Technology and you

Unit 2, A A The teachers will be robots.

Lesson aim:
• make predictions about
the future of technology
Presentation

Newla nguage 1 Read the predictions in the chart. Then read predictions A–F Comprehension
below. Think about these questions and complete the chart.
Grammar: Future predictions with will/won’t • When will predictions A–F come true? 2 1
18 Listen and check your answers.

– positive, negative, questions and short • Are they likely to happen or unlikely to happen?

answers, wh-ques tions TOMORROW’S WORLD: What will life be like in the future?

✓✗
Vocabulary: Technology MOST LIKELY LESS LIKELY
Preparation: Exercise 8: Book a computer Smart TVs will
in one
People will use eco-friendly
E or two
room. be connected
1
years’
electric bikes to get
to the Internet. around town.
time

Warm-up Every home will

have wireless All students in five
Internet (wi-fi). will have tablet years’ 2 B
• (Books closed) Spelling game! Divide the class computers in time
the classroom.
into four teams. Say a new word from Unit 1,
e.g. a personality adjective. A volunteer from All classrooms will in ten Solar-powered clothes
A
each team writes it on the board at the same
3 be connected to years’ will charge your mobile
the Internet. time phone and MP3 player.
time. Continue with a different word and
another four volunteers. Check spelling as you Planes won’t
in D
need pilots. People won’t travel 5
go. The team with the most correctly spelt They will fly by
You won’t go to
school to learn.
twenty- to other places
remote control. five on holiday.
words wins. Students will
study online at years’ They will have
We will log on
to the Internet
virtual holidays.
4 F home. time directly from
our brain.
Lead-in
Many buildings in fifty
• (Books closed) Write the unit title, Technology will be higher 6 C
years’
Superhumans will buy
bionic arms and legs
than 10
and you , on the board. Students predict what kilometres. time made of metal and plastic.

the unit’s about.

C
• (Books open) Give students time to look A
Bionic eyes
B
Cars won’t use petrol. They People will
choose their
Key
will be on will have solar panels on the Home life
quickly through the unit and check their sale. roof and use solar energy.
children’s
personality. Education

predictions. Then ask which lesson they’re Transport and travel

D
most looking forward to and why. Smart homes will cook the
E
Smartphones will
F Household robots
will bring you
Other technologies

food, clean the floor and be super-thin and

• Ask the class Will teachers be robots in the repair themselves. bendy.
dinner as you
watch TV.
future? Why/Why not? When? Check in 16

one/five years’ time, etc., bionic and likely/

unlikely.
• Ask Who guessed correctly? Did you find
1 Read the predictions in the chart. Then read anything surprising? What/Why? Tell them
predictions A–F below. Think about these there are no right or wrong answers. Encourage
questions and complete the chart. them to explain other ideas they may have.
• Draw students’ attention to the title of the
Answers ➞ student page
chart, the headings Most likely and Less likely
and to the timescale column in the middle. AUDIOSCRIPT PAGE 104
• Elicit/explain what the colour coding in the
chart means: brown lozenges = home life; 1
3 Listen and repeat. Circle the things that
19
blue = education; green = transport and you/your family have.
travel; pink = science and technology.
• Play the recording. Students listen and repeat
• Give students time to silently read the
the technology words in chorus.
predictions in the chart. Tell them to choose
• Give students time to circle their/their family’s
the one they think is the most likely and the
possessions.
one that’s the least likely to happen, at each
future time. 4 Which of the things in Exercise 3 …
• Different students tell the class their ideas. • Students read sentences 1–5 and note their
• Students now read A–F. ideas. Point out they may have different
• Pairs discuss the questions in relation to A–F opinions.
and complete. • They compare their ideas with a partner.
2 1
Listen and check your answers. • Ask different students to tell the class.
18
• Play the recording. Students listen and check. Grammar
• Play it again, pausing to check answers. A
• Give students time to read the information.
weak class may find a copy of the audioscript
• Draw students’ attention to the negative
helpful to follow. They could underline the
contraction won’t and to positive and negative
relevant parts.
short answers.

16

M02_TODA_TB_L03GLB_1143_U02.indd 16 05/03/2014 15:19

 2
Vocabulary: Technology Listening
1 1
3 19 Listen and repeat. Circle the things that 6 20 Listen to each conversation and tick (✓)
ut
ogy you/your family have. the correct picture. Fastfi nishers: Have them write more
app (mobile phone) charger digital camera
1 What’s Dad looking for?
predictions about the future.
electric bike games console laptop
(TV) remote control robot
rs. (bendy) smartphone solar panels A B ✓ C
1
tablet computer virtual (games) wi-fi 2 What’s Tara listening to music on?
6 20 Listen to each conversation and tick (✓)
the correct picture.

✗
? 4 Which of the things in Exercise 3 …
1 didn’t exist five years ago/ten years ago?
A B ✓ C
• Students read the questions, look at the
2 can you carry in your school bag?
3 are the most useful on holiday? 3 What year is the article about?
pictures and predict the answers.
4 would you like to have? • Play the recording. Students listen and tick.
5 will change the most in the future?
• Play the recording again, pausing to check
A B C ✓
Grammar answers.
4 What’s Dylan looking at?
Future predictions with
will/won’t Answers ➞ student page
Positive A✓ B C
People will use eco-friendly AUDIOSCRIPT PAGE 105
electric bikes to get around town. About you
Planes will be able to fly without pilots.
Negative 7 What do you think your life will be like in ten 7 What do you think your life will be like in
Planes won’t need pilots. years’ time? Ask and answer.
Students won’t go to school to learn. 1 A: Where will you be in ten years?
ten years’ time? Ask and answer.
Questions B: I won’t be in Spain. I’ll be in the USA!
• Open or closed pairs take it in turns to ask
What will life be like in fifty years’ time? 1 Where / be? 5 What / your home / be like?
Will homes be different? 2 What job / have? 6 What kind of holidays / and answer.
Yes, they will./No, they won’t. 3 Have / family? you / have?
won’t = will not 4 Have / car?
The future form of can = will/won’t be able to
Writing Suggestion: Elicit questions 1–6 fi rst. Have a
8 Write your predictions about life in seventy
weak class repeat them after you in chorus
5 Read the text in Exercise 1 again and answer
the questions.
years’ time. before they ask and answer.
• What will people be like?
1 How will education be different in ten years’ time? • What will homes be like?
in twenty-five years’ time? • What will young people do in their free time?
In ten years’ time, all classrooms will be connected
to the Internet.
8 Write your predictions about life in seventy
Life in seventy years’ time
2 How will buildings change in the future?
People will have bionic eyes and metal arms and years’ time.
vel 3 How will home life be different in the future? legs. Their clothes will have … . Homes will … .
es 4 How will transport be different in the future? • Brainstorm possible answers to the questions
5 What will people do in fifty years’ time?
> Now turn to Unit 2A in the Activity Book. fi rst. (e.g. Their clothes will have chargers for
17 electronic devices. Homes will have robots.
They’ll be very high. Young people will play
virtual games/have virtual holidays/travel to
• Remind them we invert the subject and will to the moon.)
form a question. • Give students plenty of time to write. Move
• Give more examples of will + be able tot o round the class prompting and checking.
express the future of can (e.g. After this lesson
you’ll be able to make predictions about the Suggestion: Have them write on a computer
future in English! ). in class or at home. They could find and
• Students fi nd and underline more examples of download photos to illustrate their work.
will and won’t in the text in Exercise 1. Make a display!
5 Read the text in Exercise 1 again and answer
the questions. Ending the lesson
• With a weak class, check electronic devices,e.g. airs choose the most important piece of
P
ask for or give examples. technology in their lives. Different pairs tell the
• Students read the questions. They read the text class and explain their choice.
again and write their answers. Move round the
class checking and prompting.
• Invite different students to read their answers Learning difficulties
to the class. Students with dyslexia may fi nd Exercise 1 very
challenging. Support them by asking confi dent
Sample answers readers to read the predictions aloud while the
2 Many buildings will be higher than others follow. Discuss each as you go. This will
10 kilometers. also motivate strong students. Then discuss A–F
3 Every home will have wireless Internet (wi-fi ). and complete the chart with the whole class.
4 Planes won’t need pilots. They will fl y by
remote control. Photocopiable Resource 2A. You can use this
5 In fi fty years’ time people will be able to choose resource any time after Exercise 6.
their children’s personality.

17

M02_TODA_TB_L03GLB_1143_U02.indd 17 05/03/2014 15:19

 B If you click on this, … Lesson aims:
• explain how to use technical devices
Presentation • talk about hypothetical future situations

Unit 2, B
Newla nguage
Grammar: First conditional + will/won’t
– positive, negative, questions and short
answers, wh-ques tions
Vocabulary: Using technology Marcello’s 2 address / name.
Warm-up
• (Books closed) Have students tell you how Fran:
they think your town will be different in the
future, e.g. In two years’ time there won’t be
1 1
21 Listen and read. Choose the correct
words.
Grandma: Fran, can you help me? I want to send
1
a letter / an email to your uncle in Italy
but I don’t know how to use your mum’s
laptop.
Fran: Sure, Grandma. Let me see. OK, you’re in
Mum’s inbox. If you click on this button, a
‘new message’ box will come up.
Grandma: Oh, I see. So I type into that.
Fran: Right. Then you’ll need to add Uncle
Grandma: Well, I think it’s Via Venezia but I don’t
3
know / remember the number. Can you
pass me my address book? If you open my
bag, you’ll see it.
Er, Grandma, you need his email address,
not his home address.
Grandma: Oh, silly me! 4 I don’t think / I’m not sure
Fran:
I’ve got that.
If we look in Mum’s contacts list, we’ll
Vocabulary: Using technology

any cars in the town centre . (Note their ideas probably find it. Yes, here it is.
for Ending the lesson.) Grandma: Thanks, Fran. Don’t go away. I won’t be
able to remember what to do!
Fran: No problem, Grandma. By the way,
4 1
23 Listen and repeat. Then match nine nouns
from the box with the objects in the picture.
Nouns: battery contacts (list) e-book reader 9

Lead-in 5
I’m afraid / I’m sorry you won’t be able to
print your email. Our printer’s broken.
email address icon keyboard 7 mouse 8
online game 3 plug 1 printer 4 screen 2

• (Books open) Ask the class Who’s the girl? 2 1

Listen and repeat the dialogue.
transformer 5 USB cable 6 website
Verbs: click (on) delete download log on
22
( Fran ) Students predict who the woman is and plug in/unplug print save
what they’re talking about. English today
send (emails, photographs) shut down
surf the Internet switch off/on
• Can you help me? • By the way, …
1
1 21 Listen and read. Choose the • Silly me! • I’m afraid …
1 plug

correct words.
Comprehension
• Play the recording. Students listen, read and
3 Read again and complete the sentences with
choose. one word from the dialogue. 2

• Check students’ predictions. ( The woman is 1 Fran’s uncle lives in Italy .

1
3
4
Fran’s grandma. Fran is helping her use the 2
3
Grandma wants to send him a/an email .
Grandma is using Fran’s mum’s laptop .
laptop. ) 4 Grandma hasn’t got Uncle Marcello’s email address. 5 6 7
8 9
5 Fran’s mum has got it in her contacts list.

Answers ➞ student page 6 The printer isn’t working.

18
English today
• Draw students’ attention to the English today
box. 1
• Students repeat each phrase after you in 4 Listen and repeat. Then match nine nouns
23
chorus, using appropriate intonation. from the box with the objects in the
• Have them fi nd and underline the expressions picture.
in the dialogue in Exercise 1. • Give students time to read the words in the box.
1 • Play the recording. Students listen and repeat
2 Listen and repeat the dialogue.
22 each word/phrase.
• Play the recording. Students listen and repeat • Pairs match the nouns in the box with
each line in chorus during the pauses. objects 1–9.
• Divide the class into two. Allocate roles. Play
the recording again. Students repeat their Answers ➞ student page
lines during the pauses.
5 Match six verbs from the box in Exercise 4
3 Read again and complete the sentences with with the icons.
one word from the dialogue.
• Pairs match the words and icons.
• Students silently read the sentences.
• They read the dialogue in Exercise 1 again
Answers
and complete individually.
2 download 3 print 4 send (an email)
Answers ➞ student page 5 shut down 6s ave

Suggestion: Have the class tell you if their Suggestion: (Books closed) Divide the class into
older relatives use a computer and, if so, two teams. Say a verb from the box in Exercise 4
what for. Students tell you what their older to each team in turn. They suggest a collocation.
relatives’ computer skills are like. For instance, say download … ( a photo! ) The
team with the most correct collocations wins.

18

M02_TODA_TB_L03GLB_1143_U02.indd 18 05/03/2014 15:20

 2
s 5 Match six verbs from the box in Exercise 4 7 What will happen if there’s a power cut?
with the icons. Complete the sentences with the correct
forms of the verbs.
• (Books open) Pairs read and complete the
1 delete
1 If there ’s (be) a power cut, we won’t have sentences. Remind them to refer to the
(not have) any electricity. Grammar box for help.
2 If we (not have) any electricity, our
1 2 3 4 5
6
computers (not work). • Check answers.
3 If our computers (not work), we
(not be able to) go on the Internet.
Grammar 4 If we (not can) go on the Internet, we Answers
(not be able to) email our friends.
First conditional + will/won’t
5 If we (not can) email our friends, we 2 don’t have/won’t work 3 don’t work/won’t
Positive
If you open my bag, you’ll see my address book.
(have to) text them on our phones. be able to 4 can’t/won’t be able to 5 can’t/’ll
6 If our batteries (run out), we (not
If we look in Mum’s contacts list, we’ll find be able to) charge them! have to 6 run out/won’t be able to 7 can’t/’ll
Uncle’s address. 7 If we (not can) recharge our phones, we have to 8 go out/’ll have
Negative (have to) go out and meet our friends.
If you go away, I won’t be able to remember 8 If we (go out) and meet our friends, we
what to do. (have) fun!
8 Student A: go to page 100.
Questions
8 Student A: go to page 100.
What will happen if I click on this button? The
Student B: go to page 104.
Student B: go to page 104.
computer will shut down.
If I unplug the computer, will it shut down?
Writing
• Have students go to the correct page and
No, it won’t. tI ’ll run on battery. look at the information there. Students work
Choose the correct tense. 9 Complete the sentences. Use Exercise 7 or
We use the present simple / future in the if clause. your own ideas. Then write your own sentence. in pairs to complete the information. Check in
1 If I don’t have to go to school to learn, … . open pairs.
2 If robots become as intelligent as people, … .
Speaking 3 If people live on Mars, … .
4 If … . Answers ➞ page 103
6 Ask and answer. Use the future form.
1 A: Why is it important to save my work?
B: If your computer crashes, you’ll lose any unsaved
work.
9 Complete the sentences. Use Exercise 7
1 Why is it important to save my work? or your own ideas. Then write your own
If your computer crashes, you / lose / any unsaved
work.
sentence.
2 How do I print my work? • Give students time to write. Move round the
If you click on the PRINT icon, the computer /
download / your work / to printer. class prompting and checking.
3 Why is it important to switch my computer off? • Have them compare their ideas with a
If you switch it off and unplug the transformer, you
/ save / electricity. partner.
4 How do I download my photos from my camera?
If you want to download your photos, you / need /
• Invite different students to tell the class their
9
a USB cable. ideas.
5 How do I read e-books on my mobile phone?
If you want to read e-books on your phone, you / > Now turn to Unit 2B in the Activity Book.
have to download / the right app.
19 Suggestion: Work with the whole class if
students are weak. Different pairs write
sentence endings on the board and suggest
their own sentence.
Grammar
• Give students time to read the information.
• Draw their attention to the words in bold. To Ending the lesson
help a weak class to focus, write If + present ead out a prediction about your town that you
R
simple + will/won’t on the board. noted in the Warm-up, e.g. Our team will win
• They circle the correct tense at the bottom. the Champions League! Say If our team wins
Answer ➞ student page … Invite a student to fi nish. Read out more
predictions. Students use them to make fi rst
conditional sentences.
6 Ask and answer. Use the future form.
• Give students time to read the questions and
Learning difficulties
prompts.
Help students with learning difficulties
• A confi dent pair reads the example.
understand the information in the Grammar
• Pairs take it in turns to ask and answer.
box by focusing on one section at a time.
7 What will happen if there’s a power cut? Students cover the Grammar box. First, they
Complete the sentences with the correct uncover the ‘Positive’ section. A volunteer
forms of the verbs. reads the information for the class to follow.
• (Books closed) Teach power cut, e.g.s ay Students repeat the examples after you in
Imagine we’ve got no electricity this morning. chorus. Repeat the procedure for the other
There’s a … (elicit/say) … power cut. Ask What sections. Then they answer.
will happen? Students tell the class their ideas.
Encourage them to use the fi rst conditional. Photocopiable Resource 2B. You can use this
resource any time after Exercise 6.

19

M02_TODA_TB_L03GLB_1143_U02.indd 19 05/03/2014 15:20

 C Communication W

Unit 2, C Speaking: Offer help and make decisions

1
1 24 Listen and read. Tara’s got a new digital camera. She’s asking Dylan for help.

Newla nguage 1 2 3

Functions: Speaking: Offer help and make

decisions; Writing: Offer to help
Englisht oday: I’ll show you (how to do it).
Shall I go and get it? Let me have a look. I’ll
ask (Tom) to help me. I’ll do/fix it.

Warm-up
Tara: Hey, Dylan, how do I download Tara: OK, the camera is connected to Tara: All right. You sit here, then.
• Role play. Student A imagines he/she is photos from my new camera? the computer. Now what do I do? Dylan: Something’s wrong. It’s still not
an elderly relative who isn’t good with Dylan: I’ll show you. First, you need a Dylan: If you click on the camera icon, working.
USB cable. the computer will start downloading Tara: Look, I’ll just ask Tom to help me.
technology. Student B is himself/herself. A Tara: OK. I think it’s in the camera box. the photos. He’s good with computers.
asks B how to do different things using ideas Shall I go and get it?
Dylan: Yes, please. I can’t use the one
Tara: OK. Hmm, am I doing it right?
Nothing’s happening.
Dylan: No, I’ll do it. Here. Oops!
Tara: Oh, Dylan, no! Now the
in Unit 2B. B explains. from my camera. They’re different. Dylan: That’s strange. Let me have computer’s crashing!
a look. 1
2
Lead-in 1 English today
3
2 25 Complete the dialogue with sentences a–e. 4
• (Books closed) Ask the class Who likes taking Then listen and check. • I’ll show you (how to do it). • I’ll ask (Tom) to
photos? What do you take them with? ( A Fran: Tom, how do I download music from the computer
to my MP3 player?
• Shall I go and get it? help me.
• Let me have a look. • I’ll do/fix it.
digital camera, a phone ) Tom: 1 I’ll show you . First, you need a USB cable to
• Ask Who in your family knows how to connect the MP3 player to the computer.
Fran: I’ve got one in my room. 2 e Your turn
download photos to a computer? Tom: No, don’t worry. 3 a They’re the same.
3 Use the ideas below and Exercise 2 to help
• (Books open) Ask the class about the photos, OK, now, if you click on the MP3 icon, it’ll start
downloading the music. you write a dialogue. Then act it out.
e.g. (Photo 1) What can you see? ( A laptop, a Fran: Am I doing it right? Nothing’s happening. A: Ask how to download a video from your phone to
Tom: That’s strange. Let me have a look. your computer.
digital camera ) Whose is the camera? What Fran: 4 b She’s got the same MP3 player. B: Offer to show Student A. Say you need a USB cable.
are they talking about? (Students predict.) Tom: 5 d There you are, it’s downloading. A: Your mum’s got a USB cable. Offer to get it.
B: Say you’ve got a USB cable. Say, if you click on the
Fran: Thanks, Tom!
(Photo 2) What are they doing? (Students phone icon on the computer, it’ll download the video.
predict.) (Photo 3) Is Dylan happy? (No ) Why? a I’ll use mine.
b I’ll ask Mum to help me.
d No, I’ll do it.
e Shall I go and
A: Say nothing is happening. Your cousin Alison
knows a lot about downloading videos.
(Students predict.) c I’ll show you. get it? B: Say you’ll do it.
20
1
1 24 Listen and read.
• Play the recording while students listen and
read. 2 1
25Complete the dialogue with sentences
• Check students’ predictions. (Photo 1) It’s
a–e. Then listen and check.
Tara’s camera. They’re talking about how to
download photos. (Photo 2) Dylan’s helping • Tell students Tom’s helping Fran to download
Tara download photos. (Photo 3) Dylan isn’t music from a computer to her MP3 player. Have
happy because it isn’t working. students quickly read the dialogue and tell you
if he’s successful. ( Yes. )
See Introduction page iv. • Students read a–e. They read the dialogue
• Play the video all the way through. Then play again and complete.
it again, pausing after each section to ask • Play the recording. Students listen and check.
comprehension questions. • Play the recording again, pausing to check
• Tell students (L1) there is another version of answers.
the video with a different ending. Ask for Answers ➞ student page
suggestions for another ending. Then play the
alternative version. Ask how many students
guessed correctly. (Answer: Dylan downloads Fastfi nishers: Have pairs practise the dialogue.
the photos. Tara thinks he’s a genius.)
English today
Suggestion: Have students choose either the • Draw students’ attention to the English today
first or alternative dialogue and act it out in box.
pairs. • Have them repeat each sentence after you in
chorus. Remind them about the importance of
AUDIOSCRIPT PAGE 105 intonation.
• Get them to fi nd and underline the sentences
(or similar ones) in the dialogues in Exercises 1
and 2.

20

M02_TODA_TB_L03GLB_1143_U02.indd 20 05/03/2014 15:20

 Writing: Offer to help 5 Read the texts and add the missing apostrophes.
2
There are ten missing apostrophes.
4 Read the emails and complete the sentences.
News > Technology Writing tip
Technology blog
Subject: digital camera send save
• Give students time to read.
’ ’
It s finally here! If youre
Hi Georgia,
’
into technology, youll want • They fi nd and circle the shortened words in
Help! I’m having problems with my digital camera.
Yesterday, I asked Dad to help me download photos
to get this new bendable
’
phone the minute its in
Georgia’s email. Pairs read half the email each
from it. We downloaded the photos but now I can’t
switch the camera on again! I really need to take some your local shop! to each other, saying the words in full.
more photos for my school project. Can you help me or
do I have to take it back to the shop?
Love,
Robodog will look after Answers ➞ student page
Jenny
your home when youre ’
out. It looks like a
’
dangerous dog. Its one
metre long and weighs 5 Read the texts and add the missing
40 kilograms. Its battery
Subject: Re: digital camera
will last about four apostrophes. There are ten missing
hours. It costs £10,000
Hi Jenny, ’
so it isnt cheap! apostrophes.
This sounds serious. I don’t think I can help you but
my friend Alice is brilliant with technology. I’ll ask her
• Students look at the texts for a few seconds.
at
l not
to come over this afternoon. If you bring your camera
’ be back home got
Ill Ask students where you might read each one.
4 o’clock. I havent’
to my house, she’ll look at it. I’m sure she won’t mind.

me.
She loves fixing things! If she can’t help, I’ll lend you my
camera. It’s a bit old but it takes good photos. You can keys so please dont’ go
out. ( Texts 1 and 2 – on a computer. Text 3 – at
use it for your school project. Mum home. It’s a note .)
Bye for now,
Georgia • Students read and add nine more missing
Your turn apostrophes.
1 Jenny’s camera isn’t working.
2 ........... can’t help her. 6 Read the email from your friend Edgar and
3 ........... will look at Jenny’s camera. write a reply. Use Exercise 4 to help.
Answers ➞ student page
4 ........... will give Jenny her old camera. • offer to help
• say where and when to meet

Writing tip
• offer to lend him your MP3 player if you can’t fix his 6 Read the email from your friend Edgar and
Apostrophes (’) write a reply. Use Exercise 4 to help.
Subject: MP3 player
• Students read Edgar’s email. Check
send save
We use an apostrophe …
– to show that some letters are missing. Hi,

I’ve got = I have got they won’t = they will not

Help! I’ve got a problem with my MP3 player. I can’t understanding. Ask a student to explain what
John’s here = John is here
switch it on! I really need to download some dance
music to play at the party on Saturday. Can you help me? Edgar’s problem is. ( He can’t switch on his
– to make the possessive form of a word. Cheers,
Edgar
MP3 player. He needs to download music for
the boy’s name John’s bike.
Note: It’s = It is It’s Monday today.
a party. )
Subject: Re: MP3 player
Its = possessive The dog wagged its tail.
Hi Edgar,
• Give students time to write. Move round the
. Look at Georgia’s email in Exercise 4 and circle Don’t worry. I think I can help. class prompting and checking.
all the shortened words. Then read it aloud,
saying the words in full. • Remind students to check their use of
> Now turn to page 23 in the Activity Book.
apostrophes when they finish.
21

Ending the lesson

ivide the class into two teams. Write a sentence
D
on the board with one or more apostrophes
Tip: Integrate English today expressions into your missing. A volunteer from one team comes to
everyday classroom language whenever possible, the board and writes the missing apostrophe(s).
e.g. I’ll show you (how …) and Let me have a Write another sentence with an apostrophe(s)
look ( at your homework ). missing for the next team to correct. Continue.
You could use sentences from texts in this lesson.
3 Use the ideas below and Exercise 2 to help
you write a dialogue. Then act it out. Learning difficulties
• Students quickly read the ideas. Check their Support dyslexic students with Exercise 5 by
understanding. Ask Who needs help, A or B? pairing them with strong readers. The strong
( A ) What with? ( Downloading a video. ) Does B reader points out each missing apostrophe
offer help? ( Yes. ) he/she finds. Both students then write the
• Pairs write their dialogue. Move round the apostrophe. Use a similar strategy to help
class, checking their work. dyslexic students with the circling exercise in
• Students act out their dialogues, changing roles. the Writing tip.
4 Read the emails and complete the sentences.
Photocopiable Resource 2C. You can use this
• Point out the digital camera. Students tell you
resource any time after Exercise 3.
what they think the emails are about.
• Give students time to quickly read the emails.
Check their predictions.
• Students read the questions. They read the
emails again, underlining the relevant parts,
and complete.
• Check answers.

Answers
2 Georgia 3 Georgia’s friend Alice 4 Georgia

21

M02_TODA_TB_L03GLB_1143_U02.indd 21 05/03/2014 15:20

 D Cross-curricular studies

Unit 2, D IT and the classroom

Newla nguage
New words: at (our) own speed, connect
(with), educational, experience (v), headset,
improve, interactive, programme (v), (talk) live
(online), real, share, time(s) (in history), virtual
environment
Preparation: Exercise 6: Book a computer
How can technology help students learn? Will learning change?
1 c
A school in Japan is using a robot in the classroom
to teach Science and Technology. The robot can
look happy, sad or angry and is just like a human.
In some schools in Japan – for example, in the
countryside – there aren’t enough teachers to
teach Science and Technology lessons. So this
remote-controlled robot is a great idea. It’s
amazing that scientists can now programme a
robot to replace a human teacher. Maybe in the
future, all schools will use robot teachers!
Josué, 13, Brazil

room. 2 a
If every student in the class has a tablet
computer and our school has a wi-fi network,
learning will be much more interesting. We’ll
Warm-up be able to work together and do projects and
share ideas. We’ll be able to work at our own
• Write the English today sentences from speed when our teacher gives us exercises.

Unit 2C on the board with a word missing Also, we’ll be able to connect with students in
classrooms all over the world and talk to each
in each. Students write/tell you the missing other live online. It’s a great way to improve
our English!
words. Marta, 14, Spain
• Pairs choose a sentence. They write a two- 3 b
line (A: …/B: ….) mini-dialogue using the Interactive video games are lots of fun and they’re
also educational. Games can teach students En
sentence. Different pairs read their sentences about the real world. Some games teach us about
On t
to the class. different places and different times in history. One
day maybe we won’t need books to learn about
for u
history. We’ll use special headsets or glasses and go SCH

Lead-in into a virtual environment. We’ll experience what

life was really like.
Plan:
How

• Write How can technology help students Tosia, 13, Poland

SCH
learn? Will learning change? on the board. Plan:

Pairs discuss. Invite different students to tell New words

Reading
How
you their ideas. at (our) own speed connect (with) educational 1 1
26 Listen and read. Match the
headings (a–c) with the texts (1–3). SCH
• (Books open) Students look at the photos. experience (v) headset improve interactive
programme (v) (talk) live (online) real share a Classrooms without walls Plan:
They tell you what technology they can see in time(s) (in history) virtual environment b Play and learn

each one. c No more teachers

How

1 22
1 26 Listen and read. Match the headings
(a–c) with the texts (1–3).
• Play the recording. Students listen and read. Study tip
• They read the headings and do the matching • Students tell you how they remember new
exercise. words.
Answers ➞ student page • Students silently read the tip.
• Pairs write example sentences together.
• Draw students’ attention to New words.
Remind them to use the context and photos Suggestion: Alternatively, work with a whole
to help them understand. class if your students are weak. Different
• They fi nd and underline the new words. students write example sentences on the board.
2 Read again and choose the correct answers. Correct them, if necessary, with the class.
There are two for each question.
• Students read questions 1–3.
• They read the text in Exercise 1 again, Tip: Have students create a separate vocabulary
underlining the relevant parts as they go, and section in their notebooks. Encourage them to
answer. note new words they learn.

Answers ➞ student page

Fast finishers: Have students practise their
dictionary skills by looking up definitions of
new words in a dictionary.
22
Go to the Cross-curricular studies video
for this lesson. (See Introduction page v.)
• Play the video to 00:07. Students predict what
digital native means. Play the video to 00:20.
Students watch. Check ideas.
• Play the video to the end. Students watch
and note three ways in which learning will be
different in the future.
• Pairs compare their ideas.
• Different students tell the class. Check and
discuss their ideas. Play the video again if
necessary.

M02_TODA_TB_L03GLB_1143_U02.indd 22 05/03/2014 15:20

 Science and technology 2
Comprehension Think about it

2 Read again and choose the correct answers. What are the advantages of using technology in
Think about it
There are two for each question. the classroom? Are there any disadvantages?
1 With robot teachers …
What are the advantages of using technology in
a everyone can stay at home and learn. Speaking the classroom? Are there any disadvantages?
b all schools can teach Science and Technology.
4
c students won’t also need a real teacher.
Choose from the list below three items of
technology to help students learn English.
• Pairs discuss and note the advantages of using
2 With a school wi-fi network …
a you can connect to classrooms around the world.
Discuss in groups and decide which three will technology. Invite different students to tell
be the most useful.
b you can buy new computers.
A: What about a games console? We’ll be able to play
the class their ideas.
c you can work at your own speed in class.
3 Interactive video games … games and watch films in class! • Students tell you any disadvantages they can
a make learning fun. B: I think wi-fi in the classroom is better.
C: OK, so let’s choose wi-fi in the classroom.
think of.
b will never replace books.
c can teach students about subjects like history.
Item How will it help? 4 Choose from the list below three items of
Study tip
games console
tablet computer
play games, watch films
easy to carry, email homework to teacher,
technology to help students learn English.
You’ll remember new words better if you write an
for every won’t need to share computer at home Discuss in groups and decide which three
student
example sentence in your vocabulary notebook.
school communicate with students in other will be the most useful.
connect networking site classes, share ideas
You can connect to the Internet in some cafés. robot or virtual students won’t be embarrassed, fun
• (Books closed) Ask What technology do we
Now write example sentences for these words. teacher use in class? (E.g . a computer, a projector)
improve educational communicate wi-fi in the connect to the Internet in class, lessons
classroom more interactive, work together in class. • (Books open) Students read the information.
Listening
They tell you if anything they said is
Writing: Technology that will help
1 our school mentioned.
3 27 Listen and complete the text.
5 Complete the report.
• Three confi dent students read the example.
English forum online • Groups of three discuss the ideas and choose
On today’s programme, three students talk about their plans Technology that will help our school the three most useful.
for using 1 wireless computer networks in their schools.
SCHOOL 1: Sonia
Our group chose these items of technology for
learning English.
• Different students tell you their ideas.
Plan: Create a networking site for the school. Our first choice was 1 in every classroom. If we
How will it help? Students will be able to 2 make friends can connect to the Internet in class, we’ll be able to work 5 Complete the report.
with students in other classes. together on projects. Lessons will be more interesting.

SCHOOL 2: Sebastian Our second choice was 2 for every student. • Students silently read and complete the
Plan: Play an online 3 quiz game with They’re light and easy to use. You don’t need a monitor or
schools in other countries. keyboard. If every student has one, our school bags won’t report, using the ideas from Exercise 4.
How will it help? Will help students to 4
their English.
improve be so heavy.
Our third choice was 3 . Some games are
• Check answers.
. educational and we’ll use it to watch DVDs, too.
SCHOOL 3: Petra
radio
Plan: Start an Internet 5
station and interview students in English about 6 Write a report about your choices in Exercise 4.
Answers
How will it help?
the kind of music they like.
Students will be able to 6 share
Use Exercise 5 to help. 1 wi-fi 2 a tablet computer 3 a games console
their favourite music.
23

6 Write a report about your choices in

Exercise 4. Use Exercise 5 to help.
Answers • Ask the class How many paragraphs are
Digital natives have grown up with computers, there? ( Four ) What is each about? ( The
mobile phones and the Internet. introduction and a paragraph about each
Possible ideas: Traditional classrooms will choice. ) Draw students’ attention to how each
become digital classrooms. Learning will happen paragraph begins.
everywhere. Learners will work with other • If possible, have students use a computer
learners around the world. Teachers will guide for this exercise. Give students time to write
and motivate. Learners will learn in the ways they individually. Move round the class, prompting
prefer. We’ll be able to stop failure. and correcting.

Ending the lesson

1
3 Listen and complete the text.
27 ( Books closed) However much technology you
• (Books closed) Have the class tell you how wi-fi use or don’t use in the classroom, have the class
is used in your school, if at all. try to persuade you to use more. You could give
• (Books open) Point out the text is a summary pairs time to think of ideas first, e.g. We would
of the listening text. Students read, then pairs like to play more computer games. (Have them
predict the answers. explain why, then tell them your opinion.)
• Play the recording. Students listen and
complete. Learning difficulties
• Play the recording again, pausing as you go to Students with dyslexia often fi nd writing (as
check answers. in Exercise 6) easier on a computer as they can
change font, colour spacing, etc. to suit their
Answers ➞ student page
needs. Alternatively, you could have them
AUDIOSCRIPT PAGE 105 write in the same groups of three they worked
in earlier.

23

M02_TODA_TB_L03GLB_1143_U02.indd 23 05/03/2014 15:20

 E Revision
Y
1 Match the explanations with the words in the 3 Label the icons with the words in the box.

Unit 2, E Revision
box.
Y
app contacts list delete download inbox
Y
charger games console smartphone Internet print save wi-fi
Y
digital camera robot remote control
Y
USB cable headset tablet solar power
Language revised 1 You can use this to send text messages to your
Y
Y
friends. smartphone 1 Internet 2 inbox 3 contacts 4 download 5 save
Grammar: Future predictions with will/won’t; 2 If you like taking photos, you’ll need this. list
Y
Y
first conditional + will/won’t 3 You can use this to play video games. Y
4 You can use this to switch on the TV from the sofa. Y
Vocabulary: Technology, Using technology 6 print 7 delete 8 app 9 wi-fi Y
5 If you want to download photos to your computer, Y
Functions: Speaking: Offer help and make you’ll need this.
4 Complete the dialogues. Use a word or phrase
6 If every student has one of these, they won’t need
decisions; Writing: Offer to help to share the home computer.
from A and B and the future form.

Pronunciation: /aɪ/,/ aɪl/ 7 Some cars will use this in the future to replace
petrol.
A
bring your mobile phone
B
download it
8 If you have a mobile phone, you’ll need one of these switch it on find it
to charge the battery. like it do it

Warm-up 9 If you don’t want to do household jobs, you’ll need

one of these.
get the right mobile phone app
click on the printer icon
show you how
to use it
• Play Hangman with the new words in Unit 10 You’ll need this if you want to play virtual reality
games in the future.
you add it to your contacts list work
help
2D. Choose a word. Write a dash (–) on the 2 What will life be like in seventy years? Write Dialogue 1
board representing each letter. Volunteers the questions in your notebook. Then write Gran: I’ve got a mobile phone at home but I don’t

in turn suggest a letter. If the word contains your answers.

You:
know how to use it.
If you bring your mobile phone with you
Education
that letter, write it in the correct place(s). If 1 be real teachers / virtual teachers? next time, I ’ll show you how to use it .

it doesn’t, write the letter on the board and Will there be real teachers or virtual teachers? Dialogue 2
Dad: Can I read an e-book on my mobile?
draw one line of a stick drawing of a gallows There won’t be real teachers. There will only be virtual
teachers.
You: Yes, you can. If you , it you
and a man. Students must guess the word 2 students learn in classrooms / online at home?
download e-books.
Dialogue 3
before you finish the drawing. Transport and travel
3 people go away on holiday / have virtual holidays?
A friend: My camera isn’t working!
You: That’s because it’s off. If you , it .
Home life
Lead-in 4 people do housework / robots do everything?
Dialogue 4
Mum: That’s a nice song!
Free time
• ( Books closed) Quiz! Divide the class into 5 people meet friends in real life / only talk online?
You: If you ,I for you.
Dialogue 5
two teams. Teams take it in turns to answer Grandad: I’ll write your email address in my address
questions using language from the unit. book.
You: No, Grandad. If , you more
Possible questions: 1) Where will you be in easily.
twenty years’ time? 2) What will you do if Dialogue 6
Your cousin: How can I print my homework?
there’s no school tomorrow? 3) My computer’s You: If you , the computer
crashed. Offer to help me. (Let me have a 24
automatically.

look./I’ll help. ) 4) Spell ‘educational’.

1 Match the explanations with the words in
the box.
Fastfi nishers: They write another question about
• Students read the sentences and match them
the future and answer it.
with the words in the box.
• Check answers.

Answers Suggestion: If students are weak, work with

2 digital camera 3 games console 4r emote the whole class. Different pairs in turn write the
control 5 USB cable 6 tablet 7 solar power questions on the board then ask and answer.
8  charger 9 robot 10heads et
3 Label the icons with the words in the box.
2 What will life be like in seventy years? Write • Give students time to read the words in the box
the questions in your notebook. Then write and to label.
your answers.
Answers ➞ student page
• Students use the prompts to write the questions
and their answers individually or in pairs.
• Check answers. You could invite different Suggestion: With a strong class, have students
students to write a question and possible cover the box fi rst. They tell you what they think
answer on the board. the icons mean. Then they uncover the words
and label.
Answers
2 Will students learn in classrooms or online 4 Complete the dialogues. Use a word or phrase
at home? 3 Will people go away on holiday from A and B and the future form.
or have virtual holidays? 4 Will people do
• Students quickly read the words in the boxes
housework or will robots do everything? 5 Will
and the dialogues.
people meet friends in real life or will they only
• They complete individually or in pairs.
talk online?
• Check answers.
Accept any grammatically correct answers.

24

M02_TODA_TB_L03GLB_1143_U02.indd 24 05/03/2014 15:20

 5 Complete the dialogue with sentences a–h. Then act it out.
2
You: 1
How do I download video from my video camera to my Pronunciation: /aɪ/, /aɪl/
laptop?
1
Your friend: I’ll show you. First you need a USB cable. 7 Listen and repeat.
6 Read the emails. Complete the second email
28
You: 2
b Thanks, I got your email.
Your friend: 3 d I’ll write one back to you. with the verbs in the box. Use the present
You: OK, now what do I do? I’ll send you lots of photos
Your friend: 4 e From my holiday in Peru. simple or future form.
You: 5
g
Your friend: 6 a • Write on the board What’s Chris’s problem?
You: All right. Thanks. Can Vicky help? Students quickly read both
Your friend: That can’t be right. It’s still not working.
You: 7
h emails and tell you their ideas. (Chris has got
Your friend: 8 f a problem with his laptop. Vicky’s friend Peter
You: Thanks!
can help.)
a That’s strange. Let me have a look.
b I’ve got one in my room. Shall I go and get it?
• Pairs complete.
c How do I download video from my video camera to my 8 1
29 Choose the correct words.
• Check answers.
laptop?
Then listen and check.
d No, don’t worry. I’ll use this one here. They’re the same.
1 I / I’ll eat an apple every day.
e If you click on the video camera icon, it will download the
video.
2 I / I’ll download this song for you. Answers
f No, I’ll fix it. Here. It’s ready.
3
4
I / I’ll come to your party.
I / I’ll know his email address.
2 bring 3 ’ll have 4 won’t mind 5 ’ll lend
g Hmm … Am I doing it right? Nothing’s happening.
5 Oh no! I / I’ll miss the bus!
h I’ll ask my cousin, George. He’s good at fixing things.
6 I / I’ll play volleyball on Saturdays.
1
6 Read the emails. Complete the second email with the
My progress
7 28 Listen and repeat.
verbs in the box. Use the present simple or future form.
9 Read and tick (✓). • Play the recording once or twice, pausing
ask have lend bring not mind
I can: as necessary. Students read and repeat it in
make predictions about the future chorus.
Subject: laptop send save
of technology.
Hi Vicky, Cars won’t use petrol.
Help! I’m having problems with my laptop. I switch it on and Smart TVs will be connected to the Play the Pronunciation video for this
Internet.
it works for half an hour. Then it suddenly shuts down and stops
working. I really need it for my school project. Can you help or do explain how to use technical
lesson. Play it again and have students say the
I need to take it back to the shop?
devices. rhyme along with the video.
Bye for now, You need to add Uncle Marcello’s
Chris
1
Subject: Re: laptop
address.
talk about hypothetical future
8 29 Choose the correct words. Then listen
Hi Chris, situations. andc heck.
This sounds serious. I can’t help you but my friend, Peter, is
If you don’t save your work, you’ll
brilliant with computers.1 I’ll ask him to come over this afternoon. lose it. • Play the recording. Students listen, read and
If you 2
I’m sure he 4
your laptop to my house, he 3 a look at it.
, he loves fixing things! If he can’t fix it,
offer help and make decisions.
I’ll show you how to do it.
choose.
I5 you my old laptop.
Shall I go and get the USB cable? • Play the recording again, pausing to check
Talk later,
Vicky > Turn to Unit 2 Check in the Activity Book answers.
on page 24.

25 Answers ➞ student page

9 Read and tick (✓).

Answers • (Books closed) Ask the class what they’ve
2 get the right mobile phone app/will help learned in Unit 2. Ask them to remind you
3 switch it on/will work why it’s important to think about this (e.g. so
4 like it/’ll download it they know what they’re good at or need to
5 you add it to your contacts list/’ll find it work harder at).
6 click on the printer icon/will do it • (Books open) Tell students the table will help
them think. Give them time to look at the
examples individually, refl ect and tick.
Suggestion: If students are weak, work with the • Ask the class about each point in turn. Ask
whole class. Write the A and B lists on the board. them to give examples to you or a partner.
Different students read each dialogue aloud and
suggest answers. Cross out the options as they Learning difficulties
are used. Allow students with learning difficulties to
work at their own pace where practical,
e.g. Exercises 4, 5 and 6. Tell them not to worry
5 Complete the dialogue with sentences a–h.
if they don’t finish and that they can finish
Then act it out. at home.
• Have students quickly read the dialogue and
sentences a–h. They tell you what the dialogue
Tests on Teacher’s eText for IWB (see
is about. ( A friend is helping you download a
Introduction page vi).
video from a video camera to a laptop .)
Youc annow use:
• Students complete in pairs (you may want
Unit Test 2
to ask them to copy and complete the entire
Achievement Test Units 1–2
dialogue).
Skills Test Units 1–2
• Check answers.
After grading the tests, you can allocate an
• They act out the dialogue.
Extension Test or a remedial Revision worksheet
Answers ➞ student page to stronger and weaker students.

25

M02_TODA_TB_L03GLB_1143_U02.indd 25 05/03/2014 15:20

 Unit 2, Magazine piiic
p ck miix
ck x and

iz
Fun Time! Quick Qu
Newla nguage
Vocabulary: riddle, To tell the truth, I don’t Are you a technology whiz?
care, sight, album, engineer, battle, circuit, Read the riddles about famous film Do the quiz to find out!
and TV characters and guess who they
warning are. Can you write a riddle about your
1 Laptops and tablets are …
a websites.
favourite film or TV character?
Preparation: Quick quiz: Book a computer
Who am I?
b computers.
c games.
room.
2 WWW stands for …
The activities can be done in any order as they 1 a Watch Where you Walk.
I fly through the air but I haven’t got wings. b Wild Wild West.
are not related to each other. You could assign I wear a metal suit and fight evil things. c World Wide Web.
one activity to the whole class or different I’m clever and love to have money and fame.
I’m Tony Stark but I’ve got another name. 3 The first computer
activities to different students according to ronI naM
2
mouse was
made of …
their strengths. Some think I’m pretty, and some do not. a wood.
There’s a big green man I love a lot. b plastic.
I’m bossy, I’m kind, I can get angry. c paper.
I sometimes eat eggs … when I’m hungry.

Culture notes ssPcrine naFoi

3
4 Spacewar was the first …
a film about the Internet.
I haven’t got a lot of hair,
Fun time! Iron Man is a fictional American To tell the truth, I don’t care.
b online album.
c computer game.
superhero of comic-books and films, who I know I’m not clever, I’m selfish and lazy
But I love my Marge, and she loves me. 5 Solar energy comes from …
protects the world from evil. Beneath the high- mreHo nsompSi a the sea.
b the sun.
tech battle suit is Tony Stark, an engineer and c petrol.
the inventor of his Iron Man armour. Princess JUST JOKING! 6 The first iPhone came out in …
Fiona is a main character in the Shrek films. The a 1960.
b 1998.
green man mentioned in the riddle is Shrek. c 2007.

Homer Simpson is married to Marge in the 7 The … invented the first robot
hundreds of years ago.
American cartoon series The Simpsons. a Chinese
Quick quiz (2) Tim Berners-Lee invented the b Japanese
c Americans
World Wide Web in 1989. The ‘Web’ is a way of Why did the computer What stays in the corner but 8 Bill Gates started the
accessing information over the Internet. get glasses? travels all over the world? company …
(3) Douglas Engelbart made the first computer To improve its web sight! A stamp.
a Microsoft.
b Sony.
mouse in 1964. (4) Spacewar! was invented by a c Apple Macintosh.
26
group of American students in 1961. (6) iPhones
are smartphones designed by Apple Inc. (7) A
water clock built by the eleventh-century Chinese
inventor Su Song, had mechanical figurines Fun time!
which chimed the hours. It’s often considered • Use the photos to generate interest. Ask the
the first robotic invention. (8) The American Bill class Who are they? Students tell you their
Gates founded Microsoft with Paul Allen in 1976. ideas. Check riddle, e.g. translate or have them
Guess what? John Elfreth Watkins (1852–1903) guess one you know in your language.
was a civil engineer from America. People • Students read the riddles and guess who
telegraphed messages in the nineteenth and part they’re about. Don’t tell them the answers.
of the twentieth century using electric signals • They unjumble the words to find the
through wires. 1 mile = 1.6 kilometres. 150 miles characters’ names.
per hour = 241 kilometres per hour. • Check answers.

Warm-up Answers
• Game! Play Whisper down the line. Divide the 1 Iron Man 2 Princess Fiona 3 Homer Simpson
class into teams/rows. Whisper a new word
or very short sentence from Unit 2 to the first
student in each row. Each student whispers Suggestion: Have students tell you what they
it to the person directly in front of or next to know about the characters. (See Culture notes.)
him/her once only. The last team member to
hear it writes it on the board. Correct words/ • Ask the class How many lines have the riddles
sentences win a point. Start again. got? (Four) Point out the first and second, and
third and fourth lines rhyme. Students give you
examples of rhyming words in the riddles.
• Working in pairs, students choose a film or
TV character they both like and write a riddle
about him/her.

26

M02_TODA_TB_L03GLB_1143_U02.indd 26 05/03/2014 15:20

 2

magazine
?
Guess what
Guess what?
• (Books closed) Brainstorm technology
In 1900, an American engineer called John Elfreth Watkins made some predictions
about the year 2000. Read the text. What inventions did he predict?
discussed in the unit that students think did
Predictions by John Elfreth Watkins in 1900
NOT exist in 1900. Explain that 100 years
People will be able to send photographs from any ago people communicated by telegraph (see
distance. In a hundred years, if there is a battle in China,
photographs will be in the newspapers one hour later.
Culture notes). Elicit/check engineer, battle
Wireless telephone and telegraph circuits will go all around and circuit, e.g. by giving examples.
the world. A husband in the middle of the Atlantic Ocean
will be able to speak to his wife sitting at home in Chicago. • (Books open) Ask a student to read the
We will be able to telephone China just as we telephone
New York from Brooklyn.
introduction (In 1900 … ). Draw students’
People will see around the world. Cameras thousands of attention to the photo of the 1900 magazine
miles apart will connect to screens at opposite ends and
show us all kinds of people and things. article.
Trains will run two miles a minute normally. Express trains
will run one hundred and fifty miles per hour.
• Students read. Pairs identify the inventions
Watkins predicted.
• They tell you their ideas. Explain people use
How to … predict the weather. miles not kilometres in some countries (see
Here are four ways to make weather predictions. Do you think Culture notes).
they’re true? Do you know any more ways to predict the weather?
1 It will probably rain if the
grass is dry early in the morning, Answers
there are clouds and it’s a bit Digital photography, the Internet/World Wide
windy. If the grass is a bit wet, it
won’t rain. Web, mobile phones, high speed trains
3 Close your eyes and smell
2 Remember this rhyme: ‘Red sky at night, shepherd’s delight. the air. If you can smell the
… Red sky in the morning, shepherd’s warning.’ flowers, it will probably rain.
If the sky is very red in the west when the sun goes down, it will be
hot and sunny.
Flowers smell strong in wet air. Suggestion: Pairs predict one way in which
If the sky is very red in the east when the sun comes up, it will the world will be different in 100 years’ time.
t
probably rain.
They tell the class.

How to …
4 Hair goes curly when it’s
wet. If you’ve got curly hair • (Books closed) Ask the class What will the
and your hair goes even more weather be like tomorrow? Have them tell
curly, it will probably rain.
you. Then ask how they know (e.g. a weather
27 forecast, how they feel, etc.). Check warning,
e.g. say If you warn someone, you tell them
something bad might happen.
Just joking! • (Books open) Different students read the
• Ask the class what they can see in the cartoons. predictions aloud. After each, ask Do you
Use them to check sight and stamp. think it’s true? The class tells you their ideas.
• Two confident volunteers read the questions Use the pictures to check shepherd and smell
and answers. if necessary.
• Have the class explain why they’re jokes. (Web • Students tell you any other ways they know
site is pronounced the same as sight = vision. to predict weather.
You put a stamp on the corner of an envelope.)
Learning difficulties
Quick quiz Students with learning difficulties may find
• Give pairs time to do the quiz. Check album, writing riddles challenging. Pair them with
e.g. elicit/explain it’s a collection of different a strong student. They both discuss ideas for
pieces of music on one CD. their riddle then the strong student does
the writing. You could encourage them both
Answers ➞ student page
to memorise it if you think it’s appropriate.
This may help some students with learning
Suggestion: Have students use the Internet to difficulties as they may be better at this.
help them answer the quiz. Alternatively, divide
the class into two teams. Teams take it in turns to
answer to win a point.

27

M02_TODA_TB_L03GLB_1143_U02.indd 27 05/03/2014 15:20