7.
1 VOCABULARY 
OVERVIEW
Duration: 40 minutes
Objectives:
• Can extract the main points from news items, etc. with
opinions, arguments and discussion (Ca) (GSE 65 – B2).
• Can express their opinions in discussions on contemporary
social issues and current affairs (CSEa) (GSE 61 – B2).
• Can understand scripted speech delivered quickly,
if the accent is familiar (Ca) (GSE 61 – B2).
Resources:
• SB pp. 100–101; WORD STORE 7, p. 15
• TB: Culture notes pp. 193–194; Photocopiable
Resource 37 pp. 232, 278–279
• WB pp. 100–101
• Online resources: Extra digital activities, Vocabulary
Checkpoint
LESSON 1
WARM-UP | 5–6 minutes
1 (T–S, S–T) Ask Ss to keep their books closed. To see what
Ss know, write science on the board. Brainstorm with Ss
as many words about science as possible and write them
on the board.
2 (S–S, T–S, S–T) Ask Ss to turn to p. 100 and look at Exercise 1.
Go through the adjectives in the box with the class. Look
at the list on the board again. See which of them have
already been put there. Then tell Ss that they are going
to add a discipline and a person for each adjective in
the box. Read the example aloud and check understanding.
Give Ss 1–2 minutes to do the same for the other adjectives
and then 1 extra minute to compare their answers with
a partner before doing a class check.
3 (T–S, S–T) Exercise 2. Ask Ss to look at the subjects in
Exercise 1 and decide which science is the most/least
difficult to study. Elicit ideas from different Ss with reasons
why and have a brief class discussion. Then hold two
class votes – one for the most difficult subject and one
for the least difficult one.
PRACTICE 1 | 10–11 minutes
1 (S–S, S–T, T–S) Exercise 3. Tell Ss that between 1901 and
2019 the Nobel Prize in Chemistry and Physics was awarded
to 386 men and only eight women. Put Ss in pairs and
give them 2 minutes to discuss possible reasons for this
and if they think the situation is changing. When they have
finished, invite different pairs to share what they have
discussed with the class and have a brief class discussion.
2 (T–S, S–T) Exercise 4. Ask Ss to read the text and find out
which scientists are mentioned, what their fields of study
are and what they have in common. Give them 3 minutes
to do this. When they have finished, elicit the answers
and check.
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LESSON 1
TIP
See Culture notes in TB p. 194 for information about
Mary Anning, Rosalind Franklin, Jocelyn Bell Burnell and
Dorothy Hodgkin.
3 (T–S, S–T) Exercise 5. Tell Ss that they are going to listen
to a podcast about another famous scientist, Ada Lovelace,
to find out what she was famous for. Play the recording
once. Then elicit the answer and check.
4 (T–S, S–T) Refer Ss to Exercise 6. Read through the
questions with the class. Then play the recording again
so that Ss can listen and make notes of the answers.
Allow them time to check their answers in pairs before
doing a class check.
TIP
See Culture notes in TB pp. 193–194 for information
about Charles Babbage and Ada Lovelace.
PRACTICE 2 | 5–6 minutes
1 (T–S, S–T) Exercise 7. Refer Ss to WORD STORE 7A p. 15.
Give them 1 minute to complete the activity with the words
in red in the text and in Exercise 6. Then Ss listen and check
their answers. Practise the collocations using choral drilling
and individual repetition. Make sure that Ss understand
the meaning of the collocations in WORD STORE 7A.
2 (T–S, S–T) Refer Ss to Exercise 8. Give them 1 minute
to complete the descriptions with the verbs in WORD
STORE 7A. After the class check, give Ss 2 minutes to
write short descriptions of the two scientists from the text
which are NOT described in Exercise 8. When they have
finished, elicit descriptions from different Ss and check.
Then ask Ss who they admire the most. Invite individual
Ss to share their ideas with the class with reasons why and
have a brief class discussion. Alternatively, this exercise
could be done in the follow-up lesson.
EXTRA ACTIVITY
Give time for Ss to make their own sentences using
the collocations in WORD STORE 7A or give this as
homework.
PRACTICE 3 | 5–6 minutes
1 (T–S, S–T) Exercise 9. Refer Ss to WORD STORE 7B p. 15.
Give them 1 minute to complete the activity with the
underlined prepositions in the text and in Exercise 6.
Then Ss listen and check their answers. Practise the
phrases using choral drilling and individual repetition.
Make sure that Ss understand the meaning of the phrases
in WORD STORE 7B.
1
2 (S–S, T–S, S–T) Ss do Exercise 10 individually. Give them
1–2 minutes to complete the questions, then check.
Then put Ss in pairs and give them 2–3 minutes to ask and
answer the questions. Monitor while Ss talk, making notes
of their performance (accuracy of language, pronunciation
and fluency) for feedback or assessment if required.
When they have finished, invite individual Ss to share what
their partners said. Alternatively, this exercise could be done
in the follow-up lesson.
EXTRA ACTIVITY
Give time for Ss to make their own sentences using the
phrases in WORD STORE 7B or give this as homework.
CONTINGENCY PLAN
1 Refer to TB p. 100 for extra activities.
2 If you are short of time, some elements of the practice
can be done in the follow-up lesson or given as
homework.
TIP
See the lesson plan for Unit 7 Video Worksheets, BBC
worksheet, for extra skills and vocabulary practice.

PRACTICE 4 | 5–6 minutes

1 (T–S, S–T) Exercise 11. Refer Ss to WORD STORE 7C p. 15.
Give them 2 minutes to translate the words. Tell them to
use a dictionary if necessary. When they have finished,
do a class check and then allow Ss time to tick the words
that appear in the text and Exercise 6. Then play the
recording. The class listen and repeat the words from the
recording using choral drilling. Then check pronunciation
individually. Ask Ss if they know any words they could
add to the lists in WORD STORE 7C. Elicit words from
different Ss and write the relevant ones under an appropriate
heading on the board.
2 (S–S, T–S, S–T) Refer Ss to Exercise 12. Put them in pairs
and give them 2 minutes to complete the scientific facts
using the words in WORD STORE 7C in the correct form.
Then do a class check.

EXTRA ACTIVITY
Give time for Ss to make their own sentences using the
words in WORD STORE 7C or give this as homework.

TIP
See Culture notes in TB p. 194 for information about
Dmitri Ivanovich Mendeleev.

PRODUCTION | 5–6 minutes

(S–S, S–T, T–S) Tell Ss that they are going to discuss their
opinions about the scientists from the text. Put them in pairs
and give them 2 minutes to discuss which scientist’s work
they think was the most important. Encourage them to give
reasons for their ideas. As Ss interact with each other, walk
around taking notes of what you hear. When they have finished,
invite individual Ss to share their ideas with the class and then
give some feedback based on your notes.

HOMEWORK
1 Give Ss WB pp. 100–101 as homework.
2 Ask Ss to prepare for a 10–20-minute Vocabulary Quiz:
Assessment Package, Unit 7.1, Vocabulary.
3 Ask Ss to do Show What You Know in the WB, p. 102.

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