include all of the information you usually find on a blog.

WRITING 157

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Warm Up

• Build background Ask What do you know about blogs

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and blogging? Where would you read a blog? Ask students to share their ideas about blogs with the class. Confirm that A blog is a website or webpage that has information added to it regularly. It’s usually written by one person, or a small group of people.

• Say A blog often shares information or experiences about a particular topic. People blog about their jobs, or about their hobbies or interests. There are blogs about different sports and about how to make things. There are more than 150 million blogs on the Internet! Explain that a blog post or blog entry is an individual article or new piece of writing that’s been added to a blog. Ask Do any of you read blogs? Who are they written by? What’s the topic? You might like to start the discussion by sharing your own experience of a blog that you read regularly.

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Present • Tell students to open their books at page 157. Ask them to read silently through the information in the green box at the top of the page. Go through the points in the box one by one, asking questions such as the following: Why does a blog post need a title? (to tell the reader what the subject is; to persuade the reader to continue reading) Why is it important for a blog post to have a date? (so that the reader can see the order in which the blog posts were written; to see if the information is up to date) Why is there some information about the blogger? (because readers like to know about the writer; it makes the blog more personal) Why do bloggers ask for readers’ comments? (Let the students express their own ideas about

SAMPLE COPY, NOT FOR DISTRIBUTION

Be the Expert this question, but the answers might include: so that bloggers can write about things that interest their readers; so that they can improve their writing; so that they can get to know what kinds of people are reading their blog.)

Read the Model 

1

Writing Support Writing a blog post  The word blog is short for weblog, and it refers to a website consisting of entries (or posts) that appear in order of date, with the most recent post shown first. Blogs often include links to related websites and a section for comments from readers. There are believed to be more than 100 million blogs online, on every topic from home life to business, politics and different interests and pastimes.

2

• 1 Say Now we’re going to read a blog post and identify the different features. Read the instruction for Activity 1. Put students into pairs and ask them to read the blog post together and underline the four features mentioned. Give pairs time to complete the activity.

A blog is usually written in an informal, conversational style. Tell students to imagine they are writing to their friends, because a friendly tone will attract more readers. Bloggers are advised to update their blog regularly, adding new information or posts, to keep their readers’ interest.

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some examples of this. (One example is, We’re going to do something completely different.) Then say In some sentences, the blog uses another phrase to describe future plans. What is it? (We’re planning to …) Confirm that We’re planning to … and We’re going to … have very similar meanings. Say The blog also says ‘my sister’s hoping to take a tango lesson.’ Hoping to means that you want to do something, but you’re not sure whether you’ll be able to or not.

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• Say The blog post uses going to to describe future plans. Elicit

• Say The title at the top of the blog is the name of the blog. What

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is it called? (My Life, My Music, My World, My Blog!) Ask Do you think this is a good title for a blog? Why or why not? Say The title in smaller type is the title of the blog post. What is it? (My Staycation) Explain The title ‘My Staycation’ tells us what this blog post is about. Did you find out what a staycation is? (a holiday where you stay close to home) Check the other information students underlined as a class.

• Ask Did you enjoy reading Mateo’s blog? What did you like about it?

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Invite responses. Point out the informal, conversational tone of the writing and ask What does the blog title, the personal information and the tone of the writing tell you about what kind of person Mateo is? If you could send Mateo a comment about his blog, what would it say? Ask students to discuss in pairs. Invite several students to share their ideas with the class.

• 2 Draw students’ attention to Activity 2, and read the instructions aloud. Ask students to work with a new partner to discuss the question. Ask pairs to share their opinions with the class. Ask Have you ever had a staycation? What did you do? Invite students to share their experiences.

Encourage students to think of a title that will communicate the content of the blog clearly, but at the same time invite the reader to read on. Tell them to provide some personal information that will give the reader a picture of who they are, and where they are based. After all, the Internet is a global phenomenon and bloggers could be anywhere in the world, as could their readers.

Teaching Tip Students often find writing difficult, and it’s important to keep students motivated and praise their efforts. Always give them a good reason to write. Explain that being able to write a blog post allows them to express their own ideas and opinions, and to talk about subjects that they know a lot about or are passionate about. Encourage students to read blog posts on subjects that interest them, always with guidance from a teacher or parent.

Workbook  For scaffolded Writing support, assign Workbook page 100. Online Workbook Writing Writing SAMPLE COPY, NOT FOR DISTRIBUTION

273

• If you have time in class, allow students to work on this step. If not, assign it as homework. If students have Workbooks, remind them to use Workbook page 100 for writing support.

WRITING Blogs usually include the following information: • The titles of the blog posts • The date of each blog post • A small piece of information about the author (the blogger)

At the end of the blog post, the blogger often asks the readers to add their comments.

• Worksheets  If your students need a reminder of any of the steps of process writing, you may want to hand out the Process Writing Worksheet and review it together.

Read the model. Work in pairs to identify and underline these four things: the title of the blog post, the date of the blog post, the information about the blogger and the request for comments.

My Life, My Music, My World, My Blog! 12th December 2016

About me: I’m Mateo. I’m from Córdoba and I love music, football and empanadas!

My Staycation Every summer holiday our family goes away for a week or two. Sometimes we visit friends in the mountains or we go to the beach. Sometimes we travel to other countries. This year, we’re going to do something completely different. We’re going to have a ‘staycation’. We’re planning to stay at home and explore all the exciting things right here in Córdoba, Argentina.

• Workbook  Refer students to Workbook page 100 to help them organise and plan their writing.

On Monday, we’re going to visit the Paseo del Buen Pastor. We’re planning to look at some modern art and listen to some music. On Tuesday, we’re going to have a picnic at Parque Sarmiento and in the evening my sister’s hoping to take a tango lesson. (I’m not so sure about that plan!) On Wednesday, we’re planning to make a day trip to a small town near Córdoba called Cosquín. We’re going to listen to some folk music there. After that … I don’t know yet. But there’s so much to do in my own city, I think a staycation is a great idea!

Write • After students have completed their pre-writing, tell them to work on their first drafts. If you haven’t got enough time in class, assign the first drafts as homework.

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What do you think of our staycation plans? Please comment below! Fountain show, Paseo de Buen Pastor, Córdoba, Argentina

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Revise

• After students have finished their first drafts, tell them

Write. Write a blog about your holiday plans. Include all of the information you usually find on a blog.

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Work in pairs. Do you like the idea of a staycation? Why or why not?

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WRITING 157

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Plan 

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• 3 Read Activity 3 aloud. Say Now you’re going to

Edit and Proofread

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plan your own writing. The topic is to write a blog about your holiday plans. Explain that students can write about a real holiday they are planning, or use their imagination to write about a holiday they would like to go on. Say Don’t forget to use going to or planning to to talk about your plans.

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to review their writing and think about their ideas and organisation. Ask each student to consider the following: Have I included all the information in the right order? Will the title I’ve chosen make the reader want to read on? Have I chosen the most interesting points about my planned holiday? Have I written in an informal style, as though I was writing to a friend?

• Ask What are the different types of information you

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need to include? (a title, a date, information about themselves, the blog post and an invitation for people to comment) Encourage students to make notes about each of these types of information before beginning their writing.

Writing Assessment Use these guidelines to assess students’ writing. You can add other aspects of their writing you’d like to assess at the bottom of the table. 4 3 2 1

= = = =

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Excellent Good Needs improvement Re-do

Unit 8

• Encourage students to consider elements of style, such as sentence variety, parallelism and word choice. Then ask them to proofread for mistakes in grammar, punctuation, capitalisation and spelling.

Publish • Publishing includes handing in pieces of writing to the teacher, sharing work with classmates, adding pieces to a class book, displaying pieces on a classroom wall or in a hallway, and posting on the Internet. 1

Writing  Student includes the information and features of a blog post correctly. Grammar  Student uses going to and other appropriate phrases to talk about future plans. Vocabulary  Student uses a variety of word choices, including words learnt in this unit.

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Mission Objective

Students will • discuss how travel and outdoor experiences can help them learn.

Resources  Resources Video scene 8.2 (DVD/Website/CPT); Worksheet F.8.6 (Teacher’s Resource CD-ROM/ Website); Online Workbook: Meet the Explorer; CPT: Mission

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Be the Expert

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Get Outside!

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‘Get outside and have fun!’ Sarah McNair-Landry

158 MISSION

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Mission

3. Think about a time that you spent outside recently. What did you do? What did you see? What did you learn? Did you have fun?

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2. What things can you learn about when you travel to a different place? What can you learn about yourself?

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National Geographic Explorer, Adventurer and Cinematographer

1. Watch scene 8.2.

• Read aloud the mission Get Outside! and write it on

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the board. Ask Why is it important to get outside? Elicit students’ ideas. Ask Who’s the explorer featured in this unit? What kind of places does she travel to? (Sarah McNair-Landry; She often travels to very cold places: the Arctic and Antarctic.)

• Tell students to turn to page 158 and look at the photo. Say This is another photo of Sarah. It looks like she’s in a very cold place. How can we tell? (It’s so cold that she’s got ice on her hair and her eyelashes!) Ask students to say what else they can see in the photo. Read aloud the mission and the quote. Ask Does Sarah look like she’s having fun in the photo? (Yes, she seems to be smiling.)

• Activity 1 Say Now let’s watch a video about Sarah

When students are working in pairs, encourage them to use English at all times. Make sure that they have useful vocabulary to refer to. You might also like to provide basic sentences on the board or on a classroom wall for students to use. For example: I think … Do you agree? Have you got any other ideas? In my opinion, the most important thing is … How can we find out about …?

and her travels. Play Video scene 8.2. Ask students to focus on what Sarah says about why she travels to difficult places. Remind students that they visualised

Online Workbook  Meet the Explorer 2/22/17 4:18 PM

the incident with the polar bear in the night. Play the video again, and ask them to notice any new information about the incident in the video. Ask students to say what they noticed.

• Activity 2  Put students into pairs. Say In the video, Sarah says she wants to pass on the message to young people that anything is possible. Read out the quote again, and ask a student to read out the activity questions. Ask pairs to discuss them.

• Activity 3  Read the questions in Activity 3. Ask students to make notes individually about a recent experience. Then invite students to share and compare ideas with the rest of the class.

• Worksheet  Hand out Worksheet F.8.6. Explain that students will use the worksheet to think and write about Sarah McNair-Landry and why it’s important to get outside.

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Make an Impact

Project

YOU DECIDE Choose a project.

Objective

Students will • choose and complete a project related to travel and holidays.

1 Create a tour itinerary. • Make a list of interesting places in your local area. • Design a three-day tour itinerary for visitors. Think about how they can get from one place to the next. Use photos to illustrate your itinerary.

Content Vocabulary  blog entry, itinerary

• Present your itinerary to the class and answer their questions about it.

Resources  Assessment: Unit 8 Quiz, Units 5–8 Mastery Test, Final Test; Workbook pages 101 and 111; Worksheet F.8.7; (Teacher’s Resource CD-ROM/Website); CPT: Make an Impact and Review Games

2 Write a blog entry. • Research a city in another country. • Pretend that you are on holiday in this city. Write a blog about your visit. Include photos. • Publish your blog. Answer questions and respond to your classmates’ comments.

Materials  tourist leaflets about your local area (optional), large sheets of paper, glue sticks (optional)

3 Make a map.

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• Survey your friends and family to find out which places around the world they have visited.

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• Draw or print out a map of the world and label each place with the name of the person who went there and information about why they went there.

Go to pages 288–290.

Unit Review  Assign Worksheet F.8.7. Workbook  Assign pages 101 and 111. Online Workbook  Now I can

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Assessment 

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• Show your map to the class. Discuss which places are the most popular and why.

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Prepare

• you decide  Ask students to choose a project. • Activity 1  Remind students how to organise their

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itinerary, laying it out day by day. Make sure that they have access to information about interesting places in the local area. If you have tourist information or books about the local area, make these available. Encourage students to do internet research to check facts and deepen their knowledge of local places. In this way, they will be prepared to answer questions when they present their itinerary to the class.

• Activity 2  Remind students of the features of a blog. Encourage them to choose a city that is very different from the students’ own culture, as this is likely to elicit more interesting comments and reflections. When they publish their blog, student bloggers might like to ask their classmates to provide short written comments, as if they were commenting online.

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Unit 8 Project SAMPLE

• Activity 3  When students carry out their surveys, remind them to find out why people visited the different places, as well as where they went. You might like to provide large sheets of paper, so that students can stick their maps onto the centre of the sheet, and have space to write their labels on the blank paper around the map.

Share • Schedule time for students to present their tour itineraries, blog entries or labelled maps to the class. Allow time for the other students to ask questions about their classmates’ work.

• Modify  Help students to simplify a project by eliminating one of the options or steps. For Activity 3, you could provide a world map outline for students to use, and they could share their survey information with one or two other students, collating the results onto one map.

COPY, NOT FOR DISTRIBUTION

2/22/17 4:18 PM

STUDENT’S BOOK AUDIO SCRIPT

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Track 123 S  PEAKING STRATEGY  See Student’s Book page 149.

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Track 129 2 LEARN NEW WORDS  equipment / They had a lot of equipment for their trip. pull / The kites pulled the sledges along the ice. snow shovel / We used a snow shovel to move the snow from our door. tent / A polar bear tried to get into their tent while they slept.

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Track 122 5 LEARN NEW WORDS  gift / I always bring a gift when I stay with other people. hotel / I don’t want to stay in a hotel because it’s expensive. local / The local shops are much better than the ones in the city centre. tour / Let’s go on a tour of the Forbidden City today.

Track 128 4 LEARN NEW WORDS  beach / Ha. Long Bay has many beautiful beaches. cave / In Göreme National Park there are caves in the rocks. island / Tourists enjoy travelling by boat from one island to another. valley / There are valleys between the mountains.

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Track 121 5   S1: So, Marco … did you enjoy the school trip to China? S2: Yes, it was amazing. S1: What was your favourite part? S2: My favourite part of the trip was our tour of the Forbidden City. It was really interesting and the palaces were so beautiful. And I liked Shanghai Historic District. I bought a Chinese poster as a gift for my sister there. She loves it! S1: Where did you stay? S2: In Beijing and Shanghai we stayed in hotels. They were OK, but it was really interesting to stay with a local family in Nanjing. They were very friendly and I practised my Chinese.

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Track 120 2 LEARN NEW WORDS  airport / We can take a train to the airport and then fly to France. by train/coach/ boat / I usually go there by train/by coach/by boat. leave / Our train leaves tomorrow at eleven o’clock in the morning. pack / It will be very cold in China, so don’t forget to pack warm clothes. passport / You usually need a passport when you go to another country. public transport / Trains and buses are both forms of public transport. spend / Students will spend three days in Beijing. ticket / You must buy your ticket before you get on the train. tourist / Thousands of tourists visit the Great Wall of China every year. trip / The school trip to China was amazing.

Track 127 4   The UNESCO list of World Heritage sites includes more than 1,000 places around the world of great interest, importance or natural beauty. In Vietnam, Ha. Long Bay is a UNESCO World Heritage site. There are more than 1,600 islands in this bay. Many of them are uninhabited – no one lives there − because they are very small and rocky with thick forests. Tourists love to visit this bay, often by boat. They travel from one island to another and admire the beautiful beaches, the unusual rock formations, the green forests and the blue water of the sea. Another amazing UNESCO World Heritage site is the Göreme National Park in Turkey. Like the islands in Ha. Long Bay, Göreme National Park has some amazing and unusual rock formations. But here, there are mountains, valleys, caves and underground cities in the rocks. Two thousand years ago, more than 20,000 people lived in these underground cities. Now you can stay in hotels in the caves.

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Track 119 1 Listen and read.  See Student’s Book pages 146–147.

Track 124 1   S1: Excuse me, do you know how to get to Linden Avenue, please? S2: Linden Avenue? Of course. Go down King Street and turn right at the Fishermen’s Memorial into Bluenose Drive. S1: OK, got that. S2: Then you go straight down Bluenose Drive. At the end of Bluenose Drive, turn left and that’s Linden Avenue. S1: Great! Thanks very much. S2: No problem. Have a nice day.

Track 130 3

 HILE YOU READ  See Student’s Book W pages 152–153.

Track 131 GRAMMAR  See Student’s Book page 156.

Track 132 1 Express Yourself  See Student’s Book pages 160–161.

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Track 125 GRAMMAR  See Student’s Book page 150.

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Track 126 1   S1: So, Alicia, tell me more about your birthday weekend in San Miguel de Allende. Are you going to leave here on Saturday morning? S2: No, we aren’t. We’re going to leave on Friday night. Ricardo’s going to drive. I think the journey from Mexico City is about four hours. S1: And what are you going to do on Saturday morning? S2: Our uncle is going to take us to this amazing café called Muro for breakfast. I can’t wait. And then in the afternoon we’re going to do a tour of the town. S1: Are you going to visit any museums? S2: Yes. You know I’m crazy about museums! I’m going to visit the Historical Museum on Sunday morning, before our picnic in the Botanical Gardens. But my brother isn’t going to come! S1: Have you got any plans for Sunday afternoon? There are a lot of amazing art galleries, you know. S2: I’m not going to do anything on Sunday afternoon. I’m just going to spend some time at my uncle’s house and then we’re going to drive back home to Mexico City in the evening.



SAMPLE COPY, NOT FOR DISTRIBUTIONAudio Script

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Express Yourself

Express Yourself

1

Read and listen to the blog.

132

Objectives

Students will • identify the purpose and features of blogs. • connect ideas about space and travel.

Welcome to Haneul’s Awesome Blogging World

competition, float, hotel, strap, universe

Resources  Online Workbook (Units 7–8 Review)/Workbook pages 102–103; Worksheet F.8.8 (Teacher’s Resource CD-ROM/Website); Track 132 (Audio CD/Website/CPT); CPT: Express Yourself Units 7−8

24th May 2028 The journey on the rocket yesterday was quite scary and very noisy. It was also much faster than I imagined. In fact, it only took ten minutes to get into space, but it took six hours to connect with our space hotel. The space hotel is amazing! We all have our own bedrooms, and we have special straps to hold us onto our beds so we don’t float away when we’re asleep! It’s really strange being in zero gravity.

Materials  travel brochures and

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catalogues for different kinds of holidays (optional)

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23rd May 2028 I saw the competition in a science magazine: ‘Win a five-day holiday in a space hotel, 300 km (186 mi) above Earth.’ A holiday like that costs more than $1 million. Of course I entered the competition! I’m crazy about space. And ... can you believe it? I won! Now, I am in a rocket with five billionaires on our way into space!

Content Vocabulary  billionaire,

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25th May 2028 I took a lot of photos today. I think Earth is the most beautiful and the most colourful thing in space. We’re travelling around Earth at 27,000 km (16,777 mi) per hour, and we can watch the sun rise and set 16 times a day!

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26th May 2028 Some of the other guests in this space hotel complain about everything! They don’t like the food or the beds. But I think we are the luckiest people in the universe!

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27th May 2028 Today was our last day in the space hotel. Now I just need to find $1 million for my next trip!

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Present 

• Preview  Ask students to turn to pages 160−161.

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Ask them to look at the picture and read the caption. Ask Where’s this hotel? Can you stay in this hotel now? What can you see inside the hotel? What would the view from the windows be like? Let students discuss, then tell them they’re going to read a description of a very unusual trip in the form of a blog. Say You wrote a blog about holiday plans in Unit 8. Can you remember what you included in your blog? Invite students to say what they remember about blog writing.

• 1 Read together Say Now let’s read and listen to the blog. Say As you read, think about the writer’s feelings and emotions. Do these change in the different blog posts? Play Track 132 while students listen and read along. When they have finished, ask How would you describe Haneul’s feelings and emotions? Do the other guests feel the same? Why do you think this is?

278

Unit 8

Practise 

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2

• 2 Discuss  Put students into groups of three or four. Read aloud the Activity 2 questions. Remind them that in Unit 7 they learnt about space exploration, and in Unit 8 they read about many different types of travel and holidays. Provide prompts to help students with their discussions. Say Think about some things astronauts can do in space, and some things they can’t do. Would five days in space pass quickly, or would it seem like a long time? When students are discussing sources of information about travel, show them any travel brochures and catalogues that you have brought into class. Ask them to think about the type of information that is included in these, and the type of information that is left out.

SAMPLE COPY, NOT FOR DISTRIBUTION

2

Be the Expert

Work in groups. Discuss the blog. 1. Do you want to take a five-day holiday in a space hotel? Why or why not? How do you think the guests spend their time there?

Genre in Depth Blogs  Remind students of the blog post

2. Haneul describes his experiences in a blog. What else can you read to find out about travel? How do you learn about other places? 3

they wrote in Unit 8, which included a title, date, information about themselves and a request for comments from readers. Other features that can be included in blog posts very effectively are photos, information tables and diagrams, and illustrations. Some blog posts also include a link to a video on the same subject. For more information on blogs, see page 273.

Connect ideas. In Unit 7, you learnt about space. In Unit 8, you learnt about travel. What connection do you see between the two units?

Cumulative Review

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Hand out Cumulative Review Worksheet F.8.8.

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Formative Assessment

YOU DECIDE Choose an activity. 1. Choose a topic: • space travel • an unusual holiday

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2. Choose a way to express yourself: • a blog • a short story • a poem

Plans for a future space hotel

3. Present your work.

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Connect 

• 3 Critical thinking  Put students into new groups.

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Read aloud the Activity 3 text. Provide prompts as necessary. Say Try to think of other connections between space and travel, apart from space travel itself. For example, how does space technology help travellers on Earth?

Prepare  

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• YOU DECIDE  Review the activity options. Allow students to choose their own topic. You may want to assign this activity in advance so that students have more time to work on it in class or at home.

• 4 Ask students to choose their topic first. Then help them to choose the kind of writing they will use to express themselves. Say If you choose to write a



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Can students • identify the purpose and features of blogs? Ask students to talk about a blog that they’d like to write. Say What would be the title of two or three of your blog posts? • connect ideas about space and travel? Ask students to tell you two different ideas they discussed about the connections between space and travel.

Workbook  Assign pages 102–103. Online Workbook  Units 7−8 Review

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blog, you already know the features to include. Your blog could be about a real experience or you could use your imagination, especially if you’re writing about space travel!

• Explain that a short story could be a good choice if students want to write about someone else’s experiences, especially a character or characters that they invent. Say Remember to plan a beginning, a middle and an end for your story. If you write a poem, try to choose a topic that you feel strongly about and use powerful language. Your poem doesn’t have to rhyme.

Share • Set aside time for sharing students’ work with the class. Remind students to listen politely to readings and presentations and to wait until they’re over before asking any questions.

Express Yourself 279 SAMPLE COPY, NOT FOR DISTRIBUTION

Assessment

Unit 1 Quiz

Resources  Unit 1 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 1 Quiz).

Testing Tip 

3. Select the Unit 1 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading and writing.

Set clear expectations for test-taking behaviour. Point out that students must stay in their seats and may not talk to one another during the test. If they have a question about the test, ask them to put their hand up and wait for you to come to their desk. Establish a system for finishing and collecting tests. You may want students to bring the test to your desk. Or you may find it easier if students place their tests facedown on the desk to be collected after the time is up. Find a system that works for each class you teach and keep the same routine throughout the course.

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• You may choose to customise this quiz or create your own. 4. Print the quiz. Then make copies for each student in your class.

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• For additional review, use the end-of-unit games in the Classroom

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Giving the Quiz

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Presentation Tool.

• Hand out the quiz and tell students to read the instructions. Clarify

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instructions if necessary.

• For the listening comprehension activities, you can play Track 002 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

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• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: Describe your family. Say three things about them.

What food is important to you and your family?

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Choose one meal of the day. What do you eat for that meal?

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Unit 1 Quiz

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Assessment

Unit 2 Quiz

Resources  Unit 2 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 2 Quiz).

Testing Tip 

3. Select the Unit 2 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading and writing.

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• You may choose to customise this quiz or create your own.

Before students enter on a test day, prepare your room for assessment. Arrange the desks in a way that allows students to work individually, without distraction. Check to make sure that the audio equipment is working properly, and programme the audio to the correct track, so that you’re not searching for the track while administering the test. Lastly, make sure you have any other testing materials that students may need during the test, such as scrap paper and sharpened pencils. Preparing your materials in advance will result in a smooth, organised test administration.

4. Print the quiz. Then make copies for each student in your class.

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• For additional review, use the end-of-unit games in the Classroom

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Presentation Tool.

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Giving the Quiz

• Hand out the quiz and tell students to read the instructions. Clarify

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instructions if necessary.

• For the listening comprehension activities, you can play Track 003 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

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• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: Describe your school. What’s unusual about it?

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What school subject do you like best? Say why you like it.

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Name one thing you want to improve at. How can you do it?



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Unit 2 Quiz

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Assessment

Unit 3 Quiz

Resources  Unit 3 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 3 Quiz).

Testing Tip 

3. Select the Unit 3 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading and writing.

Some students always finish a test early. It’s important to have another activity that will keep students engaged until their peers have finished. You may want to let fast finishers select a book or magazine from a classroom library of English language materials. Or, you may want to use the Internet to find puzzles, mazes or word games to copy and hand out to these students. To clarify expectations and avoid disruption, make a plan for fast finishers and explain it before you hand out the test.

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• You may choose to customise this quiz or create your own. 4. Print the quiz. Then make copies for each student in your class.

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• For additional review, use the end-of-unit games in the Classroom

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Giving the Quiz

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Presentation Tool.

• Hand out the quiz and tell students to read the instructions. Clarify

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instructions if necessary.

• For the listening comprehension activities, you can play Track 004 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

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• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: Describe one robot that helps people.

Chad Jenkins says that technology can change the world. Do you agree or disagree? Say why.

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Say three things robots can do, and three things robots can’t do.

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Unit 3 Quiz

SAMPLE COPY, NOT FOR DISTRIBUTION

Assessment

Unit 4 Quiz

Resources  Unit 4 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 4 Quiz).

Testing Tip 

3. Select the Unit 4 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading and writing.

Always tell students to scan the entire test before they begin to make sure they understand each item type. After you hand out the test, set one or two minutes aside for students to look at the test items. Then review the test as an entire class, section by section. Answer students’ questions on item types only (not content), providing models on the board and strategies for approaching each item type.

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• You may choose to customise this quiz or create your own. 4. Print the quiz. Then make copies for each student in your class.

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• For additional review, use the end-of-unit games in the Classroom

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Presentation Tool.

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Giving the Quiz

• Hand out the quiz and tell students to read the instructions. Clarify

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instructions if necessary.

• For the listening comprehension activities, you can play Track 005 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

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• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: What’s your favourite wild animal? Why do you like it?

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Say one surprising fact about an animal you learnt in this unit.

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Why shouldn’t we keep wild animals as pets? Give two reasons.



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Unit 4 Quiz

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Assessment

Units 1–4 Mastery Test

Resources  Units 1–4 Mastery Test (ExamView®)

Before the Test 1. T o generate the test, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your test a title (for example: Units 1–4 Mastery Test).

Testing Tip 

3. Select the Units 1–4 Mastery Test question bank and select all items. Tests include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading and writing.

Create a folder for each student’s assessments, and keep the folders on file for instructional use. For example, before a mastery test, pass out students’ old tests, and allow them time to discuss the tests in small groups. Students can use the tests to quiz one another on the content. They can also use old tests to discuss challenging item types and how they approached them. After the review, collect the tests again and file them away until the final test. At that time, allow students to repeat the process with all eight unit tests and/or the two mastery tests.

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• You may choose to customise this test or create your own. 4. Print the test. Then make copies for each student in your class.

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• For additional review, use the end-of-unit games in the Classroom

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Giving the Test

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Presentation Tool.

• Hand out the test and tell students to read the instructions. Clarify

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instructions if necessary.

• For the listening comprehension activities, you can play Track 010 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

lG eo gr

• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: Describe one thing you and your family enjoy doing together.

How can we help endangered animals?

N

at

io na

How are robots doing jobs that people can’t do? Give two examples.

284

Units 1–4 Mastery Test SAMPLE

COPY, NOT FOR DISTRIBUTION

Assessment

Unit 5 Quiz

Resources  Unit 5 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 5 Quiz).

Testing Tip 

3. Select the Unit 5 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading and writing.

ng

• You may choose to customise this quiz or create your own.

Help students manage their time during the test. Before they begin, go through each section and tell them approximately how long you think it should take. Explain to students that if they’re spending a long time on a single test item, they may want to skip that item and continue the test, coming back to it at the end of the assessment period. As students work on the test, let them know every ten minutes how much time they have left. Make sure you give a two-minute warning before the time is up.

4. Print the quiz. Then make copies for each student in your class.

ni

• For additional review, use the end-of-unit games in the Classroom

ar

Presentation Tool.

Le

Giving the Quiz

• Hand out the quiz and tell students to read the instructions. Clarify

ap hi c

instructions if necessary.

• For the listening comprehension activities, you can play Track 006 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

lG eo gr

• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: Describe two things that happen in the water cycle.

io na

Think about the problem of plastic in our oceans. Brainstorm some solutions.

N

at

The mission for this unit is: Protect Our Water. How can you help protect a local lake or river?



SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 5 Quiz

285

Assessment

Unit 6 Quiz

Resources  Unit 6 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 6 Quiz).

Testing Tip 

3. Select the Unit 6 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading and writing.

When providing feedback on assessments, offer more than just a ✓ or an ✗. Give praise for correct answers and point out areas of improvement over previous assessments. If a student gets an answer wrong, explain why. Make sure students are aware of spelling and grammar errors. For open-ended items, provide suggestions on how to improve a response so that students can do better on the following tests. If a student’s result was particularly low, schedule a time when you can sit down and discuss the test with the student.

ng

• You may choose to customise this quiz or create your own. 4. Print the quiz. Then make copies for each student in your class.

ni

• For additional review, use the end-of-unit games in the Classroom

Le

Giving the Quiz

ar

Presentation Tool.

• Hand out the quiz and tell students to read the instructions. Clarify

ap hi c

instructions if necessary.

• For the listening comprehension activities, you can play Track 007 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

lG eo gr

• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: Imagine you could design and build your own home. Describe it.

Why is it important to preserve historic buildings?

N

at

io na

Express your opinion of an unusual building in your town or city.

286

Unit 6 Quiz

SAMPLE COPY, NOT FOR DISTRIBUTION

Assessment

Unit 7 Quiz

Resources  Unit 7 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 7 Quiz).

Testing Tip 

3. Select the Unit 7 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading and writing.

ng

• You may choose to customise this quiz or create your own.

Some students experience anxiety during tests. Before the test, try to help your students relax. Increase their confidence by reviewing the material once more. Then offer some strategies for staying calm during the test. For example, model closing your eyes and taking deep breaths or rolling your shoulders and neck. Ask the class to suggest other ways to stay calm during the test, and make a list. Keep the strategies displayed in the classroom. If you see a student experiencing stress during the test, approach the student and remind him/her of the calming strategies you’ve discussed.

4. Print the quiz. Then make copies for each student in your class.

ni

• For additional review, use the end-of-unit games in the Classroom

ar

Presentation Tool.

Le

Giving the Quiz

• Hand out the quiz and tell students to read the instructions. Clarify

ap hi c

instructions if necessary.

• For the listening comprehension activities, you can play Track 008 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

lG eo gr

• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions: What did you learn about space from this unit?

io na

How can we use space technology better in the future? Make some suggestions.

N

at

Brendan Mullan says we should ‘Think like a scientist’. Give two examples of how we can do this.



SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 7 Quiz

287

Assessment

Unit 8 Quiz

Resources  Unit 8 Quiz (ExamView®)

Before the Quiz 1. T o generate the quiz, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your quiz a title (for example: Unit 8 Quiz).

Testing Tip 

3. Select the Unit 8 question bank and select all items. Quizzes include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading and writing.

Do not accept tests without first asking students whether they’ve checked their answers. Even the most confident and proficient student makes errors or accidentally skips an item. Always play audio tracks a second time for students to check their answers to audio activities. You may want to model how to check one’s own work by doing a ‘think-aloud’, in which you read the questions aloud, explain why the distractors are wrong, and justify each correct answer.

ng

• You may choose to customise this quiz or create your own. 4. Print the quiz. Then make copies for each student in your class.

ni

• For additional review, use the end-of-unit games in the Classroom

Le

Giving the Quiz

ar

Presentation Tool.

• Hand out the quiz and tell students to read the instructions. Clarify

ap hi c

instructions if necessary.

• For the listening comprehension activities, you can play Track 009 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

lG eo gr

• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions:

Describe your plans for your next holiday. What are your favourite activities to do outside?

N

at

io na

The title of this unit is See the World. Which part of the world would you like to visit? Give two reasons.

288

Unit 8 Quiz

SAMPLE COPY, NOT FOR DISTRIBUTION

Assessment

Units 5–8 Mastery Test

Resources  Unit 5–8 Mastery Test (ExamView®)

Before the Test 1. T o generate the test, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your test a title (for example: Units 5–8 Mastery Test).

Testing Tip 

3. Select the Units 5–8 Mastery Test question bank and select all items. Tests include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading and writing.

As students take the test, monitor their focus and behaviour. Ensure that students remain on-task by walking around the room and checking their progress as they work. Guide students who are off-task to look at easier test items first, in order to bring their attention back to the test. If a student seems particularly unfocused, move his/her seat to a quiet space in the classroom, or into the hallway, so that he/she can concentrate better.

ng

• You may choose to customise this test or create your own. 4. Print the test. Then make copies for each student in your class.

ni

• For additional review, use the end-of-unit games in the Classroom

ar

Presentation Tool.

Le

Giving the Test

• Hand out the test and tell students to read the instructions. Clarify

ap hi c

instructions if necessary.

• For the listening comprehension activities, you can play Track 011 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

lG eo gr

• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions:

io na

You’ve read about the problems some people have when they don’t have clean water. What solutions can you suggest for keeping rivers and lakes clean? Describe your favourite public building or large structure.

N

at

Would you like to travel into space? Why or why not?



Units 5–8 Mastery Test SAMPLE COPY, NOT FOR DISTRIBUTION

289

Assessment

Final Test

Resources  Final Test (ExamView®)

Before the Test 1. T o generate the test, go to ExamView® Test Generator and select Create a new test using a wizard.

Be the Expert

2. Give your test a title (for example: Units 1–8 Final Test).

Testing Tip 

3. Select the Units 1–8 Final Test question bank and select all items. Tests include questions that assess comprehension of vocabulary and grammar, as well as skills in these four areas: listening, speaking, reading and writing.

Before administering the final test, take a close look at it to determine how long each section will take your students to complete. Depending on the length of your class period, students may not finish the final test in a single class. Plan accordingly. For example, break the test into two parts. On the first day, administer the more controlled parts of the test, such as the listening, vocabulary and grammar items. Then, on the second day, administer the open-ended items, such as speaking and writing.

ng

• You may choose to customise this test or create your own. 4. Print the test. Then make copies for each student in your class.

ni

• For additional review, use the end-of-unit games in the Classroom

Le

Giving the Test

ar

Presentation Tool.

• Hand out the test and tell students to read the instructions. Clarify

ap hi c

instructions if necessary.

• For the listening comprehension activities, you can play Track 013 or you can read the audio script available on the ExamView® CD-ROM and also on the Teacher’s Resource Website.

lG eo gr

• For the speaking section of the assessment, you can use the questions on ExamView® and these additional questions:

N

at

io na

How are food and families connected with education? Give two examples from what you learnt in Units 1 and 2.

290

Final Test

How are robots and technology connected with animals? Give two examples from what you learnt in Units 3 and 4. How is water connected with buildings and history? Give two examples from what you learnt in Units 5 and 6. How are space and travel connected? Give two examples from what you learnt in Units 7 and 8.

SAMPLE COPY, NOT FOR DISTRIBUTION

Workbook

Unit 0

GrEE TinGs And inTroduc Tions

Welcome!

1

d 1. Hello! _____

a. Nice to meet you!

THE ALPHABE T

c 2. What’s your name? _____

b. I’m from Singapore.

b 3. Where are you from? _____

c. My name is Raina.

a 4. Lara, this is my teacher, Mr Patel. _____

d. Hi!

Write the missing letters.

L l

V

b

C c

M m

N

v

W w

D n

X

d O

x

E o

e

F f G g

H

h

Q

r

S s

P p

Y y

Z

q

R

I i

J

T

t

j

K

k 2 7

U u

read. Complete the conversation.

Jian: 2

Write the words in alphabetical order. Then spell them out loud. class

pencil

paper

name

book

1.

book

4.

name

class

5.

paper

3.

homework

6.

pencil

Listen. Write the cities you hear. Use a map to find the country for each city. Write, say and spell each country name. Then check your answers with a partner. 002

South Korea

3.

Tokyo

Japan

3. My name’s / name is [name].

4.

Beijing

China

4. I’m / I am from [country / city].

Mexico Canada

7.

Zurich

Switzerland

8.

New Delhi

India

Le

Oaxaca Vancouver

2. Hello, Ana. Good / Nice to meet you.

ap hi c

5.

lG eo gr

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subject pronouns and be

are

is

is

6. we

are

at

3. he /she

Write the contractions. Use the words from Activity 1.

2. 3.

you’re

4.

they’re

I’m

5.

it’s

he’s / she’s

6.

we’re

N

1.

2 7

He isn’t/He is not

3. Lucas is from Rio de Janeiro.

Australian. French.

He’s/He is

4. Valerie and Christine are from Chicago.

Brazilian.

They’re/They are

American.

5. Mei and I are from Shanghai. We aren’t/We are not Malaysian. 6. You’re from Costa Rica. You aren’t/You are not Argentinian.

T S

3. ‘Open your books at page 23.’

T

4. ‘Listen to the recording.’

T

5. ‘Excuse me, how do you spell “welcome”?’

S

6. ‘Can you repeat that, please?’

S

7. ‘Work in pairs.’

T

8. ‘Mrs Reed, what does “nationality” mean?’

S

read. Complete the conversation with the phrases from the box.

(1)

open your books

sit down

Sit down

sorry i’m late

What page is it

Open your books

at page 110.

Thomas:

Hello. I’m (3)

sorry I’m late

, Mr Jansen.

Mr Jansen:

Hurry up please, Thomas! Sit down and open your book.

What page is it

work in pairs

, please. Today, let’s learn about cities and

countries. (2)

, please?

Thomas:

(4)

Mr Jansen:

It’s page 110, Thomas. OK, let’s start. Look at the photograph. Who knows which city that is? Yes, Juliana?

Juliana:

It’s Moscow.

Mr Jansen:

That’s right! (5)

Juliana:

M-O-S-C-O-W.

Mr Jansen:

Write three sentences. Say where you and two other people are from. 1.

1. ‘Be quiet, please!’ 2. ‘I’m sorry I’m late, Mrs Reed.’

Mr Jansen:

She isn’t

1. Berta is from Santiago.

read. Who do you think is speaking? Write T for Teacher or s for Student.

How do you spell

read and write. Use a map if necessary.

2. Kyle is from London.

4

1 7

are

4. they

5. it

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cL Assroom L AnGuAGE

io na

contractions i’m from Buenos Aires. it’s in Argentina. You’re from Mexico. He’s Mexican too. We’re not / We aren’t from England. They’re Canadian. she’s from Toronto.

3

OWI_F_WB_93969_002-015_U00.indd 3

read. Write the full form of be. am

003

1. Hi, Sam. I’m / I am [name].

6.

1. you

to meet you!

Listen. Write a response using answers about yourself.

Seoul

2. I

Peter. He’s from Shanghai, too.

Good / Nice

1.

Gr AmmAr

3

, Peter.

2.

OWI_F_WB_93969_002-015_U00.indd 2

2

Hello, Mrs Lee. (10)

, too!

ar

3 7

Greece

is

Hi / Hello

Portugal

2

1

Peter:

?

you, Mrs Lee.

Shanghai.

Oh, really? (8) This

Lisbon

Full forms i am from Buenos Aires. it is in Argentina. Juan is from Mexico City. He is Mexican. We are not from England. Paula’s family is Canadian. she is from Toronto.

you

name

are you from?

from

Mrs Lee: I’m (7) Jian:

meet

name’s Jian. Nice to (4)

Where

(6)

Mrs Lee: (9)

Athens

is Mrs Lee. What’s your (2)

Mrs Lee: Hi, Jian! Good to meet (5)

homework

2.

Example:

My

(3)

Jian:

3

name

Mrs Lee: Hello! My (1)

z

ng

B

Aa

ni

1

read and match. Write the letter on the line.

That’s right. Now (6)

How do you spell

‘Moscow’, Juliana?

work in pairs

. Do Activity 1 with

your partner.

Answers will vary.

2. 4

3.

OWI_F_WB_93969_002-015_U00.indd 4



5

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Workbook 291

Workbook

monTHs oF THE Y E Ar And dAYs oF THE WEEk 1

sE Asons

Find and circle ten words in the puzzle. Then write them in the correct box. E B

J

A N U A R Y

M O E W U D Y S R M

F

H

I

E

P

L

I

V

T

B R A

X

E

E H D E

F

Look and draw. Draw a picture to show each season.

D A G R S A S

R R Q C M N A U B

U Y I

J

A

S D

T

U D A S B

T

J G R O

L

T

U

A D

T

C

E

L

U R O S

F

K

R

R

A P

R

I

L

L

1

C A Y

T

E B D E D

spring

fall

summer

winter

Y M O N D A Y H S W D A A N D A B P W O A R R

numBErs 1

months

April January

February

March May June

July August November

September October

December

days

Monday Wednesday Tuesday

Write the numbers. 1.

35

2.

120

one hundred and twenty

3.

682

six hundred and eighty-two

4.

1,957

one thousand nine hundred and fifty-seven

5. 396

three hundred and ninety-six

6. 983

nine hundred and eighty-three

2

Listen. Complete the sentences. 1. It’s the

2

November

1. Nadia

June

2. John

004

3. Salma

April

4. Rashi

December

6

read. Tick ✓ the correct sentences. Rewrite the incorrect sentences. 1. Elephants are red. Elephants are grey.

✓ 2. Zebras are black and white. 3. Apples are blue. Apples are red/yellow/green.

io na

✓ 4. Chocolate is brown.

fourth

4. Sara is

.

5. Roberto is

.

6. Miguel is

.

fifth sixth

. .

Write about your next birthday. Include the month, day and season. Use a calendar.

7

OWI_F_WB_93969_002-015_U00.indd 7

31/03/2017 16:28

TELLinG THE TimE 1

2

5. The sun is purple. The sun is yellow/orange/red.

Listen. Circle the clock with the time you hear.

006

1.

3.

5.

2.

4.

6.

Write. Complete the sentences with your own information. 1. I have breakfast at half past seven

✓ 6. Rice is usually white or brown.

.

2. I go to school at Answers will vary.

.

3. I have lunch at

read and write. Use the clues to complete the puzzle with the colours.

at

2

second

first

Answers will vary.

31/03/2017 16:28

coLours 1

3

lG eo gr

OWI_F_WB_93969_002-015_U00.indd 6

005

race of the day.

ap hi c

Listen. Write the month of each person’s birthday.

tenth

2. Emilia finishes

Write. Complete the tables from Activity 1 with the remaining months and days.

3. Paula is 3

thirty-five

Thursday Saturday

Friday Sunday

ng

P W E D N E S D A Y

T

ni

Y

Le

E

ar

T

D E

.

4. I watch TV at

.

5. I go to bed at

.

1

2

P B L U E R R 5 O P I N K W L N G E

3

N

Y 4 G R E E N R L E L 6 Y O R A W

3

1. Edgar is eating breakfast. What time is it? It’s seven o’clock in the morning.

Across 3. 4. 5. 6.

read and look. Say and write what time it is. Use in the morning/afternoon/evening.

the colour of the sea yellow + blue red + white yellow + red

2. Julian is in a maths class. What time is it?

It’s quarter past eleven/eleven fifteen in

the morning.

down

3. Susannah is playing football. What time is it? It’s four thirty/half past four in the afternoon.

1. 2. 3. 4.

4. Mary is playing video games. What time is it? It’s five forty-five/quarter to six in the

red + blue the colour of a banana the colour of a teddy bear black + white

afternoon/evening. 5. Felipe is going to bed. What time is it? It’s quarter to nine/eight forty-five in the evening.

8

OWI_F_WB_93969_002-015_U00.indd 8

292

Workbook

9

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Workbook

Gr AmmAr

Gr AmmAr

object pronouns

Possessive adjectives The food is bad. Don’t eat it. Please give the ball to us. I can share my lunch with you. Let’s help them.

1

my house his toys your cat her pencil Questions Is it her bag? Is it your book?

read. Underline six object pronouns in the paragraph.

1

our

them

us

her

him

you

?

it

us

.

on.

them

7. The boys want to see the new car. Let’s show it to

.

rewrite each sentence. Replace the underlined word(s) with an object pronoun.

1

Write. Complete the sentences with the correct word.

4. ‘

31/03/2017 16:28

children

✓ ✓

2. babies 3. tomato

✓

4. sheep

✓

tomatoes

✓

Gr AmmAr

✓

6. mouse

✓

sheep

7. quiz

✓

8. women

31/03/2017 16:28

This book is very interesting. I love that dress over there. It’s really colourful! Do you want some of these oranges? They’re delicious. We don’t know those students! Maybe they’re new.

foot

mice

quizzes ✓

1

woman

Listen and colour.

007

1.

3.

yellow

at

2.

N

black

2

1. A / The people at my school are very nice.

4. Maths is a / an difficult subject for me.

2. Is there a / an animal at the window?

5. An / The teacher is Mrs Maddox.

3. A / The men at the club know my father.

6. I need a / an green apple for the pie.

3.

The

an

egg? I want to make

computer on

the

5. She’s eating

The

an

orange. It’s from

the The

year.

this

a

cake.

3

pencils are his, too.

cat. She always sits here on my keyboard.

these

flowers? We can’t keep them here.

5. Look over there! I don’t know who

bakers there make delicious bread.

desk belongs to my mother.

students are happy today.

Those

this

3. Look at

that

car belongs to.

Write. Describe three things in your home. Use this, that, these and those. 1. This is my desk.

4. A: What’s in the box? It’s very heavy! B: New books for the science students.

6.

1. The books on that table belong to Lee.

4. Where can we put

The

2. Answers will vary. 3.

tree in our garden.

4.

teacher didn’t give them any homework.

12

OWI_F_WB_93969_002-015_U00.indd 12



red

orange

read. Complete each sentence with this, that, these or those.

2. Today is my birthday. I’m 11

read. Complete the sentences with a, an or the. bakery near my home.

green

4.

grey

read and circle the correct word.

2. Do you have

purple

pink

The book is on the desk. There’s a mouse in the classroom! The mouse is running. I don’t want an animal in the classroom. The students don’t like mice.

a

?’ are. 11

definite and indefinite articles

1. There’s

his

demonstrative adjectives

2 or more

5. feet

baby

io na

1. child

1

yours

bicycle is that? David, is it

Gr AmmAr

read. Decide if the word is singular, plural, or both. Tick ✓ the correct box. If the word is singular, write the plural. If the word is plural, write the singular. 2 or more

Whose

. .

OWI_F_WB_93969_002-015_U00.indd 11

lG eo gr

OWI_F_WB_93969_002-015_U00.indd 10

1

hers ours

5. Victor took Julie’s keys. He doesn’t know where

10

PLur AL s

.

3. We’ve got a new car. The blue one over there is

5. Dad is making a cake for you and me. Dad is making a cake for us.

2

mine

1. My book is not yellow. The red one is

2. Glenda doesn’t eat sweets. Those chocolates aren’t

4. The pencils belong to Marta. The pencils belong to her.

1

our food → The food is ours. your books → The books are yours. their bus → The bus is theirs.

2. Open your book at page 130. Open it at page 130. 3. I visit Charles at four o’clock. I visit him at four o’clock.

1

nest.

1. Share your pens with Leila and Teresa. Share your pens with them.

ap hi c

3

my house → The house is mine. your cat → The cat is yours. his toys → The toys are his. her pencil → The pencil is hers. Question Whose car is this? It’s ours.

?

5. Let’s go to the park. We can take the dog with 6. I need the computer. I’ll turn

Gr AmmAr Possessive pronouns

me

3. I want to watch TV. Can you watch with 4. You look sad. How can I help

.

?

bottle.

its

6. The bird is asleep. It’s in

1. Dad is thirsty. Please take this glass of water to 2. Maria is very nice. Do you know

his

5. The water bottle is Erik’s. It’s

you

ni

me

shoes.

school,’ say Liz and Ivy.

ar

it

books are on the table.

her

Le

him

bag.

Their

3. The blue shoes belong to Sara. They’re 4. ‘This is

her

my

2. The students have got green books.

read. Complete each sentence with a word from the box.

your books their bus

read. Complete the sentences with the correct word. 1. The bag belongs to me. It’s

I like apples. They’re good for you. Do you like them? My mother buys apples for us at the market. She always cuts an apple for my baby brother. She gives him one piece at a time. He can’t eat it all – it’s too big! So, my mum gives the rest to me. 2

its colours our food

ng

Come with me. This book is for you. I really like him. Can you go with her?

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Gr AmmAr

Gr AmmAr

Prepositions of place

countable and uncountable nouns countable nouns an egg → three eggs a book → some books

on

in

under

uncountable nouns juice → some juice bread → some bread

next to 1

organise. Write the words in the correct column. apple

biscuit

bread

cheese

egg

juice

milk

countable

between

2

3. There’s a little green car between / in those two buses.

some bread three apples milk twelve eggs six oranges chicken rice

5. The market is on this street, in / next to the school. 6. She put her books in/ behind her bag to take them home.

2.

008

3.

Write. You’re going food shopping. Write five things you need. Use a, an, some or a number for each item. some orange juice

ap hi c

3

009

Le

7. The pens on / between the desk belong to Greta.

1.

pasta rice

Listen. Complete the shopping list with the words you hear.

4. Please come and stand in front of / under the class.

Listen and draw. Then compare your answers with a partner. Say where the items are.

bread cheese juice milk

ng

1. The children are in front of / behind the sofa. I can’t see them. 2. My pencil is on the floor, under / on my desk.

2

uncountable

apple biscuit egg strawberry

read. Circle the best word to complete each sentence.

strawberry

ni

1

behind

rice

ar

in front of

pasta

Answers will vary.

14

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Unit 1

Family Matters

2

Look at the family tree. Complete each sentence with a word from the box.

Robert

Ida

(1944–)

(1945–2014)

Paul

Janice

at

Elaine

io na

1

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Harriet

Mary

David

3 7

Tony

died

four

✓

2. a. What’s your husband’s name? b. What’s your son’s name?

✓

3. a. Where are your parents from? b. Where are your grandparents from?

✓

4. a. What’s his name? b. What’s her name?

✓

Listen. Write the number of the sentence that goes with each photo. b.

Thomas

4

generations

grandfather

son

is married to

wife

generations

6

e.

f.

wife

.

1

.

  Paul.

husband

8. There are four

son

4 7

  in 2014.

6. Sally is Thomas’s 7. Serena’s

is married to

5

granddaughters.

children

3. David is Serena and Tony’s

died

husband

four

1. Robert and Ida have got

5. Ida

Listen to the questions. Write answers. 1.

 .

3

2 012

Answers will vary.

2.

  is called Tony.

3.

  in the family.

16

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294

Workbook

011

c.

Mia

2. Paul and Elaine have got three

4. Elaine

010

1. a. What’s your favourite food? b. What’s your favourite sport?

d. children

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Listen. Tick the questions you hear.

a.

Sally

N

Kate

Serena

15

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4 7

Gr ammar

Complete the sentences using the correct form of the words. is

1. The book

Be and have got Be I’m an explorer. You aren’t an explorer. Is he a photographer? We’re explorers. are they good at singing?

Have got I’ve got two sisters. You’ve got one brother. He hasn’t got famous grandparents. We’ve got similar interests. Have they got any children?

2. Johann

am = ’m is = ’s are = ’re have = ’ve has = ’s

(be / ✓) really good.

hasn’t got

(have got / ✕) any sisters.

are

3. Some of the insects in the rain forest

aren’t

4. The children 5. We ’ve got

You can use the verb be with nouns (I’m an explorer.) and adjectives (It’s dangerous.)

(be / ✓) dangerous.

(be / ✕) tall enough to ride the rollercoaster.

(have got / ✓) new ice skates.

is

6. Mrs Moreau

(be / ✓) French.

To form the negative, use not or add n’t: I’m not an explorer. / We aren’t happy. To ask a question, change the word order: Are you an explorer?

5 7

Listen to the boy. Write the words he uses to describe each family member.

014

We use have got to talk about things that are ours (I’ve got two sisters.) or to describe people (She’s got long hair.). To form the negative, use not or add n’t They have not got/haven’t got their tickets. To ask a question, change the word order: Has he got blue eyes?

Circle the correct words.

This is my mum. She (6) ’s / is

1. I’m not / aren’t a photographer. 3. Are / Is they explorers?

Ben (9)

4. They’ve got / ’s got one daughter.

(11)

is good mean

(12)

read and match the two parts of the sentence. Write the letter on the line. a. but my friend isn’t.

e 2. Jennifer is _____

b. sport?

f 3. Richard and Meave Leakey are _____

c. a famous grandfather.

b 4. Is your sister good at _____

d. any pets?

a 5. I’m interested in volcanoes, _____

e. Conrad Anker’s wife.

d 6. Have you got _____

f. Louise and Samira’s parents.

3

Now listen and check your answers.

013

18

1

6 7

annoying

.

!

friendly

funny

mean

noisy

rude

Answers will vary.

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Listen and read. As you read, underline the numbers.

in films and he’s

Write sentences about two people in your family or a famous family. Use be and have got and words from the box. annoying

lG eo gr

OWI_F_WB_93969_016-025_U01.indd 18

interested

three years old. She’s very (14) Jane is my sister. She (13) ’s / is noisy She (15) ’s got / has got a new drum kit and it’s very (16)

Le

c 1. Alexandra Cousteau has got _____

my brother. He’s (10)

at acting. He often plays with me. I’m glad I haven’t got a brother!

ap hi c

2

a photographer. She (7) ’s got / has got at cooking too, and she makes

good

ni

a really nice camera. My mum’s (8) delicious cakes.

2. She’s got / ’ve got two cats.

ar

1

an architect. He (2) ’s got / has got two older funny friendly really (4) and (5) .

ng

This is my dad. He (1) ’s / is brothers. He (3) ’s / is

015

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2

Omelettes!

at

io na

How do you eat yours?

1 A lot of people around the world eat eggs. One of the most popular ways to eat eggs is to make them into omelettes. But an omelette in Spain is very different to an omelette in Indonesia! This is how people in different countries eat theirs.

19

N

3

2 Rudi has got two brothers and one sister. They live in Jambi in Indonesia. Their favourite breakfast is telur dadar – an Indonesian omelette. Their grandmother makes it for them every morning. She uses ten eggs each day! The omelettes have got garlic, onions and chilli in them. They’re delicious!

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Look at the numbers in the article. Circle the correct answer. Paragraph number

Number in the article

2

two

a. number of brothers Rudi has got b. number of sisters Rudi has got

2

ten

a. how many omelettes Rudi’s grandmother makes b. how many eggs Rudi’s grandmother uses

3

two

a. teaspoons of sugar b. teaspoons of soy sauce

3

five

a. number of times Akira eats a snack each week b. number of times Akira eats tamagoyaki each week

4

six

a. number of potatoes b. number of eggs

answer

Look at the table of ingredients. Read Omelettes! How do you eat yours? again. Tick the boxes if the person uses that ingredient. rudi’s grandmother

akira’s mum

maria’s grandmother

Eggs

✓

✓

✓

Onions

✓

✓

Potatoes

✓

Sugar

Akira lives with her mum and dad in Tokyo. Her favourite snack is her mum’s tamagoyaki. It’s a thin Japanese omelette. Akira eats this five times a week. Her mum adds two teaspoons of sugar and one teaspoon of soy sauce to the eggs. She then cooks the eggs in a hot pan. It’s really tasty! 3

✓

Soy sauce

Maria’s grandmother makes tortilla de patatas for her family at least four times a week. She uses six eggs, three large potatoes and one large onion. Maria loves her grandmother’s omelettes.

✓

Garlic

✓

Chilli

✓

4

4

Write about your favourite snack. Who makes it for you? What ingredients are in it? How often do you eat it? Answers will vary.

20

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Workbook

Countable and uncountable nouns Countable nouns There are six eggs in this omelette. are there any peppers? Yes, there are. There are some peppers, but there aren’t any onions.

any

Uncountable nouns There’s some honey in the cupboard. Is there any coffee? No, there isn’t. There isn’t any coffee, but there’s some tea.

If we can count something, it’s a countable noun: eggs, peppers, onions. We generally add an -s to make the plural. We can put a/an or a number before a countable noun: an egg, six onions. If you can’t count something, it’s an uncountable noun: bread, milk, water. These words don’t have a plural form.

Look at mari’s shopping list. Listen and write the numbers you hear in the boxes. If you don’t hear a number, leave it blank. 016

2

12

C

tomatoes

C

garlic

U

beefburgers

C

rice

U

coffee

U

bread

U

eggs

C

4

some

there

Polly:

Grandma, how do you make your apple cake?

Grandma:

First, we need (1) are (2)

Polly:

(3)

Grandma:

Only four, so that’s fine. We also need (4) any the cupboard, here. Is there (5)

There

some

apples. How many apples

there? are six apples in the fruit bowl. How many do we need?

Polly:

I’ll look … yes, there’s some butter.

Grandma:

And we need brown sugar. (6) brown sugar in the cupboard?

And we mustn’t forget the spices. What do we need?

Grandma:

Polly, there aren’t (8)

answer the questions.

spices in my apple cake.

1. Are there any eggs in the kitchen? ✕ No, there aren’t.

2. Is there a pineapple in the fruit bowl? ✓ Yes, there is. 3. Is there any milk in the fridge? ✓ Yes, there is.

4. Are there any potatoes in the cupboard? ✕ No, there aren’t. 5

Write questions. Then look at the shelf and answer the questions.

1. there / any / tomato? Are there any tomatoes?

Yes, there are.

ap hi c

Look at mari’s shopping list again. Write C for countable and U for uncountable next to each word.

Yes, there are.

3. there / any / milk? Is there any milk?

No, there isn’t.

4. there / any / rice? Is there any rice?

Yes, there is.

5. there / any / potato? Are there any potatoes?

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WrITING

Organise.

io na

When we want to connect pieces of information in a sentence, we use words such as and and but. Use and to join similar pieces of information. My brother is crazy about sport, and he really likes to play music, too. Use but to contrast two different pieces of information. My mum is very friendly, but she’s quite quiet.

1

Favourite food:

Other information:

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Now I can ... • talk about people in a family.

o Yes, I can! o I think I can. o I need more practice.

Write two sentences about someone in your family.

Answers will vary.

• use be and have got to talk about members of my family.

o Yes, I can! o I think I can. o I need more practice.

Complete the sentences about your family.

2

I’ve got

1

He’s

N

Interests:

1

at

Personality:

2

23

Write two sentences about someone from a famous family.

1. Describe a member of your family. Look at the list of topics. Write two sentences about each topic. Is the information in the two sentences similar or different? appearance:

No, there aren’t.

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lG eo gr

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1

any

there (7)

Polly:

any

flour. That’s in

butter in the fridge?

Is

2. there / any / biscuit? Are there any biscuits?

2

some

ni

12

onions

is

ar

6

are

Le

1

read the conversation between Polly and her grandmother. Complete the sentences with words from the box. You can use a word more than once.

ng

3

Gr ammar

2

Answers will vary.

They’re

1

She hasn’t got

2

• use countable and uncountable nouns.

1

Write three sentences using these words.

2

juice

parents

water

o Yes, I can! o I think I can. o I need more practice.

Answers will vary. 2. Plan your writing. Look at the information in the table above. If the information is similar, join the sentences with and. If it is different, join the sentences with but. appearance: Interests:

2

1 She’s got blue eyes. 2 She’s got short grey hair. 1 She likes music.

My grandmother has got blue eyes and short grey hair.

• write about someone using the joining words and and but.

She likes music, but she

Write four sentences about a friend. Join the sentences using and and but.

2 She doesn’t play music now. doesn’t play music now.

o Yes, I can! o I think I can. o I need more practice.

Answers will vary.

Write. 1. Go to page 39 in your Student’s Book. Re-read the model. 2. Write your first draft. Check for organisation, content, punctuation, capitalisation and spelling. 3. Write your final draft. Share it with your teacher and classmates.

yOU dECIdE Choose an activity. Go to page 104.

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Workbook

Unit 2

2 7

A Different Education

T

Across

Down

. 1. You can borrow books from a 2. Our teacher gives us for our

7. The other people in my class are . my 8. Televisions, tablets and computer . monitors all have a 9. A computer you can carry around is a . 10. I take photos with my .

4. The teacher gives instructions for the students’ homework in class.

✓ ✓ ✓

1. The boy has got a new laptop. 2. The laptop has got a camera. 5. Four classmates have got a laptop.

I B R A R Y

Read. Complete the article with words from the box. difficult

different

instructions

language

practise

ng

easy

easy Some people think it’s (1) language. Other people think it’s very (3) Experts say that it’s easier to learn another (4)

8

I O N S C E W O R K R E E 9 5 S L E S S O N S A 6 10 P R A C T I S E T A O M P E R A

to learn a (2)

difficult language

same

different

and struggle for years.

ni

if you have a good reason to learn it. Tomasz’ mum is English. His dad is Polish. Tomasz was born in England. His parents speak to him in English. Tomasz can’t speak Polish, but he’s got a lot of family in Poland. Tomasz wants to learn Polish so he can speak to them. He likes to practise Polish every day after school. His mum is also (5) learning Polish. Now, when they visit their family in Poland, they can all speak the same (6) language!

ar

T R U C T

✓

6. There are 16 computers in the library.

3 7

1

3. The boy isn’t very good at taking photos.

5. Sixteen classmates have got a laptop.

7

C L A 2 I N S S 3 H O M A T 4 L A N G U A G E S

we get better.

✓

2. The laptop hasn’t got a camera.

Read the clues. Then complete the crossword.

work in class. every night after school. 3. I do my 4. People speak different in different countries. 5. You study different subjects in during the school day. 6. We speaking English so

F ✓

1. The boy has got a new television.

4 7

Le

1

Listen. Read and tick T for True or F for False. Then rewrite any false sentences to make them true. 017

Answer the questions.

1. Do you like learning a different language? What languages can you speak?

Answers will vary.

ap hi c

2. What’s your favourite subject?

3. Which subjects are difficult?

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3 7

Present simple: Talking about routines, habits and permanent states

Negative I don’t live in Singapore. You don’t learn Spanish until Year 5. She doesn’t live far from school.

io na

Affirmative I live in Jakarta. You learn two languages in Year 4. She walks to school every morning. Questions Do you like pasta? What does she want for dinner?

To form the negative, use don’t or doesn’t and the infinitive without to. I don’t listen to the radio. He doesn’t want ice cream.

Read the article. Complete the text with the correct words. Then listen and check your answers. 019

at

4 7

Look at the table. Read the sentences and complete with the names and the correct form of the verb. monday

2 7

Sam

tennis

Thursday

Friday

tennis

Spanish

tennis

Weekend

football

piano

cooking

football

football

Emily

piano

piano

piano

piano

piano

tennis

3. My sister teach / teaches English in Beijing.

Harry

football

football

football

football

football

football

1. Simon like / likes science and maths.

cooking

Wednesday

2. Miguel’s grandparents live / lives in Quito.

Circle the correct word to complete the sentences.

Jenna

Tuesday

cooking story writing

N

1

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lives (live) in South Africa with his parents. He’s Claude is 11 years old. He (1) got two sisters, Eve and Tola. They’re both six years old – they’re twins. Claude (2) gets up (get up) at 6 a.m. He makes (make) breakfast to help his parents. He (3) (4) finishes (finish) breakfast at 6.30. At seven o’clock, the walk (walk) three km (1.86 mi) to school. children (5) They (6) don’t go (go) to school at the weekend. On go Saturdays, they (7) (go) to the market with their buy (buy) meat and potatoes. parents. They (8)

To form the present simple: I live in Jakarta. We watch TV. For he/she/it add -s or -es: She lives in Jakarta. He watches TV.

To ask a question, use do or does. Do you want breakfast? Does he travel by car?

27

4. We doesn’t / don’t visit our friends every weekend.

1.

Harry

plays

(play) football every day.

5. The orchestra practises / practise five times a week.

2.

Emily

plays

(play) the piano on weekdays.

3.

Sam

writes

(write) stories once a week.

4.

Jenna

Read the questions and the answers. Listen and complete the questions. 1.

Does

does

2. Where 3.

your brother

Do

4. What time

play live

your sister

you

visit

does

he

football? ?

018

Yes, he does. 5 7

In Toronto.

your grandparents after school? Yes, I do.

get

home?

Emily

play

(play) tennis at the weekend.

Think about your own routine. Write sentences using words from the box. at the weekend

At seven o’clock.

and

every day

once a week

on weekdays

twice a week

1. Answers will vary. 2. 3.

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1

2

Listen and read. As you read, think about the author’s main point. Tick the correct sentence. 020 1. Parents think their children are safer with animals.

✓

2. A disability doesn’t have to stop you doing things in life. 3. It’s very difficult to train a guide dog.

Tick the ways that Ginny helps Laura. 1. Ginny helps Laura find things.

✓

2. Ginny helps Laura cross busy roads.

✓

3. Ginny lets Laura know if there is danger.

✓

4. Ginny carries shopping.

✓

5. Ginny gives Laura independence.

3

Laura is 15 years old. She lives with her mum in Liverpool, in England. Laura is blind. She lost her eyesight when she was 11 years old. At the time, Laura remembers thinking, ‘I can’t see. How can I do anything? What activities can I do? I can’t play tennis now and I can’t go running.’ But now, Ginny lives with Laura. Laura explains, ‘Ginny is a Labrador retriever, and she’s my best friend. She helps me with my daily activities. If I can’t find something, Ginny helps me look for it. Now, I walk to school without Mum because Ginny helps me cross roads safely. She helps me in the supermarket. We go out together every day. She gives me so much independence.’

4

1. Laura walks to school with Ginny.

4

2. Laura thinks she can’t do the activities she likes.

2

3. Laura plays tennis four times a week.

5

4. Laura loses her eyesight.

1

5. Laura runs every day.

6

6. Laura gets a guide dog called Ginny.

3

Read A Different Pair of Eyes and Growth Mindset on Student’s Book page 51 again. Read the sentences below. Write + (positive) if the speaker has a positive attitude, and write – (negative) if the speaker has a negative attitude.

ni

Ginny is a wonderful partner for Laura. Her mum says, ‘I don’t worry as much when Laura goes out now. I know that Ginny is there by her side. We both feel safer with Ginny around.’

Put the following sentences in the correct order.

ng

A different pAir of eyes

+

ar

3. Of course I can do that!

4. I want to learn Spanish, but it looks too difficult.

–

5. I’m really bad at science.

–

Change the negative sentences in Activity 4 and make them positive. Use your own ideas.

ap hi c

5 7

– +

Le

And what about Laura’s activities? She laughs and explains, ‘I know now that you can succeed at anything you want to. I do so much more now I’m blind. I play tennis more – at least four times a week – at a tennis club for blind players. I also run every day. I’ve made so many more friends. But Ginny is my favourite. By a long way!’

1. I’m not good at maths. I don’t understand it. 2. I want to succeed, so I work hard every day.

I’m good at maths. It’s my favourite subject.

Answers will vary.

30

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GR AmmAR Adverbs of frequency: Saying how often you do something

rarely

sometimes

He never goes online. They rarely meet up on weekdays. We sometimes walk home together.

often

3

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Read. Complete the sentences with the correct adverb of frequency. We asked three ‘tweens’ – people between the ages of 8 and 12 – from different countries how long they spend online.

100% always

Claude, from South Africa

I often do my homework in the library. I always use my laptop after school.

I’ve got a computer, but I haven’t got a smartphone. There are some computers at school. We sometimes use them, but we rarely look at things online. We don’t often get a good Internet connection.

io na

0% never

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31

We use adverbs of frequency to say how often we do things.

1

Marianna, from Poland My parents look at their smartphones all the time. My mum often checks her emails at the table, and dad sometimes plays games. I haven’t got a smartphone so I never spend any time on one.

Look at the advice for staying safe online. Listen and write the adverbs of frequency. 021

Never

N

2.

think before you post anything online.

at

Always

1.

Jun, from Japan Every day, I check my smartphone to see if I have messages from my friends. At school, we often work on laptops or tablets. And I always do my homework online. We upload it three or four times a week for our teachers.

share personal information with people you don’t know.

often

3. Make sure you change your password

. always

4. I

5. Apps are money on them.

sometimes

rarely

never

often

free, so make sure you don’t spend too much

1. Claude

sometimes

2. Claude

rarely

3. Marianna’s dad

Always

2

make sure your parents know what you’re looking at online.

Complete the sentences about how to stay safe online. Use two different adverbs of frequency. 1. Think about what you write online, and you post them. 2.

Never

sometimes

always

4

uses a computer at school. goes online in class.

sometimes never

4. Marianna 6.

rarely

just leave my phone in my room and go outside.

5. Jun

always / often

6. Jun

often

plays games on his phone. uses a smartphone.

looks at his smartphone. uploads his homework for his teachers.

Write three sentences about youself. Use a different adverb of frequency in each sentence. 1. Answers will vary.

check your messages before

2.

make friends with strangers online.

3.

32

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Now I can ...

WRiTiNG When we write about someone’s daily routine, we use sequencing words such as: first

then

next

before after

o Yes, I can! o I think I can. o I need more practice.

• talk about different types of schools.

These words tell the reader the order of events.

Write a sentence about your school day.

Answers will vary. 1

Organise.

Write a sentence about something you like doing at school.

1. Describe a day in your life. Look at the different times of day below. Think about your own day and list what you do at each time in the ‘Things I do’ column. Things i do

When/How often i do these things

• use the present simple to talk about routines, habits and permanent states.

Early morning:

Complete two positive sentences and one negative sentence using a word from the box.

mid morning:

go

live

Early afternoon:

He

mid afternoon:

We

Late afternoon:

ng

I Answers will vary.

Lunchtime:

• use adverbs of frequency to talk about how often i do things.

Early evening:

Complete the sentences for you, using an adverb of frequency. eat sushi.

go to the cinema at the weekend.

I

Bedtime:

watch television after school.

ar

I 2. How often do you do these things? Every day? At weekends? On weekdays? Once a week? Complete the ‘When/How often I do these things’ column.

• write about daily routines using sequencing words.

o Yes, I can! o I think I can. o I need more practice.

Le

3. Plan your writing. Look at the information in the table above. Remember to use sequencing words and adverbs of frequency to write your description.

Put these events into order. Write 1–4 in the boxes.

Write.

1. Then, I have breakfast.

2

2. First, I get up at seven o’clock.

1

3. After school, I visit my grandmother.

4

4. Next, I go to school.

3

ap hi c

1. Go to page 55 in your Student’s Book. Re-read the model text. 2. Write your first draft. Check for organisation, content, punctuation, capitalisation and spelling. 3. Write your final draft. Share it with your teacher and classmates.

o Yes, I can! o I think I can. o I need more practice.

ni

I Answers will vary.

Late evening:

2

eat

o Yes, I can! o I think I can. o I need more practice.

yOu DECiDE Choose an activity. Go to page 105.

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3 7

. c. wife

io na

. We’re doing our English homework together. b. daughter c. generation

4. Brigitte speaks four a. lessons

at

N

6. Paul takes photos of his sons with his new a. screen b. camera 2

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

: English, Spanish, Mandarin and French. b. languages c. instructions

to do today. I’ll start with maths. b. breakfast

5. I’ve got a lot of a. libraries

Listen. Read and tick T for True or F for False.

c. homework

. c. lesson 4 7

022

T 1. Jay is good at the guitar. 2. Simon hasn’t got a laptop.

F ✓

b. is b. don’t live b. never b. loves b. any b. ’s b. every day b. teach b. hasn’t got b. any

c. are c. lives c. every day c. doesn’t love c. rarely c. ’re c. never c. don’t teach c. has got c. always

Write. Use the words in the box to say how often you do each activity. always

✓ ✓

4. Paola often watches television on weekdays.

✓

6. Mrs Lopez hasn’t got any children.

a. am a. live a. often a. love a. some a. am a. sometimes a. teaches a. have got a. some

at the weekend

never

often

on weekdays

rarely

sometimes

(twice) a week

1. have lunch at home I rarely have lunch at home.

3. Lisa thinks her little brother is funny.

5. Juan plays football three times a week.

Read. Decide which answer (a, b or c) best fits each gap.

When Elena is in Morocco, she works in the field (7) b . When she’s in Italy, she (8) a in a school. Elena (9) b an easy job – it’s a lot of work! But she hasn’t got (10) b problems with it. Her work makes her very happy.

Sebastian, but they are very different people. 2. Isabel a. is married to b. died c. succeeds 3. Eva is my new a. classmate

31/03/2017 16:27

Elena (1) b an archaeologist. She (2) c in Italy, but she (3) a goes to Morocco for work. She (4) b her job because she works with (5) a good people. They (6) c kind and friendly.

Read. Choose the word that best completes the sentences. 1. Maria is the mother of Sonia’s father. Sonia is Maria’s a. children b. granddaughter

35

2. do homework Sample answer: I do homework on weekdays. 3. go to the library Sample answer: I go to the library once a week. 4. make breakfast for my parents Sample answer: I never make breakfast for my parents.

✓

5. have dinner at a restaurant Sample answer: I have dinner at a restaurant at the weekend.

✓

6. listen to my teacher’s instructions Sample answer: I always listen to my teacher’s instructions. 7. use a laptop Sample answer: I often use a laptop. 8. visit a family member Sample answer: I sometimes visit my grandfather.

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Workbook

Unit 3

3 7

Robots and Us 1

doctor

hold

mouse

023

1. I hold / help to build robots. 2. I send / design the plans. 3. We decide which parts will be move / movable.

Look at the pictures. Complete each sentence with words from the box. controls

Listen. David is a robotics engineer. Circle the correct word.

movable

online

4. We follow / improve the plans.

pain

5. We control / follow this with ‘prototype testing’. 6. We hold / control how we make the robot better.

1. The

doctor

gave the boy some tablets for the

pain 2. The

3

mouse

controls movable

3. The robot has got

1. He designs the plans needed to build a robot.

3

2. He works with a lot of other people.

2

3. He does ‘prototype testing’.

6

4. He goes back and improves plans.

5

5. David helps to build robots.

in his leg.

6 They decide which parts will be movable.

the pencil on the screen.

hold

arms. It can

5 7

control

follow

the instructions

the car

a building

a robot

3. follow

the rules

the instructions

the keyboard

4. send

a letter

an email

a mouse

5. help

a chore

someone

your mum

6. improve

the conditions

the design

the doctor

7. bring

a coat

a mistake

a towel

8. hold

hands

a hospital

the door

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Gr ammar I can walk. You can sing. He can read. We can’t understand the instructions. They can’t design new equipment. Questions Can you pass me the book, please? Can it run? Yes, it can.

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2 7

io na

Can and can’t: Talking about ability

improve

Answers will vary.

lG eo gr

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hold

Le

the temperature a sea

help

ap hi c

1. control

4

ar

bring

Look at the words on the left. Cross out the phrase on the right which doesn’t make sense.

2. design

1

Design and draw a robot. Then write a description. Use words from the box.

things in its hands. 2

024

ni

2

1

Listen again. Number the sentences in the sequence you hear them.

ng

4 7

31/03/2017 16:25

Listen to the descriptions. Number the pictures.

3

4

1

2

025

You use can to say what you’re able to do: I can speak three languages. = I’m able to speak three languages.

You don’t use to with can: I can to speak three languages. Can and can’t don’t change form: I can control the robot and he can control it, too.

at

To form the negative, add ’t: They can’t get the robot to walk. = They aren’t able to get the robot to walk. To ask a question, change the word order: Can you help me? Can it speak? Can’t it fly?

N

1

3 7

rewrite these sentences using can or can’t.

Listen again. Complete the sentences using can or can’t. 1. Tobor

can

2. Tobor

can

1. The robot isn’t able to communicate with other robots.

3. The girl’s brother

The robot can’t communicate with other robots.

4. The girl

2. Today, doctors are able to use robots for operations.

5. Elgar

Today, doctors can use robots for operations.

can’t can

6. Elgar and the boy

3. Engineers are able to design movable body parts.

7. The girl

Engineers can design movable body parts.

8. Sylvie

can’t can

026

see what’s behind it. understand the boy’s voice.

can’t

play tennis very well.

always hit the ball back to Ballboy. sing and play the piano.

can

improve a song together.

remember her dreams. tell the girl her dreams.

4. These robots aren’t able to understand voice instructions.

These robots can’t understand voice instructions.

4 7

5. This robot isn’t able to do chores.

answer the questions. 1. What can you make?

This robot can’t do chores.

Answers will vary.

2. What can’t you do?

6. Scientists are able to use robots for exploration.

3. What can you improve?

Scientists can use robots for exploration.

4. What can’t you change?

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Workbook

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Workbook

Listen and read. As you read, think about the main point of each paragraph. What new information does each paragraph give you? 027

BIG PLANS 3

Tiny robots can carry 2,000 times their own weight!

1.

5 Suggestions about the ways MicroTug might be used in the future.

2.

2 An explanation of what MicroTug can do.

3.

4 An explanation of how MicroTug works.

4.

3 An explanation of where the idea behind MicroTug came from.

5.

1 An introduction to the topic.

Complete the paragraph with words from the box. code

Question: What have tug-of-war and geckos got in common? Answer: ‘sticky’ feet! In tug-of-war, you use your arms, but you also push your feet into the ground. And geckos can walk up most things – even across ceilings. Put the two together, add some engineering, and meet MicroTug. 1

design

code

4

movable

part. Scientists

the robot. The scientists on the

want the robot to help people: it might help people trapped

Imagine you are on the microTug team. Write a sentence for each stage of the development. Use words from the box. code

design

engineer

help

improve

program

project

study

microTug

research Study how ants can carry things and how geckos can ‘stick’ to things.

Scientists want MicroTug to help people. It might deliver equipment to people trapped in buildings. Or, it might just bring you a drink while you’re studying!

Design

Development

ap hi c

Testing Use

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read anna’s blog. Use the ideas in the article or your own ideas to write six pieces of advice using should and shouldn’t.

Jobs for the girls! Right, boys! Get ready for the girls! It’s true that at the moment, more men than women have STEM (science, technology, engineering and maths) jobs. But don’t think that this will always be true. If teachers in schools get girls interested in studying maths and computer-based subjects, there’s no reason why girls shouldn’t play a big part in this type of work. So, what should you girls do? First, don’t think that this should be work just for men. Study hard, learn how to code, join a club, play a lot of computer games, watch science fiction films and do online research. If you want to build a robot that changes the world, you should believe that you can! Remember, girls, these jobs aren’t just for the boys!

io na

lG eo gr

31/03/2017 16:25

I should read more books in English. You should take your phone with you. She should follow the instructions. We shouldn’t bring our pet robots to school. You shouldn’t post mean things online. Questions Should I learn how to code? Should they apply to do a computer science course?

program

to (4)

project

MicroTug (5)

5

Should and shouldn’t: Giving advice

project

in a building, or it might just bring you something to drink!

4 The design of the robot is simple, but underneath it’s got tiny, ‘sticky’ feet. Scientists use code to program the robot. Then, when MicroTug pulls something heavy, it ‘sticks’ its feet to the ground and uses a movable part to pull the object.

Gr ammar

program

together, and meet MicroTug. The tiny robot can

ng

use (3)

3 So, how do you design a robot to carry such heavy weights? First, think about how ants can carry big leaves. Then, look at how geckos can walk up walls. They can do this because of the tiny ‘hairs’ on their feet.

OWI_F_WB_93969_038-047_U03.indd 42

movable

carry very heavy weights by using its ‘sticky’ feet and a (2)

2 MicroTug is small but strong. A 9 g (0.3 oz) MicroTug can pull a 1 kg (2 lb) object up a glass wall. The engineers say this is similar to a person climbing a tall building … while carrying an elephant!

42

engineering

Put ‘sticky’ feet and (1) engineering

ni

Tiny Robot,

A gecko

match each paragraph with a description. Write the number.

ar

Tug-of-war

2

Le

1

You use should to talk about the right thing to do: I should do my homework as soon as I get home. You don’t use to with should: We should to find the exit now. Should and shouldn’t don’t change form: I should do my homework. and She should read a book.

at

To form the negative, add n’t to should: We shouldn’t stay up too late.

1

N

To ask a question, change the word order: Should we cross the bridge?

Boys

match the sentences. Write the letter on the line. d 1. I want to learn how to code. ____

a. She shouldn’t go to bed so late.

a 2. Mary is so tired every day. ____

b. You should see a doctor.

e 3. They can’t go in the water because it’s too deep. ____

c. You should click this icon, here.

b 4. I want to get rid of this pain in my leg. ____

d. You should join a coding club.

f 5. My phone sometimes rings in the cinema. ____

e. They should send a robot there instead.

c 6. I want to send this email. ____

f. You should turn your phone off. 4

2

Listen. Write should or shouldn’t. 1. Jasmine

should

028

Girls

Girls should study hard and learn how to code.

Teachers should encourage girls to study STEM subjects.

Boys shouldn’t think STEM subjects are only for men.

Girls shouldn’t think STEM jobs are only for men.

Teachers shouldn’t think STEM subjects are only for men.

Choose one of the situations. Write a list of advice for your friend. Use should and shouldn’t. 1. Your friend wants to start up a coding club. 2. Your friend spends six hours every night playing computer games.

study maths.

2. She

should

study design and technology.

3. Your friend isn’t very good at maths, but she wants to become an engineer.

3. She

shouldn’t

listen to her brother’s advice.

4. Your friend loves making robots but doesn’t think she should do this as a job.

4. She

shouldn’t

give up doing art.

Answers will vary.

5. She

should

continue with a creative subject.

6. She

should

do some online research.

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Teachers

Boys should get ready for the girls.

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Workbook

Now I can ...

WrITInG Use words like but and however when you want to contrast, or show the difference between, two things. We usually use but to join two pieces of contrasting information to make one sentence. I should learn to code, but there’s no coding club at school.

Write two sentences about one of the robots in this unit.

We usually use however at the beginning of a sentence. The robots are the same size. However, they do very different things. 1

o Yes, I can! o I think I can. o I need more practice.

• talk about robots, STEm subjects and gadgets. Answers will vary.

Organise.

Write two sentences about STEM subjects.

Answers will vary.

1. Compare two different gadgets in your house. Before you start, walk around your house and write down a list of gadgets that you can see. Decide which two gadgets you want to compare. Think about what each gadget is like and what you can and can’t do with it. Make notes in the table. appearance:

Smartphone

• use can and can’t to talk about ability.

Computer

o Yes, I can! o I think I can. o I need more practice.

Write sentences about things you can and can’t do.

Size

Answers will vary.

play games, make phone calls

What you can do with it

ng

Features Imagine you have a robot. Write sentences about your robot.

do homework

Answers will vary.

ni

What you can’t do with it

• use should and shouldn’t to give advice.

2. Plan your writing. Look at the information about each gadget and write a topic sentence.

ar

and

girls / study / coding Girls should study coding.

are both gadgets in my home. They’re

Children should/shouldn’t play a lot of computer

children / play / a lot of computer games games.

Passengers shouldn’t use mobile phones on

Le

, but they are very different.

both

passengers / use / mobile phones / aeroplane an aeroplane.

3. Now, use the information to plan your paragraphs. Think about each gadget’s size and features. Think about what each gadget can and can’t do. Include information on how useful each gadget is. Remember to use contrasing words such as but and however.

engineers / study / science Engineers should study science.

• contrast two things using the words but and however.

Write.

Write two sentences contrasting robots with real animals. Choose either MicroTug and a real gecko, or Paro and a real baby seal. Use but and however.

ap hi c

2

o Yes, I can! o I think I can. o I need more practice.

Write four sentences using these prompts and should or shouldn’t.

Topic sentence:

1. Go to page 73 in your Student’s Book. Re-read the model text. 2. Write your first draft. Check for organisation, content, punctuation, capitalisation and spelling. 3. Write your final draft. Share it with your teacher and classmates.

o Yes, I can! o I think I can. o I need more practice.

Answers will vary.

yOU DECIDE Choose an activity. Go to page 106.

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Unit 4

Part of Nature

2

Complete each sentence with a word from the box. Then match the photos with the sentences. Write the number. area

captivity

conservation

io na

1

OWI_F_WB_93969_038-047_U03.indd 47

lG eo gr

OWI_F_WB_93969_038-047_U03.indd 46

costumes

endangered

forest

3. The scientist is looking for birds in the

conservation

at

4. Water

N

5. Scientists sometimes wear

6. The sanctuary has a team of 7. Some of the animals are kept in 8. Palm trees a.

grow b.

workers captivity

F

2. Crane chicks are born in captivity every year.

T

3. Today, workers don’t wear costumes or use puppets.

T

4. Adult cranes learn to look after the chicks.

T F F

of Brazil.

h

1. There are over 400 whooping cranes in the wild.

.

a

5. The cranes learn to live in the wild.

workers

when they work with animals. that washes the elephants.

c

so they can breed.

6. The young cranes stay at the centre for five months.

f e

3 7

Complete the sentences about giant pandas. Use words from the box. big

captivity

endangered

forests

b 1. Giant pandas live in bamboo

g

in hot and humid climates. c.

029

1. There are now only 20 whooping cranes in the wild.

5. The cranes learn to live with humans.

wild

projects are especially important in dry countries.

costumes

Listen. Read and write T for True or F for False. Then rewrite the false statements to make them true.

6. The young cranes stay at the centre for five years.

grow

.

area

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d

forest

wild

1. There aren’t many red pandas left in the 2. The Amazon rain forest covers a huge

47

the wild

2. There are 1,800 in

d.

3. They live in 4. The

workers

big

snow leopards

forests

the wild

workers

in China.

. areas of land.

try to teach the pandas how to live in the wild.

5. The Sichuan Giant Panda sanctuaries also help

snow leopards

.

6. Today, the number of giant pandas is growing. This means they aren’t endangered .

e.

f.

g.

4 7

h.

Answer the questions. 1. What do red pandas and snow leopards have in common? They’re endangered animals. 2. Where does bamboo grow? in the forests around the mountains in China 3. Where are animals and plants protected? in a reserve

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Workbook

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3 7

Gr AmmAr Quantifiers: Talking and asking about quantity

Look at the photos. Read and label the fact cards. Then use the information on each card to answer the questions. elephant

How much …? How much water do plants need?

There are plants that need a lot of water. Other plants need little water. Few plants need no water at all. How many …? How many types of leopard are there? A lot. About eight or nine I think.

Animal:

We can use a lot of with countable and uncountable nouns. We use few with countable nouns: There are few poisonous snakes. = There aren’t many poisonous snakes.

Animal:

2. 3.

giraffe

1. How tall is a giraffe? A giraffe is 4–6 metres tall. 2. How much water does a giraffe drink? A giraffe drinks 45 litres of water per day.

How many

bees live in the hive?

3. How much does a jaguar weigh? A jaguar weighs 100–160 kilograms.

How many

eyes has a bee got?

4. How long is a giraffe’s tail? A giraffe’s tail is 1 metre long.

4.

How many

flowers does a bee visit in one day?

5. How much water does an elephant drink? A elephant drinks 190 litres of water per day.

5.

How much

time does a bee spend on each flower?

6. How tall is an elephant? An elephant is 3–4 metres tall.

6.

How many

eggs does a queen bee lay?

7. How long is a jaguar’s tail? A jaguar’s tail is 80 centimetres long.

ni

a lot of

I’m walking through the rain forest in Puerto Rico. I can hear (1) insects, mammals and (3)

few

very (4)

few

a lot of

animals that live here. There’s (7)

4 7

animals! Listen! I can hear

birds, way up in the trees. However, I can see

of them. It’s dark here. Very (5)

reaches the forest floor. There are (6)

a lot of little

little

chance of staying dry – everything is

How long is the animal’s tail? What does the animal eat?

How much water does the animal drink?

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Listen and read. As you read, think about the sequence of events.

031

51

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read Saving Ghana’s Giant Squeaker Frogs again. Complete the flow chart with the sentences in the box to show the correct sequence of events. Gilbert Gilbert Gilbert Gilbert Gilbert

io na

at

Animal: Answers will vary.

How much does the animal weigh?

a lot of rain in the forest! Look! What’s that? I think it’s how many snakes there are in the wild here, but I a snake. I don’t know exactly (9) few . think there are very (10)

50

Choose an animal. Research some facts and write your own fact card. Then ask and answer questions with a partner. Think about the questions below. How tall is the animal?

sunlight

good hiding places for the

soaking wet. There’s (8)

Saving Ghana’s Giant Squeaker frogs

ar

8. How much does an elephant weigh? An elephant weighs up to 8,000 kilograms.

030

Le

Listen. Write the words you hear.

ng

honey can these bees make?

different sounds, but I can see very (2)

1

eleph

ap hi c

2

Complete the questions using How much or How many. How much

Animal:

ant Height: 3 Tail leng –4 metres th Weight: : 1–1.5 met re up Die t: gr to 8,000 ki s ass, pl logram an s Wat er per da ts y: 190 litres

Height: 4–6 metres Tail length: 1 metre Weight: 790–1,200 kilogra ms Diet: leaves Water per day: 45 litres

We use little with uncountable nouns: There’s little interest in the subject. = There isn’t much interest in the subject.

1.

jaguar

Height: 60–80 centimetres Tail length: 80 centimetres Weight: 100–160 kilograms Diet: fish, mammals, reptiles

We use quantifiers to talk about the quantity, or number, of something. When asking about quantities, we use How much with uncountable nouns, and How many with countable nouns.

1

giraffe

jaguar

finds giant squeaker frogs. teaches people about giant squeaker frogs. is now an expert on African frogs. helps save giant squeaker frogs. creates an organisation to protect giant squeaker frogs.

1 People think giant squeaker frogs are extinct.

2 Gilbert finds giant squeaker frogs.

Gilbert Baase Adum holding an African tiger frog

Gilbert Baase Adum doesn’t hunt frogs anymore. In fact, he helps save them. Today, he’s a leading conservationist and an expert on African frogs. Some frogs are endangered in Ghana, and a lot of people thought the giant squeaker frog was extinct. But thanks to Gilbert’s work, these frogs have a second chance.

N

3 Gilbert creates an organisation to protect giant squeaker frogs.

The land where the frogs live provides the local community with food, fuel and water. However, some people cut down the trees, which is against the law, to use the land for farming. Some local people even burn down the trees to look for bees. The bees make wild honey. When people find the honey, they sell it at local markets.

4 Gilbert teaches people about giant squeaker frogs.

In 2009, Gilbert found a small population of giant squeaker frogs. Now, he works with his organisation, Save the Frogs Ghana!, to protect them. He talks to local farmers and persuades them to find different ways to earn money. He plants trees so that the frogs can return to the area again. He encourages the local community to look after the frogs. He visits schools to tell children how important the frogs are to the community.

5 Gilbert is now an expert on African frogs.

Giant squeaker frog

3

Complete the sentences. 1. Cutting down trees to use the land for farming is against the law 2. Some people want to find honey to sell at local markets

Gilbert knows how important the frogs are. They eat mosquitoes that spread malaria. Malaria is a disease that kills hundreds of thousands of people, including many children, every year. So, Gilbert says that if we save the frogs, we save the world.

3. Gilbert plants trees so that the frogs can return to the area again . 4. Saving the frogs means saving the world

.

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.

.

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Workbook

3

Gr AmmAr Adverb The giant squeaker frog squeaks loudly. Mountain goats can climb well. Leopards can find prey easily.

Dear Leon, I hope you’re (1) happy / happily at your new school. Here’s some (2) helpful / helpfully advice for you. • Make sure you eat (3) healthy / healthily. • Do your homework (4) neat / neatly. (5) Good / Well handwriting is important. • Speak (6) clear / clearly when you talk to your teachers. • Learn your spelling every week! It’s important to be able to spell (7) correct / correctly. • Be (8) polite / politely. Don’t behave (9) bad / badly. • Be (10) kind / kindly to people. • Play football (11) good / well and make sure you run (12) fast / fastly!

We use adverbs of manner to say how we do something. We usually add -ly to an adjective: He talks quietly. She sings happily. When an adjective ends in y (happy, angry), we change the y to i before adding -ly: The lion roared angrily. Some words don’t change their form: The cheetah ran fast. They worked very hard.

I hope it works out (13) perfect / perfectly for you.

Look at these adjectives. Write the adverb.

2. good 3. bad 4. quick 5. safe

happily

6. easy

well

7. fast

badly

fast / quickly

quickly

4

beautifully

8. beautiful

healthily

9. healthy

safely

Lots of love, Grandma

easily

1

slowly

10. slow

Do word sums. Write T for True or F for False.

2 3

read the sentences on the left. Then complete the sentences on the right with the adverb. well

Most dogs can swim

2. Snakes are very quiet when they move.

Snakes move very

3. Nature photographers are very patient.

Nature photographers wait

4. Cheetahs are fast runners.

Cheetahs can run very fast / quickly.

5. Sam’s homework is always neat.

Sam always does his homework

6. Joe thinks it’s easy to speak English.

Joe speaks English

easily

.

7. An elephant’s call is very loud.

Elephants call very

loudly

.

8. Honey bees are hard working.

Honey bees work very

quietly

4 5

1. Most dogs are good at swimming.

. .

neatly

hard

. 5

.

swim jump fly shout roar

C

well fast easily quietly loudly

1. A1 + B3 + C1 = Cats fly well.

F

2. A2 + B4 + C5 = Giraffes shout loudly.

F

Le

patiently .

B

Cats Giraffes Parrots Lions Frogs

3. A5 + B2 + C3 = Frogs jump easily.

T

4. A4 + B5 + C4 = Lions roar quietly.

F

ap hi c

2

A

ng

1. happy

ni

1

ar

Adjective The giant squeaker frog has got a loud squeak. Mountain goats are good climbers. It is easy for leopards to find prey.

read the letter from Leon’s grandma. Circle the correct words. Then listen and check. 032

Adverbs of manner: Saying how you do something

Now make two true sentences about the animals in the table or any others you know. 1. Answers will vary.

2.

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31/03/2017 16:25

WriTiNG

When we write a fact sheet, it’s important to make sure we check all the facts carefully.

We want the information in a fact sheet to be clearly presented to the reader so that it’s easy for them to read. Separate the facts into different sections. Use sub-headings or bullet points to do this.

Organise.

io na

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