os CENGAGE NATIONAL i} GEOGRAPHIC LEARNING «© Learning 11C eid tated a ELEMENTARY TEACHER’S BOOK ) Mike SayerNaTionat ic | 2% CENGAGE LEARNING ** Learning: Life Elementary Teacher's Book Mike Sayer Publisher Jason Mann Publishing Consultant: Karen Spiller Development Editor: Clare Shaw Strategic Marketing Manager: Micelle Cresswell Project Editor: Amy Borthwick Production Controle: Eaine Willis National Geographic Liaison: Anna Kstin Ar Director: Natasa Arsenidou Cover design: Vasil Christoforidou “Text design: Vasile Christoforiéou Compositor:Q85 Learning Audie: Prolingue Productions {© 2014 National Geographic Learning, a part of Cengage Lear ALL RIGHTS RESERVED. 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ISBN: 978-1933-31609-1 ‘National Geographic Learning Cheriton House, North Way, Andover, Hampshire, SPIO SBE United Kingdom Cengage Learning is leading provider of customised learning solutions with office locations around the globe, nclucing Singapore, the United Kingdom, Australia, Mexico Brazil and Japan. Locate our local office at international.cengage.com/region Cengage Learning products are represented in Canada by Nelson Education Ld, Visit National Geographic Learning at nglcengage.com Visit our corporate website at wnwwz.cengage.com CREDITS, Although every effort has been made to contact copyright holders before publication, this has not always been possible. If notified, the publisher will undertake to rectify any errors or om Photos ns at the earliest opportunity ‘The publisher would like to thank the following sources for permission to reproduce their copyright protected photographs. Cover: Simon Wong/Getty Images Inside: 721 (Helen and Morna Mulgray), 12m! (camille and Kennerly Kitt, 12b (Steve Holland/AP/Press Association Images), 1 (Kzenon/Alamy), 1 (Reinier Gerritsen), 16bl (Shutterstock), 16br (Shutterstock). Illustrations by Stephen Dew pp 140, 14,152, 53,186, 173; Jullan Mosedale pp 147, 150, 151 Printed in Greece by Bakis 123456789 10-17 16 151413,Contents Student's Book contents pages Introduction Units 1 to 12: notes and answer key Grammar summary: answer key Photocopiable tests Photocopiable tests: answer key Photocopiable communicative activities Workbook answer key IELTS practice test: answer key and audioscript 7 137 139 157 163 177 1884 Contents Unit Grammar Vocabulary Real life (functions) be (amiisfare) personal information meeting people for the passessve and family first time possessive adjectives wordbuilding: word roots everyday verbs People sword Focus: in pages 9-20 VIDEO: World party page 18» REVIEW page 20 plural nouns colours shopping this, that, these, those everyday objects there islare furniture prepositions of place Possessions pages 21-32 countries and nationalities \wordbuilding: suftixes (1) word focus: onefones adjectives VIDEO: Coober Pedy’s opals page 30. > REVIEW page 32 present simple 3 Places pages 33-44 telling the time iving directions adjectives about cities places of work ‘word focus: work ‘wordbuilding: collocations cardinal and ordinal numbers places in a city VIDEO: Cowley Road page 42 > REVIEW page 44 likefiove + -ing adverbs of frequency expressions of frequency Free time —— @ncan’t pages 45-56 free-time activities wordbuilding: verb + ‘noun collocations sports talking about abilities and interests ‘VIDEO: In my free time page 54» REVIEW page 56 countable and ‘uncountable nouns (a, some and any) 5 alot of and not much / Food ‘rot many how many / how much pages 57-68 ul food verbs food ‘quantities and containers word focus: of, amenu ‘wordbulding: British or ‘American English ordering @ meal VIDEO: Gelato University page 66 > REVIEW page 68 waslwere past simple (afrmative regular and irregular verbs Money pages 69-80 verb + money collacations currency, age -edi-ing adjectives wordbuilding: compound ‘nouns requesting VIDEO: Bactrian treasure page 78. > REVIEW page 80 Contents. Pronunciation contracted forms the same or different sounds spelling Al or fet word stress contrastive stress -sendings saying numbers inf linking sentence stress Itf/or fds! linking of contracted forms -ed endings stress in questions intonationListening 2 photographer talking about a cimber an interview with an explorer people at a conference someone taking about a ‘ami plastic possessions an interview with Andy Torbet someone talking about ‘24-hour restaurant in Norway an interview with a student living in London an interview with Beveriey Goodman ‘three people talking about their free-time activities {an interview with Norbert Rosing someone talking about a noodle chef in Chinatown people describing famous dishes from their countries ‘a conversation at a market someone talking about a street musician an interview with two people at a museum people asking for money in different situations Reading an article about a family of explorers anarticle about world population an article about four ‘apartments in Seoul an article about a global product an article about no-car zones an article about languages spoken around the world an article about identical twins anarticle about 2 nature photographer an article about ‘extreme sports an advert for volunteer work an article about food ‘markets around the world an article about the Svalbard Global Seed Vault an article about currency an article about treasure an article about the history of money Critical thinking the writer's purpose close reading relevance fact or opinion summarising relevance ‘Speaking asking questions friends and family facts about countries your objects and possessions room in your home where things are from your life exchanging information about a photographer favourite numbers ‘and their relevance likes and dislikes dail lite your abilities famous dishes from different countries planning a special meal buying food at 2 market summarising an article someone's past life important years in your life a survey about money Writing text type: a personal description vrting skill: and, but a description of ‘a room in your home text type: adverts ‘writing ski: describing objects with adjectives ‘ext type: a description of a place waiting skill: capital letters ‘text type: short emails writing skill: reference words text type: instructions writing skill punctuation a description of someone’ life text type: thank you messages vaiting skill: formal and informal a expressions: Contents 5Contents Unit Grammar past simple: negatives ‘and questions comparative adjectives superaive adjectives Journeys pages 81-92 Vocabulary travel verbs journey adjectives word focus: than Joumey, travel or trp? wordbuilding: eallyvery + adlective cline writing VIDEO: Women in space page 90» REVIEW page 92 have got / has got present continuous 8 ‘Appearance pages 93-104 VIDEO: Festivals and special events page 102 9 Film and the arts ages 105-116 _going to (for plans) infinitive of purpose present continuous for future reference VIDEO: Camera traps page 114» REVIEW 10 Science 117-128 present perfect present perfect and past simple VIDEO: Memory and language learning page 126» REVIEW page 128 shouldshouldn’t have to con't have to, canvean't everywhere, Tourism somewhere, nowhere, pages 129-140 ao adjectives about festivals face and appearance word focus: like cothes ‘wordbuilding: phrasal verbs parts of the body > REVIEW page 104 types of film art and entertainment wordbuilding: suffixes 2) nature page 116 science subjects ‘everyday technology memory and learning ‘wordbuilding: synonyms and antonyms science and invention ‘email addresses and websites types of holiday tourism wordbuilding: word forms (1) word focus: take in another country VIDEO: Mecca and the Hajj page 138. REVIEW page 140 wuilwon't definite the or no article + names 12 The Earth pages 141-152 measurements wordbuilding: word forms (2) land and water word focus: how the Earth and other planets VIDEO: Volcanoes page 150 > REVIEW page 152 Real life (functions) asking about a trip talking about pictures and photos inviting and making arrangements checking and clarifying making suggestions making a presentation Pronunciation stressed and weak syllables fa! intonation in questions groups of consonants silent letters hal showing enthusiasm ‘vals contrastve stress Inseltal IN, fol oF fast W pausing on commas COMMUNICATION ACTIVITIES page 153 > GRAMMAR REFERENCE page 157 » AUDIOSCRIPTS page 170 6 ContentsContents Listening someone talking about the Mayfiower @ programme about Journeys in history ‘a programme about animal ‘migration someone describing the Dinagyang festival ‘a conversation about masks ata festival someone talking about an ‘outdoor cinema two people at a film festival an interview with Adrian Seymour two people discussing a Broadway show someone talking about the human brain an interview with someone about technology a news report about @ memory champion someone phoning his office someone talking about their holiday ‘a podcast from a travel programme ‘wo friends discussing 2 trip to South America a documentary about photographer {an interview about film director James Cameron ‘and the Mariana Trench Reading ‘an article about a flight from the past an article about space travel an article about a fashion photographer an article about tattoos atext about emoticons an article about the All roads film festival an article about a wildlife filmmaker an artide about nature in art a survey about outdated technology jigsaw reading about memory an article about new inventions ‘a quiz from a travel magazine ‘a tourist information leaflet a travel artide ‘maps showing climate change an article about Lunexplored places on Earth ‘an article about a new planet an article about Earth Day Critical thinking fact or opinion close reading the writer's preferences the main argument and supporting information arguments for and against structuring an argument, Speaking a journey you made your opinion 2 general knowledge auiz people's appearance ‘what people are wearing deciding which films to see your future plans explaining preferences experience with, technology something you have learned advice for a tourist rules whats important in ahotel your future places on Earth life on another planet Writing a general knowledge quiz text type: a travel blog vrting ski 50, because text type: texts and ‘online messages waiting skill ‘extspeak tex type: reviews ‘and comments writing skill: giving your opinion with sense verbs ‘the main argument, ‘text type: a telephone message vatiting ski imperatives a description of a tourist destination text type: a feedback form iting skill: closed and open questions text type: a poster iting ski important words and information Contents 7Introduction National Geographic [National Geographic was founded in 1888 and defines its mission as to inspire people to care about the planet’. The National Geographic Sociely is one of the world’s largest non-profit scientific and educational organisations. It reaches more than 325 million people in more than 30 languages through its magazines, books, TV channels, interactive media, maps, films and music. Proceeds from. these activities have funded more than 9,000 scientific, conservation and educational projects around the world. LIFE is published in partnership with National Geographic, using National Geographic's content and values to ‘inspire people to learn English’. National Geographic topics ‘The topics are paramount and are the starting point for the lessons. These topics have been selected for their intrinsic interest and ability to fascinate students — and teachers. Once the material has been gathered from the National Geographic archives, the language objectives have been matched to the content and then organised into a tried and tested syllabus. The richness of the listening, and reading texts and video means that students are so engaged in learning about the content, and expressing their own opinions, that language learning has to take place in order for students to satisfy their curiosity and then react personally to what they have learnt. This ‘element of transfer from the topics to students’ own realities and experiences converts the input into a vehicle for language practice and production which fits the recognised frameworks for language learning and can be mapped to the CEFR scales. Full mapping documents are available separately:) People and places LIFE takes students around the globe, investigating, the origins of ancient civilisations, showing the drama of natural forces at work and exploring some of the ‘world’s most beautiful places. These uplifting tales of adventure and discovery are told through eyewitness accounts and first-class reportage, with superb photos, maps and videos. For example, Unit 9 of the Elementary level introduces the work of wildlife filmmaker Adrian Seymour, and then students can watch a film made by him in the accompanying DVD. Science and technology Students learn about significant scientific discoveries and breakthroughs, both historic and current. These stories are related by journalists or told by the scientists and explorers themselves through interviews or first person, accounts. Students see the impact of the discoveries on our lifestyles and cultures. Because the material comes from a huge archive that has been developed anel designed to appeal to the millions of individuals who make up National Geographic's audience, it reflects the broadest possible range of topics. For example, Unit 10 of the Elementary level compares the human brain to modern technology and tells us how we can train our minds to memorise things. History History can be a dry topic, especially if it’s overloaded with facts and dates. However, 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, History — or the re-telling of historical events ~ can also be influenced by a culture or nation’s perception of the events. National Geographic's non-judgemental and. culture-neutral accounts allow students to look behind the superficial events and gain a deeper understanding of our ancestors, For example, Unit 6 of the Elementary level takes an alternative view of history by looking at how the images and designs on money from the past can provide a historical record of key people and places, Animals ‘The animal kingdom is exceptionally generative in terms of interesting topics. LIFE provides astonishing photos that give a unique insight into the hidden lives of known and lesser-known animals, offering rare glimpses of mammals, birds, bugs and reptiles in their daily struggle for survival. It also informs and surprises with accounts, of animals now extinct, species still evolving and endangered species which are literally fighting for their existence. For example, Unit 7 of the Elementary level follows the amazing migrations of some of the world’s ‘most beautiful and exotic animals, Environment It isn’t always possible to find clarity in texts on the environment and climate change, or trust that they are true and not driven by a political agenda. National Geographic's objective journalism, supported by easy-to- understand visuals, presents the issues in an accessible way. The articles are written by experts in their fields. It's often true that those who have the deepest understanding, of issues are also able to express the ideas in the simplest way. High-quality thinking and expertise are not synonymous with complicated concepts expressed through complicated language - usually quite the reverse is true. For example, Unit 12 of the Elementary level takes a fresh look at the Earth and the way in which its climate is changing, as well as considering the planet's relationship to the rest of the universe, National Geographic photography We live in a world where images are used more than ever to reinforce, and at times replace, the spoken and written word. To present discourse without them is both unrealistic and unhelpful. Our memories work in pictures, our experiences and the things we learn about the world are stored using them. Raising awareness of this can help students to remember language more easily. All too often photos in books are cosmetic and without impact. National Geographic has great photography and powerful images at its core, so it seems natural that photographs in LIFE should serve as the starting point for each unit. The photographs in each spread are alsoIntroduction integral to the written and recorded content and every opportunity has been taken to use photographs to stimulate learning. There are photographs which: + tella story by themselves ‘+ support understanding of a text and make it memorable + provoke debate + stimulate critical thinking by asking you to examine detail OR think about what is NOT shown OR by questioning the photographer's motives ‘+ mean little without a caption or accompanying ‘explanation + raise questions about the ethics of journalism and photojournalism * are accompanied by a memorable quotation + help to remember a lexical set ‘help to lear functional language (e.g. how something works) ‘+ lend themselves to practice of a specific grammar point (eg. significant historical events) Asa first exercise when handing out the new book to your students, why not ask them to flick through the book, select their favourite photograph, and then explain to the class what it is they like about it. You will find specific suggestions in the teacher's notes for using the photographs featured within each tit, but two important things to note are: + pictures of people or animals capture a moment, s0 ask students to speculate on the events that led up to this ‘moment and those that followed it * pictures of places aim to capture their essence, so feed. students the vocabulary they need to describe the details that together convey this (the light, the colours, the landscape, the buildings) National Geographic video At the back of the Student's Book is a DVD with twelve different National Geographic videos on a whole range of subjects. Each video is connected with the topic of a corresponding unit and can be used in conjunction with the video lesson pages in the unit. Typically, a video lesson is divided into three parts: Before you watch This section leads students in to the topic ofthe video and engages them in a pre-watching task. While you watch ‘These exercises provide detailed comprehension of the ‘video itself, both in terms of what a student sees and what, they hear, After you watch This section allows stuclents to respond to the video asa whole and take part in a productive speaking task using Janguage and contexts from the video. ‘The videos are designed to form part of your lessons. However, if you don’t have time in class to watch, them all, you can ask students to watch the videos and complete many of the exercises on the page in the Student's Book. This can form a useful part of their self-study, Students can also watch the videos again after seeing them in class. This is useful for review and students can focus on parts of the audio that particularly interest them, For further variation with the videos, here are some more ideas you can use and develop: * Play the video with the sound down, Students predict ‘what the narrator or people are saying. Then play with the sound up and compare, + Play the sound only with no video, Students predict where the video takes place and what is happening on the screen. Then play with the screen on and compare. Show the first part of the video, pause it, and then ask students what they think happens next. * Give students a copy of the audioscript for the video and ask them to imagine they are the director. What will they need to film and show on the screen? Afterwards, they present their ‘screen play’ and finally watch the original ‘+ Write a short text on the same topic as the one 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 new information and rewrite the text so it includes the new details ‘+ With monolingual groups, choose part of the video with someone 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 present their subtitles and the class compares how similar they are. National Geographic and critical thinking ‘There is a graded critical thinking syllabus in LIFE that starts with the Elementary level and runs through all the later levels. The critical thinking activities appear in the c spreads in each unit. The syllabus covers areas such as reading between the lines, differentiating between opinion and fact, evaluating the reliability of source material, assessing the relevance of information, identifying the techniques used by an author to persuade the reader, weighing up evidence, etc. These activities require students to engage with the reading texts at a deeper level and to show real understanding — not just reading comprehension. This training - in evaluating texts, assessing the validity and strength of arguments and developing an awareness of authorial techniques ~ is clearly a valuable skill for those students learning English for academic purposes (EAP), where reflective learning is essential. However, itis also very much part of the National Geographic spirit which encourages people to question assumptions and develop their own well-informed and reasoned opinions. In this sense it adds another dimension to the experience of learning English through National Geographic material. Introduction10 Introduction LIFE methodology ‘Treatment of grammar ‘Target grammar is presented through texts in the first two spreads of each unit, These texts are authentic reading and listening texts, adapted for level as necessary, which use the target language in natural and appropriate linguistic contexts, Such texts not only aid comprehension, but present good models for the earner’s own language production through a variety of ‘voices’ and genres. The main input alternates between reading and listening on these first two spreads. Where a presentation isa listening text, written examples of the ‘grammar structures are given on the page, for example in content comprehension tasks, so that visual support is also provided. ‘The primary focus is on the topic content before the learner’ attention is drawn to the target grammar structures. Learners are first directed to notice this language by various means, such as using highlighting within the text, extracting sample sentences or having, learners locate examples themselves. A variety of task formats are used to lead learners to analyse the form, meaning andl use of the grammar structures, as appropriate. Such an approach can be highly motivational by actively engaging learners in the lesson and allowing them to share and discuss their interpretation of the new language. After this stage, clear paradigms or examples of form and use are given on the page in a simple summary box. This supports the learners and is a ‘check point’ for the teacher and learners alike as it summarises the information learners will have arrived at through completing the discovery tasks. A cross- reference is provided to more detailed information and additional exercises at the back of the book. These are suitable for use both in class and for self-study, according, to the needs of the learners. ‘The grammar practice tasks within the unit are linked to the presentation text and topic and are thus content rich in the same way. They move from more supported exercises through to more challenging tasks. Depending on the level, they have a differing emphasis on form and, use. The practice tasks give learners an opportunity to personalise the structures and practise them in the context of their own experiences and situations. This anchors the new language in existing frameworks and leads to a clearer understanding of the usage of this new or revised language. Equally, the practice exercises incorporate a real reason to use the target structure whether by devices such as quizzes, games, etc. or by genuine exchange of, information between students. ‘A inal task on each spread allows the learners to create their own output and is structured so that learners have the opportunity to use the target grammar as well as other target language, for example vocabulary, in a meaningful context. This final task has a variety of formats such as discussions, personal narratives, task- based activities (ranking, etc.) and the emphasis from the learner's perspective is on content and fluency rather than, grammatical accuracy. Introduction [Aside from the two main grammar input spreads, the target grammar is also recycled in the subsequent spreads of each unit and beyond. Treatment of vocabulary LIFE teaches vocabulary in a range of different ways. This eclectic approach takes account of recent research, but doesn’t abandon tried and tested methods. There is further practice of all of this vocabulary input (apart from words occurring in glossaries) in the Workbook. ‘1 Lexical sets Some of the benefits generally associated with teaching ‘words in lexical sets are: * Tearning words in a set requires less effort © retrieving related words from memory is easier + seeing how knowledge can be organised can be helpful to learners © it mirrors how such information is stored in the brain ‘+ the meaning of words can be made clearer by comparing and contrasting them to similar words in the set Each unit usually has two or more lexical sets. The lexical sets also cover commonly-confused words. There is, evidence to suggest that once students have learnt one or ‘more of the words that belong to a group of commonly- confused words (e.g. jab and cvork), itis useful to compare and contrast these words directly to clarify the differences (or similarities) in meaning. LIFE focuses on these groups of words as and when they come up. 2 Word focus ‘The Word focus sections take high-frequency words and give examples of the different meanings they can have according to the contexts in which they appear and the different words they collocate with. At higher levels there is increased exposure to idioms and colloquial usage. The ‘Workbook expands the range of phrases and expressions generated by these key words and provides further practice. 3 Wordbuilding ‘The independent wordbuilding syllabus offers students, another opportunity to expand their vocabulary. The Wordbuilding boxes in the units focus on areas such as prefixes, suffixes, collocations, parts of speech (e.g, noun-adjective), compound nouns, phrasal verbs, and highlight examples from the reading or listening texts. ‘The box gives a brief explanation and some examples. ‘There is an activity for further practice and a reference to an activity in the Workbook which introduces more words that belong to the same morphological area. 4 Glossaries Where certain words are important to the meaning of a text, but are above the level ofthe student, they are glossed. Students aren’t expected to learn these words, but ~ the short and simple definitions prevent them from being a barrier to understanding.Introduction Learning skills ‘There is a comprehensive learning skills syllabus in the Workbook. This covers traditional learning skills, such as recording new vocabulary, using a dictionary, remembering new vocabulary, planning study time, assessing your own progress, ete. Assessment Students and teachers can assess progress in the following ways: + Each unit in the Student's Book finishes with a one- page review where students do the exercises and complete a number of ‘can-do’ statements linked to the objectives of the unit. * There are photocopiable tests in the Teacher's Book, ‘© There is a Check! section at the end of each unit in the Workbook for students to check what they have learnt (general knowledge as well as language). ‘+ There are IELTS practice tests at the end of the ‘Workbooks. These have been graded to the level of the course, but follow the format of the test. These allow students to benchmark their progress against the course objectives, whilst becoming familiar with a global test format. Components * Student's Book + DVD * Workbook + audio © Teacher's Book and class audio Overview of a Student's Book ui ‘Opener: a one-page introduction to the unit that gets students interested in the topic ‘and b: double-page lessons that teach grammar and, ‘vocabulary through reading and listening texts : a double-page lesson that focuses on reading. comprehension 4: a one-page lesson that teaches a speaking skill and functional situational language e: a one-page lesson that teaches a writing skill and the features ofa text type fa double-page lesson of video comprehension exercises Review: a one-page lesson of practice activities and ‘can-do’ check statements Introduction 1"Lesson type a Grammar and vocabulary This double-page spread isa grammar and vocabulary lesson: Lesson 4a 100% identied!. The main target grammar is presented 10% identical? through texts inthe first two spreads of each unit. These texts are authentic or a “ realistic reading and listening texts, adapted for level as necessary, which use the target language in natural and appropriate linguistic contexts. Such texts not only aid ‘comprehension, but present good models : : for the learner's own language production : through a variety of ‘voices’ and genres. The ‘main input alternates between reading and 2 Spertane listening on these first two spreads ‘ore Reading 2 Roki st ti hh tin The primary focus is on the topic content ceed ee ere eee rtar gee eee [5 tai gina pee nb wih ino sate the target grammar structures. 12. IntroductionVocabulary free-time activities Gramtfiar like/love + -ing 2 fy nd Speaking 9 We tees ance) Inyourfetme, doyou... See : ng 2 Sopa i SR sc gua repro to A variety of task formats are Used to lead learners to analyse the form, meaning and use ofthe grammar structures, as appropriate, ‘Clear paradigms or examples of form and use are given on the page in a simple summary box. This supports the learners and is a ‘check point for the teacher and learners alike as it summarises the information learners will have arrived at through completing the scovery tasks. A cross-reference is provided to more detailed information and additional ‘exercises at the back of the book. ‘These are suitable both for use in class and self-study, according to the needs ofthe learners. ‘The independent wordbuilding syllabus offers students another ‘opportunity to expand their vocabulary. The Wordbuilding boxes in the units focus on areas such as prefixes, sufixes, collocations, parts of speech (e.g. ‘noun > adjective), compound ‘nouns, phrasal verbs, and highlight examples from the reading or listening texts. The box gives a brief explanation tend some examples. There isan activity for further practice and 2 reference to an activity in the ‘Workbook which introduces more words that belong to the same morphological area, ‘The grammar practice tasks within the unit are linked to te presentation text and topic and are thus contentvrich inthe same way. They move from more. supported exercises through to more challenging tasks. ‘A final task on each spread allows ‘the learners to create their own, output and is structured so that learners have the opportunity ‘0 use the target grammar as well as other target language, for example vocabulary in a ‘meaningful context, Ths final task has a variety of formats such as discussions, personal narratives, tasi-based activities (ranking, fetc) and the emphasis from the learner's perspective ison content and fluengy rather than ‘grammatical accuracy. Introduction B1“ Lesson type c Reading ‘This page is the first page of a double-page reading lesson. The reading text is always on the right-hand page, and the activities on the left Critical thinking activities require students to engage with the reading texts at a deeper level, and require ‘them to show real understanding — ‘ot just reading comprehension. This training ~ in evaluating texts, assessing the validity and strength of arguments and developing an awareness of authorial techniques ~ is clearly a valuable skill for those students learning English for ‘academic purposes (EAP) where reflective learning is essential Moreover, itis also very much part ‘of the National Geographic spirit which encourages people to question assumptions, and develop thelr own well-informed and reasoned opinions. The Word focus sections take high: frequency words and give examples of the different meanings they can have according to the contexts in which they appear and the different ‘words they collocate with. Introduction “The mini contents section at the beginning of every lesson sets clear targets. Reading opener Sica Wugnaney ig au | Word focus of from eats Nee porto fe Tho Saceees ei pe enolase The seed vault 138 nw te pad snnin ‘lo popin Chow a a Critical thinking summarising 1 Mach ae sen er ihe pope ears Speaking Stas theontn prt Ore Ura Sore itt peLesson type d Real life This page is the one-page functional lesson from Unit 8. sa The photos of Reinier Gerritsen The d lessons have clear ‘Real fi life’ functional aims. The pronunciation syllabus | covers sounds and spelling: connected speech; stress and intonation. Introduction 1516 Lesson type e Writing This page is the one-page writing lesson from Unit 4 presented and practised inevery lesson. ‘A different writing skill is | ————§] Every e lesson has a specific text type, |} writing short emails 1 He dye coma tp nor Iie aorta and ye 2 Rea hee shore Wh shot ok Every writing lesson includes a model Introduction Bae one infor osc pes enon 04 | 4@You-have an email 1 sok ote wad nee Win de Sanne 1 tej cin wom ata? 2 The yurktee Cn youcome md gt he ey 1 Hitmen spc. can we oases esc + ith enec cope meampu 5 wom ago pe oe sage Aa rey thawing nc esa te ou pres (eg Senet bea 6 kings Bae shou pet “Students always finish with a productive task Students are encouraged ‘to take part in peer correction,Unit 1 People ieadin z Getting to know you 1 (the ball game) Bring a ball, bean bag or other light object (whichis easy to throw and catch) into the class. ‘Ask students to stand up and stand in a circle. Say, Hi My name's (Mike). What's your name? and throw the ball to a student. The student says, Hi! My name's (..2). What's your name? and throws the ball to another student. (Students «will soon understand what to do after alittle trial and error!) Continue until all the students have had a chance to introduce themselves. Then say, My name's (Mike) and her name's (Clara). Throw the ball to Clara). This student must say, My name's (Clara) and his name's (van). Then she throws the ball to (Ivan). Continue until al the students have had a go. To do this part of the game, they must remember other students’ names. ‘There are many variations on this game (including, remembering all the students’ names in a chain, remembering the nationality of each student, etc). The ‘main thing is that at the start of the course, you and all ‘the class know and remember everybody's name. Getting to know you 2 With a new class, ask students to write their name on a name card. Itis a good idea to bring into class a set of ASssize pieces of card or sturdy paper for this purpose. Students fold the card and write their names, Then they place the names on the desk in front of them. Tell students to ask each other's names. Get students to use name cards until you know each other well enough not to need them. 1. Ask students to look atthe photo. Ask the questions. ANSWERS He's in Majlis al Jinn Cave, Oman His surname is Alvarez, Background notes Depending on where your students are from, you may need to point out that, in English-speaking countries, the first name (here, Stephen) comes before the surname or ‘amily name (here, Alvare2). Sometimes people have a middle name (e.g. Stephen John Alvarez) but itis often omitted or reduced to an initial (eg. Stephen J. Avarez). ‘The Majlis al Jinn Cave is the ninth largest cave chamber in the world. Ithasa volume of 4 milion cubic metres and isin. remote area of the Selma Plateau in the Sultanate of Oman in the Middle East. 2 (1-1) Play the recording. Students listen and match the questions with the answers. ANSWERS: 1¢ 2a 3b Audioscript & (1.11 = interviewer, R = Richard Turner What's your name? Ri Richard Turner. Where are you from? ‘The UK, but I'm an explorer for National Geographic 50 1 travel all over the world, really like this photo. Yes, it’s in Oman. And the photographer, what's his name? R: Stephen Alvarez. 1: Where's he from? ‘He's from the USA. Extra activity To practise pronunciation before doing Exercise 3, play the recording again and ask students to listen and repeat the key questions and answers. Once they have repeated the phrases from the recording, go round the class, nominating individuals to ask and answer the questions asin Exercise 2, 8.9. ‘What's your name?" ‘Stephen Alvarez’, etc 3 Organise this activity in one of a variety of ways Students could ask and answer with a partner first, then change partners to ask and answer the third person questions, What's his /her name?, etc. Alternatively, they could ask and answer in groups of four before changing ‘groups, or students could mingle, walk round the class, and ask a number of people. Extra activity Students interview each other to find out names and nationalities, but must then do a task. For example, tell them 10 ask the questions and then order themselves according to the alphabetical order of their first names or surnames (so ‘Adam would sit inthe first seat to the right of the class, and Zoe would end up sitting in a seat to the far left). Or, ina lass of mixed nationalities tell them to sit next to a person from the country that is closest to their own country. Teaching notes: teachi Teachers at Elementary level need to think in terms of visuals and mimes. It is a good idea to build up a set of flashcards or pictures, or use slide presentation software or interactive whiteboard software to show visuals. You don't need to speak to explain words or to set up activities. Mime words or use a picture. Act out or model an activity so that students can see what you want them to do. Grade your language and limit your talking time. Its also important to make lessons varied at beginner level. Plan lessons that incorporate a bit of listening, a bit of reading, some basic language, some writing, and some speaking. Activities should be short and you should try to vary interaction, 100, so mix up the pairs and have groupwork and mingles. Itis important to keep recycling language from one lesson to ‘the next, so try to include warmers or short communicative activities at the start or end of lessons to allow students to reuse and recycle language they've acquired, ‘And, finally, establish good practice. Encourage a classroom situation where only English is spoken, and introduce students ‘Fadully to the idea of speaking in pairs and groups. 1g elementary students a18 UNIT 1 People 1a Explorers Introducing the theme: explorers Write explorers on the board and ask students to give you ‘the names of some famous explorers that they know (€.9 Christopher Columbus, Captain Cook, Neil Armstrong, Scott of the Antarctic, etc). ‘Once you have three or four names, ask students in pairs to think of three facts about one of the explorers that they can tell the class. Listening 1 Ask students to look at the photos and say where the explorers are from, Ask: What do explorers do? (They visit ‘unusual places or find new places.) ANSWERS ‘The flags on the coats show that they are from Canada and Britain, 2 911.2) Play the recording. Students listen and decide if the sentences are true or false. ANSWERS 17 2 F (Wales, in Great Britain) 3T at 5 F (explorer) 6 F (She's from Canada) 7 F (He's thirtysix and she's thirty-five) Audioscript 6 (1.2) | = interviewer, M = Mike Burney 1 Hello, What’s your name? M:My name's Mike Burney. 1: Are you from Great Britain? ‘Yes, I'm from Wales, but I travel all the time. 1 And are you married? Yes, | am. My wife's name is Sally. She isn’t at home at the moment. Why? What's her job? IM: She's also an explorer and we often travel together. Is she from Wales too? MiNo, she isn’t, She's from Canada, i: Are you the same age? M:No, we aren't. I'm thirty-six and Sally is thirty-five. Extra activity ‘Ask students to write true answers for the false sentences. unit 4 Background notes Wales is a country that is part of Great Britain, Great Britain describes the island that is comprised of Scotland to the north, England to the south, and Wales to the west. Welsh people tend to see themselves as Welsh first and British second (and never call themselves English!) Vocabulary persona! information 3 Students complete the fable with underlined words from Exercise 2. Do the first line as an example. Let students compare their answers in pairs before discussing asa class. ANSWERS: First name Mike sally Surname Burney Age twenty-six thirty-five Job/Occupation _ explorer photographer Country usa Wales Marital status single married Relationship husband wife 4 Students add their own information to the table, In feedback, ask some questions and elicit answers (What's _your first name? How old are you? Where are you from? Are ‘you married?, etc.) Grammar be (am / is / are) 5 1.2] Play the recording again. Students listen and circle the forms of be. Let them compare their answers in pairs before discussing as a class. In feedback, elicit answers and establish that there are three forms (am, is and are). ANSWERS Hello, What's your name? i My name's Mike Burney ‘Are you from Great Britain? Yes, I'm from Wales but | travel all the time. And are you married? Yes, lam. My wifes name is Sally. She isn't at home at the moment Why? whats her job? She's also an explorer and we often travel together. [sshe from Wales too? No, she isnt. She's trom Canada. ‘Are you the same age? No, we aren't. fm thirty-six and Sally is thirty-five gcg7Er grgrer 6 Ask students to work in pairs to discuss the questions. In feedback, point out the way the different forms are pronounced (see Pronunciation notes below). Look at the grammar box with the students and refer them to the information and practice on page 157.UNIT 1. People Grammar notes ‘We use am with the frst person I (Iam). This is often abbreviated to min spoken English and informal written English, We add not to make the negative (I'm not) and invert with the subject to make the question (Am I... In short answers, we use Yes, Jam (not Fm), and No, fm ‘ot. Note that !amn't or n't are not possible. ‘+ We use is with the third person (he, she, it). This is often abbreviated to He's, She's or It's in spoken English and informal written English. We add n't to make the negative (He isn’t etc) and invert with the subject to make the question (ls she... ?etc). In short answers, we use Yes, he isor Yes, itis, etc (not Yes, he’s or Yes, it), and No, he isn’t. Note that he's not or she's not are possible but less common uses. ‘+ We use are with the second and third person plural forms (you, we, they are). This s often abbreviated to You're, We're or They/re in spoken English and informal written English. We add n’t to make the negative (We aren't, etc.) and invert with the subject to make the question (Are you ... ? etc). In short answers, we use Yes, we are or Yes, they are, etc. (not Yes, we're of Yes, they're), and No, they aren't, Note that they're not or we're nat are possible but less common uses. Pronun n contracted forms Ta 6 (1.3) Lead in by asking students to read through the contractions and think about how they are pronounced. Then play the recording. Students listen and, tick the forms they hear ANSWERS iim 3'mnot 5 aren't. 7 isn't 2 Are 's 6 ‘te als Audioscript & (1.3) 1 Tmthirty-one. 2 Are you from England? 3. No,I'mnot. 4 Her name’s Helena, 5 Wearen’t from the USA. 6 We're from Canada, 7 No, he isn’t 8 Ishe married? Th A [1.3] Play the recording again. Students listen and repeat. For further practice, ask students to practise reading out the conversation in Exercise 5 in pairs. Pronunciation notes The pronunciation of the contractions is quite difficult for elementary students. It involves getting their tongue round long vowels and diphthongs. Point out the diphthong in I’m /atm/, the /z/ sound in he’s and she's {hzI, and the long vowel sound in are and aren’t azn. Both we're /wia/ and they're /Bca/ have tricky diphthongs. 8 69 [1.4] Lead inby chocking the meaning of customs official (a person who looks at passports when you arrive ina country), Ask students to complete the conversation. Let students compare their answers in pairs, Then play the recording. Students listen and check ANSWERS 1 Are 3's 5 te 7 isn't 2'm 4 te 6's B's Audioscript & (1.4) = customs officer, M = Mike Burn ey : Good afternoon, Are you in New Zealand for work or a holiday? For work. I'm an explorer, i see, What’s your address in Auckland? 1M: We're at 106a Eglinton Road. We? M: Yes, my wife and two children. They're with me. mi: Ct Is your wife also an explorer? IM: Yes, she is, but she isn’t in Auckland for work. She's, on holiday. Extra activity Students could practise reading out the conversation in pairs, paying attention to the pronunciation of the forms of be. Alternatively, elicit and write up the official's questions on the board, then ask students to close their bbooks and practise the conversation in pairs. One student asks questions. The other remembers answers. Speaking 9 Organise the class into pairs. Tell them to work together to think about how to form questions to get the information. Then ask stuclents to take tums to interview each other and to take brief notes. 410 Once students have finished their interviews, ask individuals to tell the class about their partner, Teaching notes Use the opportunity of this extended speaking activity to listen and note down errors with form and pronunciation, At the end, write four or five inaccurate sentences on the board and ask students to correct them as a class or in pairs Itis a good idea to do an error feedback stage at the lend of a fluency activity It reminds students that being accurate is important and focuses on the kind of errors students regularly make. Homework ‘Ask students to write a short blog to introduce themselves. Tell them to write about their name and their job, thelr country and their marital status. 1a 1920 UNIT 1 People 1b A family in East Africa Lead:in Using words Wiitetwo fist names on the board (the name of your mother or father andthe name of yout brother of aster. Tell students that they ae important people to you. In pairs, students must think of questions to ask you to find but sbout the people. Give students one minute to think Of questions (e.g, How olds George? she your brother? hat’ his job? Is he single? Students interview you to find out about the two family members, Reading Ask students the questions and elicit answers. 2 Ask students to read the questions. Focus students on the questions by asking them how many names of people in the Leakey family they can find (six). Students read the text and find answers to the questions. Let them compare their answers in pairs. ANSWERS 1 England 2 Yes, they are. 3 He's a farmer. 4 He's an explorer and a scientist. 5 No, she isn't. 6 Yes, he is. 3 Students read the text again and complete the family inee. Let them compare their answers in pairs ANSWERS 1 Mary 3 Richard 5 Katy 2 Colin 4 Maeve 6 Samira Extra activity Tell students to close their books or cover the text and family tree. Then ask questions. For example, Who's Phillip? Where does Samira work? Find out how much students can remember. Vocabulary family 4 Ask students to work in pairs to categorise the words. In feedback, you could draw your own family tree on the board in order to point out the different family relationships. ANSWERS IM: father, uncle, nephew, step brother F: mother, aunt, niece, mother-in-law B: cousin, parent, grandparent 5 Students complete the phrases. Let them compare their answers in pairs. Read through the Wortbuilding box with Unit 1 the class. Refer students to page 11 of the Workbook for further information and practice. ANSWERS 4 unele, aunt 2 niece, nephew 4 step brother mother-in-law 6 parent 7 grandparent Extra acti ity | ‘Ask students to add as many other family words as they can to the words in the categories in Exercise 4, e.. sister, ‘grandfather, grandmother, great-grandather, grandchildren, son, daughter wife, husband, sisterin-law, step father, etc. Grammar notes Note that English nouns do not have masculine or feminine endings, so words like cousin or parent do not differentiate according to sex. Grammar possessive ‘s adjectives 6 Read through the grammar box with the class. Ask them to find examples in the text and let them compare their answers in pairs. Refer students to page 157 for further information and practice. ind possessive ANSWERS Possessive’'s in the article: Louise's mother, Richard's step brother, Louise's grandparents, Louise's sister Possessive adjectives in the article: her family, Her father, Their uncle and aunt Grammar notes We use possessive ‘(or the saxon genetive as it is sometimes called) to show possession in English. You add 's to the end of the noun which has possession. Note that the position of the apostrophe changes between singular and plural: My sister's bedroom (one sister) but My sisters’ bedroom (two or more sisters) ‘sis pronounced /s/ after unvoiced sounds and /2/ after voiced sounds. His and her are second person singular possessive adjectives. His (lIke he) refers to a male ‘possessor’. Her (like she) refers to a female ‘possessor. Note that /ts is used to show possession with animals, objects, countries, etc. Possessive adjectives do not change thelr form if the noun, they are showing possession of is plural. So, their mother and their parents, NOT thelrs parents. 7 Students choose the correct word to complete the j sentences. Let them compare their answers in pairs, ANSWERS +My Syour 8 She 7 Our 20 4you His 8 TheirUNIT 1. People Extra acti ity Organise the class into pairs. Tell them to think of a relative they both have (a sister, perhaps, or an uncle). Students must then find three things that are similar ‘about that relative. For example, Student A says: My uncle is French. He is a teacher. He isin Paris. After two minutes, stop students and find out what they now know about their relatives, For example: Our uncles are in Paris! Pronunciation the same or different sounds? 8 Y(1.5) Play the recording. Students listen and decide whether the pronunciation is the same or different ANSWERS iv 2K BY 4K Pronunciation notes Both their and there are pronounced with a diphthong: /Se9/. Note the long sound in he's /hi:z/ and the short vowel sound in his /hiz/. Note the long sound in are /ai/ and the triphthong in our Javel. 9 Model the activity first by reading out the example. ‘Then ask students in pairs to take turns producing sentences with possessive adjectives, ANSWERS 2 Her sister's Claire Their cousins are Juliet and Jane. 4 His grandparents are dead. 5 Isyour name Sylvain? 6 Helen is our niece, Speaking 10 Divide the class into pairs to do the activity. Tell them to write five names and think about what to say about each person, Then tell them to take turns to tell their partner about the people. Ask students to draw a family tree showing five or six close relatives. Divide the class into new pairs. Students tell each other about the people in their family tree. Their partner ‘must listen and draw the family tree. Homework Ask students to write a blog entry about three of their relatives. 1c The face of seven billion people Lead-in Pre-teach key words Write the following numbers on the board: 7,009 32,000,000 30% 1.5. 1,000,000,000 Ask students how to say these numbers. Then ask them in pairs to use their imagination and think of something that ‘each number might refer to. Answers: seven thousand, thirty-two million, thirty per cent, one point five, one billion Reading 1 Lead in by asking stuclents to look at the picture of the face on page 15. Ask, What can you see? What does this show? Then discuss the question in the exercise as a class. In a class of mixed nationalities, ask for individual answers and find out who comes from the most populous country. (Note: it is a good idea to look up the populations of your students’ countries before the lesson.) 2. Ask students how to say the numbers in the box. Then ‘sk them to read the sentences and predict what numbers go with each sentence. Students read the article and match the numbers to the information ANSWERS 185 21% 7 2 billion 2 1.2billion 38% 8 Sbillion 5 1 billion 6 51% Critical thinking the writer's purpose 3 Ask students to read the article again and choose the correct answer. Let thom compare their answers in pairs In feedback, ask students to say why they chose their answer (see notes below) ANSWER Teaching notes Point out to students that the text is informative because it contains facts and figures. An opinion text would include phrases like / think ... and in my opinion, 4 Organise the class into pairs first to think about and share what they find surprising, Then ask individuals to fell the class 1c 2UNIT 1 People Vocabulary everyday verbs 5 Students find the verbs then complete the fact file. Do the first as an example, Let students compare their answers in pairs ANSWERS FACT FILE: China 1.2 billion people live in Chine. 70% of the population speak the language of Mandarin, Chinese. Over 1 billion Chinese people have a mobile phone. 165% of the population work in agriculture. 35% of the Chinese use the Internet, Background notes Standard Mandarin is the official language of mainland China. However, there are many regional Chinese languages, notably Cantonese, and other languages, such {as Tibetan, Mongolian and Uyghur, are spoken among China's ethnic minorities. The percentage of China's population in agriculture continues to shrink rapidly. Whilst official figures from the early 2000s show the figure as about 65%, it may well bbe down to 55% or less by now as a result of the rush to urbanisation. Extra activity Write the verbs from Exercise 5 on the board. Then use them to provide ‘figures for people in your house, e.g Three people live in my house - me, my husband, and my daughter. 100% of the population speak English. 33% - my husband - speak French. 66% have a mobile phone. My daughter is only three. Only 33% of the population work in the kitchen, ‘Ask students in pairs to think of and share figures for their house. Word focus in 6 Students look at the use of int in Exercise 5 and tick the correct rules, Do the first as an example. In feedback, elicit other examples of words students have seen used with ir ANSWERS We use in with: countries and cities (e.g. in China) areas of work or industry (e.g. in agriculture}. Note that we do not use in to talk about what languages people speak, e.g. | speak English but my friend speaks French. But we can use in in other contexts, e.g. the book was written in Chinese. 22 Unit Grammar notes Inis a preposition with a variety of uses. Here, itis used to say that something is inside a place, container or substance (in a bag, in soup, in China), and it, is used to say that something or someone is involved in a particular type of activity (in a race, in agriculture), Extra activity Elict and build up on the board a list of other phrases using in that students already know (in hospital, in the evening, in love, in the rain, etc). Speaking 7 Divide the class into pairs. Ask students to decide who is A, and who is B, then tell them to find and read their information, Elicit the questions they need to ask their partner to find the missing information. Model and drill the questions if necessary. When students are ready, they take turns to ask and answer questions to find the missing information. In feedback, ask the questions in open class and elicit the information. ANSWERS: Spain The USA population 47 million 300 million Spanish 100% 12% asenice industry ots 10% ss% mobile phones Everyone Everyone the internet 30 milion 250 million Extra acti Vv In a mixed nationality class, ask students to write figures ina third column of the table in Exercise 7 to show facts and figures for their own country. Students then ask and answer questions about thelr countries in pairs Homework Students write a factfile for their own country, using the verbs in Exercise 5UNIT 1. People 1d Ata conference Introducing the theme: meeting people for the first time Bring in four good-sized pictures of famous people that your students should know (film stars, sports stars, etc). Put them on the wall. if possible, put one picture on each wall of your classroom. Walk up to one of the pictures and say Hello. Then have a brief imaginary conversation with the famous person, pausing slightly to pretend that you're listening to a question or an answer. For example (with Leo di Caprio): Hi Leo ... Oh, 'm fine, fine ... 'm Mike ... Oh, ma teacher. What's your job? Really? Wow! ... Oh, from Britain. Where are you from? ... Oh, OK. Goodbye! Model a similar conversation with another picture then ask students to stand up, go to a picture and have an imaginary one-sided conversation. They can, of course, say anything, so this is an opportunity for students to ‘iree- Wheel with the limited amount of English they have. Ifyou have a large class, bring in more pictures. Speaking Pronunciation: spelling 1G {1.6} Play the recording, Students listen and repeat the letters. Pronunciation notes Note that many of the letters share the same vowel sounds: Jel! A,H,J,K 118, CD. EGPTV Tel Fly M,N, S, XZ lau LY sv! 0, 101, U,W Jad R Note that Z is pronounced fzed/ in British English, but /ar/ in US English 2 Students take tums to dictate names, countries and. jobs. In feedback, ask some students to say and spell out their partners’ names. Extra activity Spell out the names of famous film stars. Students listen until they guess who the film star is, Then they shout out, the name. If they are wrong, they are out. I they are right, they get a point. Spell out a few names and find out \Wwho gets most points. For example, J-U-D- Oh, Jude Law! tening 3B G (1.7) Students look at the photos. Ask: Who are they? Where are they? What are they doing? What are they saying? Elicit ideas and language. Play the recording. Students listen and answer the questions, Let them compare their answers in pairs. ANSWERS 1 Conversation 1 = 2 people; Conversation 2 = 3 people 2 They are at a conference Audioscript & (1.71 Conversation 1 R= Rita, 6 = Gary R: Hello, can Ihelp you? G: Hi. Yes, I'm at this conference, but I'm early. Yes, you are the first! That's OK. What's your name? ary. Rt Hi Gary, My name's Rita. I’m the conference manager, ice to meet you, Rita. Rt Nice to meet you too. What's your sumame, Gary? w:Laurens? Are you on my list? Err, can you spell that? G: Sure. It’s LA-URENS, OK. There are two people with that name at this conference. G: Really? wzYes, but her surname is Lawrence, L-A-W-! Conversation 2 R = Rita, v = Val 2G = Gary Rt Oh! Here's someone else. Hello. My name's Rita and. T'm the conference manager. "Hi, I'm Valérie. That's a beautiful French name. What's your surname Valérie? Moreau. That's M-O-R-E-AWU. ‘M,M, M, Mason, Moore, Moreau! OK. Well you're the second person here Valérie so I'd like to introduce you to Gary. He's from England. Gi Nice to meet you Valérie, vz Nice to meet you too, Are you from France? Actually no, I'm from an island in the Pacific Ocean, : New Caledonia? v: That's right! R: Err, [have to go. Nice talking to you. Gi Bye Rita. See you later. v: Bye. 1d 23UNIT 1 People 4 @§ (1.7) Play the recording again. Students listen and choose the correct word. ANSWERS 1 first 5 Moreau 2is 6 New Caledonia 8 first 7 Valérie 4 Laurens Real life meeting people for the first time 5 Ask students to read through the expressions carefully ‘Then play recording 1.7 again. Stuclents listen and tick the expressions they hear. ANSWERS Students should tick: ‘My name's. tm... Vm from... Nice to meet you. Nice to meet you too. V'd like to introduce you to He's from Nice talking to you. See you later. Bye Vocabulary notes Note that we say Wice to meet you when we are introduced to someone for the first time, and Nice ‘meeting you or Nice talking to you (using the -ing form) at the end of the conversation as we prepare to leave. This is... and I'd like to introduce you to ... ae ways of introducing people. The second of these is very formal and is generally used in business situations. Extra activity Let students check their answers by looking at the audioscript on page 170. Then ask them in pairs to practise reading out the conversations. 6 Divide the class into groups of three to practise the conversation, Students choose their roles then prepare ‘what to say, using phrases from Exercise 5. Depending on the level and ability of your lass, you could ask them to script the conversation first, or improvise it 24 Unit te Introduce yourself Lead-in” Introducing the theme: introductions \Wirite Gary and Valérie on the board. Remind students that they were introduced to these people in 1d. Ask students to tell you what they remember (Gary's surname istourens, and he's irom England, Valérie surmame Moreau and she's from New Caledonia and speaks French). Writing a personal description 1 Ask students to read the introductions and answer the questions. Let them compare their answers in pairs before discussing as a class. ANSWER They are at a conference, 2 Ask students to read the introductions again and tick the information. ANSWERS Students should tick all boxes in the table except for Valerie's job. The information they give is as follows: First name Gary Valérie Surname Laurens Moreau Job Science lecturer — Country / UK/English New Caledonia / languages French Other lives in USA, Speaks English information married, two and Spanish children Writing skill and, but Ba_ Ask students to look back at the texts and find and underline the words. Discuss the questions as a class, ANSWERS: and is for extra information butis for a difference Grammar notes And and but are conjunctions. We use and to join two sentences. We use but to join two sentences when there Is. ‘a contrast between the sentences. Note that we often use a comma before but when joining sentences. Bb Read the examples with the class and make sure they are clear about whether they are adding extra information or showing a difference. [Ask students to join the sentences. Let them compare their answers in pairs before discussing. as a classUNIT 1 People ‘ANSWERS 5 I'm British, but Hindi is my first language. 4 He's from Germany, but he's in Russia at the moment. 5 My friend is 30 and he's single. 6 [live in Spain, but | work in France. 7 She's a student and she's at Oxford University. 8 My family isin the countryside, but Im in the city. 4 Students write their own introduction. Tell them to start by noting things to write about under the headings in the table in Exercise 2 When students have some ideas, ask them to try to join sentences using and or but. 5 Students exchange their introductions with a partner. Monitor and note how well students correct each other, 6 Depending on your classroom, collect and put the introductions on walls, the noticeboard, the board, or on tables round the side of the class, Students walk round and read the introductions. In feedback, ask students what interesting information they read. Extra activity Ask students to write five short sentences about ‘themselves in a lst on a piece of paper. Tell them to. ‘exchange the lists with a partner, who must then add another clause with and or but to each of their partner's sentences. For example, Student A may have written I'm Spanish. Their partner might write ... and I'm from Valencia, of might write ..., but I speak English. Students return the pieces of paper and read what their partners have written. Homework Students could write an extended introduction for homework. Alternatively, they could write a profile of ‘their favourite celebrity. 1f World party Before you watch 1 Ask students to work in groups. Tell them to look at the title of the video and the photo, and answer the questions. ANSWERS: 1 in Bangkok 2 to celebrate Chinese New Year 2 Discuss the questions asa class. While you watch 3 Ask students to number the questions in order while they watch the video. ANSWERS: bac 4 Go through the information box with students and. pre-teach foot /feet, mile. Give students some time to read through the sentences. Play the video again for students to match the sentences with the numbers. ANSWERS: 1e 2a 3f 4g 5d Gb 7c Sh 5 Give students some time to read through the sentences, Play the whole ofthe video again for the students to watch and order the sentences. 6 Play the whole of the video again. Students watch and check their answers. ANSWERS: a1 cB 8g IT b20 48D kG After you watch 7 Divide the class into groups of four or five. Tell them to use the questions to prepare a party. 8 Ask one person from each group to tell the class about the party. 9 Ask students in pairs to prepare questions using the prompts. For example, Do you have a job? Are you under 30? Ask students to walk round the class and interview as ‘many students as they can in five minutes. Tell students to sit down with their partner and compare their answers. 10 Go through the examples with students and ask them to write their report. You could also set this task as homework. a 2526 UNIT 1 People jeoscript ‘There are seven billion people in the world. But how big is seven billion? One, two, three, four... Don't count from ane to seven billion It takes two hundred years 00.21 There are seven billion stars. But from arth, you can sea thousand at night, not billions. Walk around the Earth 133 times and that’s seven billion steps. People send seven billion texts every 30 hours in the USA. That's 65,000 texts every second, 0.00. And what about a party with seven billion people? Everyone can come. But where on Earth is there a place for a ‘world party? Let's go and take a look, 01.15 Actually, a place for seven billion people isn't very big, compared to the Earth. One person needs about three square feet. But its a party. So everyone needs about six square feet. So for everyone in the world, that's about 42 billion square feet or 1,500 square miles. 01.40 So, where is a good place for this party? ‘The Juneau Iceficld in Alaska isthe correct size, but i's abit cold. (Or there's the state of Rhode Island. Is 1,500 square miles. ‘What about French Polynesia? Its islands are beautiful and they are about 1,500 square miles, 02.03 Oh, and fora photograph of seven billion people, with everyone next to each other, we need an area of $00 square miles. Yes! Seven billion people in 500 square miles. Los Angeles is 500 square miles, So we can take the photograph there. Here comes the photographer in a helicopter: Smile! Unit 4 UNIT 1 Review Grammar 1 Students put the words in order to write questions. ANSWERS 1 What's your name? 2 Are you from England? & Where are you from? 4 Are you single or married? 5 Are you an explorer? 2 Students ask and answer the questions from Exercise 1. 3 Ask students to read and complete the conversation. ANSWERS 1s 3% 5 are 7's gisn't 2% 4Are arent B's 10 4 Ask students to read the sentences and choose the correct option. ANSWERS: 1 your 4 photographer's, my 2 His 5 Her. 5 They Vocabulary 5 Ask students to match the categories 1-6 from a form to the details a. ANSWERS 1f 2c 3a 5b 6d 6 Ask students to complete the sentences with verbs. ANSWERS ‘have 2 speak 3 live 4 work Real life 7 Ask students to read the parts of the conversation and number them in order. ANSWERS: 5,2,4,1,3 8 Students roleplay a conversation using the new details toadapt the conversation from Exercise 7. Speaking 9 Students write sentences about themselves, including one false sentence 40 Students work in pairs to read their sentences and guess their partner's false sentenceEE Unit 2 Possessions In front of the class, take five possessions out of your pocket or bag. These might be your watch, phone, pen, lasses, etc, or they could include one or two more personal or unusual items. Tell the class what they are and ‘why they are important to you. ‘Ask students to take five possessions out of their pockets ‘or bag. In pairs, students describe their possessions and say why they are important. 41 Ask students to look at the photo. Ask the questions. Elicit responses, ANSWERS There are seven people. The possessions are made of plastic. 2 {1.8} Check that the students know the words by asking them to find them inthe picture. Then play the reconting, Ask students to match numbers to words. ANSWERS 2Zballs S0shoes and boots 1sofa 3 TVs Audioscript & (1.2) This photo is by Sarah Leen. It’s about people and their possessions. The photo shows all the plastic objects in this family’s house. There are seven people in the Stow family and they’ve got hundreds of possessions! I think there are 22 balls, 50 shoes and boots, a sofa, three TVs. 3 Divide the class into pairs to find the objects and their colours. In feedback, build up a list on the board ANSWERS balls yellow, blue, red, orange; black and white boots black, grey, white, blue, red, green a chair black roller blades white; black asofa red (or brown) shelves white shoes white, blue, black a toy car red and yellow Ws black, silver 4 Students work in pairs to find objects. In feedback, ask students to tell you what they found, and write any new words on the board, Extra task Play Kim's Game. Ask students to look at the picture for ‘one minute then close their books. Give everybody one minute to write down all the objects they can remember. {At the end, find out which student has the longest lst. Ask him or her to read out their list to check. 2a My possessions Lead-in Using words | Write three everyday objects on the board, e.g. a pen, ‘a mobile phone, a watch. {Ask students in pairs to choose one of the words and to ‘think of as many adjectives as they can to put in front of it eg. a big, black, expensive pen. After @ minute or so, ask pairs to tell you which adjectives ‘they thought of. Vocabulary everyday objects 1 Ask students to look at the picture of the website. Ask: What's his name? What's his website address? What can you see inthe pictures? Discuss the question as a class and use the photos to check the meaning of the words. ANSWERS kayaker, climber, diver Vocabulary notes Kayakers propel their kayak (kara) with a double-bladed ‘oar, unlike canoelsts, who propel their canoes with a single-bladed oar Background notes ‘Andy Torbet isa presenter on the BBC's TV series Coast, which looks at the geology, communities and outdoor activities on Britain’ coastline. He is interested in extreme diving. 2 Ask students to look at the photos of the objects from. the rucksack. Ask them to work in pairs to match the words to the objects. In feedback, elicit the words and drill them for pronunciation. ANSWERS 1 first-aid kit 5 boots gloves 2 compass 6 mobile phone 10 torch 3 camera 7 hat 4 map 4 pens 2 knife Pronunciation notes Point out the difficult pronunciation of some of the words: compass Pkampas/; gloves falwvzi; torch /tatf/ Tell students they are going on holiday in the mountains for the weekend, but they can only take three objects from the rucksack. In pairs, students must choose three things, then tell the class which ones they chose and why.UNIT 2 Possessions Grammar plural nouns 3 Ask students to look at the words in Exercise 2 and find plural nouns. Read the grammar box with the students. Refer students to the information and practice on page 158 Grammar notes Note that if words end in -y after a vowel, the y does not change, e.g, bays, monkeys and toys. There are some exceptions when a noun ends with -f, so knives, wives, halves follow the rule but roofs does not. Irregular nouns often involve people or animals (women, sheep, deer) 4 @ [1.9] Ask students to write the plurals. Let them. compare their answers in pairs Play the recording. Students listen and check their answers. Audioscript and key @ [1.9] maps mobile phones compasses hats: cameras knives countries boxes Extra activity Write some other words on the board and ask students to write plurals, e.g. city, wife, boy, watch, glass, prince. Listening 5 @§ [1.10] Start by reminding students who Andy is. Refer them back to his website and ask what he does. ‘Ask stuclents to read the questions and options, and check any words that students don’t know. Play the recording, Students listen and choose the answers. ANSWERS: 1a 2d 3 ahhat, a first-aid kit, a camera, gloves Audioscript & [1.10] interviewer, a = Andy {: Hello, Today I’m in the north of Scotland. We're at the bottom of a mountain. Its very beautiful but it’s very. cold and I'm here with Andy Torbet. Andy, are you from Scotland? Yes, Lam. I'm from Aberdeen. Now Andy. You're a professional climber so you've gota rucksack with you today. What's always in your rucksack? 28 Unit2 ‘A: Well, this is my hat. It’s good because it’s cold today, but it’s also important when it’s hot because of the sun. see. And what's this? A It’s first-aid kit. Iv always in my rucksack. tz Good idea. And what's that? ‘A: It's my camera. I take it everywhere. And these are my climbing boots. 1: Right. And over there. What are those? AI My gloves. Right, they ARE important today! OK. So we've got everything, Let's start climbing. A: Sure. Let's go. Background notes ‘The United Kingdom is made up of four countries: England, Scotland, Wales and Northern Ireland. ‘Aberdeen is a coastal city in the north-east of Scotland. Grammar this, that, these, these 6 @ [1.11] Ask students to look at the extract from the interview, and guess which words are correct. Play the recording. Students listen and check. Read the grammar box with the students. Refer students to the information and practice on page 158. ANSWERS ‘this 2 that 3 these 4 those Audioscript @% (1.11) interviewer, A= Andy i: Tse. And what's this? (8 a first-aid kit. I's always in my rucksack. Good idea. And what's thal? t's my camera, I take it everywhere. And these are my climbing boots. Right. And over there. What are those? y gloves. Grammar note ‘We use the demonstrative pronouns this and these to refer to things that are close to the speaker. We use the demonstrative pronouns that and those to refer to things that are further away from the speaker. 7 Ask students to complete the questions and answers, Let students compare their answers in pairs. ANSWERS 1 What's this? 8 What are these? t's a camera. They're my boots. 4 What are those? They're keys. 2 What's that? It’s my mobile phone.UNIT 2. Possessions Pronun ni /3/ oF fi:/ Ba 6 [1.12] Play the recording, Students listen to the sounds. In feedback, point out the longer sound in fi: Audioscript 4 (1.12) fal fist 8b 6 [1.13] Play the recording, Students listen and note whether the vowel sound is short or long, In feedback, check the answers. Play the recording again, Students listen and repeat. ANSWERS 1 hb 3 fy 5 hl 7h 2 Tet 4 hd 6 it Bits Pronunciation note Some nationalities have real problems with these sounds if yours do, help them by showing them how to physically make the sound. “To make /i/, spread your mouth wider and hold the sound longer than when you make the /1/ sound. Ask students to, copy the way you make the sound, Extra acti ity Write (or say) some tongue twisters, and ask students to try to repeat them. Try these She's got pink keys. This isa big green ship. Speaking 9 Organise the class into pairs to ask and answer questions about things in the classroom and in their possession. Model the activity first by asking one or two questions in open class. Extra activity Monitor students carefully and listen to how accurately they use the demonstrative pronouns. Note down five or six errors that they make and write them on the board. Elicit corrections from students. Homework ‘Ask students to write a list of ten things that they always take in their rucksack or suitcase when they go on holiday. In the next lesson, ask students in pairs or groups to share, their lists. 2b At home Lead-in Introducing the theme and using words: furniture Write furniture on the board, and check its meaning by eliciting examples. Then put students in pairs to write a list of all the furniture they can see in the classroom. After a couple of minutes, elicit words and write a list on the board (e.g. table, chairs, desks, stools, board). Reading 1 Ask students to look at the photos. Ask: What can yout see? Elicit any vocabulary in the picture that students know. Then put students in paits to discuss the questions. Elicit similarities and differences SAMPLE ANSWERS: ‘The apartments look the same size with the same walls, windows and lights. They all have a sofa on the right, and aWVon the left The families are different, they have different furniture, and the sofas are different colours, 2 Students read the article and answer the questions. Let them compare their answers in pairs before discussing as aclass. ANSWERS 18 28 38 4D 5D Vocabulary furniture 3 Ask students to look at the words in the table, and ask them to find the items in the first photo that are ticked in the table. Students can work in pairs. In feedback, use the picture to check any new words, and then check the other four words (blinds, rug, carpet, plant) by using mime or drawing pictures on the board. Drill the words for pronunciation (see the Pronunciation notes below). Pronunciation notes Note the stress in these words: sofa, armchair, television, mirror, computer, carpet Note the stress and difficult pronunciation in these words: picture prktfa/; cypboard /"kabad; drawer 'drsra/ Extra activity Mime using the different pieces of furniture. For example, mime working at a computer, switching on a lamp, watering a plant, straightening a picture. Students must ‘guess the word. Then divide the class into pairs or groups to mime and guess words, 4 Students work in pairs to complete the table. In feedback, elicit and check the answers, 2b 2930 UNIT 2. Possessions ANSWERS 1 2 3 4 sofa “ v “ v armchair v chair “ ‘ television) ¥ v ‘ v mirror ‘ desk v lamp y computer Y v pictures ‘ v “ v blinds v curtains ‘ v v cupboards and drawers v v v v rug v carpet v plant v Extra activity Ask students to describe their living rooms in groups of four. Model the task first by describing your living room insimple terms, e.g. In my living room, there is a TV and a sofa but there isn’t a computer. There are two lamps ... They must find five similarities between all four of their living rooms. Grammar there is / are, prepositions of place 5 Read through the grammar box with the class. Ask Students to look at the sentence and discuss the question, asa class. Refer students to pages 158 and 159 for further information and practice. ANSWERS Alter there is, the noun is singular. After there are, the noun is plural Grammar notes Note also that after there is and there isn’t, we use the Indefinite article a with singular nouns. After there are, ‘we use a number with plural nouns. Note the question forms: ‘Are there any...? requires a yes /no answer, e.g. Yes, there are. No, there aren’t. How many ... are there? is asking for the number of objects, and requires a number in the answer, e.g, There are three, 6 Students complete the sentences. Do the first as an example with the class, and tell them to refer to the grammar box. Let students compare their answers in pairs ANSWERS 1's Bare S Isis 7 are,'s 2isn't 4 aren't 6 Are,aren't 8 Are, aren't, unit 2 7 @ [1.14] Play the recording, Students listen and check their answers to Exercise 6. Play the recording again for students to listen and repeat. Audioscript 6 [1.14] There's a desk. ‘There isn’t a rug, but there's a carpet. ‘There are three pictures on the wall ‘There aren‘t any curtains Is there a plant? Yes, there is. 6 Are there any chairs? No, there arent 7 How many chairs are there? There's one, 8 Are there any books? No, there aren't. 8 In pairs, students practise asking and answering the questions. Model the activity first by getting students to ask you questions and getting them to guess the apartment you are thinking about. ity, ‘An alternative task, to practise affirmative and negative sentences, is to get one student to describe one of the apartments from Exercise 1 (e.g. In this apartment, there isa rug and a TV but there aren't any ...), and have the ‘other student listen and guess which one. Extra act 9 [1.15] Read through the grammar box with the class. Ask students to look at picture 4 and choose the correct prepositions in the text. Let them compare their answers in pairs. Then play the recording. for students to check. Refer students to page 159 for further information and practice. ANSWERS Von 5 in the middle 2 under 6 in front of 3 opposite 7 behind 4 onthe right Aur script 4 (1.15) ‘There are two pictures on the wall and the sofa is under them. There's a TV opposite the sofa and there's a plant on the right of the TV. There's a large rug in the middle of the room. The family is in front of the window. The parents are behind the children. Vocabulary notes Some students get confused between opposite and in front of In latin languages, in front of isa false friend a5 it looks similar to the word for opposite. Opposite has the idea of facing something across a room, a street, etc, In front of has the idea of being positioned ‘with your back to something - its the opposite of behind. Draw two heads facing each other on the board, and another two heads, next to each other but facing In the same direction, in order to get across the ideaUNIT 2 Possessions 40 Students complete the description. Let them compare their answers in pairs. ANSWERS 1 inthe middle 3 on 2 between 4 under Extra activity Tell students to choose an apartment and write about it Monitor and check that they are using there is/are and prepositions correctly. When students are ready, ask them 40 read out their description in pairs or small groups. 41 Organise the clas into pairs. Ask them to find the pictures ofthe empty rooms, and draw six items of furniture. You could model the activity on the board first by copying a picture and drawing one or two items of furniture in it When students are ready, they take turns to describe their rooms, Their partner must draw what they are describing, At the end, find out who drew pictures accurately. Extra activity Do this activity first 2s a whole-class picture dictation task Before class, draw the diagram in the activity on a sheet of ‘A3 paper, and add five or six pieces of furniture. In class, draw the diagram in the activity on the board without the furniture. Ask one student to come to the board with ‘@ marker pen. Hold up the piece of A3 paper so that the class (but not the student at the board) can see it. The class describe the drawing. The student must draw the items of furniture in the plan on the board. Writing and speaking 412_Stucents write their description. Monitor and help with ideas and vocabulary. When they are ready, students exchange their descriptions, then discuss similarities and differences. Put the descriptions on the walls of the classroom so students can walk round and read other students’ work. Extra activity Students read their partner's description of their room then draw it on a piece of paper. They compare drawings and say how close the drawings are to reality. Homework Ask students to write a description of a different room in ‘their house, or the living room in their grandparents’ or aunt and uncle's house, Alternatively, they could write a description of the perfect living room of their dreams. 2c Global objects Lead-in Introducing the theme: cars and nationalities Write the names of some famous car brands on the board, e.g. Ferrari, Mercedes, Fiat, Rolls Royce, Renault, Ford. ‘Ask students to say where these cars are from, and what they know about them. Elicit adjectives to describe the cars (fast, beautiful, expensive, cheap, popular). Answers: Ferrari (italy), Mercedes (Germany), Fiat (taly), Rolls Royce (UK), Renault (France), Ford (US) Reading 1. Ask students to look at the picture. Discuss the questions as a class 2 Ask students to read the article and choose the correct answers. Let them compare their answers in pairs. ANSWERS 1A 2c 3B Critical thinking close reading 3 Explain that close reading means reading a part of the text very carefully to find a very specific piece of information. Give students a moment to read through the sentences and answers. Then look at sentence 1, and ask students where in the text they can find the answer. Ask students to read the text closely to find the other answers. Let them compare their answers in pairs. ANSWERS 1A 2 A Uapanese engine) BA 4 C (parts are from Brazil but it doesn’t say that the car is famous there) > 6 B (they are made in Britain by an American company) 7 B (the glass is French but the factory is Belgian) 2A Background notes The Mint is a small economy car first manufactured in 1959 by BMC (the British Motor Corporation). It became a design icon and was manufactured in Britain and in other countries all over the world (including Australia, Belgium, Spain, South Africa, Uruguay and Venezuelal). It appeared in the classic 1969 movie The italian Job. BMW took over ‘the production of the Mini from 2000. It is assembled at the large Cowley plant in east Oxford. The BMW Mini retains the look of the original car but is technically completely different. 2 a32 UNIT 2. Possessions Extra activity Use the pictures on the page to check and explain the different car parts. Vocabulary countries and nationalities 4 Ask students to look at the article and find countries to complete the table. Lot them compare their answers with a partner before discussing as a class. In feedback, elicit the different suffixes (dan, -ese, -ish) used in words for nationalities. Read through the Wordbuilding box with the class, and elicit other examples from the students. Refer students to page 19 of the Workhook for further information and practic. ANSWERS 1 Britain 5 Canadian ——_9 Brazilian 2 German 6 Italian 10 England % Austrian 7 Japanese 11 Spanish 4 the Netherlands 8 Belgium 12 France Background notes ‘The Netherlands is often also referred to as Holland in English. (Great) Britain is comprised of three countries England (English), Scotland (Scottish) and Wales (Welsh). Pronunciation word stress Sa @% [1.16] Play the recording, Students listen and ‘underline the main stress Audioscript and key @ [1.16] 1 Britain British 2Germany German 3 Austria Austrian 4 The Netherlands Dutch 5 Canada Canadian 6ltaly Italian 7 Japan Japanese 8 Belgium Belgian 9 Brazil Brazilian 10 England English 11Spain Spanish 12 France French Sb Gj (1.16) Play the recording again. Students listen and repeat. Pronunciation notes Note that when nationalities end with -ian, the stress ‘tends to be on the syllable before the suffix. When nationalities end with -ese, the suffix tends to be stressed. Unit 2 Extra activity Ina class of mixed nationalities, model and drill the countries and nationalities of your students for pronunciation ‘Ask students to write the names of three countries that border their country, Model and drill these countries and nationalities. 6 Ask students to answer the questions in pairs. ANSWERS 1 Asia, Europe, the Americas (north and south) 2 Students’ own ideas. Speaking 7 Model the activity first, e.g. My shoes are Italian, my car is from France, Organise the class into pairs. Students take turns to tell each other about their objects. Extra activity 1 Write alist of famous brands on the board and ask students to say which country they are from, e.g. Dior ‘McDonalds, Audi, Benetton, Zara, etc. Ask students in pairs to write their own list of six famous brands. Tell them to exchange the list with another pair who must then write ‘the nationality of the brand, Extra activity 2 Ina mature class, ask students to tell you about a brand or company from their country that is owned by another country or uses products from other countries.UNIT 2. Possessions 2d At the shop “lead-in Using words: shops Draw two horizontal lines on the board to signify a street, and write HIGH STREET between the lines. Ask students: What type of shops do you find in a High Street? Elicit some of the following and write them on the board: clothes shop, shoe shop, chemist, supermarket, coffee shop, greengrocer, etc ‘Ask: What do you buy in each shop? What do you say when you are in a shop? Real life shopping 41 Ask students to look at the picture. Discuss the question as a class and elicit any useful vocabulary. 2 [1.17] Check that students understand how to say the prices in the task (€21.00 = fvety-one euros; $19.35 = nineteen dollars thirty-five; £3.50 = three pounds fifty). Play the recording, Students listen and match the conversation to the item and price. Let students check their ansivers in pairs ANSWERS Conversation 1 coffee £3.50 Conversation 2 bags $19.35 Conversation 3 football €21.00 Conversation 2 is shown in the photo. Audioscript 4% [1.17] Conversation 1 A: Hello, can Thelp you? Yes, I'd like a coffee, please ¢ Large or small? =A large one, please, ‘That's three pounds fifty. Conversation 2 ‘A: Hello. Can Ihelp you? 8: Yes. These bags are nice but they're very small. Are there different sizes? (es, there are, ... These ones are large. 8: Right. Is there a medium size? Jo. Only two sizes. OK. And are there other colours? Az Yes, these ones are red. Oh yes, those are nice! How much are they? ‘A: They're nineteen dollars thirty-five cents, Conversation 3 ‘Ai Hello, can Ihelp you? 8: Hello, 'd like a ball, please A: A football? A tennis ball? jorry, a football ‘A: Well, the footballs are here. Are they all black and white? ‘A: Err, no. There are also ones for different football teams, So this one is red and blue for Barcelona, Ts there a red one for Manchester United? At No, there isn’t... sorry. Oh. OK, that one, please, his one? fes, please. How much is it? Az It’s twenty one euros. 3 6911.17) Give students a moment to read through the sentences, Explain the difference between small, ‘meal and large ‘Ask students to work in pairs to decide who says which phrase. Play the recording again. Students listen and choose, then listen again and check their answers. Let stuclents compare their answers in pairs before discussing as a class. ANSWERS Cant help you? s Vd lke a coffee, please. C Large or small? 5 Alarge one, please. C ‘These ones are large. S Is there a medium size? C Are there other colours? C ‘These ones are red. S Those are nice! C How much are they? C Are they all black and white? ¢ This one is red and blue. $ OK, that one, please. C How much is it? C 4. Organise the class into pairs. Tell them to prepare a conversation from the prompts. Do the first sentence as an example, and monitor and help students with the activity. When students are ready, ask them to practise reacling out the conversation in pairs. Monitor carefully and make sure they are altempting a good intonation pattern. ANSWERS S: Hello. Can | help you? Yes, I'd like a T-shirt, please. S: Large or medium? C: Medium. Are there other colours? S: These ones are green and blue. C: How much are they? 5: They're $7.50, Extra acti ity Ask students to improvise similar conversations with different objects: a bag, a ball, a shirt, etc 2d 3BUNIT 2 Possessions Word focus one / ones 5 Ask students to underline one or ones in the expressions in Exercise 3, then complete the sentences 1-4. Let students compare their answers in pairs before discussing as a class, ANSWERS Alarge one, please. These ones are large. These ones are red. Tone 2 ones This one is red and blue. OK, that one, please. Bone 4 ones. Grammar notes One isa pronoun used to refer to something when that type Of thing has already been mentioned or when itis obvious what you are talking about. The plural is ones. itis often used with demonstrative adjectives (this one, that one, etc). Pronun n contrastive stress 6 [1.18] Play the recording, Students listen and note the stress, then listen again and repeat. Audioscript @% [1.18] 3 This ball is nice but that one is horrible! 4 These gloves are small but those ones are large. Extra activity Write the following words on the board and ask students to prepare and practise saying sentences with them, using fone and this, that, these, those. book | interesting i! terrible cars | fast i! slow Tshirt | comfortable I! uncomfortable songs / boring it great 7 Organise the class into pairs to act out the situations. Ask students to decide who is A, and who is B, then to look at their roles on pages 154 and 155, Tell them to think about which phrases to use in the conversation, ‘When students are ready, tell them to practise the conversation, then change roles. Extra activity Alternatively, make this a whole-class fun activity, Students, in pairs will roleplay running a market stall. They must write a list of products to sell, with prices. ‘Ask one student from each pair to walk round the class, visiting different ‘stalls The other student remains at their stall and explains the products and prices to customers. 34 Unit2 2e For sale Using words: adjectives Write the following sentence on the board: In the classroom, there are some desks and some students. Divide the class into two teams. Team A must add one adjective to one of the nouns in the sentence, e.g. In the Classroom, there are some large desks and some students. Then Team 8 must add another adjective. Team A add another. And so on until one team can’t think of another adjective. Write words up as students give them to you. After a while, the sentence will look something like: In the cold, white, modern, Spanish classroom, there are some large, white desks and some friendly, young, Spanish students. Writing adverts 1 Ask students to look at the adverts. Discuss the question as a class. Follow up by asking: Where do you see these ads? (in newspapers or online) Do you buy things from ‘ads in newspapers or on websites? Wy? Why not? ANSWERS Acomputer desk and chair; a car (a 1965 British Mini); ‘a rucksack Vocabulary notes Adverts or ads are short for ‘advertisements’. You may ‘need to chack these words and for sale (= you can buy it) in feedback to Exercise 1 Vocabulary aljectives 2 Ask students to find the opposites in the adverts. Do the first word as an example. Let students compare their answers in pairs. ANSWERS 1 modern, new 4 fast 2 good 5 large 3 useful 6 cheap Pronunciation notes Note the stress: modern, useful, expensive Writing skill describing objects with adjectives 3 Students read the example and rewrite the sentences. Let them compare their answers in pairs before discussing asaclass.UNIT 2 Possessions ANSWERS 1 Wsan old car. 2 They're modern computers. 8 Isa brown sofa, 2 They're fast roller blades. 4 Ask students to complete the table. Tell them to find the adjectives in the text. Let them compare their answers ‘with a partner before discussing as a class ANSWERS Opinion Size Age Colour Nationality Noun useful modern white desk red, British = Mini white, blue fast new engine large green rucksack Grammar notes ‘When we place adjectives before a noun, they tend to go in the order shown in the table. Other categories include shape, which goes after size (e.g bia, round table), and material, which goes after colour (e.g, 2 green plastic bot). Adjectives are separated by a comma when there is more than one. 5 Students write the adjectives in order. Do the first as an example, Let them compare their answers in pairs ANSWERS 1 It's fast, new, Japanese motorbike. 2 They're lovely, red gloves. 3 There are two beautiful, old, Italian chairs for sale. 4 Anice, small, grey computer desk for sale, 5 Alarge, modern, white house. Extra a Organise students into pairs and ask them to write sentences to describe three objects in the classroom, 6 Ask students to think of an object in their home to describe, Elicit ideas from the students. Once students have decided on an object, ask them to write an advert. Monitor and help with language and ideas. 7 Put the adverts on the walls. Students walk round and read them. Ask students to note any adjectives that they think are in the wrong order. In feedback, ask for any corrections. Homework For homework, ask students to find online ads in English for something they are interested in (cars, mobile phones, cameras), Tell them to note the adjectives used to describe the item ‘then write their own ad using the words 2f Coober Pedy’s opals Before you watch 1 Ask students to look at the photo and read the caption. Pre-teach precious stone and elicit the answer to the question, ANSWERS green, blue, yellow and red 2 Ask students to work in pairs, and answer the questions. While you watch 3 Students watch the video and check their answers. ANSWERS: 1¥ 2¥ 38Y 4 Ask students to number the things in the order they seem them while they watch the video. ANSWERS iG > Bd on 5 Stucents watch the video again. Tell them to choose the correct word to complete the sentences. ANSWERS 1 southern 4 Red 7 always 2 under 5 tunnels © don't find opals 3 opals 6 ahouse 6 Ask students to watch the video again. Tell them to complete the sentences from the video with the words. ANSWERS 145 3 3,000 595 290 4 300,000 6 millions After you watch 7 Organise the class into pairs. Ask students to prepare their roles, then act out the conversation. You could get some pairs to come to the front of the class to act out their roleplays 8 Ask students to match the words to the photos. ANSWERS 1 oll 3 diamonds 5 gas 2 gold 4 coal > 9 Students discuss the questions in groups36 UNIT 2 Possessions Videoscript 00.02 ‘This is southern Australia, I's very hot here Inthe summer, the temperture is over 45 degres, But under the ground, theres something very speci Inevery hour of evry day, there ae people down here Why are ey here? For one thing, For opas, 00.37 About 90 percent ofthe world's opal re from esta Peter Rowe isan Austaian opal mine. is dream is aig, beautiful opal ‘Alt of the miners vein the town of Coober Pen Australi, Cocber Pati famous for its opal. About 3000 people live here ana they al want fo find opals. Opas like hese. “These opals ae worth about 300,00 dollars, maybe more, 01.36 The colourof the opal is very importa “These are green, blue, yellow an red Red opals are very eee But 95 percent of opas have no colour. And tese are worthless. “There were no expensive opal in these tunnels under Coober Peay 02.02 Afterwards, people se the tunnels for othe things ‘This family’s homes ina tunnel So why do people ike Peter Rowe work here? Because they always believe they are near opasin the ground En that thse opalsare worth milion of dlrs Butafter another day under the ground, these miners found nothing agin unit 2 UNIT 2 Review Grammar 1 Ask students to write the singular form of the nouns. ANSWERS 2 shelf 4 woman child shoe family 5 knife 7 boot 2. Ask students to complete the questions with this, that, these or those ANSWERS: jthat 2 this 5S those these 3 Ask students to read the description of the photo and choose the correct options. ANSWERS 1s 5 infront of 2 are some 6 on 3 isnt 7 between 4 arent any 5 behind Vocabulary 4 Students delete the word that does not belong in each category. ANSWERS 2 map 4 hat 6 France 8 Dutch 5 blinds 7 age 5 Ack students to complete the sentences with a word from Exercise 4. ANSWERS: 2 desk 4 rollerblades @ Brazilian 3 Austria/France 5 rug 7 slow 6 Ask students to write their own sentences using seven swords from Exercise 4 Real life 7 Ask students to match the questions to the responses. ANSWERS: te 2a 3e 4f 5d 6b B Ask students to roleplay a conversation in a shop, using an object from page 22. 9 Students work in pairs to describe objects in their home.Unit 3 Places Lead-in Test before you teach: times Write the following digital times on the board: 7.00, 11.30, 4.15, 8.40. Ask students in pairs to think of ways of saying the times. In feedback, elicit suggestions and find out how, well students can use times. 4. Ask students to look at the photo. Ask the questions and elicit responses. Students will check their answers in Exercise 2. 2. @[1.19] Ask students to read through the questions and predict what's in the listening. Check the words for the seasons. Then play the recording. Ask stuclents to listen and answer the questions. Let students compare their answers in pairs. ANSWERS 1 Its 12 o'clock at night (midnight). 2 The Midnight Sun Restaurant in the north of Norway. 3 The food is great. 4 Summer 5 Twenty-four hours Audioscript @% [1.19] It’s twelve o'clock at night and I’m in the Midnight Sun Restaurant in the north of Norway. I's very busy and very popular with Norwegians and tourists because the food is great here. IV's called the Midnight Sun Restaurant because in the summer in Norway, the sun is always in the sky. There's light for twenty-four hours a day and so this restaurantis open all day and all night. 3 @$[1.20] Students complete the times. Then play the recording again, Students listen and check. Play the recording again for stucents to repeat the times. Audioscript and key @ [1.20] 1 Its six o'clock. 2 Ws half past three, 3. It’s twenty-five past nine. 4. It’s quarter to four. 5. Its three minutes past two. 6 It's two minutes to twelve. Vocabulary notes Note that we always say It's half past three but we can say either it's a quarter past three or Its quarter past three. Midnight is 12 o'clock at night. Midday or noon is 12 o'clock in the middle of the day. 4 Students work in pairs to ask and answer questions Elicit feedback from the whole class. 3a No-car zones lead-in Using words: describing cities Write the names of the four cities that feature in this section on the board: London, Tokyo, Bogotd, Melbourne. ‘Ask students in pairs to think of ‘facts’ and ‘opinions’ ‘about some or all of the cities, e.g, London is the capital of the UK (fact); I's a very exciting city (opinion). After one minute, match each pair with another pair and ask them to share ideas. Then take feedback on the ideas from the class. You could build up a list of facts and ‘opinions about the cities on the board. Reading 4 Ask students to look at the photos. Ask: What can you sce? Elicit ideas and vocabulary. Ask students to read the article and match the cities to the photos. ANSWERS: 1 Melbourne 3 Tokyo 2 London 4 Bogoté 2 Students read the article again and answer the questions. Let them compare their answers in pairs before discussing as a class. ANSWERS pollution because of the traffic eight million parks the no-car zones half a million There are lots of great shops and no cars. in the cafés Background notes London is the capital of the UK, and Tokyo is the capital of Japan. Bogota is the capital of Colombia in South America, Melbourne is Australia’s second-largest city. it's on the southern coast of the country. Vocabulary adjectives about cities 3 Ask students to underline the adjectives in the text. Let students compare their answers in pairs. Then ask students to work in pairs to match the adjectives to the definitions and opposites, ANSWERS 1 free 5 great 2 expensive 2 crowded 6 noisy 10 small 5 polluted 7 beautiful + modern | 4 popular 2 clean 37UNIT 3 Places Pronunciation notes Point out the strong stress in these words: crowded, polluted, popular, noisy, beautiful, expensive Before doing Exercise 4, brainstorm parts of your city, or cit in general, that could be described with the . the shopping centre, the old / historic er, the park. That way, when they come to describe the city, they have specific places to describe. 4. Organise the class into pairs. Ask students in their pairs to decice on a city that they both know about. Then give them two minutes to think of how to describe the city and the different places in it, using the adjectives provided. In feedback, ask a few pairs to describe cities to the class. Extra activity some well-known international places on the board that your students might know, e.g. Trafalgar Square (London), Montmartre (Pars) Fifth Avenue (New York). ‘Ask students in pairs to choose one of these places and think of adjectives to describe them. Grammar present simple (I / you | we / they) 5 Ask students to look at the sentences and discuss the «questions as a class. Read the grammar box with the students. Refer stucients tothe information and practice ‘on page 159, ANSWERS: ‘The main verb is have (used with |, you, we and they). We add don’t (the auxiliary verb do + not or n't) to make ‘the verb negative. Grammar note ‘With /, you, we and they, the verb in the present simple is identical in form to the infinitive. 6 Ask students to prepare true sentences. Then ask them, to work in pairs to compare their sentences. In feedback, ask students to tell the class about things they have in. common with their partner. Encourage them to use we. 7 Ask students to prepare true sentences about their city. Start them off by referring to the example or by eliciting one or two sentences beginning Most people. Elicit sentences from the students. 38 Unit3 Extra activity When students have prepared sentences, have a class discussion. Ask for sentences from students and ask the rest of the class for their opinions. If your students are all from the same city this will lead to a discussion about whether they agree or not. if students are from different places, this will lead to a discussion about whether life in their cities is similar or not. Listening 8B Gy (1.21) Lead in by asking: What is Iife lke in London? Elicit ideas from students. Refer them to their ‘facts’ and ‘opinions’ if students did the suggested lead-in atthe start of this section. They can also refer back tothe information in the article in Exercise 2. ‘Ask students to read the information on the notepad and predict what the student will alk about. Play the recording. Students listen and complete the notes. ANSWERS 1 expensive 4 popular 2 free 5 crowded 3 great 6 quiet Audioscript @% (1.21) journalist, @ = student ‘A: Do you have a car in London? 8: No, I don't. go everywhere by bicycle. A: Really? Where do you live? 8: In the city centre, Isit expensive? Yes, itis. Well, the shops are expensive, but there are lots of free places like art galleries and museums. ‘A: Sounds great. Do you like art? B: Yes, Ido. And I ike the theatre, This city has great theatres! ‘a: I'm sure, And what do you do? 8: I'ma student at university and | work in a restaurant at lunchtimes. It’s popular with tourists so it's crowded every day. A: So you're very busy! What time do you finish work? 8: At about three o'clock. After work I go home or in the summer, I go to the parks. I eally like the parks in London. They're beautiful and quiet. I often meet friends there. 9 [1.21] Ask students to look through the questions and answers first, and see if they can match any from ‘memory. Play the recording again. Students listen and match questions to answers. ANSWERS 1b ze adUNIT 3 Places Extra activity {Ask students to prepare true answers for the questions in Exercise 9. Tell them to interview a partner, asking and answering the questions. Grammar present simpie questions 10 Ask students to look at the questions from the interview, and answer the grammar questions. Let them discuss ideas in pairs. Read the grammar box with the students and refer them to the information and practice on pages 159 and 160. ANSWERS 4 Thave 2live 3ike 4do 5 finish 2 do (the auxiliary verb) 3 Vand 3 Grammar notes We use do + the infinitive form of the main verb in questions. Note the form: auxiliary verb + subject + main verb Do you ike shopping? 11 Ask students to complete the questions. Let students compare their answers in pairs. ANSWERS 1 What do you do? 2 Where do you live? 3 Do you like shopping? 4 What time do you finish work? 5 Doyou have a car? 6 Do you eat in cafés at lunchtime? 7 What time do you eat dinner? Do you meet friends after work? Speaking 12 Organise the class into pairs to ask and answer the questions from Exercise 11. Model the activity first by asking one or two questions in open class. Make this a mingle. Ask students to stand up, walk round, and meet different students. They must ask three ‘questions of each student they ‘meet’ before moving con to another student. In feedback, find out what they discovered about their classmates. Homework ‘Ask students to write a blog based on the answers to the questions in Exercise 11 3b Working under the sea Lead-in Introducing the theme and using words: jobs and work ‘Write the frst five letters of the alphabet on the board (A, 8, G D, €) and ask students to give you a job for each letter (e.g. artist, baker, chemist, doctor, engineer). Then divide the class into groups of three or four. Tell them to continue thinking of jobs for each letter of the alphabet. In feedback, find out which letters they couldn't think of a job for. Vocabulary places of work 4 Ask stuclents to match the jobs to the places of work Let stucients compare their answers in pairs. ANSWERS + an accountant 5 adoctor 2 asailor awaiter 3 a photographer 7 a teacher 4 apilot 8 astudent Extra activity Ask students to give you other jobs in each of the places, e.g. nurse (hospital), cook (restaurant), artist (studio), secretary (office). 2 Lead in by telling students about your job, e.g. mt a teacher. I workin a schoo / classroom. Elicit te jobs of ‘students in your class — help them to think of how to say the jobs in a simple way. Students take turns to tell their partner about their job. tening 3 Discuss the questions about Beverley Goodman as a class. ANSWER She is a marine archaeologist and works on a ship. Background notes Dr Goodman is American but lives in Isrzel. She describes herself as a geoarchaeologist and explores the effects of ancient events such as tsunamis on the seabed. 4. 9 (1.22) Give students a moment to read through the questions and predict what the answers might be. Play the recording. Students listen and number the questions in the correct order . ANSWERS te 2b Be 4a sd 3b 39UNIT 3 Places Audioscript (1.22) interviewer, 8 = Beverly Goodman 1; Today I'm with Beverley Goodman. Beverley, what do you do exactly? ‘ma marine archaeologist. I work for National Geographic and I study places under the sea. Where do you work? In an office? Thave one but I don’t work in an office very often. I'm usually on a boat or under the sea. ‘What time do you start work? Well, it depends. On the boat, I get up at just after five ‘o'clock. Twork with a team of other marine biologists and I meet everyone for breakfast at about seven. During breakfast we talk about the day. After breakfast, I start work. It’s a long day. Do you work late? On the boats, yes, but I don’t finish late when I'm at home, Do you have a family? Yes, Llive with my husband and my two children. ‘Sometimes my children go to work with me, They love the boats! 5 41.22] Play the recording again. Students listen and choose the correct words. Let them compare their answers in pairs before discussing as a class. ANSWERS 1 under the sea 5 start 2 don't work 6 don't finish 3 five 7 two children 4 seven Divide the class into A and B pairs. Tell student Bs to close ‘their books. Student As ask the questions in Exercise 4 in ‘the correct order, Student Bs remember and improvise Beverley’s answers. Word focus work 6 Ask students to complete the sentences, In feedback, check when for and with are used (see below). ANSWERS: 1 for 2 with Vocabulary notes work for + a company or an employer (a person who gives you ajab and pays you) work with + people (colleagues) 40 Unit3 7 Students write their own personalised sentences then read them to their partner. Ask a few questions in open class: Who do you work for? Who do you work with? Grammar present simple (he / she / it) 8 Ask students to read the text quickly, and ask one or ‘two focus questions to check understanding, e.g. Where does Beverley work? How many children does se have? Students underline the verbs. Let them check answers and discuss the questions in pairs. Read the grammar box with the students. Refer stuclents to the information and practice on page 160. ANSWERS Verbs: is studies, has, doesn’t work, 's gets up, meets, starts, finishes, doesnt finish, lives, go, ove 1 You add -s or -es 2 doesn't Grammar notes Inthe third person (he, she, it) forms, we usually add -s. After-5,-z,-ch, sh or-x, we add -es (washes, watches, etc). Go and do also add -es. fa verb ends with a consonant + cy the -y changes to -i before adding -es. Note that the auxiliary verb doesn’t takes the third person ending (-es), so the main verb does not take an ending, Watch out for errors such as He don’t works ... and He doesn’t works. Ask students to complete the text. Let them compare their answers in pairs before discussing as a class, ANSWERS 1 comes 5 prefers 2 studies 6 doesn’t have 3 speaks 7 travels 4 has © doesn't get Extra activity ‘Ask students to imagine that they are James and to rewrite the text using /. In feedback, ask students what they notice about the auxiliary verbs and verb endings. Pronunciation -s endings 10 9 [1.23] Play the recording, Students listen and write the phonemic symbol next to each verb to show the sound they hear. Do the first three as an example. Let students compare their answers in pairs before discussing, as.a class. Make sure you drill the words for pronunciation or play the recording again so that students can listen and repeat, ANSWERS 4 hel 7 ist 10 fuaf 5 is! 8 fal 1 fal 6 isl 9 Ist 12 falUNIT 3 Places Pronunciation notes |We use /s/ after verbs that end with unvoiced consonants (e.g.p,f, tk, th), and /2/ after verbs that end with voiced consonants (e.9. b, vd, g, ) and vowels (that are always voiced). We only use /xz! after sh, -ch,-5,-z and ~ 41 [1.24] Ask students to match the questions to the answers. Do the first as an example. Play the recording so that students can listen and check. Read the grammar box, with the students, Refer students to the information and practice on page 160. ANSWERS 1d 2e Be 4a 5b Audioscript [1.24] 1. What does Beverley do? She’s a marine archaeologist. 2. Where does James come from? England. 3. When does Beverley Alter breakfast. 4 Does James have an office? Yes, he does. 5 Does Beverley finish work early? tart work? No, she doesn’t Grammar notes In the third person (he, she, i) forms, we make questions with does and the infinitive of the main verb. Note the sentence order: Question word auxiliary verb subject What does she do? In short answers, we use the auxiliary verb, e.g. Yes, she does NOT Yes, she lives. ‘main verb Extra activity Divide the class into an equal number of A pairs and B pairs. Ask A pairs to look back at the text about Beverley and make as many Does she ... ? questions as they can. {Ask B pairs to look back at the the text about James and prepare Does he... 7 questions. Mix the pairs, Students take turns to ask and answer questions about the texts Speaking 12 Start the activity by asking students to look at the picture. Ask: What's his nave? What does he do? Where does he work? Elicit ideas, Divide the class into pairs. Students decide who is A and ‘who is B then read their information on pages 153 and 154 in the Stucent’s Book ‘Tell students to prepare their questions then take turns asking and answering questions to complete the fact fi ANSWERS Student A 1 Who does he work for? 2 Where does he work? 3 Does he speak English? 4 What time does he start work? Fact file 4 National Geographic Magazine 2 alll over the world 3 English 4 nine o'clock Student 8 1 What does he do? 2 Where does he live? 3 Does he have children? “4 What time does he finish work? Factfile 1 photographer 2 Lincoln Nebraska 2 He has three children, 4 six o'clock Extra activity 1 ‘Ask students to complete their own personal fact file using the headings in Joe'’s. Organise the class into pairs then ask each pair to exchange their fact files with another pair. In their pairs, students ask and answer questions about the information on their classmates in the fact files. Homework ‘Ask students to write a fact file about a famous person or ‘an interesting person in their family. In the next lesson, students ask and answer questions to find out about the information in the fact files. 3 a