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    Unit 5 PDF

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    MO Ale

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    SU La): a0) een er ences 1 understand information, texts and conversations about wildlife, the environment and environmental issues and ea ee ee teed eee res Stee eee ota) learn to give reasons, results and examples use appropriate expressions forgiving yourself time erty een @ GRAMMAR 1 Future forms (wil, begoing to and the present continuous) = Zer0 conditional and frst conditional @ Vocapuiary = Environmental issues: clmate change, conservation project, creature, damage, destroy, endangered, the environment, environmentally frendly, limit, local natural, pollution, prevent, protect, recycle, save, species, survive, wile = The natural world (plants and animals): branch, feather, fur, leaf, paws, petals, scales, skin, toil, web; (geographical features): bay, cave, coast, desert, lake, national park, ‘ocean, rainforest, sea, stream, valley, waterfall 1 Wordpower: be aware ofa problem, cause problem, facea problem, fixa problem, solve a problem, tackle a problem: @® PRONUNCIATION = Sound and spelling: * Consonant clusters * Voiced and unvoiced consonants (© COMMUNICATION SKILLS «= Talking about the future += Talking about ifand when * Giving reasons, results and examples = Using appropriate phrases for giving yourself time to think = Writing discussion essay GETTING STARTED OPTIONAL LEAD-IN Books closed. Write the anagram METHACE on the board and tell students that thisisan animal Find outwhich student can solve the anagram the fastest cheetah. Put students into pars and ask them to write down as mary other animals that live in Africa as they can in three minutes. Stop them afer three minutes and check the animals. fyou are not sure whether the animals found in Are, take a class vote and abide by the decision Find out the pair with the rmostanimals 4 2b Tel students 1o took atthe photo and the ttle of the init, The natural world. Give stents time to think bout the questions, then put them into small groupe to discuss their answers. b CQ Pre-teach endangered (of animals or plants that may die out because so few still exist). Put students into pairs to discuss the questions. Take feedback asa class. & cuLTuRE NoTE Cheetahs live in eastern and southern Africa. There is also 2 smal population in northeastern ran This photo was taken in South Ata They eat small to mid-size animals, such as gazlles and impala. Cheetahs don’t consider humans as prey (animals to be hunted and caught for food). They generally avoid people ifthey can, and aren't dangerous in the way that lions, tigers and leopards ate, Ofcourse, fyou annoy them (or example, by going near their cubs), they will probably hurtyou in sel defence, Cheetahs are an endangered species. There were over 100,000 cheetahs inthe last century, but only around 11,000 today. There are two main reasons for this ther habitat has become smaller because of human activity (e.g farming) and they are sometimes hunted and killed for their fur. ¢ CQ Put students into small groups to discuss the questions. Take feedback as a class. Nominate a few students to talk about what they are doing about the environment or endangered animals. Q exrraactivity Ask students to write down five animals the think people probably illo longer seein the wild a hundred years from now. Students should then compat their sts with partner and see ifthey agre. Ask or examples with reasons during feedback UNITS The natural world 73 a MU er em LC) about the environment ee eee ee pant about problems a OPTIONAL LEAD-IN Books closed. Write these groups af wards on the boar: 1 pe buttery, pando, for (They'eall mammals except butterfly, whichis an insect) 2 orchid, tee, camel, grass (They're all plants except comel, which san animal) 3- gor, snake, crocodile, turtle (They/te all reptiles except gorilla, which isa mammal) 4 duck, vltre, shark penguin They're al birds except shark, whieh fish) 5 ont, bee, ty lizard (They're all insects except lizard, which icareptle) Tell students to look a the groups and decide which word is the odd one out in each, Check the meaning fall the words before students giv their answers, Students then compare answers in pairs. Check answers as class EXVOCABULARY Environmental issues Tell students to look at the photo at the bottom of the page and ask: What’s the problem here? Why is it happening? What possible solutions are there? Put students into pairs to do the matching task. Check answers asa class, You may wish to point out that the m in environment and environmentally, while not completely silent, ist pronounced strongly. b @BM Pronunciation Read through the words in the box, and make sure students know what the vowel sound at the top of each column in the table is. Put students into pairs to complete the table. Encourage them to say the ‘words out loud to each other. Play the recording for students to check their answers fev © @EM Ply the reconting again for stents to listen and repent 4 Ca Ask sents to read the questions again and choose two that interest them Put students into small groups to discuss their annwers, Take feedback asa dass 74 UNITS Thenatural world pereC Rt rere Mee eee nny SINE teeny com eaters Peet ne eee See ee eee er ¢ D Camm students complete the exercises in Vocabulary Focus 5A on SB p.154. Individually, students do Exercise a. In pairs, students complete Exercise b. Play the recording for students to check their answers, Monitor Exercise ¢. Put students into small groups to do Exercise d. Tell students to go back to $B p.56. Answers (Vocabulary Focus 5A SB p.154) PAREADING ‘a. Ask: Has anyone heard of the Whitley Fund for Nature? Give students two minutes to read the text ancl answer the questions. They then compare answers in pairs Check answers as a class. Answers G cuore nore The Whitley Fund for Nature (WEN) has existed since 1954 Since then, it has awarded more than £10 milion te over 160 conservation projects in 70 diffrent countries around the world. ‘The money is invested in conservationist project leaders who are passionate about their local environment. These are local people who want to build organisations that will balance the ‘needs ofthe local community as well asthe environment and its wildlife. There are Whitley Award winners in every continent, working to preserve all kinds of environments from deserts, mountain ranges, caves and rainforests to rivers, oceans, wetlands and coral reefs. Students look at the photos on SB p.57 and guess what the three projects are. Elicit suggestions from the class, but don’t say if they're correct at this point. © Divide the class into groups of three and assign texts a, and c. Give students up to 10 minutes to individually read their text and answer the comprehension questions. You may wish to put students into pairs or small groups ‘with other stuclents reading the same text if you think they will find the reading difficult. Tell them that they don't need to read the two other texts at this stage. Monitor and help as necessary. 3 Eleven pimaesincluding the Nieto and gos, andthe chimpa 5, e does. He encaura ss biodata, and bialogeal esearch sate future forthe be Text ‘Dr Aparata Datta works nthe Falke Tar Reserve in noth 2 cy the local we, ard her attention 3 eho n te rego outwhat thehorbls life conservation Texte ‘Gabon Serco works n diferent pars of Tukey. alestand areanest wh asachild he persuadedthe Turkish governmentto create Turkeys fist willfe coro, the largest conseraton projectin the county Fourand aha milion trees wl be planted, which wl also allo larg animal he the wal brown boa, and rxto move realy and sate 4 Yes hedoes. His workhas Included education schools 5 Hehpe to stop heconsmuctonofa cam thatcoudd importantwatland (FD) VOCABULARY SUPPORT biodiversity the number and types of plants and animals that exist in a particular area dom ~a wall built across a river that stops the river's low and collects the water resource (82)~a useful or valuable possession or quality of country, organisation or person tribe (82) a group of people who lve together, sharing the same language, culture and history, especially those who do rot lve in towns or cities FAST FINISHERS Ask fast finishers to underline any unfamiliar vocabulary ithe part ofthe article that they read, They should use the context to try to guess the meanings. Check this during feedback d 2X Put students into groups of three with people who read the other two texts. Students diseuss the questions by sharing what they have learnt from their text. Take feedback asa class www frenglish.ru ENTRAACTIVITY Use these extra reading questions to exploit the reading text further Write the question onthe board and tell students to took through the whole article to fin the answers 1 WhyistheNigera-Cameroon chimpanzee amazing? (I uses tools to catch fish and open fruit) 2. Whyis he Goliath fog speciol? (It's the largest fog inthe world.) 4 Why ore the rlnforests in north-eost nao so mportent to some tribes? (The tribes depend on them for resources) 44 What lferent kinds of natural environments ae therein Turkey, according othe article? Mediterranean forests, coastal mountains, wetlands 5 Whatisa ‘life Corridor? (W's an area created inorder ta join environments together so that animals an move between them freely and safely.) EXGRAMMAR Future forms a @RM Ask students what they can see in the photos a the top of the page. Cheek that they know where Costa Rica is. Tell students they're going to listen to 4 conversation between Masha and her friend Phil Give students time to read the question, then play the recording. Gheck the answer asa class. Answer ashe doesnt knom much aboutthe sometingtodo wth ooking alr turtles only tat Audioseript an Are theyerdroomentally fend In Costa Ret Do they protectthelralnorests ard animals sna Wal yesthey do. The fovarrment is dong alot, but IRtakesquitea ang time for foreststorecoverTtheyve already bean eutdown. They probably row back, butt So,uhoslse works on the project ust people from ‘overseas orlocal people tos? 4 fmnotsure about hatelther Pethaps work with local people as well So you're oft save the world think that’ great Dori thnaw about saving the word. Bul defitey beable Imnmacataly, tosavesometurties|Andtm Areyou soingtowarkinthe going tomke the mestof my ralnforestst {mein costa Rca and ean WNo,no\'mnot Illbeby theses. some Spanish too. Frm going to workanaprolect that locke afer tures. Tuts? Thats very cool But Latmeknaw howthings go. 1 Sure Actual Im going to beep ablog, sol wikteregular aw doyou looksfer ures?! upd onthe bog aed you mean, what da you dot cantollow that Wl tobehonest-Idont —_» Goed idea im sureyou'thaves realy know! Tomorrow 'm greattine meeting someonewha worked w Yash, oar! onthe project, and she's sing tate me about the Kinds of ‘hinge gongta do, & currure note Costa Rea, in Central America, has a population of about 4S milion. One ft of this country is covered by forest: both ‘wopical dry forest and tropical rainforest The country has ‘over 2,000 diferentkinds of tees 9,000 species of flowering plants, 200 species of reptiles and many kinds of mammals andinseets UNITS The natural world 75 b @IM Give students time to read the sentences. Play the recording again. Check answers as a class. | ae © Put students into pairs to match the verb forms with the uses. Check answers as a class, | Answers: ‘Give sentence starters tothe class and nominate diferent students to complete the sentence in thelr own words. 1 Afterclass Im going 0. 2 Atthe weekend, probably... 3 Nextlesson, wel. 4 0n Soturday afternoon, t'm.. © carer: Students at this level sometimes have dificult using wil for predictions correctly, e.g. think you enjoyenjoyingit(Corract form= thinkyou will’ enjoyit. common problem is wil be, wit students often using the present simple instead, eg eat ame ne dine mene ont denig Cored em night, here be food, drink. The most common error with be ae toistousewill instead, « 8 Myporentswibtravetaraund theseovid naxtyeor (Correct form = iy parents are going to travel.) Students also sometimes use the present simple or continuous where bbe going to would be more appropriate. Students sometimes avoid using sal forits appropriate uses (making offers, asking opinions), but they may also useit incomectly when should, would, must or can would be better www frenglish.ru £ D CREM students read the information in Grammar Focus 5A on SB p.140. Play the recording where Indicated and ask students to listen and repeat. Students, then complete the exercises. Check answers as a class, ‘making sure students are using the most appropriate fature forms. Tell students to go back to SB p.58, Answers (Grammar Focus 5A SB p.141) Give students time to write predictions about theit partner. Monitor and help as necessary. You may wish to write some adverbs and expressions of time and place on the board for them to add to the end of their sentences, e.g. soon, this week, in the next few years, in this country, inthis town. h Wm Put students into pairs to discuss their predictions. ‘Ak students to make a note of how many of their partners prediction they agree with, Take feedback as class Q ExrRAACTIVITY Write this task onthe board Workin pairs. Plan these things: =a mea! ~adayout an evening out Put students into pairs and encourage them touse Shollwe...2, Shall! ...2an4l.. 5 they make thelr plans. Monitor and listen for correct usage ofthe target language from thislesson. Take feedbackasa class. Put students into pairs to do the task. Check answers as a dass. (7D) LaNcuace nore {m sure... definitely and probably can be used with be ‘ging ofr future predictions that we have some degree of certainty about. Highlight the position of probobly and definitly (between be and going to} ~m sure you're going to havea good time, = We're definitely going to win! = It’ probably going to rain. © Give students a minute to read Masha’s blog. Individually, students choose the best phrases. Check answers asa class, Ask: Would you like to work on the ‘same conservation project as Masha? Why/Why not? and find out what different students think. Answers 76 UNITS Thenatural world EASPEAKING @ Give students a few minutes to read and change the sentences where necessary. Encourage students to justify thei answers as far as posible. They ean note down the key words and phrases they will need to use for this. Monitor and help as necessary. b C2 put students into small groups to compare, discuss and justify their views. Monitor, making sure they asking each other questions and noting how well they are using the vocabulary from the leagon and future forms. Towards the end of the activity, remind them to think about the two questions: do they generally agree with each other and are they optimistic or pessimistic about the future? Take feedback as a cass. Workbook 5A |) Photocopiable activities: Grammar p.162, Vocabulary p.168, Pronunciation p.176 If you go to the beach, you can see dolphins OPTIONAL LEAD-IN Books closed. Put students into pairs. Give them one minute to answer these questions: How many man-made things (objects and materials) can you see outside the classroom? Make list How many naturel tings (objects and moterials} can you see inside the classroom? Make a ist Put students into small groups to compare ther lists, LISTENING 2 Qin pars or small groups, sues look at photos fand bend discus the questions Elicit etudents Was bot dont check answers at this point b Preteach inpire (to give someone an idea for a book, film, produc, et.) Students read the TV guide extract. Check answers as a class. Q exrraactivity Write these questions on the board. 1 When wos Velero invented? (1948) 2. Whe invented it? (George de Mestral, a Swiss engineer) 3. How dd the plant inspire him? (He naticed how the seeds stuck toi dog's fur} Put students into pairs to ask and answer the questions. Take feedback as a class. ¢ C2 Put students into pairs or small groups to do the matching task. Elicit students’ ideas but don't check answers at this point. 4 QBM Play the recording for students to listen and check their ideas. Answers ‘Audioseript PRESENTER Wistedbiologst POX ArdremParketa find out more A So, 351 sl, this ard ves in ‘bouthow thenatural world thedeserin australia. And as hasinspired wenday objects youknow, isan eediby dry Arcren,helol Whats this ttle place Butthslizard manages ‘imal yaive gathe tolive there vary succesfully, ‘monew IiSa thomny dagon lizard Ard we'vedlsccveradone of from theustrallan desert. As thereasons or this, fthe aad youcansestsquliesrall, putea footsomewherewet~ ‘aboutZ0em long. Eutlt'san even Just ty thy Et wars amadngarimal. Yous, what skin pulls the water up and ver im eallyItrestedinis what _‘shole body. When the water thistiecreanrecantaachus reaches thellzard's mouth It aboutcallctng wat, nist Ree eee ee) hee about how things from the natural world inspired inventions + use the zero and first conditional correctly + use a lexical set about the natural world correctly ee oe nt eras Peete + talk about the best place to experien: beauty of their country That’ very clever AAYes. On thelizards sr wel In fact intheskh, wedlscovered there ikea system of very, very smal pias, So thes callectsthewsterardthese _aneatthquake Ploespulitiowards the Sotheyibeable to help save Iesa’s mouth, Ives Thatsoundsrealy eficlent. a Exactly And then were locking | Wel gh, yeah Sb yousea we atsesshells wich arevery wanttocopythatsystemand strong but at thesame time, Useltinadavoethatcollects _theyraverylight-they don't water Iweare success the weigh muchatallSclensts vice will provide watarfer —_havedlscaveed that seashals people wha ttn very dry are madeot ots oftiny blacks Iselfverysrall So theserescue robots wllbeable 1 help ape mhe arestuckin smal spaces or who ze trapped in bulaings for example th environments, that fit tgethe, but ths makes That’ fantastic And what other them ealyhard tobresk, The Ideas have wetaken fom plans to copy this matenal to ature? make safety qulprent suchas AEnghoessareoingalotwith _glovesand helmets robots these days. For example, p So thismatertal wll protect theretherescuerobot.Its]ust__peoplelikeashell protectsa Tkea spider becauseltmaves turtle Conelghtiegs ardsoitcan a Thats right. And aga, the maveveryqulckyandmake could help save ves © ©ABIN Give students time to read the summary, then play the recording again. Check answers as a clas. f Individually, students answer the question. g 2 Pat students into small groups to compare ideas and discuss the question, Take feedback asa clas. Ask students if they Imow of any other man-made things inpiced by the natural world BAGRAMMAR Zero and first conditional Put students into pairs to complete the rules. Check answers as a class, Remind students that the ifclause ‘ean be the second past of the sentence. In that case, we don't use a comma to separate the clauses. Answers UNITS The natural world 77 White these two gapped sentences on the board and ask students to complete them: = Ifspiders____ (need) to getinto small spaces, they (can) make themselves very small. ~ ifyou______{try) to breokasea shell you (find) every elt ‘Ask concept-checking questions to confirm understanding: ~Ifspiders ned to get nto smoll spaces, they can make themselves very smalls this something thats generally true, ‘or only a future possiblity? (generally true, so we use the zero conditional) Ifyou to breaka seashell youlfind it very dificult Is tis something that’s generally true, or only ture possiblity? a future possibilty so we use the first conditional) Give students time to complete the rales. Check answers asa class. Answers © carer! ‘The most common student error with the first conditional is to.use willor the past simple instead of the present simple in theif clause, e.g #Ithave enough money, lil go therewith smytrionds, (Correct form = if have...) Another area of difficulty for students at this level can be the confusion between ifand when, e.g. When-you-need to book accommodation, youcanaskus (Correct form= Ifyou need to ook... and ##term-nishes, Ht have to tokean exam (Correct form= When term finishes.) © Put students into pairs to complete the text. Check answers asa class, Answers 1 atch 2 mal Aske So, how might sharks have the answer to biofouling? (Natural objects don’t stick to a shark's skin, so scientists are trying to develop a paint for ships which is based on the design ofa shark's skin.) dD @RMMM students read the information in Grammar Focus 5B on SB p.140. Pay the recording where indicated and ask students to listen and repeat. Students then complete the exercises. Check answers as a class, raking sure students are using the correct conditional forms, Tell students to go back to SB p.60. ‘Answers (Grammar Focus 58 SB p.141) © 2D Give students time to prepare the sentences individually. Monitor and help as necessary. Put students into pairs to compare their sentences. Take feedback as a class 78 UNITS Thenatural world www frenglish.ru IEIREADING AND VOCABULARY The natural world a Elicit the meaning of adapt (to change something to suit different conditions or uses). Put students into pairs to discuss the photos on SB p.61. Check answers as a class. You may wish to point out thatthe pis silent in tarmigan Ptaimigar. Answers b In pairs, students say which words can be seen in the photos. Check answers as a class Q EXTRAACTIVITY Books closed. Ask students these questions to check the vocabulary. 1 What grows out from the main partofa tree? (branches) 2. Whatis green and grows on a plant? \lea) 2 Whatare the coloured parts ofa flower? (petals) 4 We have hands and feet what do cots hove? (paws) 5 What structure does a spider make? (a web) 5 What do fish hove on their skin? (scales) 7. Whatdo birds have on their skin? (feathers) & Whatdo dogs have on ther skin? (fur) © Give students five minutes to complete the article. Check answers as a class. Point out that the plural of leaf Teaves.

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