Puen 1. Speech bubbles ‘Write quotes from part one on the board in speech bubbles. Students have to remember ‘who said them. You can also writ a series of ‘quotes out of sequence and ask students to put them in order 2 Retelling the story ‘Students work in small groups or in pairs. They ‘lose their books and retell the story, trying to remember as much as they can about what happened in part one 3 Role play In pair, students do role plays based on the events of part one: ~ Student A is Dan, Student B is Ruby. Dan ‘and Ruby are at the press conference. Dan is asking Ruby questions about her professional ‘and private life ~ Student A is Karen, Student Bis Dan. Karen and Dan are atthe press conference and arguing with each other over the questions that Dan is asking Ruby, = Student A is Ruby, Student Bis Karen. Ruby and Karen are in Ruby's dressing room, discussing Ruby's privat life. 4. Describing the characters ‘Write Karen, Dan and Ruby on the board. ‘Ask the students what we know about these ‘characters so far and how we may describe the ‘characters, Karen is controling; Danis direc: Ruby is tired and stressed 5. Putting the story in order The graphic novel pages are available with and without speech bubbles on the Interactive Teacher Website: http://interactive. cambridge.org ‘You could print these off and cut the up so students have to put the story in the right order. They could try to remember the dialogue, re-write it, or even use the pictures to create a new story, 6 Creating a graphic novel In groups or individually, students can get really creative with the Comic Builder on the Interactive Student Website: http://interactive. cambridge.org Here they can choose their own design artwork and characters, write their wn story ‘and printt. students have difficulty thinking tp ideas, they could try to reproduce the story in the Student's Book. Review €} and €) ® 1 Grammar 1 used to, got used to 2 used to, got used to 3 used to, is used to 4 asateacher 2 like my sister 3 suchas/ like Facebook 4 as one of the best golfers. inthe world 5 like/as the weather forecast predicted 6 like/as | had imagined it from the movies 4 quiet, quietly 2 totally, total 3 Suddenly, sudden 4 Usually, usual 5 easy, easily 6 careful, carefully ‘A harder B worst A fewer,far B more A as 1 use to like cheese, but now she loves it 2 looks lke his dad 3 cheaper to buy a second- hhand car 4 astallas you § are becoming faster and faster 6 you'd be good at certain jobs, such asa nurse or doctor “Vocabulary 4 stepfather 2 stepsister 2 brotherinlaw 4 half-brother 5 cousin 6 greatgrandmother 1 garbage 2 gas 3 French fries 4 candy 5 pants 6 truck 7 fall 8 vacation 1b 2d 3a 4f 5c be 1 scared 2 life 3 leaf 4 skin 5 blood 6 sweat 7 butterflies 8 seat 9 heart 10 breath Correct it! 1 I didn't use to eat fish when I was little. 2 He wants to work as a computer programmer. '3 People communicate less by traditional ‘means, such as the telephone. 4 You should be more careful when you cross the road. 5 When I was younger | used to go to a primary school {6 He made things worse by trying to help. 7 They have less holiday time this year. ‘8 The company shouta treat its employees better. ‘9 am writing to complain about the totaly unsatisfactory service, 410 She's used to working nights now, she’s done itfor two years.€ Man and beast Unit aims: Topie: Animals Grammar Expressing contrast Retexve pronouns and each other Vocabulary The animal kingdom Physical habits Interaction, Speaking and Pronunciation Speak: Saving endangered species Pronunciation: Pronunciation of eo Interaction 5: Challenging someone’ ideas Listening, Reading and Portfolio Reod: The Animal People Listen: Ine MONA Foundation Portfolio 5: An opinion essay Song 1'm Like a Bird by Nelly Furtado “Speak Books closed. Ask: What animals can you name? Elicit the animals students know and write the ‘words on the board. Write endangered on the board and elicit or teach the meaning, Point to the animal names on the board and ask which ones are endangered. ‘Students open their books at page 40. Focus on the animals in the pictures and elicit their names (tiger, penguin, polar bear, walrus, gorilla, tortoise, ‘rhinoceros, tana, butterfly, panda) Put students into small groups of three or four to discuss the questions Read cut the information and make sure that students understand what they have to do. Ifyou have access to the intemet, students can research information about these animals online before they discuss the questions. You could put up the following phrases on the board for students to use Inver dacussion, eg, What uo you think? What's ‘your opinion? | think we should save... agree/ | disagree. I'm not sure, think so too, etc. Monitor and help with vocabulary while students are working Students work with a partner from a different group to share their ideas from the previous exercise. ha With the whole class, decide which two animals the imaginary campaign organisation should save This will give students further opportunity to put forward and defend an argument. Encourage students to debate and share ideas. Vocabulary The animal kingdom BH43 Students match the words with the definitions. They will need their dictionaries for this activity, Play the recording for students to check their answers ‘Audioscript/Answers 1 cage~1a space surrounded by bars to keep animals in 2 endangered -A animals or plants which may not exist soon because there are very few lft 3 habitat~ E the natural environment in which an animal o plant usually lives 4 hunt 6 to chase and try to catch an animal, for ood, sport or money 5. rare—H very unusual or uncommon 6 sanctuary ~F protection o a safe place for animals or birds species ~B a family of animals or plants which have similar characteristics 8 survival ~J the state of continuing to live or exist 9 tame ~0 not wild ot dangerous 10 wild Canimals or plants that lve independently of people in natural conditions Students workin pairs to complete the sentences with words from Exercise 2a, Allow students time to.compare their answers in pairs before you do a class check Answers 1 tame 2 habitat 3 cage 4 hunts 5 rare 6 survival Stronger students: Students who finish Exercise 2b quickly can write their own sentences using the ‘vocabulary from Exercise 2a. Collect and check Give students two minutes to write down as. ‘many other words forthe animal kingdom as they can. Examples could include beasts, wildlife, hibernation, hunter, curvve, extinct. Weite the words on the board. Ask students to record these, ‘together with the words from Exercise 2a, in the vocabulary section oftheir notebook une s @- ;os @ units Creieeane) ‘Students work in pairs to test each other on the spelling ofthe new animal kingdom vocabulary. Student A doses theie book. Student 8 reads out ‘one ofthe words from Exercise 2a Student A spells the word, Students then swap roles ‘and continue untill the words have been used. Read and listen Books closed, Ask: Mave you ever seen animals like ions, wolves or bears inthe 200 or in the wild? Students can share their stories and experiences with the cass Students open their books at page 41 and work in pairs to make alist of jobs people do that involve working with animals. Elicit ideas from the class and discuss as a class which animals are most Useful to humans. Students read through the text quickly ta find out what animals are mentioned. Answers lions, wolves, eagles and bears [1.44 Before students do the exercise, help ‘out with new vocabulary, e.g. scratched, nowadays, pioneering expedition, Play the recording wile students read and listen and write the correct names. Check answers Answers +1 Kevin Richardson 2 Ruth Mufliz Lopez 3 Ruth Mufiiz Lopez 4 Timothy Treadwell 5 Kevin Richardson 6 Shaun Ellis Read out the questions. Students work in pairs to answer the questions. Ask one student from each pai to report back to the class. Cen) Students workin pairs to role-play interviews ‘between ajournalist and one ofthe people in the texts. Blicit questions from the students that they can use in this activity, e.g. How did you start working with animals? Why do you fike lions /wolves/eagies? What isthe most dificult pect of your work? Students cat Lake iin turns to play the two different roles. Q@Grammar ® Expressing contrast Rooks cased. Write on the hoard: My hrother ie tal, __Jam short. Elicit the missing word but and point out that butis used to express contrast. ‘Ask: Can you think of any other ways of expressing contrast in English? Elicit however and write an ‘example sentence on the board: My brother i tal However, !am short. Tell students to open their books at page 42 and look at the example sentences, all of which are taken from the text on page 41. Focus attention ‘on the words and phrases in bold. Explain that these words and phrases are all alternative ways (of expressing contrast in English, Students work in pairs to complete the rules. Make sure that students use their dictionaries to translate the ‘words and phrases into their own language. Itis ‘a good idea for students to translate such purely ‘grammatical words and phrases as are introduced in Exercise 4a, as these words can be dificult to remember and use correctly. Check answers Answers * even though spite of + in spite of + though Language note Point out that in spite ofs used in more formal Contexts in spoken and written English. Also point out that though is very commonly used at the end of a sentence in informal spoken or written English, e.g, Kevin never feels in danger with the lions. You wonder if he should, though. fey yea ETeeh ic] ‘As ameans of sensing students tothe differences between the words and phrases introduced in Exercise 4a, ask students to say hich words and phrases can be substituted for {Hoe others in Une example sentences, eg. Cum we say ‘Despite Ruth’s work involves catching these enormous beasts, she's had no serious injuries"? Can we say ‘Althouah he has been badly scratched, he has never been seriously hurt’? ‘Ask students to look at sentences 1-6. Go through the first sentence as an example. Students then work alone to choose the correct words, When checking answers, ask students to say why they chose the ‘words and phrases they di, eg. in number 1, soteofisthe correct answer because that phrase is used witha noun Gin spite ofhisiniry), whereas although isused with a subject + verb. Answers ® ‘inspite of 2 Eventhough 3 despite 4 Although 5 eventhough 6 though Complete the fst sentence as an example. Students then work with a partner to make one sentence from two. Check answers @ © Weaker classes: Go through each of the sentences with the class, asking students to note down the grammatical form needed for each expression of contrast eg. although + subject + verb). Doing this will encourage students to think rot only ofthe way each word and phrase i used ina sentence, but how the words and phrases differ from one another. Possible answers 1 She visited the sanctuary even though she's scared of crocodiles. 2 Although his alarm was set for Bam, he ‘woke up at 6am. '3 He's never been bitten, despite the fact that he works with snakes. 4 He was determined to film the lions, in spite of the fact that it was very dangerous. 5 Iwork in the same zoo as my friend, ‘though I hardly ever see her. 6 She wants to have a pet monkey, even though it's not recommended. ‘Ask a student to read out the incomplete sentences, Students work alone to complete the sentences so that they are true for them. Monitor and check that students are using the contrast ® words and phrases correctly. Students then 4 ‘compare their ideas with their partner. Ask one student from each pair to report back tothe clas. (5 BVocabulary ® Physical habits ilh145 ead out te ist of words inthe box Studerts stn and repeat the words aftr you They then work n pairs to match the words with the pictures. They wll need to use their eictionaies for his activity, Check answers and point ou that al ve word te bun ae epuar vel ‘Audioscript/Answers scrth ub yewn sneeze bup F 3 chew G1 blink W 4 hicup lez Pay the recrtng. tuderts ten and ruber dhe words Check eras Answers 1'sneezing 2 chewing 3 hiccups 4 burping 5 scratching 6 yawning ‘Ask students to look at sentences 16. Go through the first sentence as an example. Students then ‘work alone to complete the exercise. They can ‘compare answers in pairs before you check answers with the whole cass. Answers 1 burp 2 rubbed 3 scratched 4 chew 5 yawning 6 blink Optional activity Divide the dass into two teams. Choose one student from each team, Say a word from Exercise 5, The students haveto spell it between them, taking tin turns to say a letter each. If neither student makes a mistake, both teams get point. one student makes a mistake. the other ‘can win the point for their team by speling the whole word correctly, Continue with new pairs and diferent words to spell. The team with the ‘most points atthe end wins. Uisten [lz books closed. Ask: Do you know any ‘organisations that look ofter animals? Elicit students’ ideas and write them on the board (eg. Greenpeace, World Wildlife Fund for Nature). Students open their books at page 43 and describe the pictures. Tell students they are going to listen to a student sive a presentation on an animal sanctuary. Pay the recording. Students listen and order the pictures. Check answers. Audioscipt For my presentation today, Ive chosen to tak about the MONA Foundation in Spain, an animal sanctuary which looks after primates such as monkeys and chimpanzees. The MONA Foundation was setup inthe year 2000 and i's tun completely by volunters. t's in Catalonia inthe northeast of Spain and visited it lst summer when | was on holiday. In the past twas very common for sume primates to be used as tourist attractions at popular holiday destinations. They would “wotk’ on beaches with thei wis @):@) wns ‘owners and people would hve their photographs taken with them! It might seem strange now that some people ‘wanted photos of themselves with these animals, but forty or fifty years ago it was very fashionable! Primates deesed ae humane used to fate in advertising campaigns oF on greetings cards. These ‘working’ animals were often mistreated. They were kept ained up in cages where they couldn't exercise or eat propel. In fdr to get a primate to stand up and walk lke human it takes many hous of taining and i's ‘extremely painful forthe animal Primates are also sold, often illegal, 2 pets Infact inthe USA its become very cool to keep them a5 i they were your children by desing them up in baby «clothes! The owners often abandon the primates when they realise how strong they can be, and how much destruction they can cause in the home. When the rescued animals arive at MONA they often have psychological problems and ae traumatised. At first, some of them hut themselves and each other by scratching and biting. They need time to adapt and are Introduced tothe other members of her new primate ‘family slowly. They ae usualy very scare of human beings because ofthe bad experiences they've had in the past and have to get used to the idea that humans ‘an help them and look after ther, not just hurt them. [the sanctuary there's lots of spac to eax and have fun and play. The animals wil never be able to return to the wild so for them this their home forthe rest of thei lives. ‘ne ofthe primates at MONA is a monkey called Toi. He was used in 2V advert for McDonalds and he warked ina crus before being rescued by NON. The volunteer ‘explained tous that Ton used to be very unsociable. He ‘only wanted tobe by himsel, but now all the monkeys ‘ay with eachother and he enjoys when visitors come and ee him Toi was my fvoutt of al the monkeys we sew, so | gave some money tothe sanctuary to cae for him. think the work thatthe MONA Foundation does is really Important, and glad could help the sanctuary and the primates the lok after Thanks! Ooes anyone have any questions? Yes, Tanya Answers 1£2D3C 4A 5B [ll23 Give students a couple of minutes to read through the questions. Check understanding of the following vocabulary: abandon, destroy, gradual, volunteer. Play the recording again. ‘Students listen and answer the questions. They ‘can compare answers in pairs before you check answers with the whole cass Answers 1A 2B 3C 4A 5B 6C © a ® é ‘Students work in pairs to discuss the three ‘questions. Seta three-minute time imit for this activity, Aska student from each pair to report their ideas back to the cass. PEGs ‘Students work in small groups of three or four to write their own presentations, based on. the example in Exercise 6a. They can research ‘organisations such as the World Wildlife Fund for Nature, The Royal Society for the Prevention (of Cruelty to Animals and Greenpeace. ‘Students can then give their presentation to the clas. Ifyou have access to the internet, this activity can be done in lass: if no, set the activity for homework (72 i (7 Pronunciation GD Asan optional visual alternative to the audio CD, this exercise i available on the DVD, Pronunciation of ea FH} 24 Books closed. Ask: Is English pronounced {ts written? Explain or elicit the idea that the sounds of words and the spelling of words do not always correspond in English, whereas they do in a language such as Spanish. Write ea on the board Elicit words containing ths pair of letters and write them on the board (eg. read, dead, steai). Tell students they are going to focus on diferent ways (of pronouncing ea ‘Tell students to open their books at page 43. Play the recording. Students isten to the different ‘pronunciations. You can play the recording again for students to listen and repeat the words. [HBB25 Focus on the words in the table, ‘modeling the pronunciation and pointing out the phonetic symbols, Students work in pairs to ‘but the words in the box in the table. Play the recording for students to check their answers. Audioscript/Answets fel fe fa] beast head trek year teach bread steak hear cheat weather seal breath HilI2 ‘students work alone or in pairs to circle the word with a diferent vowel sound. Play the recording for them to check their answers. Answers ‘real 2 meat 3dead 4 clean § sweat 6 fear| =Grammar ® Students workin pais to add the words in Exercise Tcto the table in Exercise 7b. Check answers. Answers c/: meat, breathe, mean, clean, reach, beach, dream, team Jef ready, read, dead, sweat feu: ‘/n9/: real, dear, meal, near, clear, fear Reflexive pronouns and each other Books closed. Mime knocking your fingers on the table. Wince as if you ae in real pain and ask: What did do? Say | hurt myself and write it on the board Underline and myself and tell students that they are going to look at cfferent ways of linking actions to subjects and objects ina sentence. ‘Tell students to open their books at page 44 and Lndertine the reflexive pronouns in the example sentences. Students can then use the example sentences to help them complete the rules, Check answers, focusing on the distinction between each ‘other and reflexive pronouns Answers themselves, himself after + subject Language note 41 Point cut that verhe referring to everyday activities (eg. get up, wake up, wash, dress) are only used reflexively in English when we want to exoress surprise that someone has done {an action on their own, eg, Although he was seriously injured ia the carerash, Jim was still ‘ble to wash and dress himselt 2_ It isa good idea to introduce students to verbs which are often used reflexively in other languages. but which are not used reflexively in English, e relax, concentrate, fel, eI felt sorry for her not Hel-myselt-sorsyforhe. Students work alone to complete the table With the reflexive pronouns, using the example sentences in Exercise Bato help them, Check answers Answers myself himseit vyourseves © @ ‘Complete the first sentence as an example. Students then work in pairs to complete the ‘exercise. Check answers, ‘Weaker classes: Tell students to ask themselves ‘@ question aout wath uf Une sentences, 2x, WU «do people make il? Who does he anly think about? Who do Anne and Nicola se twice a week? This will make it easier for students to decide if they ‘need to use a reflexive pronoun or each other. Answers 1 themselves 2 himself 3 each other 4 each other, ourselves 5 each other Read out the verbs in the box and check that students understand their meaning. Complete the fist sentence as an example. Students work in pairs to complete the exercise. Check answers Answers 1 enjoyed myself 2 behave themselves 3 scratched ourselves 4 defend themselves 5 looking at herself 6 blame myself Interaction S DAs 8 optional visual alternative wW the avi CCD, this exercise is available on the DVD, Challenging someone's ideas [ll27 B00ks closed. Ask: Do we always agree with each other? Elict any phrases students know for agreeing and disagreeing and write them on the board, Tell students to open their books at page 44 and describe the photograph. Tell students they are koing to listen to Anna and Emily discussing circus animals. Play the recording, Students make a note of the animals they mention, Check answers. ‘Ausioscript ‘Anna: hate seeing posters for ccuses. they shouldbe banned! Emily: what? Why do you want to ban circuses? | love them, ‘anna: But they reat animals so badly! mean, look at the photo ofthat elephant. I’ cruel! No, these das ccuses look ater animals really wel, You're not seriou, are you? These are wild animals. They shouldn't be kept in ages, traveling around the country forthe ‘entertainment of human beings. 00 you realy mean that? Yes. imagine they're happy enough, and lots of people love going to see animals perform in the circus. = @ Emily: fily:- ‘Anna: Emily cat believe what fm hearing! Cicus animals ae treated teribly, and trained todo things that arent natural for them. Don't you think they would be happier in the wild? In their natural habitat? Emily: Sut cicus animals are usually born in captivity. Theyre not ‘eal’ wild animals. That would be too dangerous. mean, have you considered the fact that if it wasn't for circuses, those ‘animals probably wouldn't even exist! ‘Anna: Don't be ridiculous. That's no excuse. cant believe that people actually enjoy going to the crus. The animal side of itis horble. Emily: Yes but you eat meat, dont you? ‘Anna: 1 do, but thats got nothing to do with it. Don't change the subject? Emily: 'm not But how can you defend crus animals when you just ate pat of cow for your lunch?! You have to look att from both sides. The cow you ate did't have 2 very rice lie eithest ‘Anna: That's totally diferent! Emily: Why? Because one isan elephant and one is vow ‘Anna: Him... guess I can see your pont. Wel, was thinking about giving up meat anyway! ‘You've just convinced me tat’ the right, thing to do. But Answers elephants, cows [lll27 Play the recording again, Students listen ‘and circle the correct words. If necessary, play the recording another time. Check answers Answers ‘serious 2 mean 3 hearing 4 fact dD subject © sides 7 see Revise the phrases for challenging ideas, making ‘ure that students know how to use them, Divide ‘the class into Student A and 8 pairs, Tell students they are going to role-play challenging ideas and ‘expressing agreement or disagreement. Student A turns to page 119 and Student B turns to page 121 Read out the instructions and refer students to Interattion 5 on the cover gatefold. Give students {a few minutes to read through the information ‘They work in pairs to prepare and practise their conversations. Culture Vulture 3 Ask students to read the information in ‘the box. Discus the questions with the class Ask follow-up questions such as:Do human beings havea mora obligation to treat animols Wel An opinion essay Books closed. Ask: Do you have any pets? What are they? Elicia range of answers, then ask: Do {OU think i's OK to keep wild animals as pets? Why? Elicia few answers Students open their books at page 45 and look at the notes, which refer toa class discussion about whether wild animals should be kept as pets. Discuss the notes with the class. Students say which ideas they agree and disagree with. Students read through the essay quickly to find the ideas from Exercise a that are mentioned. Encourage students to scan the text to find the information they need. Check answers. Answers Aeree can be illegal (Paragraph 1: ‘often illegally’) ‘home doesnt usually ave enough space for a wild animal (Paragraph 2: ‘they simply don'thave the space they need .) animals grow (Paragraph 3: ‘they often find that a the animal grows.) willthe animal be happy away from its natural surroundings? (Paragraph 2: *.. and usually they are happier in the company of ‘other animals’) Disagree ifyou love them, why not? (Paragraph 3: ‘can give the animal love ...’) for some people the animals their passion, cpl ietriporsbeheteasngeagh 3: “the animals are their passion’) ‘Aska student to read out functions A-D. Explain that the functions in question refer to ways of ‘organising information in an essay. ASK: Wihy does ‘an essay need to be organised? Elicit the idea that {an essay needs to be organised so that itis clear ‘and easy for a reader to follow. Students work alone to read Simon's essay again They match the paragraphs with the functions. ‘When checking answers, ask students to look through the essay to highlight the phrases which {are typically found inthis form of writing, eg. in spite ofthe fore that, my view, despite the fe that, even though, we must take into account that, however on the other hand, to conclude, strongly believe, in my opinion. Answers 1D 2A 3C 4BRead out the four topics and deal with any vocabulary issues. Elicit ideas about each of the topics and write them on the board, eg fox ‘hunting is cruel; bull fighting is a cultural event, ‘ets can hurt voung children: lookina after animals ‘sa important as looking ofter people; English is 100 dominant asa language, et. ‘Tell students to choose ane of the topics from the list to write about. Alternatively, they can choose atopic oftheir own to write about. Read out the information that students have to think about ® when writing their essays. Give students 20 minutes for this activity, Encourage them to use Simon's essay 2s a model to follow. Monitor while students write their essays, helping out with vocabulary as necessary. You could also set ths exercise for homework Students swap essays with a partner and say whether they agree or disagree withthe views expressed. Ask one student from each pair to report back tothe class. You can then continue the discussion with the whole cass Song Pm Like a Bird Background information I'm Like a Bird Nelly Furtado's /'m Like @ Bird was released in. 2000. It was the first single to be released from Furtado’s debut album Whoa, Nelly! and it brought the singer international recognition. It went to number in Canada and made the top temin the US andthe UK. Students look atthe pictures. They work in pairs to-answer the question. Give them afew minutes to think of example songs in English to match pictures A-D. Check answers, The songs suggested below are classic British and American love songs. However, encourage the class to think of contemporary love songs that they know and like ® Possible answers ‘A They are both in love with each other. Example songs: ! Want To Hold Your Hand (The Beatles) Can't Help Falling in Love With You (Elvis Presley), When A Man Loves A Woman (Percy Sledge) £8 Neither of them are in love with each other. Example songs: Make it Easy On Yourself (The Walker Brothers), Didn't | (Blow Your ‘Mind This Time) (The Delfonics), Don't You ‘Want Me (Human League) The girl isin love with the boy. Example songs: Killing Me Softly (Roberta Flack), Walk On By (Dionne Warwick), You Don't Have To Say You Love Me (Dusty Springheld) The boy isin love with the girl, Example songs: Is She Really Going Out With Him? (Uoe Jackson), Creep (Radiohead), Waiting jn Vain (Bob Marley) [ll Play the fist verse and chorus of the song. Students lsten and decide which picture best matches the theme of the song. Check answers Answers B [B29 Read out the lines from the first verse of the song, Pre-teach: rare, fae. Play the recordin. Students listen and order the lines. Check answers. Audioscipt/answers You'e beautiful, that’s for sure You'l ever ever fade You'e lovely but i's not for sure That | won't ever change ‘And though my love is rae Though my loves true Bll}2:10 students work alone or in pairs to try ‘and complete the end of the song with the words in the box. Play the recording, Students listen ‘and check their answers, Check answers with the class, then check students’ understanding of the following words and phrases: faith, brings me to tears, give you away. Answers ‘tears 2 years 2 toll 4 well 5 goodbye 6 me 7 scared 8 through HHl}2.11_ Read out the three summaries. Check students’ understanding ofthe following phrases: It won't work out, she doesn't have any roots, @ committed relationship. Play the recording again. Students listen and choose the best summary of the whole song, underlining any relevant lyrics in the song, They can then compare answers in pairs before you check answers with the whole clas. Answers 3is the best summary. The singer doesn't hhave roots (I don't know where my hhome is) and doesn’t want a committed relationship with anybody (‘'m lke a bird I! ‘only fly away’). uns @)Q Sound check ©) M222 Pay the recording. Students listen and underline the stressed words Answers I'm, bird, fly away |, know, soul, home baby, need, know }2.3 Play the recording. Students listen and read the chorus. if they wish to, they can sing ‘along with it atthe same time, stressing the main words and copying the intonation. However, do Not insist that students do ths as they may fee! uncomfortable about singing aloud in class. Musical notes Music around the world © M214 Ask student to read the text about Nelly Furtado. check ther understanding of the textby asking questions, e< Where wos she bor? What anquoges does se singin? Were dia ste grow up? Then ask students took at the types of music inthe box. Ect any information students know about these musical styles. Pay the recording Students inten an write do the types of must Chek answers Answers ‘1 Latin 2 Asian 3 Europop 4 African Read out the questions. Students work in small 110ups to ask and answer them. Encourage students to ask any follow-up quastione they can think of Ask one student from each group to report back tothe class CEmenwae Students research a singer who sings ina different language. They can write a short presentation about the singer and bring in some of his or her music to play to the class. The class can then ask questions about the singer. Unit §