con Ee id od * Trl RIV‘The following new and updated features of the second edition of Life are based on extensive research and consultation with teachers and learners from around the world: + Updated global content inthe unit themes and reading selections = Updated video material features additional video support for vocabulary learning ‘= New, specially selected National Geographic photography stimulates learners’ visual iteracy skis, 1 Refined grammar sylabus with increased scaffolding and an fennanced reference section 1 Extended and bette-integrated critical thinking sylabus actively engages students in ther language learning, encouraging them 10 develop their own well-informed and reasoned opinions + Now “My Life! speaking activites encourage learners to relate the global content to their own ives 1 New ‘Memory Booster’ activities improve learners’ ability to retain naw language ‘= An imorovad Classroom Presentation Tool now includes the Workbook pages, academic skils worksheets, extra support ang extension activities ‘= New Student's App includes video, audio for the Student's Book land Workbook, grammar practice, interactive reading practice, expanded wordlsts and games ACCESS THE LIFE WEB RESOURCES NGLCengage.com/life Username: resources Password: life teacher = BESS EEE Rowers take art inthe 42nd annual Vogalonga in Venice, tay. The Vogalonga is famous non-compattive regatta that statadin 1074 as a protest againt ‘motor bose, ts Dk route goes through many picturesque pars ofthe cy. (© Awakening Getty Images‘SECOND. EDITION Life TEACHER'S BOOK | PRE-INTERMEDIATE NATIONAL GEOGRAPHIC CEARNING MIKE SAYERNATIONAL (GEOGRAPHIC EARNING Life Pesinvermedtate Teacher's Book (© 201 National Geographic earning 2 Cengage earning Company 2nd Eaton AL RGHTS RESERVED, Nop of thi work covered bythe copy Mike Sayer here maybe reproduces or dibs any frm or by ay rears (arte ak ‘icept permite by US. copyatlaw wthouthe pie witen Fone venine ermision othe coprigonner Vice President, Editorial Director: “Nationa Geographic, "Aatonal Geograph Sot” a theo ohn Mesh Borer Design oe eit raderars othe Natona Geographic Executive Editor: San Maver Socety Marcas Rega Pubshing Consultant: Karen Spier project Managers: Sarah Ratliff and For predict infrmatonandncnaog suture, contd us ot aura Brant ‘cngate Learing Customer Sales Spor cenggecomicontaet Development Editor Shona Rodger | Ferpemision ta ee mater tom tet orprodc oma request online engage cmperisons parmisionequescengapecom torial Manager Clie Merchant ead of stratepc Marketing ELT | Cove: ise Trager 6 “ext Design: Vashi Crstforidou Nationa Gogapic earning. a Cengage Leaming Company ha (Compositr: Lumina Datamatis Ld || issonte bengthe world tothe asioor andthe cna ole ‘Audi: Tem Dik and Debbie ‘aur engin language programs sudets lam stout ter wera Productions La by experi Troup ou parterships wth Natal Geographic snd TED aks te Seep the guage and is ey eed be pe rts aa ‘ces pba zens and naders Productions Ld Locate our tic imernationacangage.com/repon Vs National Gaograptc Leng online t NGLEengage.comvELT it our corporate wb tw cengagecom Sey ene ete a pe pr i SO a are aera esto capes serena ness mar ass or E Sutrevsachuarsaalttn haber Gusctely imap € Pt Caco Memgypycnnereccer: © bony Rainoetoes © Mot as £2elSeinithotnanaa sans Fee Sper anor Sam © rere upc hc saa aaa Printed in China by RR Donnelley Print Number: 02 Print Year 2018Student's Book contents pages Introduction Units 1 to 1 notes and answer key Photocopiable tests Photocopiable tests: answer key Photocopiable tests: audioscript Photocopiable communicative activities Photocopiable communicative activities teacher's notes Grammar summary: answer key Workbook: answer key IELTS practice test: answer key and audioscript a 209 247 251 256 293 308 312 3284 Unit Grammar Vocabulary reer serete ey routes rs anerressonset Wordbulng calocstons ‘reeey ith, ly go. preset sgl ar pest wad cs fe conn resi eters Lifestyle pages-20 VIDEO: My local park page 18» REVIEW page 20 vets fora spar ogo orig sts ‘or fire Competitions pages 21-32 ‘VIDEO: Mongolian hors racing page 30 > REVIEW page 32 conpaaves and of vveting peatves ‘arp roue rae) verdbadng compound Spare modes “nouns terior ects ‘Transport trope ve, ad ‘ang voor ‘VIDEO: Indian Ravays page &2 > REVIEW page a4 passe res ad calenges Festconinwousand —_pesonal ult ont oe ‘erebsng vers and Challenges ages 45-56 VIDEO: A microadventure page 54. REVIEW page 56 quaniters rates Tides tlen tteorr —egeing rice reso ees ‘wd oes tke ‘The environment pages 57- VIDEO: Recycling Ciro page 66. > REVIEW page 68 to infinite He evens fare fers: gig, il desrbng ape ‘ha pect canons wore ec get Stages in life eran synonns pages 68-80 ‘VIDEO: Steel drums page 78 » REVIEW page 80 contents Real life (functions) taing about ites ‘aking about interes ng on journey tling toy pronng about an oder ining, accepting a ‘edn, Pronunciation. heertwo sabes i, Senet than fa, oni) Intern for responding aor seundog tend aw Conrad orm timp wandsListening someone aking abot 3 Tatral park ear 3) stale een sug te tte peste tating about onpetine sors soon dec «pots af wom wveling by Wain nina wopeple decusing te poe rdcons of types of vasaet s Gocuenir stout anil ‘rrp 2 caver taking about hs hoy Snipes deetion wera tom a documentany ‘shout show of eed ne abo errr rots teens beter the ore Reading aque abot how you seep aha oot ature ood for you nani owt any “anettens ener dot foal "oes nSlis Te vansoortpoblers anarice athe fat ofthe nec in ana out ‘oreries anarice aout seen Types of chalenges nari ait ete Snare about abst nade of pls bots, the Ate anonine oe anartie aout how a ‘up changed er it ‘ar Gas celebrated ‘sound te wor nan about comiog: (ge ceremones Critical thinking ing warp reading beeen the ‘nes, pines or ‘reaps lek fo ewtence ‘cove ening arahing he writers ‘Speaking Sing out abot Teste eur erent ‘irgatown celina the es of 3 “omen tang stout our pot ‘etree, eur opens about ‘Olmpr spars aceon anit preset about Pesca company _skng abou your past ‘entsyou reenter tang estoy rejcng whee you re eres knoedge gu Grong ase ond enor ian he mpofa ieme yur fave etal Pann eetraton (szrng sat writing tex yp: fling “om vgs ‘norman on tex yp: an adver or sre checeeg "ur arting tex ype: notes ae venta wting in ‘ot fom text ype: a short sony vrtng st sree ‘eure {ext typ: eras vg oma ‘wo tect ype 2 “esrpton verti esarpe aes ContentsWh contents unit Grammar Vocabulary Real life (functions) Pronunciation present pret nd past language to decibobs a ebtavew vate ‘ime a repre wn or eng: tes ds farect tang papuitasol pice and Sea foc mote oo Work ‘nee pases pages 81-92 VIDEO: My working life page 90 » REVIEW page $2 zoend etc ent ets {dogo ton nig Zing ie act odiatng: dependent sonthigwaks enone Technology pages 83-108 ‘VIDEO: Ancient languages modem echnology page 102 > REVIEW page 104 pupa sle ———‘hadyobctons tequsing dss Sec ene oatug: <2 -ng ener of aes ‘ecwes Tat wor en pce Holidays pages 105-115 ‘VIDEO: Living in Venke page 114.» REVIEW page 116 the pave pert and wonbldg: worms gegyeurennen sven alent axa seeing a ‘wo tome vaio oa va Products pages 117-128 Video: Wind turbines page 126 » REVIEW page 128 reper see warhuliegveb'+ ———gkngastartpesentten pausing ‘roownpwes ty and“ pepation = crneaien Seacrest won ore History pages 128-140 ‘VIDEO: The Golden Record page 138 > REVIEW page 140, scondcondional exten eater fre a sokon woul woutne Spare somone, nate Toby once. et odes sat Nature pages 141-152 ‘VIDEO: Cambodia animal rescue page 150» REVIEW page 152 COMMUNICATION ACTIVITIES page 153.» GRAMMARSUMMARY page 156 ® AUDIOSCRIPTS page 181 @ coeDi contents Listening a descipton of aod a sel factory two peo gion rections documentary abou the importance a eclogy atsene programme stat 2 ‘oe people tak about he role anirenew with tour guide a secipion oa producer and spr a progr abot a predict, fram be pst ahstrinting about Som tat the ara amesagein abot 3 description of phot and the ect storm case a documentary sbout 3 hotegrpta Reading nari sbout newbs amare sb mse ty conto, an oor tog Sn acl about ‘omit ahoiday story Snare abot he wo Sis ot Pare ananice sboasome Tamas oes ans stout hang estat thehisor of veo mati ost scence ‘og amare about ane ‘Soda Critical thinking naling comatsons theterssouces ‘the aushors purpose factor epinon? feroton wore doe resdng Speaking escring pat ‘eaptences, ing directions jpbsastacion Spbimeven planing ip Igoe menions (design an everton for oevaey ile rue acho story about a tay ‘Banning We holy at ‘siete A ploce you know some famous posits takeout things you ‘todo nthe pst sig es tut amine anew website ining 2 we capsule pms aout ges Feporing amesone $rseurinyour town hopes and reas ‘quesiore with any ere ues Writing tertnpe: 3 cv ‘tings ising ‘ute in ve tex ype: a pra verte corning wor text ype an ‘ral equesting ‘omston sting forma ‘resins tertype: a review wig i ging "eur epaion| amessageina bottle text ype 2 boginhy ‘ern urcunon n dct eon text ype an arte vg ing contentsNational Geographic “The National Geographic Society is a leading nonprofit “organization that pushes the boundaries of exploration to further our understanding of our planet and empower tall to generate solutions fora healthier and more Sustainable future, Since its beginning in 1888, the Society has funded more than 12.500 exploration and research projects Life Second Eitn uses National Geographic's ontent and principles to inspire people to learn English. ‘A portion of the proceeds ofthis book help to fund the Society's work National Geographic topics “The topics are paramount and are the stating point for the lessons, These topics have been selected fr ther intrinsic interest and ability to fascinate. The richness ofthe texts means tha stents ae 20 engaged in learning about the Content, and expressing their own opinions, that language learning hast take place in order for students to satis thelr curiosity and hen react personally to what they have learned This element of transfer from the topics to students’ own realities and experiences converts the input {nto a vehicle for language practice and production which fits the recognized frameworks for language earings and can be mapped tothe CEFR sales (Full mapping, ‘documents are available separately.) People and places Life Sean Edition takes students around the globe, investigating the origins of ancient civilizations, showing. the drama of natural forces at work and exploring some ofthe world’s most beautiful places. These uplifting tales ff adventure and discovery ae told through eye witness fccounts and firstclass reportage. For example, Unit 6 ofthe Pre-intermediate level looks at coming of age ceremonies around the world and Unit 7 hasan article bout maxtert-day cowboys Science and technology Students learn about significant scientific discoveries and breakthroughs, both historic and current. These stories are related by juimalistsor tod by the scientists and ‘explorers themselves through interviews or fist person. scsounts, Students se the impact ofthe discoveries on ‘ur lifestyles and cultures. Because much ofthe material ‘comes from a huge achive that has been cleveloped and dlesigned to appeal tothe millions of individuals who make up National Gographics audience, it reflects the broadest possible range of topics. For example, Unit 8 of the Pre-intermediate level looks atthe positive impact that ‘new design of glasses and estas’ are having inthe ‘developing world History History can be a dry topic, especially if i's overloaded with facts and dates. Honwever the National Geographic treatment of historical events Brings them to life and there is often a human dimension and universal themes that Keep the events relevant to students and to our time. F votution History ~or the re-telling of historical events can also be influenced by a culture or nation’s perception of the events, National Geagrapic's non jdgemental and cullureneutral accounts allow students to look behind the Superficial events and gain a deeper understanding of our lancestors, For example, Unit 1 of the Preintermeiate level looks atthe work of archeologists in Abu Siral Malag in Egypt an thei struggle to prevent historic items being stolen from tombs. Animals The animal kingdom is exceptionally generative in terms of interesting topics. Life Second Eaton provides astonishing photos that give a unique insight Into the hidden lives of known and lesser-known animals offering rate glimpses of mammals, birds bugs and reptiles in their daily struggle for survival also informs and surprises with accounts of animals now extinct, species sil evolving and endangered Species which ae literally fighting for ther existence For example, Unit 3of the Pre-intermedite level looks at dltferent forms of transportation provided by animals. Environment tise always possible to find clarity in texts on the environment ahd climate change, of trust that they tre true and not driven bya poitial agenda. National ‘Gangrapic’s objective journalism, supported by esy-to- understand visuals, presents the issues in an accessible way, The articles are written by experts in ther fields. It's bften true that thove who have the deepest understanding bf issues are als able to express the ideas in the simplest ‘way: For example, Unt 5 of the Preintermediate level Contrasts the ‘green’ credentials of a numberof diferent counties National Geographic photography We live ina world where images are used more than. ever to reinforce, and at times replace the spoker find written word. We use our visual literacy ~ the Ability to look at and understand images ~ every day ‘of out lives In paticlar, photographs tend to prompt femotive memories and help ust recall information For this reason, the use of photographs and pictures inthe classroom is highly effective learning tool. Not surprisingly then, the Life series makes maximum use of the great photographs which are at the core of National Geographic content. The photographs in Life Second Elton add impact and serve as an engaging starting point to each tnt. Then, in each lesson, photographs form an integeal part of the written and ecorded content and generate meaningful language practice in thoughtful and simulating ways,introduction “There are photographs which + fella story by themselves ‘+ draw the viewer in and engage them emotionally + support understanding of a text and make it sremorable + provoke debate «+ stimulate critical thinking by asking you to examine etal think about what is NOT shown ar by ‘questioning the photographer's motives + aeaccompanied by a memorable quotation or caption ‘+ hep lamers to remember a lexical set ‘+ hep to teach functional language + lend themselves tothe practice of specific grammar point Asa ist exercise when handing out the new book to your Students, you could ask them to fick trough the book, select. their favourite photograph, and then explain to de las ‘chat it sthey ike about it You wil ind specific suggestions inthe teachers notes for using the photographs festred Within each uit but two important things © note are: ‘+ pictures of people or animals can capture a moment, so ask students to speculate an the events that led up #0 this moment and those tht followed it ‘+ pctures of places aim to capture ther essence, 0 fed Student the vocabulary they need to describe the dltals that together convey ths (the light, the colour, the landscape, the buildings) National Geographic video ‘Student's visual iteracy and fascination with moving, images means than adition othe us of photographs dnt pictres, video also an extremely effective tol in the classroom. Each unt of Lif Second Edition ends with 2 National Gari video. These videos, which can be found onthe DVD atthe Back ofthe Teacher's Book the Student's App and onthe Lie website are connected tothe topic of the uni and ate designed tobe used in ‘anjnetion with the video lesson pages. Typically video lessons divided into thre parts: Before you watch “This section leads students into the topic of the video and “engages them in a pre-watching task. Italo pre-teaches key vocabulary so that students can immediately engage with the video without being distracted by unfamiliar ‘Words an the need to relerencea lengthy glossary. While you watch These tasks assist with comprehension of the video itself both in terms of what students ee and what they hear The exercises also exploit the language used in the video After you watch There are two parts to this section. The ist is an on-screen exercise called Vocabulary in context which Focuses on Useful words and expressions from the video, The second Allows students to respond tothe video asa whole and take part ina discussion or task that leads on from the context and theme ofthe video. The videos are designed to form part of your lessons. However, if there is insufficient ime in class to watch ‘them all, you can ask students to watch the videos land complete many ofthe exercises on the page inthe Students Book at home. This can foem a useful part of theirselé study, Stents can also watch the videos ‘gin after seeing them in class. This is useful for review fd enables stadentsto focus om parts of the ado that particulaely interest them. For further variation withthe videos, here are some more dens you can tse and develop: + Play the video with the sound down, Students predict what the nareator or people ae saying. Then play with the sound up and compare. + lay the sound only with no video, Students predict ‘where the video takes place and whats happening fon the screen. Then play’the video as normal and compare ‘+ Show the first part of the wo, pause ital then ask students what they think happens next + Givestuclents a copy ofthe video script and ask them tovimagine they are the director. What will they ned to film and show on the seeen? Afterwards, they present their ‘screenplay’ ideas to the clas, then finally watch the original ‘+ Write a short text on the same topic as the ane in the video. However don’t include the same amount of information and leave some facts out. Students read the text and then watch the video. They make notes on any ‘ew information and rewrite the text so it includes the new details ‘+ With monolingual groups, choose part ofthe video in ‘which someone i talking. Ask students to listen and ‘write down what they say. Then, in groups, ask them. to create subtitles in their own language for that part of the video. Each group presents thee subsites an the class compares how similar they ar. National Geographic and critical Critical thinking is the ability to develop and use an analytical and evaluative approach to leasning, Ws regarded as a key 21st Century skill Life Second Edition integrates and develops a learner's critical thinking alongside language learning for the following, “+ citcal thinking tasks such as problem-solving and ‘roup discussion make lessons much more motivating and engaging + developing critical thinking skills encourages an enquiring approach to leaning which enables leaers to discover language and become more independent in their study skills + language practice activities that involve critical thinking requite deeper processing ofthe new language on the part of the lamer rvetscon @Bistcoduction In Lift Second Edition you wil sce that there ia graded tea thinking syllabus that starts at Elementary level ind runs through al later levels. The sections entitled ‘Critical thinking’ aways appear in the C lessons in each tent and are associated with reading the longer texts ‘These lessons begin with reading comprehension activities that test students understanding and then may sk them to apply their understanding ina controled practice activity: Having understood the text at basic level, the ‘riical thinking section requires students o ead the text gti more deeply to find out what the authori tying to achieve and to analyse the writing approach. For example, ‘Students may have to read between the lines, differentiate between fact or opinion, evaluate the reliability ofthe {information asses the relevance of information, or Identity the techniques use! by the author to persuade the tender or weigh up evidence, Activities sich as these ‘work particularly well with the C lesson texts in Life ‘Second Ein Because the texts use in these lessons are ‘authentic. These authentic texts, which have been adapted to the level where necessary te to retain the author's Voice or perspective so students can work to understand ‘the real argument behind a text. Naturally, these kinds ‘of reading skills ae invaluable for students who are learning English for academic purposes or who would like ta take examinations stich as IELTS In addition, life in the twenty-first century requires people to develop the ability to assess the validity of a text and the information they’ teceve, so ths critical thinking strand in Life Second Edition is important forall students. [As wells applying eritical thinking to the reading texts, Life Sond Eston encourages students to apply critical thinking sls in other ways. When nev voeabulary oF grammar is presented, stents are often expected to use the target language in controle practice activites Then they ase the language in productive speaking and writing re given opportunities to analyse and on and make use ofthe new language both rial and ereatively. In this way, students move fram, using Towerorde thinking” tr "higherorder thinking ‘many of the lessons in Lif Sead Ein natal follow this low from exercises that involve basic checking and controlled practice to those that are productive, creative, ‘and more ineletually engaging, This eaming philesophy ‘an also be seen a work inthe way in which photos and ‘ideos ae used in the book, Students are encouraged tospeculate and expres their opinions on many ofthe DPhotogeaphs or in the ‘after you watch’ sections of the video pages. Finally on the writing pages ofthe units, student are asked to think rally about how they “organize their writing and the language they choose to ase ‘They are also guided to think critically to establish itera by which thei writing can then be judged. ‘Centeal to the approach to critical thinking in Life Second Ean isthe premise that students should be actively engaged in thei language learning, Students are frequently invited to ask questions and to develop thelr ‘mn well informed and reson opinions, The overall combination of text analysis inthe C lessons), a guided sliscovery approach to language, and the way in which the book makes use of images in the classroom effectively supports this aim. sorte Memorization [An important roe for teachers isto help learners commit new language to longer-term memory, not just their short-term or working memory. According to Gaimns and Redman (Working with Words, Cambridge University ress, 1986), 80% of what we forgets forgotten within the first twenty-four hours of initia learning So, what makes learning memorable? The impact of the frst encounter with new language s known tobe a key factor. Life Secon Elton scores strongly in this area because it flls what ae called the ‘SUCCESS factors in ‘memorization (Simplicity, Unexpectednes, Concreteness, Credibility, Emotion and Stores) by engaging leamers with interesting, real-life stories and powerfal images. Life Sond Edition also aims, through motivating speaking activities tha resonate with students own experiences, to ‘make new language relatable. What is known is that these tencounters with language need tobe built on thorough consolidation, recycling, repetition and testing It is sai that a new language tem needs to be encountered or manipulated between five and filteen times before i's sucessfully commited to longer-term memory. With this in mind, we have incorporated the following elements in Life Send Editon 8) more recycling of new vocabulary and grammar ‘through each wnt and level of the sevies ') activities in the Classroom Presentation Tool (CPT) that Start some new lessons with revision and recycling of previous lessons ©) progress tests and online end-of-year tests 4) activities in the Review lessons at the end ofeach uit, ‘marked ‘Memory booster" 7 ‘These “Memory booster’ activities are based on the following methodologically proven prinepes: + Rlatablty: learning is most effective when leamers apply new language to thei own experience ‘+ Aultisensory approach earning is enkanced when, ‘more than one sense (hearing, seeing tc) is involved in perception and retention. (Language is not an isolated ‘System in memory; its linked to the other senses) ‘+ Repetition and variation: learners need to frequently retrieve items from memory and apply them to diferent situations or contexts, Guessing Cognitive depth: making guesses at things yous are trying to retrieve aids deeper leaening + Uslty: language with strong utility value, eg 2 function such as stating prelerences, i easier to remember. + Noses: t's important that the leaner doesnot feel anvious or presured by the act of remembering + Poor teachings this isan effective tol in memory consolidation (as inthe adage, hear and I forget Tsee and Tremember Idoand [ understand. teach and I master’) + Individuality: we al difer in what we find easy to remember, so co-operation with others helps the processHl Introduction You probably already use revision and recycling in your teaching, Our ope is that these exercises will stimulate ideas for other fan and varied ways you can do this, ‘whieh in turn may lead students to reflect on what learning and memorization strategies work best for them asindividuals ‘Treatment of grammar “Target grammars presented in the first two lessons of ‘each unit the context of reading or listening texts. These texts are adapted for level as necessary from authentic sources which use the target language in natural and appropriate linguistic contexts. Such texts not only a ‘comprehension, but present good models forthe learner's ‘wn language production through a varity of ‘voices fn gente. In general reading texts have been used in the first lesson and listening texts in the second. Where a presentation svi listening text, written examples ofthe srammar structures are given onthe page, For example In content comprehension tasks s0 that the student pets the visual support of following the target structures on the page In both types of presentations, the prim focus ison the topic content before the learner’ attention is drawn to the tanget grammar structures, Learners are then directed to notice target structures by various means, such as using highlighting within the text extracting sample sentences of asking leamers to locate examples themselves. Tasks which reise any related known. structures ate given in the Stents Book, Teacher's Book forvia the CPT package, tthe start of each grammar section isa grammar ‘Summary box with examples of form and use from the resentation text, or paradigms where diss clearer foe ‘example in lower levels). This supports the learners and fsa check point for both teacher and learner alike. The grammar box summarizes the information earners arrive through completing discovery tasks and italso acts 3s, § Focus or tasks which then analyse the form, meaning land use ofthe grammar structures, as appropriate. A ‘variety of task formats have been sed to da this, usally beginning with accessible check questions. This approach {is highly motivational because i actively engages learners fn the lesson an alles them to share and cise their interpretation ofthe new language. Fach grammar box gives a cross reference to two pages of detailed explanations and additional exercises per unit atthe back fof the Scents Book. These ate suitable For use both inclass and for self-study, according tothe needs ofthe lamer. They ate also presented as veo tutorials for extra support in the Online Workbooks ‘The grammar summary box is followed by grammar practice tasks, Depending onthe level, the grammar Drictice exercises have a iffeing emphasis on form and. use nal levels, however, the practice exercises in the ‘unit favour exercises which require students to think ‘more deeply over those involving mechanical production. Where appropriate, contrastive and comparative formats are used, The ist practice exercise is ustaly linked to the topic ofthe lesson and is content rch, Subsequent exercises move into reabife contexts and particularly tothose which the learner can personalize. This gives leamers an invaluable opportunity to incorporate the structures inthe context oftheir oven experiences. The practice exercises are carefully designed to move from Supported tasks through to more challenging activites, ‘This anchors the new language in existing frameworks and leads to a clearer understanding ofthe usage of this new or revised language, Frequently the tasks provide 4 real and engaging reason to use the target structure, Whether by devices such as quizzes, games and s0.0n, oF bby genuine exchanges of information between students ach lesson ends with a“My if’ speaking task. This personalized and carefully scaffolded activity enables ‘Students to create their own outpat using use the target [grammar as well as other target language in a meaningful «context Typical formats for this fina task include ‘exchanges of information o ideas, gap’ pair work, personal narratives, discussion and fask-bose activites (ranking, etc). The emphasis from the learner's perspective ison fluency within the grammatical framework ofthe task ‘Treatment of vocabulary ye Second Eaton pays particular attention 1 both receptive and productive vocabulary. Al of the authentic input texts have been revise to reduce above-vel lexis hile retaining the original ‘Navour’ and richness of the textand providing an achievable level of challenge. Lexisis effectively eared via carefully devised recycling and memorization activities. Target vocabulary is reeled ‘continually throughout each level ~for example the ‘writing and wiceo lessons provide the ideal opportanity torincorporate and tevier lexis in meaningful contexts “Memorization (se page 10) sa key feature of exercises Within the unit an in the Review lessons. Life Secon Eaton teaches vocabulary ina range of diferent ways, This eclectic approach takes account of recent research and builds on tied and tested methods ‘Thete further practice ofthe vocabulary input (apart ‘rom words occurring in glossaries) inthe Workbook and also in the photocopiable Communicative Activities, ‘which can be found in this Teacher's Book. There i also frequent practice of useful expressions collcations, ‘idioms and phrasal verbs as well as everyday lexis. The specific sections dealing with nev lexical input ae 1 Lexical sets Some of the benefits generally associated with teaching, ‘words in lexical sets are: + leaming words inset requires les fort + rttioving related words from memory is easier + sein how knowledge can be organized can be helpful tolleamers it mirots how such information is thought tobe stored intheby + the meaning of words can be made clearer by ‘comparing and contrasting them to similar words inthe set ach uni usually has to or more lexical sets. The lexical sets also cover commonly confused words. There is evidence to suggest that once students have learns! one ‘or moe ofthe words that belong toa group of commonly reatcon (i)svoduction confused swords (eg job and wor) i seful to compare fd contrast these words directly to clarify the differences (or similarities) in meaning. Life Second Eton focuses on ‘these groups of words as and when they come up. 2 Wordbuilding ‘Thete ape at least eight ofthese sections in each level ‘The independent wordbuilding syllabus offers students another opportunity to expand thee vocabulary The ‘wordbuiing boxes in the units focus on areas Such as prefixes suffixes, parts of speech, compound nouns ‘nd phrasal verbs, and they highlight contextualized ‘examples inthe reading or listening texts. The box gives ‘brief explanation and some examples I's followed by “oncor two practice activities. Fach wordbuilding foeus is followed up and extended inthe Workbook and CPT giving more practice and introducing more words that ‘belong tothe same morphological area, 3 Word focus The word focus sections take high-frequency words and sive examples ofthe diferent meanings they can have Sccording to the contexts in which they appear and the ‘iferent words they collocate with, At higher levels there 's increased exposure to idioms and colloquial usage. The Workbook and CPT expand the range of phrases and. expressions generated by these key words and provide further practice, 4 Glossaries Occasionally, words are important tothe meaning of a text but are above the level of the student In such eases they are glossed. Stuclents aren’ expected to lear these wards, but the short and simple definitions provided ‘on the page prevent them from being a barrier to ‘understanding. 5 Word lists Each level asa comprehensive word list which covers all ofthe vocabulary either at the level, o above the level, of the student. The rich headword entries ineluce phonetics, definition, part of speech, examples, collocations, word family and word family collocates. These are available on the Students App and on the Life website as pals Learning skills Theres a comprehensive leaming skills syllabus in the Workbook. This covers traditional learning sil, sich as recording new vocabulary, using a dietionary, remembering nev vocabulary planning study time and fsssessng your oven progress Assessment Students and teachers can assess progres in the following ‘+ Each nitin the Students Book finishes with a Review lesson where students do the exercises and complete a number of ‘can-do statements linked tothe objectives of the unit + There are photocopiable progress test inthe Teacher's Book. @ orotic “+ Thereare end-of-year tests that follow the format of {ntemational exams on the Life website “+ Theres a Chick! section at the end ofeach unit in the Workbook for students to check what they have learned (general knowledge as well as language). + There are IELTs practice tests atthe en ofthe Workbooks “These have been grades to the level ofthe course, but follow the format ofthe test, These allow student 0 ‘benchmark their progress against the course objectives, ‘whilst becoming familie with global est format ina Stud ' ‘Opener: a one-page introduction tothe unit that gets students interested in the topic ‘Aand Bi: double-page lessons tha teach grammar and ‘vocabulary through reading and listening texts Cra double-page lesson that focuses on reading, ‘comprehension and eriial thinking Dea one-page lesson that teaches functional/situational language E:a one-page lesson that teaches a writing skill and the features ofa text type Fea double-page video lesson Review: a one-page lesson of practice activities, memory ‘booster activities and can-do’ check statements Components + Student's Book + Workbook + audio CD + Teachers Book + DVD ¢ las audio CD + Students App + Student's eBook + Online Workbook + Website: www NGI cengage.com life + Classaom Presentation Tool “The CPT ineludes ational activites, These ar labelled in the teaching notes 5 » CPT extal This adatonal practice ‘covers a wide variety of activity types. Thisineludes: ‘+ Activites which exploit the sson photo extract thinkingtype questions, background information ee) + Ena isting activities ‘+ Revision of previously taught vocabulary/geammar + Quizzes about the lesson tpicor unit photo + Culture notes /background notes + Links text resources + Word Focus adlitinal practice and extension + Wordbuilding: adlitional practice and extension + Extra lendins and warmers + Further development ofthe skills syllabus listening and reading) + Extension project work + Extra Critical Thinking activites + Writing additional practice and extension(Mamas yr al Unit opener This single page introduces the unit topic and lists the unit contents, Warm-up ees ge toes {2S what ey be sing ved them o Key veabuan. Tahu oper eon contac [teang xcs that evo te tepe resucon 3)Lessons A and B Grammar and vocabulary “These double-page lessons focus @® wrvctein ymmar andl vocabulary, presented through listening and 2a Crazy competitions! CRAZY OMPETITIONLesson C a - Reading Thisisa double-page ending lesson. The reading text is always onthe righthand page, and the activities on the let 2c Bolivian wrestlers tal thinking reading ‘between the ines Speaking vie ) & aaa Pra Q =LessonD Real life Ths _page functional lesson focusing on real-life skills weston @Lesson E Writing ‘This sa one-page writing lesson, Al he text types that appr in international exams are covered here 2e Advertising for members @ vrvcticenLesson F a Video lesson This isa double-page video lesson. A lange, engaging introductory photograph is always on the lefthand page and the activities on the ‘eo The aconReview lesson ‘This the one-page review lesson found atthe end of every unit UNIT 2 REVIEW AND MEMORY BOOSTER Grammar ‘Vocabulary “rarer and vecabuln om he uit s cany srposed and 3steatcaly ‘ena renfoce suten ani ‘gang mage fom fe ora he eyo. ccrpemipmi entire Sue mamy hate eee agtae Tero Sooser anise spec, Capron ters to rela ‘Site new wore more ea tasers owntexnog. |p @ sovtucionOpener 15 ePrentat Photo acivy tere fx + Asktens took the phot andthe cptio, ‘kth to erm pate dese he place a 0 discuss the question Elta fe eas om the casa tect ‘ANSWERS Student’ own answers. The photo shows a man in Bukhansan National Park. The park contains forested areas, temples and granite peaks and the man has clearly Just climbed up one ofthe peaks Maybe he feels relaxed be tired after ong climb. 240) * lay the recording Stents listen and answer the questions. Let them compare answers in pais before checking wit the class ANSWERS In Seoul, South Korea 2 About ten milion 5 fsa good way to rela Normally, ational parks are inthe countryside. But Bukhansan National Park in South Korea is part ofthe city ‘of Seoul. I's about forty-five minutes from the city cent by subway and about ten milion people visit the park {every year. People in Seoul go walking there at weekends TWsa good way to relax ‘The Bukhansan National Park covers an area of 73592 km and vas established on 2 Api 1983. Bukhansan ‘means mountain north ofthe Han River. I has three ‘main peaks ands so popular with hikers that ails are {losed ona rotational basis to protect the environment 3 + You could startby checking some ofthe difficult words inthe box with your stadents, Use mime or visuals to check their meaning (se Teacher development below). + Askestucents to work in pais to discuss the activities. In feedback, ask some students to tell the class what they found out about their partner. SSS EXAMPLE ANSWERS "Note that the answers here depend on the students own experience 1 g0o9ging every morning. {don"t often go clubbing ‘Ack students to workin pats to decide which activites ‘you (ther teacher) often do and which you rarely or never ‘do, Then do aie lstening (see explanation below) Briefly describe the activities you often do. Find out which ‘students predicted your answers correctly, Note: ‘ve stening’ is when you talk naturally about 2 ‘topic and student isten to you witha task to do I's both fun and motivating for students at this level to sten to and follow a native or proficient speaker and a welcome and real change from listening to recorded material Teacher development Using mime or visuals to check words {At pre intermediate level, most new words can be fexplained with a picture ara mite. Here are four fuggestons for checking the meaning of the actives in Exercise 3 + Find pictures forall the activites. You could choose to Print of or cutout pictures to make flatneary of you ould ute your eatroom technology to project pictures you have found online. star by shewing the pictures, Spd asking: What can you see? Alternatively since these ae stv, ask: What are they doing? elt Ideas from students tthe end, ask students to look at the actos n Exerie 3 and mateh them with your piewres + Show the pictures, as suggested in 1 above, but don't tay to elit the words. Onee you Rave shown all your pictures, ask students to work in pals to try to Femember what activities they saw. Brainstorm activities tothe board in feedback Then atk students to look atthe activites n Exerie 3 and say which ones they Femembered + Act out the activites in Exercise 3 (eg. mime cooking, playing @ violin, reading a book) and ase students to cll ‘ut write down or slaty remember the actus you fre miming, At the end stedents match what they sl, ‘wrote or remembered with the phases in Exercise 3 + Askstudents to look atthe activities in Exercise 3. Mime Six them, telling students t tick the ones they see you act out. Let students chek in pais, then improvise {heir own mimes to show the meaning ofthe ther phrases.(GRA Litestyte @ How well do you steep? Lesson at a glance + vocabulary: everyday routines + reading the secrets of sleep ‘+ grammar: present simple and adverbs of frequency * pronunciation: oral + Speaking: your habits Vocabulary everyday routines 1 cpr extrat Vocabulary acti ater Ex 1] ‘+ Ask students to work in pairs to match the expressions. Flicit answers in feedback, Check the meaning of any unusual verb + noun colloations (see Vocabulary note below). + Ask students to describe thei ypial days to their partner You could start them off by briefly describing your own routine. This provides a model of what they should say. ANSWERS Lig 2 oh 4a 54 Ge 7¢ 8b 9) wi ‘The main thing to point out hers the speci olacation of verbs and nouns or adverbs in ways that may nat directly ‘ransiate into students Lt, eg, fall asleep and take a brook Reading 26 121 + Ask student to work indivi to read the moving ‘Young people are moving to the iy. You could aso point out that we do not use continuous forms with tative verbs, 9 like, lve, be, have. So we ‘would not 9 ‘moment instead ve would wae an active vr such 3 Enjoy. eg. amenjoying my Engh classes atthe moment. " ‘+ Read the information about the uses ofthe present continuous with the class, Check that everyone “understands (see Grammar te below). ‘+ Askstudents to work in pairs to match sentences 1,2 tnd 5 from Exercise 9 with the uses a-e + Check answers with the class ANSWERS Sentence 1: b(t talk about something happening around ow, But nt necessarily at this exact moment) Sentence 2:¢ (otal about something actully in progress row) Sentence S:a (to tak about a changing situation) ‘The present continuous i used to show tht something |s temporary, has duration and around now tan be shown with a timeline: Past Now Future Refer students to page 156 for futher information and practice. ‘ANSWERS TO GRAMMAR SUMMARY EXERCISES: 4 4S imyaiting 2 are: going © bt working 4 ‘muting. © ‘taking © rebuilding 7 are becoming 5 4 tm eating: eat 2 drives; 's ving 2 “staking: talk 4 myworking; work © 'm doing: do 6 S tive 2 eat 5 say 4 is 9 ischanging 6 are eating 2 ‘+ Askstudents to work individually to complete the sentences, Let students compare answers in pairs before checking answers with the class Elicit the answers as ‘complete sentences and ask stadents to explain why they chose the simple or continuous form each time (see Grammar note below). ANSWERS 1 “releatning 2 spend = mchecking + do: go 5 tmreading © lint eating 7 don't do. are paying 1 something happening around now, but not necesaily atthis exact moment ‘habit or routine something in progress now a8king about a habit or routine something happening around now, but not necessarily atthis exact moment 6 something happening around now, but not necessarily atthis exact moment generally or ahways tr {8 a changing situation (Students may argue that we can {se the present simple in sentence 8. This is corect if You see this ato general truth ae opposed to a changing situation) Speaking 3 «Read the instructions with the class and check that everyone understands what to do. «Ask students to produce questions using the present Simple and present continuous. Circulate and check cormect question formation. Let students compare answers in pais before checking withthe class. ANSWERS 1 2 How do you usually spend your free time? » Are you doing much sport these days? 2 2 Doyou often read novels? Are yu reading any good books at the moment? $5 4 Where do you normaly go on holiday? ' Where are you planing to goths year? 4 Do you speak anyother languages? © Are you learning any new languages? 4 + Organize the class into pars. Ask students to take turns toask and answer their questions from Exercise 3 “Monitor and notice hove well students use the tenses [Note any erors which you could write on the board at the end for students to correct ‘+ In feedback, ask students to tell the class some facts about thle partner tb The secrets of a long[GRIFAT Litestyte ‘with a young clas, you could turn this into a roleplay. Ask half the cats, working in pats to prepare questions to ask Somebody famous orin the nev. Ask the other half to ‘decide which person tobe and to think about what they foften do and what they are doing these dys. Organize Students into new pas (one from each haf to carryout their interviews B ones vv @ Nature is good for you Lesson at a glance + reading: nature and heatth + word fous fee! «+ ritcal thinking: iving examples 1+ speaking: making ives heather ‘+ Askstudents to work in pais to discuss the photo and the questions. + In feedback, elicit eas from the class and use this opportunity to pre-teach the meaning of some key ‘words from this section: bain, heat rate, outdoors nature, SD sirtual rity (see Vocabulary note below) ANSWERS Student’ own answers. “The woman is enjoying a virtual reality nature experience She's standing Ina studo with pctures of nature around her ‘brain =the grey organ in your head that thinks heart ra outdoors = notinside ature = the world net made by man, Le. tees, lakes, ‘mountains seas 30 virtual reality = 30 means thee-dimensional- virtual fd realty refers to the pictures and sounds made by 2 Computer to make the wer fel they ar ina real lace 26 * Askstucens to ead the article and match the topes Grit the paragraphs, Let stents compare answers ‘rel inp fore checking with he class + Optional step The reading texts recoded. You could play the recording and ask students to read and listen 10 fst yout heart beats ‘ANSWERS ate 2 3B corextrat Grammer activiy [after 3) + Read the questions withthe class. + Ask stucents to read the article again and find the “answers. Let students compare their answers i pairs before checking with the class.(GUAT testy ANSWERS 1 Ws good for us. 2 Humans re spending more tie side and lestime ouside, {5 The number of vsitorsis geting lower every year, 4 a 30 virtual reality room 5 near parks © anew shopping mall with large garden 7 in forest school 8 13min Word focus fee! 4 + Askestudents to find and underline the three phrases ‘with fl in the fist paragraph ofthe article, + Red the uses (1-3) with the cass and ect he fest answer as an example, + Askstudents to work in pairs to match the remaining ‘ovo phrases with the uses. Check answers asa class and try tlic other examples forthe uses (see Vocabulary note below). ANSWERS ‘eel better 2 fee! ike going feel that 1 To talk about your emotions or heath fee better! worse, fel tied fee il, fel sick fee bored, feel under the weather 2 To talk about wanting todo something: Yel lke going ut later fel ike singing. 3 Totalk about an opinion: fe! that) *+ Askestudents to work individually to complete the questions. Let them compare answers in pats before Checking with the class. ANSWERS like 2 that 5 better 6 + Give students a minute or two to think about the {questions in Exercise 5 ‘+ Askstulents to work in pairs to discuss the questions “Monitor and help with vocabulary as necessary. Wirite the following sentence starters on the board. Ask studerts to complete them, then discuss them in pairs or small groups: 1 feel thatthe government 2 often fee red when 3 tthe weekend usally fe! 4 alnays makes me fee! 5 Right now, fee ike because Critical thinking giving examples 7] *+ Read the information with the class and elicit the answers to the questions ‘ANSWERS, Sentence b has the main ideo Sentences aand c give examples. 8 & cor extrat critical thinking activity ater Ex 8] '+ Ask students to work individually find the sentence with the main idea and the sentences with examples in paragraphs 2 and 3 of the article, Ask them to underine the words and phrases for giving examples. Let students compate answers in pars before checking, with the clas, + In feedback, build up a ist of words and phrases on the board forgiving examples and point out how they are used (see Vocabulary note below). ANSWERS Paragraph 2 ‘Main sentence: ‘As a result, some doctors are studying the connection between nature and health Example sentences (One example of tit the work of Or Maida van den Bosch in Sweden, how natures good for heath comes from Canada, Paragraph 3 Main sentence: Becaute of sts ike these, some countries and cities want nature to be part of people's everyday ie Example sentences In-Duba. oc example there ae plans for anew shopping ral witha large garden Insome countries such as Switzerland, forest school are popular ‘And South Kore is another good example: thas new forests near te ctles ‘We can use For example, to introduce an example, or one ‘ofa numberof other et phrases ‘AniOne example (ofthis) is “Another A further A good example (of this is ‘Alternatively, we can use a phrase atthe end of sentences: The number of visitors going down, fr example. The reduction in the numberof visitors isan example orth We use such a+ noun /noun phrase to give an example. In cites such a London,(GAT Litestyte 9 + Read the sentence beginnings with the class. Give students a minste or soto prepare thei endings using ‘examples trom their own life. You could stat them off by eliciting two or three possible ideas from the class oF by providing your own, persona, model answers + Organize the clas into new pales or small groups. Ask students to take turs to share their sentences, Monitor And notice any errors or examples of good language EXAMPLE ANSWERS Students’ own answers. Some suggestions: relax in my free time in different ways. For example, |ometimes go out with fiends, but sometimes stay at hhome and wateh TV, 2 My home towm has some places with tees and nature, Such 35 the park in the city centre, and the ational 20. {There ave some beautiful national parks in my county 2 good example is Milensium Pack ‘writ the following on the board and ask students to pertonalize them with examples: ‘We have great beaches in my country ‘There ae alot of things to see in my cy Speaking 0 + Ask students to workin groups of four Read the instructions and the ideas with the class and check that ‘everyone understands what to do. + In their groups, students decide on one extra idea + In feedback, ask groups for their extra ideas andl decide hich ideas are the best. EXAMPLE ANWERS Students own answers. Some possiblities include install an open ai gym in the park: buld an outdoor swimming ‘ook provide an all weather Footbal pitch, " + Ask each group to discus the ideas and decide on the best + Optional step Make one person in each group the ‘chair I's their oto open the debate, make sure ‘everybody has a chance to speak, and to summarize land choose the bes idea. I's also their job to present the [group's decison to the lass tthe end. @) user vise + Askeach group to present their dea tothe class. Then ‘open up the debate for a whole class discussion. You ‘might want to end with a vote forthe best idea In groups or open cas, ask students to gve examples ‘of how the home cy has changed tobe healthier and ‘more natural in ther fetes, Afternatively, you could ask ‘todents o prepare and give a presentation on this topic ‘The preparation couldbe done for homework(GRIF Litestyle @ atthe doctor's Lesson at a glance + vocabulary: medial problems pronunciation: one or twa lables? + eal if: talking about illness Vocabulary medical problems 1 © cPrextral Leadin activity [before Ex. 1) + Optional step With books closed, mime some of the medical problems taught in this section. Ask students to write down as many'as they can (in English oF LI). Then ask students to el their partner which ones they already know or can describe in English (see ‘Vocabulary note below). Ask students to work in pairs to match the people with ‘the meslcal problems. Fit the fst answer with the clase as an example. “+ Encourage students to make guesses and use prior knowledge: When checking the answers, use mime to check the meaning, ‘ANSWERS tb 2c 39 4a 5h ot 74 be Note the fixed collcations 2 runny nose (= you can't stop “ud! coming out of it) {sore throat (= ithurts when you swallow) We use ache (a pain) with various parts ofthe body (note alo toothache), We sways saya headache, but Usually don use the article with other ‘aches 2 * Askestudents to work individually t categorize the ‘medical problems in Exercise I. Let them compare their answers i pais. + There are no fixed ansivers so, in feedback, ask stents to justify their answers, [EXAMPLE ANSWERS 7 Igo to bed: headache, stomach ache, a temperature (perhaps backache) take medicine or pills headache (paracetamol aspirin earache ear crops stomach ache; sre throat (throat sweets lozenges: bad cough (cough sup) 5 199 tothe pharmacy ose ny doctor: you might go ta the pharmacy for all hese ~ backache, earache, very bod stomach ache, and perhaps ahigh temperature right mean going to see the doctor. Pronunciation one or two syllables? 3a (7) + Optional step Establish what a syable i by wating ‘eotiace on the Board and asking students to say how ‘many slabes there are (two) point out that a sllsble fsa single sound. + Pay the recording. Stadents listen andl underline the stressed syllables in the two syllable words Audioscript 4 (7)(and answers) ache (I syllable) ‘headache 2) ear(l) sarache 2) stomach 2) throat (1) cough (1) boi ‘Phy the recording again, Students listen and repeat (see Pronunciation note below) Note the dificult pronunciation of some ofthese words ‘ache lek er fit, stomach staal, sore 5, throat ‘ae, cough eat [Note that the main tres ion the adjectives inthe compound nouns: sore thos, runry nose, bad cough. [Note that the man tres ion the first syllable in compounds with ache: headache, stomach ache Real life talking about illness 4% (0) + Explain that students are going toheara conversation ina pharmacy and another one at a doctor's + Play the recording, Student listen and note the medical probleme they hear fr each conversation. Let thers ‘compare their ansivers in pair before checking with the class ‘ANGWERS Conversation 1:3 runny nose and a sore throat {Conversation 2 earache and temperature Audioscript @y [2] Conversation 1 =Pharmacist, = Customer Hello,how can Thelp you? ello. I've gota runny nose and a sore throat. fel tern, fave you gota temperature as well? 1G Novis normal(GAT Litestyie Will you should take this medicine neice a day. I's good fora sore throa, © Thanks And try drinking hot water with honey and lemon, That helps. €: OK. Iwill: : Oh, and why don't you buy some cough sweets? They should help. Ifyou stil fee! lina few days, se a doctor Conversation 2 8: Good morning, So, what’ the problem? I've got eatache in this er, lt’ relly painful, DE Let me havea look... ah. yes, i's very red in there. What about the other one? Feels fine : Hmm, I'sa bit ed as we! F: No, not realy 1: Let me check your temperature... Yes, its higher than normal, OK, Ill give you something for your earache You need to take one of these pills twice a day for seven days. They might make you sleepy so go to bed if you have to. And if you stil fee il then come back and see meagain 5% 2) ‘Ask students to read the advice and try to remember ‘whether they were used in the Fistor second conversation + Play the recording again. Students listen and write the ‘numberof the conversations. Let students compare theiranswvees in pais before checking withthe class + Optional step Ask students to workin pairs to practise the conversations in audioscript 8 on page 181 ofthe Students Book Do you fel sick tall? ANSWERS at b2ctazet 6 ‘+ Ask students to match the sentence halves from the ‘conversations. Encourage them to use the expressions inthe box fr taking about ines to help them, Let students compare answers in pairs before checking swith the class ‘Optional step Drill he sentences foe pronuincation, (ee Pronunciation note below). Ask students to close the books. Read three or four phrases out andl ask the class to epestchorally and individually, Get students toreally exaggerate the intonation ~ English has a very broad intonation range. ANSWERS 1g 2a se 4f sb oc Th Bi od @ owes re \When giving strong advice the intonation starts high, then ses, then fl a Nee ‘You should take this medicine. Z + Onganize the class into new pairs. Ask students to decide who is A, and who is B. Rea the instructions with the class and check that everyone understands what todo, + Ita good idea to propare students for this roleplay. ‘You could ask them to write dialogues frst sing ‘expressions from the lesson, Tell them to practise reading thee lalogue, then totam over the written dialogue and try to remember and improvise it. Altematively, ask Students to choose and match expressions they ould use fr each dialog. Then ask them to improvise lalogues, using the expressions they chose ‘+ As students speak, circulate and monitor their performance. Note down errors students make and, in feedback, write ereors on the board and ask stadents to correct them, + Students then change oles and have a new conversation. They could do this with anew partner ‘Ask students to prepare and practise another dialogue between a doctor and patent using different vocabulary. ‘You could ask pars to record their dalogue and listen back to etialy or ask them to perform tel dialogue in front of another pat and as for feedback on their sccuragy and pronuncationGAT Litestyie @ Personal information Lesson at a glance + writing filing ina form 1+ writing sil infrmation on forms 4 + Askestudents to work in pairs to design a form for new student ata language school First ask them to ‘rainstorm al the information the form necds to ask, then to order the ist ina logical order to make the form. “Monitor unobtrusively anc help when necessary Writing filling in a form 1 + Ask tents to work in pats to discus the questions In feedback, elicit ideas and write them on the boar EXAMPLE ANSWERS fist name, middle name, surname, title, age, gender, Gate of birth, address, postcode, telephone number, email address, contact details of person in case of emergency rationality, st language level of English needs, interests length of stay [BXAMPLE ANSWERS Students own answers “Some possible types of form: registration form a choo, ‘allege or university jab application form, passport or visa appliation form Information often on forms fest name, middle name, surname, ile, age, gender, date of bth, adres, postcode, telephone number, email adress 2 ' Astestudents to look at the two forms and decide What each is for. Let students compare answers in pairs before checking with the class Explain any new ‘yocabulary and point ut the acronym DOB For date ofbirh ANSWERS: [A madical form anda visa application form Writing skill information on forms 3a * Ask students to match the questions (1-7) with the headings on the forms where you write the information. Let them compare their answers in pars before checking with the cass ANSWERS 4 Maria statue 2 Content medications 5 No.of dependents 4 Country of erigin 5 place of birth © Contact details of person in case af emergency Mile initia bb © cpr exteat wating activity [ater Ex 3) + Lookat the example with the class. Ask students to work individually to answer the questions Let them ‘compare their answers in pars and check answers on page 15 before discussing asa class. 5 * Students exchange forms with another pat Ask pairs to check the form using the questions a a guide. Then pairs give the pair who designed the form feedback + In feodback, agree a ‘perfect’ form asa class. (Once the dass have agreed ona ‘perfec’ form, ak “students to write up and complete the frm with personal Information. They could do this fr homeworkBefore you watch 1 CPT extral Lead activity [before Ex. 1) + Optional step Start by asking students to describe the photo. Aske Wn i you se? Where are they? How do they fe? ‘+ Askstudents to workin pars or small groups to discuss the questions let a ew ideas frm the class in fedback. EXAMPLE ANSWER, Students’ own answers Possible answers include: it fe, i healthy. Is 2 good place to relax or do exerci, its natre inthe mile of @ own or city, chilaren can play thee safely, its ance place fora pene you can feed the bids Park Gel located onthe northern face af Carmel Hillin Barcelona was named after Eusebi Goel the ‘entrepreneur who paid forthe construction ofthe park. Inwas largely designed bythe famous architect Antoni ‘Gaudi, the face of Catalan modernism, who also designed ‘the Sagrada Familia cathedral in Barcstona, The photo ‘shows Gaudi’ designs and mosaics onthe steps Upto ‘he main tecace. The park was bullt 2 the start ofthe ‘wentieth century, provides great views ofthe cit Barcelona isthe second largest city in Spain and the capital ofthe region of Catalonia. Teacher development Using the photographs in Life Life ams ows large, interesting photographs throughout each unt Notably theres aal-page photo onthe Introductory page of each unit large photos to go with ‘most reading apd lstering texts and a fullpage photo to (po mith the video section Al these photographs are sourced {rom Nationol Geographics vas catalogue of images taken bbysome of the words greatest photographers (many at whom are referenced onthe page with their photos). The {aim fr the photos tobe bath lutrative and informatie ‘They stimulate student’ inerest inthe theme and topics {and protde information that wil be useful in their ‘derstanding of texts thatthe read inthe leon ‘You can often use the photo todo the following: + To get students talking and to personalize the topic, ask questions suchas What can you see? and What are ‘they doing? but also ask questions suchas How does the photo make you fel? Where dd they tke the photo? What ae the people in the photo thinking? + To get tents interacting an sharing ideas and opinions, ask tudent to sy whet they expect to ead risen. + Tointreduce vocabulary sometimes the photos wil provide visual backup to help you teach ey words and phrases, + To preview language structures that will come upin the Unita to find out how well students can already use them, design your leachin questions to ue the tenses or ‘grammar forms that have or wl come upin the unit @ ows sia Here ae some other things you can do to use National {Geographic photos wetuly + test fiat t find the photos inthe Student's Book online. Find them and project them wsing your ‘dasroom technology. This way you can bring this stage ‘of the lesson off the page + Use other photo online to support your teaching You ‘dont have to use the photos the book + Get students to research photographers or types of Images they come cron the esons. Ask students to describe other photos they find Key vocabulary 2 * Encourage students to use the context fo guess the meanings the words in bol + Ask stents to work in pats to discus the words and match thom withthe definitions. + Optional step I's. good ides to sho the pronunciation of these key words students have to hea them in continous speech on the video. You could soy the words nd ask students to repent ANSWERS id 2b Se 4a 5f oe ho matter what = no mater’ means i's not important” Sand canbe combined with other words (no matter who! ‘eniaherehwhetrer tc) pram = an abbreviation ofthe old fashioned word "perambultor, a pram is used to describe the four. wineled device used to cary bables when they are small Sand ying down: when babies canst up and face forward, ‘hey ae arid in a pushchair ‘A walkway is used fora path thats man-made and has 3 Specific route with a destination blossom = provide examples such a ‘apple blossom (blossom is ured asa verb fo mean ‘0M as 8 person’ becomes ‘more onfigent) While you watch 3 mK 1] + Ask students to read the seven sentences carefully and check any difficult words. + Play the video. Students watch and number the sentences in order. Let students compare thelt ansiwers in pairs before checking withthe class, ‘ANSWERS ib 2aad se 5c af 79(GHA testyie 4m 4) ‘+ Askstudents to work in pairs and decide who is A and ‘who is B Tell them to look atthe table and se if they ‘an remember any ofthe missing information + Play the video again, Student A completes column 1 and Student B completes column 2 ofthe table, Don't check ansivers at this tage. Videoscript me 1.1 0,00-0.31 (woman with dog) We ome othe park ery aon every wockend in ft sally ater anchtime, Sound 2 pam. We lke coming to this park because there's Sealy nice walkway sound the park, there ate also aot ‘dogs for Jasiine to pay ith, there are bei tess tverynere, soit realy fice no mater what ime of yar 0.33-4.92. oc) come the park everyday: el torwork through the park fom my home tomy fice, and then on sme days sunny clays partly Tike to come howe and eax in my neh break Like this par ofthe pavkactally is quite high up and ther’ this beaut Fuse here, and Think tot mst bes grat place to ive becuse they ave such a goad view down onto the park 1.12-1.48. (elderly couple) We come here when were {ntheare, When our when we were a young fal tnd we ad children we used to come and push or prams ound here, nd soit has happy merories. We ike Eoming here boca its much ice than the roadway 1s {Tpretty park and we like to sce the ciferent seasons 41.49-2.13 (language student) My name is Ahmed, Lam from Sad Arabi: Lam hereto study English anguage topprpane for my academic sti. go through the ark ‘every day, and sometimes spend some time thm fens ike relaxing inthis park 2.14-2.40 (jogger | come tothe park quit often. ‘Some here abou brie a week Ike tog ogg and lie todo exercise here Ike coming to the park because ‘nice sd quiet, thee are oso plants an tees, and overalls good place fo do exer. 24tmend (woman) Ir and come to the park every doy love coming fo this particular park cause the tes Sr so sutfl There are always wd lowers, depending tm the season, an Tos of Blensom an the tees. I've tolookat 5m (1.1) * Ask students to share thet information with their ‘partner to complet the whole table. + Play the video again. Students complete any missing information following their discussion, then check answers with the class ANSWERS Student A: ‘often 2 weekend 5 24 everyday 5 break 6 thldren 7 happy © everyday "9 sometimes 10 quite often 1" twice 12 everyday student 4 doge 2 tees © high 4 howe 5 road 0 pretty 7 seasons. relaxing 2 go. "10 exercise 17 plants x6 Mowers look at After you watch 6 + You could ask students to work with a new partner. Read the instructions with the class and check that everyone understands what todo. + Students cover the notes fr the people, leaving only their faces showing, Sadent Athen chooses to be one ‘ofthe people from the video and answers Student B's ‘questions. As students speak, monitor and notice any errors oF examples of good language use you hear 7» cprextrat Video activity later Ex. 7) Students repeat the activity in Exercise 6 with ‘Student B choosing tobe one ofthe people and answering Student A's questions + Atthe end, provide feedback by writing fou o five sentences students sac with erors in them on the ‘oat, and asking students to correct them with their partner,“UNIT Lifestyle UNIT 1 Review and memory booster * crrextrat Language games ‘Memory Booster activities Exercises 3, 6 and 8 are Memory Booster activities. For ‘more information about these activites and how they benefit students, se page 1. Tean ... tick boxes {Asan alternative to students simply tcking the can ‘bores, you cul ask them to give themselves a sore from to (t= not very confident: 4 very consent) foreach language area, I students sore I or 2 fora language ‘area refer them to aditional practice activities the ‘Workbook and Grammar summary exerces, Grammar 1 ‘+ Ask students to work individually to complete the ticle by choosing the correct verb forms. Let students ‘compare answers in pairs before checking with the dass ANSWERS ‘works 2he's taking They're swimming ike joen't seem cit feels 2 ' Astestudents to work individually to write the sentences with the expression in the correct place. Point ‘out that theres more than one corect answer for thee ‘ofthe sentences. ANSWER, 1 rarely play computer and video games. 2 We're studying Spanish atthe moment. / At the ‘moment, we're studying Spanish © My fay does sport every weekend Every weekend, ny family does sport. 4 Ally frends are working these days. These days al ny fends are working, * Ask students to rewrite the sentences in Exercise 2 ‘0 that theyre true for them. Monitor and help with vocabulary as necessary. Vocabulary 4 + Askestudents to work individually to complete the ‘ANSWERS “allasleep 2 take a break Swork long hours 4 getup late TV: wateh B® wes viene 5 ‘+ Ask students to cross out the word that doesn't belong, ineach group ‘ANSWERS ‘relaxing 2 asleep swimming 4 ache smn ‘+ Ask students to work in pairs and write five sentences using the verbs in Exercises 4 and 5. Monitor and help ‘with vocabulary as necessary, + Ask pais to work with another pair. They take turns to read out thie sentences, but missing out the verb. The ‘other pair guesses the missing verb ANSWERS Students own answers Real life + Askestudents to work individually to choose the correct ‘option, ANSWERS How do 2well sore 4 Have you gat Sty eshould ‘+ AAskstudents to work in pairs. Ask them to look atthe pictures and answer the questions ANSWERS 1 Shes got backache, He got a headache, She's got omach ache. 2 Student’ ov answers. Some possibilities include: She Should see a daca. He should take an asprin. She Should go to bed,Opener 1 + Ask students to look atthe photo and the caption. Ask them to work in pairs to discuss the questions. Elicit a few ideas from the class infeeback + Optional step Ask students if they’ve ever taken part inva competition like the one in the photo. Ask any students with experiences to share them withthe class ANSWERS: Students’ oun ideas. the photo shows a large group of ‘vmmers summing in open water (one ofthe three iscpline ofthe onan tathion. 24) + Askstudents to read the questions then play the recording. Students listen and answer the questions + Let them compare ansivers in pairs before checking, with the class, Check that students kno the distance fora marathon (42 kilometres /26 miles) ANSWERS 4 three 2 they swim 2.86 kllometres and cycle 180 kilometres 2 around ane thousand, nine hundred people compete Audioscript Ay (2) An Ironman competition has thee different races Inthe ‘swimming race, the competitors svim for 3.86 kilometres. ‘Then they cycle for 180 kilometres, and finally they run marathon at the end, The World Final ofthe Ironman ‘Championship isin Hawati and it’s very competitive. Every year around one thousand, nine hundred people ‘compete against each other in front of thousands of spectators The Konman isthe longest and toughest of triathlons. By contrat the Olympic triathlon ls much shorter lim 1500 ms bike 0 ke run: 10 km), The World Tathion Corporation organizes over twenty Ironman Tathlon competitions throughout the year. They take place al over the world and lead to qualification for the ifonman World Championship on 8ig land, Hawai. This ronman even was fest held in 1978, 3 CPT extral Listening activity after 3) ‘+ Askstudents to work in pairs to match the words with the parts of speech. In feedback, ask students to fel the class what they noice about the endings on the words (see Vocabulary note below). Optional step Drill he words, pointing out the stress (ate Teacher development belo): compte, competitioe, competition, competitor. “ANSWERS + avert: compete 2 anadjetve: competitive ' anoun (thing: competition 4a noun (person): competitor “The suffixes used in wordbuilding often reveal the pat of speech: ve is3 common adjective suf + ton a common suffix used with nouns + seror-or are often used with people, 4 + Askestudents to complete the questions with the words from Exercise 3 + Then ask students to take turns to ask and answer with theie partner They should respond with answers that are tae for them, ANSWERS “competitor 2 compete 5 competition + competitive ‘Ask students to say what the nouns, verbs o adjectives of ‘other word on this opener page are 9, sport (noun: spot adjective) ‘wie (ver): simming (noun ~ atv), swimmer (noun person) ‘et (verb: ying (noun - activity), cei (noun ~ penton) ‘Teacher development Driting words for pronunciation ‘Ax thi level, students need practise in hearing and repeating new words, while paying attention to stress and pronunciation. Here are some suggestions * sk students to listen and say words aftr your spoken ‘model. For example, n the lesson above, ask students to close ther Books Sey compete; ad ask students to repeat. Then say competitive, and ask them to repeat that word, and So on. Speak naturally but clearly. Make sure students arent reading the words as they repeat + Move from choral to inavidual repetition when diling Say compete and ask te clas to repeat by using 2 sweeping gesture of your open aims. Then direct an ‘pen han to individual students inthe cas at random, So that students have a chance to say the word Be tit {and correct any poor a inaccurate pronunciations. + Use visual techniques to support students wien diling, For example, to show the srs son the second y/lble lof compete, beat the ai a5 You say the Second syllable To show there ae four syllables in competitive, and that the stress on the second syllable, holdup fur fingers, ‘of your left hand, and count them withthe index fager ‘of your right, making sure that you indicate the strong ‘tres by tapping the second finger ofthe lft han 7(GRD) competitions @ caazy competitions Lesson at a glance + reading: crazy competitions + vocabulary: sport + grammar: verbs for rules king rules fra competition Reading 1 cor extral Leadin activity [before Ex. 1) + Ask students to work in pais to predict fom the title and photographs why the competitions are crazy. Elicit fleas in feedback. Use the opportunity to preteach key ‘words using the photograph: shopping cat, whe, md EXAMPLE ANSWERS Students’ own answers. They may sugges that running with shopping cart. and playing a game in afield of mud are crazy 2 (10) * Askstudentto ed the arte and find the answers tothe questions Let them compare answers in pate tefore checking withthe clan + Optional step The wading tess recoded You could play the cording and ask student toread and ister ANSWERS ‘race between different teams: the diated ‘a match between two teams: the Mud Bow! Championship 3 ‘+ Ask students to read the sx sentences and match them ‘with the to competitions inthe agile (A forthe diotarod and B for the Mud Bowl Championship). ‘Then tell them to read the article again more carefully to confirms their answers + Let students compare answers in pairs before checking with the class. ANSWERS 1A 28 SA 4A S both 68 The Iditarod 8 humorous take onthe more serious Iditarod, along astance sled race that takes place, annual in Alaska. The first ditarod was in San Francisco In 1994 Note the use of the word Idiot inthe name, "Mud Bow is ake on SuperBowl -the name ofthe final. ‘match of the American Pro Football season @) vnit2 compeiions 4 “+ Askestudents to discuss the questions in pairs or small groups. In feedback, ask students to describe any crazy ‘ompetitions they can think of in their country EXAMPLE ANSWERS ‘Student own ideas. Crazy competitions ae not the sole preserve of Americans. You might want to mention the ‘Snnual Cheese Rolling event in England people chase ‘large cheese down ail or the wife carrying rae in Finan. Vocabulary sport 5 cPrextrat Vocabulary activity (after Ex 5] + Startby eliciting the frst answer from the class. as an example + Ask students to work individually to complete the sentences sing the highlighted words inthe article + Let them compare answers in pairs before checking with the dass “ANSWERS 1 race 2 players teams 4 match 5 goals ‘Note the common collocation: score goa, ros the {finishing line, win 9 racelmatch 6 ‘+ Askestudents to work witha new partner to discuss the ‘questions. + In feedback, build up a list of words and phases on the board EXAMPLE ANSWERS + Long distance running races (9. marathon: 10,000 metres, sprint (100 metres), cycle races (Tour de France), suimming aces (100m feestye), car races (Fr Grand Pi), hove aces derby) ‘football (1), basketball (5), rugby union (1), ee hockey (6), volleyball) Students ovm answers ‘Youscor goal in football, ugby Gut ony by kckng the bull hvough the post), hockey, handball waterpolo. You score points in basketball (wo polts for a basket, rugby union five point fora ty, three points for 3 penalty or drop goal, two point for» conversion), Badminton, tennis voleyball, American fotbal points fora touchdown, tree points for a field goal, be point for a touchdown conversion).