4 RISK

Learning objectives 3 Learners discuss the questions in

pairs or small groups. Monitor to help with
Focus learners on the Learning objectives box and
tell them that this is what they will be working on in
language and encourage participation. Invite
this unit. Later they will write an essay: If children are learners to share some ideas with the class.
never exposed to risk they will never be able to cope
with risk. Give reasons for and against this statement Optional activity
and give your opinion. Show learners this essay title
on page 83 but reassure them that all the work in this Learners highlight all the words in the list of activities
unit will help them to write it. At the end of the unit in Ex 1 that end with -ing and write the base form
they will be able to assess how well they can manage (infinitive) of each verb. They tick the base forms that
the skills in the Learning objectives box. have -ing added to the whole word, e.g. climb and
compare the ones they have ticked with the others.
Ask if they can see any patterns in the words (those
verbs ending in e, such as ride, drop the e before
UNLOCK YOUR KNOWLEDGE adding -ing). Elicit or remind learners that one-syllable
words ending cvc (consonant vowel consonant) and
words of more than one syllable in which the final cvc
Lead-in is stressed double the final consonant before adding
Ask learners to write the word risk vertically on -ing. In American English the -ing form traveling is
a piece of paper. Elicit a word beginning with r that spelled with one l, but in British English words ending
they think could be risky, e.g. rollerblading. Ask why in l are usually doubled, e.g. cancelling, labelling,
they chose this word. In pairs they then continue and signalling. Give learners two or three minutes to scan
write one word for each of the other letters (i, s and k). through this unit to find some other words ending with
They must be able to justify why their choices could be -ing. Ask them to identify which pattern they follow.
risky. The first pair to finish tell the others their words
and justify them. They are the winners if the majority
of the others agree with their justifications. Otherwise
the next pair give their answers. Some suggestions
are: i: Internet, insect bites, s: smoking, sunburn, k:
WATCH AND LISTEN
kidnapping, knives.
Video script
1 Focus learners on the list of activities.
Check they understand the difference ROLLER COASTERS
between doing housework (cleaning the Narrator: Why do we find it fun to scare ourselves
house, etc) and doing homework (studying on rollercoasters? All over the world people love
at home). In pairs they discuss if the activities rollercoasters. The twists, turns, ups and downs
are low risk, high risk or extremely high risk. at speed are all disorientating and at times
uncomfortable. Yet when we get off the ride we feel
Learners compare answers with another pair. great and cannot wait to get on again.
Check with the class there are no right or
Throughout history human beings have often found
wrong answers. themselves at risk being hunted by wild animals such
2 In groups, learners discuss what could be as wolves, victims of natural disasters or subjected to
done to make each activity safer. For example, harsh weather.
if you go rock climbing you should have all the In extreme circumstances with stress, fear or pain,
the body produces natural chemicals. The hormone
correct equipment, go with an experienced
adrenalin helps the body perform better meaning
rock climber, practise on a climbing wall first, people are more alert and able to run faster or are
etc. If you want to make the activity shorter, stronger. Additionally the bodys natural painkillers,
ask learners to choose five of the activities to endorphins are produced. These not only help the
discuss. Monitor to help with language and body withstand pain and discomfort, but also make
people feel good.
encourage participation. Check some ideas
with the class.

READING AND WRITING SKILLS 4 TEACHERS BOOK 37

 Rollercoasters trick the body into feeling fear, and so WHILE WATCHING
into producing endorphins. This enables people to
experience exhilaration without putting themselves in UNDERSTANDING MAIN IDEAS
serious danger. There are strict controls on the design
and forces which can be used on rollercoasters during 4 Tell learners they are going to watch a
the planning stage and meticulous safety checks and video about why people take risks. Learners
inspections are carried out daily once the ride is built. watch and compare the information in the
In the modern world we have developed ways to
experience danger and push our bodies to the limits
video to their answers to the two questions in
to generate the feeling of exhilaration. Exercise 1. Learners compare answers. Check
This might be cave diving at a depth of 400 feet, a few answers with the class. Focus learners
sledging in the snow, driving fast cars, running with on the pictures and elicit or give the activities
bulls, or aerobatics in small planes. shown (cave diving, rollercoaster, driving fast
Rollercoasters, however, are perhaps the most cars, running with bulls, plane acrobatics). Ask
accessible form of thrills. The advantage of which one of the activities in the pictures above
rollercoasters is that they change the way the body the video mainly focused on (rollercoasters,
feels with rapid results and they offer thrills without
risk. although all were mentioned).

UNDERSTANDING DETAIL
PREPARING TO WATCH 5 Focus learners on the beginnings of the
sentences. In pairs they spend a few minutes
USING YOUR KNOWLEDGE TO PREDICT trying to complete them according to the
CONTENT information in the video. Learners compare
answers with another pair. Tell them that they
1 Focus learners on the pictures and the
will watch the video again soon to check their
questions. Learners discuss the questions in
answers.
pairs. Check a few answers with the class
there are no right or wrong answers. 6 Learners look at the diagram. Help them
to understand it by asking these questions:
UNDERSTANDING KEY VOCABULARY What does the diagram show? (The physical
and chemical effects on the body in extreme
2 Learners read the sentences and decide circumstances.)
if each adjective is positive or negative, using On the second level of the diagram, why are
the context of the sentences to help them. there two pieces of information? (Because
Learners compare answers. Check answers there are two possible effects.)
with the class. The prefixes dis- and un- Which word from the box completes number
may hint at negative meanings. Model and 1 on the diagram? (adrenalin)
drill the pronunciation of exhilarating and
disorientating. Learners complete the diagram using the
words in the box. They compare answers in
Answers pairs. Again tell them that they will watch
the video to check them. Model and drill
Positive adjectives: exhilarating, thrilling
Negative adjectives: disorientating, harsh, uncontrolled
the word alert [/lt/]. Play the video again.
While they are watching tell learners they
3 Learners match the adjectives to the should just listen, as if they are busy writing
definitions. There are two answers for the first one answer they may not hear the next piece
definition. They compare answers in pairs. of information they need. Stop the video
Check answers with the class. sometimes if you like to let them write, but do
not continue until everyone is watching.
Answers
1 exhilarating, thrilling 2 harsh 3 disorientating RESPONDING TO THE VIDEO CONTENT
4 uncontrolled
7 Learners watch the video again to
check their answers to Exercises 5 and 6.
Check answers as a group after watching.

38 READING AND WRITING SKILLS 4 TEACHERS BOOK

 RISK UNIT 4

Suggested answers Exercise 5 reading in this section is not as academic as

some of the other texts but is a way of getting
1 ...theyre disorientating and uncomfortable.
2 ... wild animals, natural disasters, and harsh weather.
learners to explore their own ideas on the
3 ... they have daily safety inspections. topic that they will be writing about later.
4 ... cave diving, sledging, driving fast cars, running Learners discuss the questions with a partner.
with bulls, aerobatics. Before they do this ask if they can guess the
5 ... they are exciting without being dangerous. meaning of averse /vs/ from the sentence
(a strong dislike or opposition to something).
Answers Exercise 6 Ask the learners for some of their ideas but do
1 adrenalin 2 alert 3 faster 4 stronger 5 withstand not give any answers at this stage.
pain 6 feel good

8 Learners discuss the questions in groups.

WHILE READING
Give them a few minutes to think about their 3 Focus learners on the quiz and point out
opinions and language they may need to that their answers should not be taken too
express them before they start speaking. seriously. They read the quiz and mark their
Monitor to help with vocabulary and to responses to the questions. Encourage them
encourage participation. to guess unknown vocabulary rather than use
dictionaries at this stage.
DISCUSSION READING FOR MAIN IDEAS
9 Learners discuss the questions in pairs 4 Learners compare and discuss their
or small groups. Give them a few minutes to answers. They also say what they think the
think about their opinions and language they difference is between a, b and c answers.
may need to express them before they start What do they think their answers suggest
speaking. Monitor to help with vocabulary about their attitude to risk? Remind them that
and to encourage participation. Check a few this quiz is just for fun.
answers with the class. Encourage learners to
respond to each others ideas. 5 Learners read the explanations of the
answers and complete them with the letters
Answers will vary. a, b or c based on the discussion they had
in Exercise 3. They compare answers. Check
answers with the class. At this stage you could
READING 1 also check and discuss learners answers to
Exercise 2.
PREPARING TO READ Answers
UNDERSTANDING KEY VOCABULARY 1 b 2 c 3 a

1 Learners match the words and phrases to

READING FOR DETAIL
the definitions, using dictionaries if necessary.
Alternatively, they could try the reading 6 Learners match the phrases with the a, b
the quiz in Exercise 3 first and then do this and c answers in the quiz. Go through the
exercise, so they can guess the answers from first example, eliciting why this is the correct
context. Learners compare answers. Check answer. With a weaker group, do a few
answers with the class. more examples. Allow use of a dictionary if
necessary. Learners compare with a partner.
Answers Check answers with the class.
1 f 2 a 3 c 4 g 5 b 6 d 7 e
Answers
1 2 a 2 4 a 3 3 c 4 1 c 5 6 b 6 5 a 7 7 a
PREVIEWING THE TOPIC
2 Paraphrase or ask learners to read the
information in the box. Point out that the

READING AND WRITING SKILLS 4 TEACHERS BOOK 39

 Optional activity Answers will vary.
If you focused on the spelling of words with -ing at
the beginning of the unit, learners could find more
-ing words here and in the quiz and account for their UNDERSTANDING KEY VOCABULARY
spellings. 2 Learners complete the definitions with
the words in the box, using dictionaries if
READING BETWEEN THE LINES necessary. Learners compare with a partner.
Check answers with the class.
7 Learners discuss the questions, referring
back to the text if necessary. Point out Answers
that they should use their own ideas and
1 compulsory 2 infringe 3 Prudence 4 Legislation
knowledge here. They compare answers 5 prohibiting 6 responsibility 7 Regulations
with another pair. Check answers with the
class. Remember there are no right or wrong 3 Learners discuss the issues, saying whether
answers. they think governments should control
these. They should be prepared to justify
Possible answers
their opinions and give examples. Monitor
1 It could be dangerous if you get very excited and to help with vocabulary and to encourage
you have heart problems.
2 You have more control over how the money is used
participation. Check a few answers with the
and you help your family. class, asking for justifications.
3 You might be late for something important one day.
4 Sailing around the world is very expensive, time
consuming and risky. WHILE READING
5 It takes too long and you read a lot of unnecessary
information. READING FOR MAIN IDEAS
6 You could get some strange food which you might
not like. 4 Tell learners that they are going to read
7 The job is usually easy and risk-free, but check-in an essay about the question they have just
clerks probably get discounted air travel. been discussing. Allow them a few minutes to
read the essay and find out which of the issues
they discussed in Exercise 3 are mentioned.
DISCUSSION Discourage dictionary use at this stage. Warn
8 Learners discuss the questions in learners that the issues may be paraphrased.
pairs or small groups. Monitor to help with Learners compare with a partner. Check
vocabulary and to encourage participation. answers with the class.
Check a few answers with the class. Encourage
learners to respond to each others ideas. Answers
Issues mentioned: 2, 4, 5, 8, 9
Answers will vary.

SCANNING TO FIND INFORMATION

READING 2 5 Learners scan the text to find the words
given, then look for a synonym for each word
PREPARING TO READ in the text. Do the first one together as an
example (countries is in Line 1. Nations in
USING YOUR KNOWLEDGE TO PREDICT Line 6 is a synonym). Tell learners there may
CONTENT be more than one possible synonym for each
word in the text. Learners compare with a
1 Learners discuss the questions. If they
partner. Check answers with the class.
are from the same country, it may be more
interesting for them to talk about other
Answers
countries they know. As they may then be able
to make comparisons with their own country. 1 countries; nations 2 injury; harm 3 people; citizens;
the population; the public; society 4 financial;
If you have a multi-national class, try to pair economic 5 regulations; legislation 6 liable; responsible
learners from different countries. Check a few
answers with the class.

40 READING AND WRITING SKILLS 4 TEACHERS BOOK

 RISK UNIT 4

READING BETWEEN THE LINES 2 Learners decide which of the three given
words (a, b or c) complete the sentences. They
MAKING INFERENCES FROM THE TEXT compare with a partner. Check answers with
the class.
6 Learners discuss the questions, referring
back to the text and using their own Answers
knowledge. Check answers with the class. 1 b ban (you usually grant the right to do something,
restrict means a partial limit and so cannot be used
Possible answers with completely)
1 They may not be so careful about protecting their 2 a authorize (criminalize and legalize refer to a
workers safety. general activity, not a specific project)
2 Paying fines for riding a motorbike without a helmet. 3 b criminalize (criminalize means to make something
3 Restrictions on workers hours and duties, need for illegal)
safety equipment, etc. 4 a limit (ban would be complete, limit is partial; we
4 Probably not. The writer says a country with tight follow legalize with a noun, not on)
controls provides a pleasant and safe environment. 5 a grant (grant the right to do something)

ACADEMIC NOUNS
DISCUSSION 3 Paraphrase or ask learners to read the
7 Learners discuss the questions in pairs information in the box. Some learners try to
or small groups. Give them a few minutes to avoid using long words as they find them
think about their opinions and any language more difficult to spell, but reassure them that
they may need to express them before academic words are usually spelled more
they start speaking. Monitor to help with regularly than some shorter, more common
vocabulary and to encourage participation. ones. They can also relate the spelling to
Check a few answers with the class. Encourage similar words and learn some common word
learners to respond to each others ideas. endings like -tion and -sion. The ending -tion
is much more common; -sion is usually used
Answers will vary. to turn a verb ending in s or d into a noun:
conclude conclusion, revise revision etc.
Learners replace the nouns in bold with the
LANGUAGE words in the box. Model and drill the word
chaos /ke./. Learners compare answers.
DEVELOPMENT Check answers with the class. Learners record
useful words.
LANGUAGE OF FREEDOM
1 Ensure learners understand the difference Answers
between promote freedom (encourage it) and 1 reduction 2 legislation 3 prevention 4 dissatisfaction
restrict freedom (not completely allow it). Point 5 regulation(s) 6 confusion 7 objection
out that the words in the box are all verbs,
although some of them (ban, limit, permit,
grant) are also nouns. Learners put the words CRITICAL THINKING
they already know into the appropriate column
of the table, then use a dictionary to check the Give learners a minute to read the Writing task they
others if necessary. Learners compare answers. will do at the end of the unit (a for and against essay,
Check answers with the class. Learners record If children are never exposed to risk, they will never
useful words. be able to cope with risk. Discuss the arguments for
and against this statement and give your opinion.) and
Answers keep it in mind as they do the next exercises.
Promoting freedom: allow; legalize; permit; authorize;
grant
Restricting freedom: ban; limit; restrict; criminalize;
curb

READING AND WRITING SKILLS 4 TEACHERS BOOK 41

EVALUATE 9 You might not be able to replace valuable items if
your house was burgled.
1 Focus learners on the list of risks. 10 You could be delayed if you miss a train or plane.
Check meaning of get-rich-quick schemes 11 You might not have the money to pay for the things
(opportunities to make a great deal of money you bought on credit at a later date.
very quickly, which are very often illegal or 12 You could get seriously injured in a car accident.
fraudulent), and risk assessment (the process
of finding out how much risk is involved in a Optional activity
particular situation). Learners categorize the
Learners think about three or four risks related to their
list of risks into personal, professional and own field of study. In pairs, they discuss one reward
financial. Some may fall into more than one and one danger for each of these. Encourage learners
category. Learners compare with a partner. to share their ideas with the class.
Check answers with the class.

Answers WRITING
1 financial 2 professional /personal 3 personal/
professional 4 financial 5 personal/professional/
financial 6 professional 7 professional 8 financial GRAMMAR FOR WRITING
9 financial/personal 10 personal/professional
11 financial 12 personal CAUSE AND EFFECT
1 Check learners understand the difference
APPLY between cause and effect. Put something
(unbreakable) on the table and push it off so
2 Although the activities in Exercise 2 it falls on the floor. Elicit the cause and effect
involve risks, they may also offer rewards. in this situation. Paraphrase or ask learners
Learners match the rewards in the list to to read the information in the box. Focus
the risks above. Check understanding of learners on the first sentence in Exercise 1 and
maximizing profit (earning as much money as ask them how to complete it using one of the
possible). Learners compare with a partner. verb phrases from the box. Learners complete
Check answers with the class. the other two sentences. There is more than
one possible answer in each case. Learners
Answers compare with a partner. Check answers with
1 a 2 d 3 g 4 j 5 k 6 l 7 c 8 i 9 f 10 e 11 h 12 b the class.
3 Learners now use their own ideas to discuss
Possible answers
reasons for not taking the risks in Exercise
1 Taking fewer risks leads to smaller rewards.
2. To save time, you could ask learners to
2 Managing risk carefully means everybody stays safer.
only choose six that they want to discuss or 3 Excessive risk-taking may result in chaos.
you could set a time limit. Monitor to help
with language and encourage participation. 2 Learners complete the sentences using
Learners share their ideas. Encourage them to their own ideas about results. They compare
react to each others opinions and note down with a partner. Check answers with the class.
interesting ones as these may be useful when
writing their essays. Possible answers
1 Some people avoid paying tax to save money.
Possible answers Consequently, the government has less money to
spend on essential services.
1 You could lose all your money.
2 Many groups have criticized banks excessive risk
2 You could be injured.
taking. As a result of this, some financial institutions
3 You could break something or make it incorrectly.
have adopted less risky strategies.
4 You might have to pay a large fine from the tax
3 It is very difficult to predict how long the bus
office.
will take to get to the station. Because of this, it is
5 You might get arrested and go to prison.
advisable to allow plenty of time for the journey.
6 Somebody might get injured.
7 You might get disciplined or even fired.
8 You could find yourself with no money for
necessities.

42 READING AND WRITING SKILLS 4 TEACHERS BOOK

 RISK UNIT 4

CONDITIONAL LANGUAGE Answers

3 Ask learners a question such as Should 1 a This sentence is more general and tells us what
employees be fired for turning up late for the paragraph is going to be about. Sentence b is too
specific.
work? Try to elicit conditions in their answers,
2 a Sentence b is too short and does not tell us what
e.g. They should only be fired if they are the paragraph is about.
usually late. Paraphrase or ask learners to read 3 b Sentence a gives a very specific example which is
the information in the box. Learners complete not suitable for a topic sentence.
each sentence using one of the linkers from 4 a Sentence b does not give the main theme of the
paragraph.
the box and their own ending. Encourage
them to use all of the linkers if possible.
Stronger learners could rewrite some of the
sentences, putting the linkers first. Learners WRITING TASK
compare with a partner. Check answers with
WRITING A FIRST DRAFT
the class. Accept all reasonable ideas but
make sure learners use the linkers correctly, 1 Focus learners on the writing task. Check
following them with a complete conditional they understand the title fully by asking the
clause. following questions:
Does the statement (the first part of the essay
Possible answers title) encourage or discourage exposing
1 Individuals should be allowed to do whatever they children to some risk? (It encourages it.)
like as long as they do not harm anybody. Can you write about adults in the essay? (Only
2 Risk is acceptable in the workplace provided that
in terms of children when they grow up.)
suitable precautions have been taken.
3 Potential problems connected to risk-taking can be Do you need to use an equal balance of
minimized provided that a proper risk assessment is advantages and disadvantages in the essay?
done before any activity. (Yes, in the body of the essay you should
4 Financial investments do not need to be risky address both sides equally.)
provided that good advice is sought first.
In which part of the essay will you give your
own opinion? (In the conclusion.)
Where will you find background information,
ACADEMIC WRITING SKILLS appropriate language and some opinions? (In
this unit, and use your own opinions.)
TOPIC SENTENCES IN BODY
2 Learners now make notes on the supporting
PARAGRAPHS evidence for their essay. They do not have
1 Paraphrase or ask learners to read the to write full sentences here, but they should
information in the box. Learners then choose consider any language that they think they
the correct words to complete the sentences. will need. Give learners the opportunity to
They compare with a partner. Check answers ask you questions about vocabulary or use
with the class. dictionaries. Tell them they will not be allowed
to use dictionaries while they are writing.
Answers Give learners some time to look back over the
1 main idea unit to identify three arguments for and three
2 general (It gives an overview of what is in that
arguments against the statement. They could
paragraph and is usually followed by more specific
examples or details.) do this in pairs. If they are struggling you could
3 no (Generally a topic sentence does not give any ask some of the following questions:
examples to back up a point.) Is it possible to protect children from all risks?
Do you need to take risks in order to learn?
2 Remembering the advice given in Exercise
Whose role is it to protect children?
1, learners decide which is the best option in
To what extent can children assess risks for
each pair of topic sentences, a or b. Do the
themselves?
first one together as an example. Learners
Do children usually like to experiment and
compare with a partner. Check answers with
take risks?
the class.

READING AND WRITING SKILLS 4 TEACHERS BOOK 43

 What are the short-term and long-term risks of
OBJECTIVES REVIEW
playing computer games, going to the beach,
playing football, travelling in a car, playing on See Introduction, page 9 for ideas about using the
Objectives review with your learners.
an adventure playground?
How can the risks in the last question be
reduced? WORDLIST
3 Learners write one sentence giving their See Introduction, page 9 for ideas about how to make
the most of the Wordlist with your learners.
overall opinion which will be the topic
sentence for their conclusion. Remind them to
use conditional language if appropriate. Then REVIEW TEST
they make notes of some supporting evidence
See page 95 for the photocopiable Review test for this
for this opinion. unit and page 92 for ideas about when and how to
4 Learners write the first draft of their essay administer the Review test.
following their plans. Allow about 40 minutes
for this. They should write at least 250 words MODEL ANSWER
and highlight any language (including spelling)
of which they are unsure. Give them a warning See page 128 for the photocopiable Model answer.
five minutes before the end of the set time.

EDIT RESEARCH PROJECT

5 To encourage learners to take responsibility
for their own learning, tell them to check their Evaluate the risk in different jobs and find out
writing using the task checklist. Stress that which one is the riskiest.
this is a very important part of the writing Divide the class into groups. Each group researches
process as it helps learners to learn from their a different job, from the following: fisherman,
mistakes. Encourage them to look back over sportsperson, police officer, scientist, driver, nurse,
their plan and at the unit. farmer and pilot.
Each group researches aspects of their given job like:
6 Learners make any necessary changes to how much people are paid, risks and benefits, typical
their essay. duties of the job and qualifications and skills needed.
7 Learners check their written language now Learners could contact someone who does their given
job and interview them.
using the checklist. They can also check any
spelling that they were unsure of by looking Each group presents the job they have researched and
decide on which the riskiest one is and why.
back over the unit, using a dictionary, or by
asking other learners or you. In addition,
remind them to check carefully for any errors
that they often make in their writing (e.g.
particular spellings, subject-verb agreements,
omitting verbs, etc.)
8 Learners make any other changes and
write up their final drafts. If comfortable doing
so, they can read each others writing and
suggest improvements before handing the
essays in to you for marking.

44 READING AND WRITING SKILLS 4 TEACHERS BOOK