Impact 3 Lesson Planner
Uploaded by
Anastasia ChechuyImpact 3 Lesson Planner
Uploaded by
Anastasia Chechuyimpact LESSON PLANNER
impact
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Impact helps teenage learners better understand
themselves, each other and the world they live in. LESSON PLANNER
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By encouraging self-expression, global citizenship • Audio CD • Teacher’s Resource CD-ROM • DVD
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and active participation, Impact motivates students
to explore who they are and who they want to be
– all while learning English!
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The Impact Lesson Planner, with Audio CD, Teacher’s
Resource CD-ROM and DVD provides everything needed
to successfully plan, teach and supplement lessons.
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The Lesson Planner includes:
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Step-by-step instructions for carrying out lessons
A detailed Scope and Sequence listing all learning and
language objectives
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Point-of-use teaching tips for using all Impact materials
Answer keys for the Student’s Book and Workbook
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Student’s Book audio scripts
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An MP3 Audio CD containing all Student’s Book audio
A Teacher’s Resource CD-ROM, with printable resources,
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including video scripts and extension activities
A Classroom DVD containing all Student’s Book video
NGL.Cengage.com/impact
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British English
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A1 A2 B1 B2
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CEFR correlation
The exit level for Impact 3 is B1+.
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Bringing the world to the classroom
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and the classroom to life
NGL.Cengage.com/ELT
A PART OF CENGAGE
SAMPLE COPY, NOT FOR DISTRIBUTION
impact
LESSON PLANNER
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Walkthrough 2
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About the Author and Series Editors 18
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Teaching with Impact 19
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Pacing Guides 31
Scope and Sequence 34
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Unit 1 Who Am I? 38
Unit 2 Misunderstood Animals 64
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Units 1–2 Express Yourself: Flash fiction 90
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Unit 3 Everybody’s Doing It! 92
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Unit 4 Fashion Footprints 118
Units 3–4 Express Yourself: Poem 144
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Unit 5 Flying High 146
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Unit 6 New Frontiers 172
Units 5–6 Express Yourself: Film script 198
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Unit 7 Visual Stories 200
Unit 8 Perform and Create 226
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Units 7–8 Express Yourself: Presentation 252
Assessment 254
Annotated Workbook Pages 265
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
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Student’s Book Walkthrough
Impact, a new five-level series from National Geographic Learning, helps teenage
learners to better understand themselves, each other and the world they live in. Impact
features real-world content, stunning photographs and video from authentic sources, and
inspiring stories from National Geographic Explorers, challenging teenagers not only to
understand their world but also to engage with it. By encouraging self-expression, global
citizenship and active participation, Impact motivates students to explore who they are and
who they want to be – all while learning English.
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The Unit Opener uses high-interest photographs Image captions help students
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to engage students, present the unit theme and understand the image and make
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provide opportunities for discussion. connections with the unit theme.
Unit 1 ic
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Who Am I?
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‘Make sure to be passionate
about whatever it is you
get into …’
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Jack Andraka
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Friends celebrating Holi,
the Indian festival of colours
To sTarT
1. How would you describe the people in this photo?
How do you think they might describe themselves?
2. Describe yourself in five or six words. Now think
of five or six words that you would never use to
describe yourself.
3. What are you passionate about? Why?
8 9
Each unit highlights one National Geographic Explorer Discussion questions
to inspire future global citizens and promote 21st-century activate prior knowledge and
skills and values. Students first meet the unit explorer with a lead students into the unit.
quote connected to the unit theme.
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A guiding question promotes critical thinking, helps
students access prior knowledge and introduces the
context of the main vocabulary presentation.
Target vocabulary is presented in meaningful
contexts to help students build fluency and
confidence to discuss relevant real-world topics.
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1 on the last page, you described yourself
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in five or six words. Would other people
use those same words to describe you?
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Discuss. Then listen and read. 002
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For teenagers, life can seem exciting and whose values and personalities are like yours.
confusing at the same time, can’t it? As a That’s natural.
teenager, you’re on your way to becoming an
Then there’s personality, or the qualities that
adult. It’s a time of important changes and
make you different from other people. If you love
important questions.
parties and are enthusiastic about meeting lots of
A lot of these questions are about identity,
or who you are. You’re an individual, but
you’re also a product of your family life, your
new people, you’re probably outgoing and self-
confident. If you get excellent marks at school,
chances are you’re organised and responsible. ic
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social environment and your culture. Your If you’re energetic or adventurous, you might like
identity includes your beliefs, your values and hiking, or getting together with friends to explore
your actions. You learnt your values from your a cave! If you’re optimistic, generous and patient,
family, but, as a teenager, you may become less you might enjoy helping by spending time with
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interested in what your family thinks. You may animals at a shelter, or by participating in a local
choose to spend more time with other people clean-up event.
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Personality is tricky. You might assume that unwilling to take advice. You may feel self-
everyone sees you the way you see yourself, conscious and shy, while other people may
but that isn’t always true. Friends may laugh at think you’re unfriendly. You may think you’re
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your stories and think you have a great sense of fair, but you may still seem unreasonable or
humour, but your brother might think you’re unkind to a friend.
just odd. You may see yourself as ambitious
Understanding yourself and how others
because you’re determined to get what you
see you can really be a puzzle!
want, but others may feel you’re stubborn, or
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2 Learn neW Words Listen and repeat. 003
3 Work in pairs. Make another list of five or six words that
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describe you, using the new vocabulary. Then make a list of
five or six words that describe your partner. Compare your
lists. Do you agree with your partner’s description of you?
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Why or why not?
10 Vocabulary Vocabulary 11
Students work in pairs or groups
to practise the new words.
All target vocabulary is presented on the
audio in isolation, in a contextualised
sentence, as well as in the context of
the main presentation.
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Student’s Book Walkthrough
New vocabulary is practised in
meaningful contexts involving
National Geographic Explorers and
real-world topics.
The Speaking Strategy page presents
Students learn new target vocabulary and phrases and model dialogues that help
a vocabulary strategy that gives students students express themselves fluently.
tools to learn new words on their own.
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4 read and write the words from the list.
spe akIng s Tr aTegy 006
ambitious determined enthusiastic generous Comparing Contrasting
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optimistic organised outgoing self-confident
You’re outgoing? So am I! You’re shy? Not me! I’m not shy at all.
By the time Jack Andraka was 14 years old, he was very Just like you, I’m self-confident. Unlike you, I’m optimistic.
about science. Jack really wanted to focus on cancer research. He came up with a cheap,
We’re alike because we’re both patient. I’m determined, but you’re just stubborn!
fast way to detect a type of cancer. When he first proposed his idea, some adults thought that
Jack was being too
to prove them wrong. He stayed
, but he was
and entered his idea into an 1
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Listen. How do the speakers compare and contrast their younger brothers? Write the
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international science fair. Jack won! Now he feels more . People words and phrases you hear. 007
have even asked him to be on TV because of his personality and
creative ideas. 2
7 read and complete the dialogue.
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5 Learn neW Words Listen to the words. Write each trait next to Dave: My aunt and uncle are visiting this week.
the correct example. Are these words positive or negative? Decide. Nina: You don’t seem very happy about it.
2014 emerging
Then listen and repeat. 004 005
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explorer, inventor
Dave: I’m not. My aunt is always saying, ‘You’re
Jack andraka
fair odd self-conscious stubborn your uncle Jack!’
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Nina: Well, are you and your uncle ?
1. You never change! Just listen to me for once. Dave: No, we’re very different. him, I’m active
2. You put salt and pepper on your ice cream? Wow! and outgoing. All he does is watch TV.
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3. I like our music teacher. In her class, everyone Nina: Is he funny? Optimistic? Generous, you?
gets a chance to play. Dave: No way. ! He never gives me anything,
4. Oh, come on. Nobody is looking at you. Let’s dance. not even on my birthday.
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6 you deCIde Choose an activity. Work in pairs.
1. Together, think of a famous person, such as a singer, actor or 3 Work in pairs. Take turns. Use a
internet personality. Separately, list as many descriptive words
coin to move (heads = 1 space;
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as you can about that person. Are any of your words the same? Do you
agree with your partner’s description? tails = 2 spaces). Compare and
contrast as instructed.
2. As a student, you’re an expert on teachers. Think about
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teachers you’ve had and write words to describe them. Look
at the positive qualities you both listed. Then work together 4 Work in groups. Compare and
to write a description of your ideal teacher. contrast your parents. Are you like
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3. Write the letters in your partner’s name down the side of a or unlike your parents? Do your
piece of paper. Then write a word that describes your partner classmates’ parents seem like or
for each letter. When you’ve finished, compare your name unlike your own parents?
go to page 153.
poems. Do you agree with your partner’s description?
12 Vocabulary SPEaKING 13
You Decide activities allow students to make decisions
and become active participants in learning. They’re
encouraged to think critically and creatively as they discover Games provide
who they are and who they want to be. a fun context for
communication.
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Grammar boxes include natural examples of
real-world language. Expanded grammar boxes with
explanations are provided in the Workbook and on
the Classroom Presentation Tool.
Additional target vocabulary is
presented in meaningful contexts and
applied in the grammar practice.
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4 Learn neW Words read about young
gr ammar 008
chefs and listen to their conversation. Then
Question tags: Confirming information or seeking agreement listen and repeat. 010 011
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Alicia is friendly, isn’t she? Yes. She’s outgoing. You’ll like her.
You’re nervous about the competition, aren’t you? I am. I’m not sure I’m ready. Everyone loves cookery programmes! The chefs are
Rick doesn’t live near here, does he? No, he doesn’t. He lives quite far away. usually self-confident and energetic, but they’re not
always patient or organised, are they? (That’s part of the
Lin also plays the flute, doesn’t she? Yes, she does. She’s really good!
fun!) They’re almost always very competitive as they
Sue couldn’t make herself do it, could she? No. She’s too shy.
ic cook against each other. They want to win by making the
best food they can!
On some programmes, teen chefs compete to
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1 Listen. Match the questions to logical answers. Write the letter. 009
see who’s the best cook. These teen chefs can be
surprisingly co-operative, even while they’re competing.
1. a. Yes, it was. And we finally won!
They’ve made friends, and they’re interested in what
2. b. Yes, I have to be. I’m a teacher. one another is doing. Of course, one chef may be jealous
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of another chef, but in the end many of them are still
3. c. No, she didn’t. She said she was ill. helpful and kind to each other as they compete.
They’re open-minded enough to know that
4. d. He really is. He never stops! only one person can win, but all of them
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5. e. Yes, she can. And the guitar, too. can be friends – and great chefs.
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2 read. Then complete the question tags.
1. Carla and Lea want to join the team, don’t they ?
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2. You’re not as enthusiastic about poetry as your sister,
5 read. Then use a question tag to comment.
?
national geographic Fellow
3. Greg’s brothers won’t be at the party, ? Chef Barton seaver 1. Angela really is a talented cook. I want to be like her!
You aren’t feeling jealous, are you?
4. Maria has changed a lot, ? She’s
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so self-confident. 2. Pat and Tim refused to talk to Julia, or even listen to her ideas.
5. Your sisters didn’t go shopping, ?
6. You would help us if Ana can’t come, ?
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3. The Whitley twins have 17 tennis trophies between them.
3 Work in pairs. Take turns forming question Barton Seaver is the most
tags and answering them. Agree or disagree
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interesting chef around, isn’t he?
4. Sam won’t join the group to help collect and recycle plastic bottles.
with your partner. Express your opinion.
1. (name of a place) / most beautiful / place / ever
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2. (name of a singer) / most popular / singer / right now Yes, he really is. He has 5. Here, let me help you clean up those dishes.
3. (name of an actor) / talented / actor / on TV great ideas about food.
4. (name of a video game) / your favourite / video game
5. (name of a film) / exciting / film / ever
14 GraMMar GraMMar 15
Grammar is practised in context with
multiple opportunities for real communication
using all four language skills.
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Student’s Book Walkthrough
New target vocabulary is Reading strategies promote Readings feature engaging,
presented in the reading and comprehension and help students relevant topics covering a variety
gives students an opportunity become independent readers. of cross-curricular areas.
to make predictions about the
reading topic.
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1 BeFore you read discuss in pairs. Based on the title and Have you ever wondered why children tend to avoid conflict, they can be
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the photo, what do you think the reading is about? flexible and easygoing. They may also be seen as
you are the way you are? What secretive by members of their family. They are
makes you different from, say, usually more influenced by their friends than
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2 Learn neW Words Find the words below in the reading.
by their family, perhaps because they get more
What do you think they mean? Look for clues in the sentences. your brothers and sisters? attention from their friends.
Then listen and repeat. 012 People have asked these questions for
The youngest child is described as the
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centuries, and researchers are trying to answer
baby of the family. They can be spoilt by their
bossy ignore perfectionist selfish spoilt them. One idea they’re exploring is that birth
parents, who spend a lot of time with them and
order influences the person we become. In
often give them what they want. For this reason,
general, the oldest child is described as
3 WHILe you read notice descriptive words confident, organised, dutiful and determined
their brothers and sisters sometimes get jealous.
you think apply to you personally. 013 Youngest children enjoy being the centre of
to get what he or she wants. Oldest children
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are seen as born leaders, people-pleasers and
perfectionists. Because they’re the oldest, their
younger brothers and sisters sometimes see
attention, and they are seen as outgoing, open-
minded and likely to take risks.
What if you’re an only child? Many people
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them as bossy, or too willing to tell other people think that a child with no brothers or sisters
what to do. grows up wanting lots of attention. Some think
they’re selfish, or unwilling to share with others.
The middle child may be described as being
But because they spend so much time around
competitive in order to get more attention. They
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adults, they’re also described as confident,
sometimes feel that their family ignores them
determined and responsible.
because they are in the middle. Because middle
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4 aFTer you read discuss the questions in groups.
Why Am I
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1. What’s the main idea of the reading?
2. Does birth order seem like a good way to describe personality?
Why or why not?
Me?
3. Based on your personal experience, does the information in
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this reading seem correct? If not, why not?
5 Work in pairs. Separately, go back through the reading and
underline all the words you think describe you. Then read your
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list to your partner. Based on your list, can your partner guess
your birth order? What is it?
6 Work in groups. What other factors might affect your
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personality? Write two or three ideas. Briefly explain how
each factor on your list might affect you. Then discuss your
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ideas in groups.
16 rEaDING rEaDING 17
Before reading While reading After reading activities provide
activities help activities guide students with opportunities to react
students make students and help and respond to the text, and to make
predictions about them stay focused. connections between the reading and
the reading. their lives.
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Meaningful, relevant and timely topics are presented through
videos from National Geographic and other sources, as well as
animated infographic videos created specifically for this series.
Before watching activities help students
make predictions about the video.
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While watching activities guide students After watching activities provide students with
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and help them stay focused. opportunities for discussion and reflection.
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VIDE
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1 BeFore you WaTCH discuss in pairs.
Look at the photo. What do the
2 Work in pairs. The video you are going
to watch is called What Makes Up an ic
3 WHILe you WaTCH Tick the factors that the video says
are important parts of your identity. Watch scene 1.1.
5 Work in pairs. The
video describes four
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group members’ clothes say about Identity? From the title, predict the main sports clothes gadgets food main areas that make
their identity? idea of the video. Circle the correct letter. up your identity.
music house pets other people Discuss each of those
a. The video will discuss your identity
in comparison to that of your family areas in your own life.
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4 aFTer you WaTCH Work in pairs. Circle the correct letter.
and friends.
b. The video will talk about things that you 1. According to the research, music can make us 6 discuss in groups.
like and do that help shape your identity. happier and . At the end of the
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c. The video will suggest ways you can a. cleverer b. more c. more video, you’re asked,
make yourself better. organised determined ‘What else makes
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2. A personal style is important to help you . you you?’ Answer
a. fit in b. stand out c. both a and b the question in your
group. Then share
3. One in teens is obsessed with wearing designer your responses with
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clothing.
the class.
a. two b. four c. twenty
4. Nearly all teenagers associate with happy memories.
a. music b. clothes c. food
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5. Parents help .
a. influence our b. choose our c. choose our
world view friends music
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7 you deCIde Choose an activity.
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1. Work independently. Choose a classmate or teacher to interview about
what makes up his or her identity. Write a profile of this person and share
it with the class.
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2. Work in pairs. Write a description of your clothing in relation to your
identity. Your partner does the same. Then compare your results. Does
your partner have the same view of your style as you do? Discuss. Then
swap roles.
3. Work in groups. Create a ‘happy memory’ cookbook. Survey at least
five classmates about meals that give them happy memories. Ask the
rea Iktetsa pantsula, a dance group from classmates to describe the meals. Take notes, and then compile the
soweto, Johannesburg, south africa information into a cookbook to share with the class.
18 VIDEo VIDEo 19
A You Decide activity supports learner autonomy
and allows flexibility in the classroom by offering
opportunities for individual, pair or group work.
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Student’s Book Walkthrough
Grammar boxes include natural
examples of real-world language. Students learn the basics of academic writing
Expanded grammar boxes with and are introduced to a variety of writing genres.
explanations are provided in the Workbook
and on the Classroom Presentation Tool.
Models written at the student level
provide examples for students to follow.
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gr ammar 014 WrITIng
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using it to talk about weather, time and distance, and for emphasis When we compare and contrast two people or things, we use phrases such
It’s raining again. Another bad hair day! It’s strange that we’ve had so much rain. as the following:
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It’s six o’clock already. Wake up! I hate it when the alarm goes off. Compare: alike both in the same way too
It’s a half-mile walk from here. We’re late! It drives me crazy when I have to hurry.
Contrast: although but on the other hand unlike
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1 Listen. How is it used? Write the number. 015 1 read the model. Work in pairs to identify the parts of the writing. How does
the writer compare and contrast? Underline the words or phrases.
to introduce weather to introduce time
I come from a large family, and I share personality traits with several family
to introduce distance to introduce emphasis
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members. But it’s clear to me that I’m most like my grandfather, although we’re
different in some ways, too.
My grandfather and I both like spending time outside. We both enjoy riding
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2 Work in pairs. Write down three things that you don’t like to happen. Use it in your
our bikes and watching sports. We’re adventurous, too. I really like going fishing
sentences. Then share them with your partner. with my grandfather. We’ll catch our dinner together, then cook and eat it at our
1. It makes me a little angry when people interrupt me in a conversation. campsite. We both love nature. We’re alike in that way. We also enjoy working in
his garden growing fruit and vegetables.
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2.
It’s a different story when winter comes. Unlike my grandfather, I love being
3. outside in the snow. I like having snowball fights with my friends, but he likes sitting
4. by the fire and reading. Sometimes he and I play cards, although I don’t really enjoy
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that very much. I’m too energetic to sit for so long! On the other hand, when we
play one of my video games, I have fun because I’m competitive.
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My grandfather isn’t competitive at all. He’s also sort of slow!
3 Work in pairs. Write down three things that you like to happen. Use it in your
sentences. Then share them with your partner. But it doesn’t really matter to me what we do
together. I like being with my grandfather and
1. I like it when people give me compliments about my appearance. spending time with him. We’re a good fit!
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2.
3.
4.
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4 Work in groups. Make the cube. Take turns throwing
the cube and completing the sentences.
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It drives me crazy when my
friends don’t return my texts! 2 Work in pairs. How are the writer and his grandfather alike? How are they
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different? Do you think they’re more alike than different? Explain.
3 Write. Compare and contrast your personality with that of a family member.
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go to page 155.
20 GraMMar WrItING 21
Grammar is practised in Step-by-step pre-writing and drafting support
context through engaging is provided in the Workbook.
activities and games.
Optional worksheets guide students through the
five steps involved in process writing: pre-writing,
drafting, revising, editing and publishing.
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The Mission page features
National Geographic Explorers
as role models who embody the
21st-century skills and values
teenagers need to become successful A variety of projects build 21st-century skills through
global citizens. independent research, discussion and presentations
using a variety of media.
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Make an
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Impact
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you deCIde Choose a project.
1 plan and conduct a survey about
icpersonality traits.
• Decide which traits you want to
ask about. Include positive and
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negative traits.
Be Determined
• Write the survey.
• Interview ten people. Record and
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report the results.
‘Why not you? Why can’t you come up with the next great innovation or cure?’
Jack Andraka
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2 plan and write a report on other
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National Geographic Explorer, Inventor
factors that influence personality.
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• Search the Internet for information
on your topic.
• Write your report.
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• Present your research to the class.
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3 Write an advice column.
• Write a letter to an advice
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columnist about a problem that
young people face.
1. Watch scene 1.2. 3. How hard do you try to get something
you want or need? Do you give up • In groups of three, read your letters
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2. It took Jack Andraka 4,000 tries to find a aloud. Then discuss the problem
easily? Would you try 200 times? 4,000
protein he needed for his experiment. times? How would you feel if you were and give advice. Take notes.
It took him 200 tries to find a lab research
unsuccessful so many times?
scientist who would accept his project. • Compile your group’s questions and
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What three words best describe Jack? responses in an advice column.
Make copies of your column to
share with the class.
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22 MISSIoN ProjEct 23
A quote by the Explorer and a You Decide project choices allow students to
Meet the Explorer video help take charge of their own learning and choose their
students connect with these preferred way to use the language they learnt to
inspirational people who are synthesise and reflect on the unit topic.
making a difference in the world.
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Student’s Book Walkthrough
Express Yourself appears every two units. It actively engages students in
discussions to synthesise what they learnt in the preceding units and make
connections beyond the unit themes.
This section exposes students to a wide range of creative
expression, from poems and film scripts, to presentations
and personal narratives.
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Express Yourself
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1 Read and listen to the poem by Asher Jay. 057
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The Garb Age
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Fashion is about excess,
about wanting more.
It’s indulgent, vain,
selfish to the core.
Excess is euphemism
for avoidable waste.
Buying without need
is in poor taste.
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In a finite world
resources are scarce.
Surplus drains, and
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Earth has no spares.
Fads repeat like history,
dated becomes news.
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Reduce, repurpose, recycle. 3 Connect ideas. In Unit 3, you
Up-cycle and re-use!
learnt about group behaviours. In
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Fight a failing model. this unit, you learnt about fashion
Save scraps, set the stage. trends. What connection can you
Sew your own designs, see between the two topics?
but don’t let your garb age.
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2 Work in groups. Discuss the poem. 4 YOU DECIDE Choose an activity.
1. What do you think the poem is
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1. Choose a topic:
about? Circle the letter. Support
• fashion and group behaviour
your answer.
• clothing and its impact on the
a. buying trendy fashions environment
b. reducing your fashion footprint
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c. buying only recycled clothing 2. Choose a way to express yourself:
• a poem or rap
2. The poem says we shouldn’t buy • a poster
things we don’t need. Do you agree • a short video
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or disagree? Explain.
3. Present your work.
74 75
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Students choose a form of creative
expression to find their own voice and
reflect on the themes they have studied.
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Unit 1 2 Listen and repeat. Does the voice go up or down?
Mark it with an arrow. Then circle the tags where the
Intonation in question tags
1 Listen. Notice how the voice
speaker is sure. 115
1. Your friends aren’t very open-minded, are they?
Pronunciation activities provide practice
goes up or down in the question
tag. 114 2. Your sisters are very competitive, aren’t they?
3. You didn’t go to the party on Saturday, did you?
with stress, intonation, reductions and
He seems shy, doesn’t he? 4. Your sister was at the party, wasn’t she? connected speech to help students better
The voice goes down in the tag. 5. You were very self-conscious when you were
In this case, the speaker is sure younger, weren’t you? understand speakers of English and be
or almost sure. 6. You’ve become more self-confident, haven’t you?
better understood.
You’re not jealous, are you?
3 Work in pairs. Listen and repeat each sentence.
Then take turns repeating the question tags and
The voice goes up in the tag. answering them. 116
In this case, the speaker is
You love school, don’t you? Yes, I do!
g
less sure.
1. You love school, don’t you? (sure)
in
2. English is easy, isn’t it? (sure)
3. Your town has got a football team, hasn’t it? (not sure)
Verb Meaning Sample sentence
4. Your family is big, isn’t it? (not sure)
n
5. You haven’t got
light upa pet, have you?bright
become (sure) The sky lit up with fireworks.
log in/on sign in to a website or app I can’t log in because I can’t remember my password.
ar
look after take care of I have to look after my little sister on Sunday.
Unit 2 2 Listen and repeat. Make sure think
look back
you reduce have.
about things that
118
Looking back, I think the other project topic was
Relaxed pronunciation: 1. She might have seen a spider.happened in the past more interesting.
Modals + have + past 2. They must havelookbeen
for afraid.try to find What are you looking for? Did you lose something?
Students have access to
Le
look into try to find out about I need to look into it. I’ll let you know tomorrow.
participle 3. He could have read about the bear.
1 Listen. Notice how have is
4.
not care for not like
They could have been fire ants.
pass away die
I don’t really care for opera.
I heard Kim’s grandma passed away.
reference sections on
5. It might have prey
beenona rat.
pronounced after modals.
irregular verbs, two- and
117 hunt and kill for food Do lions prey on zebras?
rave about talk or write very Critics are raving about the new film.
3 Work in pairs. Take turns responding to the statements.
They could have read about it.
He might have seen a jellyfish.
She must have been scared.
Use could / might must + have
rely/on
brackets. Reducerunhave.
away
and
trust; depend
escape; leave
enthusiastically
the phrase
on in
ic
Do you think we rely on technology too much?
Our dog ran away!
three-word phrasal verbs,
and verbs followed by an
ph
run into meet unexpectedly; Yesterday I ran into my old teacher.
Gina just screamed. She must havecollide I ran into a tree.
Have is often reduced. It seen a cockroach.
stand out be noticeable I was the only one wearing purple. I really stood out.
sounds like the word of.
1. take off
A: Gina just screamed. startato
(B: seen fly
cockroach) The flight took off on time. infinitive or gerund.
2. A: Lee and Sueturn
areout
afraid. (B:result; about the snakes) I thought everyone in my family had a mobile phone. It turns
heardhappen
ra
out my uncle refuses to get one!
3. A: Ray doesn’t wake
wantup to swim. (B:stopknown
sleepingabout the sharks) I usually wake up at six o’clock.
4. A: I was stungwarm
by a wasp!
up (B: been near its nest)
prepare for exercise Do you warm up before football games?
5. A: Julian wentwork
home.out (B: felt sick)
be successful; Everyone liked our presentation. It worked out well!
g
exercise I prefer to work out in the gym when it’s cold.
6. A: Ann likes pit bulls. (B: read about them)
144 PRONUNCIATION Unit 1 Cutouts Use with Activity 3 on page 13.
eo
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Phrasal – Separable 6/20/16 11:31 AM
Verb Meaning Sample sentence
Start
lG
back up support His friends backed him up.
call off cancel They had planned a party, but they had to call it off.
calm down help relax Let’s play soft music to calm the baby down.
carry out do or complete something They are carrying out research on ancient birds. Contrast You’re lucky!
two of your Move ahead
na
check out observe; notice Check out my new phone!
cheer up try to make someone happy Compare
Why don’t we get some flowers to cheer her up? teachers. 2 spaces.
clean up organise; clean Can you clean that up? Guests are arriving soon.
cut down make something fall to They’re cutting down too many trees.
the ground
io
cut off remove by cutting Did you read about that hiker that had to cut off his own arm?
draw in capture the interest This book really drew me in.
equip with supply with They equipped the astronauts with extra oxygen tanks. Compare
at
fill out/in write information in a form
You’re stubborn!
Remember to fill out the form before the end of the week. Contrast
Fill in your details on page 6.
Move back two favourite
1 space. TV characters.
N
150 PHRASAL VERBS
OWI_3_SE_81089_144-176_BM_CP.indd 150 6/20/16 11:31 AM
Compare Contrast
You’re energetic!
yourself and your Move ahead
best friend. 2 spaces.
A variety of games Compare
Congratulations! yourself and
allows students to You’ve finished! a brother, sister Contrast
practise concepts and or cousin.
develop fluency – all End
while having fun.
153
SAMPLE COPY, NOT FOR DISTRIBUTION
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11 6/20/16 11:31 AM
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Workbook
The Workbook contains activities that reinforce and
consolidate the material in the Student’s Book and include
listening, reading, writing, grammar and vocabulary practice.
1 Listen and read. As you read, notice how the word example is used. 013
2
7 read the article in Activity 1 and then answer the questions.
Swar m robotic S
1. Highlight the word example in the text.
a. Circle any use of example that means a model that we should follow or imitate.
b. Underline any use of example that means something that helps to explain or confirm
that something is true.
2. Underline the explanation of collective behaviour that is correct.
a. A group of people, a crowd, a mob or a fashion trend.
b. A group of people who spontaneously or in a temporary way respond to the same
event or situation.
3. Choose the best explanation for the statement: ‘One robot on its own won’t be able to
work out the problem.’
g
Swarm robotics and microrobotics are a
new type of technology. This technology has a. A robot will need to work and collaborate with other robots to solve a problem.
produced a new generation of robots whose
in
different robots. The intention is to build a b. No robot will be able to understand the problem.
design is directly influenced and inspired by
group of robots that is able to swarm, or join
nature. Experts have realised that there is a lot
together, to solve problems. One robot on its
to learn from the animal kingdom’s efficient 3
7 In what areas can swarm robotics benefit us? Complete the idea web. Write one idea
own won’t be able to work out a problem, but it
system of co-operation. Units 1–2 Review 3 Read.
7
in each circle. Then choose one of Then choose
the areas. the two
Write bestsentences
answer to describing
fill in eachhow
blank.
swarm
n
won’t need to!
Scientists studied the robotics actually benefits us in that area. Include some of your ownPets
Have ideas.
Got Personalities?
collective behaviour of 1 Read. Then choose Swarm the robotics has many
correct word potentialeach
to complete uses.sentence.
We are all very different, (1) ? No two people are exactly alike. No two humans have
ar
ants. Ants join together to Robotic bees, for example, can help farmers space
1. When Marc decides he doesn’t want to do something, he doesn’t! He’s so . exactly the same personality, (2) ?
solve problems and they with
a. self-confident
crop pollination. Flying
b. stubborn
robots can
c. ambitious
exploration
benefits of
do this for the benefit search through a building during disasters Personality is something that we associate with human beings, but animals have
swarm robotics
of their community. Ants have been on 2. the
Petra doesn’t likefor
to look speaking
and locatein front of the They
survivors. class,have
does she? She’s too . personalities, too. Some pets make themselves at home very easily. We love (3) when
a. self-conscious b. self-confident c. outgoing
Le
planet for much longer than humans and have also been used to map the environment in we find that our new pet has become another member of the family! Of course, we are very
had millions of years of practice living3.inClara’s Kenya. This has allowed environmentalists
large parents happy to let these animals (4) be part of our lives.
have always given her everything she asks for. She’s very .
groups. to observe the behaviour of animals such It may be difficult to notice the personality of a goldfish, but cats and dogs certainly show
a. determined b. generous c. spoilt
as baboons, and the impact of pests such as you when they’re happy, sad or upset. We can (5) notice their body language: a wagging
The interesting thing is that an ant
4. Ben’s dream is to on
locusts, sailvegetation
alone around for the world.ofHe
hundreds has spent the last three years training.
miles. tail, an arched back or no eye contact. Some dogs can be very protective of their owners. If a
doesn’t stand out as an individual. It has poor
He’s also saving to buy a better boat. He’s definitely .
eyesight and little ability to think on its own. Right now, teams of biologists, scientists dog doesn’t stop barking, you know that something (6) happened.
a. determined b. organised c. fair
Together, however, ants show off higher-order and engineers are trying to work out how
intelligence. This is also true of bees, flocks
birds and schools of fish.
5. Gabioflovestocooking.
Following examples from nature, robotics
and try out
make space
new recipes.
possible
a. co-operative
She and
invites
more, all this expert
ocean
She’snew
using this
friends
very
b.teamwork
competitive
.
technology.
lunch every weekend so she can cook for them The text suggests that humans
floortoexploration
What’s
shows that, c. enthusiastic
4
Scientists hope (7)
ic
find out more about animal personalities so that they can
can be good at working together the way ants
identify a way to help people who are ill or are living on their own. Until then, be aware that
and robots do. List four ways you are co-operative and work well with others.
your pet can be sensitive. If your goldfish is swimming around in circles, or your hamster is
being aggressive, they (8) had a bad day!
ph
designers have tried to mimic collective and although insects have been co-operating
swarm behaviour. They’ve found2ways Read. for millions
to First, match each of years,
word withhumans can do it,
its definition. too! use the words
Then, 1. a. isn’t it b. are we c. aren’t we 5. a. to b. it c. –
divide technology and capabilities amongto complete Ants are about
the text an example to us all!
salamanders. 2. a. don’t they b. have they c. haven’t they 6. a. must b. must have c. could
28 3. a. it b. one c. to 7. a. to b. in c. –
_____ 1.1. AAstrong
_____ strongand
andforceful
forcefulwaywayto todo
dosomething
something a. poison
a. poison 4. a. – b. to c. they 8. a. can have b. may c. might have
ra
_____ 2.
_____ 2. AAstory
storytold
toldininancient
ancientculture
cultureto toexplain
explainaabelief
belief b. misconception
b. misconception
29
_____ 3.
_____ 3. So
Sounpleasant
unpleasantthat
thatititmakes
makesyou
youfeel
feelslightly
slightlyill
ill c.c. slimy
slimy 4
7 Write. Complete the last sentence in each item so that the meaning is the same as in the
93945_024-033_U03_ptg01.indd 28 7/19/16 12:45 PM
_____ 4.
_____ 4. Everything
Everythingthat
thatexists
existsin
inaaparticular
particularenvironment
environment d. ecosystem
d. ecosystem first sentence or sentences.
g
_____ 5.
_____ 5. Covered
Coveredin
inaathick,
thick,slippery
slipperyliquid
liquid e. myth
e. myth 93945_024-033_U03_ptg01.indd 29 7/19/16 12:45 PM
1. I become upset when I see another person cry.
_____ 6.
6. Producing
Producinggood
goodor orhelpful
helpfulresults
results f.f. disgusting
disgusting
Now I can ...
_____ me when I see another person cry.
eo
_____ 7.7. AAwrong
_____ wrongidea
ideaor
orbelief
belief g. beneficial
g. beneficial
2. We were worried at first. We thought someone had stolen her handbag.
_____ 8.
_____ 8. AAsubstance
substancecausing
causingpeople
peopleto
todie
dieor
orbecome
becomevery
veryill
ill h.aggressive
h. aggressive We thought that someone her handbag.
• talk about human and animal group behaviour. o Yes, I can!
Salamanders have a moist body that we find o I think I can.
3. It’s true that you need to be ambitious to succeed.
What’s one reason you would join a group? o I need more practice.
to touch. Most salamanders produce a milky to protect themselves. You have to be ambitious to succeed, ?
lG
They can also leave their tail behind to distract an predator.
Fortunately, it only takes salamanders a few weeks to grow back lost tails. Scientists are 4. She cooks amazing meals. I’m fairly sure she took a cookery course.
investigating this ability to see how it might be to human medicine. She cooks amazing meals. She a cookery course.
Long ago, people believed that salamanders were born from fire because they often What are some advantages and disadvantages of animals
5. Their dream is to travel around the world.
crawled out quickly when a log was thrown on a fire. The that clothes being in groups?
They travel around the world.
made from salamander skin can protect you from fire is another .
na
Salamanders can live up to 20 years. However, changes in the are 6. The time has come for us to leave.
threatening their existence. for us to leave.
22 23
• use phrasal verbs. o Yes, I can!
o I think I can.
io
93945_012-023_U02_ptg01.indd 22 7/19/16 12:44 PM
Choose one separable and one inseparable phrasal verb. Write two sentences o I need 7/19/16
more practice.
93945_012-023_U02_ptg01.indd 23 12:44 PM
with each. First, use an object and then replace it with an object pronoun.
1.
A review section every two units exposes
at
2.
students to question types commonly found in
N
international exams. • use enough, too much and too many to talk about amounts. o Yes, I can!
o I think I can.
There were boats on the river. o I need more practice.
We couldn’t move!
I took water to last me three days.
Now I can is a brief self-assessment that sun isn’t good for you. You can get burnt.
offers students an opportunity to reflect on what • write a descriptive essay about a group behaviour.
Underline the appropriate phrase to introduce an example.
o Yes, I can!
o I think I can.
o I need more practice.
they learnt and identify areas where they need Fish, in other words / such as tuna, swim in schools for protection.
Crowds at a football match or a concert, for example / such as, have no leaders.
additional practice. yOu dECIdE Choose an activity. Go to page 92.
33
Each unit ends with a You Decide activity that 93945_024-033_U03_ptg01.indd 33 7/19/16 12:45 PM
provides options for targeted skill practice.
Workbook audio is available for streaming and
download at NGL.Cengage.com/impact.
12 SAMPLE COPY, NOT FOR DISTRIBUTION
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Online Workbook and Student’s Website
The Online Workbook, hosted on MyELT, includes
interactive activities to support each section
from the Student’s Book:
• Vocabulary • Reading
• Speaking Strategy • Video
• Grammar • Writing
g
in
n
ar
Le
ic
ph
ra
The Online Workbook also includes
vocabulary flashcards and grammar
g
tutorials for additional support.
eo
Each unit ends with a You Decide activity
lG
that provides options for targeted skill
na
practice. Specific activities are recommended
based on the Now I can self-assessment.
io
at
N
Student resources, including audio for
Student’s Book and Workbook activities, are
available at NGL.Cengage.com/impact.
SAMPLE COPY, NOT FOR DISTRIBUTION 13
OWI_BrE_3_LP_93877_001-037_FM.indd 13 29/06/17 7:47 PM
Teacher’s Resources
The Lesson Planner, with DVD, Audio CD and Teacher’s Resource CD-ROM, provides
everything needed to successfully plan, teach and supplement lessons.
VIDEO VIDEO VIDEVIDE BE THE EXPERT
BE THE EXPERT
Objectives Objectives
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18 VIDEO 18 VIDEO VIDEO 19 VIDEO 19
n
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19 19 6/20/16 11:17 AM 6/20/16 11:17 AM
you think theyou
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54 54 1
UnIT UnIT 1 VIDeO 55
VIDeO 55
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The Lesson Planner includes: The Teacher’s Resource CD-ROM includes:
• a professional development section that • unit-by-unit pacing guides for easy lesson planning;
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introduces the key principles of the course; • printable worksheets for extension activities and process writing support;
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• a detailed scope and sequence; • printable graphic organisers;
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• step-by-step instructions for carrying out • video scripts;
lessons;
• Workbook audio scripts;
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• reduced Student’s Book pages with answers at • pronunciation activities answer keys.
point of use;
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• Student’s Book audio scripts; The Impact DVD and the Audio CD contain all of the multimedia to
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• extension activities to supplement the support the Student’s Book.
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Student’s Book, including instructions to use
the worksheets on the Teacher’s Resource
CD-ROM;
• teaching tips and professional development
support at point of use;
• suggestions for formative assessment.
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The Classroom Presentation Tool integrates all of the Impact resources,
including video, audio, Student’s Book pages and interactive activities, making
it easy to carry out lessons in any classroom with an interactive whiteboard or
a computer and projector.
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The Assessment CD-ROM with ExamView® includes activity banks to generate
customised unit quizzes, mastery tests and final exams, as well as a pre-test and
placement test.
The Teacher’s Resource Website includes the Student’s Book and Workbook audio,
the Professional Development Video, as well as all the printable materials contained in
the Teacher’s Resource CD-ROM.
NGL.Cengage.com/impact
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Video
Main Video The main video in each unit
introduces a key concept of the unit theme
in a unique way, either through live action
National Geographic content or through an
original animation designed specifically for this
course.
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The videos cover meaningful, relevant
and timely topics such as:
ic • Group behaviour
• Art in the open
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• Forming teen identity
• Pushing your limits
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Meet the Explorer When students
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reach the Mission page of each unit,
they’ll learn more about the National
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Geographic Explorer featured in the unit.
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A quote by the Explorer and a Meet the
Explorer video help students connect
with these inspirational people who are
making a difference in the world. These
short one-minute clips reinforce
unit objectives, develop critical thinking
skills and allow students to hear from
each explorer in his or her own words.
The videos are available on a DVD bound with the Lesson Planner, on the
Online Workbook and on the Classroom Presentation Tool.
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Professional Development
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To ensure that teachers are able to improve their classroom practice and get the most
out of the Impact teaching resources, Dr Joan Kang Shin and Dr Jodi Crandall have
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developed the Impact Professional Development Video.
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The Impact Professional Development Video, available on the Teacher’s Resource
Website, is hosted by Dr Joan Kang Shin and it features interviews with teachers around
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the world. The video provides useful insights and practical advice on the following topics:
• Characteristics of young teens
•
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21st-century skills
• Global citizenship
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• Learning language through content
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• Student choice and classroom management
• Strategy instruction
• Classroom routines
• Effective use of media in the classroom
• Assessment
• Teaching writing
Professional development topics are also covered at point-of-use throughout the
Lesson Planner.
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About the Author and Series Editors
About the Author
Diane Pinkley
Diane Pinkley is the former Director of the TC TESOL Certificate Program in the TESOL Program,
Department of Arts and Humanities at Teachers College, Columbia University in New York City.
She is a well-known teacher trainer and author in ESL/EFL, and has travelled around the world
presenting academic papers and leading teacher-training workshops. She has also authored
best-selling series for both children and adults. Formerly the Director of the Institute of North
American Studies in Badalona, Spain, and Curriculum Co-ordinator at the Michigan Language
Center in Ann Arbor, Michigan, she has taught all levels of ESL and EFL.
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About the Series Editors ic
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Dr JoAnn (Jodi) Crandall Dr Joan Kang Shin
Dr JoAnn (Jodi) Crandall is Professor Emerita and former Dr. Joan Kang Shin is an Associate Professor of
Director of the Language, Literacy and Culture PhD Education at George Mason University and the
Program, and Co-Director of the MA TESOL Program at Academic Program Coordinator of the Teaching
the University of Maryland, Baltimore County (UMBC). Culturally & Linguistically Diverse & Exceptional
She has worked in all areas of ESL/EFL including Learners (TCLDEL) program. Dr. Shin specialises in
teaching, curriculum and materials development, teaching ESL/EFL to young learners and teenagers
standards development and teacher training. and has provided professional development programs
and workshops to EFL teachers in over 100 countries
around the world.
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Teaching with Impact
2 2 4
impact impact
Impact helps teenage learners better understand
impact impact
Impact helps teenage learners better understand
impact
impact
impact
impact
themselves, each other and the world they live in. themselves, each other and the world they live in.
By encouraging self-expression, global citizenship By encouraging self-expression, global citizenship
and active participation, Impact motivates students and active participation, Impact motivates students
1 to explore who they are and who they want to be
3 to explore who they are and who they want to be
impact
—all while learning English! —all while learning English!
impact impact
impact
National Geographic Explorers are featured as National Geographic Explorers are featured as
role models who embody the 21st century skills role models who embody the 21st century skills
and values teenagers need to become successful and values teenagers need to become successful
global citizens. global citizens.
Cross-curricular topics engage learners with Cross-curricular topics engage learners with
stimulating information about the world, better stimulating information about the world, better
Impact helps teenage learners better understand preparing them for future academic success. Impact helps teenage learners better understand preparing them for future academic success.
impact
themselves, each other and the world they live in.
impact
stUDEnt’s BOOK
stUDEnt’s BOOK
Student-choice activities and projects present themselves, each other and the world they live in. Student-choice activities and projects present
learners with options for language practice, learners with options for language practice,
By encouraging self-expression, global citizenship By encouraging self-expression, global citizenship
allowing them to become active participants in allowing them to become active participants in
and active participation, Impact motivates students and active participation, Impact motivates students
the learning process. the learning process.
to explore who they are and who they want to be to explore who they are and who they want to be
—all while learning English! —all while learning English!
ngl.Cengage.com/impact ngl.Cengage.com/impact
National Geographic Explorers are featured as National Geographic Explorers are featured as
role models who embody the 21st century skills role models who embody the 21st century skills
and values teenagers need to become successful and values teenagers need to become successful
global citizens. global citizens.
Cross-curricular topics engage learners with British English Cross-curricular topics engage learners with British English
stimulating information about the world, better stimulating information about the world, better
A1 A2 B1 B2 A1 A2 B1 B2
preparing them for future academic success. preparing them for future academic success.
stUDEnt’s BOOK
Student-choice activities and projects present
stUDEnt’s BOOK
CEFr correlation Student-choice activities and projects present CEFr correlation
learners with options for language practice, The exit level for Impact 2 is B1. The exit level for Impact 4 is B2.
learners with options for language practice,
allowing them to become active participants in allowing them to become active participants in
the learning process. the learning process.
ngl.Cengage.com/impact ngl.Cengage.com/impact
British English
A1 A2 B1 B2
FOUNDATION
STUDENT’S BOOK 2 STUDENT’S BOOK
British English
A1 A2 B1 B2
4 STUDENT’S BOOK
CEFr correlation CEFr correlation
The exit level for Impact 1 is A2. The exit level for Impact 3 is B1+.
Untitled-1 1,3 7/15/16 11:49 AM Untitled-1 1,3 5/26/16 8:52 AM
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1 3
in
STUDENT’S BOOK STUDENT’S BOOK
Untitled-1 1,3 7/11/16 1:14 PM
Untitled-1 1,3 5/24/16 3:23 PM
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National Geographic Learning’s Impact is an Impact reflects key concepts and principles of
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exciting new series for young teens that aims to English-language teaching and learning as they
help students to better understand themselves, apply to adolescent learners of English:
one another and the world they live in. The
series integrates real-world content, the work •
icLearning is a process of constructing meaning.
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and stories of National Geographic Explorers, Active learners work to make sense of their
a wide variety of cross-curricular concepts and world through interaction in personal, social and
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engaging projects into a unified course of English academic contexts.
language instruction. It uses a content-based,
•
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All English learners, and especially teens,
communicative approach to learning English, with
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need multiple opportunities for questioning
grammar and vocabulary taught and practised in and communicating meaning about topics that
context, and multiple opportunities for authentic
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concern them, at a level that is appropriate to
communication using all language skills. In their emotional, social, and intellectual stages
every thematically organised unit, students of development.
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are immersed in a topic that they explore from
different curricular perspectives, using the skills of • Learners benefit greatly from the support of
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listening, speaking, reading and writing. knowledgeable persons (teachers, adults and
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peers) to help them successfully incorporate
Young teens are actively exploring their own and understand new information.
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identities and grappling with big ideas daily. Impact
encourages teens to consider how their learning
might relate to their current or future lives and
• Learning is most effective when the learner
is challenged to go one step beyond his or
to the roles they may play in the world as adults. her current stage of cognitive and language
Impact challenges teens to think about their development.
places in their communities, in their countries and
in the world at large. By addressing issues of local
and global importance, Impact stimulates students
• Activities that encourage students to think
critically about issues and that engage them
in problem solving are most effective; these
to use 21st-century skills, such as problem-solving,
activities link language learning with other
critical thinking and other higher-order thinking
curricular areas.
skills. In every unit of Impact, students use their
skills to delve deeply into topics of immediate
concern to them as citizens of the 21st century.
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Characteristics of Young Teens
Young teens are going through a number of
changes: physical, social and cognitive. For teens,
life is both exciting and confusing. They’re engaged
in discovering who they are and who they want to
be, and in exploring the qualities that make them
unique, as well as those qualities they share with
their peers.
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Teens combine childlike playfulness with a nearly
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adult ability to think critically. They’re engaged
in questioning, analysing and comparing points
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of view, and they are likely to express strong
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opinions about topics related to their lives. Impact
encourages them to discuss and express their
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views using a variety of print and communications
media, such as videos, posters, stories, comic
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strips, raps, poems and songs.
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Adolescent English learners have already
learnt at least one language and are cognitively
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more efficient language learners than younger
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children. They can infer and confirm grammar,
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vocabulary and language use when given sufficient
opportunities to use the language to communicate.
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They also need to take part in activities that create
language awareness and foster an understanding
of, and an interest in, how language functions.
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Many young people are concerned about their
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places in the world and their roles as global
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citizens. They’re developing a sense of social
responsibility. They’re also developing a personal
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sense of values and looking for role models.
National Geographic Explorers are people who
have made a difference in the world and who
challenge young teens to do the same. Eight
Explorers and their work are featured in each level
of Impact. They’re presented as potential role
models who can encourage teens to explore their
world (Daniel Raven-Ellison), to discover the future
(Bethany Ehlmann), to be curious (Katy Croff-Bell)
and to test their limits (Cory Richards).
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Real-World Content technology extends our human abilities. Explorer
Amber Case, a cyborg anthropologist, challenges
Students learn language and content at the
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teens (and adults!) to think about the positive and
same time, so it’s natural and authentic to
negative aspects of our reliance on technology.
incorporate academic content into the English
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classroom. Integrating grade-appropriate In Everybody’s Doing It (Unit 3), students
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content from science, geography, history and in Level 3 learn about the various ways that
other subjects complements what students
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animals and humans organise into groups,
are learning in their other courses, helps and how those groups affect behaviour. They
them develop the academic English they compare groups that they choose to belong to
may need for future study and motivates with others that are involuntary, and discuss
them to use English in meaningful ways. the importance of groups in their lives.
Because technology plays such a large role Other units focus on contemporary issues such
in the lives of teens – mobile phones, laptops, as the environmental impact of entertainment.
social media, texting and more are part of their As they read The Footprint of Fun (Unit 4) in
everyday lives – Impact provides opportunities Level 4, for example, students consider how
for adolescent English learners to explore the they can reduce their carbon footprints and
influence of media and technology in their lives. take part in sustainable activities while still
In Level 2, for example, in Your Virtual Self enjoying themselves in public settings.
(Unit 3), students explore the many ways in which
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Multicultural Outlook help others during times of conflict or crisis by
employing techniques used in crisis mapping
Today’s teens live in a world made much smaller
and crowdsourcing. (L4)
through technology and the role of English as a
global language. Impact brings that world into
the classroom, introducing teens to the diversity Cultural Connections
of global customs, traditions and ways of life. In addition to learning about other cultures,
Learning about cultures other than their own helps Impact provides teens with opportunities to
young people develop a multicultural outlook and make connections between their own and other
learn to communicate successfully with others who traditions and customs. Students reflect upon their
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are using English as a global language, both in own cultures and discuss connections with their
in
person and through social media. And of course, peers. The process helps them build a stronger
as we’ve come to expect with National Geographic
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understanding and appreciation of themselves and
and its global reach and extensive research, we
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their place in the world. It also helps them to learn
can rely on the accuracy of all content, as well to use English to communicate and describe their
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as the stunning photographs and visuals that values and traditions to others around them.
accompany the text and engage and motivate
adolescent learners.
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In Foundation level, students read about
education in countries around the world. They
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In Impact, teens learn about different types of schools and reflect
• learn about robots and how they are used in
on their own learning experiences.
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many different aspects of life, from hospitals to After reading about the growth of the Internet
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the home. (Foundation Level) and the use of electronic gadgets in Level 1,
•
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for example, teens are asked about the impact
read about people with unusual and amazing
that technology has on their lives. In Level 2,
jobs, who work in some of the world’s most
after reading about Tristram Stuart’s campaign
extreme and dangerous environments. (L1)
to encourage consumers not to reject that extra
• discover that colour affects people’s emotions
all over the world, and is often used to express
lumpy potato or misshaped carrot, students are
asked to think about food waste and ugly food.
and represent one’s self. (L2)
In Level 3, students read about the many
• explore the different ways in which young people
in various cultures express themselves through
different ways people around the world have
developed animation, from cartoons to films, video
fashion, from special T-shirts and eco-friendly games, mobile phone emojis and special effects
clothing to hair and body accessories. (L3) in live-action films. In Level 4, after reading about
public art, teens are urged to think about how they
• 22learn how to become digital humanitarians and
can use art to express their feelings and ideas.
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National Geographic Explorers Explorer Jenny Daltry, in
a unit on misunderstood
As noted, each unit of Impact presents inspiring animals, many of which
stories about National Geographic Explorers, global are endangered species,
citizens who are actively working in many different urges teens to ‘keep an
fields, helping students explore content from open mind’. Iain Couzin,
different relevant perspectives. Each unit opener a behavioural ecologist,
presents a quote from the unit Explorer, meant for studies the value of
students to reflect upon and discuss in the context collaboration. As he
of their own lives. notes, whether we’re
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talking about ‘invasive cells to schooling fish to
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These Explorers convey, through their work and
human cultures, groups can accomplish what
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their words, a sense of global values. They model
solitary individuals cannot’.
universal values such as acting responsibly,
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respecting others, appreciating the environment Explorer Jimmy Chin,
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and believing in the value of collaboration. Each a photographer and
unit in Impact includes a ‘Mission’ page dedicated climber, reminds teens
to the Explorer’s work and message for teens, as
well as a short ‘Meet the Explorer’ video in which ic
to be prepared, and to
avoid situations where
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the Explorer shares his or her perspectives and the risks are high and
challenges with students. their level of control
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is low. In a unit about
Impact gives students a window into the work of
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exploration, Corey
Explorers such as Jack Andraka, who at only 15
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Jaskolski remarks
years of age invented an inexpensive and quick
on the importance of
way to detect certain types of cancer. It took him
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learning by doing and
4,000 attempts to find the protein he needed
‘showing people the
for his experiment, and 200 attempts to find a
world in a different
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research scientist who would accept his project.
light, in a new format –
He hopes to inspire other young people to pursue
something that they can
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their passions, no matter the odds, as he asks,
engage with and be excited about’.
‘Why not you?’
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There are other role models in Impact in addition
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Students meet
to the Explorers. From successful teenage fashion
Bethany Ehlmann, an
designers who have donated part of their earnings
Explorer and planetary
to charities or environmental organisations, to a
geologist who works
young girl who has regularly attended space camps
to help the Curiosity
from the age of seven in the hope of becoming
rover navigate on Mars.
an astronaut, users of Impact also read and learn
Bethany hopes that she
about young people like themselves who are
and others can someday
making a difference.
study signs of life not
only on Mars but also
in other worlds. She
encourages students to
‘discover the future’.
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21st-century Skills
In our increasingly interconnected world,
exposure to 21st-century topics and ideas
is essential to student success. In addition
to key subjects such as English, world
languages, arts, mathematics, economics,
science, geography and history, 21st-century
students must also develop an awareness
and understanding of topics such as:
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•
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Global awareness
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Financial, economic, business and
Students are engaged in thinking critically
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entrepreneurial literacy
about the choices they make and the problems
•
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Civic literacy that confront them. Together, they develop fact
sheets, posters, videos or even advertisements
• Health literacy that communicate their views to their peers and
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• Environmental literacy
others. They consider the ways in which groups
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affect their behaviour and how, by collaborating,
• Learning and innovation skills they can solve problems or accomplish goals. They
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analyse, compare and offer their own views. They
Impact provides students with rich opportunities also engage with a range of media and technology
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to think deeply and critically about all of these in order to create their own narratives. Students
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topics and others. With the help of National using Impact are challenged in every lesson and
Geographic Explorers, students explore ideas that activity to think creatively, critically and innovatively,
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span the globe and affect people of all ages and and to communicate and collaborate as a matter
backgrounds. They ask and answer questions of course.
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about food consumption and waste, unusual
occupations, crisis management, the performing We live in a technology- and media-driven
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arts, planetary geology and collective behaviour, environment characterised by immediately
among many other topics. available information and constantly evolving
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technology. Learning and innovation skills beyond
In the process, Impact helps teens develop the
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the 4Cs are needed for the complex life and work
skills that have been called the 4Cs, and which environments students will face in today’s world. In
are considered essential for success in the 21st addition to the ability to collaborate and to make
century: individual contributions, students must also be
• Creativity and innovation
able to master a range of functional skills such as:
• Critical thinking and problem solving • Life and career skills
• Communication • ICT (Information and Communication Technology)
literacy
• Collaboration
• Information literacy
• Media literacy
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With Impact, teens develop new ways of thinking, partner using expressions of surprise, such as
new ways of working, new skills for living fuller and ‘That’s amazing!’ or ‘Wow! Really?’ to respond.
more responsible lives, and a range of ICT skills
that they can use in their educations and careers. Speaking strategies in Impact include:
Skills and Strategies
• Extending the conversation
In addition to the 4Cs, the four domains of • Asking for help with schoolwork
listening, speaking, reading and writing, and
• Expressing strong opinions
the ICT skills necessary for success in the 21st
•
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century, today’s students need to develop content Asking for repetition and clarification
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knowledge and social and emotional competencies
• Expressing surprise or disbelief
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to navigate complex life and work environments,
• Arguing and conceding
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and skills and strategies to help them navigate
their academic environments.
• Offering, accepting and declining advice
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Each unit of Impact includes direct, explicit
strategy instruction to help students effectively
use English for academic and future success, and
•
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Expressing interpretation and understanding
Supporting Reading Instruction
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to express their views in appropriate ways.
Reading is arguably the single most important
Impact helps adolescent English learners
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skill for academic success. At this stage in their
navigate language challenges by presenting
learning, adolescents are exposed to longer
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real-world situations that 21st-century students
and more complex texts in all of their academic
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encounter every day. All speaking strategies are
subjects. Impact provides an explicit focus on
presented and practised in authentic contexts. For
developing effective reading strategies that will not
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example, students might compare and contrast
only be helpful when reading English texts, but will
their parents and discuss how alike or unlike they
also help students become more effective readers
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are, or they may tell a surprising story to a partner,
of content in their own or other languages.
parts of which might be true or untrue, with the
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at
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4
7 LeaRn neW WoRds Listen and read to find out about colours
and moods. Then listen and repeat. 010 011
Each Reading lesson in your Impact Lesson strategies with which We make strong connections between colours and feelings.
green relaxed
Planner is presented in a three-step instructional students can acquire
plan: Before reading, While reading and After words independently. red nervoUs
reading. During the lesson, students are directed Impact does both
to use a range of strategies before, while and after by introducing high-
they read. utility and academic blUe depressed
5 Work in pairs. Discuss how you feel when you see these things.
vocabulary thematically,
Before reading Students may be asked to talk
I feel relaxed when
I see green trees.
in context, within
with a partner about what they already know about reading and listening
a topic and related vocabulary, or, based on the activities, and by
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title and photo, to predict what the text will be supporting students as
in
I feel nervous when I
see red lights on a car.
about or what they expect to learn from it.
Me, too! But I feel more relaxed
6 Work in groups. Compare your answers to Activity 5
they develop strategies
when I look at blue artwork.
with another pair. Then choose two other colours and say
how they make you feel.
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grammar 15
While reading Students are given prompts that for learning the
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help them self-monitor and focus while they read. vocabulary they need to communicate in English
about a range of topics drawn from science,
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As effective readers, they’re asked, for example, to
notice details that support their beliefs, to look for history, art and other areas of interest.
similarities and differences, or to notice the order
in which events happened. ic
Vocabulary strategies in Impact include:
•
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The study of word parts such as prefixes,
After reading Readers may be asked to work suffixes and word roots (including Greek and
in small groups to discuss a main idea, to recall
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Latin roots)
important facts, to discuss the relationship of the
•
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text to their own lives, or to evaluate or comment Using a dictionary to learn the most common
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on the text. They might be asked to identify meaning of a word, how to pronounce it, etc.
possible good ideas not included in the reading.
• Recognising common English collocations
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Reading strategies in Impact include:
• • Identifying multiple-meaning words
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•
Comparing and contrasting
Using context clues to discover meaning
•
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Scanning a text
Research has shown that at least seven
•
at
Making a personal connection to twelve exposures are needed to begin to
• ‘know’ a word in terms of its literal definition,
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Visualising its relationship to other words, its connotations
• Identifying a sequence of events and its power of transformation into other
forms. Students who can master these different
• Drawing conclusions aspects of knowing a word have deep vocabulary
• Summarising
knowledge, and students who are familiar
with many words have breadth of vocabulary
• Identifying an author’s purpose knowledge. Impact helps students develop broad,
deep vocabulary knowledge by providing multiple
exposures to target vocabulary in contextualised
Vocabulary activities that include pair and group work, in
A balanced approach to vocabulary instruction addition to independent Workbook practice, audio
includes explicit instruction of a limited number activities, whiteboard activities and videos.
of well-chosen words, along with instruction in
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Vocabulary is a fundamental part of to describe a photo in the book.
communicating and being understood, especially
in another language. The sheer number of English Although Impact provides contextualised
words to be learnt – about a million – represents a vocabulary and complete lesson plans for all
major challenge for students. Social and academic vocabulary instruction, it’s helpful for teachers to
vocabularies consist not simply of single words, become familiar with simple routines that can be
but also of set phrases or chunks of words, used to introduce or present new vocabulary words
many of which are learnt together and frequently to students.
used together. In order to succeed academically
and socially, adolescent English learners must A simple vocabulary routine
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master both social and academic English. While • Display and pronounce the word. Images are
in
an average English speaker learns about 1,000 powerful aids to comprehension.
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words a year, at least until the age of 20, a non-
•
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Introduce the meaning of the word with a
English-speaking student who is trying to learn the
student-friendly explanation (vs. a standard
language may be lucky to achieve 25% of that rate.
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dictionary definition).
Impact presents the language students need
for academic and social success in highly •
icIllustrate with examples and sample sentences.
contextualised, real-world settings. It supports
• Check for understanding by asking students to
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vocabulary development with direct, explicit use vocabulary actively.
instruction in vocabulary strategies. Students
•
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learn to use common collocations in English, to Encourage wordplay.
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break words into their component parts in order to
Pronunciation
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work out their meanings, to identify the Greek and
Latin roots of many English words, and to consult Impact includes a pronunciation topic in each
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reference sources to find out how to correctly unit. The pronunciation syllabus covers basic
pronounce a new word or to confirm its meaning. topics like the pronunciation of schwa, reductions
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and pronunciation of -ed endings. There is a
Types of Language in Impact strong focus on discourse-level suprasegmental
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Target vocabulary High-utility, theme-related features, such as stress, intonation and connected
vocabulary that can be related to students’ speech. The goal is to help students to be better
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lives, relationships and studies at school. Target understood by and to better understand English
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vocabulary is assessed. speakers.
Academic vocabulary The language of
the classroom. Academic language plays an Unit 1 2 Listen and repeat. Does the voice go up or down?
increasingly prominent role as students read to Intonation in question tags
Mark it with an arrow. Then circle the tags where the
speaker is sure. 115
1 Listen. Notice how the voice
learn about science, social studies, maths and goes up or down in the question
tag. 114
1. Your friends aren’t very open-minded, are they?
2. Your sisters are very competitive, aren’t they?
other areas of academic interest. He seems shy, doesn’t he?
3. You didn’t go to the party on Saturday, did you?
4. Your sister was at the party, wasn’t she?
The voice goes down in the tag. 5. You were very self-conscious when you were
younger, weren’t you?
Content vocabulary Useful, theme-related
In this case, the speaker is sure
or almost sure. 6. You’ve become more self-confident, haven’t you?
vocabulary that allows students to discuss You’re not jealous, are you?
3 Work in pairs. Listen and repeat each sentence.
Then take turns repeating the question tags and
The voice goes up in the tag. answering them. 116
thematic content. In this case, the speaker is
You love school, don’t you? Yes, I do!
less sure.
1. You love school, don’t you? (sure)
Related vocabulary Useful vocabulary that 2.
3.
English is easy, isn’t it? (sure)
Your town has got a football team, hasn’t it? (not sure)
4. Your family is big, isn’t it? (not sure)
students might need at point of use, for example, 5. You haven’t got a pet, have you? (sure)
Unit 2 2 Listen and repeat. Make sure you reduce have. 118
27
Relaxed pronunciation: 1. She might have seen a spider.
SAMPLE COPY, NOT FOR DISTRIBUTION Modals + have + past
participle
2. They must have been afraid.
3. He could have read about the bear.
4. They could have been fire ants.
1 Listen. Notice how have is
5. It might have been a rat.
pronounced after modals. 117
They could have read about it. 3 Work in pairs. Take turns responding to the statements.
He might have seen a jellyfish. Use could / might / must + have and the phrase in
She must have been scared. brackets. Reduce have.
Gina just screamed.
Have is often reduced. It She must have seen a cockroach.
OWI_BrE_3_LP_93877_001-037_FM.indd 27 sounds like the word of.
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Impact’s Videos • Meet the Explorer When students reach the
‘Mission’ page of each unit, they’ll learn even
Video is a powerful tool that can help bring more about the National Geographic Explorer
the world into the classroom – and bring the whose mission both drives the unit theme and
classroom to life! Because video allows students encourages students to be active participants
to view and listen to authentic representations of in their learning. These short one-minute clips
content, it can be a powerful tool for teachers and reinforce unit objectives, develop critical thinking
an especially useful aid for language learners. skills and allow students to hear from each
explorer in his or her own words.
In each unit of Impact, students encounter two
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short videos: The videos in Impact introduce students to
in
• Main video The main video in each unit
real people using English in real ways. They
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provide a richer environment for learning and
introduces a key concept of the unit theme
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engage 21st‑century teens who are motivated by
in a unique way, either through live-action
content that both informs and entertains. More
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National Geographic content or through an
importantly, building students’ media and digital
original animation created for this series. Each
literacy skills prepares them to use English both
main video reviews target unit vocabulary and
grammar, and exposes students to authentic ic
inside and outside the classroom.
ph
communication. Corresponding Student’s Book
pages and activities provide opportunities for Classroom Management
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students to discuss and critically engage with Classroom atmosphere Effective teachers take
the material. care to build a fair, safe and supportive classroom
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climate. As supportive adults rather than friends,
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they aim for positive relationships with all their
students and consciously avoid favouritism. They
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have high but reasonable expectations and model
the values they hope to inspire in their students –
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kindness, patience, fairness and respect.
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Classroom rules and expectations The
establishment of rules is particularly important
at
because students need rules to function
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successfully. Brainstorm classroom rules with
your students at the beginning of the year so
that they know what’s expected of them and feel
responsible for following the rules. It’s important to
share and communicate rules clearly and simply,
and to make sure they’re consistently enforced
with age-appropriate rewards and sanctions.
Managing You Decide activities A balance
of independence and support is important to
adolescent learners. They respond well to having
a choice of activities and to deciding whether they
want to work independently or in pairs or groups.
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Make an Impact
you decide choose a project.
When given choices, 1 create a flipbook.
• Assemble a small book. Draw on each of the pages to create animation
when you flip it.
In Levels 2–4, students are introduced to
adolescents also need • Share your book with the class. Describe the story it tells.
• Explain the process of making your book. Answer your classmates’ questions. common academic writing genres, including
clear direction and Classification, Cause and Effect, Narration,
2 profile a visual storyteller.
• Go online to research visual storytellers. Select one to profile.
• Create a computer presentation about the person’s life and work. Show
support from peers and Biography, Persuasion, Review, and Compare and
examples of visual stories this person has told.
• Present your work to the class.
teachers. Contrast, among others.
3 Tell your own visual story.
• Think of a cause or person that is important to you. Think of the story
you want to tell about this subject.
• Choose a format for your story. You might choose
to draw, paint, animate or use photographs.
• Create your visual story and share
By providing students it with the class.
Scaffolded support For each writing assignment
with real choices in a flipbook
in the Student’s Book, students are guided step
activities and projects, by step in the Workbook. A complete model is
Impact actively supports provided for the writing task in each unit, so that
g
project 125
learner autonomy. learners have clear, meaningful examples of what
in
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You Decide activities are an important feature of they’re expected to do.
n
Impact and carry an important message: given
Worksheets Optional Genre worksheets provide
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the right support and materials, students can and
shoud be accountable and responsible for their support for the academic writing genres presented
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own learning. in Impact. These include the genres listed above.
Optional Process Writing worksheets guide
students through the five steps: Pre-writing, Writing
Writing ic
a First Draft, Revising, Editing and Proofreading,
ph
Impact introduces students to a variety of writing and Publishing.
genres and gives them multiple opportunities to
In addition, common real-world genres are
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express themselves in writing. Young teens are
systematically introduced to academic writing presented throughout the course in You Decide
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starting in Level 1. They move from descriptive activities and projects, in Express Yourself, in
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paragraphs to other types of paragraphs, and on to the Workbook and in all course components.
short essays. These include blogs, letters, presentations, travel
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reviews, poems, film scripts and brochures.
WRITING
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A process description explains how something is done or how something happens.
The purpose of the steps and the order in which they happen are described.
Purpose: in order to so that
Sequence: before during after finally
first then next while
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little by little meanwhile over time
WRITING
A process description explains a purpose through a sequence of steps in the order in which
1 Read the model. Work in pairs to identify the process being described. What words they happen.
and phrases does the writer use to show purpose and sequence? Underline them.
in order to control
at
Purpose: I went to the zoo my fear of snakes.
When you’re very, very afraid of something, that fear can affect you and how you so that I could control
live your life. When I was younger, I saw my cousin fall onto an ants’ nest. The ants
attacked him, and he was covered in horrible bites. After that, I became very scared
Sequence: Process Writing: Pre-writing
Before I went to the zoo, I was scared of snakes. During my visit, I became familiar with the
of ants. I wouldn’t eat outside, and I didn’t even like playing outside. I checked my
snakes. after I left the zoo, I felt more comfortable about snakes. Sometimes teachers give you a topic to write about. Sometimes you get to choose your own
bed for ants every night. But when I turned 13, I decided I couldn’t let my fear
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get to me. I had to learn to control my fear of ants. First, I saw the snakes behind the glass. Then, I watched them as they moved around. Next, I topic. Pre-writing includes choosing and focusing a topic, choosing a main idea, deciding on
held one for a few minutes. Finally, I relaxed! who your audience is, deciding on what type of writing to do and deciding on your tone.
First, I read a lot about different ants. I didn’t focus on bites, but instead I read
about how beneficial ants are to the planet. Ants are really cool! They’re hard-
working, social and organised. They help bring air and nutrients to the soil. They 1 Organise. 1 Choosing a topic There are many ways to decide what to write about. You can talk to your
pollinate plants, clean up decaying matter and help control other insects. teacher or brainstorm with your friends. You can think about parts of your own life. You can
1. Your task is to describe the process of training a pit bull puppy to help people better
Next, I began to watch ants from
understand your dog. Find out about this breed of dog. Research what type of training
think about your “favourites,” such as music, places, hobbies, food, films and so on. You
a safe distance. I started to look at
you will need to do. Write the main ideas in the table below. can look through books and magazines or search the Internet. You can think about what is
a colony of ants in real time on the happening in the world around you.
Internet in order to learn how they live. How to Train a Pit Bull Puppy
Little by little, I felt more comfortable
about ants. Finally, I went outside one 2 Focusing a topic Imagine you want to write about animals. That’s a really big topic! It’s too
day and let an ant crawl onto my hand. hard to organise and manage a topic that big. Your writing will be confusing. You need to
It was OK! Now that I know about all focus the topic or make it smaller and more specific.
the good things ants do, I’m not so 2. Look at your notes. Number the steps you would need to follow to train your dog.
afraid of them any more. animals cats house cats my pet cat
LIVE Live feed of an ant farm Think about the purpose of your description. Write a possible topic sentence to tell your
reader the purpose of your description. Now you try it. Focus the topics below.
2 Work in pairs. Imagine you’re scared of an insect or animal. What steps would you sports
take if you wanted to control your fear? Why? Now write the different steps here:
family
Step 1:
3 Write. Many people are scared of pit bulls. Imagine you have a new pit bull puppy. You
3 Choosing a main idea Imagine you decide to write about your pet cat. To get ideas, you
don’t want it to be misunderstood. How will you train it to be a good dog? Describe the Step 2:
can use a word map, a T-chart or other graphic organiser. You can make a list, free-write or
process. How could you help people to understand your dog better?
Step 3: use sentence starters.
WRITING 37 Step 4: 1.
2.
Finally, think about your expected results. This will be your summary.
3.
4.
2 Write.
OWI_3_SE_81089_024-041_U02_CP2.indd 37 6/20/16 11:19 AM
5.
1. Go to page 37 in your book. Re-read the model and the writing prompt.
6.
2. Write your first draft. Check for organisation, punctuation, capitalisation and spelling.
3. Check your final draft. Share it with your teacher and classmates.
My favourite
20
I remember
I believe
93945_012-023_U02_ptg01.indd 20 7/19/16 12:44 PM
Process Writing: Pre-writing 1
Copyright © National Geographic Learning, a part of Cengage Learning.
BRE_IMS_Generic_Worksheet_PW.indd 1 10/1/16 4:25 PM
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Assessment in Impact Impact Assessment Options Impact ensures
Assessment should always mirror learning. Tests that students engage in a wide variety of
should reflect curriculum objectives and provide communicative activities in each thematic unit,
students with opportunities to demonstrate what and many of these themes and activity types
they know and what they can do, in tasks and are correspondingly reflected in the assessment
formats that are similar to what they’ve experienced process. Impact provides many opportunities for
in class. Tests should also contribute to learning on both formal and informal assessment of different
the part of both teacher and student. Assessment types. The Impact assessment programme
results should provide teachers with information on includes various kinds of written tests: placement
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which to base subsequent instruction, especially tests and level pre-tests, eight unit quizzes, two
in
modifications that are needed for some or all mastery tests and final tests, together with an
students. And, of course, the results should provide Audio CD for listening and speaking assessment.
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information to learners on their current strengths
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Formal assessment in Impact is provided in
and weaknesses, as well as their progress in
the form of ExamView®test banks. Banks include
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learning English.
test items that allow teachers to create a pre‑test
Assessment should include a variety of for use at the beginning of the school year,
techniques that correspond to learners’ abilities ic
unit quizzes, mastery tests and a final exam.
A placement test is also provided. In addition,
ph
and learning styles. That is to say, assessments
should provide opportunities for learners who are with the use of the Assessment CD-ROM with
ExamView®, all of the quizzes and tests are easily
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not primarily linguistically, logical-mathematically
or spatially inclined to demonstrate other types of generated and customisable to the needs of
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intelligence or learning styles. All learners should each teacher’s students. Formative assessment
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have multiple chances to demonstrate their skills, opportunities appear at the end of each lesson
abilities and knowledge. and align directly to that lesson’s objectives.
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Assessment should motivate learners and build Accurate assessment reflects not only what
learner confidence. Teachers work hard to include students can recognise and produce on a written
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a variety of motivating and engaging activities in test, but also what they can perform or do as
they actually use the language in real or realistic
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their lessons, and they’re conscientious about
providing praise and constructive feedback to their contexts. Impact therefore provides a wealth of
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students in class. Students should have the same opportunities for informal assessment. These
include pair and group work, review pages in
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opportunities for fun, engagement and motivating
feedback in assessments. the Student’s Book, Workbook activities and the
Classroom Presentation Tool, among others. Many
Finally, it’s important to note that tests should of the products students create, including end-of-
take place over time in order to collect evidence unit projects, may also be assembled as part of a
of growth. Assessment should not be approached portfolio assessment system.
as an occasional but necessary, fear-inducing
evil. Indeed, the more frequently students are
assessed through a variety of ways, the less test
anxiety they may have, and the more practised and
confident they may feel.
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Pacing Guides
2–3 hours per week
Use Warm Up and Consolidate sections from the Lesson Planner or
replace with your own Warm Up and Consolidate activities.
Week 1 Week 2 Week 3 Week 4 Week 9*
Unit Opener: Introduce Grammar 1: Warm Video: Before You Writing: Warm Up; Express Yourself:
the Unit Up; Present; Practise; Watch; While You Present; Read the Present; Practise;
Apply; Consolidate Watch; After You Watch Model; Plan; Write Connect; Prepare
Vocabulary: Warm
Up; Present; Practise; Resources Resources Mission: Mission Resources
Apply; Consolidate • Student’s Book • Student’s Book • Student’s Book
Project: Prepare
• Workbook/Online • Online Workbook • Audio (Audio CD/Website/
Resources Workbook CPT)
• Video (DVD/Online
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• Student’s Book Resources
• Audio (Audio CD/Website/ Workbook/CPT) • Classroom Presentation
• Student’s Book
in
• Workbook/Online CPT) • Classroom Presentation Tool: Express Yourself
Workbook • Workbook/Online
• Classroom Presentation Tool: Video
Workbook Express Yourself
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• Audio (Audio CD/Website/ Tool: Grammar 1
CPT) Grammar 2: Warm • Process Writing / Genre (continued): Share
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Reading: Warm Up; Up; Present; Practise; Writing Worksheets
• Classroom Presentation
Before You Read; (Teacher’s Resource CD- Resources
Tool: Unit Opener and Apply; Consolidate
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ROM/Website)
Vocabulary While You Read; After • Classroom Presentation
• Video (DVD/Online Tool: Express Yourself
You Read; Consolidate Resources Workbook/CPT)
Speaking Strategy:
• Student’s Book
Warm Up; Present;
Practise; Apply;
Resources
• Student’s Book
• Workbook/Online
Workbook
ic • Classroom Presentation
Tool: Writing
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Consolidate • Workbook/Online • Audio (Audio CD/Website/ Project (continued):
Resources
Workbook CPT) Share *Express Yourself
gives students
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• Audio (Audio CD/Website/ • Classroom Presentation
• Student’s Book CPT) Tool: Grammar 2 Assessment an opportunity to
• Online Workbook • Classroom Presentation synthesise what they
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• Audio (Audio CD/Website/ Tool: Reading Resources
have learnt and focus
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CPT) • Student’s Book
• Classroom Presentation
on creative expression
• Classroom Presentation
Tool: Speaking Strategy Tool: Project and Review after every two units.
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Games The Express Yourself
• Unit Quiz (ExamView®) for Units 1 and 2 will
be covered in Week 9.
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SAMPLE COPY, NOT FOR DISTRIBUTION 31
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Pacing Guides
3–4 hours per week
Extend activities, including Extend Worksheets, are optional.
Week 1 Week 2 Week 3 Week 4 Week 9*
Unit Opener: Introduce Grammar 1: Warm Up; Reading (continued): Writing: Warm Up; Express Yourself:
the Unit; Extend Present; Practise After You Read; Present; Read the Present; Practise;
Extend; Consolidate Model; Plan; Write Connect
Vocabulary: Warm Up; Resources
Present; Practise • Student’s Book Resources Resources Resources
• Workbook/Online • Student’s Book • Student’s Book • Student’s Book
Resources Workbook • Workbook/Online • Workbook/Online • Audio (Audio CD/Website/
• Student’s Book • Audio (Audio CD/Website/ Workbook Workbook CPT)
• Extend Worksheets CPT) • Extend Worksheets • Process Writing / Genre • Classroom Presentation
(Teacher’s Resource CD- (Teacher’s Resource CD- Writing Worksheets Tool: Express Yourself
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• Classroom Presentation
ROM/Website) Tool: Grammar 1 ROM/Website) (Teacher’s Resource CD-
in
• Audio (Audio CD/Website/ • Classroom Presentation ROM/Website) Express Yourself
CPT) Grammar 1 Tool: Reading • Classroom Presentation (continued): Prepare
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• Classroom Presentation (continued): Apply; Tool: Writing
Tool: Unit Opener Extend; Consolidate Video: Before You Cumulative Review
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Watch; While You Writing (continued):
Vocabulary Resources Watch; After You Watch Revise; Edit and Resources
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(continued): Apply; • Student’s Book Proofread; Publish • Student’s Book
Extend; Consolidate • Workbook/Online Resources • Classroom Presentation
Workbook • Student’s Book Mission: Mission Tool: Express Yourself
Resources
• Student’s Book
• Audio (Audio CD/Website/
CPT)
• Online Workbook
• Video (DVD/Online
icProject: Prepare
• Cumulative Review
Worksheets (Teacher’s
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• Workbook/Online Resource CD-ROM/
• Classroom Presentation Workbook/CPT) Resources
Workbook Website)
Tool: Grammar 1 • Classroom Presentation • Student’s Book
• Extend Worksheets
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Tool: Video Express Yourself
(Teacher’s Resource CD- Reading: Warm Up; • Process Writing / Genre
ROM/Website CPT) Writing Worksheets (continued): Share
Before You Read; Grammar 2: Warm
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(Teacher’s Resource CD-
• Classroom Presentation While You Read Up; Present; Practise; ROM/Website) Resources
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Tool: Vocabulary Apply; Extend; • Video (DVD/Online • Student’s Book
Resources Consolidate Workbook)
Speaking Strategy: • Classroom Presentation
• Student’s Book
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Warm Up; Present; • Classroom Presentation Tool: Express Yourself
• Workbook/Online Resources Tool: Writing
Practise; Apply; Workbook • Unit Quiz (ExamView®)
• Student’s Book
Extend; Consolidate Project (continued):
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• Audio (Audio CD/Website/ • Workbook/Online
CPT) Workbook Share
Resources
• Classroom Presentation • Extend Worksheets
• Student’s Book
io
Tool: Reading (Teacher’s Resource CD- Assessment
• Workbook/Online ROM/Website) *Express Yourself
Workbook Resources gives students
at
• Audio (Audio CD/Website/
• Extend Worksheets CPT) • Student’s Book an opportunity to
(Teacher’s Resource CD-
N
• Classroom Presentation • Classroom Presentation synthesise what they
ROM/Website CPT) Tool: Project
Tool: Grammar 2 have learnt and focus
• Audio (Audio CD/Website/ • Unit Quiz (ExamView®) on creative expression
CPT)
• Classroom Presentation after every two units.
Tool: Speaking Strategy The Express Yourself
for Units 1 and 2 will
be covered in Week 9.
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Pacing Guides
5–6 hours per week
Week 1 Week 2 Week 3 Week 4 Week 9*
Unit Opener: Introduce Grammar 1: Warm Up; Video: Before You Mission: Mission Express Yourself:
the Unit; Extend Present; Practise Watch; While You Present; Practise;
Watch; After You Watch Project: Prepare Connect
Resources Resources
• Student’s Book • Student’s Book Resources Resources Resources
• Student’s Book • Student’s Book • Student’s Book
• Extend Worksheets • Workbook/Online
(Teacher’s Resource CD- Workbook • Online Workbook • Extend Worksheets • Audio (Audio CD/Website/
ROM/Website) (Teacher’s Resource CD- CPT)
• Audio (Audio CD/Website/ • Video (DVD/Online ROM/Website)
• Classroom Presentation CPT) Workbook/CPT) • Classroom Presentation
Tool: Unit Opener • Video (DVD/Online Tool: Express Yourself
g
• Classroom Presentation • Classroom Presentation Workbook/CPT)
Tool: Grammar 1 Tool: Video
in
Vocabulary: Warm Up; • Classroom Presentation Express Yourself
Present; Practise Grammar 1 Grammar 2: Warm Tool: Mission and Project (continued): Prepare
n
(continued): Apply; Up; Present; Practise;
Resources Unit Review Resources
Extend; Consolidate
ar
Apply; Extend;
• Student’s Book • Student’s Book
Consolidate Resources
• Workbook/Online Resources
Le
• Unit Review Worksheets • Classroom Presentation
Workbook • Student’s Book Resources Tool: Express Yourself
(Teacher’s Resource CD-
• Audio (Audio CD/Website/ • Workbook/Online • Student’s Book ROM/Website)
CPT) Workbook Express Yourself
• Classroom Presentation
Tool: Vocabulary
• Audio (Audio CD/Website/
CPT)
• Workbook/Online
Workbook ic • Classroom Presentation
Tool: Review Games
(continued): Share
ph
• Extend Worksheets Resources
• Classroom Presentation (Teacher’s Resource CD- Project (continued):
Vocabulary • Student’s Book
Tool: Grammar 1 ROM/Website) Share
(continued): Apply;
ra
• Audio (Audio CD/Website/ • Classroom Presentation
Extend; Consolidate Reading: Warm Up; CPT) Resources Tool: Express Yourself
Before You Read;
g
• Classroom Presentation • Student’s Book
Resources While You Read Cumulative Review
Tool: Grammar 2 • Classroom Presentation
eo
• Student’s Book Tool: Project
• Workbook/Online Resources Writing: Warm Up; Resources
Workbook • Student’s Book Present; Read the Assessment • Cumulative Review
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Worksheets (Teacher’s
• Extend Worksheets • Workbook/Online Model; Plan; Write Resource CD-ROM/
(Teacher’s Resource CD- Workbook Resources Website)
ROM/Website) Resources • Unit Quiz (ExamView®)
na
• Audio (Audio CD/Website/
• Classroom Presentation CPT) • Student’s Book
Tool: Vocabulary
• Classroom Presentation • Workbook/Online
io
Tool: Reading Workbook
Speaking Strategy:
Warm Up; Present; • Process Writing / Genre
Reading (continued):
at
Writing Worksheets
Practise; Apply; After You Read; (Teacher’s Resource CD-
Extend; Consolidate
N
Extend; Consolidate ROM/Website)
• Classroom Presentation
Resources Resources Tool: Writing
• Student’s Book • Student’s Book
• Online Workbook • Workbook/Online Writing (continued):
• Extend Worksheets Workbook Revise; Edit and
(Teacher’s Resource CD- • Extend Worksheets Proofread; Publish *Express Yourself
ROM/Website) gives students
(Teacher’s Resource CD-
• Audio (Audio CD/Website/ ROM/Website) Resources an opportunity to
CPT) • Classroom Presentation • Student’s Book synthesise what they
• Classroom Presentation Tool: Reading • Workbook/Online have learnt and focus
Tool: Speaking Strategy Workbook on creative expression
• Process Writing / Genre after every two units.
Writing Worksheets
(Teacher’s Resource CD- The Express Yourself
ROM/Website) for Units 1 and 2 will
• Classroom Presentation be covered in Week 9.
Tool: Writing
SAMPLE COPY, NOT FOR DISTRIBUTION 33
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Scope and Sequence
1 2
Who Am I? Misunderstood
Animals
THEME Teen identity and personality Animals in popular culture
• Talk about personality and character • Talk about misunderstood animals and their roles in the
• Compare and contrast personalities ecosystem
• Use question tags to confirm information or seek agreement • Express surprise and disbelief
Language
Objectives
• Use it to talk about weather, time and distance, and for • Speculate and express certainty about the past
emphasis • Use infinitives with and without to
• Write an essay comparing and contrasting people’s • Write a process description about how to train a dog
personalities
g
in
ambitious self-confident jealous aggressive slimy venom
determined sense of humour open-minded beneficial sting
n
energetic shy control fangs
enthusiastic crucial
ar
bossy misconception lethal
generous fair ignore decay misunderstood lick
identity odd perfectionist destroy unpopular myth
Le
Vocabulary optimistic self-conscious selfish disgusting untrue suck
organised stubborn spoilt ecosystem
Vocabulary
outgoing filthy be scared of
patient competitive
Vocabulary
Strategies:
ic
germs bite
Strategies:
• Prefixes mis-
ph
personality co-operative pest calm
• Suffix -ous and un-
responsible helpful poison hurt
• Using a dictionary • Using a thesaurus
poisonous upset
ra
Speaking Comparing and contrasting Expressing surprise and disbelief
g
Strategy
eo
Question tags: Confirming information or seeking agreement Modals: Speculating about the past
Alicia is friendly, isn’t she? He refuses to go in the water. He might have seen a jellyfish.
Special uses of it Infinitives with and without to
lG
Grammar
It’s raining again. Another bad hair day! He doesn’t want to hold rats. Make him try it.
It’s six o’clock already. Wake up!
na
I hate it when the alarm goes off.
Why Am I Me? Vampire Bats – The Truth Exposed!
io
Have you ever wondered why you are the way you are? What Are humans right to fear all things vampire?
Reading
makes you different from, say, your brothers and sisters?
at
Reading Strategy:
Reading Strategy: Distinguish supporting details
N
Identify descriptive words
Video What Makes Up an Identity? Face-to-Face with a Leopard Seal
Be Determined Keep an Open Mind
Mission National Geographic Explorer: Jack Andraka, Inventor National Geographic Explorer: Jenny Daltry, Herpetologist and
Conservationist
Genre: Comparison and contrast essay Genre: Process description
Writing
Focus: Compare and contrast Focus: Describe purpose and sequence
PROJECT • Survey • Report • Advice Column • Fact cards • TV quiz show • Informational posters
Pronunciation Intonation in question tags Modals + have + past participle
Creative Expression: Flash fiction
Express
A Day in the Life
yourself
Making connections: Teen identity and misunderstood animals
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3 4
Everybody’s Fashion
Doing It! Footprints
THEME Human and animal group behaviour Making responsible fashion choices
• Talk about human and animal group behaviour • Talk about clothing choices and sustainability
• Express cause and effect • Ask for clarification and clarify
Language • Use two-word phrasal verbs • Describe actions and processes
Objectives • Use enough, too many and too much to talk about amounts • Make suggestions and give advice
• Write a description of a group behaviour and include • Write about reducing your fashion footprint and support your
supporting examples opinions
g
allow realise troop comfort take responsibility for retailer
in
assume system cotton toxic chemical ship
belong to flash mob creativity trendy warehouse
n
collective assemble influence crop
consensus designer
ar
crowd intention attractive donate
co-ordinated mimic join do one’s part popular eco-friendly
Vocabulary efficient remain stand out fit in psychological entrepreneur
Le
formation Vocabulary footprint social give back
leader flock Strategies: have an impact on profit
migrate herd manufacture assemble
migration pack
• Synonyms
• Context clues ic
material factory
Vocabulary
Strategies:
ph
potential school style purchase • Suffix -al
prefer swarm synthetic • Using a dictionary
ra
Speaking Expressing cause and effect Asking for clarification and clarifying
Strategy
g
Separable and inseparable two-word phrasal verbs: Present passive: Describing actions and processes
eo
The scientists talked about the problem A lot of pesticides are used to grow cotton.
They worked out a solution. Modals: Making suggestions and giving advice about present
Grammar They worked a solution out. and past actions
lG
Enough, too many, too much: Talking about amounts You shouldn’t have bought that leather jacket.
I have enough pillows, but there are not enough feathers. I You could have bought that organic cotton jacket instead.
na
need more.
Humans in Groups A Passion for Fashion
io
Why do humans like to do things in groups? Pursuing a dream isn’t just for grown-ups. These young designers
Reading
grew up with a passion for fashion – and for helping others.
at
Reading Strategy:
Look for definitions and examples Reading Strategy:
N
Compare and contrast
Video Smarter by the Swarm How Your T-Shirt Can Make a Difference
Collaborate Make Good Choices
Mission National Geographic Explorer: Iain Couzin, Behavioural National Geographic Explorer: Asher Jay, Creative
Ecologist Conservationist
Genre: Exemplification essay Genre: Persuasive essay
Writing
Focus: Give examples Focus: Introduce facts and statistics
PROJECT • Flash mob • Video • Photo shoot • Blog entry • Fashion show • Awareness Day
Pronunciation Pausing Shouldn’t have + past participle
Creative Expression: Poem
Express
The Garb Age
yourself
Making connections: Fashion trends and group behaviour
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5 6
Flying High New Frontiers
THEME Evolution of animal and human flight Space exploration
• Talk about the evolution of flying animals and machines • Talk about exploring Mars and the possibility of life there
• Use phrases to argue, counterargue and concede • Speculate about the future
• Use the past perfect to distinguish the first of two actions in • Use present and past conditionals to talk about unlikely (but
Language
Objectives the past possible) or impossible situations
• Use the past perfect continuous to describe the first of two • Use adverbs to compare how things are done
actions in the past • Write a persuasive essay about space and ocean exploration
• Write a classification essay describing two types of animal flight
g
in
adaptation allow engine aspect vast aspiring
capability powered fuel atmosphere wonder background
n
early skilled to land degree chance
evolve support pilot detect advance leadership
ar
feature to take off dust astronomer perseverance
flap ascend fundamental equip with
Le
Vocabulary flight
Vocabulary Vocabulary
descend instrument requirement
Strategies: Strategies:
glide force landscape
• Root words (port) • Greek roots
hollow parachute lead to diameter
limited prove
• Using a dictionary
ic
plain geyser
(astro)
• Using a dictionary:
ph
soar stable proof habitable
Word parts
weight satellite hazy
wingspan valley seasonal
ra
Speaking Arguing and conceding Speculating
Strategy
g
Past perfect: Talking about the first of two actions in the past Present and past conditionals: Talking about unlikely (but
eo
Pterosaurs had already disappeared by the time humans possible) or impossible situations
evolved. If I had known there was a talk about Mars, I would have gone.
lG
Grammar Past perfect continuous: Talking about the first of two actions Adverbs: Comparing how things are done
in the past The new rover travels faster than the last rover.
The Wright brothers had been working on powered flight for
na
several years.
Reaching for the Sky More Than a Dream
io
The Dream of Human Flight Could space be your own new frontier?
Reading
at
Reading Strategy: Reading Strategy:
Identify sequence of events Categorise and classify
N
Video Flight of the RoboBee Europa: Ocean World
Explore Your Interests Discover the Future
Mission National Geographic Explorer: Ryan Carney, Palaeontologist/ National Geographic Explorer: Bethany Ehlmann, Planetary
Evolutionary Biologist Geologist
Genre: Classification essay Genre: Persuasive essay
Writing
Focus: Organise ideas into categories Focus: Present both sides of an argument
PROJECT • Flying machine model • Poster • Advertisement • Postcard • Space mission • TV script
Pronunciation Past perfect Final d + you
Creative Expression: Film script
Express
Mission: Discovery!
yourself
Making connections: The history of flight and space exploration
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7 8
Visual Stories Perform and
Create
THEME Telling visual stories Art as epxression
• Talk about using images to tell important stories • Talk about music in your lives and the work of DJs
• Explain a process • Ask for and express feeling or opinions
Language • Use the past passive to describe past actions and processes • Use gerunds and infinitives
Objectives • Use reported speech to describe what others said • Use sense verbs + an infinitive to describe what you see, hear
• Write a narrative essay about the story that a photo tells and feel
• Write an explanatory essay about a type of artistic expression
g
anger understanding animation beat self-expression melt
in
audience visual cartoon composer vary orchestra
canvas witness illustrator entertainment pure
n
image method expose enjoyment stage
meaningful capture sophisticated fame essential tribute
ar
oral certain gain indication
Vocabulary portrait
Vocabulary Vocabulary
last influential symphony
Le
Strategies: Strategies:
portray permanent lyrics
• Multiple-meaning • Greek and Latin
represent manipulate ballet
words roots
scene abstract means choreographer
shock landscape
• Using a thesaurus
ic performer folk
• Context clues
ph
subject masterpiece recognition rehearsal
realistic satisfaction
Speaking
ra
Explaining a process Asking for and expressing feelings or opinions
Strategy
g
Past passive: Describing past actions and processes Gerunds and infinitives:
Many of Goya’s works were created at night, by the light of a Dancing is a popular form of self-expression.
eo
Grammar hat that had candles on it. Sense verbs + infinitive: Describing what you see, hear and feel
Reported speech: Describing what others say Did you see the band perform in concert?
lG
She said she would save her money for art supplies.
Bringing Stories to Life Music for Chilling Out
na
How animation has changed over the years You’ve never heard music this cool!
Reading
io
Reading Strategy: Reading Strategy:
Mark up text Draw conclusions
at
Video Animation Creation Stage Fright in the Spotlight
N
Tell Stories Do Your Own Thing
Mission National Geographic Photographer: Ami Vitale National Geographic Explorer: Paul D. Miller aka DJ Spooky,
Artist/Writer/Musician
Genre: Multi-paragraph narrative Genre: Explanatory essay
Writing
Focus: Tell what others say Focus: Teach about a topic
PROJECT • Flipbook • Profile of a visual storyteller • Visual story • Performance • Interview • Timeline
Pronunciation Final /ә/ sound Rhythm and stress
Creative Expression: Presentation
Express
Not Your Typical Performance
yourself
Making connections: Telling stories through art and performance
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Unit 1
Who Am I?
In This Unit
Theme This unit explores identity and
personality.
Content Objectives
Students will
• describe their personalities and
those of their classmates.
• read about and discuss the effect of ‘Make sure to be passionate
birth order on personality. about whatever it is you
• read about and discuss a teenage get into …’
scientist and his contribution to Jack Andraka
cancer research.
Language Objectives
Students will
• talk about personality and character.
• compare and contrast personalities.
• use question tags to confirm
information or seek agreement.
g
• use it to talk about weather, time and
in
distance, and for emphasis.
• write an essay comparing and
n
contrasting people’s personalities.
ar
Vocabulary
pages 10–11 ambitious, determined,
Le
energetic, enthusiastic, generous,
identity, optimistic, organised,
outgoing, patient, personality,
responsible, self-confident, sense of
humour, shy ic
ph
page 12 fair, odd, self-conscious,
stubborn
page 15 competitive, co-operative,
ra
helpful, jealous, open-minded
page 16 bossy, ignore, perfectionist,
g
selfish, spoilt
eo
Vocabulary Strategies Suffix -ous; 8
Using a dictionary
Speaking Strategy Comparing and
lG
contrasting OWI_3_SE_81089_008-023_U01_CP2.indd 8 6/20/16 11:17 AM
Grammar
Introduce the Unit
na
Grammar 1 Use question tags
to confirm information or seek • Activate prior knowledge Say Today, we’re talking about
agreement personalities – our own and those of our friends and family members.
io
Grammar 2 Use it to talk about
weather, time and distance, and for
Name some words people use to describe themselves. List students’
at
emphasis responses on the board. Then point to a response and ask How
Reading Why Am I Me? many of you would describe yourselves as (funny)? as (quiet)?
N
Reading Strategy Identify descriptive
words • Say Now think of a favourite relative or a good friend. How would you
Video Scene 1.1: What Makes Up an describe his or her personality? Ask students to take turns naming
Identity?; Scene 1.2: Meet: Jack the personality traits they like in this person. Ask Have you got any
Andraka of these same qualities? How are you both the same? How are you
Writing Comparison and contrast essay different? Record responses on the board.
National Geographic Mission Be
Determined • TO START Tell students to open their books at pages 8–9. Ask How
Project many people can you see? (seven) What do you think they’re doing?
• Survey Ask a student to read Question 1 aloud. Ask Are they having a good
• Report
time? What words would you use to describe them? List the words.
• Advice column
Pronunciation Intonation in question • Ask questions such as these to encourage further discussion.
tags
What country are the young people in? (India) Point out India on a
Pacing Guides 3.1.1, 3.1.2, 3.1.3
globe or map.
38 UNIT 1 SAMPLE COPY, NOT FOR DISTRIBUTION
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UNIT OPENER
Objectives
Students will
• describe and discuss a photo.
• describe their personalities.
Resources Worksheet 3.1.1 (Teacher’s
Resource CD-ROM/Website); CPT: Unit
Opener
Materials globe or map of the world
BE THE EXPERT
g
in
About the Photo
n
The festival of Holi marks the arrival of
ar
spring in India. It is a joyful holiday that
people celebrate by gathering in the
Le
streets and throwing coloured water and
Friends celebrating Holi,
the Indian festival of colours powders on one another. On this day,
conventional behaviour is set aside in a
TO START ic spirit of fun. At the end of the day, order
is restored and people bathe, dress in
ph
1. How would you describe the people in this photo? white clothing, and visit friends, relatives
How do you think they might describe themselves? and teachers.
2. Describe yourself in five or six words. Now think
ra
of five or six words that you would never use to
describe yourself. Teaching Tip
g
3. What are you passionate about? Why? Grouping Make it a practice to group
eo
9 students of different proficiency levels
together. To encourage less fluent
students to use English, ask them to
lG
OWI_3_SE_81089_008-023_U01_CP2.indd 9 6/20/16 11:17 AM repeat questions and answers. In group
What holiday are they celebrating? (Holi, the festival of colours) settings, when one student states an
na
idea, encourage others in the group to
Would you like to be covered in coloured powders? Why or why not? restate it.
• Ask a student to read Question 2 aloud. Say Think about the
io
personality traits we’ve named so far. Then ask Do any of these traits Related Words
at
describe you? Which traits would never be used to describe you? sunglasses, nose ring
N
• Read the quote by Jack Andraka aloud. Explain that when you’re
passionate about something, you have strong feelings about it. Say
I feel strongly about (preserving animal habitats). I am passionate
about it. Jack Andraka believes it’s important to be passionate about
the things you care deeply about.
• Ask a student to re-read the quote and then Question 3 aloud. Give
students time to think, and then record what they’re passionate
about on the board. Discuss with them the reasons why these
things are important to them.
Extend
• Hand out Worksheet 3.1.1. Put students into pairs. Explain that
partners will be discussing and writing about their personality traits.
SAMPLE COPY, NOT FOR DISTRIBUTIONUNIT OPENER 39
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1 On the last page, you described yourself
VOCABULARY in five or six words. Would other people
use those same words to describe you?
Discuss. Then listen and read. 002
Objectives
Students will For teenagers, life can seem exciting and whose values and personalities are like yours.
• use vocabulary related to personality. confusing at the same time, can’t it? As a That’s natural.
teenager, you’re on your way to becoming an
• use new vocabulary to read about Then there’s personality, or the qualities that
adult. It’s a time of important changes and
and discuss identity and personality make you different from other people. If you love
important questions.
traits. parties and are enthusiastic about meeting lots of
A lot of these questions are about identity, new people, you’re probably outgoing and self-
Target Vocabulary ambitious, or who you are. You’re an individual, but confident. If you get excellent marks at school,
determined, energetic, enthusiastic, you’re also a product of your family life, your chances are you’re organised and responsible.
generous, identity, optimistic, organised, social environment and your culture. Your If you’re energetic or adventurous, you might like
outgoing, patient, personality, identity includes your beliefs, your values and hiking, or getting together with friends to explore
your actions. You learnt your values from your a cave! If you’re optimistic, generous and patient,
responsible, self-confident, sense of
family, but, as a teenager, you may become less you might enjoy helping by spending time with
humour, shy interested in what your family thinks. You may animals at a shelter, or by participating in a local
Academic Language describe choose to spend more time with other people clean-up event.
Content Vocabulary social
environment, trait, tricky
Resources Worksheet 3.1.2 (Teacher’s
g
Resource CD-ROM/Website);
in
Tracks 002–003 (Audio CD/Website);
CPT: Vocabulary
n
ar
Le
ic
ph
g ra
eo
10 VOCABULARY
lG
OWI_3_SE_81089_008-023_U01_CP2.indd 10 6/20/16 11:17 AM
Warm Up Present 1 2
na
• Activate prior knowledge Play a simple word- • Tell students to open their books at pages 10–11.
association game with students. Say I’m going
io
Ask a student to read aloud Activity 1 at the top of
to name occupations, or jobs. I want you to name page 10. Say We’ve talked about personality traits
at
personality traits, or qualities, that you associate with we associate with other people. Now think about how
each occupation. For example, if I say an explorer, you you described yourself. Ask Would your family and
N
might say adventurous or bold. friends agree with your description? Do they see you
the same way you see yourself? Invite a few students
• Then say words such as the following, and list
to respond. Then say Let’s think about why we are the
students’ responses on the board: a teacher (clever,
way we are.
patient), an athlete (strong, fast, likes to compete), a
scientist (curious), a firefighter (brave), a park ranger • Model Guide students to think about some of the
(friendly, cares about the environment). things that shape our personalities by talking about
your family. For example, say I come from a (small)
• After students have brainstormed a list of traits, ask
family. I’m the oldest child. I have (a younger brother.)
them to use the words and phrases on the board to
When we were growing up, I (looked after him while my
develop context sentences. Model an example for
parents worked. I helped him with his homework.)
students. Point to (a scientist) and say A scientist is
curious about how things work in nature.
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BE THE EXPERT
Teaching Tip
Pause after you ask questions in class
and before you ask someone to answer.
Tell students you want to give them time
to think about their answers. To give
students even more time to prepare, write
several questions on the board before
you ask them for answers.
g
Personality is tricky. You might assume that unwilling to take advice. You may feel self-
in
everyone sees you the way you see yourself, conscious and shy, while other people may
but that isn’t always true. Friends may laugh at think you’re unfriendly. You may think you’re
n
your stories and think you have a great sense of fair, but you may still seem unreasonable or
humour, but your brother might think you’re unkind to a friend.
ar
just odd. You may see yourself as ambitious
Understanding yourself and how others
because you’re determined to get what you
see you can really be a puzzle!
Le
want, but others may feel you’re stubborn, or
2 LEARN NEW WORDS Listen and repeat. 003
ic
ph
3 Work in pairs. Make another list of five or six words that
describe you, using the new vocabulary. Then make a list of
ra
five or six words that describe your partner. Compare your
lists. Do you agree with your partner’s description of you?
g
Why or why not?
eo
VOCABULARY 11
lG
OWI_3_SE_81089_008-023_U01_CP2.indd 11 6/20/16 11:17 AM
That’s one reason I became a teacher. I like to help • Write the following example on the board:
na
people learn. I think I was (helpful and patient with my
brother, but he thinks I was bossy).
If you walk your dog every morning,
io
then you are .
• 1 Play Track 002 and tell students to listen
at
and read. Discuss the reading with students. Ask
questions such as: • Say Write an If ... then statement for each word or
N
How does your family life affect who you are? phrase on your list. Take turns reading a statement to
How does your culture affect who you are? the group, leaving out the vocabulary word. Ask a group
Do others see you the same way you see yourself? member to complete the statement by supplying the
missing word. Make sure everyone gets a chance to
• 2 LEARN NEW WORDS Play Track 003. Ask students read and complete a statement.
to listen and repeat. Then divide the class into small
groups. Write the vocabulary words and phrases
that describe traits in two lists on the board (omit
identity and personality), and assign one list to each
group of students. Ask them to practise the words by
completing If ... then statements.
VOCABULARY
SAMPLE COPY, NOT FOR DISTRIBUTION 41
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4 Read and write the words from the list.
VOCABULARY ambitious determined enthusiastic generous
optimistic organised outgoing self-confident
Objectives By the time Jack Andraka was 14 years old, he was very enthusiastic
Students will about science. Jack really wanted to focus on cancer research. He came up with a cheap,
• practise using vocabulary related to
fast way to detect a type of cancer. When he first proposed his idea, some adults thought that
personality.
Jack was being too ambitious , but he was determined
• use a vocabulary strategy to learn
to prove them wrong. He stayed optimistic and entered his idea into an
new vocabulary.
international science fair. Jack won! Now he feels more self-confident . People
Target Vocabulary fair, odd,
have even asked him to be on TV because of his outgoing personality and
self-conscious, stubborn
creative ideas.
Vocabulary Strategy Suffix –ous
Academic Language compare 5 LEARN NEW WORDS Listen to the words. Write each trait next to
Content Vocabulary proposed, the correct example. Are these words positive or negative? Decide.
2014 Emerging
science fair Then listen and repeat. 004 005 Explorer, inventor
Jack Andraka
Resources Online Workbook/Workbook fair odd self-conscious stubborn
pages 2–3; Tracks 004–005 (Audio
CD/Website/CPT); CPT: Vocabulary stubborn (negative) 1. You never change! Just listen to me for once.
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odd (negative) 2. You put salt and pepper on your ice cream? Wow!
fair (positive)
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3. I like our music teacher. In her class, everyone
gets a chance to play.
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self-conscious 4. Oh, come on. Nobody is looking at you. Let’s dance.
(negative)
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6 YOU DECIDE Choose an activity. Work in pairs.
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1. Together, think of a famous person, such as a singer, actor or
internet personality. Separately, list as many descriptive words
as you can about that person. Are any of your words the same? Do you
agree with your partner’s description?
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2. As a student, you’re an expert on teachers. Think about
ph
teachers you’ve had and write words to describe them. Look
at the positive qualities you both listed. Then work together
to write a description of your ideal teacher.
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3. Write the letters in your partner’s name down the side of a
piece of paper. Then write a word that describes your partner
for each letter. When you’ve finished, compare your name
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poems. Do you agree with your partner’s description?
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12 VOCABULARY
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Practise 3 4 5
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• 3 Put students into pairs. Say Think about the five or six words
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you used to describe yourself earlier in the unit. Ask students to
write the words on a piece of paper. Then say Now think about the
at
new words you’ve learnt. Ask Do any of the new words name traits
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that are similar to the ones you wrote? Read Activity 3 on page 11.
Tell partners to complete the activity. Say Use your new words in
your descriptions of yourself and your partner.
• 4 Ask students to turn to page 12. Choose several students
to read the words in the word box aloud. Ask them to choose two
words and use them in a sentence. Then tell students to complete
Activity 4 independently. Ask a student to read the completed
paragraph aloud.
• 5 LEARN NEW WORDS Play Track 004. Tell students to listen,
and then tell them to look for each word in context on page 11.
Then play Track 005 and ask students to listen and repeat.
Review word meanings, and then ask students to complete
Activity 5 independently.
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BE THE EXPERT
• Vocabulary Strategy Point out the term self-conscious on
page 12. Ask a student to explain the meaning of the term in his
or her own words. (to be very aware of yourself) Underline the Vocabulary Strategy
-ous ending in conscious. Then write nervous on the board. Say
Suffix -ous Explain that when added
Sometimes, when we feel self-conscious, we also feel nervous. to a word, the suffix -ous may alter the
Explain that -ous can be added to a noun, such as nerves, to turn meaning of the word to include the sense
it into an adjective, or describing word. Explain that there are other of ‘being full of’ or ‘having’. In the case
word endings that can help students identify adjectives. These of conscious, the -ous ending, when
include -y (silly) and -ful (cheerful). combined with the Latin root sci, meaning
‘knowledge’, signals that the word means
‘full of knowledge’. In the context of
Apply 6 personality traits, self-conscious means
‘full of the knowledge or awareness of
• 6 you decide Ask students to read Activity 6 on page 12 self’.
silently. Then put students into pairs and ask them to re-read the
Other words with -ous endings include:
text on pages 10–11. Say Work with your partner to describe a
personality. Use the vocabulary words in your descriptions. adventure > adventurous
g
caution > cautious
• Model silently scanning the text to identify particular personality
in
hazard > hazardous
traits. Say How would I describe the pop singer Taylor Swift? She’s nerves > nervous
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obviously musical and talented, but I’ll scan the text to see if any
ar
of the personality traits named there apply to her. Two that fit her,
Teaching Tip
I think, are ambitious and self-confident. I’ll write those down and
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Whenever possible, incorporate
then keep reading. activities involving movement during
class. Breaking up periods of seated
• Ask pairs to choose and complete one of the three Activity 6
options. Remind them to take a few moments to silently review ic work with physical activity refreshes and
energises students. It also helps them to
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the traits they identified before discussing them with their partner. remember what they learn better.
Ask students to share their descriptions with the class.
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Related Words
Extend lab coat, pancreas, specimen,
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• After students have had a chance to share their work with their specimen jar
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classmates, ask them to choose a different Activity 6 option to
complete independently. If they choose the name poem, tell them
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they can describe a classmate, a friend or a family member.
• If time allows, hand out Worksheet 3.1.2. Explain that Formative Assessment
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students will use vocabulary words to think and write more Can students
about personality traits and the factors that affect personality • use vocabulary related to identity and
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personality?
development.
Ask What three personality traits best
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describe you?
Consolidate
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• use new vocabulary to describe different
• Say Let’s find out what qualities you think describe the ideal personalities?
student. Write on the board the vocabulary words that describe Ask What word would you use to describe
personality traits. Say I’ll say a word. Put your hand up if you think someone who always wants his or her own
it describes an ideal student. Then I’ll count the number of hands way and doesn’t change his or her mind
easily?
in the air and write the number next to the word. Keep playing until
you’ve used all the words.
• Circle the words that the greatest number of students have Workbook For additional practice,
assign Workbook pages 2–3.
chosen. Then ask different students to stand and use the
words to complete this sentence frame: The ideal student is Online Workbook Vocabulary
, and .
VOCABULARY PRACTICE
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SPE AKING S TR ATEGY
SPEAKING STRATEGY
006
Comparing Contrasting
You’re outgoing? So am I! You’re shy? Not me! I’m not shy at all.
Objectives Just like you, I’m self-confident. Unlike you, I’m optimistic.
Students will
• use words and phrases that compare We’re alike because we’re both patient. I’m determined, but you’re just stubborn!
and contrast.
• use words and phrases to compare
and contrast personality traits. 1 Listen. How do the speakers compare and contrast their younger brothers? Write the
words and phrases you hear. 007
Speaking Strategy Comparing and
contrasting
Academic Language compare, 2
7 Read and complete the dialogue.
contrast Dave: My aunt and uncle are visiting this week.
Resources Online Workbook; Worksheet Nina: You don’t seem very happy about it.
3.1.3 (Teacher’s Resource CD-ROM/ just like
Dave: I’m not. My aunt is always saying, ‘You’re
Website); Tracks 006–007 (Audio CD/
your uncle Jack!’
Website/CPT); CPT: Speaking Strategy
Nina: Well, are you and your uncle alike ?
Materials coins for the board game,
Dave: No, we’re very different. Unlike him, I’m active
pieces of card
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and outgoing. All he does is watch TV.
like
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Nina: Is he funny? Optimistic? Generous, you?
Dave: No way. He’s not generous at all ! He never gives me anything,
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not even on my birthday.
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3 Work in pairs. Take turns. Use a
coin to move (heads = 1 space;
tails = 2 spaces). Compare and
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contrast as instructed.
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4 Work in groups. Compare and
contrast your parents. Are you like
or unlike your parents? Do your
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classmates’ parents seem like or
unlike your own parents?
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Go to page 153.
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SPEAKING 13
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Warm Up • Play Track 006 again. Ask students to read along.
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Then ask pairs to take turns using the dialogue to
• Activate prior knowledge Remind students that talk about their personality traits. Supply additional
when they compare people or things, they say how
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prompts such as:
they’re the same, or alike. When they contrast, they
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say how they’re different, or not alike. Say Think of
a friend. How are you alike? How are you not alike? We’re not alike at all! You’re ,
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Model. Say My best friend and I are alike because and I’m .
we’re both passionate about sports. Just like me, he We are alike in one way. We’re both .
loves football. Unlike me, he can play it well!
• List words and phrases such as both; me, too; like; • 1 Say Now listen as two people talk about their
alike; not me; unlike. With a student, model using younger brothers. Pay attention to the words they
some of the words in a short dialogue. Then tell use when they compare and contrast the boys’
partners to ask and answer questions comparing and personalities and behaviour. Write them down. Play
contrasting what they do in their free time. Track 007. Ask students to share what they wrote.
Present 1
• Ask students to open to their books at page 13. Play
Track 006. Say Listen as two people compare and
contrast their personality traits.
44 UNIT 1 SAMPLE COPY, NOT FOR DISTRIBUTION
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BE THE EXPERT
Practise 2
• 2 Once students seem comfortable using the speaking strategy Strategy in Depth
and additional prompts to compare and contrast, direct them to Other words and phrases used to
Activity 2. Tell students to complete Activity 2 independently. Ask compare and contrast in English include:
several students to read their completed dialogues aloud, taking
Comparing: the same, similar, too,
turns as Dave and Nina. Then ask Did you hear different ways
in common
to talk about comparing and contrasting? What were some of the
words and phrases you used or heard? ‘My best friend and I are practically the
same person! We’ve got similar tastes
in clothes, sports and music. We have
Apply 3 4 both got an annoying younger sister, too.
We’ve got lots of other things in common
• 3 Tell partners to use the game board on page 153 and a as well!’
coin to play the game. Students take turns flipping the coin and
moving along the game board one or two spaces. Say Notice that Contrasting: different, dissimilar,
sometimes you’ll be comparing or contrasting what’s in the photo; whereas, differ
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other times, the text will tell you what to compare or contrast. ‘My brother and I are very different. We’ve
in
got nothing in common. Our habits are so
• Synthesise Put students into pairs. Ask them to review pages
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dissimilar. I’m messy and always running
10–12 silently, as well as any notes they might have written down from one project to another, whereas he’s
ar
about personality traits. Tell partners to talk about things they’ve neat and organised. I wish we didn’t differ
learnt so far about identity and personality. so much!’
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• 4 Say Now think about where some of your traits might have
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come from. Ask Do you share any personality traits with either of
your parents? Ask students to read Activity 4. Then put students
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into small groups to discuss the questions. Remind students to
use the new vocabulary in their discussions and to listen politely
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to one another.
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Extend
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• If possible, give groups time to summarise their results. Say
Think of a way to summarise the results of your discussion. You can
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write a summary, create a table, draw a picture or use some other
format. Display the groups’ summaries.
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• If time allows, hand out Worksheet 3.1.3. Explain that students
will use the worksheet to practise comparing and contrasting
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personality traits with a partner.
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Formative Assessment
Consolidate
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Can students
• Write these sentence frames on the board: • use words and phrases to compare and
contrast?
Point to two classroom objects that are
I’m , and so is (name).
similar, but different in some way (for
I’m not , but (name) is. example, a desk and a table, or a tablet
and a mobile phone). Ask students to
• Write the following words on pieces of card: optimistic, enthusiastic, compare and contrast the two objects.
quiet, funny, organised, athletic, ambitious. Ask students to stand in • use words and phrases to compare and
a circle. Hand a card to each student. Ask students to use the word contrast personality traits?
on their card to complete the appropriate sentence frame. Ask How are you and a friend alike?
Ask How are you and that friend different?
• Model with a student. Stand in the middle of the circle. Say I’m
not athletic, but (Maria) is. Then ask (Maria) to come to the centre
of the circle and use the word on her card to complete one of the Online Workbook Speaking Strategy
sentences on the board.
SPEAKING STRATEGY
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GR AMMAR
GRAMMAR 1
008
Question tags: Confirming information or seeking agreement
Alicia is friendly, isn’t she? Yes. She’s outgoing. You’ll like her.
You’re nervous about the competition, aren’t you? I am. I’m not sure I’m ready.
Objectives Rick doesn’t live near here, does he? No, he doesn’t. He lives quite far away.
Students will Lin also plays the flute, doesn’t she? Yes, she does. She’s really good!
• use question tags to confirm Sue couldn’t make herself do it, could she? No. She’s too shy.
information or seek agreement.
• use question tags to talk about
personalities. 1 Listen. Match the questions to logical answers. Write the letter. 009
• use words associated with teen
chefs competing in a TV cookery 1. d a. Yes, it was. And we finally won!
contest. 2. e b. Yes, I have to be. I’m a teacher.
Grammar Using question tags to a
3. c. No, she didn’t. She said she was ill.
confirm information or seek agreement
Target Vocabulary competitive, 4. c d. He really is. He never stops!
co-operative, helpful, jealous, 5. b e. Yes, she can. And the guitar, too.
open-minded
Academic Language confirm, agree, 2 Read. Then complete the question tags.
disagree don’t they
1. Carla and Lea want to join the team, ?
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Content Vocabulary logical, trophies 2. You’re not as enthusiastic about poetry as your sister,
in
Pronunciation Intonation in question are you ?
tags National Geographic Fellow
will they
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3. Greg’s brothers won’t be at the party, ? Chef Barton Seaver
Resources Online Workbook/Workbook
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pages 4–5; Tracks 008–011, 4. Maria has changed a lot, hasn’t she ? She’s
114–116 (Audio CD/Website/CPT); so self-confident.
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Pronunciation Answer Key (Teacher’s 5. Your sisters didn’t go shopping, did they ?
Resource CD-ROM/Website); CPT: 6. You would help us if Ana can’t come, wouldn’t you ?
Grammar 1 and Pronunciation
Materials large pieces of card 3
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Work in pairs. Take turns forming question
tags and answering them. Agree or disagree
Barton Seaver is the most
interesting chef around, isn’t he?
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with your partner. Express your opinion.
1. (name of a place) / most beautiful / place / ever
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2. (name of a singer) / most popular / singer / right now Yes, he really is. He has
3. (name of an actor) / talented / actor / on TV great ideas about food.
4. (name of a video game) / your favourite / video game
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5. (name of a film) / exciting / film / ever
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14 GRAMMAR
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Warm Up
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• Pre-teach Model the following dialogue with a student. Say I need
help with a science project. Your brother is good at science, isn’t he?
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Prompt him or her to respond: Yes, he is. He’s very clever!
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• Tell partners to use similar questions to talk about a book they’ve
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both read, a film they’ve both seen, directions to a place or a
school event. Explain that one student asks the question, and the
other student answers it. Provide examples to help students get
started: That was a scary story, wasn’t it? The library is on Central
Street, isn’t it? You’re going to the science fair, aren’t you?
Present
• Write Your brother is good at science, isn’t he? Circle isn’t he? and
tell students that this part of the sentence is called a question
tag. Explain that you add a question tag to the end of a sentence
when you need someone to tell you you’re correct, or to find out if
someone agrees with you.
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4 LEARN NEW WORDS Read about young
chefs and listen to their conversation. Then
listen and repeat. 010 011
BE THE EXPERT
Everyone loves cookery programmes! The chefs are
usually self-confident and energetic, but they’re not
always patient or organised, are they? (That’s part of the Pronunciation
fun!) They’re almost always very competitive as they Go to Student’s Book page 144. Use
cook against each other. They want to win by making the
Audio Tracks 114–116.
best food they can!
On some programmes, teen chefs compete to
see who’s the best cook. These teen chefs can be
Intonation in question tags The
surprisingly co-operative, even while they’re competing. intonation in question tags can vary.
They’ve made friends, and they’re interested in what Question tags have a falling intonation
one another is doing. Of course, one chef may be jealous when the speaker is sure or almost sure
of another chef, but in the end many of them are still and is simply seeking agreement. They
helpful and kind to each other as they compete. have a rising intonation when the speaker
They’re open-minded enough to know that
is unsure and wants confirmation.
only one person can win, but all of them
can be friends – and great chefs.
Teaching Tip
Be mindful of the different ways that
students learn. Some students learn
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best when they hear information. Others
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5 Read. Then use a question tag to comment. learn best when they write things down.
Still others find that using their bodies
1. Angela really is a talented cook. I want to be like her!
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by pointing, acting, clapping, singing,
You aren’t feeling jealous, are you? or walking and talking helps them learn
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Possible answers: best. A mix of approaches gives different
2. Pat and Tim refused to talk to Julia, or even listen to her ideas.
learners different ways to be involved with
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They aren’t very open-minded, are they?
the lesson.
3. The Whitley twins have 17 tennis trophies between them.
They’re really competitive, aren’t they?
ic
ph
4. Sam won’t join the group to help collect and recycle plastic bottles.
He isn’t very co-operative, is he?
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5. Here, let me help you clean up those dishes.
Thank you! You’re always helpful, aren’t you?
g
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GRAMMAR 15
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• Write these additional question tags on the board. Point out that
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question tags usually include contractions.
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isn’t it? wasn’t it? aren’t you? don’t you?
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• Ask students to open their books at pages 14–15. Say In order to
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confirm information, you ask someone to tell you that what you’re
saying is correct. When you seek agreement, you ask someone to
agree with you. We’ve talked about question tags and how they’re
used. Now we’ll hear some more examples. Play Track 008 once and
ask students to listen.
• Read the first question and answer in the grammar box. Ask Does
the person answering the question agree with the speaker? (yes)
Then ask pairs to model asking and answering the rest of the
question tags in the grammar box. Encourage them to read with
expression.
SAMPLE COPY, NOT FOR DISTRIBUTION GRAMMAR 1 47
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GR AMMAR 008
Question tags: Confirming information or seeking agreement
4 LEARN NEW WORDS Read about young
chefs and listen to their conversation. Then
listen and repeat. 010 011
• 2 Direct students to Activity 2. Read the
Alicia is friendly, isn’t she?
You’re nervous about the competition, aren’t you?
Rick doesn’t live near here, does he?
Yes. She’s outgoing. You’ll like her.
I am. I’m not sure I’m ready.
No, he doesn’t. He lives quite far away.
Everyone loves cookery programmes! The chefs are
usually self-confident and energetic, but they’re not
always patient or organised, are they? (That’s part of the
instructions aloud and then point out that the first
question tag has been completed for them. Ask them
Lin also plays the flute, doesn’t she? Yes, she does. She’s really good!
fun!) They’re almost always very competitive as they
Sue couldn’t make herself do it, could she? No. She’s too shy. cook against each other. They want to win by making the
best food they can!
to read the first statement and tag aloud together.
On some programmes, teen chefs compete to
1 Listen. Match the questions to logical answers. Write the letter. 009
see who’s the best cook. These teen chefs can be
d surprisingly co-operative, even while they’re competing.
1. a. Yes, it was. And we finally won!
They’ve made friends, and they’re interested in what
e one another is doing. Of course, one chef may be jealous
Say Now complete items 2–6. Remember the pattern
2. b. Yes, I have to be. I’m a teacher.
of another chef, but in the end many of them are still
3. a c. No, she didn’t. She said she was ill. helpful and kind to each other as they compete.
They’re open-minded enough to know that
4. c d. He really is. He never stops! only one person can win, but all of them
5. b e. Yes, she can. And the guitar, too. can be friends – and great chefs.
of a positive statement followed by a negative tag, and
2 Read. Then complete the question tags.
1. Carla and Lea want to join the team,
2. You’re not as enthusiastic about poetry as your sister,
don’t they ?
5 Read. Then use a question tag to comment.
a negative statement followed by a positive tag. You
are you
may want to write on the board: positive statement
?
National Geographic Fellow
3. Greg’s brothers won’t be at the party, will they ? Chef Barton Seaver 1. Angela really is a talented cook. I want to be like her!
You aren’t feeling jealous, are you?
4. Maria has changed a lot, hasn’t she ? She’s Possible answers:
negative tag; negative statement positive tag.
so self-confident. 2. Pat and Tim refused to talk to Julia, or even listen to her ideas.
5. Your sisters didn’t go shopping, did they ? They aren’t very open-minded, are they?
6. You would help us if Ana can’t come, wouldn’t you ?
Check answers as a class.
3. The Whitley twins have 17 tennis trophies between them.
They’re really competitive, aren’t they?
3 Work in pairs. Take turns forming question Barton Seaver is the most
tags and answering them. Agree or disagree interesting chef around, isn’t he?
4. Sam won’t join the group to help collect and recycle plastic bottles.
with your partner. Express your opinion.
He isn’t very co-operative, is he?
1. (name of a place) / most beautiful / place / ever
• 3 Put students into pairs, and ask one pair to
2. (name of a singer) / most popular / singer / right now Yes, he really is. He has 5. Here, let me help you clean up those dishes.
3. (name of an actor) / talented / actor / on TV great ideas about food.
4. (name of a video game) / your favourite / video game Thank you! You’re always helpful, aren’t you?
5. (name of a film) / exciting / film / ever
model the dialogue about Barton Seaver on page
14 GRAMMAR GRAMMAR 15
14. Then read the instructions for Activity 3 aloud.
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Say Remember that question tags are used to confirm
• Tell students that many question tags follow a pattern. information or seek agreement. Sometimes, you’ll
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Explain that when the first part of the sentence express an opinion with a question tag, hoping to
in
includes a form of the verb be or a helping verb, receive agreement. However, the other person may
n
such as has, can, will, do or should, the tag will often disagree with you! Ask partners to read the activity
ar
include a contraction of the same verb with not. Say items silently. Allow time for students to compose
Remember this pattern: Add a negative tag to a positive their questions.
Le
sentence, and a positive tag to a negative sentence.
Always use a comma before the tag. Display sentences • Say Now take turns asking and answering your
from page 14 to illustrate the pattern: questions. When students are comfortable with the
ic
format, ask pairs to share their dialogues with the
class.
ph
Alicia is friendly, isn’t she?
positive negative
Apply 4 5
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Rick doesn’t live near here, does he? • 4 LEARN NEW WORDS Read the instructions for
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negative positive Activity 4. Point out the photos on page 15 and ask
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students to describe the chefs’ uniforms and the
different foods pictured. Then ask Has anyone watched
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• Play Track 008 again as students follow along in their a TV cookery programme in which chefs compete to see
books. Explain that even though plays in the fourth who can cook the best dish or meal? Invite students to
sentence is not a form of be or a helping verb, this
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share what they know about cookery programmes. Tell
sentence follows the pattern of a negative question them they’re going to read about teenage chefs who
tag added to a positive sentence.
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take part in cookery contests, and they will learn more
new words about personality traits. Ask students to
at
Practise 1 2 3 read the text independently.
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• 1 Say Now we’ll listen to question tags and match • Say Now we’ll listen to some young chefs talk about
each one with the best answer. Play Track 009 once competing. Play Track 010. Then say Let’s listen to the
and ask students to listen. new words in sentences. We’ll repeat each word alone
and in a sentence. Play Track 011 and ask students to
• Play number 1 again and repeat it for the class. Then repeat.
read aloud all the answer choices as students follow
along in their books. Say When something is logical, • 5 Put students into pairs. Tell each pair to read the
it makes sense. Which choice is the logical answer to instructions for Activity 5 and item 1 together. Ask
the question? Ask students to respond. (d) Tell them them to skim the article above. Then say Now work
to write the letter on the line next to number 1. Then together to use the new vocabulary words in question
replay Track 009 and ask students to complete tags that make an observation or express an opinion
the activity. about the people in each sentence.
48 UNIT 1 SAMPLE COPY, NOT FOR DISTRIBUTION
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BE THE EXPERT
Extend
• Put students into pairs. Say Imagine you need to interview your
partner for an article in the school paper about one of his or her Grammar in Depth
interests. List some topics on the board to prompt students: Some students may have trouble with
question tags because the question
tag system is simpler in many other
sports animals family languages. In some, it may only involve
adding the equivalent of ‘no?’ or ‘yes?’ at
music school hobbies the end of a sentence.
Not all question tags follow the pattern
described in the Present section.
Examples of other tags include OK?,
• Give each student a piece of card. Say Write your name on the card don’t you think?, wouldn’t you say?
and three or four sentences about you and the topic you chose that
We need to leave at 7.30, OK?
your interviewer will find useful. Share an example. Say I want to be Jose should get the trophy for most
interviewed about animals. I’ll write these sentences on my card: improved player, don’t you think?
I like all animals, even slimy insects! I really like birds. I love seeing Mr Martino is much nicer this year,
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them at my bird feeder. I’m worried because I haven’t seen many wouldn’t you say?
in
birds lately. Question tags can also be used for
emphasis. In this example, the sentence
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• Give students time to write their sentences. Then ask them to swap would be read as if there were an
ar
cards with their partners. Say Now use the sentences to write on the exclamation point, rather than a question
mark, at the end: That pizza was really
other side of the card an interview question based on each one. For
Le
good, wasn’t it?
example: ‘You love animals, don’t you? Why?’ Make sure you leave
room for the answers to the questions. Tell students to include one
or two question tags.
ic
ph
• Ask students to conduct their interviews and write their partners’
answers on the cards. When students have completed their
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interviews, ask a few to share with the class the name of the
student they interviewed and the topic, and to read the questions
g
and answers aloud.
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Consolidate
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• Say Now we’ll use our interviews to play a game called Name That Formative Assessment
Trait. Collect all the cards. Ask students to sit in a circle. Say I’m Can students
• use question tags to confirm information
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going to go around the circle and read some information from the
or seek agreement?
cards to each of you that will give a hint about a personality trait. You
Tell students that your hobby is
io
will call out an appropriate trait that comes to mind.
(photography). Ask them to use a question
tag to confirm that information.
• Model with a student. Using one of the cards, say, for example,
at
(Monica) is learning to play the flute. She practises every day. She Ask students to answer the following
N
question tag:
wants to play in an orchestra one day. Name that trait! Prompt
You’re interested in (science), aren’t you?
the student to name a trait such as determined, ambitious, hard-
• ask and answer question tags about
working or enthusiastic. After the student names a trait, challenge
personalities?
the group to think of a question tag related to the named trait; say,
Ask students to respond to the following
for example, I think Monica will be famous one day, don’t you? Then
question by naming another personality
move on to the next student in the circle. trait:
I think it’s good to be competitive, don’t
you?
Workbook For additional practice,
assign Workbook pages 4–5.
Online Workbook Grammar 1
SAMPLE COPY, NOT FOR DISTRIBUTION GRAMMAR 1 49
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1 BEFORE YOU READ Discuss in pairs. Based on the title and
READING the photo, what do you think the reading is about?
2 LEARN NEW WORDS Find the words below in the reading.
What do you think they mean? Look for clues in the sentences.
Objectives Then listen and repeat. 012
Students will
• read about and discuss how birth bossy ignore perfectionist selfish spoilt
order might affect personality.
• use new words from the reading. 3 WHILE YOU READ Notice descriptive words
• use descriptive words to describe you think apply to you personally. 013
themselves.
Reading Strategy Identify descriptive
words
Vocabulary Strategy Using a
dictionary
Target Vocabulary bossy, ignore,
perfectionist, selfish, spoilt
Academic Language clues, main idea
Content Vocabulary factor, flexible,
secretive
g
Resources Online Workbook/
in
Workbook pages 6–7; Worksheet
3.1.4 (Teacher’s Resource CD-ROM/
n
Why Am I
Website); Tracks 012–013 (Audio CD/
ar
Website/CPT); CPT: Reading
ic
Le Me?
ph
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16 READING
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Warm Up
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• Build background Ask How many of you have got brothers or
sisters? Put your hands up. Ask two or three of the students with
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their hands up, one at a time, whether they were born first, second,
at
third, and so on. Based on the response, say to each student in
turn So you are (the oldest child/a middle child/the youngest child).
N
Tell students that the order in which children are born is called
birth order. Then say Some people think that birth order affects the
qualities we have as we grow up.
• Ask How many of you haven’t got any brothers or sisters? Say
Some people think that being an only child also affects personality
development.
Before You Read 1 2
• 1 Ask students to open their books at pages 16–17. Say Read
Activity 1 on page 16. With a partner, look at the title of the reading
and the photo. Discuss what you think the reading will be about.
When students are ready, review their predictions as a class.
50 UNIT 1 SAMPLE COPY, NOT FOR DISTRIBUTION
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Have you ever wondered why children tend to avoid conflict, they can be
you are the way you are? What
flexible and easygoing. They may also be seen as
secretive by members of their family. They are
BE THE EXPERT
makes you different from, say, usually more influenced by their friends than
by their family, perhaps because they get more
your brothers and sisters? attention from their friends.
People have asked these questions for
centuries, and researchers are trying to answer
The youngest child is described as the Reading Strategy
baby of the family. They can be spoilt by their
them. One idea they’re exploring is that birth
parents, who spend a lot of time with them and Identify descriptive words
order influences the person we become. In
often give them what they want. For this reason, Descriptive words make writing clear
general, the oldest child is described as
confident, organised, dutiful and determined
their brothers and sisters sometimes get jealous. and colourful and help readers visualise
Youngest children enjoy being the centre of what they read. Many of the words used
to get what he or she wants. Oldest children
attention, and they are seen as outgoing, open-
are seen as born leaders, people-pleasers and to describe in English are adjectives.
minded and likely to take risks.
perfectionists. Because they’re the oldest, their Precise, vivid adjectives add detail and
younger brothers and sisters sometimes see What if you’re an only child? Many people
clarity to writing.
them as bossy, or too willing to tell other people think that a child with no brothers or sisters
what to do. grows up wanting lots of attention. Some think Adjectives describe nouns or pronouns,
they’re selfish, or unwilling to share with others.
The middle child may be described as being as in We were amazed by the powerful
But because they spend so much time around
competitive in order to get more attention. They athlete. He was as strong and swift as
adults, they’re also described as confident,
sometimes feel that their family ignores them the wind. Paying attention to descriptive
determined and responsible.
because they are in the middle. Because middle
words as they read will help students
better understand and appreciate what
they read.
g
Vocabulary Strategy
in
4 AFTER YOU READ Discuss the questions in groups. Using a dictionary A dictionary is an
n
1. What’s the main idea of the reading? important tool for anyone who is learning
ar
2. Does birth order seem like a good way to describe personality? a new language. With a good dictionary
Why or why not? you can do the following:
Le
3. Based on your personal experience, does the information in • look up the meaning of an English
this reading seem correct? If not, why not?
word you see or hear
5 Work in pairs. Separately, go back through the reading and • find the English translation of a word
ic
underline all the words you think describe you. Then read your
list to your partner. Based on your list, can your partner guess
in your language
• check the spelling of a word
ph
your birth order? What is it? • find out other grammatical
information about a word
6 Work in groups. What other factors might affect your
ra
• find a synonym or antonym of a word
personality? Write two or three ideas. Briefly explain how • check the part of speech of a word
each factor on your list might affect you. Then discuss your • find out how to pronounce a word
g
ideas in groups.
• find examples of the word in context
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READING 17
Teaching Tip
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OWI_3_SE_81089_008-023_U01_CP2.indd 17 6/20/16 11:17 AM When students use adjectives and nouns,
as in green shorts, check for correct word
• Ask students to describe the photo. Ask How many people are
order. The adjective usually comes before
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there? Are they related? How can you tell? What are they doing? the noun in English. This is not true in all
How would you describe the women? Are they bored? happy? languages.
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protective? Focus on the baby. Ask Why do you think the woman
is holding on to the baby? Might the baby be curious? a little too
at
adventurous?
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• 2 LEARN NEW WORDS Tell students they’re going to learn
some new words, but first remind them of two words they’ve
already learnt. Read aloud the two questions at the beginning
of the reading. Ask What words have you learnt that refer to the
way you, me or anyone is? Prompt students by asking them to
complete these definitions:
Who you are, based on your family, environment,
beliefs and values, is your . (identity)
The combination of all your qualities, positive and
negative, makes up your . (personality)
READING
SAMPLE COPY, NOT FOR DISTRIBUTION 51
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1 BEFORE YOU READ Discuss in pairs. Based on the title and
the photo, what do you think the reading is about?
Have you ever wondered why
you are the way you are? What
children tend to avoid conflict, they can be
flexible and easygoing. They may also be seen as
secretive by members of their family. They are
• 5 Put students into pairs. Make sure they
makes you different from, say,
understand that they should do the first part of the
usually more influenced by their friends than
2 LEARN NEW WORDS Find the words below in the reading.
by their family, perhaps because they get more
What do you think they mean? Look for clues in the sentences. your brothers and sisters? attention from their friends.
Then listen and repeat. 012 People have asked these questions for
The youngest child is described as the
centuries, and researchers are trying to answer
activity independently. After students underline the
baby of the family. They can be spoilt by their
bossy ignore perfectionist selfish spoilt them. One idea they’re exploring is that birth
parents, who spend a lot of time with them and
order influences the person we become. In
often give them what they want. For this reason,
general, the oldest child is described as
3 WHILE YOU READ Notice descriptive words confident, organised, dutiful and determined
their brothers and sisters sometimes get jealous.
words they think describe them, ask them to list the
you think apply to you personally. 013 Youngest children enjoy being the centre of
to get what he or she wants. Oldest children
attention, and they are seen as outgoing, open-
are seen as born leaders, people-pleasers and
minded and likely to take risks.
perfectionists. Because they’re the oldest, their
younger brothers and sisters sometimes see What if you’re an only child? Many people
words on paper. Remind students to include only child
them as bossy, or too willing to tell other people think that a child with no brothers or sisters
what to do. grows up wanting lots of attention. Some think
they’re selfish, or unwilling to share with others.
The middle child may be described as being
But because they spend so much time around
competitive in order to get more attention. They
as a category of birth order.
adults, they’re also described as confident,
sometimes feel that their family ignores them
determined and responsible.
because they are in the middle. Because middle
4 AFTER YOU READ Discuss the questions in groups. • When students have guessed and revealed one
Why Am I
1. What’s the main idea of the reading?
2. Does birth order seem like a good way to describe personality?
Why or why not? another’s birth order, say Now look again at Why Am
Me?
3. Based on your personal experience, does the information in
I Me? Did the reading correctly match your traits with
this reading seem correct? If not, why not?
5 Work in pairs. Separately, go back through the reading and
underline all the words you think describe you. Then read your
6
list to your partner. Based on your list, can your partner guess
your birth order? What is it?
Work in groups. What other factors might affect your
your actual birth order? Tell students they will use their
personality? Write two or three ideas. Briefly explain how
each factor on your list might affect you. Then discuss your
ideas in groups.
lists in the next activity.
16 READING READING 17
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• 6 Put students into groups of three or four to
complete the activity. For each group, tell one member
• Say Now you’ll hear new words that describe some to act as secretary and write down information from
g
personality types and behaviours. Ask students to the discussion.
in
listen to Track 012 and repeat.
• Before they begin, provide an explanation for factor
n
• Vocabulary Strategy Explain that often when we to students. Say A factor is a thing, an element, that
ar
look up a new English word in a dictionary, we find affects something else – for example, temperature,
wind and the amount of moisture in the air are factors
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that it has more than one meaning. Say If you’re not
sure which definition is correct, read all the meanings that affect the weather. Remind students of other
carefully and find the one that makes the most sense in factors, besides birth order, that may affect personality
the context where you found the word. Point out that to
make sure of a word’s meaning, it’s sometimes a good
ic
development. You may want to draw the following table
on the board to guide students’ discussions.
ph
idea to look it up in a bilingual dictionary. Say If one of
Family Social Culture Values Birth
the English translations is the original word you looked
ra
Life Environment and Order
up, then you know that you’ve found the right meaning. (where you Beliefs
g
live, other
While You Read 3 people or
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institutions
• 3 Say Now you’re going to hear some ideas about you interact
lG
how birth order might influence who you are and the with)
personality traits you develop. Listen and read. Play Sample house, with traditions family oldest; my
notes: parents, are members personality
na
Track 013 and tell students to follow along.
large siblings, important should traits don’t
• Say Now read again. Look for words that describe family; I grandmother; help one exactly
io
care for community- another match the
qualities or behaviours or that name personality types. younger centred reading
at
Pay attention to how these words help you understand siblings social life
the ideas presented in the reading. Play Track 013
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again or allow students to read in silence.
• Ask students to copy the table and add notes under
After You Read 4 5 6 the factors they think affect personality. Tell students
to refer to their tables as they do the activity. Ask
• 4 Put students into small groups. Ask them to group secretaries to keep track of which factors
read and answer the questions. Remind them that group members think are most/least important to
the main idea of a piece of writing is what it is mostly personality development. Tell them to save their notes
about. The other information provides details about for the Consolidate activity.
the main idea. If students disagree about an answer,
encourage them to review the text to find support for
their answers. Remind them to relate information in
the reading to their own families.
52 UNIT 1 SAMPLE COPY, NOT FOR DISTRIBUTION
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BE THE EXPERT
Extend
• Pair each student with someone who participated in a different
group discussion. Tell them to work together to write two or three
Teaching Tip
While students are doing pair-work
sentences about their personality traits based on what they
activities, make sure you walk around the
learnt or found most interesting in the reading or in their group room to check for understanding, monitor
discussions. the use of language, and offer help when
needed. It’s also important to follow pair-
• Model an example. Say Sometimes I think about why I’m the way I work time with whole-class work. During
am. I understand that one reason I always want things to be perfect this time, students should have the
is because my parents expect me to be a good role model for my opportunity to share the work they did in
younger brothers and sisters. pairs with the rest of the class.
• Worksheet If time allows, you may want to hand out Worksheet Answer Key
3.1.4 in class. Say Review the words on Student’s Book page 16.
You will use your new words to sum up ideas about birth order and Comprehension 4
personality development.
g
1. Birth order influences the type of
person we become.
in
Consolidate 2. Answers will vary.
3. Answers will vary.
n
• List in a column some of the factors you’ve talked about that
ar
affect personality development. Say Let’s put the factors that
affect personality development in order of importance. We’ll take a
Le
class vote. Read each factor and ask students to put their hands
up if they think it’s important to personality development. Record
ic
the number of votes on the board next to each factor. Ask What’s
the most important factor? the least important? Then ask the
ph
group secretaries from Activity 6 Do the results from the Activity 6
discussions agree with our class vote? Ask if anyone changed their
ra
mind and, if so, why.
g
eo
lG
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Formative Assessment
io
Can students
at
• use new words to discuss what they’ve
read?
N
Ask students to use bossy, ignore,
perfectionist, selfish or spoilt in sentences
based on the reading.
• use descriptive words to describe
themselves?
Ask students to list words from Why Am I
Me? that describe their personalities and
say what factors they think contributed to
why they are that way.
Workbook For additional practice,
assign Workbook pages 6–7.
Online Workbook Reading
READING
SAMPLE COPY, NOT FOR DISTRIBUTION 53
OWI_BrE_3_LP_93877_038-063_U01.indd 53 29/06/17 3:59 PM
VIDEO VIDE
Objectives
Students will 1 BEFORE YOU WATCH Discuss in pairs. 2 Work in pairs. The video you are going
• discuss factors that are important to Look at the photo. What do the to watch is called What Makes Up an
a person’s identity. group members’ clothes say about Identity? From the title, predict the main
• apply the message of the video to their identity? idea of the video. Circle the correct letter.
their personal lives. a. The video will discuss your identity
in comparison to that of your family
Academic Language compile, profile and friends.
Content Vocabulary designer clothing, b. The video will talk about things that you
obsessed, world view like and do that help shape your identity.
Resources Video scene 1.1 (DVD/ c. The video will suggest ways you can
Website/CPT); Online Workbook; CPT: make yourself better.
Video
g
n in
ar
Le
ic
ph
g ra
Rea Iktetsa Pantsula, a dance group from
eo
Soweto, Johannesburg, South Africa
18 VIDEO
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you think the video is about. Circle the letter that best
Before You Watch 1 2
na
expresses the idea. Ask students to explain why they
• Write the unit title Who Am I? on the board. Say So far chose what they did.
io
in this unit, we’ve learnt about personality traits and
identity. Point to the board. Ask Have you got a better While You Watch 3
at
idea now of how you would answer this question? Have
you still got questions about what makes you you? • 3 Ask a student to read the Activity 3 instructions.
N
Write them down. Say Listen carefully as you watch What Makes Up an
Identity? Tick the things that apply. Play Video scene
• 1 Ask students to open their books at pages 1.1. Say Write down other things you hear or notice in
18−19. Read Activity 1 aloud. Say Think about what the video that you want to remember.
you’ve learnt about the factors that affect identity. Take
a minute to list them. Then put students into pairs. • If students have trouble following the video or
Say Compare your lists. Did you write the same things? understanding the text, pause the video and allow
Tell students to use their lists to discuss the answer them to ask questions, or display the captioned
to the Activity 1 question. text. Try replaying the video with and without sound,
and tell students to describe and comment on what
• 2 Say Think about the title of the video and what they see. Ask students to complete the activity
you know about personality and identity. Read the title independently.
of the video and look at the photo. Now predict what
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BE THE EXPERT
3 WHILE YOU WATCH Tick the factors that the video says 5 Work in pairs. The Teaching Tip
are important parts of your identity. Watch scene 1.1. video describes four The novelty of watching a video in class
sports ✓ clothes gadgets ✓ food main areas that make may make students overly active or
up your identity.
✓ music house pets ✓ other people talkative. To remind students of how they
Discuss each of those
should behave during the video, set clear
areas in your own life.
4 AFTER YOU WATCH Work in pairs. Circle the correct letter. expectations. Students do well with just
1. According to the research, music can make us 6 Discuss in groups. a few general rules, instead of a long list
happier and . At the end of the of specific rules. It’s good to keep rules
a. cleverer b. more c. more video, you’re asked, positive—tell students how they should
organised determined ‘What else makes behave, instead of what they should
2. A personal style is important to help you . you you?’ Answer not do.
a. fit in b. stand out c. both a and b the question in your
group. Then share
3. One in teens is obsessed with wearing designer your responses with
clothing.
the class.
a. two b. four c. twenty
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4. Nearly all teenagers associate with happy memories.
in
a. music b. clothes c. food
5. Parents help .
n
a. influence our b. choose our c. choose our
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world view friends music
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7 YOU DECIDE Choose an activity. Formative Assessment
1. Work independently. Choose a classmate or teacher to interview about
Can students
what makes up his or her identity. Write a profile of this person and share
it with the class.
ic • discuss factors that, according to the
video, are important to a person’s identity?
ph
2. Work in pairs. Write a description of your clothing in relation to your
identity. Your partner does the same. Then compare your results. Does Ask What’s one way teenagers express their
your partner have the same view of your style as you do? Discuss. Then personalities?
swap roles.
ra
3. Work in groups. Create a ‘happy memory’ cookbook. Survey at least
five classmates about meals that give them happy memories. Ask the
g
classmates to describe the meals. Take notes, and then compile the Online Workbook Video
eo
information into a cookbook to share with the class.
VIDEO 19
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OWI_3_SE_81089_008-023_U01_CP2.indd 19 6/20/16 11:17 AM
to say about your classmates’ contributions to the
After You Watch 4 5 6 7
na
discussion even if you don’t agree with their ideas.
• 4 Put students into pairs. Read the activity
• 7 you decide Tell students to read the three activity
io
instructions and do the first item together. Remind
options. If they choose the interview, allow them to
students to use information from the video to complete
at
watch the video again. Tell them to take notes that they
the sentences. Review the answers as a class.
can use to create interview questions.
N
• 5 Say Review the four areas with your partner.
• Suggest that students who opt to do the clothing
Provide discussion prompts if necessary. For example,
activity consider working with a partner whose style
ask Have you found that your friends are playing an ever
is different from their own. Tell them that when they
bigger role in shaping your identity, or not? Circulate to
compare their descriptions, they should pay attention
make sure all students have a chance to express their
to how the descriptions differ and make sure they
thoughts. Provide assistance as necessary.
discuss what qualities they each associate with
• 6 Put students into small groups. Read the certain kinds of clothing.
discussion question. Ask Did the video answer any
• If students choose the cookbook option, tell them
of the questions you wrote down? Have you got your
they don’t need to include step-by-step cooking
own different ideas about identity? Share them with
instructions, just a general description of the meals.
the group! Remind students to consult any notes
Suggest that they include photos or other artwork in
they made during the video. Say Listen politely to one
the cookbook.
another. Be open-minded. Try to find something positive
SAMPLE COPY, NOT FOR DISTRIBUTION Video 55
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GR AMMAR
Grammar 2
014
Using it to talk about weather, time and distance, and for emphasis
It’s raining again. Another bad hair day! It’s strange that we’ve had so much rain.
It’s six o’clock already. Wake up! I hate it when the alarm goes off.
Objective It’s a half-mile walk from here. We’re late! It drives me crazy when I have to hurry.
Students will
• use it to talk about weather, time and
distance, and for emphasis.
1 Listen. How is it used? Write the number. 015
Academic Language introduce
4 to introduce weather 1 to introduce time
Content Vocabulary compliments, 3 2
to introduce distance to introduce emphasis
interrupt
Resources Online Workbook/
Workbook pages 8–9; Worksheet 2 Work in pairs. Write down three things that you don’t like to happen. Use it in your
3.1.5 (Teacher’s Resource CD-ROM/ sentences. Then share them with your partner.
Website); Tracks 014–015 (Audio CD/ 1. It makes me a little angry when people interrupt me in a conversation.
Website/CPT); CPT: Grammar 2
2.
3.
4.
g
in
3 Work in pairs. Write down three things that you like to happen. Use it in your
sentences. Then share them with your partner.
n
1. I like it when people give me compliments about my appearance.
ar
2.
3.
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4.
4
ic
Work in groups. Make the cube. Take turns throwing
the cube and completing the sentences.
ph
It drives me crazy when my
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friends don’t return my texts!
g
Go to page 155.
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20 GRAMMAR
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Warm Up Present
na
• Activate prior knowledge Write it and it’s on the • Ask students to open their books at page 20. Ask
board. Say We use these words all the time. Pick up students to read the sentences on the left side of
io
a classroom object and say This is a (book). It’s a the grammar box. Guide students to see that in
at
(dictionary). Point to it’s and ask students What two these sentences, it’s refers to the weather, the time
words make up this contraction? (it and is) Remind and distance, although none of those things is
N
students that we use it and it’s to refer to something named first.
that has already been named. Discuss some
examples of the two words: • Say We also use it to announce something that
annoys or pleases us. Read the sentences on the right
side of the grammar box with expression. Then play
�������������������
it glides.
Track 014. Tell students to read along. Then play it
My mobile phone is old, but it works well. again and ask students to read the examples aloud.
I like my mobile phone. It’s as good as new!
Practise 1 2 3
• Explain that in the first sentence it refers to flying • 1 Read the Activity 1 instructions and items
squirrel, an animal; in the second and third sentences, aloud. Explain that when we use it or it’s without first
it and it’s refer to mobile phone, an object. naming the subject (weather, time or distance, for
example) we say that the word is used to introduce,
56 Unit 1 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
or announce or lead into, the subject. Sometimes, it introduces or
adds emphasis.
Grammar in Depth
• Make sure students understand the activity instructions. Then play
All sentences (except for commands)
Track 015 and ask students to complete Activity 1. Replay the track
need an explicit subject. In some of the
and tell students to check their answers in pairs. special uses of it covered in this lesson,
the word is used because no other
• 2 3 Put students into pairs, and ask them to read the subject is present. When it is used simply
instructions for Activities 2 and 3. Point out the sample sentence to perform the grammatical function of
in each activity. Tell students to refer to the sentences on the sentence subject, it is referred to as
right side of the grammar box at the top of the page for additional ambient or nonreferential it.
examples. When it or it’s is used for emphasis, it is
often followed by a clause:
Apply 4
It’s so nice when you help me with my
• Put students into groups of three. Ask one student in each group to homework.
cut out the game cube on page 155. Say When it’s your turn, read It’s strange that he’s bored by the film.
g
aloud the words on the side of the cube that’s facing up and make
in
Also, note the emphasis gained in the
them into a complete sentence that makes sense. second sentence below by using it’s
n
at the beginning of the sentence and
Extend changing the position of I want. Compare:
ar
• Write the words below on the board. Say Begin your sentences with I want passion, not just enthusiasm.
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any of the phrases on the game cube. Complete them with the words It’s passion I want, not just enthusiasm.
on the board. Take turns. Provide a sample sentence, such as It’s
strange that my noisy sister is quiet and shy at school. Teaching Tip
ic Remember that some students who are
ph
shy jealous determined not verbally fluent may be better able to
express themselves through different
spoilt fair optimistic
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means, such as art or movement. Give
bossy competitive patient those students a chance to show their
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abilities. For example, if a student
prefers not to speak, let him/her act out
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• Hand out Worksheet 3.1.5. Tell students they will have more a sentence or share a drawing without
speaking.
opportunities to practise writing sentences using it and it’s.
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Consolidate
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• Write the sentences below on the board. Say Choose a sentence
and write it down. Then write a second sentence in response to
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Formative Assessment
the first that uses it or it’s to introduce or add emphasis. Funny or
Can students
at
silly sentences are fine – as long as they’re complete and make
• use it to talk about weather, time or
sense. Provide examples if students need help getting started: It’s distance?
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midnight. It drives me crazy when I wake up in the middle of the night Ask students to use it in a sentence about
and can’t go back to sleep. weather, time or distance.
• use it for emphasis?
It’s a holiday. It’s time for my solo. Ask students to complete one of the
following sentence frames, using it to
It’s midnight. It’s hot outside. emphasise something they like or dislike:
It’s my birthday. It’s time to walk the dog. I love .
I hate .
• When students are ready, say Now I’ll walk around the room. When
I point to you, read your two sentences. Encourage students to read Workbook For additional practice,
with expression. When everyone has had a turn, invite students to assign Workbook pages 8–9.
say which responses they liked best. Online Workbook Grammar 2
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2 57
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WRITING
Writing When we compare and contrast two people or things, we use phrases such
as the following:
Compare: alike both in the same way too
Objectives
Students will Contrast: although but on the other hand unlike
• identify and use elements of
comparison and contrast writing. 1 Read the model. Work in pairs to identify the parts of the writing. How does
• use expressions that introduce the writer compare and contrast? Underline the words or phrases.
comparisons and contrasts.
I come from a large family, and I share personality traits with several family
• analyse a model of comparison and
members. But it’s clear to me that I’m most like my grandfather, although we’re
contrast writing. different in some ways, too.
• compare personalities and produce a
My grandfather and I both like spending time outside. We both enjoy riding
comparison and contrast essay.
our bikes and watching sports. We’re adventurous, too. I really like going fishing
Academic Language compare and with my grandfather. We’ll catch our dinner together, then cook and eat it at our
contrast, idiom campsite. We both love nature. We’re alike in that way. We also enjoy working in
his garden growing fruit and vegetables.
Content Vocabulary campsite,
snowball It’s a different story when winter comes. Unlike my grandfather, I love being
outside in the snow. I like having snowball fights with my friends, but he likes sitting
Resources Online Workbook/Workbook by the fire and reading. Sometimes he and I play cards, although I don’t really enjoy
page 10; Process Writing Worksheet that very much. I’m too energetic to sit for so long! On the other hand, when we
g
1–5, Genre Writing Worksheets: play one of my video games, I have fun because I’m competitive.
Comparison, Contrast (Teacher’s My grandfather isn’t competitive at all. He’s also sort of slow!
in
Resource CD-ROM/Website/CPT); But it doesn’t really matter to me what we do
CPT: Writing together. I like being with my grandfather and
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spending time with him. We’re a good fit!
ar
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ic
ph
2 Work in pairs. How are the writer and his grandfather alike? How are they
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different? Do you think they’re more alike than different? Explain.
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3 Write. Compare and contrast your personality with that of a family member.
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WRITING 21
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Warm Up the two persons are alike. Next, ask students to
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read the sentences on the right side of the board.
• Recycle Remind students of the language we use Then ask What words signal that these sentences are
when comparing and contrasting. Write the following
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contrasting, or describing how the two persons are
sentences on the board:
different? (unlike, but, whereas)
at
Present
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My cousin and I are Unlike me, he’s very tall.
the same age.
• Say We’re going to learn other words and phrases you
We both have green He’s quiet and shy, but can use to compare and contrast. Tell students to turn
eyes. I’m loud and energetic. to page 21. Ask a student to read aloud the words
I love to dance. He He enjoys reading, whereas and phrase in the Compare row in the green box at
does, too. I like playing football. the top of the page. Then write on the board: My
cousin helps me with maths. In the same way, I show
him how to do the latest dances. Say In the same way
• Ask students to read the sentences on the left side is an expression meaning ‘in the same kind of situation’
of the board. Ask Are these sentences comparing or ‘similarly’. Explain that these sentences show
or contrasting? (comparing) Ask How do you know? another way the young people are alike – they help
Review with students that the words the same, both each other when they can.
and too signal that the speaker is describing how
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Be the Expert
• Ask another student to read the Contrast row in the green box.
Write on the board: Maths has always been easy for him. On the
other hand, I’ve always struggled with numbers. Explain that on Writing Support
the other hand is a special kind of expression called an idiom.
Potential comparison and contrast
Say English has expressions called idioms that mean something problems When comparing and
different from the meanings of their individual words. This contrasting, students should choose a
expression has nothing to do with an actual hand but is used to topic that makes sense – two things that
introduce the second of two contrasting points. Another way to say have both similarities and differences.
the sentences would be In contrast to him, I’ve always struggled Sometimes, students will focus on either
with numbers. similarities or differences and forget to
cover the other condition, or touch upon it
• Put students into pairs. Assign each pair one of the words or only briefly.
phrases in the box, and ask them to work together to write a Another pitfall to avoid when comparing
sentence using it to compare or contrast. Then review students’ and contrasting personalities, in
sentences as a class. particular, is focusing on a person’s
negative traits without mentioning the
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Read the Model 1 2 positive ones.
in
• 1 Say Now we’re going to look at an example of compare and Teaching Tip
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contrast writing. First, let’s look at the photo. Ask students to When students complete writing
ar
predict what they think the text will be about. Ask What do you activities, display the writing on a wall in
think the text might be about? the classroom or collect students’ writing
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to create a book. You may choose to
• Tell students to read the text individually. Then ask pairs of make a class book, or ask students to
students to identify the parts of the text and find and underline create and add to individual books with
words and phrases used to compare and contrast. Tell them that ic writing they complete throughout the year.
This provides both the opportunity for
ph
in addition to some of the words and phrases listed in the box at
students to share their writing with one
the top of the page, they will find other words and phrases they another and the opportunity for students
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know that compare and contrast. They should underline these to easily return to previous work and note
as well. their improvement.
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• 2 Next, ask pairs to read the text again and discuss. Ask What
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words and phrases did you underline? What specific personality
traits are named in the text? To whom do they apply? Encourage
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students to use a Venn diagram to compare and contrast the boy
and his grandfather.
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• Worksheet If your students need a reminder of the elements
of the Comparison and Contrast writing genres, you may want
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to hand out Genre Writing Worksheets (Comparison) and
at
(Contrast).
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Plan 3
• 3 Say Now you’re going to plan your writing. You already know
your topic – comparing and contrasting your personality with a
family member’s. So your next step is pre-writing. Say Let’s review.
What are some ways we do pre-writing? (brainstorm, freewrite,
make lists, use a graphic organiser, use sentence starters)
• Say Now decide what you want to use for pre-writing. If you have
time in class, allow students to work on this step. If not, assign
it as homework. If students have Workbooks, remind them to use Workbook For scaffolded Writing
Workbook page 10 for writing support. support, assign Workbook page 10.
Online Workbook Writing
SAMPLE COPY, NOT FOR DISTRIBUTION Writing 59
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• After students have finished their first drafts, tell them
WRITING
to review their writing and think about their ideas
When we compare and contrast two people or things, we use phrases such and organisation. Ask each student to consider the
as the following:
Compare: alike both in the same way too following: Is the main idea easily identifiable? Do the
Contrast: although but on the other hand unlike ideas follow each other in a logical way? What seems
1 Read the model. Work in pairs to identify the parts of the writing. How does
good? What needs more work?
the writer compare and contrast? Underline the words or phrases.
Edit and Proofread
I come from a large family, and I share personality traits with several family
members. But it’s clear to me that I’m most like my grandfather, although we’re
different in some ways, too.
My grandfather and I both like spending time outside. We both enjoy riding
our bikes and watching sports. We’re adventurous, too. I really like going fishing • Encourage students to consider elements of style,
with my grandfather. We’ll catch our dinner together, then cook and eat it at our
campsite. We both love nature. We’re alike in that way. We also enjoy working in such as sentence variety, parallelism and word choice.
his garden growing fruit and vegetables.
It’s a different story when winter comes. Unlike my grandfather, I love being
Then ask them to proofread for mistakes in grammar,
outside in the snow. I like having snowball fights with my friends, but he likes sitting
by the fire and reading. Sometimes he and I play cards, although I don’t really enjoy
punctuation, capitalisation and spelling.
that very much. I’m too energetic to sit for so long! On the other hand, when we
play one of my video games, I have fun because I’m competitive.
My grandfather isn’t competitive at all. He’s also sort of slow!
But it doesn’t really matter to me what we do Publish
together. I like being with my grandfather and
spending time with him. We’re a good fit! • Publishing includes handing in pieces of writing to the
g
teacher, sharing work with classmates, adding pieces
in
to a class book, displaying pieces on a classroom wall
or in a hallway, and posting on the Internet.
n
ar
Le
2 Work in pairs. How are the writer and his grandfather alike? How are they
different? Do you think they’re more alike than different? Explain.
3 Write. Compare and contrast your personality with that of a family member.
WRITING 21
ic
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• Worksheets If your students need a reminder of any
of the steps of process writing, you may want to hand
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out Process Writing Worksheets 1–5 and review
together.
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• Workbook Refer students to Workbook page 10 to
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help them organise and plan their writing.
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Write
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• After students have finished their pre-writing, tell them
to work on their first drafts. If you haven’t got enough
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time in class, assign the first draft as homework.
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Revise
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1 2 3 4
Writing Assessment Writing Student organises details that compare
Use these guidelines to assess and contrast in a logical way. Student uses
appropriate words and phrases to compare and
students’ writing. You can add contrast, such as alike, both, although and on the
other aspects of their writing other hand.
you’d like to assess at the
Grammar Student uses it correctly.
bottom of the table.
4 = Excellent Vocabulary Student uses a variety of word choices,
including words used in this unit.
3 = Good
2 = Needs improvment
1 = Re-do
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Mission
Objective
Students will
• discuss the importance and impact
of determination and believing in
oneself.
Content Vocabulary conservationist,
hands-on, individual, local
Resources Video scene 1.2 (DVD/
Website/CPT); Worksheet 3.1.6
(Teacher’s Resource CD-ROM/
Be Determined
Website); Online Workbook: Meet the
Explorer; CPT: Mission
‘Why not you? Why can’t you come up with the next great innovation or cure?’
Jack Andraka
National Geographic Explorer, Inventor
g
Be the Expert
in
n
ar
Teaching Tip
Listening comprehension can be difficult
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for second language learners. To develop
students’ listening skills, check their
understanding by asking them to move
1. Watch scene 1.2. 3. How hard do you try to get something
you want or need? Do you give up
ic their bodies in some way, for example,
pointing, standing, holding up a card
ph
2. It took Jack Andraka 4,000 tries to find a easily? Would you try 200 times? 4,000
protein he needed for his experiment. or putting their hand up. You can also
times? How would you feel if you were
It took him 200 tries to find a lab research develop students’ listening skills by
unsuccessful so many times?
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scientist who would accept his project. asking them to help you complete tables
What three words best describe Jack? or take notes.
g
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22 MISSION
Online Workbook Meet the Explorer
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Mission • Activity 3 Tell students to consider the following
na
questions: Are you and Jack Andraka alike? Do any of
• Read aloud the mission. Remind students what the words you used to describe him apply to you, too?
it means to be determined. Say When we are
io
How are you and Jack Andraka different? Then read
determined, we don’t give up when things get hard. We
Activity 3. Have individual students think about their
at
keep on trying. Then ask a student to read aloud the
own experiences with failure or rejection. Have they
quote by Jack Andraka. Say Jack Andraka’s question
ever failed to achieve something they wanted? How
N
is really a challenge. What is he challenging us to do?
did the experience make them feel? Did they give up
(He’s challenging people to believe that they, too, can
easily, or did it increase their determination? Has Jack
achieve scientific breakthroughs.) Ask Is what he’s
Andraka’s story inspired them in any way?
asking us to do easy?
• Model for students. Say The next time I want to
• Activity 1 Say Now let’s watch a video about Jack accomplish something that is important to me, I will
Andraka. Play Video scene 1.2. Ask students to focus
not give up so easily. I will believe in myself and keep
on Jack Andraka’s determination and perseverance in
trying, even if I fail over and over again.
the face of repeated rejection.
• Worksheet Hand out Worksheet 3.1.6. Explain that
• Activity 2 Put students into pairs. Ask them to students will use the worksheet to further discuss
consider and discuss the qualities Jack Andraka
Jack Andraka and how becoming more aware of
possesses. Ask What three words best describe him?
their identity and personality can help them set and
achieve more realistic goals for change.
SAMPLE COPY, NOT FOR DISTRIBUTION Mission 61
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Project Make an
Objective
Students will
Impact
• choose and complete a project
related to identity and personality. YOU DECIDE Choose a project.
Academic Language column, conduct
a survey, report 1 Plan and conduct a survey about
personality traits.
Content Vocabulary advice
Resources Assessment: Unit 1 • Decide which traits you want to
Quiz; Workbook pages 11 and 90; ask about. Include positive and
negative traits.
Worksheet 3.1.7 (Teacher’s Resource
CD-ROM/Website); CPT: Make an • Write the survey.
Impact and Review Games • Interview ten people. Record and
report the results.
B
2 Plan and write a report on other
factors that influence personality.
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Be the Expert • Search the Internet for information
in
on your topic.
• Write your report.
n
Teaching Tip • Present your research to the class.
ar
As students do research for projects,
help them identify good sources such C
3 Write an advice column.
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as educational websites, journals,
• Write a letter to an advice
newspapers, books and magazines. columnist about a problem that
Assessment
young people face.
ic
• In groups of three, read your letters
ph
Go to page 254. aloud. Then discuss the problem
and give advice. Take notes.
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• Compile your group’s questions and
Unit Review Assign Worksheet 3.1.7. responses in an advice column.
Make copies of your column to
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Workbook Assign pages 11 and 90. share with the class.
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Online Workbook Now I can PROJECT 23
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Prepare questions to the columnist (who is considered to be
na
an expert) and the columnist’s advice.
• you decide Ask students to choose a project.
• Say Think of a problem that many young people face,
io
• Activity 1 Ask What traits do you want to focus on? such as fitting in, making new friends, or working out
Traits that help you become a better student, a better
at
who they are and the kind of person they want to be.
son or daughter, a better friend? Traits that seem
Ask group members to choose problems, write their
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negative but that might be useful in certain situations?
letters, read them, then discuss and share advice.
Then encourage students to decide on a variety of
Then tell the group to decide on how they want to
people of different age groups to interview.
share the advice with the rest of the class.
• Activity 2 Remind students of the factors they’ve
read about that can influence personality development Share
(family life, birth order, beliefs and values). Ask • Schedule time for students to present their projects
students to do research on the Internet to see if there to the class. Students may want to consider compiling
are other factors that might influence personality. the survey results, research reports or advice columns
into a booklet with photos or illustrations.
• Activity 3 Discuss advice columns and the kinds
of advice they provide (advice on relationships, • Modify Help students simplify a project by eliminating
household repairs, gardening, and so on). Tell an option or step. For example, do preliminary
students that advice columns are often in the form of research on factors influencing personality, and assign
one or two topics to the students doing a report.
62 Unit 1 Project
SAMPLE COPY, NOT FOR DISTRIBUTION
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Student’s Book
Audio Script
S3: I agree. I always try to be helpful and friendly. I just don’t
Track 002 1 Listen and read. See Student’s Book think it makes sense to be jealous of what other people can
pages 10–11. do. I try to be open-minded. It’s the best way to learn. And
Track 003 2 LEARN NEW WORDS ambitious / Ambitious we all know only one person will win, so why not be glad
people set high goals for themselves. determined / that you had a really cool experience and met some great
Determined people don’t give up once they decide to people?
do something. energetic / Energetic people are very S1: Hey, you haven’t got any extra butter, have you?
active. enthusiastic / Enthusiastic people are excited to S2: Of course! Here you go. That looks delicious, by the way!
do something. generous / Generous people share with
others. identity / Your identity makes you different from Track 011 4 LEARN NEW WORDS competitive /
everyone else. optimistic / Optimistic people hope that Competitive people work hard to win. co-operative /
everything will be a success. organised / Organised people Co-operative people work together to reach a goal.
plan carefully. outgoing / Outgoing people are very friendly. helpful / Helpful people do things for other people.
patient / Patient people stay calm when something takes a jealous / People become jealous when someone else has
long time. personality / Your personality has positive and what they want. open-minded / Open-minded people are
negative qualities. responsible / Responsible people do willing to listen to others’ ideas.
their duty. self-confident / Self-confident people are sure Track 012 2 LEARN NEW WORDS bossy / Bossy people
of themselves. sense of humour / People with a sense like telling other people what to do. ignore / When people
g
of humour can make others laugh. shy / Shy people feel ignore someone, they don’t pay attention to that person.
uncomfortable around people they don’t know well.
in
perfectionist / Perfectionists want all the details to be just
Track 004 5 Personality is tricky. You might assume that right. selfish / Selfish people care about themselves, not
n
everyone sees you the way you see yourself, but that isn’t other people. spoilt / Spoilt children get whatever they want
from adults.
ar
always true. Friends may laugh at your stories and think you
have a great sense of humour, but your brother might think Track 013 3 W hiLE you read See Student’s Book
you’re just odd. You may see yourself as ambitious because
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pages 16–17.
you’re determined to get what you want, but others may feel
you’re stubborn, or unwilling to take advice. You may feel Track 014 grammar See Student’s Book page 20.
self-conscious and shy, while other people may think you’re
unfriendly. You may think you’re fair, but you may still seem
unreasonable or unkind to a friend.
ic
Track 015 1 1. S1: You’re going to be late for school! It’s
7.10 now! S2: Relax, Mum. My friend is taking me to school.
ph
2. S1: You aren’t actually wearing that skirt, are you? S2: I
Track 005 5 LEARN NEW WORDS fair / Fair people treat hate it when you criticise my clothes.
everyone equally. odd / Odd things may seem weird or
3. S1: I’m so tired. I just can’t run anymore. S2: We’re
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strange. self-conscious / Self-conscious people think
others are judging them. stubborn / Stubborn people don’t almost at the finish line. It’s not far away!
4. S1: Where are my gloves? It’s freezing out there! S2: How
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change their minds very often.
do I know where you put them?
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Track 006 Speaking Strategy See Student’s Book page 13.
Track 007 1 S1: My younger brother Javi is really
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something else!
S2: Oh yeah? What makes you say that?
S1: Well, unlike me, he loves singing and performing in front
na
of other people. He’s not shy at all!
S2: But you’re a good singer, too.
S1: Yes, that’s true. We’re both good singers. But unlike him,
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I like singing when I’m by myself. I’m too self-conscious!
S2: I completely understand. My younger brother is also
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very outgoing and self-confident. But I’m not outgoing at
all! Unlike him, I prefer spending time with just one or two
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friends. He loves being part of a crowd.
S1: It’s funny how our younger brothers are alike, isn’t it?
S2: Yes, it is.
Track 008 grammar See Student’s Book page 14.
Track 009 1 1. Daniel is incredibly energetic, isn’t he?
2. Annie can play the piano, can’t she? 3. The football
game was really exciting, wasn’t it? 4. Sonia didn’t do her
homework, did she? 5. You’re very patient, aren’t you?
Track 010 4 S1: It’s the semi-finals. Are you as excited
as I am? I’m feeling really competitive now. I really want to
win, but I’ll feel bad if you lose. I mean, we’re friends now!
S2: I feel the same way. I’m excited, too! You’re such a great
cook! I think we can be co-operative and still be competitive,
in a friendly way. Just because I want to make the best food I
can doesn’t mean I want anyone else to do a bad job.
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Unit 2
In This Unit
Theme This unit considers common
misconceptions about certain animals.
Content Objectives
Students will
• discuss misconceptions and facts
about certain animals.
• read about and discuss vampire bats.
• read about a herpetologist and her
work with unusual animals.
Language Objectives
Students will
• talk about misunderstood animals
and their roles in the ecosystem.
• express surprise and disbelief.
• speculate and express certainty
about the past.
• use infinitives with and without to.
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• write a process description about
in
how to train a dog.
Misunderstood
Vocabulary
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pages 26–27 aggressive, beneficial,
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control, crucial, decay, destroy,
disgusting, ecosystem, filthy, germs,
Animals Le
pest, poison, poisonous, slimy, sting
page 28 misconception,
misunderstood, unpopular, untrue
page 31 be scared of, bite, calm, hurt,
upset, venom ic
ph
page 32 fangs, lethal, lick, myth, suck
Vocabulary Strategies: Prefixes mis-
and un-; Using a thesaurus
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Speaking Strategy Express surprise
and disbelief
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Grammar
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Grammar 1 Use could, might, may and 24
must with have to speculate and
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express certainty about the past
Grammar 2 Use infinitives with and OWI_3_SE_81089_024-041_U02_CP2.indd 24 6/20/16 11:18 AM
without to
Introduce the Unit
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Reading Vampire Bats – The Truth
Exposed! • Build background Ask Has anyone ever seen an animal in the wild?
Reading Strategy Distinguish Share an experience you’ve had. Take students’ responses. Then
io
supporting details say When you’re in any natural setting, be aware. Never approach a
Video Scene 2.1: Face-to-Face with a
at
wild animal. A tiny insect’s bite can be as harmful as a large snake’s.
Leopard Seal; Scene 2.2: Meet: Jenny
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Daltry • Say Some people consider certain animals dangerous or nasty. What
Writing Process description animals would you put in this category? List responses on the board.
National Geographic Mission Keep
an Open Mind • Ask students to open their books at pages 24–25. Ask What was
Project your first reaction when you saw this photo? Shock? Anger? Curiosity?
• Fact cards Ask a student to read the caption aloud. Ask Do you know of any
• TV quiz show
other wild animals that carry their young in their mouths? (lions,
• Informational posters
leopards, other big cats) If possible, show photos of big cats
Pronunciation Relaxed pronunciation:
Modals + have + past participle carrying their young.
Pacing Guides 3.2.1, 3.2.2, 3.2.3
• TO START Ask a student to read Question 1 on page 25 aloud. Write
students’ responses on the board. Then ask What is particularly
startling about the crocodile photo? (lots of sharp teeth, looks like
it’s about to bite or gulp down the baby) Then tell students that,
unlike other reptiles, Nile crocodiles take good care of their young.
64 Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION
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‘Endangered snakes, frogs and crocodiles Unit Opener
are not everyone’s favourite. They have a
special need for attention.’
Jenny Daltry Objectives
Students will
• describe and discuss a photo.
• discuss endangered animals.
Resources Worksheet 3.2.1 (Teacher’s
Resource CD-ROM/Website); CPT: Unit
A Nile crocodile carrying its young Opener
Materials photos of lions or other big
cats carrying their young (optional);
globe or map of the world
Be the Expert
g
About the Photo
in
The Nile crocodile is the second largest
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reptile in the world. Its average length
is 5 metres (16 feet), and it weighs
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on average about 225 kilograms (500
pounds). Nile crocodiles live in rivers,
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marshes and mangrove swamps in
sub-Saharan Africa, the Nile Basin and
Madagascar. Their diet is mostly fish, but
TO START
ic they will eat zebras, small hippos, birds
ph
and even other crocodiles. Despite their
1. How would you describe the animals in the photo? fearsome appearance and behaviour,
these crocodiles guard their eggs and
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2. What would you do if you saw a crocodile in
the wild? hatchlings with great care.
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3. Of the three animals Jenny Daltry mentions, which Because their habitat borders human
do you like the least? Why?
populations, Nile crocodiles pose a
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25
serious threat to people. Although their
numbers have rebounded in recent
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decades from near extinction, the
OWI_3_SE_81089_024-041_U02_CP2.indd 25 6/20/16 11:18 AM
population of these crocodiles is severely
• Ask questions such as these to encourage further discussion: depleted in some areas due to pollution,
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What countries does the Nile River flow through? (Egypt and many hunting and habitat loss.
other countries in Africa) Point out the area on a globe or map.
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What other animal is similar to the crocodile? (the alligator) Teaching Tip
at
Are crocodiles and alligators dangerous to humans? (yes) Students may have different learning
styles. For example, some students
• Share with students some facts about the Nile crocodile from About
N
learn best when information is presented
the Photo. Then discuss Question 2. visually. Some students need information
verbally, while others may need to
• Ask a student to read the quote by Jenny Daltry aloud. Ask What write it down. Still others may benefit
does endangered mean? (in danger of becoming extinct) Say Name from performing hands-on activities or
activities involving physical movement.
some endangered animals. Ask Why might animals like snakes and
Make sure you include a variety of visual,
crocodiles need more attention than other endangered animals? Does verbal, written and movement activities.
a wild animal have to be liked by people to be worth caring about?
Related Words
Extend hatchling, jaws, scales
• Hand out Worksheet 3.2.1. Put students into pairs. Explain that
partners will be discussing what it means to be misunderstood, and
thinking and writing about unpopular animals.
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener 65
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1 Why do we care about some animals but
Vocabulary not others? Discuss. Then listen and read.
016
Objectives Why are some animals popular while
Students will others are so unpopular? In the natural world,
• use vocabulary related to dangerous every animal has its place and purpose.
or unpopular animals. Nature doesn’t judge these animals – people
do. For example, it’s a common misconception A Borneo keeled pit viper
• use new vocabulary to read about
that snakes are slimy and disgusting to
and discuss misunderstood animals. touch. Not true! A snake’s skin is smooth and
Target Vocabulary aggressive, dry. Another misconception is that snakes
beneficial, control, crucial, decay, are aggressive and will attack humans for
no reason. Also untrue! Almost all snakes,
destroy, disgusting, ecosystem, filthy,
even poisonous ones, prefer to escape or hide
germs, pest, poison, poisonous, slimy, unless they’re surprised or attacked first.
sting Snakes are very misunderstood animals.
Content Vocabulary reputation, Snakes aren’t the only animals that are
species misunderstood. People think that cockroaches
are dirty pests that like to hide in dark, filthy
Resources Worksheet 3.2.2 (Teacher’s
places. They hate the idea that cockroaches
Resource CD-ROM/Website); Tracks eat rubbish and dead animals as they decay.
016–017 (Audio CD/Website/CPT) People also believe cockroaches are covered
g
CPT: Vocabulary in germs.
in
In fact, cockroaches clean themselves
constantly, as much as cats do. They prefer
n
to live in clean places. It’s humans who, by
trying to trap or poison cockroaches,
ar
force them to hide wherever they
can in order to survive. Luckily for
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them, cockroaches are very hard to
destroy. They were here on the planet
before humans appeared, and they’ll
probably be here after we’ve gone!
ic
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Cockroaches
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26 VOCABULARY
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Warm Up Present 1 2
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• Revisit Say Let’s recall some of the animals we named • Tell students to open their books at pages 26–27.
previously that many people think are dangerous or
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Ask a student to read aloud the Activity 1 question at
nasty. Brainstorm with students some other unpopular the top of page 26. Point to the list on the board and
at
animals, including other insects, worms and rodents. say A lot of people don’t care about these animals.
List several animals on the board.
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• Gesture to the class and ask Do you? Do you like any
• Say Now let’s think of words people use to describe of these animals or find any of them interesting? Put
these unpopular animals. Point to the name of each your hand up. Invite students to identify the animal
animal and ask students to call out words people and share what they know about it. (For example,
associate with it. If students need help, use prompts students may know that snakes eat pests that
such as Do people keep (animal) as pets? Why not? destroy crops, or that scientists use venom in medical
Is (animal) cute? How would you describe it? Would research.)
you like to touch (animal)? Why not? Write students’
descriptive words on the board.
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Be the Expert
About the Photo
The Borneo (or Bornean) Keeled Pit
Viper is native to southern India and
Southeast Asia. Like all pit vipers, the
Borneo Keeled Pit Viper is a dangerous,
A wasp
venomous snake with two fangs and a
heat-sensitive organ between each eye
Wasps also have a bad reputation. Many
people hate wasps because they believe that
and nostril that helps it strike its prey
wasps sting humans at a moment’s notice. with deadly accuracy. It lives exclusively
Actually, most wasp species don’t sting at all. in trees, primarily eating birds and tree-
Those that do sting are generally protecting dwelling rodents. Its beautiful green,
their young, or responding to humans who
white and turquoise markings keep it well
shout or swing their hands at the wasp. Some
wasp species do sting caterpillars, spiders and
camouflaged in the rainforest.
other insects. When stinging, the wasps inject
their eggs into their living prey. The wasp
larvae live inside and, when they’re ready to Teaching Tip
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leave, they eat their way out! Teach students that when they have
in
Should we care about these misunderstood conversations, they communicate not only
species? Yes, we should! Every animal species with speech but also with their bodies.
n
plays a crucial role in the ecosystem. Some
In particular, in many countries, such
help control other pest populations. Some
ar
help pollinate flowers. Some eat mildew and as in the UK, it’s important to make eye
mould, and others protect food crops. Some contact with the person to whom you
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help contribute to medical research. Even are speaking. In those cultures, when a
misunderstood animals are necessary, and in speaker looks at the person he or she is
many ways they’re beneficial to humans.
talking to, it shows interest and respect.
2 LEARN NEW WORDS Listen and repeat.
ic Teach students to communicate with their
bodies in a way that shows interest and
ph
017 respect in your culture.
3 Work in pairs. Did you like animals as
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a young child? Which animals were you Related Word
afraid of? Describe them. Why were you antennae
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afraid of them?
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VOCABULARY 27
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• Say Let’s summarise what we’ve discussed. Ask
• 2 LEARN NEW WORDS Play Track 017. Ask students
na
individual students to complete the following sentence
to listen and repeat. Tell partners to take turns saying
frames for some of the animals they’ve talked about:
each word. Then tell students to think of true or
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false statements that include the target words. Say
People don’t like because .
at
Take turns with your partner using a vocabulary word
People should like because . in a true or false statement. Your partner will decide
N
whether the statement is true or false. If the statement
is false, the partner who says so will restate it to make
• 1 Play Track 016 and ask students to listen it true. If it’s true, your partner will agree with you and
and read. Discuss the reading with students. Ask restate the true statement.
questions such as:
• Model an example for students. Say If a wasp is
Did you have any of the same incorrect ideas about nearby, it will try to sting you. True or false? (false) Ask
snakes, cockroaches or wasps? a student to restate the sentence so that it’s true.
How did you come to have those ideas? (A wasp will sting you only if you’ve annoyed it by
Do you feel differently about any of these animals shouting or trying to hit it.)
now? Why or why not?
SAMPLE COPY, NOT FOR DISTRIBUTIONVocabulary 67
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Vocabulary 4 Read and write the words from the list.
beneficial crucial destroy disgusting
ecosystem poisonous slimy sting
Objectives
Students will
• practise using vocabulary related to A Siamese crocodile
unpopular animals. At the age of eight, Jenny Daltry knew that she wanted to be a conservation biologist.
• use new vocabulary to rank She grew up collecting unusual animals, such as lizards, frogs and snakes. Some people
misunderstood animals. think such animals are slimy or disgusting . But
• use a vocabulary strategy to learn they play a crucial role in the ecosystem . For
new vocabulary.
example, Siamese crocodiles live in Cambodia, where they dig out the marshes to hold water
Target Vocabulary misconception, during the dry season. Some people want to destroy the crocodiles, but
misunderstood, unpopular, untrue
the water would dry up and other animals would have no water to drink. So, as Jenny Daltry
Vocabulary Strategy Prefixes mis- and reminds us, even scary crocodiles are beneficial .
un-
Academic Language rank 5 LEARN NEW WORDS Listen to these words and match them to the definitions.
Resources Online Workbook/Workbook Then listen and repeat. 018 019
pages 12–13; Tracks 018–019 (Audio misconception misunderstood unpopular untrue
CD/Website/CPT); CPT: Vocabulary
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Materials pieces of card untrue 1. not a fact
in
misunderstood 2. seen by others as different from how someone or
something really is
n
unpopular 3. not liked by a large number of people
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misconception 4. a wrong idea that people believe
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6 YOU DECIDE Choose an activity.
1. Work independently. Choose one of the animals in the list below. Design a new look
for the animal so that it doesn’t seem so disgusting or unpleasant. What can you change?
ic
Think about the animal’s size, colour and other physical details.
2. Work in pairs. Together, choose one of these animals: mosquitoes, rats, spiders or
ph
worms. Separately, describe the animal in a word web. Then compare your word web
with your partner’s.
3. Work in groups. Rank the animals below from most misunderstood (1) to least
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misunderstood (5). Explain your group’s ranking.
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cockroaches rats snakes spiders wasps
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28 VOCABULARY
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Practise 3 4 5
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• 3 Put students into pairs. Ask them to read and complete
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Activity 3 on page 27. Say Use your new words to describe the
animals and explain why you were afraid of them.
at
• 4 Ask students to turn to page 28. Choose several students
N
to read the words in the word box aloud. Tell them to choose two
words and use them in a sentence. Then ask students to complete
Activity 4 independently. Ask a student to read the completed
paragraph aloud.
• 5 LEARN NEW WORDS Read the words in the box. Tell students
they’ve heard and read these words before. Ask them to find the
words in context in the reading on page 26. Then play Track 018 as
students listen. Ask students to pronounce each word and use it
in a sentence. Then play Track 019 and tell students to listen and
repeat. Review word meanings, and then tell students to complete
Activity 5 independently.
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Be the Expert
• Vocabulary Strategy Write untrue and misconception on the
board. Circle the prefixes un- and mis-. Say These two word parts
are called prefixes. Remember that when a prefix is added to the Vocabulary Strategy
beginning of a word, it changes the word’s meaning. Point to and
Prefixes mis- and un- Explain that not
say untrue. Remind students that the prefix un- means ‘not’ or every word that begins with mis or un will
‘opposite of’. Ask What does untrue mean? (‘not true’ or ‘false’) follow the pattern of prefix + base word.
To help determine whether or not a group
• Point to and say misconception. Underline the base word of letters is a prefix, remove them from
conception. Explain that the word has more than one meaning, the word. If a known word remains, then
but it can mean ‘a plan’ or ‘an idea’. Ask Who remembers what the group of letters is probably a prefix,
the prefix mis- means? (‘bad’, ‘wrong’) Ask What do you think as in unhappy and uninteresting. However,
in the case of uncle, un is not a prefix.
misconception means? (‘a bad idea’ or ‘a wrong idea’) Then ask
students to define unpopular and misunderstood. Note that this technique does not always
help to determine a word’s meaning.
It’s also important to consider whether
Apply 6 the word that remains after the prefix is
removed bears any relationship to the
g
• 6 you decide Tell students to read all the Activity 6 options whole word. In the case of mischief, for
in
on page 28 silently. Then ask them to re-read the text on pages example, the word chief remains and has
26–27. Model silently scanning the text to identify words used its own meaning (leader or ruler). That
n
to describe unpopular animals. Say Hmm. How would I describe meaning, however, has nothing to do with
ar
mosquitoes? I guess you could say they’re aggressive. They’ll bite the meaning of mischief.
repeatedly when they need a drink of blood. They’re certainly pests.
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Tell students to choose an activity, and help them find partners Teaching Tip
or groups to work with. When everyone has completed an activity, Acting out words is a fun way to help
ask students to share their work with the class.
ic students remember target vocabulary.
The associations that students make
ph
when they are acting or guessing often
Extend create lasting impressions. For example,
• Put students into pairs. Write the following vocabulary words on a student can act out his or her feelings
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pieces of card, one word to a card, and randomly hand out one about a particular animal: he/she can
act out the sounds it makes, how it feels,
g
card to each student: aggressive, beneficial, disgusting, ecosystem,
how it moves and how it behaves.
germs, misunderstood, poisonous, slimy, sting, unpopular. Then
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challenge partners to work together to write one complete, logical
sentence that includes both of their words.
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• If time allows, hand out Worksheet 3.2.2. Explain that students
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will use vocabulary words to write about and discuss certain
misunderstood animals.
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Consolidate
at
Formative Assessment
• Write a list of unpopular animals on the board. Say Let’s vote
Can students
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for our favourite misunderstood animal! Of all the unpopular, • use new vocabulary to describe animals?
misunderstood animals we’ve talked about, which one do you like
Ask Why do many people think cockroaches
the best or find the most interesting? Point to each animal and ask are disgusting?
students to put their hand up if it’s their favourite. Tell students • use vocabulary to talk about common
they can only vote for one animal. Record the number of votes misconceptions about certain animals?
next to the animal. Discuss the results. Ask students who voted Ask What’s one misconception people
for the winning animal to say why it’s their favourite. have about snakes? What would you tell
someone to correct this misconception?
Workbook For additional practice,
assign Workbook pages 12–13.
Online Workbook Vocabulary
Vocabulary Practice
SAMPLE COPY, NOT FOR DISTRIBUTION 69
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SPE AKING S TR ATEGY 020
Speaking Strategy Expressing surprise Expressing disbelief
Wow! Really? Oh, come on! You can’t
be serious.
Objectives
Students will That’s amazing! That’s hard to believe.
• identify when to use expressions of
No way! You’re joking! Are you sure about that?
surprise and disbelief.
• use expressions of surprise and
disbelief.
Speaking Strategy Expressing 1 Listen. How do the speakers express surprise and disbelief?
surprise and disbelief Write the phrases you hear. 021 A blue-ringed octopus
Academic Language express
2
7 Read and complete the dialogue. Possible answers:
Content Vocabulary colossal, squid
John: This video game is full of fun facts about animals.
Resources Online Workbook; Worksheet
3.2.3 (Teacher’s Resource CD-ROM/ Mimi: Oh, really? Like what?
Website); Tracks 020–021 (Audio CD/ John: Like the fact that spiders have got six or eight eyes.
Website/CPT); CPT: Speaking Strategy Are you sure about that?
Mimi:
Materials a timer or stopwatch
John: Yeah, I’m sure. I looked it up. Here’s another one. Honeybees die after
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their first sting.
in
Mimi: That’s amazing! Well, I know a fact about bees.
They communicate through different dances.
n
John: No way! Look at this one about bees.
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They've got hair on their eyes!
Mimi: Wow! I know one about eyes.
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Did you know the colossal squid has got eyes 30 cm. (11 in.) wide?
John: Really? You can’t be serious.
3 ic
Work in groups. Cut out the cards. Take turns reading
ph
them aloud. Group members should express surprise
or disbelief.
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4 Work in pairs. Take turns telling a surprising story about Go to page 157.
yourself that may be true or untrue. Your partner will express
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surprise or disbelief and then decide if your story is true or false.
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SPEAKING 29
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Warm Up Present 1
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• Activate prior knowledge Show the class your hand. • Say Open your books at page 29. Listen as two people
Ask What would you say if I told you I saw a wasp use more expressions of surprise and disbelief. Play
io
the other day that was as big as my hand? (No way! Track 020.
at
That’s not possible. Are you sure?) Write appropriate
responses on the board. • Play Track 020 again. Tell students to read along.
N
Then ask partners to role-play scenarios in which
• Model Ask How do you respond when someone one partner tells the other something that’s hard to
says something so unexpected or unusual that you’re believe. Encourage them to use the expressions on
not sure it’s true? Point to students’ responses on the board and in their books.
the board and add other expressions, such as the
ones below. Invite a student to role-play a short • 1 Direct students’ attention to the photo of the
conversation with you about a UFO or something else octopus on page 29. Say This is called a blue-ringed
strange that the student saw. octopus and you’re going to learn some surprising
facts about it. Listen as two people talk about some
That’s not possible. That’s too strange. unusual sea creatures. You’ll hear some of the words
and phrases we’ve talked about. Write them down. Play
Do you really mean that? That’s incredible!
Track 021. When students have finished listening and
That’s unbelievable! You’re joking, aren’t you?
writing, ask them to share what they wrote. Review
the expressions as a class.
70 Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
Practise 2
• 2 Once students seem comfortable using expressions Strategy in Depth
of surprise and disbelief, ask them to complete Activity 2 Other English expressions of surprise
independently. and disbelief are listed below. Some are
idiomatic. Others are slang expressions,
• Ask several students to read their completed dialogues aloud. Tell appropriate only in informal conversation.
them to take turns as John and Mimi. Once pairs have read their These expressions provide students with
opportunities to practise varied language
dialogues, ask Did you hear different ways to express surprise and
and speak in dramatic and/or humorous
disbelief? What were the expressions you used or heard? tones.
Apply 3 4 You’ve got to be joking!
I’m speechless. I don’t know what to say.
I don’t believe it.
• 3 Ask groups to cut out the cards on page 157. Each group
You’re not serious, are you?
will use one set of cards for the game. The other sets should be
put aside for use later on. Ask a group member to stack the set Idiomatic/Slang
g
of cards face down. Group members take turns picking up a card I don’t buy it.
in
and reading it aloud. Others should respond to the statement with You’re pulling my leg.
appropriate expressions of surprise or disbelief. The student who You’re having me on.
n
reads the card reveals whether the statement is true or false.
ar
Related Word
• 4 Read the instructions for Activity 4 aloud. Put students into
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octopus
pairs and give them time to think of stories. If students need help,
suggest some topics: a surprising animal encounter, a relative’s
ic
unusual occupation or hobby, or a strange coincidence – that is,
two or more events that happened at the same time by chance.
ph
• Say Tell your partner a story that’s surprising but believable enough
ra
to make him or her wonder, ‘Did this really happen or not?’
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Extend
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• Put students into pairs. Tell them to write a short scene for a two-
character play. The play is about two unusual or unpopular animals
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that meet and tell each other some of the surprising things about
themselves. The characters can be funny, boastful, shy, silly, and
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so on. Encourage students to practise different voices for the
animals. Tell students to include expressions of surprise and
disbelief. Invite pairs to perform their scenes for the class.
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• If time allows, hand out Worksheet 3.2.3. Explain that students
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will use the worksheet to role-play a conversation with a partner
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for additional practice using expressions of surprise and disbelief.
Formative Assessment
Consolidate Can students
• identify when to use expressions of
• Ask each student to choose one of the cards they cut out for surprise and disbelief?
Activity 3. Then divide the class into two teams. Tell each team Ask students to explain why someone
to stand in a circle. The first student in each team reads the might use the expressions, No way! You’re
statement on his/her card. The next student uses an expression joking!
of surprise or disbelief. Then the next student calls out True or • use expressions of surprise and disbelief?
False. If the student is correct, he/she reads the statement on Ask How would you respond if a friend told
his/her card. If the student is incorrect, the next student in the you he ate fried worms for lunch?
circle reads his/her card, and so on. Say I’ll observe to make
sure everyone reads their cards clearly and responds with the
appropriate language. Set a timer, and then say Go. Online Workbook Speaking Strategy
Speaking Strategy
SAMPLE COPY, NOT FOR DISTRIBUTION 71
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GR AMMAR
Grammar 1
022
Modals: Speculating about the past
could have They cancelled their hiking plans. They could have read
(not sure) about that escaped bear.
Objectives might have He refuses to go in the water. He might have seen
Students will (not sure) a jellyfish.
• use modals to speculate or express may have She won’t get out of the car now. She may have heard
certainty about the past. (fairly sure) the neighbour’s dogs fighting.
• differentiate modals based on level must have They took her to hospital immediately. That spider must
of certainty. (very sure) have been poisonous.
• identify and use words associated
with spider bites.
Grammar Speculating about the past 1 Listen. How sure are the speakers about their ideas? Write not sure, fairly sure
Target Vocabulary be scared of, bite, or very sure. 023
calm, hurt, upset, venom fairly sure not sure very sure
1. 2. 3.
Academic Language modals,
4. not sure 5. very sure 6. fairly sure
speculation, certainty
Pronunciation Modals + have + past
participle 2 Read and write. For each item, write a sentence speculating about the past. Use
could have, may have, might have and must have in your sentences.
Resources Online Workbook/Workbook
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pages 14–15; Tracks 022–025, 1. Alice went into the kitchen for a midnight snack. She turned on the light
in
117–118 (Audio CD/Website/CPT); and screamed.
Pronunciation Answer Key (Teacher’s 2. Don kept scratching his arms and legs all night.
n
Resource CD-ROM/Website); CPT:
ar
Grammar 1 and Pronunciation
3. Julia heard something running inside the walls.
Materials pieces of card
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4. Ken found the litter bin on its side. There was rubbish all over the pavement.
3 ic
Work in pairs. Take turns speculating about the past.
ph
Use could have, may have, might have and must have in
your sentences.
1. She cried all night.
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2. They ran as fast as they could.
3. He got really angry.
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4. She screamed after biting into her sandwich.
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Caribbean giant cockroaches
30 GRAMMAR
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Warm Up
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• Pre-teach Say I know someone who was planning a cruise to a
Caribbean island, but after reading about the wildlife there, he
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decided to go to Alaska instead. Ask What could have made him
at
change his mind? Write could have on the board. Then say He might
have heard about the crocodiles there. Add might have to the board.
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Then say In the Caribbean there are monkeys, stingrays, jaguars
and bats. Ask What do you think made him change his plans? Invite
students to respond using the two phrases on the board.
• Ask students to open their books at page 30 and point out the
photos of the Caribbean giant cockroach. Tell students these
insects can be 10 cm. (4 in.) long. Use a ruler, a mobile phone
or another object to show the size. Then write on the board: The
person read about Caribbean giant cockroaches. He
seen a photo of one. Help students complete the
sentence frames verbally, using could have and might have. Then
say We’re just guessing what the reason might be. When we make
guesses about something that happened, it’s called speculation.
72 Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION
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4 LEARN NEW WORDS Listen to information about spider bites. Then listen and repeat.
024 025
Be the Expert
BE PREPARED. Grammar in Depth
SPIDER BITES
Are you scared of spider
The modals presented on page 30
can be used to make inferences about
past situations with different levels
of certainty. You may want to remind
bites? Learn what to do. students that these modals can also be
used for inferences about the present, as
• Do you have a spider bite? in That must be the reason he isn’t going.
• Spider bites can hurt a lot.
Note that should is not included in this
• Stay calm. Try not to get upset.
lesson because it’s commonly used for
• If you think the bite is from a
poisonous spider, don't move. advice about the past and is covered in
Moving makes the venom go Unit 4.
through your body faster.
• Wash the bite with soap and water. Modals also have negative forms:
Then apply a cloth with cold water
or ice to the bite. couldn’t have Marliese couldn’t
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• If the bite is on a hand, arm or leg, have known about the
in
keep the bite area above the level snakes, could she?
of your heart.
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might not have She might not have
CALL FOR HELP seen the Beware of
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IMMEDIATELY. Snakes sign.
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may not have She may not have
known their bite is
Emperor scorpion painful.
5 Work in pairs. Look at the poster again.
The same advice is good for some ic must not have She must not have
been wearing boots.
ph
scorpions, too. Take turns describing
what to do if you're stung by a scorpion.
Pronunciation
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Go to Student’s Book page 144. Use
6 Work in groups. Imagine that your friend showed you a bite on his arm.
Audio Tracks 117–118.
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Speculate about what happened. Use could have, may have, might have and
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must have in your sentences.
GRAMMAR 31 Relaxed pronunciation: Modals +
have + past participle
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• Remind students that the l in could and
should is silent and the words rhyme
Present with good.
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• Direct students’ attention to the grammar box at the top of the • The contraction ’ve is used in
Student’s Book page. Read aloud the first example on the left. Then less formal writing, but reduced
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pronunciation is common in both
read the first sentence on the right, gesture to the class, and say
informal and formal contexts,
at
Read with me. Ask students to join in with the second sentence of regardless of spelling. Students should
the pair. Do the same with the second example. learn to write out the modal have in
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their academic writing tasks, but they
• Next, play the same two parts of Track 022. Explain that in these should know that it’s commonly said in
two examples, the speaker isn’t sure about what happened. The its reduced form: /əv/. Knowing this will
speaker is guessing, or speculating. Say We use could have and help them when listening.
might have when we’re not sure about something that happened. • Be sure students stress the modal, and
not the ’ve (COULD’ve /ˈkʊdəv/).
• Repeat the process with the third and fourth examples and
sentences. After playing the third part of Track 022, explain that
in this example, the speaker is surer. Say We use may have when
we’re fairly sure about something that happened. After playing the
last part of the track, explain that in this example, the speaker is
almost certain. Say We use must have when we’re very sure about
something that happened.
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1 73
OWI_BrE_3_LP_93877_064-091_U02.indd 73 29/06/17 7:29 PM
4 LEARN NEW WORDS Listen to information about spider bites. Then listen and repeat.
others. Look at the grammar box at the top of the page.
GR AMMAR 022
Think about how sure you are of your explanations. Ask
024 025
Modals: Speculating about the past
could have They cancelled their hiking plans. They could have read
(not sure) about that escaped bear.
BE PREPARED.
might have He refuses to go in the water. He might have seen
students to read their completed sentences.
SPIDER BITES
(not sure) a jellyfish.
may have She won’t get out of the car now. She may have heard
(fairly sure) the neighbour’s dogs fighting.
must have They took her to hospital immediately. That spider must
(very sure) have been poisonous. Are you scared of spider
1 Listen. How sure are the speakers about their ideas? Write not sure, fairly sure
bites? Learn what to do.
• Do you have a spider bite?
• 3 Read the instructions for Activity 3 aloud. Put
students into pairs and ask one pair to read the
• Spider bites can hurt a lot.
or very sure. 023
• Stay calm. Try not to get upset.
1. fairly sure 2. not sure 3. very sure
• If you think the bite is from a
not sure very sure fairly sure poisonous spider, don't move.
numbered items. Model the first item with a student.
4. 5. 6.
Moving makes the venom go
through your body faster.
2 Read and write. For each item, write a sentence speculating about the past. Use • Wash the bite with soap and water.
could have, may have, might have and must have in your sentences. Then apply a cloth with cold water
1. Alice went into the kitchen for a midnight snack. She turned on the light
and screamed.
or ice to the bite.
• If the bite is on a hand, arm or leg,
keep the bite area above the level
Tell the student to read the sentence. Then respond
of your heart.
She could have been thinking about the stories of slimy
2. Don kept scratching his arms and legs all night.
CALL FOR HELP
IMMEDIATELY.
3. Julia heard something running inside the walls.
4. Ken found the litter bin on its side. There was rubbish all over the pavement.
Emperor scorpion
monsters she’s been reading. Then ask the student
3 Work in pairs. Take turns speculating about the past.
Use could have, may have, might have and must have in
5 Work in pairs. Look at the poster again.
The same advice is good for some
scorpions, too. Take turns describing
What do you think? Prompt the student to respond.
your sentences.
(She may have been scared by a noise.) Allow time for
what to do if you're stung by a scorpion.
1. She cried all night.
2. They ran as fast as they could.
3. He got really angry. 6 Work in groups. Imagine that your friend showed you a bite on his arm.
students to think about the activity items. Then say
4. She screamed after biting into her sandwich.
Speculate about what happened. Use could have, may have, might have and
Caribbean giant cockroaches must have in your sentences.
30 GRAMMAR GRAMMAR 31
OWI_3_SE_81089_024-041_U02_CP2.indd 30 6/20/16 11:18 AM OWI_3_SE_81089_024-041_U02_CP2.indd 31 6/20/16 11:18 AM
Now take turns giving your ideas about what happened.
• Write the following on the board:
Apply 4 5 6
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could/might have = not sure • 4 LEARN NEW WORDS Say Even though some
in
may have = fairly sure unpopular animals are beneficial for the environment,
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they can still be dangerous. The bite of some spiders,
must have = very sure
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for example, can be very serious because of a poison
called venom. Venom gets into the body when the
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Replay Track 022 as students follow along in their spider bites a person or an animal.
books. Then ask partners to practise using modals to
• Tell students to look at the poster about spider bites
speculate or express certainty. Explain that Partner 1
closes his/her book. Partner 2 reads the sentences ic
on page 31. Point out the photo of the spider. Then
ph
on the right side of the grammar box, one pair of say Now we’re going to learn new words about what to
sentences at a time. Partner 1 repeats the modal from do if you’re bitten by a spider. Play Tracks 024 and 025.
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the example and says how sure the speaker is. Tell Ask students to listen and repeat.
students they can refer to the information on the board. • 5 Put students into pairs. Tell each pair to read the
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instructions for Activity 5 together. Ask them to skim
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• Model with a student. Say My friend isn’t going to the
Caribbean anymore. He may have heard about the giant the text of the poster again. Then say Now imagine
you’re going to a place where there are scorpions. Talk
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cockroaches there. Ask a student to name the modal
(may have). Then point to the board and ask How sure together about what you should do if you’re stung by one.
am I? Ask the student to respond (fairly sure). When
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• 6 Ask students to name the modals they’ve learnt.
pairs have finished, tell partners to swap roles and (could have, might have, may have and must have)
practise again. Review when to use each modal. (When we’re not
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sure/fairly sure/very sure about what happened.)
Practise 1 2 3
at
Then ask a student to read the instructions for
• 1 Say Now we’ll listen to a conversation between Activity 6. Put students into small groups and ask
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people who are speculating about some unpleasant them to complete the activity. Say Pay attention to
events. Pay attention to how sure the speakers which modals are used in the discussion. If you think
are about their ideas. Play Track 023 once and tell a modal has been used incorrectly, politely ask the
students to listen. Play the track again and ask speaker about it, and give him or her a chance to
students to complete the activity. correct himself or herself.
• 2 Direct students to Activity 2. Read the
instructions aloud and ask students to read the
activity items. Say Some of the situations described
in the sentences have more obvious explanations than
74 Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION
OWI_BrE_3_LP_93877_064-091_U02.indd 74 29/06/17 7:29 PM
Be the Expert
Extend
• Write scared of, bite, hurt, calm, upset and venom on pieces of card.
Give each student a card. Say We’re going to play a game called Teaching Tip
What Am I? Tell students to silently choose an animal they’ve talked Encourage students to use polite
language. Write on the board phrases
about and write a sentence about it that includes the word on their such as excuse me, please and thank you.
card. Say Don’t use the name of the animal in the sentence. Instead, Model how to use these phrases in the
write the name on the back of the card. Your partner will try to guess context of the activities that groups or
your animal. partners are doing.
• Put students into pairs and model the game for them: Say If you
Related Word
upset me by waving your arms at me, I’ll sting you. What am I? Ask
rash
students to answer. (a wasp) Point out that you used upset in the
sentence. List some animals on the board to prompt students.
Then tell partners to take turns reading their sentences and asking
and answering the question What am I?
g
in
mosquito wasp
spider crocodile
n
ar
snake scorpion
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Consolidate
ic
• Write three or four events, such as the following, on the board:
ph
Rashid was upset after a walk in the woods.
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Celia looked under the bed before going
to sleep last night.
g
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Julio ran screaming from the garden.
Vivian refused to go in the lake. Formative Assessment
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Can students
• use modals to speculate or express
certainty about the past?
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Ask students, one at a time, to stand up. Read one of the
sentences on the board. Then say You’re (not sure/fairly sure/very Ask students to use a modal to respond to
sure) you know what happened. Tell us what you think. Alternate the following:
io
using not sure/fairly sure/very sure. Tell students to use an Angelo ran crying to his mother at the park.
at
What do you think happened?
appropriate modal in their responses. Randomly ask students until
• differentiate modals based on level of
everyone has had a chance to respond.
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certainty?
Using the situation above, ask students
what modal they would use if they’re fairly
sure about what happened. (may have)
• identify and use words associated with
insect and spider bites?
Ask What’s the first thing you would tell
someone who was upset after getting bitten
by a spider? (stay calm)
Workbook For additional practice,
assign Workbook pages 14–15.
Online Workbook Grammar 1
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1 75
OWI_BrE_3_LP_93877_064-091_U02.indd 75 29/06/17 7:29 PM
1 BEFORE YOU READ Discuss in pairs. What do you
Reading know about bats? Make a two-column table. Write five
things you think are true in the left-hand column.
2 LEARN NEW WORDS Find these words in the reading.
Objectives What do you think they mean? Use a thesaurus to
Students will check. Then listen and repeat. 026
• summarise information about
vampire bats. fangs lethal lick myth suck
• use new words from the reading.
• discuss myths and misconceptions 3 WHILE YOU READ Notice details that support the beliefs
about vampire bats. you listed in Activity 1. 027
Reading Strategy Distinguish
supporting details 4 AFTER YOU READ Work in pairs to answer the questions.
Vocabulary Strategy Using a 1. What is the main idea of the article?
thesaurus 2. How many species of bats are there?
3. What are some myths about bats?
Target Vocabulary fangs, lethal, lick, 4. Where do vampire bats get the blood they need?
myth, suck 5. How are vampire bats beneficial?
Academic Language details, main
idea, support, thesaurus 5 Find details to support your beliefs. Look at your table
from Activity 1. Next to each of your beliefs about
Content Vocabulary circulation,
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bats, write any details from the reading that support
fictional, release, species those beliefs.
in
Resources Online Workbook/Workbook
pages 16–17; Worksheet 3.2.4
n
(Teacher’s Resource CD-ROM/
ar
Website); Tracks 026–027 (Audio CD/
Website/CPT); CPT: Reading
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Materials classroom set of
thesauruses
Vampire
ic
ph
Bats
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THE TRUTH
g
EXPOSED!
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32 READING
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OWI_3_SE_81089_024-041_U02_CP2.indd 32 6/20/16 11:18 AM
Warm Up
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• Activate prior knowledge Ask What do you know about vampires?
Ask students to share what they know, including any folktales with
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vampire characters. Write vampire on the board, and tell students
at
to say the word for vampire in their first languages. Establish that
vampires are humanlike creatures that need to drink blood to
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survive. Then ask Are vampires real or made-up?
• Say We’ve mentioned one real creature, an insect, that drinks blood.
What is it? (a mosquito) Ask Does anyone know of any other animals
that feed on blood? Some students may name vampire bats,
but also share with them the names of other animals, including
leeches, ticks, bedbugs and fleas, that also feed on blood. Ask
students to think of some vocabulary words people might use to
describe these animals. (unpopular, disgusting, slimy, filthy, pests)
• Ask students to describe what bats look like. Tell students that bats
are a misunderstood animal. Discuss with students why bats might
be misunderstood or disliked by many people.
76 Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION
OWI_BrE_3_LP_93877_064-091_U02.indd 76 29/06/17 7:29 PM
Be the Expert
ARE HUMANS RIGHT TO
FEAR ALL THINGS VAMPIRE? Our World in Context
Over the centuries, many cultures
There are around 1,200 species of bats Vampire bats get blood from birds,
on the planet. Most of them eat insects or cows, horses and other farm animals. They developed myths about bats. In ancient
fruit. Some bats eat scorpions, frogs or other can drink gently from a sleeping animal Egypt, people believed bats could cure
small animals. But there are some bats that for half an hour without waking it. Their bite toothache and fever. In China, bats were
aren’t interested in any of those foods. These isn’t lethal, and the blood loss doesn’t hurt
symbols of happiness and long life, and
are the often-feared vampire bats. And yes, the animals.
it’s true! Vampire bats do need to drink blood bat-shaped buttons were sewn on babies’
Vampire bats can live for about two days
to survive! hats for good luck.
without drinking blood. This is usually plenty
Why are so many people scared of bats? of time to look for food. And, unless there’s
They're scared in part because there are so no other food source available, a vampire
many myths, or false stories, about bats. One bat won’t bite a human. In general, vampire Reading Strategy
myth is that bats are flying mice. Another is bats are comfortable, and sometimes even
that bats are blind, and so they can get caught friendly, around humans. Distinguish supporting
in your hair. But the most popular myth, details Details are descriptions, facts
In addition, vampire bats are a valuable
by far, is the one that connects vampire bats source of information for medical research. or examples in a text that help to explain
and the scary, fictional creatures known the text’s main ideas. In Vampire Bats –
While they’re drinking blood, these bats
as vampires. The Truth Exposed!, one main idea is that
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release substances that help blood keep
In novels, films and television flowing as they drink. Scientists are studying vampire bats drink blood to survive. To
in
programmes, fictional vampires use their vampire bats to see if they can develop support this idea, the reading includes a
sharp fangs to bite people in the neck and medications that work in the same way. Their
description of how vampire bats get the
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then suck their blood. Real vampire bats do research could one day help people with
have fangs. They use them to make small cuts circulation problems or medical conditions blood and facts about where they get the
ar
in an animal’s skin, but they don’t suck blood such as heart attacks and strokes. blood.
through their fangs. Instead, they wait until
blood starts flowing from the cut. Then they Students need to learn to distinguish
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lick the blood with their tongues, just as a important from unimportant details. An
kitten drinks milk from a bowl.
e
example of an unimportant detail in this
reading would be the specific amount
ic of time bats can drink from an animal
without waking it.
ph
6 Discuss in groups.
1. Even after they’ve learnt that bats are beneficial, some
people still don’t like them. Why do you think that is? Teaching Tip
ra
2. Why do you think people like the idea of vampires so Using motions to act out new vocabulary
g
much? Do you have a favourite vampire character? Who is words helps students develop a physical
it? Why is this particular vampire your favourite?
and visual connection with the words.
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READING 33
Ask the class to decide on one motion
to associate with each word. This can
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serve as a quick check to test students’
understanding of new words. Students
OWI_3_SE_81089_024-041_U02_CP2.indd 33 6/20/16 11:18 AM
might perform these actions when they
Before You Read 1 2
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hear the word in a discussion.
• 1 Ask students to open their books at pages 32–33. Say With
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a partner, look at the title of the reading and the photo. Discuss
what you think the reading will be about. Ask What do you think The
at
Truth Exposed! means? If necessary, explain that exposed means
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‘uncovered or revealed’. When students have finished previewing
the reading, tell partners to read the instructions for Activity 1. Say
Draw a table. Write five things you think are true about bats in the
left-hand column.
• 2 LEARN NEW WORDS Read aloud the words in the word box on
page 32. Ask students to repeat. Then ask What are fangs? Do
you see any on the page? Draw students’ attention to the photo of
the bat on the lower left of page 32 and point out the fangs. Tell
partners to work together to find this word and the others in the
word box in the reading. Make thesauruses available to students.
Say If you don’t know what a word means, try to work out the
meaning from the other words around it in the text.
SAMPLE COPY, NOT FOR DISTRIBUTION Reading 77
OWI_BrE_3_LP_93877_064-091_U02.indd 77 29/06/17 7:29 PM
1 BEFORE YOU READ Discuss in pairs. What do you
know about bats? Make a two-column table. Write five
things you think are true in the left-hand column.
ARE HUMANS RIGHT TO
After You Read 4 5 6
2 LEARN NEW WORDS Find these words in the reading.
What do you think they mean? Use a thesaurus to FEAR ALL THINGS VAMPIRE?
check. Then listen and repeat. 026
fangs lethal lick myth suck
There are around 1,200 species of bats
on the planet. Most of them eat insects or
Vampire bats get blood from birds,
cows, horses and other farm animals. They
• 4 Put students into pairs. Ask them to read and
answer the questions in Activity 4. If partners disagree
fruit. Some bats eat scorpions, frogs or other can drink gently from a sleeping animal
small animals. But there are some bats that for half an hour without waking it. Their bite
3 WHILE YOU READ Notice details that support the beliefs
aren’t interested in any of those foods. These isn’t lethal, and the blood loss doesn’t hurt
you listed in Activity 1. 027 are the often-feared vampire bats. And yes, the animals.
on an answer, tell them to go through the reading
it’s true! Vampire bats do need to drink blood Vampire bats can live for about two days
4 AFTER YOU READ Work in pairs to answer the questions. to survive! without drinking blood. This is usually plenty
1. What is the main idea of the article? Why are so many people scared of bats? of time to look for food. And, unless there’s
2. How many species of bats are there? They're scared in part because there are so no other food source available, a vampire
again to find the information that supports their
3. What are some myths about bats? many myths, or false stories, about bats. One bat won’t bite a human. In general, vampire
4. Where do vampire bats get the blood they need? myth is that bats are flying mice. Another is bats are comfortable, and sometimes even
5. How are vampire bats beneficial? that bats are blind, and so they can get caught friendly, around humans.
in your hair. But the most popular myth, In addition, vampire bats are a valuable
answer.
5 Find details to support your beliefs. Look at your table by far, is the one that connects vampire bats source of information for medical research.
and the scary, fictional creatures known
from Activity 1. Next to each of your beliefs about While they’re drinking blood, these bats
as vampires. release substances that help blood keep
bats, write any details from the reading that support
those beliefs. In novels, films and television flowing as they drink. Scientists are studying
programmes, fictional vampires use their vampire bats to see if they can develop
sharp fangs to bite people in the neck and medications that work in the same way. Their
• 5 Say Now you know the truth about vampire bats.
then suck their blood. Real vampire bats do research could one day help people with
have fangs. They use them to make small cuts circulation problems or medical conditions
in an animal’s skin, but they don’t suck blood such as heart attacks and strokes.
through their fangs. Instead, they wait until
blood starts flowing from the cut. Then they
Were your previous beliefs correct? What details from
lick the blood with their tongues, just as a
kitten drinks milk from a bowl.
Vampire 6 Discuss in groups. the reading support them? Use the table you began in
Bats
1. Even after they’ve learnt that bats are beneficial, some
Activity 1. Fill in the right-hand column.
people still don’t like them. Why do you think that is?
THE TRUTH 2. Why do you think people like the idea of vampires so
much? Do you have a favourite vampire character? Who is
32 READING
EXPOSED! it? Why is this particular vampire your favourite?
READING 33
OWI_3_SE_81089_024-041_U02_CP2.indd 32 6/20/16 11:18 AM OWI_3_SE_81089_024-041_U02_CP2.indd 33 6/20/16 11:18 AM • When students have finished, ask for a show of
• Tell partners to complete Activity 2. Finally, ask hands. Ask How many of you found support for all your
students to listen to Track 026 and repeat. Ask Were beliefs? Some of your beliefs? None of your beliefs?
g
the meanings you and your partner guessed correct? Discuss as a class any misconceptions about bats
in
almost correct? shared by students and how the reading convinced
them they were wrong.
n
• Vocabulary Strategy Tell students that a thesaurus,
ar
like a dictionary, can be used to learn more about • 6 Put students into small groups. Tell the groups
words. Say You can use a thesaurus to check a word’s to read the activity questions. Provide prompts if
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meaning. Learning the synonyms for an unfamiliar word students are struggling to come up with ideas. For
can help you understand the word’s meaning. each group, ask one member to act as secretary and
write down notes from the discussion about each
While You Read 3
ic
question.
ph
• 3 Say Now you’re going to hear some facts about Discussion prompts
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vampire bats. Listen and read. Play Track 027 and tell
students to follow along. Why don’t people like • ugly and scary-looking
g
bats? • strange looking –
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• Say Now you’ll read again. But before you do, check half-bird, half-rodent
the things you listed in your table. As you read, look for Why do people like • they live forever
the idea of vampires? • people like spooky, scary
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details – facts, descriptions and examples – that agree
stories
with what you wrote. Tell students to pay attention
to how the information in the reading is organised: Who’s your favourite • Dracula, or other
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vampire character? vampires from stories,
a main idea is presented and then information is ���������
provided that explains more about the main idea. Play
io
Track 027 again or allow students to read in silence.
at
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78 Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION
OWI_BrE_3_LP_93877_064-091_U02.indd 78 29/06/17 7:29 PM
Be the Expert
Extend
• Ask group secretaries to share their discussion notes. Then tell
students to work with a partner to write sentences about two Teaching Tip
beliefs they had that were either supported or proven wrong by Keep students on track during games
by making sure they understand
Vampire Bats – The Truth Exposed! Tell them to use their lists. instructions. Always explain instructions
clearly. Focus on one step at a time.
• Worksheet If time allows, you may want to hand out Worksheet Then ask students to summarise
3.2.4 in class. Students will use the worksheet to practise the new the instructions. After you review the
vocabulary and use spelling patterns to identify related words. instructions, ask students Does everyone
know what to do?
Consolidate
• Put students into small groups to play a game of True or False. Vocabulary Strategy
Ask each group to work together to write five sentences based Using a thesaurus A thesaurus is a
on the reading. The sentences should be a mix of true and false reference work that lists synonyms for
each entry word. Entries usually include
statements and should be in the form of complete sentences.
the word’s meaning, a sample sentence,
g
When groups have finished writing, say Group members will take synonyms (words with similar meanings)
in
turns reading a statement to one student in another group. The and, sometimes, antonyms (words with
student will respond by calling out ‘True’ or ‘False’. Each correct opposite meanings). Students can also
n
use a thesaurus when they write to help
answer counts as one point. One student in each group should keep
ar
them find a better, more exact word to
score. When every group has played the game with every other replace a word that is not very clear, or to
group, ask Which group has the highest score?
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avoid overusing a word.
Answer Key
ic Comprehension 4
ph
1. Vampire bats need blood to survive,
but they are not the scary creatures
ra
many people think they are.
2. Around 1,200
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3. They’re flying mice; they’re blind; they
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suck blood through their fangs.
4. birds, cows, horses, other farm
animals
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5. They are a valuable source of
information for medical research.
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Formative Assessment
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Can students
• summarise information about vampire
at
bats?
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Ask students to describe how vampire
bats get blood from an animal.
• use new words from the reading?
Ask Are vampire bites lethal to animals?
Ask students what lethal means.
• discuss myths and misconceptions about
vampire bats?
Ask students to name one common myth
or misconception about vampire bats.
Workbook For additional practice,
assign Workbook pages 16–17.
Online Workbook Reading
SAMPLE COPY, NOT FOR DISTRIBUTION Reading 79
OWI_BrE_3_LP_93877_064-091_U02.indd 79 29/06/17 7:29 PM
Video VIDE
Objectives
Students will
• discuss a photographer’s encounter
with a leopard seal.
• apply the message of the video to
their personal lives.
Academic Language advertisement,
classify 1 BEFORE YOU WATCH Discuss in pairs. Look at this
photo. How would you feel if you were near this
Content Vocabulary massive, vicious animal? What would you do?
Resources Video scene 2.1 (DVD/
Website/CPT); Online Workbook; CPT: 2 Write. The video you’re going to watch is called
Video Face-to-Face with a Leopard Seal. From the title, predict
what will happen when the photographer comes face-to-face
Answer Key with the animal in the photo.
Comprehension 4
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1. Antarctica
in
2. terrified
3. She opens her mouth and takes Paul’s
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whole head and camera inside her 3 WHILE YOU WATCH Circle three words that are used in the
mouth. video to describe the leopard seal. Watch scene 2.1.
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4. a live penguin
aggressive big caring disgusting
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5. Paul doesn’t eat the penguin. nervous predatory terrified useless
6. She thinks he might starve to
death. She starts bringing him weak 4 AFTER YOU WATCH Work in pairs to answer the questions.
penguins, and then dead ones.
7. He thought she was a vicious animal.
1.
2. ic
Where does the leopard seal live?
How does Paul Nicklen feel when he first gets into the water?
ph
She takes care of him and tries to feed 3. What does the leopard seal do to Paul to show a threat?
him for four days. 4. What does the leopard seal first bring to Paul?
5. Why does the leopard seal seem disgusted?
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6. Why does Paul say that the leopard seal is panicked? What
does she start doing at this point?
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7. What are the misconceptions that Paul had about the animal?
How does she change his ideas?
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34 VIDEO
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OWI_3_SE_81089_024-041_U02_CP2.indd 34 6/20/16 11:19 AM
Then ask them to write down what they predict will
Before You Watch 1 2
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happen in the video. Ask students to read their
• Say We haven’t talked much about unpopular sea predictions.
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animals. Can you name some? (sharks, giant squid,
killer whales) Ask Have these animals got anything in While You Watch 3
at
common? (They’re big; sharks and killer whales have
big, sharp teeth.) Say We’ve learnt some surprising • 3 Ask a student to read the Activity 3 instructions.
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things about unpopular animals. Think about the photo Say Listen carefully to what Paul Nicklen says as you
of the Nile crocodile. Now, we’re going to hear about watch the video. Circle the words. Play Video scene 2.1.
another large animal with big, sharp teeth! Say Write down other information you hear or notice in
the video that you want to remember.
• 1 Ask students to open their books at pages
34−35. Put students into pairs and tell them to • If students have trouble following the video or
discuss the photo and the activity questions. understanding the text, pause the video and allow
them to ask questions. Try replaying the video with
• 2 Ask a student to read Activity 2. Say Look at the and without sound, and ask students to describe and
photo again. Think about what you and your partner comment on what they see. Discuss the answers as
discussed. Remember the myths and misconceptions a class.
about unpopular animals that you’ve learnt are untrue.
Give students a few minutes to think.
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Be the Expert
Teaching Tip
A leopard seal
Make sure the most confident or fluent
students don’t take over small group
discussions. All students should have the
opportunity to speak no matter what their
proficiency level is. Foster an atmosphere
in which students encourage one another
to speak up. Another way to ensure
participation is by using a ‘talking stick’,
a ruler or other object that can be passed
from one student to another. The student
with the talking stick has the chance to
speak, and the other students listen.
5 Work in pairs. Look at your answers from Activity 2. Did you
correctly predict the outcome of the video? Explain how the
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leopard seal’s actions help classify it as a misunderstood animal.
in
6 Discuss in groups. Why do you think Paul wanted to photograph
the leopard seal? What can he teach others about this animal
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with his photos and his story? Explain, using examples from
ar
the video.
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7 YOU DECIDE Choose an activity.
1. Work independently. Research leopard seals. Learn about
Formative Assessment
their role in the Antarctic ecosystem. What animals do they Can students
to share with the class. ic
prey on? Who are their predators? Prepare a short presentation • discuss a photographer’s encounter with a
leopard seal?
ph
2. Work in pairs. Compare and contrast the leopard seal with
another misunderstood animal from this unit. Use a Venn Ask Why was Paul Nicklen nervous about
diagram to show the two animals’ similarities and differences. getting close to a leopard seal?
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3. Work in groups. Many people consider the leopard seal
a dangerous, deadly predator. Create an advertisement to
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educate people about the leopard seal and persuade them to
change their opinions.
Online Workbook Video
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VIDEO 35
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After You Watch 4 5 6 7 • 7 you decide Ask students to read the three
na
activity options. If students choose to research and
• 4 Put students into pairs. Tell them to work together report on leopard seals, help them identify some good
io
to answer the questions. If students are struggling, websites to use for their research.
you may want to replay the video. Review the answers
at
as a class. • Remind students who choose the second option
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that they should pick an animal that has some other
• 5 Read the Activity 5 instructions. Ask partners to similarity to a leopard seal, besides the fact that
work together to discuss why the leopard seal might they’re both misunderstood. Review how to use a Venn
be misunderstood. Say Read the prediction you wrote. diagram to record similarities and differences. Ask
Were you correct? Or did you make some incorrect Would a cockroach make a good comparison?
assumptions based on the leopard seal’s appearance?
Ask students whose predictions were correct to • Point out that advertisements (or adverts) try to get
explain what their thinking was. people’s attention with pictures or graphics and then
present information to persuade them to buy some
• 6 Put students into small groups. Read the product or service. Help groups identify facts about
discussion questions. Ask What was the most the leopard seal to include in their adverts, and
surprising thing about the video? Do you think other language or visuals they can use to attract attention.
people would be surprised by the video? Is this video
a good way to educate people about misunderstood
animals?
SAMPLE COPY, NOT FOR DISTRIBUTION Video 81
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GR AMMAR
Grammar 2
028
Infinitives with and without to
To hold a rat is scary! I can’t hold one!
He doesn’t want to hold rats. Make him try it.
Objectives She’s excited to hold one. We’ll watch her do it.
Students will That’s the rat to get! OK. I’ll let her buy it.
• use infinitives with and without to. She’s going to the pet shop to buy it. I'll even help her pay for it.
• identify when an infinitive requires to
and when it doesn’t.
Academic Language infinitive
1 Read. Circle the correct letter.
Resources Online Workbook/Workbook b
1. My brother really wants get a pet rat.
pages 18–19; Worksheet 3.2.5
(Teacher’s Resource CD-ROM/ a. b. to
Website); Track 028 (Audio CD/ 2. My mother will absolutely not let him a buy one.
Website/CPT); CPT: Grammar 2
a. b. to
3. He’s planning b save money for one anyway.
a. b. to
4. I can’t wait b see what happens when Mum finds out.
A rat
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a. b. to
a
in
5. She’ll make him take it back to the shop.
a. b. to
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6. I really want b see him get in trouble instead of me!
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a. b. to
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2 Work in pairs. Play Noughts and Crosses. Use infinitives with or without to in your
sentences. One of you is X; the other is O.
ic
I might touch a hairy spider!
might can't have
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make want help
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Not me! I can’t do it!
watch feel ask
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Ants
36 GRAMMAR
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Warm Up • For the sentences on the right, ask a more proficient
na
English speaker to come to the board and fill in the
• Choose a misunderstood animal and write sentences blanks. Tell the class to read the sentences aloud.
like the examples below. Read each sentence and
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Ask Are they correct?
underline to hold and touch as you read.
at
Present
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I’m scared of snakes. think
I are • Ask students to open their books at page 36. Say
disgusting.
Now we’re going to learn a little about infinitives. An
I don’t want to hold I don’t want
one. one. (to stroke, stroke)
infinitive is a verb form. An infinitive can be a word or
phrase, and it can be used as a noun, an adjective or
I can’t even touch I can’t even an adverb. Sometimes to is part of the infinitive, but
one! at one! (to look, look)
sometimes it’s not. Play Track 028. Tell students to
read along silently. Then ask students to read the
• Point to the second sentence on the left and read it examples aloud.
again, leaving out the word to. Ask What’s missing? (to)
• Tell students that if the infinitive is used as the
Read it again with to. Say That sounds better, doesn’t
subject of a sentence, it always includes to. Point to
it? Point to the third sentence and read it, adding to
and read the first sentence in the grammar box as an
before touch. Repeat the process of asking the class
example of this rule. Say Verbs that express thinking
if it sounds right.
or feeling also include to when followed by an infinitive.
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Be the Expert
• Read the second sentence in the grammar box as an example.
Then explain that verbs that refer to the senses don’t use to
with an infinitive, as in the third sentence on the right side of the Grammar in Depth
grammar box. Point out the fourth sentence and say Let is never An infinitive is a verb form that can
followed by to. be used as a noun, an adjective or an
adverb. When an infinitive is preceded
• Say There are other rules, but as you become more fluent in English, by to, it is often called a to-infinitive.
you’ll rely on your ears to let you know whether or not to use to. Say When there is no to, it is often called a
the sentence with and without to. Decide which way sounds better. bare infinitive. Rules governing infinitives
include the following:
Practise 1 Use to when the infinitive
• 1 Pair a less fluent English speaker with a more fluent student. • is the subject of the sentence.
Read the Activity 1 instructions and items aloud. Point out the • is used to give advice or instructions, or
to ask for something.
symbol used for each choice a. Say This symbol means that you
• follows a verb that expresses thinking
don’t use to and the sentence is correct as it is. Review the answers
or feeling.
as a class.
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Don’t use to when the infinitive
in
• follows the verb let.
Apply 2 • follows a causative verb, as in He made
n
• 2 Put students into pairs and tell to them read the instructions me do it.
ar
for playing Noughts and Crosses. Say X goes first. Pick a square and • follows a verb that refers to the senses.
read the word. Then say a sentence using the word and an infinitive
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with or without to. If your partner agrees that you’ve used the correct Teaching Tip
infinitive, then you can draw an X in the square. If your sentence Remember that some students who are
not verbally fluent may be better able to
square. Take turns.
ic
is not correct, your partner says it correctly and draws an O in the
express themselves through different
ph
means, such as art or movement. Give
those students a chance to show their
Extend abilities. For example, if a student
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prefers not to speak, let him/her act out
• Put students into small groups. Assign each group an unpopular a sentence or share a drawing without
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animal. Say Imagine you’ve won the animal in a Hug an Ugly Animal speaking.
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Today contest sponsored by a local environmental group. Work
together to write sentences about your win, using infinitives with and
without to. Write these sentence frames to guide students:
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enter this contest?
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Why did I Formative Assessment
like Can students
I don’t even (animal)!
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• use infinitives with and without to?
to stroke Ask students to complete this sentence
at
I can’t wait my (animal).
frame with an infinitive:
go near
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I don’t want to my (animal). One animal I would never like
is a bat.
• identify when an infinitive requires to and
• Hand out Worksheet 3.2.5 to provide additional practice with when it doesn’t?
infinitives. Ask students which of the following
sentences is correct:
Consolidate I’d love to have a pet rat.
But my mother said, ‘No way. I won’t let you
• Divide the class into two teams: the ‘to’ team and the ‘No to’ team. to have one!’
Tell each team to write the team name on a sign and then stand
together. Explain that you’ll write sentences (from page 36) on the
board, leaving the infinitive blank. Say I’ll read a sentence. Hold Workbook For additional practice,
up your sign if it’s the correct one for that sentence. Then a team assign Workbook pages 18–19.
member will read the sentence, filling in the blank with a correct Online Workbook Grammar 2
infinitive. Play until every student has said a correct sentence.
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2 83
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WRITING
Writing A process description explains how something is done or how something happens.
The purpose of the steps and the order in which they happen are described.
Objectives Purpose: in order to so that
Students will Sequence: before during after finally
• identify elements of process first then next while
description writing. little by little meanwhile over time
• use sequence words and phrases.
• analyse a model of process
description writing. 1 Read the model. Work in pairs to identify the process being described. What words
• produce a process description. and phrases does the writer use to show purpose and sequence? Underline them.
Writing Process description When you’re very, very afraid of something, that fear can affect you and how you
Academic Language process, purpose, live your life. When I was younger, I saw my cousin fall onto an ants’ nest. The ants
sequence attacked him, and he was covered in horrible bites. After that, I became very scared
of ants. I wouldn’t eat outside, and I didn’t even like playing outside. I checked my
Content Vocabulary colony, decaying, bed for ants every night. But when I turned 13, I decided I couldn’t let my fear
nutrients, pollinate, real time get to me. I had to learn to control my fear of ants.
Resources Online Workbook/Workbook First, I read a lot about different ants. I didn’t focus on bites, but instead I read
page 20; Process Writing Worksheets about how beneficial ants are to the planet. Ants are really cool! They’re hard-
1–5, Genre Writing Worksheet: working, social and organised. They help bring air and nutrients to the soil. They
g
pollinate plants, clean up decaying matter and help control other insects.
Description (Teacher’s Resource
in
CD-ROM/Website); CPT: Writing Next, I began to watch ants from
a safe distance. I started to look at
a colony of ants in real time on the
n
Internet in order to learn how they live.
ar
Little by little, I felt more comfortable
about ants. Finally, I went outside one
day and let an ant crawl onto my hand.
Le
It was OK! Now that I know about all
the good things ants do, I’m not so
afraid of them any more.
LIVE Live feed of an ant farm
ic
ph
2 Work in pairs. Imagine you’re scared of an insect or animal. What steps would you
take if you wanted to control your fear? Why?
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3 Write. Many people are scared of pit bulls. Imagine you have a new pit bull puppy. You
don’t want it to be misunderstood. How will you train it to be a good dog? Describe the
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process. How could you help people to understand your dog better?
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WRITING 37
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Warm Up • Read aloud the first sentence. Ask students if they
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agree this is a good first step. Underline First. Then
• Recycle Ask Which of the animals we’ve learnt say Imagine you’ve told your friend facts that explain
about do you think is the most misunderstood? Let’s
io
why some ideas about vampire bats are wrong. Ask
say it’s vampire bats. Have you changed your mind
What would be a good thing to do next?
at
about them? How would you go about changing a
friend’s mind about vampire bats? Write the following • Underline Next. Prompt students to suggest telling
N
sentence and sentence frames on the board: the friend some good things about bats. Ask What
word have you learnt that means ‘good’ or ‘helpful’?
First, I would explain why his ideas about
(beneficial) Ask a student to complete the second
vampire bats are wrong.
sentence on the board.
• Underline Finally. Ask What would you do last? (Give
Next, I would (tell him how the bats are
the friend a book or video about vampire bats; find a
beneficial).
nature reserve with the bat and tell him to observe
it close up.) Guide students to see that these are
Finally, I would (suggest he do his own
all ways for the friend to find out about the bats for
research on the bats).
himself. Ask a student to complete the third sentence
on the board. Then point to the sentences and say
Together, we’ve described a process, or set of steps,
that could be used for any misunderstood animal.
84 Unit 2 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
Present
• Say We’re going to use words and phrases to describe a process.
Ask students to turn to page 37. Explain purpose and sequence.
Writing Support
Then, referring to the previous example, say Maybe your friend is Potential process description
very scared of vampire bats. You’ll give him information in order to problems When writing a process
description, it’s most important to cover
help him learn about bats so that he won’t be so afraid of them. the steps of the process in the correct
That’s your purpose. And you’ve organised how you’ll do it step by order. When you describe a process
step – first, next and finally. That’s a sequence. Review the words or an event in the proper sequential
and phrases in the green box at the top of page 37 with students. or chronological order, you help the
reader understand the process or event
most clearly. When making this point to
Read the Model 1 2 students, it’s helpful to ask them to focus
on describing a simple process, such as
• 1 Say Now we’re going to analyse a model of a process cooking a pot of rice, and to think about
description. First, let’s look at the photo. Ask What do you think the what would happen if the steps were
text might be about? written out of order and someone tried to
follow them.
g
• Tell students to read the text independently. When they have
in
finished, put students into pairs. Say Now you’ll read the text Teaching Tip
again. As you read, work with your partner to say what the writer
n
Students will often have to read a text
is describing and his or her purpose, or reason, for describing it. more than once to fully understand it.
ar
Underline the words that help you identify the purpose, and the When doing a reading activity, make sure
words that identify the sequence of steps. there is time for students to read the text
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silently and identify words or phrases they
• As partners work, explain that they will have to read the text don’t know. To help students with reading
comprehension, pre-teach any vocabulary
ic
closely to identify the purpose and process, since they might not
be obvious at first. If they need help, ask What is the text mostly
words or phrases you think may be
unfamiliar to students, and answer any
ph
about? (how to control a fear of ants) Why does the writer want questions that they might have on the
to control that fear? (so that it won’t affect his/her everyday language used in the text.
ra
life) Explain that if the words so that make sense when naming
the purpose, it’s a strong hint that you’ve identified the purpose Related Words
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correctly. live feed
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• As a class, review the words and phrases from the model that
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signal purpose and sequence. (after, first, next, in order to, little
by little, finally) Ask How do they help you understand the process
being described? (They show the steps in the order the writer did
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them, why he/she did them, and they give a sense of how much
time it took the writer to reach his/her goal.)
io
• 2 Next, ask partners to read the instructions for Activity 2. First,
at
tell them to review the steps in the model, how they are organised
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and whether they make sense. Then ask them to outline their own
set of steps. Remind them to use sequence words.
Workbook For scaffolded Writing
support, assign Workbook page 20.
Online Workbook Writing
SAMPLE COPY, NOT FOR DISTRIBUTION Writing 85
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• Worksheets If your students need a reminder of any
WRITING
of the steps of process writing, you may want to hand
A process description explains how something is done or how something happens. out Process Writing Worksheets 1–5 and review them
The purpose of the steps and the order in which they happen are described.
Purpose: in order to so that
together.
Sequence: before during after finally
first then next while • If they need a reminder of the elements of description
little by little meanwhile over time
writing, you may want to hand out the Genre Writing
1 Read the model. Work in pairs to identify the process being described. What words Worksheet (Description).
and phrases does the writer use to show purpose and sequence? Underline them.
When you’re very, very afraid of something, that fear can affect you and how you
live your life. When I was younger, I saw my cousin fall onto an ants’ nest. The ants
• Workbook Refer students to Workbook page 20 to
attacked him, and he was covered in horrible bites. After that, I became very scared
of ants. I wouldn’t eat outside, and I didn’t even like playing outside. I checked my help them organise and plan their writing.
bed for ants every night. But when I turned 13, I decided I couldn’t let my fear
get to me. I had to learn to control my fear of ants.
First, I read a lot about different ants. I didn’t focus on bites, but instead I read
about how beneficial ants are to the planet. Ants are really cool! They’re hard-
working, social and organised. They help bring air and nutrients to the soil. They
Write
pollinate plants, clean up decaying matter and help control other insects.
Next, I began to watch ants from • After students have finished their pre-writing, tell them
a safe distance. I started to look at
a colony of ants in real time on the to work on their first drafts. If you haven’t got enough
Internet in order to learn how they live.
time in class, assign the first draft as homework.
g
Little by little, I felt more comfortable
about ants. Finally, I went outside one
in
day and let an ant crawl onto my hand.
Revise
It was OK! Now that I know about all
the good things ants do, I’m not so
afraid of them any more.
n
LIVE Live feed of an ant farm
• After students have finished their first drafts, tell them
ar
2 Work in pairs. Imagine you’re scared of an insect or animal. What steps would you
take if you wanted to control your fear? Why? to review their writing and think about their ideas
and organisation. Ask each student to consider the
Le
3 Write. Many people are scared of pit bulls. Imagine you have a new pit bull puppy. You
don’t want it to be misunderstood. How will you train it to be a good dog? Describe the
process. How could you help people to understand your dog better? following: Is the main purpose clearly stated? Do the
WRITING 37
steps follow each other in a logical way? What seems
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good? What needs more work?
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Plan 3 Edit and Proofread
• 3 Say Now you’re going to plan your writing. You • Encourage students to consider elements of style,
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know your topic. Ask What process will you describe? such as sentence variety, parallelism and word choice.
g
(how to train a pit bull puppy) What is your purpose? Then tell them to proofread for mistakes in grammar,
(so that it won’t be misunderstood) Say Your next step
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punctuation, capitalisation and spelling.
is pre-writing. Let’s review. What are some ways we do
pre-writing? (brainstorm, freewrite, make lists, use a Publish
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graphic organiser, use sentence starters)
• Publishing includes handing in pieces of writing to the
teacher, sharing work with classmates, adding pieces
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• Say Now decide what you want to use for pre-writing. If
you have time in class, allow students to work on this to a class book, displaying pieces on a classroom wall
or in a hallway, and posting on the Internet.
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step. If not, assign it as homework. If students have
Workbooks, remind them to use Workbook page 20 for
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writing support.
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1 2 3 4
Writing Assessment Writing Student clearly states the purpose and
Use these guidelines to assess order of the process steps, using appropriate signal
words and phrases.
students’ writing. You can add
other aspects of their writing
Grammar Student uses modals (could have, might
you’d like to assess at the have, may have, must have) and infinitives correctly.
bottom of the table.
4 = Excellent Vocabulary Student uses a variety of word choices,
including words used in this unit.
3 = Good
2 = Needs improvement
1 = Re-do
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Mission
Objective
Students will
• discuss the importance of having an
open mind.
Academic Language symbolic
Content Vocabulary herpetologist
Resources Video scene 2.2 (DVD/
Website/CPT); Worksheet 3.2.6
(Teacher’s Resource CD-ROM/
Website); Online Workbook: Meet the
Explorer; CPT: Mission
Keep an Open Mind
g
Be the Expert
in
n
‘To me, it’s symbolic. If you don’t care about this
particular snake, why should you care about anything else?
ar
Each one is part of a great web.’
Teaching Tip
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Jenny Daltry
National Geographic Explorer, Herpetologist and Conservationist When students work with a partner,
encourage them to speak only in English.
To help students, you might provide
ic basic sentences on the board or on
a classroom wall for them to use. For
ph
example, write sentences such as: I’ll go
1. Watch scene 2.2. 3. How can you help other people
understand misunderstood animals? first, What do we do now? and Can you
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2. What can you do to learn more about please help me?
misunderstood animals?
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38 MISSION
Online Workbook Meet the Explorer
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Mission • Activity 1 Say Now let’s watch a video about Jenny
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Daltry. Play Video scene 2.2. Ask students to focus
• Read aloud the mission. Ask What does it mean to on what she says about the Antiguan racer snake.
keep an open mind? Discuss with students that if your
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mind is open, you are willing to accept new ideas, • Activity 2 Put students into pairs. Tell them to
at
even if they go against long-held beliefs. Ask Do you consider and discuss the plight of the Antiguan
usually keep an open mind? Was it hard to keep an racer snake. Remind students of the process they
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open mind in this unit? described for educating a friend about vampire bats.
Ask Where can you find information on endangered
• Tell students to turn to page 38 and look at the animals?
photo and quote from Jenny Daltry. Point out the word
herpetologist. Tell students that a herpetologist is a • Activity 3 Tell students to consider what Jenny
scientist who studies reptiles and amphibians. says about people’s duty to correct the harm they’ve
done to animal habitats. Ask Has Jenny Daltry’s story
• Ask a student to read aloud the quote from Daltry. inspired you? In what way?
Say When something is described as symbolic, it
means it represents some other bigger idea. Read the • Worksheet Hand out Worksheet 3.2.6. Explain
quote again. Ask What does Daltry think caring about that students will use the worksheet to think and
one snake is symbolic of? (Sample responses: caring write about Jenny Daltry and her ideas about the
about all life, the whole planet, the environment) interconnectedness of all life.
What might the phrase a great web refer to? (Sample
response: the connection between all living things)
SAMPLE COPY, NOT FOR DISTRIBUTION Mission 87
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Project Make an Impact
Objective YOU DECIDE Choose a project.
Students will
• choose and complete a
1 Make a set of misunderstood-animal cards.
project related to unpopular or
misunderstood animals. • Choose at least five misunderstood animals to research. Find two
or three facts that might help clear up misunderstandings about
Content Vocabulary format, quiz show
the animals.
Resources Assessment: Unit 2
• Write information about the animal on one side of the card.
Quiz; Workbook pages 21 and 91;
Include a photo or drawing and caption on the other side.
Worksheet 3.2.7 (Teacher’s Resource
CD-ROM/Website); CPT: Make an • Present your cards to the class.
Impact and Review Games
Materials drawing materials, large 2 Plan and produce an animal quiz show for TV.
pieces of card, photos of animals, • Decide on the format of your quiz show.
poster board, video camera (optional)
• Research and prepare questions about animals
for competing teams.
• Act out and film the show.
g
in
3 Educate others about misunderstood animals.
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• Collect information about a group of A jumping
spider
misunderstood animals.
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• Make informational posters or
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fact sheets.
• Display the posters in your
school or hand out the
Assessment
and teachers. ic
fact sheets to students
ph
Go to page 255.
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Unit Review Assign Worksheet 3.2.7.
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Workbook Assign pages 21 and 91.
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Online Workbook Now I can PROJECT 39
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Prepare or other materials – that will make their posters or
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fact sheets really eye-catching.
• you decide Ask students to choose a project.
• Say When you make an impact, you do something that
io
• Activity 1 Ask students to decide on the animals has a powerful effect. Your goal is a serious one. You
they want to include. Ask Which are the most
at
want to educate people about animals that need their
misunderstood animals? Which are the most
attention. Now, make an impact!
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endangered of the misunderstood animals? Encourage
the group to divide up the tasks of gathering
information, writing facts and finding photos. Artistic
Share
group members can make animal sketches for the • Schedule time for groups to present their final
group’s consideration. If the group decides to use any, projects to the class. Students may want to have
the artists can enhance them with crayons or paint. multiple sets of fact cards made, perform the quiz
show for other groups, or arrange to display their
• Activity 2 Ask group members to suggest different posters in a local library or public building.
quiz show formats – spin-the-wheel, true or false
statements, matching games that involve memory, • Modify Help students simplify a project by eliminating
and so on. If they hope to film the quiz show, they’ll one of the options or steps. For example, gather
need a phone or video camera. animal photos ahead of time and provide them to
groups to use in their projects.
• Activity 3 Tell the group to brainstorm poster designs
– different shapes or ways to use paper, paints, fabric
88 Unit 2 Project
SAMPLE COPY, NOT FOR DISTRIBUTION
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Student’s Book
Audio Script
6. S1: He’s so angry! S2: He may have found out that there
Track 016 1 Listen and read. See Student’s Book were cockroaches at his favourite restaurant.
pages 26–27.
Track 024 4 If you’re scared of spiders, here’s some
Track 017 2 LEARN NEW WORDS aggressive / Aggressive good news. Most of the approximately 43,000 species of
people act in a violent way. beneficial / Misunderstood spiders are not interested in you! Those that are aggressive
animals can be beneficial to humans. control / It’s can bite you, and, yes, their bites hurt. But very few spider
important to control some animal populations. crucial / bites can kill you. If a spider bites you, try not to get upset.
Spiders are crucial because they eat other insects. decay / Stay calm and don’t move around. Moving helps the venom,
Fruit and vegetables start to decay after a week. destroy / or poison, travel through your body faster. Call for help as
Gardeners usually get upset when insects destroy their quickly as possible.
plants. disgusting / Many people think that insects are
disgusting. ecosystem / Animals and plants in an area Track 025 4 LEARN NEW WORDS bite / Both snakes and
make up an ecosystem. filthy / A filthy object is very dirty. spiders can bite. calm / A calm person isn’t worried, angry
germ / Dirty rubbish bins are full of germs. pest / Pests, or upset. hurt / If a spider bites, it can hurt a lot.
such as small animals and insects, can cause damage. be scared of / People who are scared of something feel
poison / If a person poisons an animal or plant, it can get afraid. upset / Many people get upset when they see a
ill and die. poisonous / Some spiders and frogs can hurt spider. venom / Some spiders are dangerous because of
people because they’re poisonous. slimy / Many people their poisonous venom.
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think snakes are slimy. sting / Bees and wasps sometimes
sting to protect themselves. Track 026 2 LEARN NEW WORDS fang / Both vampire
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bats and vampires have fangs. lethal / Lethal bites from
Track 018 5 Why are some animals popular while others snakes and spiders cause death. lick / Vampire bats lick
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are so unpopular? In the natural world, every animal has blood with their tongues. myth / Myths are stories that are
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its place and purpose. Nature doesn’t judge these animals untrue. suck / Some people believe that vampires suck
– people do. For example, it’s a common misconception blood.
that snakes are slimy and disgusting to touch. Not true! A
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snake’s skin is smooth and dry. Another misconception is Track 027 3 WHILE YOU READ See Student’s Book
that snakes are aggressive and will attack humans for no pages 32–33.
reason. Also untrue! Almost all snakes, even poisonous Track 028 grammar See Student’s Book page 36.
ones, prefer to escape or hide unless they’re surprised or
attacked first. Snakes are very misunderstood animals.
ic
Track 029 1 Express Yourself See Student’s Book
ph
pages 40–41.
Track 019 5 LEARN NEW WORDS misconception / It’s
a misconception that bats can’t see. misunderstood /
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Animals such as snakes and spiders are misunderstood.
unpopular / Many misunderstood animals are unpopular.
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untrue / It’s untrue that snakes are slimy.
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Track 020 Speaking Strategy See Student’s Book page 29.
Track 021 1 S1: I’m reading the greatest book! It’s about
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sea animals. S2: What about them?
S1: Really interesting stuff! For example, did you know
that an octopus has got three hearts? S2: Really? That’s
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amazing!
S1: That’s not all. Along with its three hearts, an octopus
has also got nine brains! S2: Oh, come on!
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S1: And its blood is blue! S2: You can’t be serious!
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S1: I am! OK, what about this? Starfish haven’t got blood.
Seawater runs through them. S2: Wow. That’s incredible!
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S1: Here’s an interesting fact. A blue whale’s heart weighs
nearly 700 kilogrammes. S2: You’re joking! Hey, when you
finish, could I borrow that book? S1: Sure!
Track 022 grammar See Student’s Book page 30.
Track 023 1 1. S1: Why is she so nervous? S2: She may
have heard that they’ve got a pet snake.
2. S1: Why is he so afraid of bees? S2: He could have been
stung as a child.
3. S1: She won’t help with the rubbish. S2: She must have
seen that rat out there.
4. S1: Why are they going inside? S2: They might have
decided that there were too many mosquitoes.
5. S1: Why are they out of breath? S2: They must have run
away from the wasps.
SAMPLE COPY, NOT FOR DISTRIBUTIONAudio Script 89
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Express Yourself Express Yourself
1 Read and listen to the story. 029
Objectives A Day in the Life
Students will
Well, finally something is happening, Kim
• identify elements and content of a
thought. So far, it had been the most boring
story. summer ever. School was starting in less
• connect ideas about how people than a week, and she had nothing interesting
form misconceptions about other to report to her classmates. Suddenly, loud
people and about animals. beeps, warning that a lorry is backing up,
broke the afternoon silence. Kim held her
Content Vocabulary barely, boring, bottle of cold water against her forehead as she
embarrassed, lead, trophies walked over to the bushes that separated her
Resources Workbook pages 22–23/ house from the one next door.
Online Workbook (Units 1–2 Review); I hope the new neighbours are cool, she thought
Worksheet 3.2.8 (Teacher’s Resource as she looked at the stacks of boxes outside
CD-ROM/Website); Track 029 (Audio the lorry. Let’s see. Lots of boxes! That one
CD/Website/CPT); CPT: Express says, ‘kitchen stuff ’ and that one says, ‘Jane’s
stuff ’. Wow, what a huge TV! Oh, a keyboard.
Yourself Units 1–2
I wonder who plays that. That box says, ‘Jane’s
trophies’. Hmm. I wonder who Jane is. And
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look at that, a water bowl with the
name Cupcake on it.
in
Maybe they have a cat, thought
Kim. And then she saw a long
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pink lead tied to one of the
ar
handles on the back door of
the lorry. Whatever was on
the other end of the lead
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was under the lorry,
staying out of the hot sun.
And it probably wasn't a cat!
Kim stepped around the
bushes to get a better look. ic
ph
‘Here, Cupcake. Come here,
girl!’ she called. She poured
some of her water into the
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bowl and called again.
‘Here, Cupcake. Come on
out, little girl.’
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40
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Present 1 Practise 2
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• Preview Ask students to turn to pages 40–41. Ask • 2 Discuss Put students into small groups. Say Now
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Does anyone know what kind of dog this is? (pit bull) we’re ready to talk about the story. Answer question 1.
What do you know about pit bulls? Take students’ Remember to consider what happens in the beginning
at
responses. Then draw their attention to the girl. Ask of the story, the middle and the end, and to identify
What is she doing to the dog? Does she seem afraid?
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Kim’s problem and how it gets solved. When everyone
Do you think the pit bull might be a misunderstood has finished, ask How many of you liked the story?
animal? How many disliked it?
• 1 Read together Say We’re going to hear a story • Say Now answer question 2. As students discuss,
about misconceptions. Read the title aloud. Tell walk around the room to check their understanding.
students the story is realistic fiction, which means Say Remember to ask yourselves ‘What is Kim’s first
the characters and events are made up, but the mistake, her second, and so on.’ Ask Is any other
characters behave like real people and the events character in the story guilty of a misconception?
are believable. Say This story could be about anyone.
It could be about you. Maybe you’ve had a similar • Say Finally, answer question 3. Remind students that
experience. Play Track 029 once as students listen in Unit 1, they discussed how teens are concerned
and read along. with issues of identity and how they appear to others.
Ask Why might Kim be embarrassed? What personality
traits does her mother have?
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Kim heard something move. A large dog ‘I don’t care what its name is. Come home now!’
crawled out from under the lorry and then stood
up and shook itself. ‘Well, look at you,’ Kim said.
Kim looked at Jane, and then looked down at Be the Expert
her feet, not sure of what to say next.
‘You’re not a little girl, are you? But you look so
sweet! Are you thirsty? Here, have some water.’ ‘Go ahead,’ Jane said. ‘We can talk later. And
maybe you can show me how to get to school.’
It was after the dog had finished the water
and was happily licking Kim’s hand that she ‘Sure, Jane. I’d like that. And maybe we can take Genre in Depth
looked up. Cupcake for a walk.’
Author’s purpose Authors write
‘I see you’ve met Cupcake,’ said a girl she'd Well, Kim thought as she returned home. Maybe
stories for different purposes: to
never met before. ‘I’m Jane.’ the rest of the summer won’t be so boring after all.
entertain, to persuade, to inform, etc.
‘I’m Kim,’ she said. ‘Nice to meet you. The author of this story obviously means
Welcome to the neighbourhood.’ to inform and persuade, in addition
They’d barely started talking when Kim heard 2 Work in groups. Discuss the questions. to entertaining her audience. Remind
someone shouting. From the other side of the students to look for examples of all three
bushes, her mum shouted, ‘That dog’s a pit 1. What happens in the story?
purposes as they read.
bull, Kim. Get over here right now before that 2. What are some of the misconceptions in
dog bites you! Those dogs are so aggressive. the story?
Come here!’
3. Kim’s mum probably embarrassed her in
Cumulative Review
‘Mum,’ Kim said calmly. ‘Relax. She’s so friendly Hand out Cumulative Review Worksheet
front of Jane. Why are teens sometimes
and sweet. Her name’s Cupcake!’ embarrassed by their parents? Do the 3.2.8.
parents know they’re doing it? Explain.
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3 Connect ideas. In Unit 1, you learnt how
people can misunderstand others and be
Formative Assessment
in
misunderstood. In Unit 2, you learnt about Can students
misunderstood animals. In both situations, • identify the elements and content of
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people are involved. What does this tell a story?
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you about the way we think? About our
Ask students to identify the main
misconceptions?
characters and the problem in the story.
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(Kim, Cupcake, Jane, Kim’s mother; Kim’s
summer is boring.)
4 YOU DECIDE Choose an activity.
• explain why they think people form
1. Choose a topic:
• no one understands me ic misconceptions about people and animals?
ph
• no one understands (animal) Ask What do you think is one reason people
2. Choose a way to express yourself:
form misconceptions about people or
• a short story animals?
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• a song or a poem
• a video
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3. Present your work. Workbook Assign pages 22–23
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Online Workbook Units 1–2 Review
41
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and medium of expression. You may want to assign
Connect 3
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this activity in advance so that students have more
• 3 Critical thinking Read the Activity 3 text aloud. time to work on it in class or at home.
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Tell students to begin their discussions. As students
• 4 you decide Ask students to choose an activity.
discuss, walk around the room to check their
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Provide reasonable assistance to students who
understanding and the logic of their ideas. Provide
choose to write a song or produce a video. Perhaps
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prompts as necessary: Think about how Kim’s mother
musically inclined students could provide some
jumped to a conclusion about Cupcake and how that
musical accompaniment for any songs, or you could
affected Kim. Think about Jenny Daltry and how she
help students who want to make a video obtain a
believes unpopular animals may be more at risk than
smartphone or video camera.
popular ones because of people’s misconceptions.
• When time is up, ask Why are we so quick to jump to Share
conclusions about people or animals? Invite students • Set aside time for sharing students’ work with the
to share their ideas with the class. Ask them to think class. Remind students to listen actively by focusing
about similarities and differences in their responses. on the speaker or presenter. Point out that it’s all right
for audience members to sometimes ask questions
Prepare 4 for clarification.
• Review the instructions for Activity 4. Allow students
to make their own individual choices regarding topic
Express Yourself
SAMPLE COPY, NOT FOR DISTRIBUTION 91
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Unit 3
Everybody’s
In This Unit
Theme This unit is about how humans
and animals behave when they’re in
large groups.
Doing It!
Content Objectives
Students will
• analyse human and animal group
behaviour.
• read about and discuss different
kinds of groups humans belong to
and why.
• synthesise ideas about group
behaviours in animals and how they
may apply to humans.
Language Objectives
Students will
• talk about human and animal group
behaviours. ‘There is socially contagious behaviour
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• express cause and effect. when you’re in a crowd.’
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• use two-word phrasal verbs. Iain Couzin
• use enough, too many and too much
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to talk about amounts.
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• write a description of a group
behaviour and include supporting
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examples.
Vocabulary
pages 44–45 allow, assume,
belong to, collective, consensus,
co‑ordinated, efficient, formation, ic
ph
leader, migrate, migration, potential,
prefer, realise, system
page 46 assemble, crowd, mimic,
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remain
page 49 flock, herd, pack, school,
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swarm, troop
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page 50 flash mob, influence, 42
intention, join, stand out
Vocabulary Strategy Synonyms;
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Context clues
OWI_3_SE_81089_042-057_U03_CP2.indd 42 6/20/16 11:19 AM
Speaking Strategy Expressing cause
and effect Introduce the Unit
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Grammar • Activate prior knowledge Say Is our behaviour when we’re part of
Grammar 1 use separable and a group different from when we’re alone? Think about how we watch
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inseparable two-word phrasal verbs
Grammar 2 use enough, too much
sports. When we’re in a stadium, a sports hall, or watching on TV with
at
and too many to express amounts a group of friends and relatives, what do we do? (cheer, shout, jump,
Reading Humans in Groups shout at referees) Then say When we’re alone, we may do one or two
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Reading Strategy Look for definitions of these things, but probably not as loudly or with as much energy.
and examples
Video Scene 3.1: Smarter by the • Say When we’re part of a group, humans tend to copy one another’s
Swarm; Scene 3.2: Meet: Iain Couzin behaviour. Can you think of occasions when this happens? Ask
Writing Exemplification essay students to respond. Then ask If you saw a big crowd of people
National Geographic Mission running down the street, would you join the crowd? Discuss that
Collaborate many people would join the crowd, almost without thinking. The
Project impulse, or sudden desire to do something, would be hard to resist.
• Flash mob
• Video • TO START Tell students to open their books at pages 42–43. Say
• Photo shoot Look at the photo. Ask What do you see? How many do you think
Pronunciation Pausing there are? Ask a student to read the caption on page 43 aloud.
Pacing Guides 3.3.1, 3.3.2, 3.3.3 Then read Question 1. Guide students to understand that it’s
unlikely so many boats would be accidently grouped together so
tightly. (See About the Photo.)
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Unit Opener
s Objectives
Students will
• describe and discuss a photo.
• discuss crowd behaviour.
Resources Worksheet 3.3.1 (Teacher’s
Resource CD-ROM/Website); CPT:
Unit Opener
Be the Expert
g
About the Photo
in
The photo shows an event staged in
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Fourth Lake, by the town of Inlet, in the
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Adirondack Mountain region of New York
A group of nearly 2,000 kayaks and canoes
State. This was a fundraising event for
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cancer research and also an attempt to
regain the town’s previously held record
TO START for the world’s largest floating raft.
you think they meant to do this? Explain. ic
1. Look at the photo. What are the people doing? Do
Teaching Tip
ph
2. Think about a time when you were in a large group To help students develop good listening
like the one in the photo. What was going on? Why
were you and all the other people there? skills, wait until students are quiet before
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you speak. Hold one hand in the air and
3. According to Iain Couzin, when we’re in a group, we
tell students to put their hands up along
tend to act like the others in the group. Do you agree
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with him? Why or why not? Give examples. with you until all students are looking at
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43
you and the room is quiet. Then lower
your hand and begin speaking. Continue
to use this signal when you need
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students to pay attention.
• Ask questions such as these to encourage further discussion:
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Does the photo look like anything else to you? (a painting, stained Related Words
glass, a pattern, brightly coloured fish) kayak, canoe, paddle, raft
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How do you think the photo was taken? (from a plane or a
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helicopter)
Would the photo look the same if it had been taken at the level of
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the boats? Why? (no, you wouldn’t see the same pattern)
• Next, read Question 2 aloud. If necessary, remind students of
crowds they may have been part of, for example at a parade or
other street celebration. Discuss students’ responses as a class.
• Read the quote on page 42. Explain that if something is contagious,
it spreads quickly and easily from person to person. Ask What
are some things that are contagious? Then read aloud Question 3.
Discuss students’ responses as a class.
Extend
• Hand out Worksheet 3.3.1. Explain that students will be discussing
and writing about human groups and what motivates people to
join them.
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener 93
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1 Humans usually make their own choices about
Vocabulary joining groups. Do you think animals can make these
same choices? Discuss. Then listen and read. 030
We’ve all looked up at the sky to see a group of birds
Objectives flying together. We might see noisy geese flying in a
Students will V-shaped formation as they migrate to a warmer climate,
• discuss animals that belong to or a spiral of starlings at sunset. Or, unfortunately, we
groups. may have seen a group of mosquitoes or wasps coming at
• use vocabulary related to group us! On land, we might see a group of wild horses running
behaviour. free, or a group of dogs in a field, or a group of monkeys in
trees. Underwater, we might see a group of fish swimming
Target Vocabulary allow, assume, together in sudden but perfectly co-ordinated movement.
belong to, collective, consensus, co-
ordinated, efficient, formation, leader,
migrate, migration, potential, prefer,
A group of fish swimming
realise, system away from a sailfish
Content Vocabulary predator, spiral,
starlings
Resources Worksheet 3.3.2 (Teacher’s
Resource CD-ROM/Website); Tracks
030–031 (Audio CD/Website/CPT);
g
CPT: Vocabulary
n in
ar
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ic
ph
g ra
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44 VOCABULARY
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Warm Up of birds were flying together. They all changed direction
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at the same time.
• Activate prior knowledge Say We’ve talked a little
about how humans behave in large groups. Do animals
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ever show similar group behaviour? We talked a lot
Present 1 2
• Tell students to open their books at pages 44–45.
at
about animals in Unit 2. What are some animals that
live together in groups? (bees, ants, lions, elephants) Ask a student to read aloud Activity 1 at the top
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of page 44. Ask What are some large groups or
• Explain that many animals live together in family organisations that people join? (schools, companies,
groups like humans do, but they don’t all gather in sports and hobby clubs) Elicit that people join groups
such large crowds as the class previously talked because they share an interest or an occupation
about. Some insects gather in large groups. Other with the other members. Together, they participate in
animals that do this are birds and fish. Ask Has anyone activities for education, work or enjoyment. Ask Why
ever seen a large number of insects, birds or fish all do you think animals join groups?
together? How many? What were they doing? How did
they move? • Pre-teach Remind students of the example of the
birds flying together. Ask Why do birds sometimes fly
• Write students’ descriptions on the board. Then tell in large groups? Explain that one reason is to confuse
them to use the words and phrases in sentences. predators, but another reason has to do with the
Model examples. Point to phrases and say Hundreds seasons of the year. Ask Do all birds stay in the same
place the whole year? Prompt students to respond
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Most groups that humans belong to have leaders.
Sometimes, though, we may be in crowds with no
leaders, as in a stadium full of sports fans. Can we
Be the Expert
assume that animal groups act in the same way? In the
case of elephants, the oldest female is the leader. All her
offspring, or young, and their offspring remain with
her for many years. But in the case of fish that assemble Our World in Context
in groups, there is no one leader. The fish come to an
agreement together through consensus. They see what
Scientists study large groups of birds and
their neighbours are doing and mimic their behaviour. fish to try to understand their amazing
If they see a potential predator, they will all quickly displays of collective behaviour. Fish are
swim away together to avoid it. Any fish that prefer to especially easy to study since they can
go off alone are probably going to be lunch!
be watched and filmed from above in
Scientists now realise that collective behaviour in open tanks. One scientist in the 1960s
animals is a highly efficient system that is beneficial
discovered that an entire group of fish
in many ways. These group behaviours allow animals
to complete their migrations in relative safety, find can successfully avoid a predator even
food and protect group members from predators. if only a few individuals know where the
predator is. These few fish guide the rest
of the group by making turns that their
immediate neighbours – and then their
neighbours’ neighbours – copy.
Unlike formations of geese, in which
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one bird acts as the leader, these
in
huge groups of fish are democratic.
Any member of the group can make
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the crucial turn that all the others will
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copy, thus saving many individuals from
potential harm.
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Teaching Tip
ic Using motions to act out vocabulary
words helps students develop a physical
ph
and visual connection with the words.
2 LEARN NEW WORDS Listen and repeat. 031 Consider asking the class to decide on
one motion to associate with each word.
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3 Work in pairs. Can you think of other animals that belong to groups This can serve as a quick check to test
with leaders? Other animals that belong to groups without leaders? students’ understanding of new words.
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Make a list for each type of animal. Share your lists with the class.
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VOCABULARY 45
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OWI_3_SE_81089_042-057_U03_CP2.indd 45 6/20/16 11:19 AM
that some birds travel in groups to warmer places
• 1 Play Track 030 and tell students to listen and
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when the weather turns cold, and then back again
read. Discuss the reading with students:
when the season changes. Ask Does anyone know the
When do you see groups of people in formation?
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word that describes this seasonal travelling?
How do you co-ordinate your movements with
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• Display the table below. Point to migrate and explain someone else’s?
that it means ‘to move from one part of the world to
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another to breed or to find food’. Point to migration; • 2 LEARN NEW WORDS Play Track 031. Ask students
say it, and explain that it’s a member of the word to listen and repeat. Put the students into pairs and
family for the target word migrate. tell them to take turns saying each word. Next, ask
students to say sentences with a clue to each word,
• Underline -tion and say This word ending, or suffix, leaving out the target word for their partner to provide.
changes the verb migrate to the noun migration.
Another word with this suffix is formation. Tell students • Say Say a sentence to your partner that gives a clue
to look for these words as they read pages 44–45. to the meaning of a target word. Leave out the target
word for your partner to fill in. Model an example with
a student partner. Say When humans join a club, we
Verb Noun
say they are a member of the club, or they _______
migrate > migration
the club. Say the sentence again for your partner, this
form > formation time having him/her fill in the blank with belong to.
SAMPLE COPY, NOT FOR DISTRIBUTIONVocabulary 95
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4 Read and circle the correct word.
Vocabulary Iain Couzin liked animals as a child, but it was as an adult that he decided to focus
on efficient / collective behaviours in animals. He came to realise / assume that, unlike the
rhino or leopard, not all animals prefer / migrate to live or hunt alone. He discovered that
Objectives
many animals have highly potential / coordinated, complex social systems / consensus
Students will
• practise using vocabulary related to that permit them to do things as a group that they could never do alone. His studies on
group behaviour. birds, fish and insects allow scientists to find potential / assumed solutions to problems
• use a vocabulary strategy to learn such as how humans affect animal habitats, oil spills and even world hunger.
new vocabulary.
Target Vocabulary assemble, crowd,
5 LEARN NEW WORDS Listen to these words and match them to their
mimic, remain
synonyms. Then listen and repeat. 032 033
Vocabulary Strategy Synonyms
assemble crowd mimic remain
Academic Language synonyms
Resources Online Workbook/Workbook
crowd 1. group
pages 24–25; Tracks 032–033 (Audio
CD/Website/CPT); CPT: Vocabulary remain 2. stay
mimic 3. imitate
assemble
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4. come together
in
6 YOU DECIDE Choose an activity. Work in pairs.
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1. Why do animals remain in groups? What are the advantages?
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Are there any disadvantages? Make two lists.
2. Some animal behaviours seem unselfish. Individual members will
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put the good of the group above their own. Describe an example.
3. You want to form a group at school. What are three rules that group
members would have to follow? Why are those rules important?
ic
ph
g ra
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46 VOCABULARY
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Practise 3 4 5
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• 3 Put students into pairs. Say You probably know that wolves live
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and hunt together as a group under the leadership of one male and
one female. What other animal groups have a leader? What animal
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groups have no leader? Ask partners to complete Activity 3 on
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page 45.
• 4 Tell students to turn to page 46. Model reading the first
sentence in Activity 4 and choosing the correct word. Say The
reading on page 45 uses the word collective to describe some
animal behaviours, so I think that’s the right word. Then tell students
to complete Activity 4 independently.
• 5 LEARN NEW WORDS Ask students to find the four words in the
reading on page 45. Play Track 032 as students listen. Then explain
that synonyms are words that have nearly the same meaning, such
as begin and start. Play Track 033 as students match each word
to its synonym. Play Track 033 again. Ask students to listen and
repeat.
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Be the Expert
• Vocabulary Strategy Write on the board: Two crowds approached
the stadium. One group wore green; the other wore red. Read the
sentences aloud. Say You know that group means ‘a number of Vocabulary Strategy
people together in one place’, but you’re not sure what crowd means.
Synonyms When writing, using
Explain that the context, or overall meaning, of the sentences tells synonyms helps to avoid repeating the
you that the two underlined words are probably similar in meaning. same word. However, keep in mind that
The first sentence says there are two things, and the second each synonym has a slightly different
sentence describes two things. Therefore, you can infer, or guess, meaning or connotation; that is, the
that crowds means something similar to group. feeling or mental picture you associate
with a word. A thesaurus can help in
finding the synonym that best expresses
Apply 6 a particular idea.
• 6 you decide Read aloud the Activity 6 options. Then put
Related Word
students into pairs and ask them to re-read the text on page 45.
leaf-cutter ants
Say Work with your partner to explain some group behaviours. Use
the vocabulary words in your explanations.
g
• Think aloud Model silently scanning the text to identify a particular
in
behaviour. Say I’ll scan the text to find examples of unselfish
n
behaviour. The text doesn’t describe unselfish behaviour directly, but
ar
it does say that a female elephant’s offspring stay with her for years.
From that, I can infer, or guess, that she must look after them well.
Le
That seems unselfish. Tell pairs to complete one of the three activity
options. Review their work as a class.
Extend ic
ph
• Display this table and model filling it in. Ask What is an advantage
or disadvantage of belonging to a group for migration? (Being in a
ra
group makes migration safer.) Repeat this process for each factor:
g
Ask the question; then invite students to add a word or phrase in
the appropriate column and explain their reasoning.
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Belonging to a Group
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Factor Advantage Disadvantage
migration safer
na
must be shared; have to Formative Assessment
getting food easier
compete for it Can students
io
avoiding more • discuss animals that belong to groups?
predators protection
at
Ask students to name three animals that
may depend on size; weaker belong to groups.
individual status individuals might be picked on
N
Ask Which of the animal groups you named
have leaders and which don’t?
• If time allows, hand out Worksheet 3.3.2. Explain that students will • use vocabulary related to group behaviour?
use the vocabulary words to write and talk about group behaviours. Ask What is another word for come
together? for imitate?
Consolidate
• Write co-ordinated movement on the board. Remind students how a Workbook For additional practice,
group of fish co-ordinates its movements. Brainstorm ways humans assign Workbook pages 24–25.
display co-ordinated movement. (dancing, marching, playing sports) Online Workbook Vocabulary
Then say Work in groups to create a short routine with co-ordinated
movement. It can be a few dance steps, an exercise routine or moves
from a particular sport. Give groups time to develop and practise
their routines before they perform for the class.
Vocabulary Practice
SAMPLE COPY, NOT FOR DISTRIBUTION 97
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SPE AKING S TR ATEGY
Speaking Strategy
034
Expressing cause Expressing effect
Since she’s scared of wasps, we stayed inside. She’s scared of wasps, so we stayed inside.
Objectives Because of the lack of food, the animals had to There was a lack of food. As a result, the animals
Students will travel further and further away. had to travel further and further away.
• use words and phrases that express
The experiment was called off due to the poor The weather conditions were poor. Consequently,
cause. weather conditions. the experiment was called off.
• use words and phrases that express
effect.
1 Listen. How do the speakers express cause and effect? Write the words and
Speaking Strategy Expressing cause
phrases you hear. 035
and effect
Academic Language cause, effect 2
7 Read and complete the dialogue. Possible answers:
Content Vocabulary lane, traffic jams, Alex: Iain and his team worked with army ants, too.
virtual
Billy: What did they want to find out?
Pronunciation Pausing Since
Alex: ants are so social, the team wanted to
Resources Online Workbook; Worksheet see how they organise their collective behaviours.
3.3.3 (Teacher’s Resource CD- Billy: Don’t they live together in huge groups?
ROM/Website); Tracks 034–035, for that reason
Alex: Yeah, and , they have to be really
119–120 (Audio CD/Website/CPT);
g
organised.
Pronunciation Answer Key (Teacher’s
in
Resource CD-ROM/Website); CPT: Billy: It makes sense, I guess, because of their numbers.
Speaking Strategy and Pronunciation Alex:
FPO
Yes, there are usually tens of thousands of ants moving at one time.
n
Due to
Materials coins for the board game, potential traffic jams, they organise a
ar
pieces of card kind of super-motorway.
Billy: And, as a result , everyone keeps moving?
Le
Alex: Yes! The ants with food use a wide middle lane,
and the ants that aren’t carrying anything form
lanes on the side.
3 ic
Work in groups. Take turns. Use a coin to move
ph
(heads = 1 space; tails = 2 spaces). Express
cause or effect.
ra
4 Work in pairs. Humans are harming many habitats.
What are some reasons for this?
g
Go to page 159.
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SPEAKING 47
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Warm Up Present 1
na
• Activate prior knowledge Say It was (chilly) this • Remind students that a cause is the reason something
morning. I wore (a jacket) to school. Write the two
io
happens, and an effect is what happens as a result of
sentences side by side on the board. Ask How can I something else.
at
combine these two sentences to show that the (chilly)
weather caused me to wear (a jacket)? Write on the • Say Now we’re going to hear two people express cause
N
board: Because it was (chilly) this morning, I wore (a and effect. Play Track 034. Ask What signal words and
jacket) to school. Underline because. phrases did you hear? List students’ responses. Then
ask students to turn to page 47. Play Track 034 again
• Repeat the process with so. (It was (chilly) this as students read along.
morning, so I ...) Say We use because and so, and
other words you’ll learn, to express cause and effect. • 1 Read the activity instructions. Play Track 035.
When students have finished listening and writing, ask
• List some weather-related words: hot, cold, raining, them to share what they wrote.
snowing, windy, sunny. Ask partners to use the words
in sentences expressing cause and effect. Tell them
to use because and so in their sentences.
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Be the Expert
Practise 2
• 2 Once students seem comfortable using the speaking strategy Strategy in Depth
to express cause and effect, ask them to complete Activity 2 When a sentence with a cause-and-effect
independently. Make sure students understand that more than relationship begins with an introductory
one word or phrase can work in a sentence. word or phrase, such as consequently or
as a result, a comma is used to separate
• Ask several students to read their completed dialogues aloud. the word or phrase from the rest of the
sentence. Likewise, if the sentence
Tell them to take turns as Alex and Billy. Then ask Did you hear
begins with an introductory clause, as
different ways to talk about cause and effect? What were some of in Because the pilots went on strike, we
the words and phrases you used or heard? were stuck at the airport for hours, use
a comma to separate the clause from
Apply 3 4 the rest of the sentence. However, if
the sentence ends with the clause, no
• 3 Tell students to use the game board on page 159 and a comma is required, as in We were stuck
at the airport for hours because the pilots
coin to play a game. Students take turns flipping the coin and
went on strike.
g
moving along the game board one or two spaces, following the
in
instructions on each circle they land on. The partner who follows
all the instructions and reaches End on the game board first wins. Pronunciation
n
Go to Student’s Book page 145. Use
ar
Audio Tracks 119–120.
• 4 Put students into pairs. Ask What are some animal habitats?
(oceans, rivers, forests, deserts) Write the habitats on the board.
Le
Pausing
Say Think about how some of these habitats have suffered because
• It’s important for students to know
of human activities. Discuss with your partner what those activities
that commas, full stops and other
are. Tell students to try to express cause and effect in their
ic
discussions. Provide a prompt if necessary: Because of oil spills,
punctuation indicate that a pause is
ph
necessary in spoken language.
some beaches have been damaged. • Students should also know that
pausing between thought groups (or
ra
• When students have completed their discussions, ask them to groups of words with a clear focus) will
share some of their ideas with the class. help listeners better understand them.
g
• Thought groups in a sentence usually
eo
Extend have a rising and then slight falling
intonation. The final thought group
• Tell the partners to work together to write sentences based on
lG
in a sentence falls more sharply. For
their discussion, using expressions of cause and effect. Ask pairs example:
to read their sentences to the class as a dialogue. In my class [], we read novels [] and
na
we write a lot of essays [].
• If time allows, hand out Worksheet 3.3.3. Partners can use the
worksheet for further practice in talking about causes and effects.
io
Formative Assessment
at
Consolidate Can students
N
• List these phrases on the board: birds migrate in groups; fish use • use words and phrases that express cause?
co-ordinated movements; some animal groups have no leaders; Ask students to complete the sentence
mimic the actions of their closest neighbours; assemble in groups frame to express a cause:
to hunt; belong to groups. the river had dried up, the
elephants had to find another source of
• Write the following on pieces of card: due to, so, as a result, drinking water.
because, consequently, since, for that reason. Give each student a • use words and phrases that express effect?
card. Then ask them one at a time to stand and say a complete Ask students to complete the sentence
sentence using the word or phrase on their card together with frame to express an effect:
a phrase on the board. Tell the class to call out either cause or The leader knew the young elephants were
tired, she found a safe place
effect, depending on the word or phrase the student used.
to rest.
Online Workbook Speaking Strategy
Speaking Strategy
SAMPLE COPY, NOT FOR DISTRIBUTION 99
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GR AMMAR
Grammar 1
036
Phrasal verbs
Separable Inseparable
The scientists talked over the problem. The scientists talked about the problem.
Objectives The scientists talked the problem over. The scientists talked about it.
Students will The scientists talked it over. The scientists looked into the evidence.
• use separable and inseparable They worked out a solution. The scientists looked into it.
two-word phrasal verbs. They worked a solution out.
• identify phrasal verbs that can and They worked it out.
can’t be separated.
• select and use words for groups of
animals. 1 Read and complete the sentences. Make any necessary changes.
Grammar Separable and inseparable
apply to calm down cheer up count on
two-word phrasal verbs
hold back look at turn out work out
Target Vocabulary flock, herd, pack,
school, swarm, troop
Humans love to laugh. In fact, even hearing other people laugh can cheer
Academic Language separable, up
us or make us smile. But sometimes, even when it isn’t appropriate,
inseparable
we just can’t help ourselves and we start laughing, too! Who hasn’t seen people trying hard to
Content Vocabulary contagious stop giggling and to calm themselves down in a
Resources Online Workbook/Workbook
g
place where they should be quiet?
pages 26–27; Tracks 036–039 (Audio Yawning is another common contagious behaviour. When you look at
in
CD/Website/CPT); CPT: Grammar 1 hold
someone who’s yawning, you usually want to yawn, too. Can you that
Materials large pieces of card back
n
yawn ? Probably not. It’s very hard to resist the urge!
Did you know that even animals yawn? It turns out that chimpanzees,
ar
dogs, lions and other animals yawn when an animal in their group yawns.
worked
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Why are these behaviours so contagious? Scientists think they have
the answer out . They believe the same reason applies to
both behaviours. They are old, basic ways to show a social connection with others in your group.
ic
ph
g ra
eo
48 GRAMMAR
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Warm Up
na
• Pre-teach Point to a student and say If I want to know your phone
number, I might hand you a piece of paper and a pencil and say,
io
‘(Sarah), please write your phone number down for me.’ Or I might
at
say, ‘(Sarah), please write down your phone number for me.’ Ask Did
anyone notice the difference between the two sentences?
N
• Display the sentences and ask students to take turns reading both
aloud. Say In this example, both sentences are correct. Sometimes,
though, you can’t separate, or split up, the two parts of the verb.
Present
• Write the following on the board:
Separable Inseparable
Look up the word in Don’t get on the roller
the dictionary. coaster if you feel sick.
Look the word up in Don’t get the roller
the dictionary. coaster on if you feel sick.
100 Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION
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2 Read the text in Activity 1 again. Circle four sentences with separable verbs. Two
can be rewritten without separating the verb. Write them below. Be the Expert
Can you hold back that yawn?
Scientists think they have worked out the answer.
Grammar in Depth
3 LEARN NEW WORDS Do you think gorillas
and wolves can yawn contagiously? Listen. Multiple-word verbs can be prepositional
Then listen and repeat. 037 038 phrasal verbs (verb + preposition)
or phrasal verbs (verb + adverbial
participle). The meaning of a phrasal
verb is not always obvious from the
meaning of the individual parts of the
verb. In addition, some phrasal verbs
have multiple meanings. For example,
the meanings of give up include ‘to
a troop of gorillas a flock of birds a herd of elephants
surrender’, ‘to stop doing something’, or
‘to part with or relinquish’:
Caught in the act, the robbers gave
themselves up.
We gave up the search for my sunglasses
g
when it started to rain.
in
I had to give up my pet snake when we
a swarm of ants a pack of wolves a school of fish moved to a new flat.
n
4 Work in pairs. Go back to page 44. Take turns reading sentences in the first
ar
Students should be encouraged to learn
paragraph aloud. Each time you see the word group, say one of the words phrasal verbs in chunks. These verbs
in Activity 3 instead.
Le
often form part of expressions or fixed
sets of words. Being able to remember
5 Work in groups. Listen again. Then take turns using verbs from the list to summarise
and use these chunks in context will help
the information. 039
build up carry out clean up rely on respond to ic to improve students’ fluency in English.
ph
Teaching Tip
6 Work in pairs. Talk about three surprising things you have learnt about contagious If time allows, practise reading fluency.
ra
behaviour. Use some verbs from the list. Reading aloud helps students practise
calm down cheer up respond to think about turn out work out speaking fluently and quickly, without
g
having to worry about grammar structures
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GRAMMAR 49 and producing new vocabulary. Ask
students to read aloud the same
sentence more than once. Repeating
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OWI_3_SE_81089_042-057_U03_CP2.indd 49 6/20/16 11:20 AM
the same sentences or passages aloud
helps students become more familiar and
• Read the sentences on the left and ask Do these two sentences
comfortable, and will help increase the
na
mean the same? (yes) Explain that look up is a two-word phrasal speed and accuracy of their reading.
verb that can be separated. Point to the word and explain that it can
io
either come after the complete verb or in between the two parts.
at
• Read the sentences on the right. Ask Do these two sentences mean
the same? (no). Cross out the second sentence. Explain that get on
N
is an example of a two-word phrasal verb that can’t be separated.
The words the roller coaster must come after the complete verb.
• Ask students to open their books at page 48. Read each group of
sentences in the grammar box aloud. If students are unfamiliar with
these less formal phrasal verbs, you may want to provide a more
familiar synonym for each one; for example, talked over and talked
about both mean discussed.
• Play Track 036 and ask students to listen. Tell students that one
rule they must remember about separable phrasal verbs is that if
the object is a pronoun – for example, it, as in the third and last
sentences – the verb must always be separated.
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1 101
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2 Read the text in Activity 1 again. Circle four sentences with separable verbs. Two
• Say Let’s begin. Read aloud the passage up to the end
GR AMMAR 036
of the sentence with the first two blanks. Work through
can be rewritten without separating the verb. Write them below.
Phrasal verbs
Can you hold back that yawn?
Separable Inseparable
Scientists think they have worked out the answer.
The scientists talked over the problem. The scientists talked about the problem.
The scientists talked the problem over.
The scientists talked it over.
They worked out a solution.
The scientists talked about it.
The scientists looked into the evidence.
The scientists looked into it.
3 LEARN NEW WORDS Do you think gorillas
and wolves can yawn contagiously? Listen.
the example with students. Remind them of the rule
about separating the phrasal verb when the object is
They worked a solution out. Then listen and repeat. 037 038
They worked it out.
a pronoun. Then ask them to complete the activity
1 Read and complete the sentences. Make any necessary changes.
apply to calm down cheer up count on
hold back look at turn out work out
Humans love to laugh. In fact, even hearing other people laugh can
up
cheer
a troop of gorillas a flock of birds a herd of elephants
independently. When students have finished, tell them
us or make us smile. But sometimes, even when it isn’t appropriate,
we just can’t help ourselves and we start laughing, too! Who hasn’t seen people trying hard to
stop giggling and to calm themselves down in a to read the completed passage.
place where they should be quiet?
Yawning is another common contagious behaviour. When you look at
someone who’s yawning, you usually want to yawn, too. Can you hold that
• 2 Put students into pairs. Ask them to read
a swarm of ants a pack of wolves a school of fish
yawn back ? Probably not. It’s very hard to resist the urge!
Did you know that even animals yawn? It turns out that chimpanzees, 4 Work in pairs. Go back to page 44. Take turns reading sentences in the first
dogs, lions and other animals yawn when an animal in their group yawns. paragraph aloud. Each time you see the word group, say one of the words
the instructions for Activity 2 and work together
Why are these behaviours so contagious? Scientists think they have worked in Activity 3 instead.
the answer out . They believe the same reason applies to
5 Work in groups. Listen again. Then take turns using verbs from the list to summarise
both behaviours. They are old, basic ways to show a social connection with others in your group.
the information. 039
build up carry out clean up rely on respond to to complete it. Say Find and write down the four
6 Work in pairs. Talk about three surprising things you have learnt about contagious
behaviour. Use some verbs from the list. separable phrasal verbs. Then try each one in the
calm down cheer up respond to think about turn out work out
48 GRAMMAR GRAMMAR 49 sentence without separating the two parts. Does it
OWI_3_SE_81089_042-057_U03_CP2.indd 48 6/20/16 11:19 AM OWI_3_SE_81089_042-057_U03_CP2.indd 49 6/20/16 11:20 AM
work? Tell students they can refer to the grammar box
• Read aloud the sentences in the grammar box with at the top of page 48.
inseparable phrasal verbs, pointing out that the object
g
of the verb always comes after the complete verb. Apply 3 4 5 6
in
Say With practice, you’ll know which phrasal verbs are
• 3 LEARN NEW WORDS Ask students to describe the
separable and which ones are not. You can always
n
photos on page 49. Then read the captions and explain
check a dictionary, which lists many phrasal verbs. For
ar
that they include words for groups of specific animals.
example, you’ll find a definition and a sample sentence
Play Track 037 as students listen. Then say Let’s listen
Le
for get on in the dictionary entry for get.
to these new words in sentences. Then we’ll repeat each
• Play Track 036 again as students read along in their word alone and in a sentence. Play Track 038.
books. Then tell partners to practise reading the
sentences aloud to each other.
ic
• 4 Put students into pairs. Ask each pair to read the
ph
instructions for Activity 4 together. Say Now turn to
page 44 and do the activity. You’ll be able to use each
Practise 1 2
ra
new word from Activity 3. You may want to suggest that
• 1 Say Now we’ll read a passage about a kind students use one partner’s book to read and the other
g
of group behaviour called contagious behaviour. partner’s book to refer to the words in Activity 3. When
eo
Contagious behaviour refers to an action that spreads they’ve finished, ask students to read the paragraph
quickly among a group of people or animals. Draw on page 44 with the new words.
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students’ attention to Activity 1. Point out the word
• 5 Put students into groups of three. Point out
box and the blank lines in the passage. Tell students
the word box for Activity 5 and ask students to read
they will fill in the blanks with a phrasal verb from the
na
the phrasal verbs. Tell students they’re going to
box that best fits the context, or overall meaning, of
hear these phrasal verbs as they listen again to the
the sentence.
io
paragraph describing animal groups. Say Listen and
• Read the activity instructions aloud. Say You may take notes about what you hear. Pay attention to the
at
need to change the form of a verb in the box to fit phrasal verbs. You will hear one more than once. Play
N
the sentence. For example, you wouldn’t say The Track 039. Ask groups to take turns summarising the
instruction to make necessary changes ‘apply to’ information.
the whole essay. You would have to change apply to
• 6 Put students into pairs. Read aloud the activity
applies – The instruction ‘applies to’ the whole essay.
instructions for Activity 6. Tell students they can
Tell students to scan the passage.
use their notes from Activity 5 to help with their
• Point out that sometimes there’s only one blank in discussions. Remind them to pay attention to how
a sentence, and sometimes there are two blanks. they use separable and inseparable phrasal verbs.
Explain that when there are two blanks, it’s a signal Encourage polite peer-correction.
that students will have to separate the phrasal verb.
Remind students that they will not need to use all the
verbs in the word box.
102 Unit 3 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
Extend
• Write the following phrasal verbs on pieces of card: talk over, talk
about, calm down, count on, clean up, hold back, work out, look at, Teaching Tip
respond to, look into. Let students know that making mistakes
is part of the learning process and is,
• Give each student one card. Say Sometimes good friends are in fact, expected. If students know that
they’re allowed to make mistakes, they’ll
described as inseparable because they’re always together. Well, we’ve be more comfortable about speaking
learnt that some phrasal verbs are like that, too! Now we’ll play a up and using new words. When they do
game called Are You Inseparable? make mistakes, give them a moment
to correct themselves, or guide them to
• Tell students to decide whether their phrasal verb is separable or make a correction. During pair and group
inseparable. Then explain that they will take turns, one at a time, work, tell students to feel free to correct
coming to the front of the room. themselves if they realise they’ve made
a mistake. Also encourage students to
• Ask Are you separable or inseparable? The student will answer ‘I’m correct one another, always politely and
respectfully.
inseparable.’ or ‘I’m separable.’ If the class agrees with the answer,
g
the student sits down. If not, another student must show why the
in
student at the front is wrong. Continue until most students have Related Word
had a chance to participate. puffins
n
ar
Consolidate
Le
• Make sets of large pieces of card with the following vocabulary
words, one to a card: troop, flock, herd, swarm, pack, school. Then
separate the class into teams with the same number of students
ic
in each, up to six. Give the students in each team one card. Each
ph
team should have an identical set of cards. Using the animals
below or others students will know, say I’ll call out the name of an
ra
animal. The first team that correctly identifies the group name for
that animal gets one point.
g
eo
monkeys coyotes bees elephants
chimpanzees zebras geese sheep
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Formative Assessment
wasps buffalo �� dogs
Can students
na
• use separable and inseparable two-word
• Explain the rules: The student on each team who thinks he/she has phrasal verbs?
the card with the correct group name for the animal stands up. You Ask students to use cheer up in a
io
will point to the student that stands first. The student says the word sentence.
at
and shows their card to the class. If he/she names the correct • identify phrasal verbs that can and can’t
be separated?
word, that team earns a point. If he/she is wrong, the student that
N
stood up second gets the chance to identify the correct word. Ask students to complete this sentence
frame, using rely on:
• Say Only one student on each team can stand up, and he or she has I can be trusted. You can .
to say the word on his or her card. No one else on the team can call (rely on me)
out a word. Go over the rules if necessary. • select and use words for groups of
animals?
Ask Which animal travels in schools – fish
or birds? Name some animals that belong
to a herd.
Workbook For additional practice,
assign Workbook pages 26–27.
Online Workbook Grammar 1
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1 BEFORE YOU READ Discuss in pairs. The title of the reading is
Reading Humans in Groups. What groups do you belong to? Make a list.
2 LEARN NEW WORDS Find these words in the reading. What do you think
they mean? Use the context to help you. Then listen and repeat. 040
Objectives
Students will flash mob influence intention join stand out
• summarise ideas about group
behaviour in humans.
3 WHILE YOU READ Notice definitions and examples in the text. 041
• use new words from the reading.
• discuss their social identity.
4 AFTER YOU READ Work in small groups to answer the questions.
Reading Strategy Look for definitions
and examples 1. What is the main idea of the reading?
Target Vocabulary flash mob, 2. What are some kinds of groups mentioned in the reading?
influence, intention, join, stand out 3. Why do people want to join groups?
Vocabulary Strategy Context clues 4. How are in-groups and out-groups different?
Academic Language context, main 5. What are emergent groups? Have you ever belonged to an emergent
idea group? Explain what happened.
Content Vocabulary emergent,
in-group, out-group, pillow fight 5 Define words. Choose five words or phrases from the reading. Make a
two-column table. Write the word or phrase on the left and its definition
Resources Online Workbook/Workbook
g
on the right.
pages 28–29; Worksheet 3.3.4
in
(Teacher’s Resource CD-ROM/
Website); Tracks 040–041 (Audio CD/
n
Website/CPT); CPT: Reading.
ar
Le
ic
ph
ra
A flash mob in Bucharest, Romania
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50 READING
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Warm Up
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• Activate prior knowledge Say We’ve talked about some groups
people become part of, such as street crowds and school and hobby
io
clubs. It seems that people like to belong to groups. Why? (shared
at
interests or occupations, to do something you can’t do alone) Point
out that people are also born into groups – a family, an ethnic
N
group, a nation. Say We’re going to read about different kinds of
human groups and how people become part of them.
Before You Read 1 2
• 1 Tell students to open their books at pages 50–51. Ask them
to describe the photo. If necessary, explain that it shows a group
of people having a pillow fight. Ask Has anyone ever been in a pillow
fight? How did it start? Was it planned or did it just suddenly happen?
If it was planned, what was its purpose? Was it inside or outside?
How many people took part in it? Then read the caption aloud.
• Put students into pairs. Ask them to list the groups they belong to.
Ask pairs to share their lists. Tell students to save them for later use.
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Humans in Groups Be the Expert
You and all humans belong to many Most groups we join have the intention Reading Strategy
kinds of groups. In some, membership is of lasting over time. They work to influence
involuntary – that is, you were not part of the others in some way. But sometimes emergent Look for definitions and examples
decision to belong. For example, if you were groups form without goals or structure. The A definition of an unfamiliar word may be
born in Peru, you are a member of the group members of emergent groups don’t know each included as an appositive phrase set off
Peruvians. Other examples of involuntary other, but come together suddenly to respond
by commas or as a subordinate clause
group membership include left-handed people to an event. For instance, a group of people
or brown-eyed people. might see a car accident and immediately introduced by a relative pronoun, such as
come together to help the victims. which or that:
Most of the time, though, you and the rest
of us want to join, or become members of, Not all short-lived groups deal with The president of the technology club
certain groups. Why? Joining the technology accidents or disasters. A flash mob, which is
asked if I intended, or had a plan in mind,
club, the school choir, or a volunteer group a group of people who suddenly assemble to
that visits people in hospital reflects your perform in public, only comes together for a to come to a meeting.
interests and becomes part of your social short time and then disappears. The goal of a
identity. You become an accepted member of flash mob is to do something surprising and I told her I might, but that I was also
the chosen in-group. At the same time, you entertaining in public, such as having a pillow considering debating, which is a formal
remain different from the out-group, those fight or dancing in the street. discussion of different opinions on a
people who are not in the group. This reflects
Whether we’re fighting with pillows or topic.
the human desire to belong, but also the desire
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helping people, humans are social beings who
to stand out, or be seen as different.
come together in groups. An example is something that is included
in
in a text to represent an idea and can
provide a clue to meaning:
n
ar
I think debating is a good way to influence
others. For instance, I want to get people
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to agree with me about environmental
6 Discuss in groups. issues.
1. Go back to your own list of the groups you named
in Activity 1. What kinds of groups were named?
Compare and contrast the groups.
ic Vocabulary Strategy
ph
2. In Unit 1, you learnt about your personal identity. Context clues In addition to definitions
In this unit, you learnt about your social identity as and examples (see above), context clues
ra
a member of groups. How do these two identities include synonyms and antonyms, as well
influence one another? Give an example. as the overall context of a text – the
topic, setting and tone. The use of a
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3. Would you like to be in a flash mob? What would you
want the flash mob to do? dictionary is to be encouraged, but the
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READING 51 more students can use context, rather
than interrupt the reading experience
by consulting a dictionary, the more
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OWI_3_SE_81089_042-057_U03_CP2.indd 51 6/20/16 11:20 AM enjoyable reading in English will become.
• 2 LEARN NEW WORDS Tell students they’re going to learn some
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Teaching Tip
new words in the reading, but first remind them that in Unit 1 they
Encourage students to take notes on
learnt about factors that contribute to making them the person they
io
unfamiliar words as they read. Tell them
are, such as family, culture and birth order. These factors are part to write down the words. Then tell them
at
of their personal identity. Say The reading, Humans in Groups, talks to use context clues or visual cues to
about social identity, which has to do with how the groups you belong make a prediction about what a word
N
to also help to make you who you are. means. Then they should use a dictionary
to verify their prediction and confirm the
• Read aloud the instructions for Activity 2. Ask partners to find the word’s meaning.
five words in the reading and discuss what they think they mean.
Then play Track 040 and tell students to listen and repeat. Related Word
feathers
• Vocabulary Strategy Say Remember that when you come across an
unfamiliar word in a text, you can sometimes work out its meaning by
looking at the words around it. Ask What is this strategy called? Tell
students context clues include synonyms, definitions and examples.
Then explain that a phrase following an unknown word may also
provide a definition, and an example is something a writer adds to
represent an idea. An example may be introduced by for example or
for instance.
SAMPLE COPY, NOT FOR DISTRIBUTION Reading 105
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• 5 Ask students to work independently to create a
Humans in Groups
1 BEFORE YOU READ Discuss in pairs. The title of the reading is
Humans in Groups. What groups do you belong to? Make a list.
2 LEARN NEW WORDS Find these words in the reading. What do you think
they mean? Use the context to help you. Then listen and repeat. 040
You and all humans belong to many Most groups we join have the intention
table like the one below, where they add five words
flash mob influence intention join stand out
or phrases from the reading and their definitions.
kinds of groups. In some, membership is of lasting over time. They work to influence
involuntary – that is, you were not part of the others in some way. But sometimes emergent
decision to belong. For example, if you were groups form without goals or structure. The
3 WHILE YOU READ Notice definitions and examples in the text. 041
born in Peru, you are a member of the group members of emergent groups don’t know each
Encourage them to also include any context clues from
Peruvians. Other examples of involuntary other, but come together suddenly to respond
4 AFTER YOU READ Work in small groups to answer the questions. group membership include left-handed people to an event. For instance, a group of people
or brown-eyed people. might see a car accident and immediately
1. What is the main idea of the reading?
Most of the time, though, you and the rest come together to help the victims.
the reading that help to reveal each word’s meaning.
2. What are some kinds of groups mentioned in the reading?
of us want to join, or become members of, Not all short-lived groups deal with
3. Why do people want to join groups? certain groups. Why? Joining the technology accidents or disasters. A flash mob, which is
club, the school choir, or a volunteer group a group of people who suddenly assemble to
4. How are in-groups and out-groups different?
that visits people in hospital reflects your perform in public, only comes together for a
You may want to display the table below and work
5. What are emergent groups? Have you ever belonged to an emergent interests and becomes part of your social short time and then disappears. The goal of a
group? Explain what happened. identity. You become an accepted member of flash mob is to do something surprising and
the chosen in-group. At the same time, you entertaining in public, such as having a pillow
remain different from the out-group, those fight or dancing in the street.
5 Define words. Choose five words or phrases from the reading. Make a
through it with students. Ask them to complete the
people who are not in the group. This reflects
two-column table. Write the word or phrase on the left and its definition Whether we’re fighting with pillows or
the human desire to belong, but also the desire
on the right. helping people, humans are social beings who
to stand out, or be seen as different.
come together in groups.
final two rows on their own. Remind students that
6 Discuss in groups.
they can always confirm the meaning of a word in a
1. Go back to your own list of the groups you named
in Activity 1. What kinds of groups were named?
Compare and contrast the groups.
dictionary or thesaurus.
2. In Unit 1, you learnt about your personal identity.
In this unit, you learnt about your social identity as
a member of groups. How do these two identities
influence one another? Give an example.
A flash mob in Bucharest, Romania
Word or
3. Would you like to be in a flash mob? What would you
want the flash mob to do?
50 READING READING 51
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Phrase
While You Read 3 join ���������������=
directly stated in the text)
g
• 3 Say Now you’re going to hear more about the kinds in-group a group you belong to (context clue:
in
of groups people belong to. Listen and read. Play the antonym out-group)
Track 041 and tell students to follow along. emergent coming into existence suddenly
n
(context clues: ‘come together
ar
• Say As you read Humans in Groups again, notice the suddenly’ and the example of a group
words from the box that you looked for before and of people reacting to an accident)
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other words that may be unfamiliar. Pay attention to the
words around them. They may contain clues to meaning
in the form of definitions or examples.
ic
ph
• Say Now read again. Play Track 041 or allow students
to read in silence.
ra
• 6 Put students into small groups for Activity 6.
After You Read 4 5 6 Remind students that when you compare, you
g
describe how things are alike, and when you contrast,
• 4 Put students into small groups. Ask them to
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you describe how things are different. Help them
read and answer the questions. Remind them that
identify the kinds of groups they listed in Activity 1.
the main idea of a piece of writing is what it is mostly
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Ask What voluntary groups did you list? Did you list any
about. The other information provides details that say
involuntary groups? Were any of the groups emergent
more about the main idea. If students disagree about
groups? Did you do anything in a group that was
na
an answer, encourage them to review the text to find
surprising or entertaining? Would you call the group a
support for their answers.
flash mob? Ask group secretaries to make a tally of
io
• Guide students to understand how context clues the types of groups students belong to.
at
can help them work out the meanings of unfamiliar
• To help students discuss their personal and social
words. Focus on the terms in-group and out-group in
N
identities, you may want to provide prompts. For
the second half of paragraph 2. Point out that if they
example, say Think about how your family’s values and
didn’t know what in-group meant, the definition of out-
beliefs may have influenced you to join certain groups.
group that follows that term provides a clue – knowing
Has any group you belong to made you a kinder or
that in and out have opposite meanings helps them
more helpful son or daughter, or a better student?
work out what in-group means.
• Ask If you suddenly realised that a flash mob was
• Move on to emergent in paragraph 3. Ask What context
forming nearby, would you participate in it? Why or
clues help you work out what emergent means? (the
why not? If you were to plan a flash mob yourself, what
words come together suddenly and the example that
would its purpose be?
follows the words for instance)
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Be the Expert
Extend
• Say Now, let’s list the kinds of groups you belong to. List the kinds of
groups in a table on the board and ask group secretaries to record Teaching Tip
in column 2 the number of students in their group that belong to Let students know that you expect
everyone to speak aloud, answer
each kind. Total them up. Then ask a few students to add to the questions and participate in class
table specific examples from their group discussion of each kind of discussions. At the end of class, make a
group. Discuss the results as a class. note of which students have not spoken
aloud. During the next class, ask those
students to answer questions that they
Kind of Group Number of Examples have already written answers for. This
Students will help them be more confident as they
voluntary 12 chess club, speak.
7 basketball
team, choir,
photography Answer Key
club
Comprehension 4
involuntary
g
1. People like to belong to groups and
emergent
in
belong to many different kinds.
���� 2. voluntary, involuntary, emergent, flash
n
mobs
ar
3. Groups give people the opportunity
• Worksheet If time allows, you may want to hand out Worksheet to share their interests and become
Le
3.3.4 in class. Students will get additional practice with the new accepted.
4. People who are part of an in-group are
words on page 50 and other Target Vocabulary words from the unit.
the members of a certain group. An out-
Consolidate ic group is made up of the people who don’t
belong to a certain group.
ph
5. Emergent groups are groups that come
• Write the following situations on the board:
together suddenly for a short time to
ra
respond to a particular event. Answers
�������������������� will vary.
g
A group of students wants to learn how to play
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football.
�����������������������=
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championship.
Formative Assessment
Can students
A kitten fell down a well and needs to be rescued.
na
• summarise ideas about group behaviour in
You’re interested in fossils and want to meet other humans?
people that are, too. Ask students whether joining a group of
io
people to collect donations for a food bank
It’s snowing, and you’ve never seen snow before. is an example of an emergent group or a
at
flash mob. (emergent group)
An elderly neighbour broke an arm and needs help
N
• use new words from the reading?
around the house.
Replace plan and become a member of in
the sentence below with vocabulary words
• Say Imagine you want to form a group to be involved in one of these from the lesson.
situations. Work with a partner. Choose a situation. What kind of It’s my plan to become a member of the
group would you form? How would you get people to join the group? drama club. (intention, join)
What would the group do? • discuss their social identity?
Ask students to name something they do
that is part of their social identity.
Workbook For additional practice,
assign Workbook pages 28–29.
Online Workbook Reading
SAMPLE COPY, NOT FOR DISTRIBUTION Reading 107
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Video VIDE
Objectives 1 BEFORE YOU WATCH Discuss in pairs. Compare your own abilities with
Students will those of an ant. Name something an ant can do that you cannot.
• discuss swarm intelligence in ants
and how it relates to humans. 2 Read and circle. The video you’re going to watch is called Smarter by the
• apply the message of the video to Swarm. The video is about swarm intelligence. Can you guess what that
their personal lives. means? Circle the letter.
Content Vocabulary colony, microbots, a. the ability of people to pressure each other
organisms, shipping into doing something
b. improved knowledge and ability that
Resources Video scene 3.1 (DVD/ comes when organisms work together
Website/CPT); Online Workbook; CPT: c. ants living in a colony
Video
3 WHILE YOU WATCH Note two
benefits of ants working
together. Watch scene 3.1.
g
n in
ar
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4 AFTER YOU WATCH Work in pairs. Tick T for true statements
and F for false statements.
1. Your brain is about 4,000 times larger than an ant’s brain. T ✓
F
ic
2. Ants often look lost when they’re in large groups. T ✓
F
ph
3. Ants leave a scent that sends a message to other ants
in the colony. ✓
T F
4. Ants can communicate the fastest route to get to a place. ✓
T F
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5. Companies are mimicking ant behaviour to be more efficient. ✓
T F
6. These companies learnt that ant behaviour isn’t effective
g
in humans. T ✓
F
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52 VIDEO
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is the ability to think and work things out. Say Put
Before You Watch 1 2
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the two words together. Circle what you think the
• Write the unit title, Everybody’s Doing It!, on the board. term swarm intelligence means. Discuss students’
io
Point to the title. Say We know this strategy works responses. Ask them to explain why they chose the
well for certain animals that travel in large groups. For answer they did.
at
birds and fish, for example, doing what everybody else
While You Watch
N
is doing can be the difference between life and death. 3
Ask What are some other animals that benefit from
• 3 Ask a student to read the Activity 3 instructions.
co-operative behaviour? (insects, such as bees and
Say Listen carefully as you watch Smarter by the
ants; elephants; wolves)
Swarm. Write two benefits that an ant colony gets from
• 1 Ask students to open their books at pages all the ants working together. Play Video scene 3.1.
52−53. Read Activity 1 aloud. Say Hmm. Compared to Say Write down other things you hear or notice that
humans, ants are tiny. What can they do that we can’t? you want to remember.
Say Think of some of the photos you’ve seen of ants.
What are they often pictured doing? (carrying things • If students have trouble following the video or
much larger than themselves) Put students into pairs understanding the text, pause or replay the video and
and ask them to discuss ants’ abilities. allow them to ask questions. Try replaying the video
with and without sound, and ask students to describe
• 2 Ask a student to remind the class what a and comment on what they see.
swarm is. Make sure students know that intelligence
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Be the Expert
5 Work in pairs. What is swarm
intelligence? Describe the meaning of
Teaching Tip
this term. Use examples from ants and When an activity calls for classmates to
people in your answer. Then go back to work in pairs or groups and exchange
Activity 2. Did you have information, remind students to pay
the correct answer? attention to what their partner or other
group members are saying. Encourage
6 Discuss in groups. Think about students to repeat aloud what their
shipping, transport and airlines. Why classmates say, ask for clarification of
is it important for vehicles to work unclear information and ask follow-up
together? What do you think happens questions.
if a lorry, boat or plane doesn’t
communicate with others in its group?
Compare this with what happens if an
ant doesn’t communicate with the rest
of its colony.
g
n in
A group of weaver ants
ar
work together to carry
a drop of water back to
their nest.
Formative Assessment
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7 YOU DECIDE Choose an activity.
1. Work independently. Create a comic strip with ants as the Can students
main characters. Your comic strip should show both individual • discuss swarm intelligence in ants and
and group behaviour with ants.
2. Work in pairs. Find out about a team of people who work ic how it relates to humans?
Ask What’s one way companies are using
ph
together to solve problems. Explain who’s on the team and
what each person’s role is. Share your answers with the class. knowledge gained from studying swarm
intelligence in ants?
3. Work in groups. Imagine that you’re a team of researchers and
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you have a group of microbots. Develop a project idea for how
they can work together to get something done. Explain the goal
g
of the project and how the microbots would make it happen.
Online Workbook Video
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VIDEO 53
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After You Watch 4 5 6 7 • 7 you decide If students choose to make a
na
comic strip, ask them to look at how comic strips are
• 4 Put students into pairs. Read the activity designed. Tell them the illustrations can be basic stick-
io
instructions. Remind students to use information from type figures. Explain that the content, not the artwork,
the video to determine whether a statement is true or
at
is the important thing.
false. Review the answers as a class.
N
• Suggest to students who choose option 2 that they
• 5 Say Now that you’ve watched Smarter by the interview people in the community who work in
Swarm, do you have a clearer idea of what swarm groups, for example, school board members, people
intelligence is? Say Read the instructions. Work with who work on committees that deal with local problems
your partner to describe what the term means. Support or emergencies, and so on. They can also do online
your definition with examples from the video. When research on groups such as task forces formed by
pairs have finished, say Check what you circled in companies to work on a special job. Ask How do they
Activity 2. Did you choose the best definition? work together? Have they got a leader? How do they
divide up tasks?
• 6 Put students into small groups. Read the
discussion questions. Replay the video, if necessary. • If students choose the third option, tell them to do
Say Think of the kinds of things – products, resources, online research on microbots, including Iain Couzin’s
materials – that are transported in vehicles. Why might work with robots. Say Brainstorm as a group a realistic
communication be important? Remind students to project idea for your microbots to work on.
listen politely to one another’s ideas.
SAMPLE COPY, NOT FOR DISTRIBUTION Video 109
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GR AMMAR
Grammar 2
042
Enough, too many, too much : Talking about amounts
I’ve got enough pillows, but there are not enough feathers. I need more.
You’ve put too many in each pillow. We’ve run out of feathers.
Objective Do you want to join the flash mob pillow fight?
Students will No way. All those people and feathers, too? It’s too much stress for me.
• use enough, too much and too many
to talk about amounts.
Grammar Enough, too many, too much: 1 Listen. For each sentence you hear, tick the correct amount. 043
Talking about amounts less than needed the right amount more than needed
Resources Online Workbook/Workbook 1. ✓
pages 30–31; Tracks 042–043 (Audio 2. ✓
CD/Website/CPT); CPT: Grammar 2. 3. ✓
4. ✓
2
7 Read and complete the dialogue.
Carlos: Do you want to join our flash mob later? Right now, we haven’t got
enough people participating.
Juan: No, thanks. I’ve got too many things to do
g
this afternoon.
enough
in
Carlos: You haven’t got time to see Gloria?
She’ll be there.
n
Juan: Really? OK then, I’ll do my errands afterward. They shouldn’t
take too much time.
ar
3 Work in groups of three. Take turns playing Rock, Paper, Scissors. The winner
Le
chooses one item from list A and one from list B. Then the winner chooses another
player to make a sentence with the chosen items. Each correct sentence is worth
1 point. The player with the most points at the end wins.
LIST A: LIST B:
ic rock paper scissors
ph
enough dancers
not enough money
too many people
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too much time
pillows
g
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54 GRAMMAR
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Warm Up • Point out enough in the first line of the grammar box
na
and tell students that here it means ‘the amount
• Set the stage Say We’ve talked about groups. Some that is needed’ or ‘the right amount’. Then point out
groups are small, like (my book club), and some are
io
not enough and ask What does not enough mean?
large, like a crowd at a parade or a flash mob. Being
(‘less than what is needed’) Point out too many in the
at
in a large group is fun, but it can be uncomfortable if
second line and tell students that many refers to a
there are too many people. Ask Have you ever been in
large number of something. Say Adding too before it
N
a crowd of people that was so big you couldn’t move?
changes the meaning to ‘more than what is needed’.
Ask students to describe the experience.
• Point out too much in the last sentence. Explain that
Present since you can’t count stress, too much is used instead
• Ask students to open their books at pages 50–51 and of too many. Demonstrate the difference between
look at the photo of the flash mob pillow fight. Then countable and uncountable nouns. Say You can count
tell them to turn to page 54. Say Now we’re going pillows. Count on your fingers: one pillow, two pillows,
to hear words about amounts – in this example, the three pillows, and so on. Say But you can’t count fun.
amount of pillows and feathers for a pillow fight. Play You wouldn’t say I had too many funs.
Track 042. Tell students to read along silently. Play
• Finally, have pairs of students take turns reading the
Track 042 again, pausing after each example, and ask
sentences in their books as a dialogue. One student
students to read the sentences aloud. reads the first and third lines in the grammar box; the
other answers with the second and fourth lines.
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Be the Expert
Practise 1 2
• 1 Read aloud the instructions for Activity 1. Then read the three Grammar in Depth
column headings. Explain that students will hear sentences with Enough can be used with both countable
words and phrases for amounts. They should tick the box in the and uncountable nouns.
column that best expresses the meaning of the word or phrase they Too many is used with countable nouns.
Too much is used with uncountable
hear. Play Track 043. Review the answers as a class.
nouns.
• 2 Ask partners to review the meanings of the words for amounts When used with adjectives, enough
before filling in the blanks. Then tell them to take turns reading the follows the adjective but too precedes the
roles of Carlos and Juan. adjective:
My little brother was not tall enough to go
on the roller coaster.
Apply 3 There was too little snow to make a
• Put students into groups of three. Read the game instructions. snowman.
If students are unfamiliar with Rock, Paper, Scissors, ask them to
g
practise making the three shapes with their hands. Then say Rock Teaching Tip
in
beats [or breaks] scissors, scissors beats [or cuts] paper, and paper Games are a fun way for students to
beats [or covers] rock. Demonstrate with a student. Model making a practise English in class; however,
n
sentence: I haven’t got enough money to buy a new skateboard. competition may distract students from
ar
using correct language and grammar.
Make sure you include correct spelling
Extend
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and grammar as part of the game. For
• If time allows, challenge partners to use all the items in List A and example, rather than giving points for
as many of the items in List B as they can to write a short story. the most ideas or sentences, make sure
ic
Set a time limit. When the time is up, ask partners to read their
stories to the class. Did any pairs use all the items in both lists?
you give points only for ones that use
correct language. Give students a chance
ph
to check their answers for grammar and
spelling before you award points.
• Hand out Worksheet 3.3.5 to give students more practice with
ra
words and phrases for amounts.
g
Consolidate
eo
• Write on the board: enough, too many, not enough. Say There are
seven people in my book club. We all talk and share our thoughts
lG
about the book we’re reading. Twenty people would be too many. Two
wouldn’t be enough. Seven people is the right amount. It’s enough.
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• Write these group descriptions on the board:
io
Formative Assessment
players in a football team �������������=
at
Can students
students in an English class members of a maths club • use enough, too much and too many to talk
N
players in a volleyball team players in a doubles tennis match about amounts?
a crowd at a parade players in a chess game Ask students to complete the following
sentence with the appropriate terms for
amounts:
The drama club auditions were so
• Explain that you will say the name of a group from the board along crowded. There were people!
with a random number (for example: 2, 3, 7, 10, 11, 25, 50, 100, The auditions will be continued tomorrow
because there was time
500) to represent the members of that group. Say When I point to
today to finish.
you, call out enough, too many or not enough, depending on whether
you think the number of people I said was just right, more than is
needed or fewer than is needed. Workbook For additional practice,
assign Workbook pages 30–31.
Online Workbook Grammar 2
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2 111
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WRITING
Writing In writing, using good examples is one way to explain and support the main
idea. We can introduce examples with phrases such as:
for example for instance in other words such as
Objectives
Students will
• identify elements of exemplification 1 Read the model. Work in pairs to identify the parts of the writing. How does the
writing. writer introduce examples? Underline the phrases.
• use expressions that introduce Sometimes I like being alone, but I usually prefer being with my friends. My
examples. friends and I enjoy being together because we’re interested in a lot of the same things.
• analyse a model of exemplification For instance, we all like sports, and most of us play on the school football team. We
writing. also ride our bikes to places we like, such as the park.
• describe a group behaviour and But our favourite thing is going shopping on Saturdays. We like looking in the
produce an exemplification essay. shops, but we have fun doing crazy things, too. In other words, we like to get people’s
attention. For example, we might all wear one blue sock and one red sock to see if
Writing Exemplification essay anyone notices. Or we might pretend to look for a lost contact lens on the floor to see
Academic Language example, if someone else will start looking.
exemplification essay Once, we made up a foreign-
Content Vocabulary contact lens, sounding language and pretended
fake, tourists that we were tourists from another
country. We had a map and
Resources Online Workbook/Workbook pretended to ask for directions in
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page 32; Process Writing Worksheets our fake language. But it was so
in
1–5, Genre Writing Worksheet: funny, we couldn’t stop laughing.
Exemplification (Teacher’s Resource Unfortunately, by now most people
at the shopping centre know us, so
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CD-ROM/Website); CPT: Writing
they just ignore us!
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2
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Work in pairs. What examples
of group behaviour does the writer
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describe? Are any of them contagious
group behaviour? If so, which ones?
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3 Write. Choose a human group behaviour or an
animal group behaviour. Write a description of this
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behaviour. Make sure you include several examples.
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WRITING 55
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Warm Up pair to read the sentence in paragraph 4 beginning
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The goal of a flash mob. Ask What examples did the
• Revisit Ask students to open their books at page writer include? (having a pillow fight and dancing in
51. Say Remember we talked about how writers use
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the street) Why did the writer include them? (to help
examples to represent an idea or a group of things.
readers better understand what a flash mob is)
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Ask a student to read aloud the first paragraph of
Humans in Groups. Stop the student after he/she
Present
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reads the sentence beginning For example. Say Here,
the writer used the situation of being born a Peruvian • Tell students to turn to page 55. Ask a student to
as an example of being a member of an involuntary read aloud the text in the green box at the top of
group. Ask What phrase introduces this example? (for the page. Then say In the reading, the examples of a
example) pillow fight and dancing in the street are details that
support the main idea that a flash mob is a group that
• Write for example, for instance and such as on the assembles suddenly to do something surprising.
board. Then put students into pairs and tell partners
to find these words in the reading. Ask a pair to read • Write the following sentences on the board: Many
the sentence beginning with for instance. Ask Why animals travel in groups. Animal groups have special
did the writer include this example? Guide students names.
to understand that it’s there to help readers better
understand what an emergent group is. Ask another
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Be the Expert
• Ask students to copy the sentences. Then tell partners to work
together to write supporting sentences with examples. Say
Write a sentence with an example to support each sentence on Writing Support
the board. Use an appropriate phrase from the top of page 55
Potential exemplification essay
in each sentence. Point out to students that, unlike the other problems Exemplification writing uses
three phrases, such as cannot be used to begin a sentence. Tell specific, vivid examples for the purpose
students to refer back to the reading on page 51, if necessary, to of adding more information to explain,
see how such as is used. Review students’ sentences as a class. define or illustrate an idea. Examples
should provide additional information
about who, what, when, where, why and
Read the Model 1 2 how. Good examples should be logically
related to the topic and help the reader
• 1 Say Now we’re going to read a model of an exemplification make important connections. Therefore,
essay. Remind students that an essay is a short piece of writing students should avoid using examples
that are only marginally related to the
on a particular subject. Read the instructions aloud. Say Read the
topic.
model. Work with a partner to identify the parts of the text and to
underline words and phrases used to introduce examples. When using examples based on personal
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experience, students should be careful
• When students have finished, review the parts of the text with to keep the examples brief and focused
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so the essay doesn’t sound like a journal
them. Ask What is the topic sentence of the essay? (the second
entry or personal narrative.
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sentence in paragraph 1) What is the essay mostly about? (the
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crazy things a group of friends do at the shopping centre to get
people’s attention) What phrases introducing examples did you Teaching Tip
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underline? (For instance, such as, In other words, For example) To help students understand what they
read, tell them to pay special attention
• Explain that this essay is an essay of exemplification; that is, a to the first paragraph of a text. Writers
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short piece of descriptive writing that explains and supports a
often put a main idea at the beginning
of a piece of writing. They include details
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main idea with examples. Point out that the writer of this essay that support the main idea, such as
uses examples from his personal experience to describe the facts, descriptions or examples, in the
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behaviour of a group of friends. sentences and paragraphs that follow.
• Draw students’ attention to the photos. Ask Did the photos help
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you to understand the essay or not? Give students a chance to
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respond. Then point out that sometimes pictures are not critical
to understanding, but the right picture can be a quick, easy way
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to convey meaning. For example, the photo of the person with red
and blue socks helps you to quickly visualise what a whole group
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of people with different coloured socks might look like.
• 2 Next, put students into pairs. Ask partners to read the
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instructions for Activity 2. Ask Who remembers what contagious
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behaviour is? (behaviour that spreads quickly among a group of
people or animals) Tell students to read the text again closely and
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focus on the behaviours described.
• Ask partners to respond to the questions. Ask What specific
things does the group do at the shopping centre? If you were at the
shopping centre, would you join in any of these group behaviours?
Which ones?
• Worksheet If students need a reminder of the elements of
exemplification writing, you may want to hand out Genre Writing
Worksheet (Exemplification) and review it together.
Workbook For scaffolded Writing
support, assign Workbook page 32.
Online Workbook Writing
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• Worksheets If your students need a reminder of any
WRITING
of the steps of process writing, you may want to hand
In writing, using good examples is one way to explain and support the main out Process Writing Worksheets 1–5 and review them
idea. We can introduce examples with phrases such as:
for example for instance in other words such as
together.
1 Read the model. Work in pairs to identify the parts of the writing. How does the
writer introduce examples? Underline the phrases.
• Workbook Refer students to Workbook page 32 to
Sometimes I like being alone, but I usually prefer being with my friends. My help them organise and plan their writing.
friends and I enjoy being together because we’re interested in a lot of the same things.
For instance, we all like sports, and most of us play on the school football team. We
Write
also ride our bikes to places we like, such as the park.
But our favourite thing is going shopping on Saturdays. We like looking in the
shops, but we have fun doing crazy things, too. In other words, we like to get people’s
attention. For example, we might all wear one blue sock and one red sock to see if
anyone notices. Or we might pretend to look for a lost contact lens on the floor to see
if someone else will start looking.
• After students have finished their pre-writing, tell them
Once, we made up a foreign- to work on their first drafts. If you haven’t got enough
sounding language and pretended
that we were tourists from another time in class, assign the first draft as homework.
country. We had a map and
pretended to ask for directions in
our fake language. But it was so
funny, we couldn’t stop laughing.
Unfortunately, by now most people Revise
at the shopping centre know us, so
they just ignore us! • After students have finished their first drafts, tell them
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to review their writing and think about their ideas
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and organisation. Ask each student to consider the
following: Is the main idea easily identifiable? Do the
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2 Work in pairs. What examples
ideas and examples follow each other in a logical way?
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of group behaviour does the writer
describe? Are any of them contagious
group behaviour? If so, which ones? What seems good? What needs more work?
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3 Write. Choose a human group behaviour or an
Edit and Proofread
animal group behaviour. Write a description of this
behaviour. Make sure you include several examples.
WRITING 55
• Encourage students to consider elements of style,
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such as sentence variety, parallelism and word choice.
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Plan 3 Then tell them to proofread for mistakes in grammar,
punctuation, capitalisation and spelling. Remind
• 3 Say Now you’re going to plan your writing. You
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them to make sure they have used any separable or
already know your topic – describing a particular inseparable phrasal verbs correctly, as well as any
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human or animal group behaviour, using examples. So words that describe amounts.
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your next step is pre-writing. Say Let’s review. What are
some ways we do pre-writing? (brainstorm, freewrite,
Publish
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make lists, use a graphic organiser, use sentence
starters) • Publishing includes handing in pieces of writing to the
teacher, sharing work with classmates, adding pieces
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• Say Now decide what you want to use for pre-writing. If to a class book, displaying pieces on a classroom wall
you have time in class, allow students to work on this or in a hallway, and posting on the Internet.
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step. If not, assign it as homework. If students have
Workbooks, remind them to use Workbook page 32 for
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writing support.
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1 2 3 4
Writing Assessment Writing Student clearly states the main idea of the
Use these guidelines to assess exemplification essay and uses appropriate phrases,
including for example, for instance and such as, to
students’ writing. You can add introduce supporting examples.
other aspects of their writing
you’d like to assess at the Grammar Student uses correct grammar, including
bottom of the table. separable and inseparable phrasal verbs and words
that describe amount.
4 = Excellent
Vocabulary Student uses a variety of word choices,
3 = Good including words used in this unit.
2 = Needs improvement
1 = Re-do
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Mission
Objective
Students will
Collaborate • discuss the importance and impact
of determination and believing in
oneself.
‘From invasive cells to schooling fish to human cultures,
groups can accomplish what solitary individuals cannot.’ Content Vocabulary collaborate
Iain Couzin
Resources Video scene 3.2 (DVD/
National Geographic Explorer, Behavioural Ecologist Website/CPT); Worksheet 3.3.6
(Teacher’s Resource CD-ROM/
Website); Online Workbook: Meet the
Explorer; CPT: Mission
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Be the Expert
in
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Teaching Tip
To encourage students to participate
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more actively in the learning process,
consider asking a student or pair of
students to lead a class discussion
1. Watch scene 3.2.
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3. When is it better to work alone? To work
or monitor an activity. Giving students
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in a group? Name something that you
responsibility in the classroom builds
2. Iain studies group behaviour of birds, accomplished as a group member that self-confidence, increases motivation and
insects, fish and other animals.
you couldn’t have done alone. develops students’ leadership skills.
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What other group behaviours could
we learn from?
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56 MISSION
Online Workbook Meet the Explorer
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Mission • Ask Can these groups be beneficial to individuals?
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What lessons can be learnt from these groups? Are
• Say To collaborate means ‘to work with others to there times when it’s better not to follow the group?
achieve a goal’, especially a goal that requires study
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or research. Ask a student to read aloud the quote by • Activity 3 Ask students Is it ever better to work
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Iain Couzin. Say From his work with groups of animals, alone? When does collaboration make the most sense?
Iain Couzin knows the value of collaboration – of Tell students to consider these questions in the
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working in a group to accomplish something. context of their personal experiences. Ask them to
write a paragraph in response to Activity 3. Tell them
• Activity 1 Say Now let’s watch a video about Iain to include examples with introductory expressions,
Couzin. Play Video scene 3.2. Ask students to focus
including for example, for instance, in other words and
on Couzin’s idea of using groups to solve problems.
such as.
• Activity 2 Put students into pairs. Ask them to • Worksheet Hand out Worksheet 3.3.6. Explain that
consider how animal groups can solve problems
students will use the worksheet to further consider
for the benefit of all the individuals in the group.
and write about Iain Couzin’s ideas on collective
Challenge partners to consider human group
behaviour and collaboration, and about ways humans
behaviours and any lessons that can be learnt from
might use the power of groups to solve problems.
them. Say Think about human groups, including
emergent groups and flash mobs.
SAMPLE COPY, NOT FOR DISTRIBUTION Mission 115
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Project Make an Impact
YOU DECIDE Choose a project.
Objective
Students will
• choose and complete a project 1 Plan and carry out a flash mob activity.
related to group behaviour. • Choose an activity to carry out as a flash mob.
Content Vocabulary photo shoot, • Notify people on social media about the time and place
social media, storyboard of your flash mob.
Resources Assessment: Unit 3 • Film your flash mob and present it to the class.
Quiz; Workbook pages 33 and 92;
Worksheet 3.3.7 (Teacher’s Resource
2 Plan and make a video of human group behaviour.
CD-ROM/Website); CPT: Make an
Impact and Review Games • With a group, go to a crowded place. Pretend to look for
Materials camera, video camera something on the floor, such as a contact lens.
• One group member should film what happens for two or three
minutes. Take notes on any contagious behaviour.
• Write the results of your experiment, and present them to
the class.
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3 Plan and carry out a photo shoot in nature.
• Choose a local insect or bird to observe.
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• Research its group behaviours and take photos.
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• Write and present a report to the class.
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Assessment
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Go to page 256.
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Unit Review Assign Worksheet 3.3.7.
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Workbook Assign pages 33 and 92.
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Online Workbook Now I can PROJECT 57
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Prepare • Activity 3 Suggest that students do research or
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contact a local nature club to get a list of local birds
• you decide Ask students to choose a project.
and insects that display group behaviour. Say Find out
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• Activity 1 Tell students to decide what their flash if any are at risk because of loss of habitat. Ask What
mob will do, where it will be and the time of day it impact, if any, would you like your photos and research
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will happen. Say Remember, a flash mob should be to have? What would be the best way to publish your
something unexpected and fun. Ask Will your flash mob results?
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have a purpose? What might you learn from it? Say
Make sure everyone in the group participates in the Share
decision making. Reach a consensus. • Schedule time for groups to present their final projects
• Activity 2 Suggest that students review examples of to the class or some larger group. Students may
contagious behaviour and how people, in particular, want to consider compiling the flash mob, contagious
behave in crowds. Remind the group to decide who will behaviour films and notes, and the nature research into
start the behaviour and to assign the roles of filmmaker a unified presentation for the school about human and
and note taker. Ask How visible will the filmmaker and animal group behaviour.
note taker be? Will you reveal that the event was staged • Modify Help students simplify a project by eliminating
as an experiment? Suggest that they consider creating one of the options or steps. For example, provide a list
a storyboard or a script to plan the sequence of events of flash mob activities for students to choose from, and
and to consider the possible ways people might react. research likely places to stage it or the experiment on
group behaviour.
116 Unit 3 Project
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Student’s Book
Audio Script
Track 037 3 One way that animals build up a strong
Track 030 1 Listen and read. See Student’s Book group connection is through some form of contagious
pages 44–45. behaviour. A troop of gorillas or baboons will respond to
Track 031 2 LEARN NEW WORDS allow / He wants me its members’ yawns. A flock of parrots will respond to
to allow him to join the group. assume / To assume yawning as well as stretching. Ravens, highly social birds,
something is to think it is true although you can’t prove will carry out contagious play. A herd of elephants will clean
it yet. belong to / Humans usually want to belong to a themselves and then clean up the youngsters in their group.
group. collective / Collective behaviour is usually beneficial A swarm of ants will rely on their sense of smell to get back
to a group. consensus / In a group consensus, members home. A pack of wolves will respond to their members’
come together and agree on a decision. co-ordinated / yawns. And, believe it or not, even a school of fish can yawn!
Co-ordinated movements are organised and carried out in Track 038 3 LEARN NEW WORDS troop / A troop of gorillas
the same way. efficient / An efficient person is organised can respond to human yawns. flock / A flock of birds
and doesn’t waste time. formation / Some birds fly in a changes formation to confuse predators. herd / A herd of
formation like the letter V. leader / Many groups choose elephants is usually led by the oldest female. swarm / A
a leader to control things. migrate / Animals that migrate swarm of ants can be frightening to many people. pack /
travel to different parts of the planet. migration / For many A pack of wolves hunts prey together. school / A school of
birds, migration takes place before winter. potential / fish can change its direction suddenly.
Potential predators will probably attack others. prefer /
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When you prefer something, you like it more than another Track 039 5 See Track 037.
thing. realise / When you realise something, you become
in
Track 040 2 LEARN NEW WORDS flash mob / A flash
aware of it. system / He has a good system for organising
mob started to dance in the middle of the shopping centre.
his research.
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influence / The students worked hard to influence the
headmaster’s decision. intention / The group’s intention is
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Track 032 5 Most groups that humans belong to have
leaders. Sometimes, though, we may be in crowds with no to focus on environmental problems. join / Many students
leaders, as in a stadium full of sports fans. Can we assume join sports teams. stand out / Most teens want to be part
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that animal groups act in the same way? In the case of of a group but stand out at the same time.
elephants, the oldest female is the leader. All her offspring,
Track 041 3 WHILE YOU READ See Student’s Book
or young, and their offspring remain with her for many years.
But in the case of fish that assemble in groups, there is no
one leader. The fish come to an agreement together through
ic pages 50–51.
Track 042 grammar See Student’s Book page 54.
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consensus. They see what their neighbours are doing and
mimic their behaviour. If they see a potential predator, they Track 043 1 1. We haven’t got enough paint for the flash
will all quickly swim away together to avoid it. Any fish that mob paintball fight. 2. There are too many people in the hall.
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prefer to go off alone are probably going to be lunch! They won’t all fit! 3. S1: Have we got enough cameras to
record the flash mob? S2: Yes, we’re OK. 4. We bought too
Track 033 5 LEARN NEW WORDS assemble / People
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many sweets to throw to the audience.
decide when to assemble in groups. crowd / There was a
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large crowd of people at the concert. mimic / Animals can
mimic each other’s behaviours. remain / Some animals
remain with their groups for safety.
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Track 034 Speaking Strategy See Student’s Book page 47.
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Track 035 1 S1: You’ve heard about Iain Couzin’s video
game for fish, haven’t you? S2: Well, I know he did one, but I
don’t really know anything about it.
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S1: It’s amazing! He and his team used virtual prey and real
predator fish. S2: Really? What did they do?
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S1: They projected dots of light from a computer into the fish
tank. Then they made them move around. As a result, the
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fish thought the dots were prey. S2: Wow. I bet those fish
were confused!
S1: Yeah. Since they thought the dots of light were food,
they would attack them and try to eat them. S2: Then what?
S1: The team programmed the dots to act in different ways.
For example, some dots would group together and move
away in one direction to avoid the predator. Other dots
would move away by themselves. S2: And the team did this
because they wanted to see which dots the predator would
attack?
S1: Exactly. They found that the dots in groups that went in
one direction avoided attacks the most, due to their co-
ordinated behaviour.
Track 036 grammar See Student’s Book page 48.
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Unit 4
In This Unit
Theme This unit explores our fashion
choices and how they affect us.
Content Objectives
Students will
• examine how clothing choices affect
them and the environment.
• discuss the production and
manufacture of clothing.
• read about teenage designers
and how they help others and the
environment.
Language Objectives
Students will
• talk about clothing choices and
sustainability.
• ask for clarification and clarify.
• describe actions and processes.
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• make suggestions and give advice.
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• write about reducing their fashion ‘When you buy a piece of
footprint and support their opinions. clothing, there should be a
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Vocabulary personal connection.’
Fashion
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pages 60–61 comfort, cotton, Asher Jay
creativity, crop, designer, do one’s
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part, fit in, footprint, have an impact
on, manufacture, material, style,
synthetic, take responsibility for,
Footprints
toxic chemical, trendy
page 62 attractive, popular, ic
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psychological, social
page 65 assemble, factory, purchase,
retailer, ship, warehouse
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page 66 donate, eco-friendly,
entrepreneur, give back, profit
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Vocabulary Strategies Suffix -al;
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Using a dictionary 58
Speaking Strategy Asking for
clarification and clarifying
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Grammar OWI_3_SE_81089_058-075_U04_CP2.indd 58 6/20/16 11:22 AM
Grammar 1 use the present passive
Introduce the Unit
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to describe actions and processes
Grammar 2 use modals to make • Activate prior knowledge Say Look at the student next to you.
suggestions and give advice about Describe what he or she is wearing. Now describe what you’re
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present and past actions
wearing. Are your clothes similar or different? Name two or three
Reading A Passion for Fashion
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things that are similar or different. Ask students to take turns
Reading Strategy Compare and
contrast comparing and contrasting their clothes.
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Video Scene 4.1: How Your T-shirt Can
Make a Difference; Scene 4.2: Meet
• TO START Tell students to open their books at pages 58–59. Ask
Asher Jay How many boys are there? (eight) Describe the clothes they’re
Writing Persuasive essay wearing. Ask a student to read Question 1 on page 59 aloud.
National Geographic Mission Make Ask Are the boys dressed the same? What are some similarities
Good Choices and differences? Make a T-chart on the board and use it to record
Project similarities and differences.
• Blog entry
• Fashion show • Ask questions such as these to encourage further discussion:
• Awareness Day Where are the boys? (São Paolo, Brazil)
Pronunciation Relaxed pronunciation: Do you like the way the boys are dressed? Why or why not?
Shouldn’t have + past participle
Pacing Guides 3.4.1, 3.4.2, 3.4.3 Do you think the boys are friends? Why or why not?
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Unit Opener
Objectives
Students will
• look for similarities and differences
in a photo.
• discuss reasons for making the
fashion choices they do.
Resources Worksheet 3.4.1 (Teacher’s
Resource CD-ROM/Website); CPT: Unit
Opener
Be the Expert
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About the Photo
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São Paolo is the most populous city in
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Brazil, with over 11 million residents in
the city itself. São Paolo is also one of
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the most diverse cities in the world, with
the world’s largest populations of Italian,
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Portuguese, Spanish, Japanese and
Lebanese people outside of their native
countries.
TO START
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1. Are these boys dressed the same? Discuss the
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similarities and differences. Teaching Tip
2. Do you choose the clothes you wear? Why do you Grouping Make it a practice to group
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Boys in São Paolo, Brazil wear the clothes you do? students of different proficiency levels
3. Do you have a personal connection with all of the together. To encourage less fluent
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clothes you wear? Why or why not? students to use English, ask them to
repeat questions and answers. In group
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59
settings, when one student states an
idea, encourage others in the group to
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restate it.
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• Next, ask a student to read the quote by Asher Jay aloud. Say
Related Words
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Asher Jay believes that we should have a personal connection to
the clothes we wear. Ask a student to re-read the quote and then graphics, sandals (flip-flops)
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read Question 2 aloud. Ask What do you think she means?
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Extend
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• Write on the board the unit title, Fashion Footprints. Tell the class
to read it aloud. Say In this unit we’re going to learn a lot about
our fashion footprint. But before we do, what do you think fashion
footprint means? Is it an actual footprint? Does anyone know what
a carbon footprint is? Do you think the two terms are related? Write
some phrases from students’ responses, if appropriate. Then divide
the class into small groups, and ask them to discuss the meaning
of the two terms.
• Hand out Worksheet 3.4.1. Put students into pairs. Explain that
partners will be writing about and discussing their fashion footprint.
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener 119
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1 Why do people wear the clothes they wear?
Vocabulary Discuss. Then listen and read. 044
There are many different reasons we buy And finally we make our clothing choices for
and wear the clothes we do. We choose clothes social reasons, such as showing we want to fit
Objective for practical reasons, such as weather and in with a group, or making a statement about
Students will comfort. We also wear the clothes we do for our beliefs.
psychological reasons. These include wanting
• use new vocabulary to read about The environment is another reason that
to feel powerful, to feel attractive and to show
and discuss clothing and clothing clothing choice is important. The clothes we
our creativity and personality. Wearing certain
decisions. buy and wear have an impact on the planet.
styles affects how we feel about ourselves
This is known as our fashion footprint. Each
Target Vocabulary comfort, cotton, and how other people see us. We may care
one of us has our own individual footprint. We
creativity, crop, designer, do one’s about the latest trendy fashion by popular
need to take responsibility for our clothing
designers, or we may prefer practical clothes.
part, fit in, footprint, have an impact, decisions and do our part to reduce our
manufacture, material, style, synthetic, fashion footprints.
take responsibility for, toxic chemical,
trendy
Content Vocabulary latest, statement
Resources Worksheet 3.4.2 (Teacher’s These Japanese teens show off their
accessories in Harajuku Square.
Resource CD-ROM/Website); Tracks
044–045 (Audio CD/Website/CPT);
CPT: Vocabulary
g
n in
ar
Le
ic
ph
g ra
eo
60 VOCABULARY
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Warm Up Present 1 2
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• Activate prior knowledge Play a simple word- • Say We’ve talked about different types of clothes.
association game with students. Say I’m going to
io
Now let’s list some reasons people wear the clothes
name a type of clothing, and I want you to tell me they wear. Write the following sentence frame on the
at
what it makes you think of. Try to use as few words as board:
you can in your answers. Then say and write words
N
or phrases such as the following on the board:
coat (warm, winter); shorts (summer, outside); tie wear because .
(expensive restaurant, wedding); uniform (school,
airline pilots).
• Ask several students to take turns completing the
• After students have brainstormed a list of sentence frame orally. (Sample answer: Football
associations, ask them to use the words on the board players wear uniforms because they need to recognise
to develop context sentences. Model an example for each other.)
students. Point to (uniform) and say Airline pilots wear
uniforms to work.
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Be the Expert
crop
About the Photo
cotton
Harajuku Square, in Tokyo, Japan, is a
meeting place for teens, and a well-known
place for Japanese teens to display
extreme fashion styles. Takeshita Dori
(Takeshita Street) is a narrow street lined
with a number of shops and restaurants
that cater for Tokyo’s teenagers.
Teaching Tip
Cotton uses more pesticides than any crop in the world.
Observe and interact with students on a
regular basis to determine their level of
proficiency with each set of vocabulary
words and grammar structures. Students
may learn certain topics very quickly but
g
A lot of our clothing is made from chemicals are used to make leather
natural materials such as cotton, wool, shoes. The manufacture of cotton jeans need additional help with others. Don’t
in
leather and silk. Synthetic materials, requires enormous amounts of water and assume that a student who has been
such as nylon and polyester, are also energy. And if dyes are used to colour any successful in the past will not need
n
very popular. But all of these materials, of these materials, then even more water,
intervention now or in the future.
whether natural or synthetic, affect the energy and toxic chemicals are required.
ar
environment. For example, many toxic
Related Words
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beads, bows, bracelets, hair clips,
headbands, necklaces, rings
ic
ph
2 LEARN NEW WORDS Listen and repeat. 045
ra
3 Work in pairs. Talk about what’s in your wardrobe. Describe
the materials your clothes are made of. What is your
g
favourite outfit? How often do you wear it?
eo
VOCABULARY 61
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• Say Use each word in a true or false statement. Your
• 1 Ask students to open their books at pages
na
classmates will decide whether the statement is true
60–61. Discuss the Activity 1 question at the top of
or false. If the statement is false, the person who
page 60.
io
identifies it will restate it to make it true. If it’s true,
• Play Track 044 and tell students to listen and read. the person will agree with you and restate the true
at
Discuss the reading with students. Ask questions statement.
N
such as:
• Model an example for students. Say Cotton is a
What’s a practical reason for wearing something?
synthetic material. True or false? (False) Ask a student
How do clothes have an impact on the planet? to restate the example so that it becomes a true
Do you wear synthetic fabrics? Why or why not? statement. (Cotton is a natural material. Polyester/
nylon is a synthetic material.)
• 2 LEARN NEW WORDS Play Track 045. Ask students
to listen and repeat. Then ask partners or small
groups to take turns saying each word. Tell them to
create a true or false statement that includes the
target word. Groups can read their statements to the
class, who will decide whether they’re true or false.
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4 Read and write the words from the list. Make any necessary changes.
Vocabulary
cotton creativity designer fit in
manufacture style take responsibility for trendy
Objectives
Students will Asher Jay has a great sense of style , but she also cares
• use vocabulary related to clothing about our planet. She’s a fashion designer , or a person who designs
and its effects on the environment. clothes. She’s also an artist, writer and environmental activist. Asher wants us all to
• use a vocabulary strategy to learn take responsibility for protecting the environment and animals. In one fashion
new vocabulary. line, she created trendy shirts, dresses and skirts influenced by the
Target Vocabulary attractive, popular, bright oranges and greens of endangered coral reefs. For Asher, fashion is more than an
psychological, social effort to fit in with a crowd. She believes the clothes you wear can
Vocabulary Strategy Suffix -al communicate both a message you care about and your own creativity .
Content Vocabulary activist, rights
Resources Online Workbook/Workbook 5 LEARN NEW WORDS Listen to these words and match
them to the definitions. Then listen and repeat. 046 047
pages 34–35; Tracks 046–047 (Audio
CD/Website/CPT); CPT: Vocabulary
attractive popular psychological social
Materials a ball or beanbag
psychological 1. mental
g
attractive 2. having a quality that people like
in
social 3. related to people being
with one another
n
popular 4. liked by many people
ar
6 YOU DECIDE Choose an activity. Work in pairs.
Le
1. Some schools require students to wear
uniforms. What social or psychological
reasons might they have for doing this?
ic
2. Discuss. Do you dress more for yourself
or for the impression you might make
Asher’s T-shirt
ph
has illustrations
on others? Do you and your friends dress of plastic rubbish
in the shape of
in a similar way? Is it better to fit in or to a whale’s tail.
stand out? Why?
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3. Do a video interview. Ask your classmates
about their favourite outfits and why they
g
like them.
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62 VOCABULARY
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Practise 3 4 5
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• 3 Put students into pairs. Say Close your eyes. Think about your
io
wardrobe. What’s in it? Now read the Activity 3 questions on page 61.
Tell partners to ask and answer the questions in Activity 3. Say Try
at
to use your new words in your answers.
N
• 4 Ask students to turn to page 62. Choose several students to
read aloud the words or phrases in the word box. Ask students to
choose two words or phrases and use them in a sentence. Then tell
them to complete Activity 4 independently. Ask a student to read
the competed paragraph aloud.
• 5 LEARN NEW WORDS Play Track 046. Tell students to listen, and
then ask them to look for each word in context on pages 60–61.
Play Track 047. Ask students to pronounce each word and use it
in a sentence. Review word meanings, and then ask students to
complete Activity 5 independently.
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Be the Expert
• Vocabulary Strategy Point out the word psychological on
page 62. Write the word on the board and circle the –al ending.
Explain that –al can be used to turn a word such as psychology Vocabulary Strategy
into an adjective. Point out that the endings –ive (attractive)
Suffix -al Explain that when added to a
and –ar (popular) can also be used to identify adjectives. Help word, the suffix -al changes the meaning
students think of other words with –al endings. (natural, social, of that word to include the sense of
international) ‘relating to’. Other words with -al endings
include:
Apply 6 nature > natural
environment > environmental
• 6 Put students into pairs. Tell both partners to re-read the text person > personal
on pages 60–61. Say Work with your partner to ask and answer tradition > traditional
questions. Use the vocabulary words in your questions and answers.
• Think aloud Model silently scanning the text to find the answer Teaching Tip
to a question. Say I wonder why some schools require students To increase students’ involvement and
raise their energy level, introduce physical
g
to wear uniforms. Are there psychological reasons for wearing
activity into the lesson. When students
in
uniforms? What could they be? I’ll scan the text to find out. answer with a vocabulary term, encourage
them to stand up and act out what they
n
• you decide Ask partners to choose and complete one of the three say. Then tell the class to repeat the
ar
activity choices. Remind them to take a few moments to silently motion and the word.
think over any questions before discussing them with their partner.
Le
Invite students to share their questions and answers with the
class.
Extend ic
ph
• Say Asher Jay believes the clothes you wear can communicate a
message as well as your creativity. Think about your favourite outfit
ra
or article of clothing. How could you redesign it to communicate
a message? What would the message be? Ask students to work
g
independently to either describe their new design in writing or draw
eo
a picture of it. When they have finished, invite students to share
their work with the class.
lG
• If time allows, hand out Worksheet 3.4.2. Explain that students
will use vocabulary words to talk and write about the reasons
na
people choose to buy the clothes they wear. They will also Formative Assessment
write about their fashion footprint and about things they take
io
Can students
responsibility for in their lives. • use vocabulary related to clothing and its
at
impact on the environment?
Consolidate Ask Does making clothes with natural
N
materials affect the environment?
• Ask students to stand in a circle or stand at their desks. Say I’ll
• use new vocabulary to discuss clothing
say a word. Put your hand up if you know what it means. I’ll pass decisions?
this ball/beanbag to a student who puts up his or her hand. That Ask What’s one practical reason for buying
student will say what the word means, and then he or she will certain clothes?
pass the ball/beanbag to someone else who will use the word in
a sentence. Keep playing until you have used all the vocabulary
words. Workbook For additional practice,
assign Workbook pages 34–35.
Online Workbook Vocabulary
Vocabulary Practice
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SPE AKING S TR ATEGY
Speaking Strategy
048
Asking for clarification Clarifying
When you say , what do you mean? What I meant was .
Objectives Are you saying that ? That’s right./No, that’s not it. I meant .
Students will
• ask for clarification when something Could you explain that a little more? Of course. I was referring to .
is unclear.
• clarify when needed.
Speaking Strategy Asking for 1 Listen. How do the speakers make sure they’re communicating
clarification and clarifying clearly? Write the phrases you hear. 049
Academic Language clarification,
clarify 2
7 Read and complete the dialogue. Possible answers:
Content Vocabulary mood Pat: I like to choose my clothes depending on my mood.
Resources Online Workbook; Worksheet Ken: When you say ‘mood’, what do you mean ?
3.4.3 (Teacher’s Resource CD-ROM/
Pat: I mean whether I feel
Website); Tracks 048–049 (Audio CD/
happy, nervous, sad … whatever.
Website/CPT); CPT: Speaking Strategy
Ken: Oh. Could you explain that a little more ?
Materials paper clips, pencils, scissors,
pieces of card Pat: Of course. I was referring to my feelings. When I feel really happy, I like
g
to wear bright colours like yellow, red and orange. When I’m sad, I wear black or
in
grey. And when I’m nervous, I wear my favourite old blue jumper, especially on
exam days.
n
Ken: Are you saying that it’s your lucky jumper?
ar
Pat: Yes, I guess so. It makes me feel calmer.
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3 Work in groups. Spin the wheel and discuss, using the
words for each topic as instructed. Ask for clarification
and clarify as needed.
ic
ph
Go to page 155.
ra
4 Work in pairs. How does asking for clarification and clarifying help you communicate?
How can it help other people, such as doctors or teachers, communicate?
g
eo
SPEAKING 63
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Warm Up me. We want to get the person’s attention so that they
na
can clarify, or explain, what we didn’t understand. Ask
• Activate prior knowledge Ask What do you say if you students to open their books at page 63. Say There
want to ask a question, interrupt politely or walk in
io
are other ways to ask someone to clarify what they
front of someone? (Excuse me.) Ask What’s a polite
mean, and also to clarify what you mean for someone
at
way of asking to borrow something? (Can I borrow …?
else. Play Track 048. Tell students to read along.
Can you lend me …?) Ask What do you say when you
N
agree or disagree with someone? (I agree with you. Oh, • 1 Play Track 049. Ask How do the speakers make
I disagree with that idea.) sure they’re communicating clearly? What other words
do we use to ask for clarification, or to clarify? List
• Ask partners or small groups to act out situations in clarifying statements and language on the board.
which they ask to borrow a book or small object, ask
for directions, or agree or disagree with an opinion. • Ask students to take turns asking for clarification and
Choose students to act out their role plays for the clarifying. Supply prompts such as the following:
class.
I didn’t understand what means.
Present 1 I can explain. It means .
• Say When we want someone to repeat something we I’m not sure what means.
didn’t understand, one thing we usually say is Excuse
Let me try to explain. It means .
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Be the Expert
Practise 2
• 2 Once students seem comfortable using the speaking strategy Strategy in Depth
and additional prompts to ask for clarification and to clarify, ask There are a number of common ways to
them to complete Activity 2 independently. ask for clarification or to clarify in English.
These include:
• Ask students to read their completed dialogues aloud, taking turns
as Pat and Ken. Once several pairs have read their dialogues, ask Asking for clarification
Do you mean ...?
Did you hear different ways to ask for clarification and to clarify?
Could you give me an example?
What were some of the words and phrases you used or heard? Could you say that again, please?
Point out that Pat is used to name both boys and girls in English. Could you repeat that, please?
Would you say more about that, please?
Apply 3 4 Could you be more specific?
• Connect Put students into pairs. Ask them to silently review Clarifying
pages 60–62, as well as any notes they might have. Ask partners Let me explain that in more detail.
g
to talk about things they’ve learnt so far about fashion. Let me put that in another way.
In other words, ...
in
• 3 Put students into groups of three or four. Tell each group to To put it differently, …
n
use the spinner on page 163 to role-play conversations that require
ar
clarifying and asking for clarification. Model with a student. Spin
the spinner and say It says here that some clothes are made from
Le
(animal skins). Ask your student partner I’m not sure I understand
what that means. Can you tell me what (skins) refers to?
• 4 Put students into pairs to discuss the Activity 4 questions.
Say Discuss how being able to ask for clarification, and being
ic
ph
able to clarify something for someone else, improves your
communication skills. Then ask Have you ever felt that you were not
ra
being understood? When? Who were you talking to? What did you
do? Discuss these situations with your partner.
g
eo
Extend
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• Ask partners to work together to write two or three sentences
based on their discussions. Provide sentence frames to help
them get started: Now, when I don’t understand what someone
na
says, I won’t ___________; I’ll _____________. If someone doesn’t
understand what I mean, I’ll ___________. Ask partners to share
io
their sentences with the class.
at
• If time allows, hand out Worksheet 3.4.3. Explain that students
N
will use the worksheet to practise asking for clarification and
clarifying. Formative Assessment
Can students
Consolidate • ask for clarification when something is
unclear?
• Write the following words on pieces of card: lost, hungry, bored, Say Imagine you don’t know the meaning of
nervous. Put students into pairs. Give each student a card. Ask a word. Ask for clarification in two different
partners to use the sentence frames in the speaking strategy ways.
box on page 63 and the word on their card to act out scenarios • clarify when needed?
involving clarifying or asking for clarification. Say Use your word in Say Imagine you’re speaking with someone
a role play. For example, say When you say you’re lost, what do who didn’t understand something you said.
you mean? Clarify what you said in two different ways.
Online Workbook Speaking Strategy
Speaking Strategy
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Grammar 1
Objectives GR AMMAR 050
Students will
Present passive: Describing actions and processes
• identify the form, meaning and use
of the present passive voice. They use a lot of pesticides to grow cotton. A lot of pesticides are used to grow cotton.
• use the present passive voice to They make a lot of clothing from synthetic materials. A lot of clothing is made from synthetic materials.
describe actions and processes.
• use words associated with making
and delivering a product to its final 1 Listen. Circle all the passive forms you hear. 051
destination.
are bought are made are required are used is made is used
Grammar Present passive: Describing
actions and processes
2 Read. Underline all examples of the present passive.
Target Vocabulary assemble, factory,
purchase, retailer, ship, warehouse
Content Vocabulary annually, denim,
The average
fabric, litre, pre-wash, yarn American woman
Resources Online Workbook/Workbook million pairs of jeans owns pairs of jeans.
litres (2,900 gallons) of water
g
pages 36–37; Tracks 050–053 (Audio are sold annually are needed to produce one
in the U.S. pair of jeans.
in
CD/Website/CPT); CPT: Grammar 1
n
tons of indigo dye are produced every More than
of jeans are made in Asia.
ar
year for colouring jeans.
Le
3 Work in pairs. Talk about how jeans are made. Change the verbs to the present passive.
ic
1. People make jeans with a material called denim.
2. They make denim out of cotton.
Jeans are made with a
material called denim.
ph
3. They sometimes mix polyester or other synthetic materials
into the denim.
4. They dye the denim yarn before they make the denim fabric.
ra
5. After they cut the fabric and make the jeans, they pre-wash them.
g
6. They sometimes add stones when they pre-wash jeans to make them look older.
eo
64 GRAMMAR
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Warm Up
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• Activate prior knowledge Ask Does everyone here know what their
clothes are made of? Say Look around the classroom. How many
io
people are wearing clothes made of cotton?
at
• Ask students to call out the names of fabrics or materials they’re
N
wearing. Say (Marta) is wearing a jumper made of cotton. Point to a
student and ask What is (Luis) wearing? What is it made of?
• Then say Look around the classroom again. Where were your clothes
made? Who can tell us where their clothes are made? Ask students
to name the place(s) where their clothing was manufactured. If
students don’t know where their clothes were made, tell them to
check the labels in several pieces of clothing at home and report to
the class the following day.
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Be the Expert
4 LEARN NEW WORDS Listen. Learn about the
journey of jeans. Then listen and repeat. 052 053 Grammar in Depth
Using past participles Past participles
are used together with the present tense
of the verb to be to form the present
passive voice: In the factory, pieces
of denim are assembled into jeans.
Past participles can also function as
adjectives: The wrinkled jeans are in that
pile. The ironed jeans are on the table.
to ship to assemble factory
Teaching Tip
Correcting students is necessary, but
it’s important to provide feedback in a
positive way. The gentlest way to correct
students is to restate their response
g
correctly and ask them to repeat it. The
in
goal is to keep students motivated.
Always acknowledge what students
n
do well to reinforce learning and build
ar
warehouse retailer to purchase
confidence.
Le
5 Work in pairs. Look at the infographic above.
Related Words
Use the present passive to describe the journey of jeans. forklift, sewing machine, shipping
Use the words in the box to describe the process.
ic container
ph
after that finally first then
ra
6 Work in groups. Use the present passive to describe
g
how something else is done or made.
eo
GRAMMAR 65
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Present
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• Ask students to open their books at page 64 and look at the
grammar box. Say We learnt that cotton is an important crop.
io
Farmers all over the world grow cotton. They use pesticides to kill
at
insects. Play Track 050 and tell students to read along.
N
• Read the first sentence on the left. Ask Who is doing the action?
(They, farmers) Then read the first sentence on the right. Say Who
is doing the action? The sentence doesn’t say. It isn’t important. The
focus is on the pesticides.
• Read the second sentence on the left. Ask Who is doing the action?
(They, factory workers) Then read the second sentence on the
right. Say Who is doing the action? The sentence doesn’t say. It isn’t
important. The focus is on the clothing.
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How many pairs of jeans are there? (17) Ask Who’s
wearing jeans now? How many pairs of jeans have
you got?
4 LEARN NEW WORDS Listen. Learn about the
GR AMMAR 050
journey of jeans. Then listen and repeat. 052 053
Present passive: Describing actions and processes
They use a lot of pesticides to grow cotton. A lot of pesticides are used to grow cotton.
They make a lot of clothing from synthetic materials. A lot of clothing is made from synthetic materials.
1 Listen. Circle all the passive forms you hear.
are bought are made are required
051
are used is made is used
• Say Now let’s look at Activity 2. Read some facts about
2 Read. Underline all examples of the present passive.
to ship to assemble factory jeans. As you read, underline all the examples of the
The average
American woman
present passive voice. Check answers as a class.
million pairs of jeans owns pairs of jeans.
litres (2,900 gallons) of water
are sold annually are needed to produce one
in the U.S. pair of jeans.
tons of indigo dye are produced every
year for colouring jeans.
More than
of jeans are made in Asia. warehouse retailer to purchase
• Ask Does the writer focus more on actions or on who
did them? Then ask Which fact about jeans surprises
3 Work in pairs. Talk about how jeans are made. Change the verbs to the present passive. 5 Work in pairs. Look at the infographic above.
1. People make jeans with a material called denim.
2. They make denim out of cotton.
Jeans are made with a
material called denim.
Use the present passive to describe the journey of jeans.
Use the words in the box to describe the process. you the most? Which fact worries you the most? Why?
What can we do about it?
3. They sometimes mix polyester or other synthetic materials after that finally first then
into the denim.
4. They dye the denim yarn before they make the denim fabric.
5. After they cut the fabric and make the jeans, they pre-wash them. 6 Work in groups. Use the present passive to describe
6. They sometimes add stones when they pre-wash jeans to make them look older. how something else is done or made.
64 GRAMMAR GRAMMAR 65
• 3 Say Now we’re going to find out more about jeans.
Look at Activity 3. Take turns describing the process of
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• Point out the differences in the active and passive making jeans. Lead students through items 1 and 2.
verb forms. In the first example, use becomes are Check answers as a class.
g
used in the second sentence. In the second example,
in
make becomes is made in the second sentence. Apply 4 5 6
n
• You may want to point out the use of the past • 4 LEARN NEW WORDS Say We know how jeans are
ar
participle in forming the present passive voice. Write made. Now we’re going to learn new words that will help
Le
on the board the following: us talk about what happens after they’re manufactured.
Play Track 052.
�����
Past simple Past participle
use used used ic
• Tell students to look at the infographic on page 65.
Point to each photo and read the word(s) aloud. Ask
ph
make made made students to repeat. Then say Let’s listen to these
words in sentences. Then we’ll repeat each word alone
ra
• Circle the words used and made in column 3. Say We and in a sentence. Play Track 053. Ask students to
repeat.
g
form the present passive with is or are and the past
eo
participle. • 5 Put students into pairs. Tell each pair to use the
infographic to describe the journey of jeans in the
Practise 1 2 3
lG
present passive voice. Say Use words that describe
how jeans are transported, stored and sold.
• 1 Say Now we’ll listen to some ways in which the
na
manufacture of clothing affects the environment. You’ve • 6 Next, write tie my shoes and make a salad on
read and heard this text before. Play Track 051 once the board. Say These are two simple processes. Let’s
io
and tell students to listen. Play the track again and brainstorm a few more. Record responses; then ask
ask students to circle the present passive forms they each group to choose a process and describe it using
at
hear. the present passive voice. Encourage self- and peer-
N
correction when possible.
• 2 Graphic literacy Say Look at the pieces of
clothing above the grammar box. What are they? (jeans)
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Be the Expert
Extend
• Write make, made and made on the board, and then say We’re going
to play the game Three Plus One. Ask four students to model the Teaching Tip
game. Tell the first student to say make, the second made, the third Ask students to make a set of verb
flashcards to help with memory retention.
made, and the fourth student should use the past participle made On one side, tell them to write the
in a sentence with the present passive voice. (Trainers are made in principal forms of a verb, for example,
factories.) sell, sold and sold. On the other side,
tell them to use the verb forms in three
• When the four steps have been completed correctly, the next sentences: They sell black jeans at that
person in the circle begins with another verb. Write on the board store. They sold the last pair of black jeans
the following verbs. Tell students to continue the game until all the yesterday! Luckily, black jeans are sold
online.
verbs have been used.
assemble grow purchase use
design make ship wear
g
in
Consolidate
n
• Say I’m going to call out two words and then say either active or
ar
passive. If you hear active, use the words in the active voice in a
Le
sentence. If you hear passive, use the words in the present passive
voice in a sentence.
ic
• Model the activity with students. (David). Jeans – make – active.
(David) responds, for example, with People make jeans in factories.
ph
Say (Maria). Shoes – wear – passive. (Maria) responds with Shoes
are worn on the feet. When everyone understands what to do, ask
ra
students to make sentences in the active or passive voice, using
the two words you say to them. Use the following pairs of words:
g
eo
accessories/purchase footprint/reduce
chemicals/use jeans/make
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clothes/fit in products/ship
cotton/require shoes/wear
Formative Assessment
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Can students
• identify forms of the active voice and the
io
present passive voice?
at
Ask students to identify which sentence is
in the present passive voice and what the
N
focus of the sentence is.
Workers ship the jeans to warehouses.
The jeans are shipped to warehouses.
• use the present passive voice to focus on
the receiver of an action?
Ask students to use groups of words such
as the following to focus on the receiver of
an action: chemicals/use/jeans
Workbook For additional practice,
assign Workbook pages 36–37.
Online Workbook Grammar 1
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1 129
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1 BEFORE YOU READ Discuss in pairs. Based on
Reading the title and the photos, what do you think the
reading is about?
2 LEARN NEW WORDS Find these words in the
Objectives reading. What do you think they mean? Use
Students will a dictionary to check. Pay attention to the
• read about and discuss two young pronunciation of each word. Then listen and
fashion designers. repeat. 054
• use new words from the reading. donate eco-friendly entrepreneur
• compare and contrast information.
give back profit
Reading Strategy Compare and
contrast 3 WHILE YOU READ Look for similarities and
Target Vocabulary donate, eco-friendly, differences. 055 Santana Draper
entrepreneur, give back, profit
4 AFTER YOU READ Work in pairs to answer
Vocabulary Strategy Using a the questions.
dictionary
1. What’s the main point of the reading?
Content Vocabulary charities, dream, 2. What’s unusual about the two designers?
passion, pursue 3. How did Santana Draper and
Maya Penn get their start?
Resources Online Workbook/Workbook 4. What’s one important reason
pages 38–39; Worksheet 3.4.4
g
they were successful?
(Teacher’s Resource CD-ROM/ 5. How do the two designers use
in
Website); Tracks 054–055 (Audio CD/ part of their profits?
Website/CPT); CPT: Reading.
n
5 Compare and contrast Maya and
Materials set of classroom dictionaries
Santana. Use a Venn diagram to organise
ar
information.
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6 Discuss in pairs.
1. What do you have a passion for? Music? Art?
Sports? Animals? Why?
ic
2. Santana and Maya are following their passion
ph
and finding success. Do you think it’s better
to follow your passion or to do something
more practical?
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3. Imagine you create a company and earn a lot
of money. Would you use any of your profits to
help people? To help the environment? Why
g
or why not?
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66 READING
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Warm Up
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• Activate prior knowledge Say In Unit 1 we learnt words that
describe different personalities. Ask What are some of those words?
io
(adventurous, co-operative, enthusiastic, friendly, hard-working, self-
at
confident, trusting)
N
• On the board, write the words fashion designer and draw a circle
around them. Ask Which words might we use to describe a fashion
designer? Use the words students suggest to build a word map. You
may want students to copy the word map into their notebooks.
fashion
designer
130 Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION
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A Passion for Be the Expert
FASHION
Pursuing a dream isn’t just for grown-ups. sold in many countries, including Australia,
Reading Strategy
Compare and contrast To compare
means to find ways that things are alike.
These young designers grew up with a Canada, Denmark and Italy. When Maya was Words that show comparisons include
passion for fashion – and for helping others. very young, her mother taught her to sew. Maya similarly, alike and both. To contrast
would find pieces of fabric around the house means to find differences between things.
Santana Draper is a young entrepreneur
to turn into a scarf or hat. When she wore her
with a giving spirit. When he was very young, Words that show contrast include on
creations in public, people would stop her and
he overheard adults discussing a terrible storm. the other hand, unlike and but. Readings
ask where they could buy them!
The storm affected families and left their often include ideas and information
children without holiday presents. Santana Even before she opened her business,
that can be compared and contrasted.
offered to give his toys away as gifts for the Maya knew she wanted her clothes to reflect
children. He said that he could make more her beliefs. She decided that her items had to Asking students to compare and contrast
toys for himself out of paper. The name of his be eco-friendly and that she would donate while they read can help them better
company today? PaperToy Clothing! 10 to 20 per cent of her profits to charities understand the reading.
and environmental organisations. ‘I’ve had a
Santana’s parents supported his creativity
passion for protecting the environment and its
and decided to have some of his sketches
printed on T-shirts. People who saw Santana’s
creatures since I was little,’ Maya says. Vocabulary Strategy
g
work wanted to know where they could Using a dictionary Learning to use
in
purchase the T-shirts, and an online fashion a dictionary efficiently will help your
business was born. He designs T-shirts for
students find what they need quickly and
males from 10 to 25 years old, and he has
n
created a ‘wear and give’ programme to give thereby increase their language skills.
The entries in most dictionaries contain
ar
back to his community. For each T-shirt a
customer buys, part of the sale price goes the following information: syllabication,
towards a programme to feed hungry children. pronunciation, parts of speech,
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‘I want to inspire boys and young men to action definitions, and the history or origin of the
by producing wearable art that lives with you,’ word (its etymology). Many dictionaries
Santana says.
will also contain additional information.
Teenage entrepreneur Maya Penn was
only eight years old when she started her ic Consult each dictionary’s table of
contents to see what it includes.
ph
first business, Maya’s Ideas. She makes eco- Maya Penn
friendly clothing and accessories that are
Teaching Tip
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When you ask students to use a new
vocabulary term in a sentence, from time
g
to time, ask them to write their answers
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READING 67 before they put their hands up. That way,
even though only one student answers
aloud, every student has participated.
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OWI_3_SE_81089_058-075_U04_CP2.indd 67 6/20/16 11:22 AM This will allow all students time to think
about their answers and help them to
Before You Read 1 2
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better retain new vocabulary.
• 1 Ask students to turn to pages 66–67. Read Activity 1. Say
io
Discuss what you think the reading will be about. Review predictions
as a class.
at
• Tell students to look at the photos of Maya Penn and Santana
N
Draper. Say Compare and contrast Santana and Maya. What is
Santana wearing? Does he look outgoing? self-confident? What is
Maya wearing? Does she look hard-working? creative?
• 2 LEARN NEW WORDS Say Now you’re going to learn some new
words. Point to entrepreneur in the first line of the text and read
the sentence. Then point to the first line in the third paragraph. Say
Here’s entrepreneur again. Read the sentence. Ask What do you
think entrepreneur means? (someone who starts a business)
SAMPLE COPY, NOT FOR DISTRIBUTION Reading 131
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1 BEFORE YOU READ Discuss in pairs. Based on
the title and the photos, what do you think the
A Passion for After You Read 4 5 6
FASHION
reading is about?
2 LEARN NEW WORDS Find these words in the
reading. What do you think they mean? Use
a dictionary to check. Pay attention to the
pronunciation of each word. Then listen and
repeat. 054
Pursuing a dream isn’t just for grown-ups. sold in many countries, including Australia,
• 4 Put students into pairs. Ask partners to read the
questions and answer them. If they disagree on an
donate eco-friendly entrepreneur These young designers grew up with a Canada, Denmark and Italy. When Maya was
passion for fashion – and for helping others. very young, her mother taught her to sew. Maya
give back profit
would find pieces of fabric around the house
Santana Draper is a young entrepreneur
to turn into a scarf or hat. When she wore her
3 WHILE YOU READ Look for similarities and with a giving spirit. When he was very young,
answer, encourage them to go through the text again
creations in public, people would stop her and
differences. 055 Santana Draper
he overheard adults discussing a terrible storm.
ask where they could buy them!
The storm affected families and left their
children without holiday presents. Santana Even before she opened her business,
4 AFTER YOU READ Work in pairs to answer offered to give his toys away as gifts for the Maya knew she wanted her clothes to reflect
to find support for their answers.
the questions. children. He said that he could make more her beliefs. She decided that her items had to
1. What’s the main point of the reading? toys for himself out of paper. The name of his be eco-friendly and that she would donate
2. What’s unusual about the two designers? company today? PaperToy Clothing! 10 to 20 per cent of her profits to charities
3. How did Santana Draper and and environmental organisations. ‘I’ve had a
Santana’s parents supported his creativity
Maya Penn get their start? passion for protecting the environment and its
and decided to have some of his sketches
4. What’s one important reason creatures since I was little,’ Maya says.
printed on T-shirts. People who saw Santana’s
• 5 Remind students about comparing and
they were successful?
work wanted to know where they could
5. How do the two designers use
purchase the T-shirts, and an online fashion
part of their profits?
business was born. He designs T-shirts for
males from 10 to 25 years old, and he has
5 Compare and contrast Maya and
contrasting using a Venn diagram. Say Similarities go
created a ‘wear and give’ programme to give
Santana. Use a Venn diagram to organise back to his community. For each T-shirt a
information. customer buys, part of the sale price goes
towards a programme to feed hungry children.
in the middle section. Differences go on the left and on
6 Discuss in pairs. ‘I want to inspire boys and young men to action
by producing wearable art that lives with you,’
1. What do you have a passion for? Music? Art? Santana says.
Sports? Animals? Why?
Teenage entrepreneur Maya Penn was
the right. Ask students to work individually to complete
2. Santana and Maya are following their passion only eight years old when she started her
and finding success. Do you think it’s better first business, Maya’s Ideas. She makes eco- Maya Penn
to follow your passion or to do something friendly clothing and accessories that are
more practical?
3. Imagine you create a company and earn a lot
of money. Would you use any of your profits to
help people? To help the environment? Why
the Venn diagram. When they have finished, tell them
or why not?
66 READING READING 67
to compare their diagram with a partner’s.
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• If no one has suggested the idea of businessperson, Maya Santana
business owner or organiser, show how other Penn both Draper
g
sentences can help with the meaning. Point out that
in
the last two lines of the first paragraph mention
n
Santana’s company, PaperToy Clothing. Say Santana
ar
has his own company. Point out that the first sentence
of the third paragraph says that Maya started a
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business called Maya’s Ideas. Say Maya has her own
company. Both designers have businesses. They are
entrepreneurs.
• Direct students to the second and last paragraphs
ic
• 6 Tell partners to work together to answer the
ph
in the reading, where the remaining words are found. activity questions. Then put the students into small
Ask them to read the paragraphs and work out the groups to discuss and compare their answers. For
ra
meanings of give back, eco-friendly, donate and profits. each group, have one member act as secretary and
note down information from the discussion.
g
Tell them to check the meanings of the words in a
dictionary.
eo
• When discussion has finished, say Now let’s list what
• Next, ask students to listen to Track 054 and repeat you’ve discussed. Draw the following table on the
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the words. board:
• Vocabulary Strategy Remind students that when they
na
Group Passion Pursue Be Use Use Keep
use a dictionary, the guide words at the top of each A, B, passion practical �����������
page will help them locate the word they’re looking C, D, to help to
io
etc. people protect
for. Ask Would you look on a page with the guide words planet
at
dolphin and domino if you’re looking up donate? Ask
B animals ✓ ✓ ✓ ✓ ✓
a student to explain why not. Tell partners to practise cooking ✓ ✓ ✓
N
using guide words to look up the new vocabulary. fashion
football
While You Read 3
• 3 Say Now we’re going to learn more about these
two young designers. Listen and read. Play Track 055
and tell students to follow along.
• Say Now read again. Look for similarities and
differences between Santana and Maya as you read.
Play Track 055 again or allow students to read in
silence.
132 Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
• Have group secretaries report their information from their
discussions. As they do, fill in the table for each group. For each
group, say, for example, Group (B) has four different passions – Teaching Tip
(animals), (cooking), (fashion) and (football). Two people in Group (B) Provide opportunities for students to
think it’s better to follow their passions, and two think it’s better to be practise reading aloud. Pair a more fluent
practical. Two people would use some of their profits to help people. reader with a less fluent one. Without
One person would use some of his profits to help protect the planet, describing differences between them,
have fluent readers read the text aloud
and one person would keep some of the profits.
first. Then have less fluent readers read
the same text aloud. Encourage partners
• Do not remove the table if you plan to do the first Extend activity.
to help each other read difficult words.
Repeat the reading until both students
Extend feel comfortable reading it on their own.
• Say Work with a partner. Take turns describing the complete table.
Talk about all the groups as a class. Model an example. Say There Answer Key
are (23) people in our class. (Seven) have a passion for (animals);
Comprehension 4
(four) have a passion for (fashion); (eight) have a passion for
g
(sports); (three) have a passion for (music), and (one) has a passion 1. People who love fashion can make
in
for (cooking). Have pairs of students produce sentences for each responsible choices.
n
column in the table. 2. They’re both young.
ar
3. Their parents helped them get
• If time allows, you may want to hand out Worksheet 3.4.4 in class. started.
Le
Hand out a copy to each student. Say Look carefully at the new 4. They both have a passion for what
words on page 66. You will use your new words to answer questions. they do; they worked hard and had a
Ask students to complete the worksheet individually or in pairs. lot of support.
Consolidate
ic 5. They use part of their profits to help
others.
ph
• Write the following on the board:
ra
1. List some things you like to do or make.
g
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2. Could one of them become a business?
3. How would you start?
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4. Who would help you?
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5. What would you name your company?
io
• Say Imagine you’re entrepreneurs like Santana and Maya. Work with Formative Assessment
a partner. Answer the questions on the board.
at
Can students
• use new words to discuss what they’ve
N
read?
Ask students to use donate, give back, eco-
friendly, entrepreneur or profits to describe
Maya Penn or Santana Draper.
• compare and contrast Maya Penn and
Santana Draper?
Ask students to list two ways in which
the designers are similar and two ways in
which they’re different.
Workbook For additional practice,
assign Workbook pages 38–39.
Online Workbook Reading
SAMPLE COPY, NOT FOR DISTRIBUTION Reading 133
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Video VIDE
Objectives
Students will 1 BEFORE YOU WATCH Discuss in pairs.
• discuss ways to reduce their fashion 1. Why do you think T-shirts are called T-shirts?
footprint.
2. How many T-shirts have you got? Which one is
• apply the message of the video to your favourite? Why?
their personal lives.
3. Why are T-shirts so popular all
Academic Language purpose around the world?
Content Vocabulary ironing, repair
Resources Video scene 4.1 (DVD/ 2 Read and circle. You’re going
Website/CPT); Online Workbook; CPT: to watch How Your T-shirt Can
Video Make a Difference. From the title,
predict the purpose of the video.
Circle the letter.
a. To sell you popular T-shirts
b. To show you how T-shirts are made
g
c. To help you make good choices
in
3 WHILE YOU WATCH Listen and fill in an idea web.
Watch scene 4.1.
n
ar
4 AFTER YOU WATCH Work in pairs. Number the
order in which the information appears in the video.
Le
3 T-shirts use a lot of water and energy.
1 Cotton is everywhere.
5
ic
There is a solution. We can make a
difference!
ph
4 We haven’t got as much water on the
planet as we think.
ra
2 Cotton has a major impact on the planet.
g
eo
68 VIDEO
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Before You Watch 1 2 • 2 Say The video you’ll watch is called Your T-shirt
na
Can Make a Difference. Based on that title, the picture
• Ask partners to brainstorm what they know about their
and what you now know about your fashion footprint,
io
fashion footprint, and what they want to know about it.
predict what you think the video will be about. Then
Say List two or three facts you know about your fashion
at
circle the letter that best describes what you think
footprint. Think of any questions you may have.
the purpose of the video is. Once they’ve made
N
• 1 Next, tell students to open their books at their choices, ask several students to explain their
pages 68–69. Ask a student to read Questions 1–3 reasoning to the class.
aloud. Say Take turns asking and answering each
question. If time allows, ask partners to share their While You Watch 3
answers with the class.
• 3 Say While you watch, you’re going to fill in an idea
• Once students have had a chance to discuss and web. Play Video scene 4.1. Say Watch and listen
share the three questions in Activity 1, ask them to carefully. Fill in your web. Remember to write the main
look carefully at the main image again. Say Look again idea of the video in the centre circle. List important
at the picture. What do you see? (T-shirts and a bottle details in the outer circles. Take additional notes to help
of water) you remember some of the facts you’ll see and hear.
134 Unit 4 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
5 Work in pairs. How does the video Teaching Tip
suggest we can make a difference?
Video in the classroom Divide the
Tick the boxes.
class into pairs, with one partner facing
✓ Buy fewer T-shirts. the monitor and the other with their
Skip the washing. back to it. Turn off the sound and play
the video. The student who can see the
✓ Stop drying clothes in the dryer.
monitor tells his/her partner what is
✓ Skip the ironing. happening.
Buy clothes that aren’t made of cotton.
After a minute or so, tell students to
swap places. Ask partners to retell or
6 Work in groups. Read about more ways write a chronological sequence of what
to reduce your fashion footprint. Can happened and share it. Then play the
you use any of these ideas to make
video with sound.
changes? How?
3
g
Learn to sew
and repair clothes. 5
1 Don’t throw Buy clothing
in
Buy used clothes clothes away. from companies
from second-hand that are
clothes shops. eco-friendly.
2 4
n
Have a Donate used
ar
‘swap party’. clothes.
Exchange clothes
with friends.
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7 YOU DECIDE Choose an activity.
Formative Assessment
1. Work independently. Do a survey. Ask ten people how
they reduce their fashion footprints. Present your survey Can students
results to the class.
ic • discuss ways to reduce their fashion
footprint as a result of watching the video?
ph
2. Work in pairs. Write a short TV interview between a
chat-show host and a designer. Ask and answer questions Ask How can skipping the ironing help
about the impact that the designer’s clothes have on reduce your fashion footprint?
the environment.
ra
3. Work in groups. Have a group discussion. What is the
main purpose of fashion? Are there other purposes? Do
g
fashion designers have a responsibility to help protect Online Workbook Video
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the environment? Why or why not?
VIDEO 69
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• If students have trouble following the video or during which people exchange clothes. Say These are
na
understanding the text, pause the video and allow suggestions for ways to reduce your fashion footprint.
them to ask questions or re-read the text. Try Which of these ideas do you like? Which don’t you like?
io
replaying the video with and without sound, and ask
students to describe and comment on what they see. • 7 you decide Ask students to choose an activity.
at
Tell them to complete their idea webs independently. If students choose to conduct a survey, ask them
to research survey formats in advance. Tell them
N
to choose a format and then write out appropriate
After You Watch 4 5 6 7
questions. Remind them that the survey should
• 4 Put students into pairs. Ask them to number the include at least ten people.
order in which the information appears in the video.
• If they choose to write an interview, tell students to
• 5 Ask partners to discuss the suggestions and re-read the article about Maya Penn and Santana
tick those they believe appeared in the video. Then Draper. If possible, ask them to do additional research
tell students to read each option aloud. Ask How can about the designer they choose.
(buying fewer T-shirts) make a difference?
• If students choose a group discussion, remind them
• 6 Ask students to read options 1–5. Ask What to take turns, listen attentively and speak clearly. Say
do you think second-hand clothes are? (previously Show that you’re listening attentively. Ask questions if you
used clothes) Explain that a swap party is an event need the speaker to clarify something he or she said.
SAMPLE COPY, NOT FOR DISTRIBUTION Video 135
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GR AMMAR
Grammar 2
056
Modals: Making suggestions and giving advice about present and past actions
You shouldn’t have bought that leather jacket.
You could have bought that organic cotton jacket instead.
Objective
You should be more careful about reading labels.
Students will
You could reduce your footprint with a small change like this.
• use modals to make suggestions
and give advice about present and
past actions.
1 Read. Complete the dialogue with words from the list. Use could, should,
Grammar Modals: Making suggestions could have or should have.
and giving advice about present and
past actions be do dry hang listen put wash wear
Academic Language advice, action
Content Vocabulary gallon, pair Mum: You shouldn’t have washed your new T-shirt. You just got it!
Pronunciation Relaxed pronunciation: Pat: But I wore it to lunch with my friends and I spilt soup on it.
Shouldn’t have + past participle Mum: You should be / should have been more careful. And
Resources Online Workbook/Workbook instead of washing your T-shirt all by itself in the machine, you
pages 40–41; Worksheet 3.4.5 could have washed / could wash it by hand in the sink. That way you
(Teacher’s Resource CD-ROM/ save water.
Website); Tracks 056, 121–122 (Audio
g
Pat: What do you mean?
CD/Website/CPT); Pronunciation
in
Answer Key (Teacher’s Resource CD- Mum: Did you know it takes 40 gallons of water to wash that T-shirt in the machine?
ROM/Website); CPT: Grammar 2 Pat: That much? I really shouldn’t wash it in there.
n
Materials coins for the board game, Mum: And you shouldn’t put / dry it in the dryer, either. It takes
ar
pieces of card (optional) more than five times the energy to dry that T-shirt than it does to wash it. From
now on, you should hang it on the clothes line so
Le
that the sun dries it – for free!
2 Work in pairs. Take turns thowing a coin
ic
(heads = 1 space; tails = 2 spaces). Make
suggestions and give advice about present
ph
and past actions as instructed.
g ra
Go to page 161.
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70 GRAMMAR
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Warm Up about things in the present. We use could have and
na
should have to give advice about past actions, or things
• Activate prior knowledge Say Sometimes we need that happened in the past.
to ask for or give help. One type of help that people
io
ask for or give is called advice. Who can tell me what • Write the following on the board:
at
advice means? (giving an opinion about what to do)
Ask What do you do when you give someone advice?
N
(You tell them how to act or what to do.) Say Giving could/should could have/should have
advice and asking for advice are both important skills. be hang been hung
buy listen bought listened
Present do put done put
• Tell students to turn to page 70. Ask a student to dry wash dried washed
read the explanation of modals aloud. Say When we get wear got worn
give advice, we often use the words could, should,
could have and should have. We use those words with
verbs that say what the person should or could do, or • Ask students to practise using could, should, could
should or could have done. have and should have with each verb on the list to
make original sentences. (You should be more careful.
• Play Track 056. Tell students to read along silently; You should have listened to your mother.) Point out
then ask a student to read each grammar example that put is the only verb on the list that doesn’t
aloud. Say We use should and could to give advice change when used with could or should plus have.
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Be the Expert
Practise 1
• 1 Ask partners to complete Activity 1. Tell them to refer to the Grammar in Depth
words on the board if they need help selecting the correct form of There are a number of ways to give advice
the verb. Then ask partners to take turns reading the roles of Mum in English. In addition to could, should,
and Pat. could have and should have, the following
terms are often used when giving advice:
• Ask students to choose two or three sets of words from the board If I were you, I’d (I wouldn’t) …
to give advice to their partners. For example, tell students to use You’d better …
buy/bought, listen/listened and get/got to give advice. Model for You’d better not …
students. Say You shouldn’t have bought that jumper. You should You ought to …
have listened to me. You should have got the jacket instead. You ought not to ...
If I were in your shoes, I’d (I wouldn’t) …
Why don’t you …?
Apply 2
• 2 Ask students to cut out the game board on page 161. Tell Pronunciation
g
them to use could, should, could have, should have and the game Go to Student’s Book page 145. Use
in
board to give advice about present and past actions. Audio Tracks 121–122.
n
Relaxed pronunciation: Shouldn’t
Extend
ar
have + past participle
• If time allows, prepare a set of cards with one of the following As in Unit 2, the have in [modal] + not
Le
choices written on each card, or write the choices on the board. have + [past participle] is often reduced
to sound like the word of (/əv/). The
contracted n’t is often reduced to sound
a jumper/a jacket to the cinema/to the park ic like unt (/(ə)nt / ). This unit practises
negative forms. Affirmative and negative
ph
stay home/go out pizza/a sandwich
statements may be difficult for students
walk/catch the bus get up early/stay in bed to distinguish since the /n/ sound is
ra
often the only difference when spoken:
should’ve (/ˈ∫ʊdəv/) and shouldn’t’ve
• Put students into pairs. Hand out one card to each pair. Ask
g
(/ˈ∫ʊdnəv/).
students to use could, should, could have and should have to give
eo
advice about one of the options stated on the card. Model for
students. Say, for example, It’s cold outside. You shouldn’t wear only
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a jumper. You should wear a jacket.
• Hand out Worksheet 3.4.5. Tell students they will have more
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opportunities to practise using modals to make suggestions and
give advice about present and past actions.
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Consolidate
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• Provide the following topics for students. Tell them to use could,
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should, could have and should have to give advice to a friend.
Formative Assessment
Can students
having trouble in class need help with a project • use modals to make suggestions and give
curious about something always feeling tired advice about present and past actions?
Name a verb in the present tense. Ask
students to use could or should plus a
• Say Imagine you’re giving advice to a friend about something that’s verb to give a simple piece of advice.
happening now or happened in the past. Pick one of the situations on
the board. Use could, should, could have or should have.
Workbook For additional practice,
assign Workbook pages 40–41.
Online Workbook Grammar 2
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2 137
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WRITING
Writing In persuasive writing, we can support our point of view with facts and statistics.
We use phrases such as:
states that according to
Objectives
Students will the facts show that research shows that
• identify elements of persuasive
writing. 1 Read the model. Work in pairs to identify the parts of the writing. How does the
• use expressions that introduce facts writer persuade the reader? Underline the phrases.
and statistics.
Have you ever seen someone wearing fur? Some people think fur is a fashion
• analyse a model of persuasive
statement. Other people think it is more important to stop killing animals.
writing.
• take a position and produce a piece Research shows that millions of animals are killed for their fur each year. Some
are hunted and trapped in the wild. Even more die at what are called fur-factory
of persuasive writing.
farms. According to groups that protect animals, most of the skins that people buy
Writing Persuasive essay come from fur farms. On these farms, animals live in small, dirty cages until it’s
their turn to die.
Academic Language facts, statistics,
persuade, persuasive People in the fur business say they help control animal populations. But the facts
show that animals control their own populations. Fur factories also claim they do
Content Vocabulary cages, fake, fur, not have an impact on the environment, but that’s not true, either. A real fur
fur farms, hunt, kill, skins, suffering, coat takes more than 20 times the energy needed to make a fake fur coat!
trap The chemicals fur factories use also pollute the water.
g
Resources Online Workbook/Workbook Fashion lovers should know that every fur coat, jacket, waistcoat or hat
in
page 42; Process Writing Worksheets represents animal suffering. This harm to animals and the environment
1–5, Genre Writing Worksheet: will end only when people do their part and stop buying and
wearing fur.
n
Persuasion (Teacher’s Resource CD-
ROM/Website); CPT: Writing
ar
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A mink
ic
ph
2 Work in pairs. Does the writing persuade you to do something about wearing fur?
Why or why not?
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3 Write. Persuade your readers to reduce their fashion footprint.
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WRITING 71
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Warm Up • Say Now imagine that you read an article that says
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teenagers learn better when they study later in the
• Activate prior knowledge Write the following morning. You and other students want your school to
sentences on the board:
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change school hours. Would it be better to talk to the
teachers or write to them? What would you say? How
at
You want your brother to lend you money. would you say it? Say In a situation like this, you need
to use formal language. You need to support your ideas
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You and other students want school to start later with facts and statistics.
in the morning.
Present
• Say We’re going to look at expressions we can use to
• Say In our lives, we all want things. When we want make our position stronger. These expressions help us
things to happen, we often need to persuade people. introduce facts and statistics. Let’s use starting school
We want them to think like we do. How can we make later in the morning as an example.
that happen?
• Write states that on the board. Say
• Say Imagine you want your brother to lend you money. The National Sleep Foundation states that sleep loss
Would it be better to talk to him or write to him? (talk) affects a teenager’s ability to learn.
What would you say? (Please can you do me a favour?
I really need the money. I’ll pay it back.)
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Be the Expert
• Write According to . Say According to research, a lack
of sleep affects attention span and academic performance.
Writing Support
• Write The facts show that . Say The facts show that
starting school early affects a teen’s ability to learn. Potential persuasion
problems When students feel strongly
• Write Research shows that on the board. Say about their arguments, they may fall into
using strategies that are considered
Research shows that most teenagers are ready to fall asleep at unacceptable in English writing. Three
around 11.00 p.m. and wake up at around 8.00 a.m. common temptations are: appealing to
fear (If you don’t think like I do, your life
• Tell students to open their books at page 71. Review the text in will be ruined); appealing to pity (If you
the green box with the class. don’t feel like I do, it will be heartbreaking
because all these beautiful fish will die);
and personal attack (If you don’t feel like
Read the Model 1 2 I do, you are either stupid or evil). Remind
students to avoid using these tactics.
• 1 Say Now we’re going to look at an example of persuasive
writing. First, let’s look at the photo and the caption. Ask students Teaching Tip
g
to predict what they think the text will be about. Say What do you Students are now halfway through the
in
think the text might be about? Student’s Book. Encourage them to
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review the contents of their portfolios in
• Read the instructions aloud. Say Work in pairs to identify the parts order to evaluate their writing progress
ar
of the writing. Say Let’s review. Ask What are the parts of a piece of over time.
writing? (title, introductory paragraph with a topic sentence, body
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paragraphs that support the main idea, concluding paragraph) Say
Look carefully. Which part is missing? (the title)
• Ask pairs of students to identify the parts of the text and then ic
ph
find and underline words and expressions used to persuade the
reader. (Research shows that …, According to …, The facts show
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that …)
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• 2 Say Read the text again. Think of a title for the text. Prompt
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students to suggest possible titles. You may want students to vote
on the best one.
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• Next, ask students to work in pairs to discuss the text. Were they
persuaded to never buy or wear fur? As they work, walk around the
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room and listen. Make sure students support their opinions.
• Ask for a show of hands about buying and wearing fur. Ask How
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many of you think buying and wearing fur is a bad idea? Put your
at
hands up. Count the number of hands and write the result on the
board.
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• Worksheet If your students need a reminder of the elements of
the Persuasive Writing genre, you may want to hand out Genre
Writing Worksheet (Persuasion) and review it together.
Workbook For scaffolded Writing
support, assign Workbook page 42.
Online Workbook Writing
SAMPLE COPY, NOT FOR DISTRIBUTION Writing 139
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• Worksheets If your students need a reminder of any
WRITING
of the steps of process writing, you may want to hand
In persuasive writing, we can support our point of view with facts and statistics. out Process Writing Worksheets 1–5 and review them
We use phrases such as:
states that according to together.
the facts show that research shows that
• Workbook Refer students to Workbook page 42 to
1 Read the model. Work in pairs to identify the parts of the writing. How does the
writer persuade the reader? Underline the phrases. help them organise and plan their writing.
Have you ever seen someone wearing fur? Some people think fur is a fashion
statement. Other people think it is more important to stop killing animals.
Research shows that millions of animals are killed for their fur each year. Some
are hunted and trapped in the wild. Even more die at what are called fur-factory
Write
farms. According to groups that protect animals, most of the skins that people buy
come from fur farms. On these farms, animals live in small, dirty cages until it’s
their turn to die. • After students have finished their pre-writing, tell them
People in the fur business say they help control animal populations. But the facts
show that animals control their own populations. Fur factories also claim they do
to work on their first drafts. If you haven’t got enough
not have an impact on the environment, but that’s not true, either. A real fur
coat takes more than 20 times the energy needed to make a fake fur coat!
time in class, assign the first draft as homework.
The chemicals fur factories use also pollute the water.
Fashion lovers should know that every fur coat, jacket, waistcoat or hat
represents animal suffering. This harm to animals and the environment
will end only when people do their part and stop buying and Revise
wearing fur.
• After students have finished their first drafts, tell them
g
to review their writing and think about their ideas
in
A mink
and organisation. Ask each student to consider the
following: Is the main idea easily identifiable? Do the
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ideas follow each other in a logical way? What seems
ar
2 Work in pairs. Does the writing persuade you to do something about wearing fur?
Why or why not? good? What needs more work?
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3 Write. Persuade your readers to reduce their fashion footprint.
Edit and Proofread
WRITING 71
• Encourage students to consider elements of style,
ic
such as sentence variety, parallelism and word choice.
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OWI_3_SE_81089_058-075_U04_CP2.indd 71 6/20/16 11:22 AM
Plan 3 Then ask them to proofread for mistakes in grammar,
punctuation, capitalisation and spelling.
• 3 Say Now you’re going to plan your writing. You
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already know your topic – reducing your fashion
Publish
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footprint. So your next step is pre-writing. Say Let’s
• Publishing includes handing in pieces of writing to the
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review. What are some ways we do pre-writing?
(brainstorm, freewrite, make lists, use a graphic teacher, sharing work with classmates, adding pieces
to a class book, displaying pieces on a classroom wall
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organiser, use sentence starters)
or in a hallway, and posting on the Internet.
• Say Now decide what you want to use for pre-writing. If
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you have time in class, allow students to work on this
step. If not, assign it as homework. If students have
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Workbooks, remind them to use Workbook page 42 for
writing support.
at
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1 2 3 4
Writing Assessment Writing Student includes supporting facts and
Use these guidelines to assess statistics and uses phrases such as according to
_____ and research shows _____.
students’ writing. You can add
other aspects of their writing
Grammar Student uses modals such as could and
you’d like to assess at the
should.
bottom of the table.
4 = Excellent Vocabulary Student uses a variety of word choices,
3 = Good including words learnt in this unit.
2 = Needs improvment
1 = Re-do
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Mission
Objective
Students will
• discuss the importance and impact of
personal choice.
Content Vocabulary conservationist,
hands-on, individual, local
Resources Video scene 4.2 (DVD/
Website/CPT); Worksheet 3.4.6
(Teacher’s Resource CD-ROM/Website);
Online Workbook: Meet the Explorer;
CPT: Mission
Be the Expert
g
in
Make Good Choices
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Teaching Tip
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‘I believe in a hands-on approach. Students don’t all process language at the
Today we need everyone’s involvement.’ same speed. As a result, some students
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Asher Jay may need extra time before responding to a
National Geographic Explorer, Creative Conservationist question or completing a sentence. When you
ask a question, wait several seconds to make
1. Watch scene 4.2. 3. What good choices can you make in your
ic sure everyone has had time to think about
their answer. Ask students not to put their
ph
everyday life to protect the environment?
2. What are some things you can do by Give at least three examples.
hands up until you feel that everyone has had
yourself or in your community to help a chance to think about an answer.
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protect animals used for fashion? To
protect other animals?
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Online Workbook Meet the Explorer
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72 MISSION
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Mission for fashion. Remind students to review the persuasive
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writing piece on page 71 and to use should, could,
• Ask a student to read aloud the quote by Asher Jay. should have and could have in their responses.
Say When we do something hands-on, we don’t just
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think about it. We get involved. Act out rolling up your • Activity 3 Ask individual students to consider how
at
sleeves. Say We roll our sleeves up; we get our hands they can make personal choices that help to protect
dirty. We do it hands-on! Say You’ve learnt about Asher the environment. Remind them to use should, could,
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Jay. What do you think she means when she says she should have and could have in their responses. Model
believes in a hands-on approach? (She believes you for students. Say I could be more careful about my
should get involved and do as much as you can.) fashion choices. I should ask where and how my
clothes are made.
• Activity 1 Say Now let’s watch a video about Asher
Jay. Play Video scene 4.2. Ask students to focus on • Worksheet Hand out Worksheet 3.4.6. Explain
Asher Jay’s responsible fashion choices. that students will use the worksheet to further
discuss fashion choices and their implications and
• Activity 2 Put students into pairs. Tell them to consequences.
consider and discuss what they can do at an
individual and local level to help protect animals used
SAMPLE COPY, NOT FOR DISTRIBUTION Mission 141
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Project Make an Impact
YOU DECIDE Choose a project.
Objective
Students will
1 Plan and write a blog entry about reducing one’s
• choose and complete a project
fashion footprint.
related to fashion footprints.
Academic Language blog entry • Write the text.
Content Vocabulary accessories, • Collect photos and drawings.
brochures, fashion show • Share the blog and respond to questions and comments.
Resources Assessment: Unit 4 Quiz,
Units 1–4 Mastery Test; Workbook 2 Plan and hold an eco-friendly fashion show.
pages 43 and 93; Worksheet 3.4.7 • Collect donated and found materials.
(Teacher’s Resource CD-ROM/
Website); CPT: Make an Impact and • Use the materials to design clothing and accessories.
Review Games • Have a fashion show and film it.
Materials blog photos or drawings,
poster board, video camera 3 Plan and hold a Fashion Footprint
Awareness Day.
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• Make posters and brochures.
in
• Conduct interviews in
the community.
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• Report on the day’s
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activities for
the school
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newspaper.
Assessment
ic
ph
Go to pages 257–258.
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Unit Review Assign Worksheet 3.4.7
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Workbook Assign pages 43 and 93.
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Online Workbook Now I can PROJECT 73
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Prepare • Activity 3 Discuss the various types of awareness
days observed in your area. Ask What would we
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• you decide Ask students to choose a project. focus on during a Fashion Footprint Awareness Day?
at
• Activity 1 Ask students to research various blogs in (making responsible fashion choices, reducing our
order to identify the usual elements of a blog. Ask fashion footprint)
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What do you expect to see in a blog? (text, photos,
diagrams, comments) What makes a good blog post? Share
(a good title, focused topic, clear opinions) • Schedule time for groups to present their final
projects to the class. In the case of the blog, allow
• Explain that although blogs are typically found on the
students to read the entry before the presentation.
Internet, entries for this project can be submitted on
paper. • Modify Help students simplify a project by eliminating
one of the options. For example, students might hold
• Activity 2 Point out that the activity will have to
a Fashion Footprint Awareness Day without conducting
take place over the course of several days to allow
the interviews.
time to collect materials and design the clothing and
accessories. If they hope to film the fashion show,
they’ll need a video camera.
142 Unit 4 Project
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Student’s Book
Audio Script
Track 051 1 A lot of our clothing is made from natural
Track 044 1 Listen and read. See Student’s Book materials such as cotton, wool, leather and silk. Synthetic
pages 60–61. materials such as nylon and polyester are also very popular.
Track 045 2 LEARN NEW WORDS comfort / Some people But all of these materials, whether natural or synthetic,
choose clothes based on comfort, not fashion. cotton / affect the environment. For example, many toxic chemicals
Our jeans and T-shirts are made from cotton. creativity / are used to make leather shoes. The manufacture of cotton
We can use clothing to show our creativity. crop / Growing jeans requires enormous amounts of water and energy. And
crops such as cotton or wheat takes a lot of water. if dyes are used to colour any of these materials, then even
designer / Designers draw their ideas first, and then more water, energy and toxic chemicals are required.
make them into clothes. do one’s part / Let’s do our Track 052 4 Nearly two billion pairs of jeans are made
part to reduce our fashion footprint. fit in / Most teens every year. Cotton and other materials are sent to the
want to fit in with others at school. footprint / People factory where the jeans are assembled. Jeans are then
can buy less to reduce their fashion footprint. have an shipped to a warehouse and later sent to retailers. Jeans
impact on / The fashion choices we make have an impact can travel up to 65,000 kilometres before they’re purchased
on the environment. manufacture / The manufacture of by a customer. With every step in the process, the cost of
some clothing uses a lot of water and energy. material / jeans goes up! Did you know that when you buy a pair of
Clothing can be made of many different materials. style / jeans, you might be paying more than four hundred times the
Young people often have a different style to their parents. cost of manufacture?
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synthetic / Synthetic materials don’t come from plants or
animals. take responsibility for / It’s important to take Track 053 4 LEARN NEW WORDS ship / Jeans are
in
responsibility for our choices. toxic chemical / To produce shipped around the world. assemble / A pair of jeans
clothing, toxic chemicals are sometimes released into the is assembled very quickly. factory / Jeans are made in
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air and water. trendy / Many people prefer to wear trendy factories. warehouse / Jeans are sent from the factory to a
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clothes that are in style. warehouse. retailer / Retailers sell things to the final users,
not to other shops. purchase / Most people purchase jeans
Track 046 5 There are many different reasons we
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at retailers.
buy and wear the clothes we do. We choose clothes for
practical reasons, such as weather and comfort. We also Track 054 2 LEARN NEW WORDS donate / It’s best to
wear the clothes we do for psychological reasons. These donate clothes that don’t fit you. eco-friendly / Natural
include wanting to feel powerful, to feel attractive and to
show our creativity and personality. Wearing certain styles
ic
materials are more eco-friendly than synthetic materials.
entrepreneur / Santana Draper is a young entrepreneur
ph
affects how we feel about ourselves and how other people with his own business. give back / Some people like to
see us. We may care about the latest trendy fashion by give back to the community when they have more than they
popular designers, or we may prefer practical clothes. And need. profit / Some companies give part of their profits to
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finally we make our clothing choices for social reasons, environmental organisations.
such as showing we want to fit in with a group, or making a
Track 055 3 WHILE YOU READ See Student’s Book
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statement about our beliefs.
pages 66–67.
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Track 047 5 LEARN NEW WORDS attractive / The clothes
we wear can make us feel attractive. popular / A lot of Track 056 grammar See Student’s Book page 70.
people wear clothes from the most popular designers.
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Track 057 1 Express Yourself See Student’s Book
psychological / We choose clothes for psychological pages 74–75.
reasons, such as feeling good and fitting in. social / We
dress up for social events like parties and dances.
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Track 048 Speaking Strategy See Student’s Book page 63.
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Track 049 1 S1: So the colours we wear definitely affect
us psychologically and physiologically. S2: I’m not sure I get
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it. When you say physiologically, what do you mean?
S1: I mean how it makes you feel. S2: Are you saying that
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the colours of the clothes we wear can make us feel ill?
S1: No, that’s not it. What I mean is that colours affect our
moods. You know, blue makes people feel calm and relaxed,
and red makes them feel excited and energetic. S2: Could
you explain that a little more?
S1: Of course. Blue and red are associated with those
emotions. But there are physical effects on the body, too.
Blue causes the body to produce calming chemicals, and red
causes you to breathe faster.
Track 050 grammar See Student’s Book page 64.
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Express Yourself Express Yourself
1 Read and listen to the poem by Asher Jay. 057
Objectives
Students will
• identify elements and content of a
poem.
The Garb Age
• connect ideas about group behaviour Fashion is about excess,
and fashion trends. about wanting more.
It’s indulgent, vain,
Content Vocabulary core, dated, selfish to the core.
euphemism, excess, finite, indulgent,
Excess is euphemism
surplus, vain
for avoidable waste.
Resources Workbook pages 44–45/ Buying without need
Online Workbook (Units 3–4 Review); is in poor taste.
Worksheet 3.4.8 (Teacher’s Resource In a finite world
CD-ROM/Website); Track 057 (Audio resources are scarce.
CD/Website/CPT); CPT: Express Surplus drains, and
Yourself Units 3–4 Earth has no spares.
Materials drawing materials, video Fads repeat like history,
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camera dated becomes news.
Reduce, repurpose, recycle.
in
Up-cycle and re-use!
Fight a failing model.
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Save scraps, set the stage.
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Sew your own designs,
but don’t let your garb age.
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2 Work in groups. Discuss the poem.
ic
1. What do you think the poem is
about? Circle the letter. Support
your answer.
ph
a. buying trendy fashions
b. reducing your fashion footprint
c. buying only recycled clothing
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2. The poem says we shouldn’t buy
things we don’t need. Do you agree
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or disagree? Explain.
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74
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shortened form of garbage. Point out that garbage is
Present 1
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the American English word for rubbish. Tell students
• Preview Ask students to turn to pages 74–75. that Asher probably uses the word to mean both
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Discuss the photo. Ask Do all the women look alike? things. Explain that poetry uses language in unusual,
How would you describe the one who stands out from sometimes playful ways to create a certain effect.
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the group? What would Asher Jay think of this person’s
fashion choices? Then ask partners to discuss these • 1 Say Listen for other examples of language that
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questions: Do you think any of the women in the photo create an effect. Play Track 057 once as students
are aware of their fashion footprint? What makes you listen and read along.
think the way you do?
Practise 2
• Read together Say We’re going to read a poem by
Asher Jay about fashion and waste. Point out the • 2 Put students in small groups. Tell them to re-read
lines and verses, or stanzas (groups of lines), which the poem and work together to use context clues to
differentiate poetry from prose. Explain that this is a figure out what indulgent, vain and euphemism mean.
lyric poem, which is a poem that conveys a message Tell students up-cycle means ‘to recycle to create a
through the thoughts and feelings of the speaker, product of a higher quality than the original’.
whose voice we hear through the words of the poem.
Read the title aloud. Ask What does garb mean? Some • Discuss Say Talk about the poem. Ask yourselves:
students may know that garb means ‘a particular What is the speaker’s opinion of fashion? What is the
style of clothing’ or ‘outfit’, and others may say it’s a overall tone of the poem? Is it funny? sad? urgent?
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Be the Expert
Genre in Depth
Rhyme and rhythm Rhyme is the
repetition of the same or similar sounds
in words, and rhythm is the regular
pattern of sounds in a poem. Point out to
students how the second and last lines
of each stanza of The Garb Age rhyme.
Remind them to note the rhythm this
rhyme scheme creates and how it affects
their understanding and appreciation of
the poem.
Cumulative Review
Hand out Cumulative Review Worksheet
3.4.8.
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3 Connect ideas. In Unit 3, you
in
learnt about group behaviours. In
this unit, you learnt about fashion Formative Assessment
n
trends. What connection can you Can students
ar
see between the two topics? • identify elements and content of a poem?
Ask students to identify the main message
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of the poem.
4 YOU DECIDE Choose an activity. • connect ideas about group behaviour and
fashion trends?
1. Choose a topic:
ic
• fashion and group behaviour Ask What effect does group behaviour have
ph
• clothing and its impact on the on the fashion industry?
environment
2. Choose a way to express yourself:
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• a poem or rap
• a poster Workbook Assign pages 44–45.
g
• a short video
Online Workbook Units 3–4 Review
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3. Present your work.
75
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What’s the effect of the series of phrases beginning students to share their thoughts. Ask Have you heard
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with s in the last stanza? Tell students to answer ideas that will make you change your buying habits?
Question 1. Finally, ask How many liked the poem?
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How many disliked it? Prepare 4
at
• Say Now answer Question 2. Walk around the room to • you decide Review Activity 4. Allow students to make
check students’ understanding. Ask What does the their own choices. You may want to assign this activity
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speaker mean by ‘Earth has no spares’ in the third in advance so that students have more time to work
stanza? How might this affect your fashion choices? on it in class or at home.
• 4 To help students decide on an activity, tell them
Connect 3 to consider what message they want to communicate.
• 3 Critical thinking Read the Activity 3 text aloud. You might suggest poems to read or suitable raps
Tell students to begin their discussions. Provide to listen to. Help those who choose the video option
prompts as necessary: What’s the ‘failing model’ decide whether they want to do a documentary-style
referred to in the last stanza? What’s the effect of video or tell a story.
placing the words garb and age side by side?
Share
• To sum up, ask Why are we sometimes suspicious
• Set aside time for students to share their work.
of people who stand out from the crowd? Why is it
Remind them to listen actively by focusing on the
hard for people to change their fashion habits? Invite
speaker or presenter.
Express Yourself
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Unit 5
In This Unit
Theme This unit is about the evolution
of flight.
Content Objectives
Students will
• examine the world of animal and
human flight.
• read about the development of the
first powered aeroplane.
• consider how childhood interests can
influence career choices.
Language Objectives
Students will
• talk about the evolution of flying
animals and machines.
• use phrases to argue, counterargue
and concede.
• use the past perfect to distinguish
g
the first of two actions in the past.
in
• use the past perfect continuous to
describe the first of two actions in
n
the past.
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• write a classification essay
describing two types of animal flight.
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Vocabulary
pages 78–79 adaptation, capability,
early, evolve, feature, flap, flight,
TO START
glide, hollow, limited, soar, weight,
wingspan ic
1. We all know that birds fly. What
ph
page 80 allow, powered, skilled, other living things fly? Make a list
of as many as you can.
support
page 83 ascend, descend, force, 2. Why do you think humans have
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parachute, prove, stable always wanted to fly? Jetmen flying over the city of Dubai,
United Arab Emirates
page 84 engine, fuel, to land, pilot, 3. Would you like to be able to fly?
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to take off Why or why not?
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Vocabulary Strategies Root words 76
(port); Using a dictionary
Speaking Strategy Arguing and
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Grammar
Introduce the Unit
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Grammar 1 Use the past perfect to
distinguish the first of two actions • Build background Say The next unit is about flying. Many of us
in the past have flown in an aeroplane, but has anyone ever flown in a glider?
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Grammar 2 Use the past perfect
continuous to describe the first of
What’s the difference between an aeroplane and a glider? Explain
at
two actions in the past that, unlike aeroplanes, gliders don’t need engines to fly; they are
Reading Reaching for the Sky carried along ‘rivers’ of air, called air currents, in the atmosphere.
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Reading Strategy Identify sequence Ask Which way of flying do you think is more like the way a bird flies?
of events If possible, display photos of gliders. Discuss. (Planes are bigger;
Video Scene 5.1: Flight of the RoboBee; they go faster. Gliders are small and quiet; they have to be towed
Scene 5.2: Meet Ryan Carney
into the sky by an aeroplane.)
Writing Classification essay
National Geographic • Tell students to open their books at pages 76–77. Ask Are those
Mission Explore Your Interests real people? What are they doing? How are they doing it? Read
Project aloud the caption. Tell students the men are flying with jetpacks,
• Flying machine model consisting of a carbon fibre wing and four tiny engines.
• Poster
• Advertisement
• Ask questions such as the following to encourage discussion:
Pronunciation Relaxed pronunciation:
Past perfect
What country are the men flying above? (the United Arab Emirates)
Pacing Guides 3.5.1, 3.5.2, 3.5.3 What is Dubai? (a city in the United Arab Emirates)
How do you think the men are feeling?
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‘From flying dinosaurs to jet Unit Opener
packs, the ability to soar
among the clouds has always
captivated our imagination.’ Objectives
Students will
Ryan Carney
• describe and discuss a photo.
• discuss why people are fascinated
Flying High
by flight.
Content vocabulary soar
Resources Worksheet 3.5.1 (Teacher’s
Resource CD-ROM/Website);
CPT: Unit Opener
Materials photos of gliders (optional)
g
Be the Expert
in
n
About the Photo
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The photo shows Yves Rossy and Vince
Le
Reffet flying with experimental jetpacks
invented by Rossy, a Swiss military pilot
and aviation enthusiast. In recent years,
ic Rossy has exhibited versions of his
jetpacks in high-profile events staged
ph
around the world, including the United
Arab Emirates, the English Channel and
the Grand Canyon. The jetpack’s four
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engines are mounted beneath the wing,
and eight gallons of jet fuel provide about
g
ten minutes of thrust. Rossy performs
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77 loops, rolls and other manoeuvres using
body movements.
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• TO START Ask a student to read aloud Question 1 on page 76. Write Teaching Tip
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some responses on the board. (some insects, bats) Explain that There may be times during a lesson when
you need to provide a long explanation or
only birds, insects and bats can truly fly. Other animals, such as
multiple examples. Make sure students
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lemurs and flying squirrels, glide or leap, which is not real flight. still have a chance to speak. It can be
helpful to pause during your explanation
at
• Read aloud the quote on page 77. Ask students what they think and ask students to repeat the concept
captivated our imagination means. (fascinated us, made us wonder) that you just presented. This will keep
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Ask another student to read Question 2 aloud. Discuss as students engaged and allow them to
a class. practise the language.
• Ask a student to read Question 3 aloud. Ask students what they
know about paragliding, parasailing, bungee jumping or riding a zip
line. Ask Might these activities feel like flying? Invite students to
share any experiences they’ve had with these or similar activities.
Extend
• Hand out Worksheet 3.5.1. Put students into pairs. Explain that
students will be thinking and writing about the appeal of human
flight.
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1 Which animal do you think was the
Vocabulary first to fly? Why? Discuss. Then listen
and read. 058
350 million years ago 229 million years ago
Objectives
Today it’s hard to imagine an empty sky, By 229 million years ago, flight had
Students will
but many millions of years ago, there was also developed in pterosaurs, large flying
• use vocabulary related to animal no flight of any kind. All life was limited reptiles. These animals were not dinosaurs,
flight. to water or land. This included very early but were closely related to them. They were
• use new vocabulary to read about insects, which were the first animals to good fliers because they had strong flight
and discuss the evolution of flight in develop wings around 350 million years muscles, skin-covered wings and strong
animals. ago. How did wings evolve? The most but hollow bones. They could glide, flap
accepted theory is that wings developed their wings and even soar, using the
Target Vocabulary adaptation, from structures that originally supported wind to help them stay in the air. The
capability, early, evolve, feature, flap, insects’ ancestors as they moved in the largest flying animal ever was a pterosaur
flight, glide, hollow, limited, soar, weight, water. Over time, these structures became named Quetzalcoatlus, which had
wingspan larger and stronger. They turned into wings a head as big as a human and
that first allowed insects to jump and then a body as tall as a giraffe.
Content Vocabulary ancestors, glide. Eventually, insects were able to flap Quetzalcoatlus had a
clawed, reptiles, theory their wings and fly. weight of 200 kg. (440 lb.)
Resources Worksheet 3.5.2 (Teacher’s and a wingspan of
11 m. (36 ft.)!
Resource CD-ROM/Website); Tracks
058–059 (Audio CD/Website/CPT);
g
CPT: Vocabulary
n in
ar
Le
ic
ph
g ra
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78 VOCABULARY
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Warm Up • Revisit Say Remember in Unit 2 we read that
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cockroaches have been on Earth longer than humans
• Build background Write evolution on the board. have. We also learnt about Jenny Daltry and her work
Say We’re going to read about the process by which
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with snakes and other reptiles, which are another
the ability to fly developed in animals over millions of
group of animals that have been around for millions of
at
years. Point to the board and ask if anyone can read
years. What other kinds of animals were around before
aloud the word. Explain that evolution is the noun that
humans? Let’s list some on the board. Brainstorm a
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names the process by which physical changes happen
list like the one below.
over time.
• Then write evolve on the board and tell students it’s cockroaches, other insects dinosaurs
the verb that describes the action of changing, as in �� birds
Bats evolved from gliding animals to flying animals. frogs apes, other mammals
crocodiles, snakes, other
Present 1 2 reptiles
• 1 Ask students to open their books at pages 78–79.
Read the Activity 1 questions. Remind students that
only birds, insects and bats can fly.
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Be the Expert
150 million years ago 55 million years ago
Today’s birds are actually living The fourth and last appearance of Our World in Context
dinosaurs! The earliest known dinosaur that flight happened 55 million years
is generally considered to be the first bird is ago, when the ancestors of bats developed It was not until the 1990s that most
Archaeopteryx. It had feathered wings like the capability of powered flight. It’s likely scientists agreed that birds evolved
modern birds, but also shared features with that these mammals lived in trees and from dinosaurs. The many recent fossils
reptiles, such as teeth, clawed fingers and a first became gliders. Over time, their of early birds and their predecessors
bony tail. It could fly, but not very well. bodies formed wings, making bats the only
Later, birds became more skilled fliers due mammals that have evolved to fly.
that have been collected worldwide
to better flight adaptations. reveal that features previously thought
to belong exclusively to birds – from
feathers to a wishbone – were present
in birds’ dinosaur predecessors. Today,
the consensus is that birds evolved from
a group of small meat-eating dinosaurs
that included Velociraptor of Jurassic Park
fame.
g
Teaching Tip
in
When you introduce new vocabulary,
ask the entire class to repeat each
n
word. Then ask individual students to
ar
repeat the same word aloud. Correct any
pronunciation errors. This allows you to
Le
monitor pronunciation quickly and fix any
errors before students begin to use the
words on their own.
2 LEARN NEW WORDS Listen and repeat.
ic
ph
059
3 Work in pairs. The capability of flight has evolved in
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four groups: insects, pterosaurs, birds and bats. Why
do you think each of these animals evolved to fly? How
did it benefit them? Do you imagine any other animals
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evolving this way in the future? Explain.
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VOCABULARY 79
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• Say Now we’re going to hear and read about how some vocabulary words. Assign two or three to each pair.
na
animals evolved to be able to fly. Play Track 058 and Say Work together to write a new sentence for each of
tell students to listen and read. Then discuss the your words.
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photos and the reading with students. Ask questions • Model an example for students. Point to adaptation.
such as: Write on the board Dinosaurs underwent adaptations
at
How did wings develop in insects? (from structures that allowed them to fly. When students have finished,
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that originally supported insects’ ancestors as they ask pairs to read their sentences to the class.
moved in water)
What do birds have that no other animals have? Practise 3 4 5
(feathers)
• 3 Put students into pairs. Read aloud the Activity 3
What do you think is meant by powered flight? (flight questions on page 79. Say Review the reading. Then
that requires a source of energy) think about modern animals – on land, in the sea, in
How do wings get the power to lift an animal off the the air. Ask What do they eat? What eats them? What
ground? (they need to be flapped) threatens their habitats? Why might modern animals
evolve to fly? Which ones might benefit most? Tell
• 2 LEARN NEW WORDS Play Track 059. Ask students partners to discuss. When they have finished, ask
to listen and repeat. Then put students into pairs. Tell pairs to share their ideas.
partners to take turns saying each word. Display the
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4 Read and write the words from the list. Make any necessary changes.
Vocabulary adaptation capability evolve flight
glide hollow limited weight
Objectives As an evolutionary biologist and palaeontologist, Ryan
Students will Carney studies the history of dinosaurs and their modern-day
• practise using vocabulary related to
descendants: birds. From a single feather, he was inspired to
the evolution of flight in animals. adaptations Archaeopteryx feather fossil
research the that species made
• use a vocabulary strategy to learn
over time in order to fly. He is interested in Archaeopteryx
new vocabulary.
because it was the earliest known dinosaur. Archaeopteryx was
Target Vocabulary allow, powered, evolve
also the earliest species to the
skilled, support
capability of powered flight. Ryan investigates
Vocabulary Strategy Root words flight
the theory that in birds originated
(port)
from ‘the ground up’ (from ancestors that first ran on the
Content Vocabulary descendants
ground), and not from ‘the trees down’ (from ancestors who
Resources Online Workbook/Workbook lived in trees and then learnt to glide ,
pages 46–47; Tracks 060–061 (Audio
before eventually flying).
CD/Website/CPT); CPT: Vocabulary
5 LEARN NEW WORDS Listen to these words and match
them to their definitions. Then listen and repeat. 060 061
g
in
allow powered skilled support
Ryan Carney
n
allow 1. to provide the capability to do something
ar
skilled 2. having the capability to do something well
support 3. to carry the weight of something
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powered 4. having energy to produce movement
6 YOU DECIDE Choose an activity. Work in pairs.
ic
1. List three insects that fly and three that don’t. Compare the insects on the
ph
two lists. What are the advantages of flying for insects?
2. With around 10,000 species in existence, birds have developed a wide variety
of adaptations for flight. Compare and contrast two very different-looking
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birds. How is their flight similar? How is it different?
3. Why do you think bats developed flight to use mainly at night? How are bats’
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flight adaptations different from those of other fliers?
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80 VOCABULARY
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• 4 Ask students to turn to page 80. Point out the photos of the
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fossil and Ryan Carney. Say Ryan is a palaeontologist, a scientist
who studies fossils to learn about life on Earth. Ask students to
io
read the words in the word box aloud. Tell them to choose a word
at
and use it in a sentence. Then tell students to complete Activity 4
independently. Ask a student to read the completed paragraph aloud.
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• 5 LEARN NEW WORDS Read aloud the words in the box. Tell
students to listen for the words as you play Track 060. Then replay
the track and ask students to match each of the four words to its
definition. Play Track 061 and tell students to listen and repeat. Ask
Did you match the words to the right definitions? Review the word
meanings. Tell students to correct any mistakes.
• Vocabulary Strategy Write support on the board. Circle port and
say Port is a word part called a root. Like prefixes and suffixes, roots
have meaning. Explain that a word root is usually part of another
word, and if you know its meaning, it can help you work out the
meaning of an unfamiliar word. Say Port means ‘to carry’. If you
didn’t know the meaning of support, recognising the root would
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Be the Expert
help you work out that support has something to do with holding,
carrying or keeping something from falling.
Vocabulary Strategy
Apply 6 Root words (port) The word root port
comes from the Latin word for ‘to carry’.
• 6 Say Let’s list some familiar insects. I’ll start with cockroaches.
Other words that contain the Latin root
What are some others? Add students’ suggestions to the list. port are transportation (‘system for
(bees, wasps, ants, butterflies, mosquitoes, termites) Say Now, let’s carrying people or things from one place
name some birds. Start another list and add students’ suggestions. to another’), transport (‘to carry from one
(eagles, gulls, parrots, canaries, turkeys, hummingbirds) place to another’), portable (‘able to be
carried easily’), porter (‘a person who
• you decide Ask students to read Activity 6. Explain that students carries baggage’) and portfolio (‘a case
who choose option 1 will compare and contrast two categories of for carrying materials’).
insects – those that fly and those that don’t. Students who choose
option 2 will compare and contrast two birds with very different Teaching Tip
physical characteristics – and the way they fly. Say After you Graphic organisers help students
organise and categorise information,
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compare and contrast, you’ll need to analyse the information.
show cause-and-effect relationships,
in
and compare and contrast ideas. Tables
• Think aloud Model thinking about the third activity option. Say I
and diagrams can help visual learners
n
think bats are fascinating because they’re the only flying mammal. understand complex ideas. Additionally,
ar
I’m going to do option 3. I’ll need to contrast the physical features when students return to a lesson to
that allow bats to fly with those of insects and birds. First, I’ll go back review material, graphic organisers help
Le
and re-read the section about bats on page 79. Bats’ wings look very them quickly locate important ideas.
different to those of insects and birds. I’ll start with that.
• Put students who are interested in the same option into pairs.
Ask them to re-read the instructions and complete the activity. Tell
ic
ph
students to make notes. Then review their work as a class.
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Extend
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• Point out that the ancestors of bats appeared 95 million years
eo
after Archaeopteryx. Say Evolution is a very, very slow process.
Bats are the only flying mammal now, but what other mammals
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might be slowly evolving the capability of flight as we speak? Put
students into small groups to discuss. Say Give reasons for your
conclusions. Try to use the new vocabulary in your discussion.
na
• If time allows, hand out Worksheet 3.5.2.
Formative Assessment
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Consolidate Can students
at
• use vocabulary related to animal flight?
• Write on the board: evolve, feature, flap, flight, glide, hollow, limited,
N
Ask Many animals glide or jump, but what
soar, weight, wingspan. Say Write a paragraph about the mammal capability sets insects, birds and bats apart
you think will be the next to evolve the capability of flight. Describe from these other animals?
its features and how it flies. Use as many of the vocabulary words on • use new vocabulary to discuss the
the board as you can. Include a drawing of what the animal might evolution of flight in animals?
look like. Ask students to name some features of
pterosaurs that allowed them to fly.
Workbook For additional practice,
assign Workbook pages 46–47.
Online Workbook Vocabulary
Vocabulary Practice
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SPE AKING S TR ATEGY
Speaking Strategy
062
Arguing Conceding
I’m sure you agree that . I guess you have a point.
Objective Well, I think that .
Students will Most people support . Well, maybe you’re right.
• use expressions to argue and Yes, but what about ?
concede points.
Speaking Strategy Arguing and 1 Listen. How do the speakers argue their points and
conceding
concede? Write the phrases you hear. 063
Academic Language argue, concede
Content Vocabulary logical 2
7 Read and complete the dialogue. Possible answers:
Resources Online Workbook; Worksheet
Ann: You know, we still don’t know much about the A colugo
3.5.3 (Teacher’s Resource CD-ROM/
ancestors of bats. There just isn’t much evidence.
Website); Tracks 062–063 (Audio CD/
Alan: Maybe, but most people support the idea that bats are
Website/CPT); CPT: Speaking Strategy
closely related to a group of mammals that also includes the colugo.
Ann: Yes, but what about the fact that the colugo
glides? It doesn’t flap its wings and fly.
Alan: Well, I think that bats and colugos probably
g
had an ancestor in common at some point. Think about it. I’m
sure you agree
in
that they share characteristics.
Their wings look very similar. And both species eat insects. So it’s logical
n
that their ancestor would be a nocturnal glider who lived in trees.
Ann: I guess you have a point there.
ar
Le
3 Work in groups. Cut out the cards. Take turns
reading them aloud. Group members argue and
concede each point.
ic
Work in pairs. What affects
Most students support the idea
of less homework. I do, too.
Go to page 163.
ph
4
your own life? What do you
want to change? Take turns
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arguing and conceding. Yes, but what about preparing for tests?
Homework can be useful for that.
g
Well, maybe you’re right.
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SPEAKING 81
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Warm Up Present 1
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• Activate prior knowledge Ask What do you call it when • Ask How did your conversations go? Were you polite?
you and a friend are talking about something but you Did you admit to one another that others may agree
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don’t agree about it? (arguing) Model arguing with a with both of you? Say When you do that, it’s called
at
student. Write a sentence frame on the board and ask conceding. Let’s hear some other ways of arguing
the student to complete it aloud: I think that ______ is and conceding. Tell students to turn to page 81. Play
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the best singer today. Respond by saying I think you’re Track 062.
wrong. I’m sure ______ is the best singer today.
• 1 Say Now listen as two people argue and concede.
• Say (Student’s name) and I stated our opinions – and Pay attention to how they respond. Write the phrases
that was that. End of conversation. Explain that neither they use. Play Track 063. When students have finished,
of you offered a reason for your opinion, nor did you ask them to share what they wrote. Then tell partners
admit that there are probably other people who would to use the expressions they wrote to practise arguing
agree with each of you. Say There are better, more and conceding. Provide other prompts such as:
polite and more helpful ways of arguing.
What do you think about ?
• Add to the board You might be right and But what
You have a point, but I think that .
about the fact that ______? Then tell partners to use
the language on the board to have a conversation in Yes, but don’t you agree that ?
which they disagree about something. Many experts say that .
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Practise 2
• 2 Once students seem comfortable using the language Strategy in Depth
of arguing and conceding, ask them to complete the activity Arguing and conceding are common
independently. Before they begin, point out the photo of the colugo conversation techniques. Tell students
and tell students it’s a small mammal that lives in Southeast that learning to politely argue and
concede will improve their conversational
Asia. Say It’s also called a flying lemur, despite the fact that it’s not
skills while also showing that they’re
a lemur and it doesn’t fly. It glides. When they have finished, ask actively listening to what someone is
students to read aloud their completed dialogues. saying. Other expressions used to argue
and concede include the following:
Apply 3 4 To introduce an issue: Some people feel /
insist / believe that
• 3 Tell students to cut out the cards on page 163. Point out
To concede a point: While it’s true /
that the cards contain information related to Units 1−5. Then put sensible / evident that
students into small groups and read the instructions. Ask each To argue your own point: It’s also true / It’s
group member to choose a card. Say Decide whether you agree more important / The bigger issue is that
g
with the statement on the card or not, and then argue your point To sum up: It’s clear / I believe that
in
with the other group members, who must then concede. Circulate
n
as students interact, and provide assistance as needed. Say Be
polite. Only one student speaks at a time.
ar
• 4 Read the Activity 4 instructions aloud. Put students into pairs
Le
and ask them to read the model dialogue. Say Let’s brainstorm
situations partners might argue about. You might suggest topics
such as following fashion trends, bringing mobile phones to
class, whether flash mobs serve any good purpose or the best
ic
ph
way to raise students’ awareness of environmental issues. When
students have completed their discussions, ask them to share
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any phrases they used to argue and concede. Write them on the
board.
g
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Extend
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• Tell the Activity 4 partners to work together to write a dialogue
based on their discussion. Tell them to include the expressions
they used to argue and concede or use ones from the board. Then
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ask pairs to read their dialogues aloud to the class.
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• If time allows, hand out Worksheet 3.5.3. Partners can use the
worksheet for further practice in arguing and conceding.
at
Consolidate
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Formative Assessment
• Use one of the topics students brainstormed for Activity 4. Write
Can students
a statement about the topic on the board. For example, I think
• use expressions to concede points?
the school should ban mobile phones in class. Below that, display
Say Imagine someone told you they don’t
expressions of argument and concession. believe that birds are descended from
dinosaurs because they’re smaller than
• Tell students to stand in a circle. Explain that you’ll begin a dinosaurs and covered with feathers. How
conversation by reading aloud the statement on the board to a would you concede a point?
student in the circle. That student will continue the conversation • use expressions to argue points?
by conceding a point. Then the next student will argue a different Ask Now, how would you argue a different
point about the topic, to which the next student will concede, and point?
so on, until everyone has had a chance to speak. Say Let’s see
how long we can keep the conversation going!
Online Workbook Speaking Strategy
Speaking Strategy
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GR AMMAR
Grammar 1
064
Past perfect: Talking about the first of two actions in the past
Pterosaurs disappeared. Pterosaurs had already disappeared by the
Modern birds evolved. time modern birds evolved.
Objectives
Students will The capability of flight developed four By the time humans tried to fly, the capability of
times in animals. flight had developed in four groups of animals.
• identify the form, meaning and use
Humans tried to fly.
of the past perfect tense.
• use the past perfect to distinguish
the first of two actions in the past. 1 Listen. Which of the two actions in the past happened first? Tick the box. 065
• use words associated with human 1. kite flight ✓ animal flight
flight. 2. ✓ running, arm flapping kite flight
Grammar Past perfect: Talking about 3. ✓ measuring, signalling human transport
the first of two actions in the past 4. fun and entertainment ✓ military use
Target Vocabulary ascend, descend, 5. kites made of paper ✓ kites made of silk
force, parachute, prove, stable
Academic Language past perfect, 2 Read and complete the sentences. Use past perfect forms of the verbs in the box.
timeline
design draw forget jump run try
Content Vocabulary BCE, CE,
experimented, gravity, kites, signalling,
g
Jumping from towers, walls and cliffs was among many ways humans tried to fly. Many
transport had tried
men to fly like the birds before success was achieved in 875 CE.
in
Pronunciation Relaxed pronunciation: In that year, a man named Abdul Qasim Abbas Ibn Firnas jumped from a high wall built
Past perfect had designed
n
over a valley in Cordoba, Spain. Before his experiment, he
Resources Online Workbook/Workbook wings covered in feathers. He planned to wear them on his arms and legs. Also, he
ar
pages 48–49; Tracks 064–067, had drawn on paper a series of wing movements to use in flight. According
123–125 (Audio CD/Website/CPT); had jumped
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to the people who saw his experiment, he began to fall after he .
CPT: Grammar 1 and Pronunciation;
Pronunciation Answer Key (Teacher’s Afterwards, he climbed even higher than his starting point. He glided for several hundred
Resource CD-ROM/Website) feet, turned and came back to the wall. He hurt his back in the experiment, possibly because
had forgotten
Materials pieces of card he
ic to include a tail in his design.
ph
1000 BCE 875 CE 1295
The Chinese invent kites. Abbas Ibn Firnas wants to Marco Polo
prove that man can fly. He describes
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tries flying by jumping with man-carrying
feathered wings. kites.
g
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82 GRAMMAR
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Warm Up
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• Activate prior knowledge Say You know that we use the past form
of a verb to talk about things that happened in the past, as in Last
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night, I recycled all my old shoes. Then say Sometimes, we talk
at
about more than one past event at the same time. When we do, it’s
helpful to let the listener know which thing happened first.
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• Write on the board By the time I went to bed, everyone else had
been asleep for hours. Read aloud the sentence and underline
went to bed and had been asleep. Ask Who went to bed first, me or
everyone else? (everyone else) Say The word had helps you know
which action happened first.
• Write on the board:
When I arrived home yesterday, I got a big surprise.
The cat had knocked over the birdcage.
The bird had got out.
It �����������������K
The cat had ripped the curtains trying to get it.
154 Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION
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3 LEARN NEW WORDS Listen. Learn about
Leonardo da Vinci and the history of human flight.
Then listen and repeat. 066 067
Be the Expert
4 Read the sentences. Tick T for true or F for false. Grammar in Depth
1. Gravity is one of the forces that acts on flying and falling objects. ✓T F There are three perfect tenses: the
2. Leonardo da Vinci designed his parachute in 1595. T ✓
F present perfect, past perfect and future
✓T F
perfect. The past perfect is formed with
3. A stable flying object does not move from side to side.
the past form of have (had) plus the past
4. Da Vinci created a helicopter that ascended into the sky at an angle. T ✓
F
participle of the verb.
5. A parachute can be used to help people descend safely from the sky. ✓T F
6. Experts proved that da Vinci’s glider was almost the same as Cayley’s. ✓T F Use the … to talk about …
present perfect
something that took
5 Work in groups. Use the timeline and new words to make four true sentences about place in the past
flight. Use the past perfect. and may still be
1. going on:
I have read about the
history of flight.
2.
past perfect
something that
g
3. took place before
in
something else in
the past:
n
4.
I had read about
ar
da Vinci before you
1485 1783 told me about him.
Leonardo da Vinci The Montgolfier brothers
Le
studies forces launch hot-air balloons.
that affect objects These balloons ascend when future perfect
something that will
in the air in order 1670 the air inside is hot and take place before
to design flying
machines.
Francesco Lana
de Terzi designs
descend when it cools.
ic something else in
the future:
ph
1595 an airship. 1800 I will have read all I
Fausto Veranzio George Cayley
can by the time the
designs a designs the first
test is given.
ra
parachute. stable glider to
carry a human.
Another use of the past perfect is in an if-
g
clause, to express an imaginary situation,
eo
GRAMMAR 83 as in If I had been better in maths, I could
have been an astronaut. This use will be
covered in more depth in Unit 6.
lG
OWI_3_SE_81089_076-091_U05_CP2.indd 83 6/20/16 11:24 AM
• Ask students to read the sentences silently. Say Pay attention to the Pronunciation
na
underlined verbs. Ask What things happened first? Did they happen Go to Student’s Book page 146. Use
before or after I arrived home? (before) Ask Which word helped you Audio Tracks 123–125.
io
know what things happened first? (had) Then ask questions such as
Did the cat rip the curtains before or after the bird got out? Relaxed pronunciation: Past
at
perfect Students learn about
contractions with had in writing, usually
Present
N
with pronouns (I’d, we’d, …), where had is
reduced to /d/, but they may not realise
• Ask students to open their books at page 82 and look at the
that in speaking, had is also reduced
grammar box. Read aloud the grammar skill at the top of the box. after nouns (Julie’d /d/, Jim’d /əd/ or
Point out the past perfect verbs on the right side of the box. Say /həd/) as well as question words (When’d
When you use had and the past participle of a verb to talk about /əd/ or /həd/; Who’d /d/,
something that happened before something else in the past, it’s /əd/ or /həd/).
called the past perfect form. Let’s listen to sentences with past It’s not necessary for students to attempt
perfect verbs. Play Track 064 as students listen. to speak this way, but it is important for
them to listen for it and be aware of the
slight differences between how the past
perfect sounds compared to the past
simple. That small sound carries
meaning.
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1 155
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GR AMMAR 064
Past perfect: Talking about the first of two actions in the past
3 LEARN NEW WORDS Listen. Learn about
Leonardo da Vinci and the history of human flight.
Then listen and repeat. 066 067
• 2 Read the activity instructions and verbs aloud.
Pterosaurs disappeared.
Modern birds evolved.
The capability of flight developed four
Pterosaurs had already disappeared by the
time modern birds evolved.
By the time humans tried to fly, the capability of
4 Read the sentences. Tick T for true or F for false.
Ask How do you write the past perfect form of a verb?
Remind students that to form the past perfect you use
times in animals. flight had developed in four groups of animals. ✓T F
1. Gravity is one of the forces that acts on flying and falling objects.
Humans tried to fly.
2. Leonardo da Vinci designed his parachute in 1595. T ✓
F
3. A stable flying object does not move from side to side. ✓T F
had and the past participle of the verb. Then review
1 Listen. Which of the two actions in the past happened first? Tick the box. 065
4. Da Vinci created a helicopter that ascended into the sky at an angle. T ✓
F
1. kite flight ✓ animal flight
5. A parachute can be used to help people descend safely from the sky. ✓T F
2. ✓ running, arm flapping kite flight
that the past participles of some verbs are not written
3. ✓ measuring, signalling human transport 6. Experts proved that da Vinci’s glider was almost the same as Cayley’s. ✓T F
4. fun and entertainment ✓ military use
5. kites made of paper ✓ kites made of silk 5 Work in groups. Use the timeline and new words to make four true sentences about
flight. Use the past perfect.
2 Read and complete the sentences. Use past perfect forms of the verbs in the box.
design draw forget jump run try
1.
with the ending -ed. Instead, the past participles of
2.
men
Jumping from towers, walls and cliffs was among many ways humans tried to fly. Many
had tried to fly like the birds before success was achieved in 875 CE. 3.
these ‘irregular’ verbs have to be memorised.
In that year, a man named Abdul Qasim Abbas Ibn Firnas jumped from a high wall built
over a valley in Cordoba, Spain. Before his experiment, he had designed 4.
• Point out that draw and forget are irregular verbs.
wings covered in feathers. He planned to wear them on his arms and legs. Also, he
had drawn on paper a series of wing movements to use in flight. According 1485 1783
to the people who saw his experiment, he began to fall after he had jumped . Leonardo da Vinci The Montgolfier brothers
Afterwards, he climbed even higher than his starting point. He glided for several hundred studies forces launch hot-air balloons.
feet, turned and came back to the wall. He hurt his back in the experiment, possibly because
he had forgotten to include a tail in his design.
that affect objects
in the air in order
to design flying
machines.
1670
Francesco Lana
These balloons ascend when
the air inside is hot and
descend when it cools.
Write the past perfect forms of the verbs in the box:
de Terzi designs
1000 BCE
The Chinese invent kites.
875 CE
Abbas Ibn Firnas wants to
prove that man can fly. He
1295
Marco Polo
describes
1595
Fausto Veranzio
designs a
an airship. 1800
George Cayley
designs the first
had designed, had drawn, had forgotten, had jumped,
tries flying by jumping with man-carrying parachute. stable glider to
feathered wings. kites. carry a human.
had tried. Remind students that when a verb, such as
try, ends in a consonant + y, we replace y with ied to
82 GRAMMAR GRAMMAR 83
write the past form.
OWI_3_SE_81089_076-091_U05_CP2.indd 82 6/20/16 11:24 AM OWI_3_SE_81089_076-091_U05_CP2.indd 83 6/20/16 11:24 AM
• Ask a student to read aloud the first two sentences
on the left side of the grammar box. Ask What are • Read the first two sentences. Say I have to fill in the
g
the verbs in these sentences? (disappeared, evolved) blank with the past perfect verb form of a verb in the
in
What form are they? (past simple) Then ask How can box. Ask Which verb makes the most sense here? (had
tried) You may wish to pair less proficient readers of
n
you combine these two sentences and say which event
English with more proficient students to complete the
ar
happened first? Ask a student to read aloud the first
sentence on the right side of the grammar box. Repeat activity. When students have finished, ask individuals
Le
the process with the second group of sentences. to read each sentence.
• Tell pairs to read the sentences to each other. One Apply 3 4 5
partner reads the two sentences on the left. The
other partner then reads the sentence on the right.
ic
• 3 LEARN NEW WORDS Point out the image of
ph
Then they swap roles. Circulate as pairs read to each Leonardo da Vinci on page 83. Ask Does anyone know
other. Stop occasionally and ask partners Which event anything about Leonardo da Vinci? Some students may
ra
happened first? know he was a famous artist. Then say In addition
to da Vinci’s many artistic achievements, he was one
g
Practise 1 2 of the first people to consider the science of powered
eo
flight. Let’s listen and learn some new words. Play
• 1 Say Now we’ll hear sentences about the history of Track 066 and tell students to listen. Then play Track
lG
kites. Listen for the past perfect verbs. Write down as 067. Ask students to listen and repeat.
many as you can. Play Track 065 once and tell students
• 4 Read aloud the activity instructions. Ask students
na
to listen.
to read the sentences. Then say Before you decide
• Read the Activity 1 instructions. Say Let’s go over which statements are true and which are false, we’ll
io
item 1 together. Ask Which past action happened first listen to the audio tracks again. Replay Track 066 and
at
– people experimented with kite flight or flight existed Track 067. Review the answers as a class.
in animals? (flight existed in animals) Say Look at the
N
verbs you wrote. What past perfect verb helped you • Draw students’ attention to the image across the
work out the answer? (had existed) Replay Track 065 bottom of pages 82−83. Ask Does anyone know what
and ask students to complete the activity. Review the type of diagram this is? Explain that it’s a timeline
answers and the past perfect verbs as a class. showing important events in the early history of
human flight. Say You’ve heard some of these events
already. Others will be new to you. Ask students to read
aloud each section of the timeline, including the year.
Provide assistance as necessary.
156 Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION
OWI_BrE_3_LP_93877_146-171_U05.indd 156 29/06/17 4:08 PM
Be the Expert
• 5 Put students into small groups. Read the Activity 5
instructions. Provide a sample sentence, such as Long before
da Vinci designed flying machines, Abbas Ibn Firnas had glided Our World in Context
with wings. Say Listen to one another’s suggestions for sentences. The abbreviations CE (Common Era) and
BCE (Before Common Era) refer to a
Encourage all group members to share their ideas. Come to a
method of numbering years based on the
consensus, and remember to use the new vocabulary words in your birth of Jesus Christ. Despite the obvious
sentences. Help groups as necessary. Ask each student to write connection, the terms were conceived
down his or her group’s sentences. When they have finished, ask as neutral chronological indicators that
groups to share some sentences. Write a few on the board as are not specifically related to Christianity,
models. and therefore sensitive to all religions.
The terms are, nevertheless, tied to the
Gregorian calendar, introduced in 1582 by
Extend Pope Gregory XIII, and used worldwide.
• Put students into pairs with someone from a different group, if
possible. Ask partners to take turns reading their four sentences
to each other. Tell them to peer-review the sentences. Say Check
g
the facts against the timeline. Make sure vocabulary words and past
in
perfect verbs are correct. See if you can add other vocabulary words.
Then challenge partners to work together to improve the sentences,
n
correcting any errors in vocabulary or in the use of past perfect
ar
verbs. Then ask them to choose two of the sentences to rewrite on
Le
a sheet of paper to display in the classroom.
Consolidate
• Choose verbs from the target vocabulary to write on pieces of ic
ph
card, one to a card: allow, ascend, descend, evolve, flap, glide, soar,
support. Give each student a card. Then display the following list: Formative Assessment
ra
Can students
• identify the form, meaning and use of the
adaptation capability ��� parachute
g
past perfect tense?
bats colugo helicopter pterosaurs
eo
Ask students to identify which sentence
birds feature insects wingspan has a past perfect verb:
Da Vinci made diagrams of flying machines
lG
in the 15th century.
• Tell students to sit in a circle. Say We’re going to practise verb forms. Long before the modern helicopter was
I’ll call out a name. Point to and say (Billy). Prompt (Billy) to stand
na
developed, da Vinci had designed an ‘aerial
and read aloud the word on his card, for example, ascend. Say Then screw’.
I’ll say either past simple or past perfect. Look at (Billy) and say Past • use the past perfect to distinguish the first
io
perfect. of two actions in the past?
at
Ask students which action came first:
• Explain that (Billy) must use the past perfect form of the verb on By the time reptiles evolved the capability
N
his card and a word from the board in a sentence. Tell (Billy) to of flight, insects had already flown for
sit down. Then say (Billy) might say The helicopter had already millions of years.
ascended by the time we got to the airport. Ask What’s the past • use words associated with human flight?
perfect verb? (had ascended) Give students a few minutes to think Ask students to use at least two of the
of sentence ideas. Then say OK, let’s begin! following words in a sentence about a past
action: ascend, descend, force, parachute,
prove, stable.
Sample: The pilot descended to the ground
in a parachute.
Workbook For additional practice,
assign Workbook pages 48–49.
Online Workbook Grammar 1
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1 157
OWI_BrE_3_LP_93877_146-171_U05.indd 157 29/06/17 4:08 PM
1 BEFORE YOU READ Discuss in pairs. The Dream of Human Flight
Reading What do you know about the Wright
brothers and flight? Make a list. What
One day while travelling, Milton Wright
saw a small toy helicopter that was powered
are three facts you expect to find in by rubber bands. He bought this toy for his two
the reading? young sons, Orville and Wilbur. Mr Wright
Objectives surely had no idea this simple act would lead
Students will 2 LEARN NEW WORDS Find the words to the creation of the world’s first powered
• summarise events that led to the in the reading. What do you think aeroplane. The toy gave the brothers a strong
Wright brothers’ development of the they mean? Then find the words land, interest in flight. They soon began trying to
first powered aeroplane. fuel and pilot in a dictionary. Look at build similar models themselves.
• use new words from the reading. the different ways these words can be When they were older, the Wright brothers
• put events in sequential order. used. Then listen and repeat all of the decided they wanted to make a ‘small
new words. 068 contribution’ to the field of flight. At that time,
Reading Strategy Identify sequence most attention on flight focused on hot-air
of events engine fuel to land pilot to take off balloons and gliders. However, the brothers
Target Vocabulary engine, fuel, were more interested in a heavier flying
machine, powered by an engine and controlled
to land, pilot, to take off 3 WHILE YOU READ Notice the order in by a pilot. They first read all the books they
Vocabulary Strategy Using a which events happened. 069 could on the early mechanics of flight. Then
dictionary they used kites to better understand the forces
Reaching
that controlled objects in the air.
Academic Language sequence of
events, syllables Over the next three years, the Wright
brothers worked on designs and shapes for
Content Vocabulary contribution,
Sky
g
different types of gliders. During this time,
engineers, generated, horsepower, they worked with engineers Otto Lilienthal
in
mechanics, perfecting, phonetic, reality, and Octave Chanute, both authors of books on
FOR
rubber bands, wind tunnel flight. These men were important influences
n
on the brothers’ work.
Resources Online Workbook/Workbook
THE
ar
pages 50–51; Worksheet 3.5.4
(Teacher’s Resource CD-ROM/
Le
Website); Tracks 068–069 (Audio CD/
Website/CPT); CPT: Reading
Materials set of classroom dictionaries
ic
ph
g ra
In December 1903, Orville Wright takes off
with his brother Wilbur running beside him.
eo
84 READING
lG
OWI_3_SE_81089_076-091_U05_CP2.indd 84 6/20/16 11:24 AM
Warm Up
na
• Activate prior knowledge Say We’ve read and talked about the
evolution of flight in animals and also humans’ early attempts to fly.
io
We’ve heard about aerial screws, parachutes, hot-air balloons and
at
gliders. What important development in the history of human flight
haven’t we read about yet? (the invention of the aeroplane) Ask
N
What’s the main difference between gliders and aeroplanes? Discuss
with students the idea that aeroplanes are powered by engines that
require fuel.
Before You Read 1 2
• Say Now open your books at pages 84 and 85. Read the title. Look
at the photos and read the captions. Point out that the photos and
captions on page 85 are actually a timeline. Say Take a minute to
skim the text. When students are ready, ask them to predict what
they think the reading will be about.
• 1 Read aloud Activity 1. Put students into pairs. Remind them
that they can use a three-column table to list what they know,
what they expect to find out and what they learnt from the reading.
158 Unit 5 SAMPLE COPY, NOT FOR DISTRIBUTION
OWI_BrE_3_LP_93877_146-171_U05.indd 158 29/06/17 4:08 PM
The brothers had built a wind tunnel to 4 AFTER YOU READ Work in pairs to
test different shapes of wings and tails for their
gliders. Then they began to think about how to
answer the questions. Be the Expert
1. What is the main idea of the
get a flying machine weighing 272 kg. (600 lb.)
reading?
into the air and keep it
there. They designed a 1891 2. How did the Wright brothers
12-horsepower engine prepare for their project? Reading Strategy
that generated enough 3. Whose ideas on flight influenced
force to allow the Flyer the Wright brothers? Identify sequence of events The
to take off from the
4. The Wright brothers worked on
sequence of events refers to the order
ground in December
Otto Lilienthal builds a glider. their flight project for years. What in which events happen in a story or an
1903. It ascended about personality characteristics do you informational text. It can also refer to
3 m. (10 ft.) into the air 1894 think they had that helped them the order of steps to follow in a process
and continued to fly reach their goals?
36 m. (120 ft.) in about
or set of instructions on how to make
12 seconds. The first or do something. Certain words and
heavier-than-air flight
5 Put the events in order. phrases signal when a text is organised
became a reality! 3 The Wright brothers built a in sequential order. These words and
Octave Chanute’s book on wind tunnel to test the wings
The second, third flying machines is published. phrases include first, next, then, finally,
and tails of their gliders.
and fourth flights later on, in the meantime, and so on, as
1891 2 They read everything they
followed on the same well as dates, times and other phrases
could about flight.
day. But the Wright that indicate the passage of time.
brothers observed that 6 They flew Flyer III about
the Flyer was not stable 39 km. (24 mi.) before it ran
out of fuel. In Reaching for the Sky, these phrases
g
enough and was hard to
4 They designed a 12- include when they were older and over the
control. They spent two Samuel Langley creates his
in
more years perfecting aerodrome model.
horsepower engine to power next three years. Recognising these signal
the Flyer. words and phrases and understanding
their aeroplane. Finally,
1901 1
n
on the 5th of October 1905, They used kites to learn more the sequence of events in a text will
about how things fly.
Flyer III flew about 39 km. help students better understand and
ar
(24 mi.) in 39 minutes. 5 They worked for two years to remember what they read.
The plane landed only make the Flyer more stable.
Le
because it ran out of fuel.
The dream of human Alberto Santos-Dumont 6 Discuss in groups. Teaching Tip
flight had finally circles the Eiffel Tower.
come true. 1. How do you think the Wright It’s easy for students to become
1905
ic
brothers’ work helped shape the
20th century? What aspects of
overwhelmed when listening to long
sentences and paragraphs in English.
ph
life changed?
Try to keep listening activities brief so
2. Is just one person ever truly students have time to process and ask
responsible for a great idea or
questions about what they’ve heard. Tell
ra
The Wright brothers fly for 39 invention? Do all ideas and
minutes in Flyer III. inventions build on the work of them to focus on and listen for key words.
previous generations? What do Pause longer audio recordings whenever
g
you think? Why? necessary to check for comprehension.
eo
READING 85 Encourage students to practise their
listening skills outside of class by listening
to English-language television, radio and
lG
OWI_3_SE_81089_076-091_U05_CP2.indd 85 6/20/16 11:24 AM Internet programmes.
Display a table like this one for students to copy. Tell them to fill in
na
the first two columns as they discuss the activity questions. Answer Key
io
Comprehension 4
Topic: The Wright Brothers and Flight 1. The Wright brothers took years to
at
perfect their aeroplane, which was a
What I know ������������ What I learnt major achievement in the history of
N
human flight.
2. They read the work of other flight
researchers, and they experimented
with kites and gliders.
3. Otto Lilienthal and Octave Chanute
• 2 LEARN NEW WORDS Read aloud the words in the word box. 4. Answers will vary. Traits might include
curiosity, determination, ambition,
Encourage students to share what they think the words mean.
creativity and persistence.
Tell them they can act out the words or use gestures to show the
meanings.
SAMPLE COPY, NOT FOR DISTRIBUTION Reading 159
OWI_BrE_3_LP_93877_146-171_U05.indd 159 29/06/17 4:08 PM
1 BEFORE YOU READ Discuss in pairs. The Dream of Human Flight The brothers had built a wind tunnel to 4 AFTER YOU READ Work in pairs to
• Ask a volunteer to come up and rewrite reality to
show its syllables and stress mark. Then ask the
What do you know about the Wright test different shapes of wings and tails for their answer the questions.
One day while travelling, Milton Wright
brothers and flight? Make a list. What gliders. Then they began to think about how to
saw a small toy helicopter that was powered 1. What is the main idea of the
are three facts you expect to find in get a flying machine weighing 272 kg. (600 lb.)
by rubber bands. He bought this toy for his two reading?
into the air and keep it
the reading? young sons, Orville and Wilbur. Mr Wright 1891 2. How did the Wright brothers
student to point to each syllable as he/she says the
there. They designed a
surely had no idea this simple act would lead prepare for their project?
2 LEARN NEW WORDS Find the words 12-horsepower engine
to the creation of the world’s first powered
that generated enough 3. Whose ideas on flight influenced
in the reading. What do you think aeroplane. The toy gave the brothers a strong
force to allow the Flyer the Wright brothers?
they mean? Then find the words land,
word aloud. (re • ˈal • i • ty) Tell students that online
interest in flight. They soon began trying to
to take off from the
fuel and pilot in a dictionary. Look at build similar models themselves. 4. The Wright brothers worked on
ground in December their flight project for years. What
Otto Lilienthal builds a glider.
the different ways these words can be When they were older, the Wright brothers 1903. It ascended about personality characteristics do you
used. Then listen and repeat all of the decided they wanted to make a ‘small 3 m. (10 ft.) into the air 1894 think they had that helped them
new words. 068
dictionaries usually include a symbol that looks like
contribution’ to the field of flight. At that time, and continued to fly reach their goals?
most attention on flight focused on hot-air 36 m. (120 ft.) in about
engine fuel to land pilot to take off balloons and gliders. However, the brothers 12 seconds. The first
were more interested in a heavier flying heavier-than-air flight
5 Put the events in order.
a tiny speaker after each word. They can click on the
machine, powered by an engine and controlled became a reality! 3 The Wright brothers built a
3 WHILE YOU READ Notice the order in by a pilot. They first read all the books they Octave Chanute’s book on wind tunnel to test the wings
which events happened. 069 The second, third flying machines is published.
could on the early mechanics of flight. Then and tails of their gliders.
and fourth flights
they used kites to better understand the forces 1891 2
Reaching
followed on the same They read everything they
symbol to hear the word pronounced correctly.
that controlled objects in the air. could about flight.
day. But the Wright
Over the next three years, the Wright brothers observed that 6 They flew Flyer III about
brothers worked on designs and shapes for the Flyer was not stable 39 km. (24 mi.) before it ran
out of fuel.
Sky
different types of gliders. During this time, enough and was hard to
4 They designed a 12-
they worked with engineers Otto Lilienthal control. They spent two Samuel Langley creates his
and Octave Chanute, both authors of books on more years perfecting aerodrome model.
horsepower engine to power
the Flyer.
FOR
flight. These men were important influences their aeroplane. Finally,
1901 1
While You Read
on the brothers’ work. on the 5th of October 1905, They used kites to learn more
3
Flyer III flew about 39 km. about how things fly.
THE (24 mi.) in 39 minutes.
The plane landed only
because it ran out of fuel.
5 They worked for two years to
make the Flyer more stable.
The dream of human Alberto Santos-Dumont 6 Discuss in groups.
flight had finally circles the Eiffel Tower.
1. How do you think the Wright
• 3 Say Now we’re going to listen to Reaching for the
come true.
1905 brothers’ work helped shape the
20th century? What aspects of
life changed?
2. Is just one person ever truly
The Wright brothers fly for 39
minutes in Flyer III.
responsible for a great idea or
invention? Do all ideas and
inventions build on the work of
Sky and learn more about the Wright brothers and their
previous generations? What do
contribution to the field of flight. Play Track 069 and tell
In December 1903, Orville Wright takes off
with his brother Wilbur running beside him. you think? Why?
84 READING READING 85
OWI_3_SE_81089_076-091_U05_CP2.indd 84 6/20/16 11:24 AM OWI_3_SE_81089_076-091_U05_CP2.indd 85 6/20/16 11:24 AM
students to follow along.
• Say Now find the words in the reading. Then ask Does • Say Now read again. This time, pay attention to the
the text confirm what you thought the words meant?
g
sequence of events, or the order in which the events
Explain that several of the words have more than one
in
happened. Note the words, phrases and dates the
meaning, and some can be used as nouns or verbs. writer uses to show that time has passed. Underline
n
Say When you’re not sure how a word is being used in a them.
ar
text, look it up in a dictionary and try to work out which
definition bests fits the context of what you’re reading. • You may want to suggest that students create their
Le
own timelines for the development of the Wright
• Ask students to look up fuel, land and pilot in a brothers’ aeroplane. Tell them to use the timeline on
dictionary. Ask Did anything you found in the entries page 85 as a model. Tell them to record only the four
for these words surprise you? Discuss what students
learnt. Finally, play Track 068. Tell students to listen
ic
or five most important events. Play Track 069 again or
ph
allow students to read in silence.
and repeat.
After You Read
ra
• Vocabulary Strategy Remind students that in addition 4 5 6
to word definitions, a dictionary also shows how • 4 Put students into pairs to answer the Activity
g
to properly pronounce, or say, a word. Explain that, 4 questions. If partners disagree on an answer, tell
eo
in English, there can be several different ways to them to read the text again and find information that
pronounce a single letter, so it’s important to become supports their answers. Review the answers as a
lG
familiar with how your dictionary shows pronunciation. class.
• Without saying it, write the word reality on the board.
na
• 5 Read aloud the Activity 5 instructions. Point out
Ask partners or small groups to work together to look the list of events and explain to students that they’re
up the word in a dictionary. Say The entry word is
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all things that the Wright brothers did. Tell students
broken up into syllables, or word parts. Then point out to read the list. Ask Are the events listed in the order
at
the phonetic respelling that follows each entry word. in which they happened? (no) Then say Read the
events again and think about the order in which they
N
• Say Stress marks show the syllable or syllables to
emphasise, or stress, when you say the word out loud. happened. The first event is numbered for you. Number
Ask How many syllables does the word have? (four) the rest in the correct order.
How many stress marks do you see? (one) • Tell students if they’re not sure, they can review the
• Say Find the pronunciation key in your dictionary. reading and check the sections where they underlined
Tell students that it explains the different phonetic sequence words and phrases.
symbols that show the sound each letter makes. It • Ask students to read the events in the correct order.
also includes examples of the sounds shown in the Make sure everyone agrees. Finally, tell students to
respelling. fill in the tables they started before reading Reaching
for the Sky. Ask Did you find out what you expected to?
What new information did you learn? Write the most
interesting facts in the table.
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Be the Expert
• 6 Read the Activity 6 questions. Put students into small groups.
Appoint a secretary for each group to write down notes from the
discussion. Say The group secretary will decide when the first Vocabulary Strategy
question has been discussed enough and it’s time to move on to Using a dictionary Students should
question 2. You may wish to set a time limit for the activity. scan the entire entry to see if any of the
definitions pertain to the word’s use as
• Provide prompts if necessary: What impact has aeroplane travel another part of speech. For example, fuel
can be used as a noun or a verb. No two
had on the world? How much of that impact is due to the Wright dictionaries are the same, and sometimes,
brothers? Did they benefit from the work of others? How? Besides there’s a separate entry for each part of
engineering – the design of engines and machinery – what other speech. Other times, two parts of speech
sciences do you think the Wright brothers had to be familiar with to are embedded in the same entry.
make their planes fly? Note that parts of speech are often
abbreviated: n. (noun), v. (verb), adj.
Extend (adjective) and adv. (adverb), to name
a few. Most dictionaries also include
• Ask secretaries to share some of their group’s ideas with the sample phrases or sentences for each
g
class. Then tell students to imagine they are one of the brothers. part of speech. Different dictionaries
in
Tell them to write a diary entry about one of the developments also use different phonetic symbols, so
students need to check the pronunciation
described in Reaching for the Sky. Say Write about the event. Say
n
guide when using a new dictionary.
how you felt about what happened. Was it a breakthrough? Was
ar
it a disappointment? Think of the personality traits the brothers
probably had. How would they react to success? to failure? Use your Teaching Tip
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imaginations! When they have finished, ask a few students to read Display a table of the phonetic symbols
used in the classroom dictionary, and
their entries to the class.
include sample words that students will
• Worksheet If time allows, you may want to hand out Worksheet ic be familiar with for each sound. Practise
sounds regularly with students, and
ph
3.5.4 in class. Students will use the worksheet to practise new periodically tell them to use the phonetic
vocabulary words. respellings in the dictionary to learn the
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pronunciation of new words.
Consolidate
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• Write on the board: allow, ascend, capability, descend, engine, flight,
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Formative Assessment
fuel, glide, land, limited, pilot, powered, soar, stable, take off. Put
Can students
students into pairs and tell them to exchange diary entries. Say Now
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• summarise events that led to the Wright
see if you can suggest places where your partner’s diary entry could brothers’ development of the first powered
include more vocabulary words. When students have finished, tell aeroplane?
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them to swap diaries again and discuss their suggestions. Ask the Ask students to describe two events that
original writers to write final versions and read them to the class. led to the Wright brothers’ invention of the
io
powered aeroplane.
• use new words from the reading?
at
Ask students to use at least two of the
following words in a sentence about human
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flight: engine, fuel, to land, pilot, to take off.
• put events in sequential order?
Ask students to put these events in order:
The Flyer proved to be hard to control.
The Wright brothers tested different
gliders.
They wanted to build a flying machine with
an engine.
Workbook For additional practice,
assign Workbook pages 50–51.
Online Workbook Reading
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Video VIDE
Objectives
Students will 1 BEFORE YOU WATCH Discuss in 2 Work in pairs. You’re going to watch a video
• discuss the development of robotic pairs. What makes bees different called Flight of the RoboBee. Based on the title
bees and their potential uses. from other insects? Why are bees and the photo, predict what the video is about.
• apply the message of the video to important?
3 WHILE YOU WATCH List three benefits that
their personal lives. robotic bees will have. Watch scene 5.1.
Content Vocabulary autonomous,
pioneers, pollen, pollinate 1.
Resources Video scene 5.1 (DVD/ 2.
Website/CPT); Online Workbook; 3.
CPT: Video
Materials drawing materials, poster
board
g
n in
ar
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Robotic bees developed by Robert
Wood, Electrical Engineer/National
Geographic Explorer
ic
ph
g ra
eo
86 VIDEO
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fertilising, various food crops. Without the pollen
Before You Watch 1 2
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delivered by bees as they travel from plant to plant,
• Ask What do you know about robots? I’m not talking the plants would not be able to produce the seeds
io
about made-up robots, like those from the Star Wars, that grow into the fruit and other foods we eat.
Transformers and Terminator films, but robots that
at
are used in real life. Students may know something • 2 Ask a student to read aloud Activity 2. Say Look
about factory robots that do dangerous jobs or about at the photo. Read the caption aloud. Tell students
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robotic body parts that perform some of the functions they’ll learn about Robert Wood in the video. Ask Are
of missing or damaged human limbs. Discuss the these robotic bees big or small? How do you know?
usefulness to society of these devices. Then ask What do you think the word robobee comes
from? Finally, ask students to share their predictions.
• 1 Ask students to open their books at pages
86−87. Read Activity 1 aloud. Say Even though bees While You Watch 3
can sting, they’re usually thought of in a positive way,
unlike wasps and other stinging insects. Why is that? • 3 Ask a student to read the Activity 3 instructions.
Put students into pairs and tell them to discuss the Say Listen carefully as you watch Flight of the
questions. RoboBee. Write three potential benefits of these
robotic insects. Play Video scene 5.1. Say Write down
• After they discuss, ask partners to share their other things that you find interesting.
ideas. Make sure students know that bees perform
an important function for farmers by pollinating, or
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Be the Expert
4 AFTER YOU WATCH Work in pairs to decide if each 5 Discuss in groups. In the Teaching Tip
sentence is true or false. Tick the correct answer. video, Robert says, ‘If you don’t Whenever students identify a false
1. Robert Wood says that most new robots fail, you don’t learn enough.’ statement in a true or false activity, ask
are large, powerful and dangerous. T ✓
F Explain what you think he
them to think about how to make the
2. Robert’s robots are inspired by nature. ✓
T F means by this.
statement true. Point out that there’s
3. Robert looks at real insects to work often more than one way to correct a
out how to construct his robotic bees. ✓
T F 6 Work in groups. You learnt
about man’s early attempts at false statement. Whenever possible,
4. Robotic bees haven’t got the supports
necessary to fly independently. T ✓
F flying. Compare and contrast challenge students to think of different
5. Robert doesn’t plan to send robotic
the process of getting the ways to restate a false statement so that
bees into dangerous areas because robotic bee to fly with the it’s true.
they could break. T ✓
F processes of the flight
6. Getting the robots to fly was a long, pioneers you learnt about.
difficult process for Robert and his team. ✓
T F
g
nin
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7 YOU DECIDE Choose an activity.
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1. Work independently. Research other robotic
insects that are being developed. Choose one and
create a short presentation on it. Explain what it’s
used for. Compare it with the robotic bee. Formative Assessment
2. Work in pairs. Robert says that robotics is ic
‘the next big thing to impact our lives’. Find an
Can students
• discuss the development of robotic bees
ph
example of a robot that is making an impact on
and their potential uses?
people’s lives. Write an article about this robot
and the impact it’s having. Ask What’s one way you know, or can
ra
3. Work in groups. Create a poster to advertise imagine, how robotic bees could be helpful
robotic bees. Use illustrations and text to describe to you or someone you know?
g
them, and explain why they are useful.
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VIDEO 87
Online Workbook Video
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that there are websites for robotic insect toys and
After You Watch 4 5 6 7
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for robotic insects being developed for military use,
• 4 Put students into pairs. Remind them to in addition to websites related to the work of Robert
io
use information from the video to determine their Wood and others on medical, agricultural, and search
answers. and rescue applications. Say Remember, your purpose
at
is to compare another robotic insect to Wood’s robobee.
• 5 Put students into small groups. Read aloud the
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quote. Ask Do you agree? How can you learn by failing • Put students who choose the second option into
at something? Tell groups to discuss times in their own pairs. Replay the video. Tell partners they are not
lives when they learnt a lesson by failing. limited to robotic insects. Say Remember that at the
beginning of this lesson we discussed robots that do
• 6 Put students into small groups. Remind students dangerous factory work or that perform the functions
of Reaching for the Sky and the years-long process of missing or damaged human limbs. Research a robot
of research and experimentation the Wright brothers that has changed people’s lives in a good way.
went through before achieving success. Say You may
want to use a Venn diagram to compare and contrast • Put students who choose the third option into small
the Wright brothers’ and Robert Wood’s experiences. groups. Replay the video for them. Suggest that they
consider situations in which robobees can work as
• 7 you decide Ask students to choose an activity. individuals, as well as situations where collective
Guide students who choose option 1 to find websites behaviour can solve problems a single bee cannot.
where they can research robotic insects. Be advised
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GR AMMAR
Grammar 2
070
Past perfect continous: Talking about the first of two actions in the past
The Wright brothers had been working on powered flight for several years before Wilbur Wright
flew for 2 hours and 19 minutes in 1908.
Objectives Before Louis Bleriot first crossed the English Channel in an aeroplane in 1909, pilots had been
Students will using hot-air balloons.
• identify the form, meaning and use of
the past perfect continuous tense.
• use the past perfect continuous to
describe the first of two actions in
1 Read. Complete the sentences with past perfect continuous forms of the verbs
in brackets.
the past.
Grammar Past perfect continuous: 1. Otto Lilienthal had been using (use) gliders for around five years
Talking about the first of two actions before he crashed in one in 1896.
in the past 2. Before Samuel Langley’s large Aerodrome A crashed while taking off, he
Academic Language past perfect had been building (build) smaller machines that flew successfully.
continuous 3. Before Alberto Santos-Dumont made the first successful powered flight in
Resources Online Workbook/Workbook Europe, he had been winning (win)
pages 52–53; Worksheet 3.5.5 awards for his flights in balloons. Charles Yeager
(Teacher’s Resource CD-ROM/ had been working
4. Engineer Frank Whittle
Website); Track 070 (Audio CD/
(work) on his theories for nine years before he tested
g
Website/CPT); CPT: Grammar 2
his first jet engine in 1937.
in
5. Before Charles Yeager became the first pilot to
travel faster than the speed of sound in 1947, he
n
had been flying (fly) for about
ar
five years.
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2 Work in pairs. Take turns throwing
the cube. Ask and answer Before you became part of the team, how
questions. Use the past
perfect continuous. ic long had you been playing basketball?
ph
I had been playing
basketball for six years.
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Go to page 165.
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88 GRAMMAR
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Warm Up • Read aloud the sentence. Point to the verbs and say
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Both events took place in the past, but the -ing ending
• Activate prior knowledge Write Long before the (point to it) shows that this event was still going on
Wright brothers invented the aeroplane, da Vinci had
io
when the second event – we arrived – happened. Then
designed flying machines. Underline had designed. Say
say Just as you form the past perfect with the word
at
We’ve learnt about using the past perfect to talk about
had and a past participle, you form the past perfect
something that happened (point to da Vinci had designed
continuous with the words had been (point to the
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flying machines) before something else (point to the
boxed words) and a verb ending in -ing.
Wright brothers invented the aeroplane) in the past.
• Ask students to open their books at page 88. Say
Present Read along silently. You’ll hear other past perfect
• Say Now, we’re going to learn a verb form used to talk continuous verbs. Play Track 070. Ask In the first
about something in the past that was still happening sentence, what event started first? (the Wright brothers
when something else happened. It’s called the past had been working on powered flight) And in the second
perfect continuous. Write on the board: sentence, what started first? (pilots had been using
hot-air balloons) Ask How do you know? (had been and
a verb ending in -ing) Ask students to read the two
The pilot had been waiting to take off for an hour when
sentences aloud.
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Be the Expert
Practise 1
• 1 Say Now you’re going to read sentences about some of the other Grammar in Depth
pioneers of human flight. Some names will be familiar to you. Tell All the continuous verb forms show a
students to turn back to page 85 and look at the timeline and the continuing action. The continuous form of
photos of Langley’s and Santos-Dumont’s flying machines. Then a verb is the present participle combined
with a form of be. The main uses of the
point out the photo of Charles (‘Chuck’) Yeager on page 88.
past perfect continuous are
• Read the Activity 1 instructions aloud. Ask students to work • to refer to an action that was taking
independently. Review the answers as a class. place over a period of time in the
past before another event in the
past, as in I had been studying very
Apply 2 hard, so my mum told me I could have
a break and go to the cinema.
• 2 Tell partners to cut out and assemble the cube on page
• to refer to an action in the past that
165. Ask two students to model the game by reading the model was in progress but was interrupted
dialogue. Say When you answer your partner, repeat the past perfect by another action, as in I had been
g
continuous verb from the question. thinking about my grandmother when
in
she suddenly called me.
Extend Teaching Tip
n
• Ask students to look up aviation timelines on the Internet. Say Work
ar
Keep students focused during games
with a partner to look up facts about aviation history. Note the dates by setting a time limit, for example, five
Le
minutes, for playing the game. When
of important events. Then write one or more sentences about the
there are two minutes left to play, ring
events, using past perfect continuous verbs. Display a sample: By a bell to let students know their time is
the time Chuck Yeager made his historic flight in 1947, Frank Whittle
had been working on jet engines for many years. Ask students to ic almost up.
ph
share their sentences.
• Hand out Worksheet 3.5.5 for further practice with past perfect
ra
continuous verbs.
g
Consolidate
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• Use these verbs to play a game, but don’t display them for the
Formative Assessment
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class to see: ascend, descend, evolve, flap, glide, land, soar, support,
test, try and the irregular verbs buy (bought), draw (drawn), fly (flown), Can students
• identify the form, meaning and use of the
prove (proved or proven), take off (taken off), win (won). Divide the
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past perfect continuous tense?
class into two teams.
Ask students to identify which sentence
io
• Say Here’s a game we’ll call Form That Verb. I’ll alternate asking a has a past perfect continuous verb:
student from each team to say either the past perfect or past perfect Chuck Yeager had flown for many years
at
before he broke the sound barrier.
continuous form of a verb. Each correct verb earns the team one
He had been flying experimental aircraft
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point. For example, I might say Form the past perfect of soar or Form before he became the first person to fly
the past perfect continuous of soar. faster than the speed of sound.
• use the past perfect continuous to
• Say If I give you an irregular verb, such as fly, and you get the form describe the first of two actions in the
right, your team earns two points! Don’t call out anything unless it’s past?
your turn. The team with the most points at the end wins. Explain that Ask students to use a past perfect
students may not know some of the irregular verb forms. Say Make continuous verb to describe which of these
your best guess! Let’s see how fast you can form that verb! actions came first: Otto Lilienthal flew
gliders; the Wright brothers flew the Flyer.
Workbook For additional practice,
assign Workbook pages 52–53.
Online Workbook Grammar 2
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WRITING
Writing When we classify, we organise our ideas into categories. First, we introduce the
topic. Then we divide it into categories. Each category gets its own paragraph in
the essay. In each paragraph, we describe shared characteristics that make up
Objectives that category. A classification essay ends with a conclusion. In the conclusion,
Students will we bring the categories back together to talk about the main topic.
• apply elements of classification
writing.
• use categories. 1 Read the model. Work in pairs to identify the categories and details.
• analyse a model of classification Long before we had aeroplanes, people had been experimenting with different
writing. flying machines. We still use some of those flying machines today. Some depend on
• produce a paragraph of classification air for movement, while others use engines.
writing. Hot-air balloons and gliders use air currents for movement. Hot-air balloon
Writing Classification essay pilots steer their aircraft by ascending or descending into air currents that move
the balloon. The pilot controls the balloon’s movement by heating the air inside the
Academic Language category, balloon, or by allowing it to cool naturally.
classification, classify
A glider also uses air currents to soar and glide. Small planes pull gliders along
Content Vocabulary dairy, produce, a runway to help them take off. But once in the air, gliders use the currents, not an
steer, World War II engine, to move. Their long wingspan and strong body give riders a safe, smooth
flight. Hot-air balloons and gliders are most often used for fun and adventure.
Resources Online Workbook/Workbook
page 54; Process Writing Worksheets Helicopters first appeared during World War II. A helicopter hasn’t got wings,
g
but, like an aeroplane, it’s got an engine that makes its blades spin at high speeds.
1–5, Genre Writing Worksheet:
This allows the helicopter to ascend into the sky. Unlike an aeroplane, which has
in
Classification (Teacher’s Resource to keep moving, helicopters can stay in one place in the sky for a long time. Today,
CD-ROM/Website); CPT: Writing helicopters are mostly used by medical teams and the military. But you can also
n
take a helicopter ride for fun. Many tourist destinations offer helicopter rides
for sightseeing.
ar
So before your next plane ride, remember that planes aren’t the only
way to fly.
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2
ic
Work in pairs. What does the
ph
writer classify? How many
categories are there? What details
are mentioned in each part?
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3 Write. Write a classification essay to
describe two types of animal flight.
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WRITING 89
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Warm Up Ask How could you group these items in a logical way?
na
For example, which ones do you often find in the dairy
• Activate prior knowledge Say Think about how you section of the shop? Which do you find in the tinned or
make a list of things to buy at a shop or market. Ask
io
packaged goods section? Ask a few students to come
Do you list items randomly as you think of them? Or
to the board and rewrite the items in groups of similar
at
do you organise the list by grouping together similar
things. Explain that there’s no one right way to group
items, or items you’ll find in the same part of the
the items, as long as it makes sense. Say When you’ve
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shop? Ask Do you think one way makes more sense
grouped the items, write a name for each group. It should
than another? Why? Elicit responses from students.
be a name that describes the group in some way, such
Discuss.
as dairy or vegetables.
• Write grocery items, such as the following, on the • When the students have finished, say What you’ve just
board:
done is to classify the items into categories.
bananas eggs peppers Present
beans pasta rice • Say Open your books at page 89. Read aloud the text
tinned tuna mangoes sausages in the green box. Then write the steps in classification
chicken milk yoghurt writing on the board. Ask students to explain what
happens in each step. Say Let’s explain what you do in
each step. Add the explanations to the board.
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Be the Expert
�����������
Writing Support
1. Introduce: state the 3. Describe:
topic in a sentence Potential classification
problems Students should think
2. Classify: organise ideas 4. Conclude: about whether a topic can actually be
into categories; write a divided into categories. A topic should
paragraph on each one not have too few categories, or too
many. Too few categories don’t provide
enough information. Too many categories
weaken the focus and confuse the
Read the Model 1 2 reader. Similarly, when a category has
fewer examples or details than the other
• Say Now we’re going to read a model of a classification essay. categories, it will seem weaker or less
First, skim the essay to get an idea of what it’s about. Remind credible as a category.
students that when you skim a text, you read the title and look Students should try to describe each
at any photos and captions. Then you quickly read the first and category in a separate paragraph.
g
last paragraphs and the first sentence of each of the other However, sometimes they’ll need more
than one paragraph. That’s fine. The
in
paragraphs. Give students a minute or two to skim the essay.
important thing is to make sure each
Then ask What is the topic of the essay? (different flying machines)
n
category is clearly defined and relates to
the organising principle. In other words,
ar
• 1 Put students into pairs. Say Now you’ll work with your partner if the organising principle is types of
to read and analyse, or examine, the essay to see how it’s put aircraft, for example, students shouldn’t
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together. Tell students to read the Activity 1 instructions. Ask What veer off into describing the characteristics
do you do when you classify a topic? (divide the topic into groups, of the people who developed each type
or categories) Say As you read, underline words you think identify of aircraft.
the categories. Tell students to read the essay. ic
ph
Teaching Tip
• 2 When pairs have finished, ask students to name the Let students know in advance how
categories they identified. Don’t correct students if they name
ra
much time they will have to complete an
hot-air balloons and gliders as separate categories. Ask What’s activity so that they can manage their
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the third thing to look for in a classification essay? (a description of time efficiently. For instance, if students
are writing, make sure you tell them how
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each category) Say Now read the text again to see what the shared
much time you will give them to complete
characteristics of the things in each category are.
the task. If students have difficulty
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completing a task in the time allotted, tell
• When partners have finished, ask students to answer the Activity them to finish the rest of the assignment
2 questions. Say We know the writer is classifying different at home or during the next class.
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kinds of aircraft. Ask How many categories does he or she divide
aircraft into? (two) What are they? (hot-air balloons / gliders and
Related Word
io
helicopters)
rotor blades
at
• If students think hot-air balloons and gliders are separate
categories because they’re described in separate paragraphs, tell
N
them that that’s true, but point out that the writer groups them
together at the beginning of the second paragraph and the end
of the third paragraph. Then ask What characteristics do hot-air
balloons and gliders share? (They both use air currents to move;
they’re both used mostly for fun and adventure.)
• Ask What does the writer do to help you understand the
characteristics of helicopters? (The writer compares and contrasts
them with aeroplanes.)
• Worksheet If your students need a reminder of the elements of
Workbook For scaffolded Writing
the Classification Writing genre, you may want to hand out Genre support, assign Workbook page 54.
Writing Worksheet 12 (Classification) and review it together.
Online Workbook Writing
SAMPLE COPY, NOT FOR DISTRIBUTION Writing 167
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• Worksheets If your students need a reminder of any
WRITING
of the steps of process writing, you may want to hand
When we classify, we organise our ideas into categories. First, we introduce the out Process Writing Worksheets 1–5 and review them
topic. Then we divide it into categories. Each category gets its own paragraph in
the essay. In each paragraph, we describe shared characteristics that make up together.
that category. A classification essay ends with a conclusion. In the conclusion,
we bring the categories back together to talk about the main topic.
• Workbook Refer students to Workbook page 54 to
1 Read the model. Work in pairs to identify the categories and details. help them organise and plan their writing.
Long before we had aeroplanes, people had been experimenting with different
flying machines. We still use some of those flying machines today. Some depend on
Write
air for movement, while others use engines.
Hot-air balloons and gliders use air currents for movement. Hot-air balloon
pilots steer their aircraft by ascending or descending into air currents that move
the balloon. The pilot controls the balloon’s movement by heating the air inside the
balloon, or by allowing it to cool naturally. • After students have finished their pre-writing, tell them
A glider also uses air currents to soar and glide. Small planes pull gliders along
a runway to help them take off. But once in the air, gliders use the currents, not an to work on their first drafts. If you haven’t got enough
engine, to move. Their long wingspan and strong body give riders a safe, smooth
flight. Hot-air balloons and gliders are most often used for fun and adventure. time in class, assign the first draft as homework.
Helicopters first appeared during World War II. A helicopter hasn’t got wings,
but, like an aeroplane, it’s got an engine that makes its blades spin at high speeds.
This allows the helicopter to ascend into the sky. Unlike an aeroplane, which has
to keep moving, helicopters can stay in one place in the sky for a long time. Today,
helicopters are mostly used by medical teams and the military. But you can also
Revise
take a helicopter ride for fun. Many tourist destinations offer helicopter rides
• After students have finished their first drafts, tell
g
for sightseeing.
So before your next plane ride, remember that planes aren’t the only
them to review their writing and think about their
in
way to fly.
ideas and organisation. Ask them to quietly read
their drafts aloud to themselves. Tell each student to
n
consider the following: Did I cover all four of the steps
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2 Work in pairs. What does the
writer classify? How many
categories are there? What details of classification writing: Introduce, Classify, Describe,
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are mentioned in each part?
Conclude? Are the characteristics of each category
3 Write. Write a classification essay to clearly described? What seems good? What needs more
describe two types of animal flight.
WRITING 89 work? If time permits, students could read their drafts
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to a classmate for feedback.
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Plan 3
Edit and Proofread
• 3 Say It’s time to plan your own writing. Read the
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• Encourage students to consider elements of style,
Activity 3 instructions. Then say Your topic is two types such as sentence variety, parallelism and word choice.
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of animal flight. Say You’ll need to go back and review Then ask them to proofread for mistakes in grammar,
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the information about the evolution of animal flight on punctuation, capitalisation and spelling.
pages 78 to 81.
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• Say Your next step is pre-writing. Let’s review. What are Publish
some ways we do pre-writing? (brainstorm, freewrite, • Publishing includes handing in pieces of writing to the
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make lists, use a graphic organiser, use sentence teacher, sharing work with classmates, adding pieces
starters) Say Now decide what you want to use for to a class book, displaying pieces on a classroom wall
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pre-writing. If you have time in class, allow students or in a hallway, and posting on the Internet.
to work on this step. If not, assign it as homework.
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If students have Workbooks, remind them to use
Workbook page 54 for writing support.
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1 2 3 4
Writing Assessment Writing Student organises the classification essay
Use these guidelines to assess in a way that makes sense and uses enough details
to describe each category.
students’ writing. You can add
other aspects of their writing
Grammar Student uses past perfect and past
you’d like to assess at the perfect continuous verbs correctly.
bottom of the table.
4 = Excellent Vocabulary Student uses a variety of word choices,
including words taught in this unit.
3 = Good
2 = Needs improvement
1 = Re-do
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Mission
Objective
Students will
• discuss using the things that interest
them to work out what career to
pursue.
Resources Video scene 5.2 (DVD/
Website/CPT); Worksheet 3.5.6
(Teacher’s Resource CD-ROM/
Website); Online Workbook: Meet the
Explorer; CPT: Mission
Be the Expert
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Explore Your Interests Teaching Tip
in
Encourage students to be active listeners
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when they work in pairs or groups. As
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‘As an evolutionary biologist, I get to combine both childhood classmates discuss, encourage them
interests into my research: dinosaurs and animation!’ to take notes on what their classmates
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Ryan Carney say, to ask for clarification or to repeat
National Geographic Explorer, Palaeontologist/Evolutionary Biologist something that was said. Circulate during
partner discussions and occasionally
1. Watch scene 5.2. 3. The people you read about in this unit,
ic stop and ask students to repeat what
their partners just said.
ph
from Leonardo da Vinci to Ryan Carney,
2. What are your interests? How have they made their interests their life’s work. How
changed over the years? Is there anything could you turn your own interests into a
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that you were interested in as a child that career? What would you need to do?
you are still learning about? What is it?
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90 MISSION
Online Workbook Meet the Explorer
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Mission • Activity 2 Put students into pairs. Tell them to
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discuss one question at a time. If students need
• Say Turn to page 90. Read aloud the Mission and the help recalling childhood interests, tell them to think
quote from Ryan Carney. Ask Does anyone know what
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of experiences they had as a child – long trips, visits
animation is? (a process of making films in which
to outdoor places, visits to theatres, museums,
at
drawings of characters, puppets or models move)
aquariums or a live concert. Tell them to think also of
Point out the model next to Ryan’s computer in the
school subjects that sparked an interest in them.
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photo. Ask What do you think it’s a model of? (some
kind of bird, Archaeopteryx) • Activity 3 Say Now discuss what you would need to
do to make that interest your life’s work. Ask What are
• Ask Do you think it’s easy to find a job or career some of the subject areas the people in this unit had to
that allows you to do things you’re very interested
study to be able to accomplish what they did? (science,
in? Explain that a career like Ryan’s, evolutionary
maths, drawing, engineering, aerodynamics [the study
biologist, requires planning and years of study.
of the properties of moving air], computer science)
• Activity 1 Say Now let’s watch a video about Ryan Then ask Do any of these subjects involve anything
Carney. Play Video scene 5.2. Tell them to pay that interests you?
attention to what Ryan has to say about his childhood
• Worksheet Hand out Worksheet 3.5.6. Explain that
fascination and also to notice the animation at the
students will use the worksheet to think and write
end of the video.
about Ryan Carney and his ideas about evolution.
SAMPLE COPY, NOT FOR DISTRIBUTION Mission 169
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Project Make an Impact
YOU DECIDE Choose a project.
Objective
Students will 1 Design a flying machine.
• choose and complete a project
• Plan and design a flying machine.
related to flying animals and
machines. • Use your plans to create a model of the machine.
• Present your machine to the class. Explain how it works.
Content Vocabulary benefits,
evolution, flying machine, risks
2 Make an evolution poster.
Resources Assessment: Unit 5
Quiz; Workbook pages 55 and 94; • Choose an animal that has evolved the capability of flight.
Worksheet 3.5.7 (Teacher’s Resource • Research how this animal has evolved over time. Draw and label at least four
CD-ROM/Website); CPT: Make an steps in its evolution.
Impact and Review Games • Arrange your drawings in order on a poster. Display the poster in class.
Materials drawing materials, poster
board 3 Advertise a flying machine.
• Choose a flying machine that you learnt about.
• Think about the benefits and risks of using that machine.
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• Make an advertisement for the machine. Try to persuade your audience to fly in it.
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Assessment
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Go to page 259. A pilot guiding a home-made machine during
a flying competition in Moscow, Russia
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Unit Review Assign Worksheet 3.5.7
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Workbook Assign pages 55 and 94.
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Online Workbook Now I can PROJECT 91
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Prepare unit – parachutes, balloons, gliders, aerodromes and
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others. Tell them to choose one to advertise. Say
• you decide Ask students to choose a project. Remember, when you advertise a product, you want
io
• Activity 1 Point out the photo of the flying machine people to try it. How will you get people’s attention?
on page 91. Ask How do you think it’s staying up in the
at
air? Tell students that now they have the opportunity Share
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to design and build their own flying machine. Explain • Schedule time for students to present their final
that they have to create a model of it and be able to projects to the class. Encourage students to ask
show how it works. Suggest that they start by drawing questions and provide feedback on their classmates’
different designs. You may want to arrange for these work. You can ask students to vote for their favourite
students to meet with a science teacher or mechanical flying machine, poster and advert.
engineer to help them identify reasonable designs.
• Modify Help students simplify a project by eliminating
• Activity 2 Tell students to choose a flying insect, bird one of the options or steps. For example, you could
or mammal and research how it evolved the capability provide students with the names of age-appropriate
of flight. They’ll need to make drawings to show the websites that explain the evolution of flight in
animal’s development over time and label the body animals. For students writing adverts, you might
parts that eventually became wings. research and display vintage airshow or exhibition
posters or adverts for early flying machines.
• Activity 3 Tell students to go back and review the
different flying machines they learnt about in the
170 Unit 5 Project
SAMPLE COPY, NOT FOR DISTRIBUTION
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Student’s Book
Audio Script
Track 066 3 Many people consider Leonardo da Vinci
Track 058 1 Listen and read. See Student’s Book to be one of the first people to really experiment with flight.
pages 78–79. He produced over 6,000 pages and 500 drawings related
Track 059 2 LEARN NEW WORDS adaptation / Physical to the flight of birds and bats. He also studied the forces
adaptations helped birds become better fliers. capability / that affect objects in the air and worked on flying machines.
Bats are the only mammals with flight capability. early / Long before Veranzio designed his parachute in 1595,
Early insects were the first animals to fly. evolve / All da Vinci had drawn a sketch of one. Long before Cayley
species evolve over time. feature / Ancient birds had some flew his gliders in the 1800s, da Vinci had designed one.
of the same features as dinosaurs. flap / Animals flap their In order to fly, it needed only a small change to make the
wings to fly. flight / Flight developed first in insects. glide / glider’s movement stable, as was proved later. And long
Many species developed the ability to glide. hollow / Birds before modern helicopters existed, da Vinci had drawn
have light, hollow bones that allow them to fly. limited / several versions. His ‘aerial screw’ allowed his machine to
Millions of years ago, all life was limited to land and ascend into the air and descend to the ground the same way
water. soar / Large birds can soar when they spread their modern helicopters do.
wings. weight / An animal’s weight can affect how it flies. Track 067 3 LEARN NEW WORDS ascend / An aeroplane
wingspan / The wingspan of the largest pterosaur was over ascends into the air at an angle. descend / A helicopter
ten metres. descends slowly when it lands. force / Gravity is the force
that keeps objects from staying in the air. parachute /
Track 060 5 How did flight happen? Physical adaptations
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Skydivers use parachutes when they jump out of planes.
have taken place in species such as birds and bats, allowing
in
prove / Scientists examine theories and look for ways to
them to become skilled fliers. Both are capable of true
prove them. stable / A stable glider or aeroplane does not
powered flight. One example of these adaptations is wing
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move from side to side as it flies.
structure. Birds gradually lost the claws their ancestors had.
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Bats still have all their long clawed fingers, which support Track 068 2 LEARN NEW WORDS engine / Modern
the membranes of their wings. aeroplanes have powerful engines. fuel / An aeroplane
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Track 061 5 LEARN NEW WORDS allow / Their hollow loses power when it runs out of fuel. to land / When the
bones and light bodies allow birds to fly. powered / Bats plane lands, you arrive at the airport. pilot / A pilot controls
are the only mammals capable of powered flight. skilled / an aeroplane. to take off / You have to be seated before
the plane will take off.
Both birds and bats are skilled fliers. support / Insects’
wing structures support them when they fly. ic
Track 069 3 WHILE YOU READ See Student’s Book
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Track 062 Speaking Strategy See Student’s Book page 81. pages 84–85.
Track 063 1 S1: Hi, Alex. S2: Hey, Jacob. How did your Track 070 grammar See Student’s Book page 88.
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presentation on birds go?
S1: Quite well, though not everybody believed me when I
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said that birds evolved from dinosaurs. S2: What makes you
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think that it’s true?
S1: Well, I’ve done a lot of research, and most scientists
support the idea that birds evolved from dinosaurs. The
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first birds shared a lot of features with them. S2: Yes,
but what about modern birds? Most of them live in trees,
but dinosaurs didn’t. I think that birds had to come from
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ancestors who lived in trees.
S1: But look at how much time has passed between the
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earliest birds and modern birds! 150 million years! They
live in trees now, but that doesn’t mean they always did. I’m
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sure you agree that a lot of small adaptations happen as
a species evolves. It doesn’t happen all at once! S2: Well,
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maybe you’re right.
Track 064 grammar See Student’s Book page 82.
Track 065 1 1. By the time the Chinese experimented
with the first kites more than 2,500 years ago, flight in
animals had existed for many millions of years.
2. Long before the Chinese turned to flying kites, it’s likely
that early humans had tried to imitate birds by running and
flapping their arms.
3. The Chinese had already used kites for measuring and
signalling by the time people tried to use kites for transport.
4. Though the Chinese later used kites for fun and
entertainment, they had originally designed them for military
uses, such as spying.
5. Only the Chinese royal family and rich people had enjoyed
flying silk kites before the invention of paper, which made
kites cheaper and available to the public.
SAMPLE COPY, NOT FOR DISTRIBUTIONAudio Script 171
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Unit 6
New
In This Unit
Theme This unit is about outer space.
Content Objectives
Students will
Frontiers
• examine how space exploration
has added to our knowledge of the
universe.
• read about how to prepare for the
possibility of a career in space.
• consider the ways scientists can
explore space from Earth.
Language Objectives
Students will
• talk about exploring Mars and the
possibility of life there.
• speculate about the future. ‘We are pushing the frontiers
• use present and past conditionals to in our own solar system,
talk about unlikely (but possible) or
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sending missions to other
impossible situations.
worlds, looking outward to
in
• use adverbs to compare how things
distant pinpoints of light.’
are done.
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• write a persuasive essay about Bethany Ehlmann
ar
space and ocean exploration.
Vocabulary
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pages 94–95 aspect, atmosphere,
degree, detect, dust, fundamental,
instrument, landscape, lead to, plain,
proof, satellite, valley, vast, wonder
page 96 advance, astronomer, equip ic
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with, requirement
page 99 diameter, geyser, habitable,
hazy, seasonal
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page 100 aspiring, background,
chance, leadership, perseverance
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Vocabulary Strategies Greek roots
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(astro and aster); Using a dictionary: 92
Word parts
Speaking Strategy Speculating
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Grammar OWI_3_SE_81089_092-109_U06_CP2.indd 92 6/20/16 11:24 AM
Grammar 1 Use present and past
Introduce the Unit
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conditionals to talk about unlikely
(but possible) or impossible • Activate prior knowledge Say The last unit was about the evolution
situations and history of flight. It covered a lot of years – millions, in fact –
io
Grammar 2 Use adverbs to compare
how things are done
and ended with modern aeroplanes. Ask What other type of flight
at
developed after aeroplanes? (space flight) Say In 1961, Russian pilot
Reading More Than a Dream
Reading Strategy Categorise and Yuri Gagarin became the first human to journey into outer space in a
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classify rocket-powered spacecraft. Unmanned space exploration began
Video Scene 6.1: Europa: Ocean World; before that in the late 1950s and continues to this day.
Scene 6.2: Meet Bethany Ehlmann
Writing Persuasive essay • Tell students to open their books at pages 92–93. Ask Where do
National Geographic you think this object is located? (in outer space) What do you think
Mission Discover the Future it might be? Write students’ responses on the board. Then ask a
Project student to read aloud the caption on page 93. Explain that nebula
• Postcard is the word for any cloud of dust and gas in outer space.
• Space mission
• TV script • Ask questions to encourage discussion of the photo:
Express Yourself Film script How do you think the photo was taken?
Pronunciation Relaxed pronunciation: Does it look like anything else to you besides a colourful cloud?
Final d + you
Do you like the photo? Why or why not?
Pacing Guides 3.6.1, 3.6.2, 3.6.3
172 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION
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Unit Opener
Objectives
Students will
• describe and discuss a photo.
• discuss the value of space
exploration and the personality
characteristics needed to be a space
explorer.
Content Vocabulary frontiers,
missions, nebula, pinpoints, solar
system, unmanned
Resources Worksheet 3.6.1 (Teacher’s
Resource CD-ROM/Website); CPT: Unit
Opener
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in
Be the Expert
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ar
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About the Photo
This photo of the Veil Nebula was taken
TO START
by NASA’s Hubble Space Telescope, which
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1. What can we learn from exploring outer space? has been orbiting Earth since 1990,
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2. Bethany Ehlmann points out that we’re sending taking photographs of stars, planets and
missions to other worlds. One of them is our galaxies. Named for its delicate, draped
neighbouring planet, Mars. What other worlds
wisps of gas, the Veil Nebula is all that
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should we explore? Why?
remains after the explosion of what was
3. What personality characteristics do you think you once a star 20 times more massive than
The Veil Nebula is a cloud of hot gas and
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need to participate in space exploration? Name at
dust in outer space. It’s the remains of a
star that exploded around 8,000 years ago. least three. our sun. In this image, red corresponds
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93 to the glow of hydrogen, green to sulphur
and blue to oxygen. The Veil Nebula is in
the constellation Cygnus, the Swan.
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• Read aloud the title of the unit. Ask what frontier means. Explain Teaching Tip
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that the word can mean ‘the border between two countries’, but Encourage students to speak, even when
in this case, it refers to a region beyond a known area – a region they aren’t sure of the answer or haven’t
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waiting to be explored. Ask a student to read aloud the quote on got all of the vocabulary they need. If you
page 92. Ask What do you think pushing the frontiers means? ask a question and no one responds, ask
at
students to tell you single words they can
• TO START Ask a student to read aloud Question 1. Ask another use to answer the question. You can also
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student to read Question 2 aloud. Discuss students’ ideas. tell students to ask you a question about
the vocabulary they need. This will keep
• Ask a student to read Question 3 aloud. Say Think about the the focus of the lesson on language and
speaking, rather than on the knowledge
different kinds of knowledge astronauts and planetary scientists need of specific content.
to have. Then ask How long do space missions usually take? What
kind of person is suited to spending years studying difficult subjects
and then being away from friends and family for long periods of time?
Write the personality characteristics students name on the board.
Extend
• Hand out Worksheet 3.6.1. Put students into pairs. Explain that
students will be thinking and writing about space exploration.
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener 173
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1 Recent space exploration has focused
Vocabulary on Mars. Why do you think this is?
Discuss. Then listen and read. 071
We think of Earth as the Blue Planet also found on Earth, such as mountains,
Objectives and Mars as the Red Planet when looking at plains, channels, craters and even volcanoes.
Students will satellite images of them. Although they look
Both planets have days that are about
• use vocabulary related to Mars and very different, our home planet and Mars are
24 hours long, and both spin on an invisible
its similarities to Earth. actually similar in many aspects. Like Earth,
line called an axis. Each planet tilts to the side
• use new vocabulary to read about Mars has its own atmosphere and clouds. Both
on its axis, at an angle of about 24 degrees in
planets have large, ice-covered areas called
and discuss Mars, and the possibility relation to the sun. This tilt is what causes the
polar caps. Mars’s landscape includes features
that life did or can exist there. seasons to change on both planets.
Target Vocabulary aspect,
atmosphere, degree, detect, dust, The Curiosity rover on
the surface of Mars
fundamental, instrument, landscape,
lead to, plain, proof, satellite, valley,
vast, wonder
Content Vocabulary channels,
extremes, planetary scientists, rover
Resources Worksheet 3.6.2 (Teacher’s
Resource CD-ROM/Website); Tracks
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071–072 (Audio CD/Website/CPT);
CPT: Vocabulary
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94 VOCABULARY
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Warm Up • Say Now we’re going to hear and read facts about the
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Red Planet. Play Track 071 and tell students to listen
• Build background Ask What colour do people say Mars and read. Then ask questions such as:
is? (red) What colour does Earth look like from space?
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(blue) Tell students to look at the photo on page 96. What are some similarities in the landscapes of Earth
at
Say Now you know why people sometimes refer to Mars and Mars? (polar caps, mountains, plains, channels,
as the Red Planet and Earth as the Blue Planet. Ask
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craters, volcanoes)
Why does Earth look blue and Mars red? (The oceans
What important discovery makes scientists think life
make Earth look blue; the soil on Mars is a reddish
colour.) Then say Colour is one difference between on Mars is possible? (ice and liquid water)
the two planets, but we’re going to read about recent What do the channels on Mars look like? (rivers)
discoveries that show the two planets are more similar How have these discoveries been made? (robots
than you might have thought. collecting information from the surface of Mars)
• 2 LEARN NEW WORDS Play Track 072. Ask students
Present 1 2 to listen and repeat. Then put students into pairs.
• 1 Tell students to turn to pages 94–95. Ask What do Tell partners to take turns saying sentences with a
you know about Mars? (It’s the fourth planet from the clue to each word, leaving out the target word for their
sun; it’s dry and barren; there are many stories about partner to provide. Say Say a sentence to your partner
the existence of ‘Martians’, or beings from Mars.) Then that gives a clue to the meaning of a target word. But
discuss the Activity 1 question with students. leave out the target word for your partner to fill in.
174 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
Astronomers have always wondered if life able to detect real proof that life is possible
there. For example, one of the fundamental
exists beyond Earth. If it does, our neighbour
Mars is the most likely place to find it. Mars requirements for life, the existence of some
Our World in Context
is a planet of wild extremes. It has the largest form of water, has been discovered in several Curiosity was delivered to the surface
dust storms, the deepest and longest valley, areas of Mars. A vast amount of ice is under the of Mars in August of 2012. The rover is
the highest mountain and the largest volcano surface and also frozen in the polar caps year-
part of NASA’s long-term programme of
known in our solar system! But to most round. In 2015, scientists confirmed that liquid
planetary scientists, the biggest question is water exists on Mars’s surface. But will this robotic exploration of the planet. It was
whether life is, or was, possible on the planet. finding lead to the discovery of life on the Red designed to assess whether Mars ever
Advances in technology have allowed Planet? We’re still waiting to find out. had an environment able to support small
scientists to equip robots with a variety of life forms, such as microbes. The rover
tools and then send them to explore Mars. analyses samples scooped from the soil
These scientific instruments have been and drilled from rocks. It’s capable of
rolling over obstacles up to 75 cm. (29 in.)
high and travelling up to 90 m. (295 ft.)
per hour.
According to Michael Meyer, lead scientist
for NASA’s Mars Exploration Program,
g
‘What we thought we knew about water
in
on Mars is constantly being put to the
test. It’s clear that the Mars of billions of
n
Channels on Mars’s surface suggest the presence of water.
years ago more closely resembled Earth
ar
than it does today.’
Le
Teaching Tip
Texts that give information often include
2 LEARN NEW WORDS Listen and repeat.
ic details that students may forget. After
initial reading, provide opportunities for
ph
072 revisiting the text and taking notes. For
example, ask students to re-read the text
3 Work in pairs. Why is it important that at the end of the class and take notes.
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scientists find proof of water on Mars? At the beginning of the next class, tell
Do you think that they will find life on students to refer to their notes to answer
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the Red Planet? Why or why not? questions about the text.
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VOCABULARY 95
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Model an example with a student partner. Say Robots physical structure and surface of an area and how it
na
on Mars carry scientific [say blank] that they use to formed. As a planetary geologist, she focuses on the
collect data. Say the sentence again for your partner, physical structure of the planets. Make sure students
io
this time encouraging him or her to fill in the blank understand the Activity 4 instructions. Then tell them
with instruments. to complete the activity independently. Ask students
at
to read the completed paragraph aloud.
Practise
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3 4 5
• 5 LEARN NEW WORDS Read aloud the words in the
• 3 Put students into pairs. Read aloud the Activity box. Tell students to listen for the words as you play
3 questions on page 95. Tell students to review the Track 073. Then replay the track and ask students
reading. Then ask questions to help pairs get started. to match each of the four words to its definition.
Ask Why have scientists focused so much attention Play Track 074 and tell students to listen and repeat.
on Mars? What’s likely to happen if life is found there? Ask Did you match the words to the right definitions?
Tell partners to discuss. When they have finished, ask Review the word meanings. Tell students to correct
pairs to share their ideas. any mistakes.
• 4 Tell students to turn to page 96. Point out the
photo of Bethany Ehlmann and the Mars rover. Say
Bethany is a geologist, a scientist who studies the
SAMPLE COPY, NOT FOR DISTRIBUTIONVocabulary 175
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4 Read and circle the correct word.
Vocabulary As a planetary geologist, Bethany Ehlmann studies our solar system. She
wonders / leads to how the rocks on Mars were formed and how they interacted
with water. She also is looking for degrees / proof that life could have been or could be
Objectives
present on the Red Planet. She works closely with Curiosity, a six-wheeled robot called
Students will
a rover. Rovers can move around and explore. Curiosity travels through the plains
• practise using vocabulary related to
planetary exploration. and valleys / aspects on the surface of Mars. It uses scientific
• use a vocabulary strategy to learn dust / instruments to analyse the Martian proof / landscape.
new vocabulary. Bethany hopes that Curiosity’s work, combined with new
technological advances, will one day provide the answer to the
Target Vocabulary advance,
fundamental / satellite question: Is there life beyond Earth?
astronomer, equip with, requirement
Vocabulary Strategy Greek roots
(astro and aster) 5 LEARN NEW WORDS Listen to these words and match them
to the definitions. Then listen and repeat. 073 074
Content Vocabulary planetary
geologist advance astronomer equip with requirement
Resources Online Workbook/Workbook
equip with 1. to provide
pages 56–57; Tracks 073–074 (Audio
CD/Website/CPT); CPT: Vocabulary advance 2. progress in science or technology
requirement Bethany Ehlmann with a Mars rover
Materials pieces of card 3. something that’s necessary
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astronomer 4. a person who studies the stars
in
and planets
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6 YOU DECIDE Choose an activity.
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1. Work independently. Go online to learn more about
the Curiosity rover’s mission. Write a paragraph
about what you learnt.
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2. Work in pairs. Make a Venn diagram. Compare
and contrast Earth and Mars.
ph
3. Work in groups. Hundreds of years ago,
adventurers spent years exploring countries
and continents, leaving everything they knew
ra
behind them. If you knew you would spend years
away, and maybe never return, would you explore
Mars? Why or why not? Discuss with your group.
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Then share with the class.
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96 VOCABULARY
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• Vocabulary Strategy Write astronomer on the board. Circle astro
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and say Astro is a word part called a root. Like prefixes and suffixes,
roots have meaning. Say Astro and the related word part aster both
io
mean ‘star’. Explain to students that if they didn’t know the meaning
of astronomer, recognising astro could help them work out that
at
the word probably has something to do with stars or space. Say
Think of the word astronomer, for example. What does the suffix -er
N
tell you? (Astronomer is a word for a person who does something
related to stars or space.)
• Write asterisk and asteroid on the board. Circle aster in each word.
Explain that an asterisk is a small star-shaped symbol (*) used in
books and other written materials. Ask What is an asteroid? Explain,
if necessary, that the word refers to a small rocky object in our solar
system that, like a planet, orbits the sun.
176 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
Apply 6
• 6 you decide Read aloud the Activity 6 options. Say Think Vocabulary Strategy
about what’s interested you most so far in the unit. Is it the idea Greek roots (astro and aster) The
of robots exploring the surface of Mars, leading to important root words astro and aster come from
discoveries about the planet? Is it the surprising number of the Greek word for ‘star’. Other words
similarities between Mars and Earth? Does the possibility of that contain these word parts are
astrology (the study of the movements of
travelling to the Red Planet excite you? What if there were no
celestial bodies in the belief that these
guarantee of a safe return? movements can have an influence on
people’s lives), astronomy (the study of
• Tell students to re-read the Activity 6 choices silently. Explain that stars, planets and other objects in outer
students who choose option 3 will discuss the questions and space), astronomical (‘immense’, like
the group members’ various responses. After the discussion, the outer space), astrophysics (the physics
group will split into two smaller groups – those who would go to of stars, planets and other objects in
Mars and those who wouldn’t. Each group will work together to space), and asterism (a cluster of stars).
write an explanation of its decision.
g
Teaching Tip
in
• Think aloud Model thinking about the third activity option. Say Playing games in class can energise and
I’ve heard that a trip to Mars would take eight to nine months. refresh students, as well as contribute
n
And then I would spend years there exploring the planet. There’s a to a fun classroom atmosphere. This will
ar
help students feel positive about what
chance I would never return to Earth. That’s a scary thought. Would
they’re learning. Ensure that students
the opportunity to make great discoveries about Mars – and maybe
Le
are fully prepared to play a particular
the whole universe – be worth never seeing my family again? It’s a game. Before it begins, confirm that all
lot to consider. students in class understand the rules of
ic
• Ask students to complete their activities. Provide time for students
the game. In games that involve making
up sentences, tell students not to be
ph
to share their results with the class. concerned if they’re not ready when their
turn comes. You’ll simply move on to the
next person and return to the student
ra
Extend when he or she is ready.
• Imagine you’re on a mission to Mars. You’re ready to spend your
g
first night on the Red Planet. Write a diary entry describing what you
eo
saw and how you felt when you first stepped out of the spacecraft.
lG
• If time allows, hand out Worksheet 3.6.2. Explain that students
will use vocabulary words to write about and discuss Mars and
na
space exploration.
Consolidate
io
Formative Assessment
• Write the following words on pieces of card, one word to a card:
at
Can students
aspects, atmosphere, dust, Earth, instruments, landscape, Mars,
• use vocabulary related to Mars and its
N
plains, proof, rover, valley, water. Give each student a card. As similarities to Earth?
students think about their words, write these words on the board: Ask students to name two similarities
between Earth and Mars.
equipped with discovered fundamental similar • use new vocabulary to discuss Mars and
detect explore requirement wondered the possibility that life did or can exist
there?
Ask students to name a recent important
• Tell students to stand in a circle. Say Let’s play a game called discovery about Mars related to a
Reach for the Stars! We’ll go around the circle. When it’s your turn, fundamental requirement for life.
use the word on your card in a sentence. That will get you one star.
If you can also use a word from the board in your sentence, you’ll
get another star! The student with the most stars at the end is the Workbook For additional practice,
assign Workbook pages 56–57.
winner. Give students a minute to think. Then point to a student
and say Begin! Online Workbook Vocabulary
Vocabulary Practice
SAMPLE COPY, NOT FOR DISTRIBUTION 177
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SPE AKING S TR ATEGY
Speaking Strategy
075
Speculating
Do you think that they’ll ever find life on Mars? Most likely, scientists will research the topic
Objective for a long time.
Students will I’ll bet they’re close to finding life!
• use expressions to speculate about It’s likely that they’ll first find microbes.
the future. What if scientists really do find evidence of life? I’m fairly sure that will change everything!
Speaking Strategy Speculating
Academic Language to speculate, 1 Listen. How do the speakers speculate? Write the phrases you hear. 076
speculating
Content Vocabulary Martians, 2
7 Read and complete the dialogue. Possible answers:
microscopic organisms, mineral Mia: I just read a really interesting article about the Curiosity rover on Mars. By examining
balls the soil, it helped scientists learn more about ancient Mars.
Resources Online Workbook; Worksheet Lee: Well, I’ll bet they had to dig really deep to find soil
3.6.3 (Teacher’s Resource CD-ROM/ and rocks from ancient times.
Website); Tracks 075–076 (Audio CD/ Mia: That’s not true. The article said that 50 per cent of the rock on Mars’s surface is from
Website/CPT); CPT: Speaking Strategy ancient times.
Materials coloured felt tips or pencils, Lee: So do you think that scientists can really learn much from
pieces of card studying some old rocks?
g
Mia: Well, yes. I’m fairly sure that these rocks hold information about
in
the possibility of life on Mars. The samples that Curiosity collected show that the
chemicals needed to support life were present on the planet.
n
Lee: What if Curiosity discovers living creatures on Mars?
ar
Mia: Most likely , we won’t see photos of little green Martians, if
that’s what you mean. It’s likely that if Curiosity can find proof
Le
of life, it will be microscopic organisms found in the icy regions.
3 Work in pairs. Take a card and look at
What if this is food growing on Mars? I’ll
the photo from Mars. Speculate about
ic
what you see. Your partner will read the
correct information. Then swap roles.
bet they’ll try sending some back to Earth.
Actually they’re mineral balls found
ph
on Mars’s surface. I’m fairly sure that
we won’t want to eat them!
4 Work in groups. Speculate about the
near future. How well are you going
ra
to do on your next test? How well
is your favourite sports team going
g
Go to page 167.
to do this year? How soon are you
eo
going to make a new good friend? SPEAKING 97
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Warm Up • Play Track 075. Then tell partners to take turns
na
reading the questions and responses in the
• Build background Say Outer space is fascinating, yellow box.
don’t you think? It’s fun to guess what it might be like
io
to travel through space or to visit a planet. I’ll bet it’s • 1 Say Now listen as two people speculate. Pay
at
the experience of a lifetime! attention to the phrases they use to ask and respond
to questions about visiting Mars. Play Track 076 and
N
• Say We make guesses about ordinary things, too, such ask students to write down the phrases that the
as a career. What career do you think you’ll have? Write
people use to speculate. Then replay Track 076 and
on the board: I’m fairly sure that I’ll ____.
ask students to make sure they wrote down all the
• Ask several students: Do you think you’ll be a expressions.
(teacher/biologist/rock star)? Ask them to respond,
• Point out to students that they can also use some of
using the sentence frame on the board.
the expressions of speculation as negatives, as in I
don’t think and It’s unlikely. Tell students to add these
Present 1 phrases to the ones they wrote down.
• Tell students to turn to page 97. Say When we make
guesses about things we’re not completely sure about Practise 2
– like when you said what career you think you’ll have –
it’s called speculating. Listen to the phrases people use • 2 Direct students to Activity 2. Tell them to use
when they’re speculating. the expressions they wrote to fill in the blanks in the
178 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
dialogue. Say Read each sentence first and ask yourself: Is it a
statement, a response to a statement, or a question? Tell them to
refer to the yellow box if they’re not sure which expression to use. Strategy in Depth
Explain that there’s more than one possible phrase they could use Speculating is part of everyday
to fill in each blank. Then ask students to complete the activity conversation. Tell students that learning
independently. common phrases of speculation will
improve their conversational skills
• When students have finished, ask different pairs to role-play the and increase their confidence with
completed dialogue. After each dialogue, ask the class Did your the language. Phrases range from
a suggestion that something is very
classmates use the right words and phrases to speculate? Discuss
likely/unlikely to happen (No doubt), to
any questions students have. a suggestion that something is fairly
likely, but you’re not very confident
Apply 3 4 about it (Chances are), to a suggestion
that something is unlikely but possible
• 3 Tell students to cut out the cards on page 167. Put students (There’s just a chance). Additional
into pairs and then read aloud the Activity 3 instructions. Tell both expressions include:
g
partners to stack their set of cards in the same order with the Somewhat strong
in
photos facing up. Then say Both partners pick the top card. Partner No doubt …
A speculates about what the photo shows. Partner B then reads In all probability …
n
the back of the card and speculates further about the photo. Tell I imagine …
ar
partners to read the model dialogue on page 97. Say Take turns Somewhat weak
until all the cards have been used. Circulate as students interact, Chances are …
Le
and provide assistance as needed. My guess is …
I wouldn’t be surprised if …
• 4 Put students into small groups. Read the Activity 4
instructions aloud. Explain that the near future means the days ic Fairly weak
There’s just a chance …
ph
and weeks immediately ahead, rather than, for example, ten years
from now. Say Take turns asking one another questions. Start with
ra
the activity questions. Then see what other ones you can come up
with. Remember to use the words and phrases you’ve learnt.
g
eo
Extend
• Say Make your own Mars cards! Hand out pieces of card to
lG
students and tell them to use the cards from Activity 3 as models.
Tell them to look at the photos on pages 94–95. Say Use your
na
imaginations to draw the plains, channels, craters, mountains
and valleys of Mars. And maybe some things that haven’t been
io
discovered yet! Write a sentence on the back about the picture.
Then repeat Activity 3 with a partner.
at
• If time allows, hand out Worksheet 3.6.3. Partners can use the
N
worksheet for further practice with speculating.
Consolidate
• Write on the board:
Formative Assessment
Can students
Breaking News!
The rover Curiosity has just sent back to Earth a • use expressions to speculate about the
blurry photo of what looks like a creature of some future?
sort! Stay tuned for more details. Ask students to speculate about the
chances of finding intelligent life in outer
space.
• Tell students to stand in a circle. Read the news on the board
and say I’ll bet it turns out to be a false report. Now, one at a time,
speculate on what you think the next report will reveal. Point to a Online Workbook Speaking Strategy
student and say Begin!
Speaking Strategy
SAMPLE COPY, NOT FOR DISTRIBUTION 179
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GR AMMAR
Grammar 1
077
Present and past conditionals: Talking about unlikely
(but possible) or impossible situations
Habitable by
Objectives Unlikely but possible
If I were a scientist, I would focus my research on Saturn.
Humans?
Students will The planet Saturn is made
• identify the form, meaning and use of He would be a space tourist if he had the money. up of gas, so it doesn’t have
present and past conditionals. a habitable environment. If
Impossible scientists wanted to find life
• use present and past conditionals
If I had known there was a talk about Mars, I would have gone. around Saturn, they would have
to talk about unlikely or impossible better luck studying two of its
situations. They could have fixed the rover if they had equipped it with moons: Enceladus and Titan.
• use words associated with two of better tools.
Saturn’s moons.
Grammar Present and past
conditionals: Talking about unlikely
(but possible) or impossible situations
Target Vocabulary diameter, geyser,
1 Listen. What’s the reality in each case? Tick the box. 078
habitable, hazy, seasonal
1. ✓ I’m not president. I’m president.
Academic Language conditionals
Content Vocabulary cycle, methane,
2.
3.
The project succeeded.
I investigated Titan. FPO ✓ The project failed.
✓ I didn’t investigate Titan.
g
orbit, reality, space stations 4. ✓ There is one space station. There are two space stations.
in
Pronunciation Relaxed pronunciation: 5. We repeated the experiment. ✓ We didn’t repeat the experiment.
Final d + you 6. ✓ I don’t explore space. I explore space.
n
Resources Online Workbook/Workbook 2 Read. Complete the sentences with the correct form of the verbs in brackets.
ar
pages 58–59; Tracks 077–080,
126–127 (Audio CD/Website/CPT); Saturn has always been a fascinating planet. At about 1.2 billion km. (746 million mi.)
Le
CPT: Grammar 1 and Pronunciation; from Earth, it was the most distant of the worlds recognised by ancient sky watchers.
Pronunciation Answer Key (Teacher’s If they had studied (study) it the way we are able to today, they
Resource CD-ROM/Website) would have been (be) amazed. They would have found (find) that its
rings consisted of billions of icy particles. They would have discovered (discover) that
Materials pieces of card
ic
these rings are extremely thin – only 10 m. (33 ft.) thick. And they would have learnt
ph
(learn) that some of the planet’s small moons play an important part in controlling the
orbits and spacing of the rings. If you studied (study) Saturn’s moons
today, you would observe (observe) that some of its 62 moons orbit in
ra
opposite directions. You would see (see) that some moons even exchange
orbits. Most importantly, you would learn (learn) that two of the moons
g
have the potential for life!
eo
98 GRAMMAR
lG
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Warm Up
na
• Build background Ask What is reality? Write the word on the board.
Underline real. Then say Reality is real things. It’s what’s true. It’s not
io
made-up or imagined things. Write We are in class now in (your city/
at
town). Yesterday we were on Mars. Ask What’s the reality? Underline
the first sentence.
N
• Say Sometimes we make statements about things that are not
reality, but they’re not totally impossible either. Write If I were an
astronaut, I would travel to the Moon. Ask Is this reality? (no) Say No,
because I’m not an astronaut. But back in the late 1960s and early
1970s, astronauts did travel to the Moon. Point to the sentence. Say
So, although this is not reality, and it’s unlikely ever to happen, it is
possible – I could change my career, become an astronaut and travel
to the Moon! Write on the board:
If I were , I would .
180 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION
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3 LEARN NEW WORDS Look and listen. Learn about Saturn’s moons Titan and
Enceladus. Then listen and repeat. 079 080 Be the Expert
ENCELADUS
• 500 km. (311 mi.) in diameter
• one day = 1.37 Earth days
•
•
temperature: –201°C (–330°F)
atmosphere: very thin Grammar in Depth
• no weather
• geysers that send water vapour and This unit focuses on what have
pieces of ice into the sky
traditionally been referred to as Type 2
and Type 3 conditionals (Type 2: If + past
simple, would/could/might + infinitive,
with the exception of If I were …; Type 3:
If + past perfect, would have + participle).
TITAN
• 2,575 km. (1,600 mi.) in diameter
• one day = 16 Earth days Types 0/1/2/3 can be referred to as
• temperature: –179°C (–290°F)
• atmosphere: thick and hazy future/present/past conditionals. Type 0
• seasonal storm cycles
• surface lakes, seas of liquid methane
is factual and Type 1 is predictive about
the future. Types 2 and 3 are imaginative
4 Work independently. Imagine you spent a year living on Titan and are now back conditionals; Type 2 is hypothetical
home on Earth, telling a friend about it. Complete the sentences with present or (unlikely but possible), and Type 3 is
FPO
past conditionals. counterfactual, or impossible.
1. If you had (have) the right equipment, you
g
would visit (visit) Titan and be able to experience life on a moon. Combinations of Types 2 and 3 are
in
had come possible in certain contexts and will be
2. If you (come) to Titan while I was there, would you
covered in Level 4.
have swum
n
(swim) with me in a surface lake?
ar
3. If I had known (know) you would be living on Titan, I
would have reminded (remind) you about the seasonal storm cycles.
Pronunciation
Go to Student’s Book page 146. Use
Le
4. If I were (be) on Titan today, I would try
Audio Tracks 126–127.
(try) to take photographs of the storms.
were Relaxed pronunciation: Final d
5. If Enceladus
would go
(be) habitable by humans, I
(go) there next year. ic + you It is very common for native
ph
went would study speakers to soften the final d when it’s
6. If I (go) to Enceladus, I
(study) the geysers.
in a word before you, especially with
auxiliary and modal verbs such as did,
ra
could, would and had. When the final d
5 Work in groups. If you had to visit one of these If I could travel to one of Saturn’s moons, links with the y, it forms a j sound (as
two moons, which one would you choose? Why?
g
I’d go to Enceladus to see the geysers.
in juice). It may also be done with main
Give two or three reasons.
verbs that end in a /d/ sound. (Who told
eo
GRAMMAR 99
you? He rode your bike.)
The /uː/ sound in you can be relaxed to
lG
OWI_3_SE_81089_092-109_U06_CP2.indd 99 6/20/16 11:25 AM uh (/ə/, schwa), as in wouldja, but this
• Say Use this sentence frame to make up your own sentences about makes the statement sound much less
na
formal. Commonly, speakers blend the
unlikely but possible situations. Ask students to say sentences.
-d and y, but retain the /uː/ sound for
Prompt them with introductory clauses, if necessary: If I were a you. Reducing the /uː/ to /ə/ should be
io
millionaire, If I were an inventor, If I were a king (or queen), If I were reserved for informal conversation.
an astronomer.
at
Teaching Tip
Present
N
If time allows, practise reading fluency.
• Tell students to open their books at page 98. Say We’re going to Reading aloud helps students practise
read and hear statements called conditionals. Read aloud the title speaking fluently and quickly, without
having to worry about grammar structures
at the top of the grammar box. Then ask students to read aloud the
and producing new vocabulary. Ask
Unlikely but possible sentences and the Impossible sentences. Say students to read aloud the same
We’ve talked about unlikely but possible situations. Now let’s focus on sentence more than once. Repeating
how we talk about impossible situations. the same sentences or passages aloud
helps students become more familiar and
• Point out the verb had known. Ask Is this a present or past verb? comfortable, and will help increase the
(past) Then explain that since the event (the talk about Mars) speed and accuracy of their reading.
already happened, and you didn’t go, this sentence describes an
impossible situation: the talk is over; you didn’t go; you can’t go
now.
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1 181
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3 LEARN NEW WORDS Look and listen. Learn about Saturn’s moons Titan and
• Ask students to complete the activity. Review the
GR AMMAR 077
answers as a class. Tell students that the differences
Enceladus. Then listen and repeat. 079 080
Present and past conditionals: Talking about unlikely
(but possible) or impossible situations
Habitable by ENCELADUS
• 500 km. (311 mi.) in diameter
Humans?
between the verbs may be hard to understand, and
Unlikely but possible • one day = 1.37 Earth days
• temperature: –201°C (–330°F)
If I were a scientist, I would focus my research on Saturn. • atmosphere: very thin
The planet Saturn is made • no weather
He would be a space tourist if he had the money. up of gas, so it doesn’t have • geysers that send water vapour and
a habitable environment. If pieces of ice into the sky
Impossible
If I had known there was a talk about Mars, I would have gone.
They could have fixed the rover if they had equipped it with
scientists wanted to find life
around Saturn, they would have
better luck studying two of its
moons: Enceladus and Titan.
that’s to be expected. Say As with a lot of English
grammar, the more you read the language and
better tools.
TITAN
• 2,575 km. (1,600 mi.) in diameter
• one day = 16 Earth days
• temperature: –179°C (–290°F)
speak the language, the easier it will become to use
• atmosphere: thick and hazy
• seasonal storm cycles
• surface lakes, seas of liquid methane
1 Listen. What’s the reality in each case? Tick the box. 078 4 Work independently. Imagine you spent a year living on Titan and are now back
1.
2.
3.
✓ I’m not president.
The project succeeded.
I investigated Titan.
I’m president.
✓ The project failed.
✓ I didn’t investigate Titan.
home on Earth, telling a friend about it. Complete the sentences with present or
past conditionals.
1. If you had (have) the right equipment, you
conditionals. You’ll use the correct verbs automatically.
4. ✓ There is one space station. There are two space stations. would visit (visit) Titan and be able to experience life on a moon.
5. We repeated the experiment. ✓ We didn’t repeat the experiment.
✓ I don’t explore space. 2. If you had come (come) to Titan while I was there, would you
6. I explore space.
have swum
Apply
(swim) with me in a surface lake?
3 4 5
2 Read. Complete the sentences with the correct form of the verbs in brackets. had known
3. If I (know) you would be living on Titan, I
Saturn has always been a fascinating planet. At about 1.2 billion km. (746 million mi.) would have reminded (remind) you about the seasonal storm cycles.
from Earth, it was the most distant of the worlds recognised by ancient sky watchers.
4. If I were (be) on Titan today, I would try
If they had studied (study) it the way we are able to today, they
(try) to take photographs of the storms.
would have been (be) amazed. They would have found (find) that its
• 3 LEARN NEW WORDS Tell students to look at page
rings consisted of billions of icy particles. They would have discovered (discover) that 5. If Enceladus were (be) habitable by humans, I
these rings are extremely thin – only 10 m. (33 ft.) thick. And they would have learnt would go (go) there next year.
(learn) that some of the planet’s small moons play an important part in controlling the went would study
6. If I (go) to Enceladus, I
studied
99. Ask What planet is that? (Saturn) Say That’s right.
orbits and spacing of the rings. If you (study) Saturn’s moons (study) the geysers.
today, you would observe (observe) that some of its 62 moons orbit in
opposite directions. You would see (see) that some moons even exchange 5 Work in groups. If you had to visit one of these If I could travel to one of Saturn’s moons,
orbits. Most importantly, you would learn (learn) that two of the moons two moons, which one would you choose? Why?
You can recognise Saturn by its rings. Did you know
I’d go to Enceladus to see the geysers.
have the potential for life! Give two or three reasons.
98 GRAMMAR GRAMMAR 99
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that Saturn has 62 moons? We’re going to learn a
little about two of them. Ask a student to read the
• Read the second sentence aloud. Say To understand informational box about Enceladus. Provide assistance
g
this sentence better, I’m going to rearrange it to start as needed.
in
with the if clause. Say If they had equipped it with
better tools, they could have fixed the rover. That’s • Ask another student to read about Titan. When he
n
clearer! Now I know that this is an impossible situation or she is finished, explain that a cycle is a series of
ar
because they already equipped the rover. That’s the events or processes that is repeated again and again,
reality. They can’t change it. always in the same order, and methane is one of the
Le
gases that makes up natural gas, which is converted
to liquid form for fuel. Say Now let’s listen and learn
Practise 1 2
• 1 Say Now we’ll hear sentences with conditionals. ic
more about Titan and Enceladus. Play Track 079 and
ask students to look and listen. Tell them the text
ph
Play Track 077. Tell students to listen and follow along they’ll hear starts on page 98. Then play Track 080.
in their books. Ask students to listen and repeat.
ra
• Read aloud the Activity 1 instructions. Say Remember, • 4 Read aloud the activity instructions. Point out
g
reality is what’s true. Let’s do the first one together. Play that you were on Titan in the past, but you’re back on
eo
the first item on Track 078. Then say If I were president, Earth now. Say To work out what conditionals to use,
I would … Ask Is this person the president now? (no) pay attention to the other words in the sentences and
lG
Then read the two item 1 answer choices. Which whether they refer to the past or to things that could
sentence is true? Make sure students understand why happen in the present. Write the following on the
the first sentence is true. Tell them to tick the correct board. Tell students to refer to the table while they do
na
box. Then play Track 078 all the way through and ask the activity. When students have finished, review the
students to complete the activity. Review the answers answers as a class.
io
as a class.
at
• 2 Read the activity instructions aloud. Model Things that could Things that happened in
happen in the present the past
N
the activity for students. Read aloud the first two
sentences. Repeat the second sentence. Ask Is this past simple verb had + a past perfect verb
sentence talking about the past or the present? (past) form form
Read on. Then say I need a form of the verbs study
would������ would have + a past
and be. These ancient astronomers are long gone, so participle verb form
they can’t study Saturn anymore. This is an impossible
situation.
• 5 Put students into small groups. Read the Activity
• Tell students to look back at the Impossible sentences 5 instructions. Say As you discuss, use complete
in the grammar box. Ask Which one is similar to the sentences beginning with if and remember to use your
sentence about the ancient astronomers? (the first one) new vocabulary words. Help groups as necessary.
Ask What form of study do I need? (had studied) What When students have finished, ask them to share
about be? (would have been) Ask a student to stand up, some of their sentences. Write a few on the board as
and together, model the next sentence for the class. models.
182 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
Extend
• Write these topics on the board: Saturn’s rings, how Saturn’s moons
got their names, Enceladus, Titan, space geysers, the Cassini mission. Teaching Tip
Put students into pairs. Tell them to research one of the topics. Visuals can help students comprehend,
remember and think critically about
Ask partners to share what they learn with the class. Suggest that what they read. Whenever possible, ask
students begin their research with one of the many NASA websites. students to draw pictures to illustrate
what they are reading. They can label key
Consolidate vocabulary and can use their pictures as
a guide to repeat what they learnt.
• Write these verbs on the board: detect, equip with, lead to, observe,
study, try. Then write these vocabulary words on pieces of card, one
to a card: astronomer, atmosphere, geyser, habitable, hazy, methane,
seasonal storm cycles. Put students into pairs and give each
student a card.
• Tell pairs to work together to write a short dialogue, using the words
g
on their cards and present or past conditionals of the verbs on the
in
board. As needed, provide the following dialogue as a model. When
they have finished, ask partners to read their dialogues for the class.
n
ar
— If I were an astronomer, I would study what it
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means to have no atmosphere.
— Yes! And if I were an astronaut, I would observe
methane seas and ice geysers! ic
ph
Formative Assessment
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Can students
• identify the form, meaning and use of
g
present and past conditionals?
eo
Ask students to name one type of
situation that they would talk about
using conditionals. If necessary, say this
lG
sentence as a reminder:
If I had known you when you were younger,
na
I would have told you to become a scientist.
• use present and past conditionals to talk
io
about unlikely or impossible situations?
Ask students to complete this sentence
at
frame with a conditional:
If I were , I would
N
.
• use words associated with two of Saturn’s
moons?
Ask students to choose the correct word in
brackets to complete this sentence:
Saturn’s moon Titan has seas of liquid
methane and a atmosphere.
(seasonal, hazy)
Workbook For additional practice,
assign Workbook pages 58–59.
Online Workbook Grammar 1
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1 BEFORE YOU READ Discuss in pairs.
More Than a
Reading When we think of space, we think of
Dream
astronauts. But there are many other
types of jobs in any space mission.
Other than astronauts, what other kinds
Objectives of space-related jobs can you think of?
Students will
• summarise what it takes to become 2 LEARN NEW WORDS Find these words
an astronaut. in the reading. What do you think they
• use new words from the reading. mean? Think about the parts of each
• categorise and classify challenges word. Use a dictionary to check. Then
astronauts face. listen and repeat. 081
Reading Strategy Categorise and aspiring background chance
classify leadership perseverance
Target Vocabulary aspiring,
background, chance, leadership, 3 WHILE YOU READ Think about
perseverance the different categories that the
Vocabulary Strategy Using a information can be organised
dictionary: Word parts into. 082
Academic Language category 4 AFTER YOU READ Work in pairs to
Content Vocabulary generation, answer the questions.
g
mentor, real-time
in
1. What is the main purpose of
Resources Online Workbook/Workbook the reading?
pages 60–61; Worksheet 3.6.4
n
2. Who is Alyssa Carson? Why is she
(Teacher’s Resource CD-ROM/ mentioned in the reading?
ar
Website); Tracks 081–082 (Audio CD/
3. What do you think happens at a
Website/CPT); CPT: Reading
space camp session?
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Materials set of classroom dictionaries
4. Besides camp, what can
aspiring astronauts do to prepare
for space?
ic
ph
ra
Astronauts-in-training
testing a surface transport
vehicle in the desert
g
eo
100 READING
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Warm Up
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• Activate prior knowledge Say We know that space exploration is
a career that requires great effort and determination. Ask Did you
io
ever think about what a young person can do to prepare for such a
at
career? What are your ideas? Discuss students’ responses. Then
say We’re going to read about one option that’s available for young
N
people.
Before You Read 1 2
• Say Now open your books at pages 100 and 101. Read the title. Look
at the photos and read the captions. Say Take a minute to skim the
text. When students are ready, ask them to predict what they think
the reading will be about.
• 1 Put students into pairs. Read aloud Activity 1. Say Think about
the scientists who study space. Think about the people who build
the spacecraft, design the rovers, and monitor the instruments and
computers on the ground. Think about what Bethany Ehlmann does.
184 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION
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Could space be your own new frontier? • Astronauts need to meet a wide range of
Are you one of Earth’s next generation
physical challenges. Skills acquired through
activities such as scuba diving, skydiving,
Be the Expert
of explorer-astronauts? What do aspiring
skiing, mountain climbing and piloting
astronauts do to prepare for the possibility
aircraft are extremely valuable. Now’s a great
of a career in space?
time to start learning these types of skills little
A good person to ask would be Alyssa by little. Reading Strategy
Carson. Her dream is to be the first person
• Astronauts need to meet a wide range of
on Mars. As a child, Alyssa read as much as
emotional challenges. Work on developing
Categorise and classify Classification
possible about Mars, studied its maps, and did is a pattern of organisation in which
positive traits, such as patience, co-operation
everything she could to learn about the Red
and perseverance. Take every opportunity objects, ideas or information are
Planet. This included going to a space-themed
camp for the first time at age seven. Since then,
to practise team-building, leadership and presented in categories, or groups, based
problem-solving skills. on common characteristics.
Alyssa has attended more than 20 such camps.
In fact, at age 13 she was the first person ever • Astronauts need to have a strong background
to complete all the NASA Space Camps in the in maths and science. Work with your In this lesson, students classify the
world. At these camps, future astronauts get school’s advisers and mentors to determine challenges astronauts face, based on
the chance to ride in space-flight simulators the best subjects to More Than a Dream. Students could
and experience what zero gravity feels like. study. Keep up with real-
be encouraged to find other ways to
time developments and
While Space Camp may not be possible categorise and classify the information in
discoveries in space.
for everyone, there are many other ways
the reading – for example, categories of
to prepare for a future in space. If you’re • Don’t forget languages!
interested, consider the following: In addition to English, preparation for a career as an astronaut;
you’ll need to know categories of studies to focus on (specific
• Astronauts must be in excellent physical
condition. Now’s the time to begin a healthy
other languages such as science subjects, maths subjects,
g
Russian and Chinese to languages); categories of extracurricular
lifestyle of a balanced diet, regular exercise
communicate successfully.
in
and plenty of sleep. activities, and so on.
n
Teaching Tip
ar
Alyssa Carson
Encouraging students to read aloud is a
valuable way to practise pronunciation.
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Listen to students as they read.
5 Work in pairs. Classify the types of challenges astronauts face.
Give examples of each type. When you hear students struggling to
pronounce a word they find in a reading
6 Discuss in groups. ic passage, take time to review that word
ph
1. Of the challenges astronauts face, which do you think are the with the class. Write the word on the
hardest? Why? board, and model saying it aloud for the
2. Alyssa Carson is preparing for her dream career as an astronaut. students. Ask students to repeat the
ra
What’s your dream career? What can you do now to prepare for it? word back to you. Then ask them to re-
3. One day, humans may live in space colonies. What would an read the sentence containing the word
g
ordinary family’s typical day be like in a space colony? Would you or words. Monitor students to verify their
eo
like to live in a space colony? Why or why not? pronunciation.
READING 101
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Think also about technicians. They’re the people who do the practical
na
work of maintaining and repairing equipment. Make a list of space-
related jobs. When partners have finished talking and writing, begin
io
the following table on the board. Ask partners to share the jobs
they wrote. Add them to the table.
at
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Scientists Engineers Technicians
• astronomers • designers of • mechanics
• physicists spacecraft • laboratory
• geologists • designers of assistants
robots/rovers
• designers of
communication
systems
• When you’ve finished adding jobs to the table, remind students that
one way to organise different types of information is to group it in a
way that makes sense. Point to the table. Say We’ve created three
main categories and classified the jobs according to which category
they fit best.
SAMPLE COPY, NOT FOR DISTRIBUTION Reading 185
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1 BEFORE YOU READ Discuss in pairs. Could space be your own new frontier? • Astronauts need to meet a wide range of
could categorise the information it contains. See what
More Than a categories make the most sense to you. Replay Track
When we think of space, we think of physical challenges. Skills acquired through
Are you one of Earth’s next generation
Dream
astronauts. But there are many other activities such as scuba diving, skydiving,
of explorer-astronauts? What do aspiring
skiing, mountain climbing and piloting
types of jobs in any space mission. astronauts do to prepare for the possibility
aircraft are extremely valuable. Now’s a great
Other than astronauts, what other kinds of a career in space?
082 or allow students to read in silence.
time to start learning these types of skills little
of space-related jobs can you think of? A good person to ask would be Alyssa by little.
Carson. Her dream is to be the first person
• Astronauts need to meet a wide range of
2 LEARN NEW WORDS Find these words on Mars. As a child, Alyssa read as much as
emotional challenges. Work on developing
in the reading. What do you think they possible about Mars, studied its maps, and did
positive traits, such as patience, co-operation
mean? Think about the parts of each everything she could to learn about the Red
and perseverance. Take every opportunity
word. Use a dictionary to check. Then Planet. This included going to a space-themed
to practise team-building, leadership and
camp for the first time at age seven. Since then,
listen and repeat. 081
After You Read
problem-solving skills.
Alyssa has attended more than 20 such camps.
4 5 6
In fact, at age 13 she was the first person ever • Astronauts need to have a strong background
aspiring background chance
to complete all the NASA Space Camps in the in maths and science. Work with your
leadership perseverance
world. At these camps, future astronauts get school’s advisers and mentors to determine
the chance to ride in space-flight simulators the best subjects to
3 WHILE YOU READ Think about and experience what zero gravity feels like. study. Keep up with real-
time developments and
the different categories that the While Space Camp may not be possible
• 4 Put students into pairs to answer the Activity 4
discoveries in space.
information can be organised for everyone, there are many other ways
into. 082 to prepare for a future in space. If you’re • Don’t forget languages!
interested, consider the following: In addition to English,
you’ll need to know
4 AFTER YOU READ Work in pairs to • Astronauts must be in excellent physical
questions. If partners disagree on an answer, tell
other languages such as
answer the questions. condition. Now’s the time to begin a healthy
Russian and Chinese to
lifestyle of a balanced diet, regular exercise
1. What is the main purpose of communicate successfully.
and plenty of sleep.
the reading?
2. Who is Alyssa Carson? Why is she
mentioned in the reading?
3. What do you think happens at a Alyssa Carson
them to read the text again and find information that
supports their answers. Review the answers as a
space camp session?
4. Besides camp, what can
5 Work in pairs. Classify the types of challenges astronauts face.
aspiring astronauts do to prepare
for space? Give examples of each type.
6 Discuss in groups.
1. Of the challenges astronauts face, which do you think are the
class.
hardest? Why?
2. Alyssa Carson is preparing for her dream career as an astronaut.
Astronauts-in-training What’s your dream career? What can you do now to prepare for it?
• 5 Read the Activity 5 instructions. Ask What are the
testing a surface transport
vehicle in the desert 3. One day, humans may live in space colonies. What would an
ordinary family’s typical day be like in a space colony? Would you
like to live in a space colony? Why or why not?
100 READING READING 101
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categories the activity asks for? (types of challenges)
Say Compare the categories you identified as you read
• 2 LEARN NEW WORDS Read aloud the words in the More Than a Dream with your partner’s. Did you identify
g
word box. Ask Do you see any word parts that you any of the same categories? Discuss which ones
in
recognise? Do you see any smaller words within a represent the different challenges astronauts face.
longer word? Say You know what a leader is. Do you
n
• Point out to students that the text names habits and
know what to aspire or to persevere mean? Encourage
ar
skills that aspiring astronauts should develop to deal
students to share what they think the words mean.
with the challenges they might face. But it doesn’t
Say Now find the words in the reading. Remember to
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name the specific challenges. Say Based on the advice
look for context clues that can help you work out the
the text gives and what you already know about space
meanings.
travel, you’ll have to infer, or guess, the challenges. For
• Ask Does the text confirm what you thought the words ic
example, the text says to get into the habit of eating
ph
meant? Tell students to confirm the meanings in a a balanced diet. Why do you think this is important?
dictionary. Discuss what students learnt. Finally, play (Astronauts need to be in excellent health because
ra
Track 081. Ask students to listen and repeat. they won’t get the best food in space.)
• Tell pairs to work together to make a new table like
g
• Vocabulary Strategy Remind students that when you
the one below. When students have finished, ask
eo
come to an unknown word as you read, you can try to
work out its meaning by breaking it into parts. partners to share the information in their table.
lG
• Write the word leadership on the board. Say If you
Physical Emotional Mental
don’t know what the word means, you can break it into Challenges Challenges Challenges
na
two parts, leader and ship. Write the two word parts
lack of fresh �������= solving
on the board, and point to leader. Say I know that the food team members problems
io
suffix -er often refers to jobs and means ‘someone who’,
so a leader is someone who leads. Then point to ship
at
and say One meaning of this ending is ‘skill of’. I can • 6 Read the Activity 6 questions. Put students into
think about the meanings of these two word parts. I small groups. Appoint a secretary for each group
N
think together they mean ‘the skill of being a leader’. to write down notes from the discussion. You may
wish to set a time limit for the activity. Say The group
While You Read 3 secretary will decide when each question has been
discussed enough and when it’s time to move on to the
• 3 Say Now we’re going to listen to More Than a next one.
Dream and learn more about what it takes to become
an astronaut. Play Track 082 and tell students to follow • If students need help getting started, tell them to
along. review the reading for ideas about Questions 1 and 2.
For Question 3, provide prompts if necessary: What
• Tell students to think about categories as they re- kind of shelter or structure would the family live in?
read More Than a Dream. Say Remember the table What would the food be like? Would the children go to
of job categories we made before. Now, as you read school? Would they have jobs to do?
the text again, think about the different ways you
186 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
• When students have finished, ask secretaries to share with the
class their group’s ideas about each Activity 6 question. Say to the
class: Listen carefully to the secretaries’ reports. You’ll need to use Vocabulary Strategy
the information for the next activity. Using a dictionary: Word parts An
unfamiliar word can be broken into parts
Extend to understand its meaning. These are
types of word parts:
• Put students from different groups into pairs and tell the partners
• A base word is a word that can stand
to choose one of the following topics to work on together. Display alone.
the following options: • A root word is a unit of meaning that
can’t stand alone but can be used to
form words with related meanings.
1. ����������������������������=
• A prefix is a group of letters attached
�����������������=
to the beginning of a word. A prefix can
2. Make a table of your classmates’ dream careers. Classify
alter the meaning of a base word or
the careers into categories. Indicate which ones are the
root word.
most and least popular.
• A suffix is a group of letters attached to
g
3. Write a summary of the reasons for and against living in a
the end of a word. A suffix can alter the
space colony.
in
meaning or part of speech of a base
word or root word.
n
• Worksheet If time allows, you may want to hand out Worksheet Answer Key
ar
3.6.4 in class. Students will use the worksheet to practise the new Comprehension 4
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vocabulary words. 1. to describe things you can do to
prepare for a career in space
Consolidate 2. Alyssa Carson wants to be the first
• Write on the board: aspiring, background, chance, leadership, ic person on Mars. She exemplifies one
path you can take if you’re an aspiring
ph
perseverance. Say Write a letter to the director of NASA’s Space astronaut.
Camps. Say why you would like to go to a space camp session, 3. At space camp you get to experience
ra
and explain why you think you’re a good candidate. Use the new weightlessness, and you probably take
vocabulary words. Use a conditional to talk about an unlikely but science and maths classes and do
g
physical activities.
possible situation. Ask students to share their letters with the class.
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4. Answers will vary.
Formative Assessment
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Can students
• summarise what it takes to become an
na
astronaut?
Ask students to name two or three
io
personality characteristics aspiring
astronauts should try to develop.
at
• use new words from the reading?
Ask students to use two of the following
N
words in a sentence about Alyssa Carson:
aspiring, background, chance, leadership,
perseverance.
• categorise and classify challenges
astronauts face?
Ask students to name a category for
these problems faced by astronauts:
weightlessness, limited diet, lack of
exercise, small living space.
Workbook For additional practice,
assign Workbook pages 60–61.
Online Workbook Reading
SAMPLE COPY, NOT FOR DISTRIBUTION Reading 187
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Video VIDE
Objectives 1 BEFORE YOU WATCH Discuss in pairs. You’ve
Students will
learnt about the possibility of life beyond Earth.
• discuss the possibility of life on What are three characteristics of places where life
Jupiter’s moon Europa. is considered to be possible?
• apply the message of the video to
their personal lives. 2 Read and circle. The video you’re going to watch
Content Vocabulary building blocks, is called Europa: Ocean World. Based on what
cutaway, orbit you’ve learnt in this unit, predict what the video
Resources Video scene 6.1 (DVD/ will be about. Circle the correct letter.
Website/CPT); Online Workbook; CPT: a. another world with an ocean
Video b. an ocean near Europe
c. a new world discovered by Europeans
Materials modelling clay or other
materials to make a 3D model 3 WHILE YOU WATCH Think about the
requirements for life. Circle the ones you hear
mentioned in the video. Watch scene 6.1.
g
energy gases
liquid water plants
in
substances found in rocks warm temperatures
n
4 AFTER YOU WATCH Work in pairs. Circle the correct
ar
answer.
1. Kevin Hand says that life on Earth may have begun
Le
in our oceans / caves. This illustration shows what
2. Where you find liquid lava / water, you generally scientists believe is a global liquid
ocean under Europa’s surface.
find life. Jupiter (right) and another of its 67
ic
3. Europa’s ocean has existed for ten thousand /
billions of years.
moons, Io, are in the background.
ph
4. Earth / Europa has more water and deeper oceans.
5. Scientists used to think that for a world to be
habitable, it had to be the right distance from /
ra
in orbit around the sun.
6. Now scientists realise that life is possible wherever
there are the key elements for life: water, energy
g
and the building blocks found in plants / rocks.
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102 VIDEO
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Before You Watch 1 2 • 2 Say Look at the photo and the illustration. Read
na
the caption aloud. Make sure students understand
• Say We’ve learnt that Saturn has 62 moons, two of
that the illustration is a cutaway view showing what
io
which might be habitable for humans. Ask Do you know
scientists think might be under the surface of Jupiter’s
of another giant planet in our solar system that has a
at
moon Europa. Ask a student to read aloud the Activity
lot of moons? Say The planet Jupiter has 67 moons,
2 instructions. Tell students to circle their answers.
one of which is of particular interest to planetary
N
Then discuss why a is the correct choice.
scientists. Ask Can anyone guess why? Discuss
students’ responses. If necessary, tell them scientists
think there’s a possibility there may be life there. While You Watch 3
• 3 Ask another student to read aloud the Activity 3
• 1 Tell students to open their books at pages
instructions. Say Listen carefully as you watch Europa:
102−103. Read Activity 1 aloud. Tell partners to
Ocean World. Circle the things you hear mentioned.
brainstorm things they would expect to find in a place
Play Video scene 6.1.
where life might exist. After they have discussed, ask
pairs to share the features they came up with. List • If students have trouble following the video or
them on the board. Then say Let’s narrow the list down understanding the text, play the video with captions,
to the three things you think are most important. (The or pause it and allow them to ask questions. Review
three things might include some combination of water, the Activity 3 answers as a class.
sunlight, atmosphere, bacteria, soil, minerals, and
so on.)
188 Unit 6 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
Teaching Tip
Dividing up tasks is a good way for groups
to complete projects and assignments
more efficiently. Remind students to take
a different task each time that they work
in groups. Check to make sure that the
same student isn’t always assigned a
speaking or writing task.
To make sure that all students get the
5 Work in pairs. You’ve learnt about three moons necessary practice, you may wish to
so far in this unit. Compare and contrast Europa assign roles yourself. Make a list of
with Titan and Enceladus. How are they the students’ group-work roles and the date.
same? How are they different? Create a diagram Refer back to this list the next time
to show your ideas. you assign group work to ensure that
students are taking on a different task.
6 Work in groups. To answer the question of
g
whether there is life in Europa’s oceans, scientists
in
must collect information from those oceans.
Name two challenges scientists face in gathering
n
that information.
ar
7 YOU DECIDE Choose an activity.
1. Work independently. Learn more about Europa.
Le
Use the information you collect to design and
label a model of Europa. Present it to the class.
2. Work in pairs. Imagine that life has just been
ic
discovered on Europa. Write and illustrate a
newspaper article explaining how that happened
Formative Assessment
Can students
ph
and what was found.
3. Work in groups. Imagine you work for a research • discuss the possibility of life on Jupiter’s
group that studies Europa and you’re trying to moon, Europa?
ra
get people to support your work. Prepare and
Ask Why do you think scientists are so
give a presentation explaining why it’s important
interested in finding life beyond Earth?
g
to study Europa. Persuade your audience to
support your work.
eo
VIDEO 103
Online Workbook Video
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research Europa. Replay the video. Point out the
After You Watch 4 5 6 7
na
names of the satellites that have collected data on
• 4 Put students into pairs to do Activity 4. Explain Europa. Students may want to research them as well.
io
that Kevin Hand is an astrobiologist – a scientist who
• Discuss ideas or models with the students who
studies the origin, evolution and future of life in the
at
choose the first option. Help them gather the
universe. Ask Based on the video, what do you think
materials they’ll need.
N
Kevin thinks is the most important ingredient for life?
(liquid water) Review the activity answers as a class. • Put students who choose the second option into
pairs. Say Be imaginative in your writing and your
• 5 Read aloud the activity instructions. Ask pairs to
pictures, but what you write should make sense. Use
draw the three moons, labelling some features and
some conditionals. (If the scientists had known …, they
highlighting the similarities and differences.
would have …)
• 6 Put students into small groups. Ask them to read
• Put students who choose the third option into groups.
the activity instructions. Tell them to examine the
Review persuasive writing. Say Some group members
illustration of Europa’s surface. Tell them to discuss
should think about the objections some people have
what they know about Jupiter and its distance from
to supporting space research. Other group members
the Sun.
should prepare ways to answer those objections.
• 7 you decide Read all the activity options aloud. Then put all your ideas together. Make sure everyone
Suggest appropriate websites where students can contributes to the presentation.
SAMPLE COPY, NOT FOR DISTRIBUTION Video 189
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GR AMMAR
Grammar 2
083
Adverbs: Comparing how things are done
The new satellite transmits data efficiently. The new rover travels fast.
The last satellite didn’t transmit data as The last rover didn’t travel as fast as the
Objective efficiently as the new satellite. new rover.
Students will The new satellite transmits data more The new rover travels faster than the
• use adverbs to compare how things efficiently than the last satellite. last rover.
are done. The new satellite transmits data the most The new rover travels the fastest of all
Grammar Adverbs: comparing how efficiently of all the satellites. the rovers.
things are done
Academic Vocabulary adverb, 1 Complete the sentences. Use the correct form of the adverbs in brackets.
comparative, comparisons Astronomers had dreamt of a telescope that would photograph the universe
Content Vocabulary estimate more clearly (clearly) than telescopes on the ground could. That
Resources Online Workbook/Workbook dream came true in 1990 when the Hubble Space Telescope was launched into orbit
pages 62–63; Worksheet 3.6.5 approximately (approximately) 612 km. (380 mi.) above the Earth.
(Teacher’s Resource CD-ROM/ Hubble has photographed some of the most spectacularly (spectacularly)
Website); Track 083 (Audio CD/ beautiful images of space ever taken. But that’s not all. It has greatly
Website/CPT); CPT: Grammar 2 (greatly) expanded our knowledge of space. Before Hubble, astronomers could not estimate
Materials paper clips, pencils, scissors the age of the universe as precisely as (precisely) they can now. Because
of what they’ve seen through Hubble, astronomers have estimated that the universe is
g
around 14 billion years old.
in
What’s after Hubble? The Webb Space Telescope, which will measure distant objects
even more accurately (accurately) than Hubble.
n
ar
Hubble Space Telescope James Webb Space Telescope
Le
2 ic
Work in groups. Spin each wheel. Take turns comparing
ph
how group members do or have done different
activities using the words from each spinner.
ra
I have been speaking
English as long as you. Yes, but Camille has been
g
speaking English the longest!
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104 GRAMMAR Go to page 165.
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Warm Up • Write efficiently and fast on the board. Circle the ly in
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efficiently. Explain that many words that end in -ly are
• Activate prior knowledge Write on the board: Uranus adverbs, but not all. It’s one way to recognise adverbs.
is a large planet. Saturn is larger than Uranus. Jupiter
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Provide examples, such as slowly, skillfully, smoothly
is the largest planet of all. Point to the underlined
and politely. Then point to fast. Provide examples of
at
words and say What do we call the words we use
other adverbs that don’t end in -ly, such as soon, far
for comparing people or things? (adjectives) Remind
and well.
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students that adjectives are words that describe
nouns and pronouns. Say Adjectives describe how • Say Look at the grammar box on page 104. Read along
people or things look, feel, sound, seem, and so on. silently. You’ll hear the adverbs efficiently and fast being
used to compare how things are done. Play Track 083.
Present
• List the following words and phrases on the board:
• Write on the board: Trains travel fast. Planes travel efficiently: more efficiently than, the most efficiently.
faster than trains. Rockets travel fastest of all. Point Point to efficiently and say it slowly. Ask How many
to the underlined words and say There’s another kind syllables does this word have? (four) Underline more and
of word that’s also used for comparing. It’s called an most. Explain that with most adverbs of two or more
adverb. Ask Is the way the trains, planes and rockets syllables, you form comparisons with more and most.
look, feel, sound or seem being compared? (no) Say
How they travel is being compared. Travel is a verb and
adverbs describe verbs.
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Be the Expert
• Write faster and fastest under fast on the board. Circle -er and -est.
Explain that with one-syllable adverbs you form comparisons by
adding -er and -est to the base word. Grammar in Depth
You may want to cover these other points
Practise 1 with students:
• 1 Read the Activity 1 instructions aloud. Guide students to fill in •A
dverbs of frequency are used to say
the first blank. Say The word than is a hint to use the comparative when and how often things happen: The
trainee flew yesterday for the first time.
form with more. In the third sentence, point out the adjective
Now he flies as often as the older pilots.
beautiful and say Adverbs are also used to describe adjectives and
other adverbs. Ask students to complete the activity. Review the •U
se less and least to show less rather
answers as a class. than more: The trainee flew less skillfully
than the experienced pilots.
Apply 2 •W
hen an adverb ends in a consonant
and y, change the y to i and add -er or
• 2 Tell partners to cut out and assemble the spinners on page -est: early – earlier – earliest.
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165. Point out that one spinner contains adverbs, and the other
•S
ome adverbs have irregular forms.
in
has an equal sign (for comparing equal actions), one plus sign (for
Some common ones are:
comparing two) and three plus signs (for comparing three or more).
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well – better – best
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• Read aloud the instructions. Ask a student to read the model little – less – least
sentence in the first speech bubble. Say For this example, a student far – farther – farthest
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badly – worse – worst
spun the first spinner, and the paper clip pointed to long. She spun
the other spinner, and the paper clip pointed to the equal sign. Ask
Teaching Tip
another student to read the model sentence in the second speech
bubble. Say This student also spun to the word long. Ask What ic When practising new grammar structures,
ph
did the paper clip on the other spinner point to? (three plus signs) allow time for students to write their work
on the board. Before they begin, display
Put students into small groups. Circulate to make sure students
an example sentence on the board.
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understand the game. Remind students to compare their work
to the example as they write. As you
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Extend review their work, point out similarities
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between it and the example. If something
• Put students into pairs. Display the following topics on the board. needs to be corrected, guide students to
Say Use the text on page 104 to write a sentence about each topic
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use the example to make corrections.
on the board. Use adverbs.
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1. Compare how astronomers could estimate the age of the
universe before the Hubble Telescope with how they can now.
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2. Compare how the Hubble and the Webb telescopes measure
Formative Assessment
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Can students
distant objects.
• use adverbs to compare how things are
3. Compare how orbiting telescopes and ground-based
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done?
telescopes photograph space. Ask students to use the adverb in brackets
to complete these sentences:
I wonder if the Webb Space Telescope will
• Hand out Worksheet 3.6.5 for further practice with adverbs.
take photos Hubble does
now? (well)
Consolidate The Hubble Telescope has taken some of
• Write these adverbs on the board: long, skillfully, clearly, powerfully, the cool photos of space ever!
easily, fast, accurately, efficiently, angrily, boldly, beautifully, intelligently, (incredibly)
politely, smoothly, amazingly. Divide the class into two or more teams
with equal numbers of students. Explain that you’ll point to a student
Workbook For additional practice,
and say an adverb and either equal, two or three. The student must assign Workbook pages 62–63.
answer with the correct form of the comparative adverb.
Online Workbook Grammar 2
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2 191
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WRITING
Writing One way to organise persuasive writing is to present both sides of an
argument, point by point. First describe one argument and then present a
counter-argument in the same paragraph. Do the same for additional
Objectives arguments, presenting counter-arguments each time.
Students will
• recognise and use counter- 1 Read the model. Work in pairs to circle one side of the writer’s argument and
arguments. underline the counter-argument. Do this for each point.
• analyse a model of persuasive
It’s extremely important to develop new technology wisely, so that everyone can
writing. benefit from it. Some people believe our technology plan should focus on building
• produce a piece of persuasive spacecraft. Others believe it should focus on building robots. Which is the better
writing. course of action?
Writing Persuasive essay For those who dream of exploring outer space, the development of high-tech
spacecraft is essential. But just one spaceship costs billions of dollars more to build
Academic Language argument, than even the most complex robot. Many specialised robots could be designed and
counter-argument built much more cheaply than spaceships, and they could be used for practical
Content Vocabulary complex, purposes right here on Earth.
specialised Many of the people who focus on future space exploration describe solving key
mysteries of space and perhaps even the origin of life in the universe. While this kind
Resources Online Workbook/Workbook of knowledge is fascinating, there are no practical benefits from it for people on Earth
page 64; Process Writing Worksheets right now. Robots will have new applications in the future, but even the robots we
1–5, Genre Writing Worksheet: currently have benefit us in practical ways. For example, they can work in dangerous
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Persuasion (Teacher’s Resource conditions, such as places with extreme temperatures. They can take apart bombs,
build products or perform complex surgery – all useful things that benefit people
in
CD-ROM/Website); CPT: Writing
right now.
To sum up, it’s clearly better to give attention, time and money to the technological
n
development of robots. They are less expensive to develop and more useful. Robots
ar
also benefit people in ways that are more practical than any benefit from a spacecraft.
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2 Work in pairs. In your opinion, which of the
two positions on technological development
is more persuasive? Why?
3 ic
Write. Write about the argument that it’s
ph
better to explore the ocean than outer space.
Present both sides of the argument and
persuade your readers to agree with you.
g ra
A flying robot that may be used for security,
rescue and even space exploration
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WRITING 105
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Warm Up Present
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• Activate prior knowledge Remind students that in • Write topics such as the following on the board:
Unit 5 they learnt helpful expressions to use when
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they’re arguing with someone. Say You learnt that Two sides of an argument
at
it’s polite to admit it when the other person has a
valid, or reasonable, point. Ask What’s this strategy Flight will evolve in humans. / No other mammals,
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��������������
called? (conceding) Say Yes, it’s polite to concede,
but sometimes you also try to get the other person to Life will be discovered on Mars. / There is life
agree with you. You try to persuade the other person beyond Earth, but not on Mars.
with reasons and evidence.
Clothing made from animal fur should be
banned. / Educate, don’t legislate.
• Say As you know, writing to persuade is a more
formal way of arguing than talking. When you write to
persuade, you present your opinion – that is, your side • Put students into pairs. Read aloud the two sides of
of the argument, but you also admit, or concede, that each argument on the board. Explain to students that
others may have a different opinion. if they were to try to persuade someone to agree with
their side of an argument, they need to recognise that
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Be the Expert
another side exists. Say Work with your partner. Choose a topic
from the board. Take one side of the argument you’ve chosen and
write two reasons to support it. Then take the other side and write Writing Support
two reasons supporting it.
Persuasive writing: Counter-
argument Important features of
• When students have finished, ask pairs to read the reasons persuasive writing include an introduction
for each side of their argument. Ask the class Which side is that clearly states the issue and,
stronger? When all the pairs have presented, say When you write sometimes, the writer’s position on the
to persuade, you need to support your opinion with solid reasons issue; paragraphs that provide reasons
supported by evidence; and a conclusion
and evidence. Your argument will be stronger if you also present
that restates the issue and clearly states
the other side of the argument – the counter-argument – and try to (or restates) the writer’s opinion.
prove why your side is better.
It is critical to remember that there are
at least two sides to every issue. If you
Read the Model 1 2 write as if there is only one side – your
side – you run the risk of alienating the
• Tell students to open their books at page 105. Point out the photo
reader. Knowing other perspectives on an
at the bottom of the page. Ask a student to read the caption. Then
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issue and creating reasonable counter-
read aloud the text in the green box. Tell students to read the
in
arguments will help to show your reader
introductory paragraph of the essay to identify the topic. Ask What that you are a credible, well-informed
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are the two opposing arguments? (focus on building spacecraft / writer.
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focus on building robots)
Teaching Tip
• 1 Put students into pairs. Read aloud the Activity 1
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Remind students that it’s OK to disagree
instructions. Make sure students understand they have to circle about certain topics. Explain that people
an argument and underline a counter-argument in each of the two can learn a lot by talking with people who
body paragraphs. Say As you read each paragraph, think about
which side the writer is on.
ic disagree with them. Emphasise that it
is important to show respect for others’
ph
opinions, even if you disagree with them.
• When pairs have finished, give them a few minutes to review what Tell students that a good way to show
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they circled and underlined. Then ask several partners to read respect is to listen to others and not
interrupt them while they are talking.
each argument and counter-argument. Ask What does the writer
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Review with them the language of arguing
assume spacecraft will be used for? (exploring outer space) What and conceding.
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does the writer say robots can be used for? (doing dangerous work,
doing surgery) Which does the writer think is the more practical
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use of money? (building robots) Make sure everyone agrees on
what the arguments and the counter-arguments are. Discuss any
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questions students have.
• 2 Tell partners to discuss the Activity 2 questions. Ask partners
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to give their responses to the questions. Discuss their responses
at
as a class. Finally, to sum up, ask What makes a strong argument?
(good reasons and evidence) What would have made this writer’s
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argument even stronger? (giving more reasons for the counter-
arguments; providing more facts and statistics about building
costs)
• Worksheet If your students need a reminder of the elements of
the Persuasive Writing genre, you may want to hand out Genre
Writing Worksheet (Persuasion) and review it together.
Workbook For scaffolded Writing
support, assign Workbook page 64.
Online Workbook Writing
SAMPLE COPY, NOT FOR DISTRIBUTION Writing 193
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If students have Workbooks, remind them to use
WRITING Workbook page 64 for writing support.
One way to organise persuasive writing is to present both sides of an
argument, point by point. First describe one argument and then present a
counter-argument in the same paragraph. Do the same for additional • Worksheets If your students need a reminder of any
arguments, presenting counter-arguments each time.
of the steps of process writing, you may want to hand
1 Read the model. Work in pairs to circle one side of the writer’s argument and
underline the counter-argument. Do this for each point.
out Process Writing Worksheets 1–5 and review them
It’s extremely important to develop new technology wisely, so that everyone can together.
benefit from it. Some people believe our technology plan should focus on building
spacecraft. Others believe it should focus on building robots. Which is the better
course of action?
For those who dream of exploring outer space, the development of high-tech
• Workbook Refer students to Workbook page 64 to
spacecraft is essential. But just one spaceship costs billions of dollars more to build
than even the most complex robot. Many specialised robots could be designed and
help them organise and plan their writing.
built much more cheaply than spaceships, and they could be used for practical
purposes right here on Earth.
Many of the people who focus on future space exploration describe solving key
mysteries of space and perhaps even the origin of life in the universe. While this kind
Write
of knowledge is fascinating, there are no practical benefits from it for people on Earth
right now. Robots will have new applications in the future, but even the robots we
currently have benefit us in practical ways. For example, they can work in dangerous • After students have finished their pre-writing, tell them
conditions, such as places with extreme temperatures. They can take apart bombs,
build products or perform complex surgery – all useful things that benefit people to work on their first drafts. If you haven’t got enough
right now.
To sum up, it’s clearly better to give attention, time and money to the technological
time in class, assign the first draft as homework.
development of robots. They are less expensive to develop and more useful. Robots
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also benefit people in ways that are more practical than any benefit from a spacecraft.
Revise
in
2 Work in pairs. In your opinion, which of the
two positions on technological development • After students have finished their first drafts, tell
n
is more persuasive? Why?
them to review their writing and think about their
ar
3 Write. Write about the argument that it’s
better to explore the ocean than outer space. organisation. Tell them to quietly read their drafts
Present both sides of the argument and
aloud to themselves. Ask each student to consider the
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persuade your readers to agree with you.
following: Did I present both sides of the argument? Did
I include enough reasons and evidence to support my
A flying robot that may be used for security,
rescue and even space exploration
WRITING 105
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opinion? Did I present counter-arguments? What seems
good? What needs more work? If time permits, they
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Plan
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3 could read their drafts to a classmate for feedback.
• 3 Say It’s time to plan your own writing. Read aloud
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the Activity 3 instructions. Then say Your argument is Edit and Proofread
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that it’s better to explore the ocean than outer space. • Encourage students to consider elements of style,
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You job is to persuade your reader to agree with you. such as sentence variety, parallelism and word choice.
Remember to include a counter-argument for each of Then tell them to proofread for mistakes in grammar,
punctuation, capitalisation and spelling.
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your reasons.
• Say Your next step is pre-writing. Let’s review. What are
Publish
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some ways we do pre-writing? (brainstorm, freewrite,
make lists, use a graphic organiser, use sentence • Publishing includes handing in pieces of writing to the
teacher, sharing work with classmates, adding pieces
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starters) Say Now decide what you want to use for
pre-writing. If you have time in class, allow students to a class book, displaying pieces on a classroom wall
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to work on this step. If not, assign it as homework. or in a hallway, and posting on the Internet.
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1 2 3 4
Writing Assessment Writing Student organises the writing in a logical
Use these guidelines to assess way and includes arguments and counter-arguments
in each paragraph.
students’ writing. You can add
other aspects of their writing
Grammar Student uses conditionals and
you’d like to assess at the
comparative adverbs correctly.
bottom of the rubric.
4 = Excellent Vocabulary Student uses a variety of word choices,
including words taught in this unit.
3 = Good
2 = Needs improvement
1 = Re-do
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Mission
Objective
Students will
• discuss space exploration and the
role technology developments play
in it.
Resources Video scene 6.2 (DVD/
Website/CPT); Worksheet 3.6.6
(Teacher’s Resource CD-ROM/
Website); Online Workbook: Meet the
Explorer; CPT: Mission
Discover the Future
‘Technology development is a huge part of our
exploration and our ability to access the stories and Be the Expert
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the discoveries on other worlds.’
in
Bethany Ehlmann
National Geographic Explorer, Planetary Geologist
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Teaching Tip
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Students may not always speak up or
make it clear that they’re confused. As
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you teach new material, make sure you
pause and ask comprehension questions
to check that students understand.
ic Encourage students to speak up when
they don’t understand something. Remind
ph
1. Watch scene 6.2. 3. Do you believe that people will live on them that it’s common at first to not
Mars in the future? Why or why not? understand new things they learn in
2. Bethany uses technology to explore Mars What would be the advantages and
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without being there. Where else can you disadvantages of creating a colony there? English, and it’s important for them to let
explore using only technology? you know when they need help.
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106 MISSION
Online Workbook Meet the Explorer
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Mission • Activity 2 Put students into groups to discuss Activity
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2. Provide prompts such as the following to guide
• Say Turn to page 106. Read aloud the Mission and students’ discussions. Say, for example, Think about
the quote from Bethany Ehlmann. Ask What kind of
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how you learn about places you can’t go to yourself.
exploration is Bethany referring to? (space exploration)
What technologies do you use?
at
What technologies do you think she would like to
see developed? (robots, robotic rovers, telescopes, • Activity 3 Put students into pairs. Say Review what
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satellites) Explain that to access means ‘to find or be you’ve learnt about Mars and the recent discoveries
able to use’. Ask Where do you think the ‘stories’ of there. Ask Do you think it will ever be made habitable?
other worlds will be accessed? Discuss that they might What would have to be done to create a colony there?
be found in the life forms, rocks, minerals, caves Would it be worth it? Why or why not?
or other landscape formations on the planets and
moons in outer space. • Worksheet Hand out Worksheet 3.6.6. Explain that
students will use the worksheet to think and write
• Activity 1 Say Now let’s watch a video about Bethany about Bethany Ehlmann, recent discoveries in space
Ehlmann. Play Video scene 6.2. Tell students to and technological developments.
pay attention to what Bethany has to say about the
‘eyes’ of explorers like herself on worlds they cannot
physically visit themselves.
SAMPLE COPY, NOT FOR DISTRIBUTION Mission 195
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Project Make an
Objective
Students will
Impact
• choose and complete a project
related to space, space travel and YOU DECIDE Choose a project.
space exploration.
1 Design and write a postcard from outer space.
Content Vocabulary TV programme
Resources Assessment: Unit 6 • Research one of the places mentioned in this unit to learn more about it.
Quiz; Workbook pages 65 and 95; • Imagine you took a week-long journey to this place. Write a postcard message
Worksheet 3.6.7 (Teacher’s Resource about your trip. Include information on travelling to and from your destination.
CD-ROM/Website); CPT: Make an • Find a photo of the place. Create your postcard by sticking your photo on one
Impact and Review Games side and your message on the other.
Materials video camera
2 Plan a space mission.
• Choose a place in outer space that you would like to explore.
• Design a space mission to explore that place. Write about what you would
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need and what you would want to find out about.
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• Give a speech to the class presenting your idea. Persuade your listeners to
support your mission.
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3 Create an outer-space TV programme.
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• Write a script for a TV programme whose characters live in outer space.
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• Work in groups to rehearse the script.
• Film your programme and share it with the class.
Assessment
ic
ph
Go to page 260.
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Unit Review Assign Worksheet 3.6.7
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Workbook Assign pages 65 and 95.
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Online Workbook Now I can PROJECT 107
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Prepare • Activity 3 Ask students to think about the characters
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for their TV programme. Put students into groups to
• you decide Ask students to choose a project. collaborate on the script. Say Think about a location,
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• Activity 1 Tell students to choose a place they learnt characters and props. What unusual situations might
about in this unit and find out more about it. Say Use living in space create for your characters? Tell students
at
the information and what you know about space travel they’ll need to rehearse a few times before they film.
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to write about your journey to the place. Find a photo of
it to put on the postcard. Imagine it’s a photo of what Share
you saw at some point in your journey. Describe it. • Schedule time for students to present their final
postcards, speeches and TV programmes to the
• Activity 2 Ask What planetary feature that you learnt
class. Allow time for the student audience to ask
about would you like to explore? Martian craters?
questions about their classmates’ work. You can ask
Moon geysers? Methane seas? Europa’s icy shell? Tell
students to vote on whether or not to fund the space
students to design a mission to a planet or moon,
missions, or present awards for the most imaginative
including the mission’s purpose and the technology,
postcard or best new TV programme.
equipment and supplies they’ll need to conduct an
exploration of the place. Say You’ll need lots of help. • Modify Help students simplify a project by eliminating
Write a persuasive speech telling people why they need one of the options or steps. You might want to provide
to support you! students with an outline for their persuasive speeches
or provide samples of scripts for the students writing
a TV programme.
196 Unit 6 Project
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Student’s Book
Audio Script
Track 079 3 Of Saturn’s 62 moons, the two most
Track 071 1 Listen and read. See Student’s Book habitable for human life are Titan and Enceladus. They are
pages 94–95. very different from each other. For example, Titan is the
Track 072 2 LEARN NEW WORDS aspect / Some aspects second largest moon in our solar system, with a diameter
of Earth and Mars are similar. atmosphere / Gases in of 2,575 kilometres. Tiny Enceladus has a diameter of only
the air make up the Earth’s atmosphere. degree / Both 500 kilometres. The atmosphere on Titan is thick and hazy,
Earth and Mars tilt on their axes at an angle of about 24 hiding surface features from most scientific instruments.
degrees. detect / Scientists detected signs of water under Only its seasonal storms are visible. In contrast, the
the surface of Mars. dust / Wind blows sand and dirt, atmosphere on Enceladus is very thin. This means there is
causing a dust storm. fundamental / Water is fundamental no air pressure or weather. However, scientists are better
for all living things. instrument / Scientific instruments able to see what’s happening on its surface.
have shown that water exists on Mars. landscape / The Each of the moons has a unique feature, as well. Titan is the
landscapes of Mars and Earth are similar in certain places. only other place we know of in our solar system with liquids
lead to / New technologies will lead to more discoveries on flowing across its surface. Enceladus doesn’t have liquids
Mars. plain / A plain is a large, flat area of land. proof / flowing on the surface, but there are geysers sending icy
Scientists are looking for proof that life could exist on Mars. particles and water vapour into the sky at a speed of nearly
satellite / Satellites in outer space help us to learn more 1,300 kilometres per hour.
about the planets. valley / Mars has tall mountains and
Track 080 3 LEARN NEW WORDS diameter / The diameter
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deep valleys. vast / Polar caps are vast areas covered with
of a circle is equal at all points. geyser / A geyser is a hole
ice. wonder / People wonder if there is life beyond Earth.
in
in the ground that shoots out water and steam. habitable /
Track 073 5 Astronomers have always wondered if Scientists believe that two of Saturn’s moons could be
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there’s life beyond Earth. Our neighbour Mars is the most habitable. hazy / A hazy sky is hidden by clouds and
dust. seasonal / Seasonal changes include variations in
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likely place. Advances in technology have allowed scientists
to equip robots with a variety of tools and then send them to temperature and the amount of sunlight.
explore Mars. These scientific instruments have been able
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Track 081 2 LEARN NEW WORDS aspiring / An aspiring
to detect real proof that life is possible there. For example,
astronaut wants to travel in space one day. background /
one of the fundamental requirements for life, the existence
Astronauts need to have a background in maths and
of some form of water, has been discovered in several areas
of the planet.
ic
science. chance / Alyssa Carson had the chance to go to
Space Camp. leadership / A successful space mission
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Track 074 5 LEARN NEW WORDS advance / Technological takes patience and strong leadership. perseverance / If you
advances have allowed scientists to study the landscape have perseverance, you’re determined to reach your goal.
of Mars. astronomer / Astronomers are looking for proof
Track 082 3 WHILE YOU READ See Student’s Book
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of life beyond Earth. equip with / Scientists equipped the
rover with useful instruments to study Mars. requirement / pages 100–101.
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One of the requirements for life as we know it is water. Track 083 grammar See Student’s Book page 104.
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Track 075 Speaking Strategy See Student’s Book page 97. Track 084 1 Express Yourself See Student’s Book
Track 076 1 S1: Do you think people will ever live on pages 108–109.
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Mars? S2: Well, it’s likely that people will travel to Mars.
Most likely, they would only stay for a little while though. I
don’t think people will be able to survive there for very long.
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The atmosphere is too thin – much thinner than Earth’s.
S1: It’s true, but I’ll bet that they’ll develop the technology
needed to survive in that atmosphere. Maybe scientists will
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make special suits that we can all buy and wear to live on
Mars. S2: Possibly, but it’s likely that the suits would be very
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heavy and expensive, and you’d probably never be able to
take them off.
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S1: Yeah, I guess I’d rather wear jeans and T-shirts here on
Earth. But what if they make it possible to travel to Mars?
S2: I’m fairly sure that only a few people would want to go.
It’s a big risk and it would take a long time.
S1: Yeah, but would you go? I think I would. S2: I don’t know.
I think I’d rather just follow the Curiosity rover’s mission from
the safety of my own home!
Track 077 grammar See Student’s Book page 98.
Track 078 1 1. If I were president, I would expand
space exploration programmes. 2. The project would have
succeeded if there had been money for new equipment.
3. If it had been my choice, I would have investigated
Saturn’s moon Titan. 4.They would build a second orbiting
space station if they could. 5. We would have repeated
the experiment if we had had the time. 6. If I were you, I’d
choose some kind of career in space exploration.
SAMPLE COPY, NOT FOR DISTRIBUTIONAudio Script 197
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Express Yourself Express Yourself
Objectives
Students will 1 Read and listen to a scene from a film script about
• identify the purpose and features of a team of space explorers. 084
a film script.
• connect ideas about the history of
flight and the new frontiers of space.
Academic Language scene, script MARS
FADE IN: BIT AROU ND
SP ACESHIP IN OR
Content Vocabulary bank, fade in/to, EXTERIOR
T
OM - NIGH
interior, panic FADE TO: P MAIN CONTROL RO
SPACES HI e
Resources Workbook pages 66–67/ INTERIOR through th
torc hes on, come y lit
th ml
Online Workbook (Units 5–6 Review); SONIA, wi bank of di
MARK and ont of a
Worksheet 3.6.8 (Teacher’s Resource ors and stop in fr
do reens.
mputer sc
CD-ROM/Website); Track 084 (Audio active co
MARK ow me
CD/Website/CPT); CPT: Express e. Now sh
here alon
Yourself Units 5–6 OK, we’re g ab out.
re talkin
what you’
SONIA
g
nteen.
screen seve
Look at
is go ing on.
strange
in
Something
MARK
usual.
ything un
n
t se e an
I don’
ar
SONIA
corner.
at the top right
Look e
to examin
leans in
Le
hi s breath as he er screen.
hes mput
Mark catc of the co
ght corner
the top ri MA RK nia)
ldly at So
to look wi
(turning
ic
That’s im
poss ible !
ph
SONIA
ere.
know. But it’s th
I
g ra
eo
108
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OWI_3_SE_81089_092-109_U06_CP2.indd 108 6/20/16 11:25 AM
the actors say, but also stage directions, which are
Present 1
na
instructions about scenery, lighting, sound effects and
• Preview Tell students they’re going to read a scene ways for the actors to move and speak. Ask Can you
io
from a film script. Say You know what a film is. Well, a find any stage directions? Explain that when used in a
scene is one part of a film, or a play, in which a series script, the word fade refers to a technique in which an
at
of events happens in the same place at the same time. image is made to appear or disappear gradually. Say
Now we’ll listen to and read the script. Play Track 084
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• Tell students to turn to pages 108–109. Say Look at once as students listen and follow along. Say Listen
the photo and the text. What do you see? Students for any sound effects. Listen to how the actors say their
should guess that the paper is the script of the lines. Do they match the stage directions?
scene and that the photo shows part of a spaceship.
Discuss the words students might use to describe
the array of instruments pictured, such as console,
Practise 2
instrument panel, dashboard, and so on. Tell them • 2 Discuss Put students into small groups to
the script uses another word – one with multiple discuss the script. Tell them to re-read the text and
meanings (bank) – to describe it. Ask What do you use context clues to work out what interior, bank
think the machines shown here are? (computers, and panic mean. Ask students to act out ‘catching
computer screens, monitors, and so on) his breath’ and ‘look wildly’. Ask What emotions or
feelings do these actions describe? How would you
• 1 Read together Tell students to focus on the describe Sonia? Did you like the scene or not? Did
script. Tell students a script has not only the words
you find it suspenseful, entertaining or silly? Then
198 Units 5–6 SAMPLE COPY, NOT FOR DISTRIBUTION
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I can’t be MARK
lieve it! We
the missio
n commande
need to wa
r right no
ke up Be the Expert
Sonia puts w.
her hand fi
rmly on Ma
rk’s should
er.
SONIA
Don’t panic.
We need to
think. Genre in Depth
MARK
Are you jo Film or play script The text of a film
What’s ther king?
e to think or play is called a script. A script also
Sonia take about?
s a deep br includes instructions to the actors,
into Mark’s eath. Then
eyes. sh e looks dire director, and stage or production crew.
ctly
These are called stage directions and
SONIA might suggest scenery, lighting, sound
Mark, I do
n’t trust hi
m. effects, and ways for actors to move
and speak. Stage directions sometimes
appear in brackets and in italic type.
Cumulative Review Hand out
Cumulative Review Worksheet 3.6.8.
2 Work in groups. In this scene, two astronauts
see something very unusual on their screen. What
g
do you think they see? List three possibilities. Formative Assessment
Then compare your ideas with those of another
in
group. Are your ideas similar? Which idea is the Can students
most surprising? • identify the purpose and features of a film
n
script?
ar
3 Connect ideas. In Unit 5, you learnt about the
Ask students to identify some features of
history of flight. In Unit 6, you learnt about space
a film script.
exploration. How did the early pioneers of flight
Le
set the stage for space exploration? Discuss the • connect ideas about the history of flight
evolution of flight that led to spacecraft. and the new frontiers of space?
Ask What do you think was the most
4 YOU DECIDE Choose an activity.
1. Choose a topic:
ic important development that led to space
ph
flight? Why? (Answers will vary. Students
• flight
• space exploration should express a valid cause/effect
2. Choose a way to express yourself:
relationship.)
ra
• the next scene of the film script
• a presentation on flight (including spacecraft)
g
• an original film or play
Workbook Assign pages 66–67.
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3. Present your work.
109
Online Workbook Units 5–6 Review
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read aloud the Activity 2 instructions and tell groups your imaginations or show your passion for flying or
na
to discuss, list and compare possibilities with other outer space! Explain to those who choose to write
groups. the next scene that they should give the film a title
io
and make sure their scene connects logically with
Connect 3 the script they just read. Tell those who choose the
at
presentation to be sure to include some visuals. Say
• 3 Critical thinking Read the Activity 3 instructions If you decide to write an original film or play, think
N
aloud. Say Think about Abbas Ibn Firnas and his about whether you want to write a drama, a comedy
feathered wings, da Vinci’s flying machines, the Wright or a documentary. Think about the setting, characters,
brothers’ aeroplane, Chuck Yeager breaking the sound and any scenery or props. Remember to include stage
barrier in a rocket-powered aircraft. Ask How did space directions.
flight build on the work of these pioneers?
Share
Prepare 4 • Set aside time for sharing students’ work with the
• you decide Review the activity options. Allow students class. Remind students to listen politely to all the
to choose their own topic. You may want to assign this presentations and to wait until they’re over before
activity in advance so that students have more time in asking any questions.
class or at home to review each step of the activity.
• 4 Say These are great options. You can really use
Express Yourself
SAMPLE COPY, NOT FOR DISTRIBUTION 199
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Unit 7
Visual
In This Unit
Theme This unit is about how images
tell stories.
Content Objectives
Stories
Students will
• examine the visual arts and how they
tell stories.
• read about the history of animation.
• consider how paying attention to
people and telling their stories can
bring about change.
Language Objectives
Students will
• talk about using images to tell
important stories.
• explain a process.
‘Photography and filmmaking are very
• use the past passive to describe
past actions and processes. powerful ways to give people other ideas
g
• use reported speech to describe and other things to think about.’
in
what others said. Ami Vitale
• write a narrative essay about the
n
story that a photo tells.
ar
Vocabulary
pages 112–113 anger, audience,
Le
canvas, image, meaningful, oral,
portrait, portray, represent, scene,
shock, subject, understanding, visual, TO START
witness
page 114 capture, certain, last, ic
1. The title of this unit is Visual Stories. Look at the
photograph. What story does it tell?
ph
permanent 2. Photographer Ami Vitale uses photography to give
page 117 abstract, landscape, people new ideas and new things to think about.
masterpiece, realistic Should this be the goal of all photographers? Why
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page 118 animation, cartoon, or why not?
illustrator, method, sophisticated 3. In addition to photography and filmmaking, what
g
Vocabulary Strategies Multiple- other kinds of visual arts tell stories?
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meaning words; Using a thesaurus 110
Speaking Strategy Explaining a
process
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Grammar OWI_3_SE_81089_110-125_U07_CP2.indd 110 6/20/16 11:26 AM
Grammar 1 Use the past passive
Introduce the Unit
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to describe past actions and
processes • Activate prior knowledge Say In the last unit we talked about space
Grammar 2 Use reported speech to exploration. Remind students of the photos of outer space taken by
io
describe what others say
the Hubble Telescope. Ask Before photography, how did people get
Reading Bringing Stories to Life
at
an idea of what things they couldn’t see looked like? (books, family
Reading Strategy Mark up text
stories) If students don’t mention paintings, prompt them to think
Video Scene 7.1: Animation Creation;
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Scene 7.2: Meet Ami Vitale of things people could look at and not just read or hear about. Say
Writing Multi-paragraph narrative Humans have been painting pictures for at least 40,000 years. These
National Geographic Mission paintings provide evidence of their lives and their world.
Tell Stories
• Tell students to open their books at pages 110–111. Read the unit
Project
• Flipbook title. Make sure students understand that the word visual describes
• Profile of a visual storyteller things you can see. Ask a student to read the caption on page 111.
• Visual story Ask What does la bella principessa mean? (the beautiful princess)
Pronunciation Final /ә/ sound Tell students that the young woman lived in Italy in the late 15th
Pacing Guides 3.7.1, 3.7.2, 3.7.3 century. Ask Does the girl look like a princess? How old do you think
she is? How would you describe her hairstyle?
• Ask questions to encourage deeper discussion of the painting:
How would you describe the girl’s expression?
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Unit Opener
Objectives
Students will
• describe and discuss a photo.
• discuss the stories pictures tell and
the purpose of photography.
Content Vocabulary painting, portrait
Resources Worksheet 3.7.1 (Teacher’s
Resource CD-ROM/Website); CPT: Unit
Opener
Be the Expert
g
in
About the Photo
n
ar
La Bella Principessa is attributed to
Leonardo da Vinci, although some
Le
experts are not yet convinced it’s his
work.
A museum worker moves La Bella
Principessa, which many believe was
Da Vinci was a genius of the
painted by Leonardo da Vinci.
ic Renaissance, a period of great cultural
ph
change and achievement in Europe that
began in Italy during the 14th century
and lasted approximately 200 years.
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Students should remember from Unit 5
that da Vinci was also a mathematician
g
and an early thinker about the science
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111 of flight, who designed many types of
flying machines. Some of da Vinci’s
most famous works of art are the
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OWI_3_SE_81089_110-125_U07_CP2.indd 111 6/20/16 11:26 AM painting Mona Lisa and the mural The
Do you like the painting? What do you find interesting about it? Last Supper, painted on the wall of a
monastery in Milan, Italy.
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Why is the person holding the painting wearing gloves? What does
that tell you about the painting? (It’s famous; it’s valuable.)
Teaching Tip
io
• TO START Ask a student to read aloud Question 1. Ask What is the When introducing a new unit, motivate
at
girl thinking? Why? Why do you think her portrait was painted? What students by connecting the unit topic to
is her story? Encourage students to use their imaginations. their life experiences. For example, for
N
this unit, you can ask students whether
• Tell students to read the quote on page 110 to themselves. Say they’ve ever been to an art museum, and
ask them to tell you about it. Encourage
Think about all the photographs you’ve seen in your book and how students to share their experiences and
they’ve inspired you. Then discuss Question 2 with the class. say what kinds of paintings or other
artwork they saw and liked. Helping
• Read Question 3 aloud and ask students what other visual arts students find connections between the
they can name. (painting, sculpture, graphic art, animation, graffiti) unit topic and their personal lives makes
If students name plays or dance, explain that these, along with the topic more significant and engaging
music, are referred to as the performing arts, since they are for students.
performed for an audience and they’re not in a permanent form.
Related Words
Extend braid, bound, hairnet, headband, ponytail
• Hand out Worksheet 3.7.1. Put students into pairs. Explain that
students will be thinking and writing about visual art.
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit Opener 201
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1 Why are stories important? How are they
Vocabulary told? Discuss. Then listen and read. 085
Objectives Stories have been a meaningful form of
Students will communication throughout human history.
Do you remember a time when a family
• use vocabulary related to how
member told you a story without reading it
paintings and photos portray real from a book? Oral stories are a part of every
life. culture, and they allow us to pass traditions
• use new vocabulary to read about and values from one generation to the next.
and discuss Ami Vitale and how her Visual stories have also been told in a variety
photos connect us to people and of ways for thousands of years. Researchers
things in new ways. have found rocks that were decorated by
humans more than 100,000 years ago.
Target Vocabulary anger, audience, Although the rocks had only simple linear
canvas, image, meaningful, oral, patterns, the patterns had meaning. And it’s
portrait, portray, represent, scene, meaning that creates a story.
shock, subject, understanding, visual, People began painting on cave walls
witness around 40,000 years ago. As time went on,
painted images appeared on everything
Content Vocabulary commoner, linear,
from pottery to canvas. Painting is a fairly
mummy, pharaoh, pyramid, tomb, permanent way to represent information.
tradition
g
Because painted walls and objects have
Resources Worksheet 3.7.2 (Teacher’s lasted for thousands of years, they give us a
in
Resource CD-ROM/Website); Tracks window into the past. Through this window
we can see the stories of ancient Egyptians
085–086 (Audio CD/Website/CPT);
n
on the walls of their tombs. We can also see
CPT: Vocabulary scenes from Renaissance Europe, showing
ar
the lives of people from kings to commoners.
These paintings allow us to be witnesses
Le
to history.
ic
ph
g ra
eo
112 VOCABULARY
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Warm Up • Then discuss the Activity 1 question. Ask students if
na
they had favourite stories they liked to hear when they
• Build background Ask What do you know about were younger. Ask Who told you the stories? Why did
ancient Egypt? Students may be familiar with the
io
you like hearing them?
pyramids, the pharaohs (the rulers of ancient Egypt),
at
or the mummies (the bodies of humans preserved for • Play Track 085 and tell students to listen and read.
centuries by a special process) and beautiful artworks Then discuss the reading. Ask questions such as:
N
that have been discovered in ancient Egyptian tombs. What are traditions? (customs – activities or ways of
Ask Does anyone know how old the pyramids are? doing things – that have existed for a long time)
Explain that the oldest is over 4,000 years old and
How do old paintings allow us to be witnesses to
that that’s 2,000 years before the year 1 CE (AD 1).
history? (They show us people, everyday scenes and
Say The painting La Bella Principessa is 500 years
old. There are paintings that can still be seen today in important events from earlier times.)
Egypt that are over 3,000 years old! What kind of photograph might shock people or
make them angry? (a photo of a natural disaster, the
Present 1 2 effects of war, animal abuse)
• 1 Ask students to turn to pages 112–113. Tell • 2 LEARN NEW WORDS Play Track 086. Tell students
students the photo shows part of a 3,000-year-old to listen and repeat. Then put students into pairs.
painting on the wall of a tomb built by a queen of Display the vocabulary words. Assign two or three
Egypt, who also became pharaoh. words to each pair. Say Work with your partner to
202 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
In the early 19th century, French artist
Louis-Jacques-Mande Daguerre introduced About the Photo
a device that provided another way to tell The photo shows part of an Egyptian
visual stories: the daguerreotype. This early
camera was first used to take portraits.
tomb painting from the temple of Deir
Photography with other subjects eventually el-Bahri, part of the archaeological site of
became popular, but it took a while. At first Thebes, a capital of ancient Egypt. The
people were afraid of a camera’s ability to site is near the modern-day city of Luxor,
capture real life! south of Cairo. The temple was built by
Today, photographers like Ami Vitale Queen Hatshepsut, who ruled Egypt for
use photos to portray how people live. Ami
20 years in the 15th century BCE.
presents her photos in ways that create
certain responses from her audience,
such as anger or shock. ‘Photography
The painting depicts Egyptian soldiers
creates change,’ she says. Ami hopes that on an expedition to what the Egyptians
by telling her subjects’ stories visually, called the Land of Punt, an ancient
she’ll get people to realise that we’re more trading centre, most likely located
alike than we are different. This will create
along the Red Sea south of Egypt. The
a greater understanding among people
paintings in Egyptian tombs were like
g
around the world.
‘secret art galleries’. They were never
in
meant to be viewed by anyone but the
deceased and their gods.
n
ar
Visual stories are told on the walls of
the tomb of Queen Hatshepsut, Egypt.
Teaching Tip
Le
To build class discussion, ask follow-up
questions after students give an answer.
For example, after a student responds to
ic a question, say That’s interesting. Then
ask the class Can anyone add some
ph
2 LEARN NEW WORDS Listen and repeat. other ideas about that? or Does anyone
086 have a different idea? You can also build
discussion by helping students to explain
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3 Work in pairs. Have you got a favourite where their ideas came from.
painting? A favourite photograph? Describe
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one, and the story it tells, to your partner.
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VOCABULARY 113
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write a new sentence for each of your words. Model means ‘other people’s’. Ask a student to read the
na
an example for students. Point to represent. Write completed paragraph aloud.
A painting of a table with food on it can represent
• Point out the photo of Ami Vitale. Ask What animals are
io
everyday life long ago.
those? (camels) Say You just read that Ami likes to take
at
photos that show things in a new way. You’ve probably
Practise 3 4 5
seen photos of camels before, but what does this photo
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• 3 Put students into pairs. Say Close your eyes. show very clearly about these animals? Elicit that it
Picture your home. Is there a painting or a photograph shows in a playful way how tall camels are.
in it that you love to look at? Now read the Activity 3
instructions on page 113. Try to use your new words as • Tell students that Ami Vitale is American and that the
you talk. average American woman is 164 cm. tall (5 ft. 5 in.
tall) and Ami’s head just reaches the bottom of the
• 4 Tell students to turn to page 114. Choose camel’s chin. Use your arm to show how high 164 cm.
several students to read the words in the word box is. Then say People in some Arabian and Asian cultures
aloud. Tell them to choose two words and use them in ride camels. Imagine being up that high! Ask What else
a sentence. Then ask students to complete Activity 4 do you notice about these animals? Say Look at the
independently. Make sure students understand that in size of the camel’s head compared to Ami’s!
sentence 2 of the paragraph, the phrase one another’s
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4 Read and write the words from the list. Make any necessary changes.
Vocabulary anger audience meaningful portrait portray
scene subject understanding visual witness
Objectives Ami Vitale is known for the way she portrays international
Students will
news and culture in her photos. Ami worries that some people may not have
• practise using vocabulary related to understanding
a good of one another’s cultures, so she creates
visual images.
visual stories to make us think about how we see others.
• use a vocabulary strategy to learn
new vocabulary. She believes that photographs can make us witnesses to
Target Vocabulary capture, certain, things that we wouldn’t see otherwise.
last, permanent Photos can show people and places in a
meaningful new way. Ami
Vocabulary Strategy Multiple-meaning
wants her audience to look
words
closely at her powerful photos and feel more
Content Vocabulary international,
connected to their subjects ,
painter
even if they then feel emotions like
Resources Online Workbook/Workbook anger
pages 68–69; Tracks 087–088 (Audio or sadness.
CD/Website/CPT); CPT: Vocabulary
5 LEARN NEW WORDS Listen to these words
Materials set of classroom dictionaries
g
and match them to their definitions. Then
Ami Vitale
listen and repeat. 087 088
n in
capture certain last permanent
ar
capture 1. to record something in pictures or words
certain
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2. particular, specific
permanent 3. never ends or goes away
last 4. to exist over time
6 ic
YOU DECIDE Choose an activity.
ph
1. Work independently. Research cave paintings or images from Egyptian tombs. Choose a
selection and write a paragraph to describe the story it tells.
2. Work in pairs. Bring a photo from home that you feel tells a clear story. Ask your partner to
ra
tell the story he/she sees in your photo. Then tell your partner the real story.
3. Work in groups. Who are some well-known painters in your country? Do their paintings
g
tell stories? If so, what stories do they tell? Discuss.
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114 VOCABULARY
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• 5 LEARN NEW WORDS Read aloud the words in the box. Tell
na
students to listen for the words as you play Track 087. Then replay
the track and ask students to match each word to its definition.
io
Play Track 088 and tell students to listen and repeat. Ask Did you
at
match the words to the right definitions? Review the word meanings.
Tell students to correct any mistakes.
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• Vocabulary Strategy Point out capture and read aloud its definition:
to record something in pictures or words. Ask Does anyone know
another meaning of capture? (to catch; to take someone prisoner)
Tell students that capture, along with many other English words,
is a multiple-meaning word. Ask pairs of students to look up
the meanings of the other three words from the word box in a
dictionary. When they’re ready, ask How many of the words have
more than one meaning? (all three of them)
• Say You must read through all the definitions to find the meaning
that fits with the context of what you’re reading or writing. Write on
the board:
204 Unit 7 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
I was certain that I’d seen the painting before.
Only a certain number of people were allowed in Vocabulary Strategy
the museum.
Multiple-meaning words Polysemy
is the association of one word with two
or more distinct meanings. According
• Read the sentences aloud. Say Check the meanings of certain in to some estimates, more than 40 per
the dictionary. Then ask two students to provide the meaning of cent of English words have more than
certain for each sentence. (sure, without a doubt; fixed, specific) one meaning. If there is more than one
Repeat the process for last and permanent. definition in a dictionary, each one is
numbered. When students find more than
one entry or meaning for a word in the
Apply 6 dictionary, tell them to check the part
of speech (abbreviated n., v., adj., adv.,
• 6 you decide Read aloud the Activity 6 options. Explain that prep.). The part of speech can be a clue
students who choose options 1 or 3 will have to do research on to choosing the right definition.
the Internet. To students who choose option 1, say Choose your
Make sure students understand that
g
painting. Read the experts’ explanations. Then decide if you agree the first meaning listed in the dictionary
in
or if you think the painting has a different story to tell. is not always the best meaning. If a
definition doesn’t seem right, they need
n
• Think aloud Model thinking about option 2. Say: This sounds to read the other definitions, try them out,
ar
like fun! I know a photo of my grandparents I could bring if I get and find the one that best matches the
permission. It was taken after they had made a big decision in their context of what they’re reading or writing.
Le
lives. It will be interesting to see what story my partner sees in it.
Teaching Tip
• To students who choose option 3, say If you’re not familiar with
ic
any painters from your country, start by asking your relatives if they
Students use their senses to learn. Some
students learn new words and concepts
ph
have any favourite local artists and why they like them. best when they can associate them with
visual cues. Help these students by
Extend showing them photos or pictures of target
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words. Other students learn new words
• Say Imagine you’re an artist in ancient Egypt. You’ve been hired and ideas best when they can listen to
g
to paint the walls of the pharaoh’s tomb. What will you paint? Tell them. These students will benefit from
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students to make up a story about the pharaoh and then describe hearing information repeated multiple
times in different contexts.
in a paragraph what they’ll paint to tell that story.
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• If time allows, hand out Worksheet 3.7.2. Explain that students
will use vocabulary words to write about and discuss the stories
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that paintings and photographs tell.
Formative Assessment
io
Consolidate Can students
at
• Write on the board the sentence frames below. Tell students to • use vocabulary related to how paintings
and photos portray real life?
look again at La Bella Principessa, the Egyptian tomb painting, and
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Ask students to explain how some
the photo of Ami and the camels. Say Think about what you like
paintings give us a window into the past.
about each one. Use the sentence frames to help you express your
• use new vocabulary to discuss Ami Vitale
ideas. Ask students to stand in a circle to share their sentences. and how her photos connect us to people
Keep going around the circle until they run out of ideas. and things in new ways?
Ask students to complete this sentence
I like ________ because it captures ________ . with the correct word in brackets:
I think ________ will last because ________. Ami Vitale wants her photos to _________
how people live. (witness, portray)
My favourite is ________ because it portrays ________.
I like ________ because it represents ________.
Workbook For additional practice,
assign Workbook pages 68–69.
Online Workbook Vocabulary
Vocabulary Practice
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SPE AKING S TR ATEGY
Speaking Strategy
089
Explaining a process
First, you need to find a good camera.
Objective The next step is choosing a good location.
Students will After that, you need to pack the right equipment.
• use expressions to explain Next, check the weather!
a process. Meanwhile, check to see that you have enough space on your computer.
Speaking Strategy Explaining Make sure you save your photos when you’ve finished.
a process
Academic Language process 1
7 Listen. How does the speaker explain the process of sharing
Content Vocabulary app, delete, photos? Write the phrases you hear. 090
easel, lens 2
7 Read and complete the dialogue. Possible answers:
Resources Online Workbook; Worksheet Aki: Hi, Uncle Moto. I see you have your new phone. Have you got any
3.7.3 (Teacher’s Resource CD-ROM/ selfies on it?
Website); Tracks 089–090 (Audio CD/
Uncle Motohiro: Selfies? What are those?
Website/CPT); CPT: Speaking Strategy
Aki: Seriously? They’re photos you take of yourself on your phone.
Materials paper clips, pencils, scissors, Uncle Motohiro: What? How do you do that?
small paper or plastic bags (optional)
Aki: First of all , you have to open the camera app on your
g
phone. The next step is to press the little button with the
in
arrows on it. That will turn the camera on you.
Uncle Motohiro: OK, then what?
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Aki: It’s selfie time! Stretch your arm out in front of you as far as you can.
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Make sure you point the lens at your face. Hold your face at
an angle – it’s more interesting that way. After that ,
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hit the button to take your photo!
Uncle Motohiro: Ugh! It’s terrible!
Aki: Ha! That’s what the delete button is for!
3
7
ic
Work in pairs. Take turns spinning the wheel and
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explaining processes.
4
7 Work in groups. Think of three things you typically do in a
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week that can be explained as processes, such as making
your lunch or getting ready for school. Explain these processes.
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Do your group members do these things in the same way? Go to page 169.
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SPEAKING 115
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Warm Up Present 1
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• Activate prior knowledge Say When an artist paints • Tell students to open their books at page 115. Read
a picture, he or she doesn’t just grab a canvas, pick up
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the title of the speaking strategy. Say When you tell
a brush and begin. There’s a set of steps to follow. The someone how to do something, even something as
at
artist will treat the canvas with a special substance easy as turning on the TV, you’re explaining a process.
so the paint will stick. Ask What else might the artist Ask What makes it a process? (There’s a set of steps
N
do before beginning? (cover surfaces to protect them to follow.) Say And remember, the order of the steps
from drips, mix colours, set up an easel) Say Following matters! Follow along in your books as we listen.
a set of steps helps a process run smoothly. Play Track 089. Then ask students to read aloud the
sentences in the yellow box.
• Remind students that in Unit 2 they wrote a process
description for how to train a pit bull puppy. Ask • 1 Say Now listen as a girl explains how to use a
What’s important when describing a process? (to say photo-sharing app. Play Track 090. When the recording
the steps in the correct order) What are some words ends, say Listen again. Write down all the phrases that
we use to signal the order of the steps? Write: help Rose know what to do or what to look for. Replay
Track 090. When they have finished writing, ask
�� second next meanwhile students to share what they wrote. Make sure all the
then after that ���� little by little expressions are covered.
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Be the Expert
Practise 2
• 2 Direct students to Activity 2. Tell them to use the expressions Strategy in Depth
to fill in the blanks in the dialogue. Explain that there’s more than When explaining a process, it’s most
one possible phrase they could use to fill in some of them. Tell important to clearly indicate the order of
students to complete the activity independently. the steps. The whole point of explaining a
process is to give readers or listeners a
• Ask different pairs to role-play the completed dialogue. After clear picture of how something is done in
case they want to replicate the process.
each one, ask Did your classmates’ phrases make the steps of the
Therefore, sequence words and phrases
process clear? Discuss any questions students have. are critical.
Apply 3 4 In addition to the words first, next,
then, finally, and so on, students can
• 3 Tell students to cut out and assemble the spinner on page make their writing, in particular, more
interesting by indicating sequence in
169. Put students into pairs to play the game. Circulate as
other ways, such as by connecting a step
partners play, and guide them, if necessary, to use the appropriate to the previous or next one – for example,
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signal words and phrases. Point out that if the spinner lands while (it’s drying) or before you (glue the
in
on the section that says your choice, students can explain any pieces), make sure you – and using words
process they want. that indicate time (one hour later, in the
n
meantime, at the same time, and so on).
ar
• 4 Put students into small groups. Read the Activity 4
instructions aloud. If students need help thinking of processes,
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suggest that they think of routines they follow when they do an
activity, for instance, warming up before playing a sport. Say Go
around the group three times. Use the words and phrases you’ve
learnt. ic
ph
Extend
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• Say Think of a process. List each step on a sheet of paper, but don’t
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number the steps. Then cut the steps into strips.
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• Tell students to mix up their strips; they can put them into a small
bag and shake it. Put students into pairs. Say Swap strips with
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your partner. See if you can put each other’s steps in the correct
order. Then show your partner. Tell students that if their partners
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got it wrong, they should explain what would happen if you tried to
do the process in the wrong order.
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• If time allows, hand out Worksheet 3.7.3. Partners can use the
at
worksheet for further practice in explaining processes.
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Consolidate
• Divide the class into two teams. Give teams a few minutes to
compile a list of words and phrases that show the order of steps
in a process. Say Try to think of some new ones. Then write the
steps of a process (or two processes, one for each team) on the Formative Assessment
board. Can students
• use expressions to help explain a
• Tell the teams to line up. Say I’ll ask a student from one team to process?
use a word or phrase to introduce the first step of the process. Then Ask students to explain how they make a
I’ll ask a student from the other team to read the same step, using favourite snack or play a simple card, or
a different introductory word or phrase. Use your lists. Try not to use other, game.
the same expressions. I’ll write them on the board. How many can
you come up with? Begin each step with a different team so one Online Workbook Speaking Strategy
team doesn’t always have the advantage of going first.
Speaking Strategy
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GR AMMAR
Grammar 1
091
Past passive: Describing past actions and processes
Goya created many of his works at night, Many of Goya’s works were created at night,
by the light of a hat that had candles on it. by the light of a hat that had candles on it.
Objectives Painters explored many different styles. Many different styles were explored by painters.
Students will
Artists usually made paint by mixing colours Paint was usually made by mixing colours
• identify the form, meaning and use with oils. with oils.
of the past passive.
• use the past passive to describe
past actions and processes.
• use words associated with styles of 1 Listen. Learn about portraits and the stories they tell. Then circle
painting. the verbs that you hear used in the past passive. 092
Grammar Past passive: Describing past ask capture create die display do invent
actions and processes make pay require spend take use work
Target Vocabulary abstract, landscape,
masterpiece, realistic
Academic Language past passive 2 Work in pairs. Use the words
to ask and answer questions Who painted the Mona Lisa?
Content Vocabulary luxury, pigment,
FPO
still-life, subject in the past passive.
The Mona Lisa was painted
Resources Online Workbook/Workbook 1. Mona Lisa / paint / da Vinci
g
by Leonardo da Vinci.
pages 70–71; Tracks 091–094 (Audio 2. Flyer III / build / Wright brothers
in
CD/Website/CPT); CPT: Grammar 1 3. early camera / invent / Daguerre Mona Lisa (La Gioconda)
Materials coloured chalks, felt tips or 4. cave paintings / create / early humans
by Leonardo da Vinci
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pencils; coloured paper or modelling
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clay (optional)
3 Work in pairs. Look at Portrait of a Young Woman. Then
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answer questions using the past passive.
1. Who painted the portrait? The portrait was painted by
Jean-Étienne Liotard.
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2. What was worn by the subject? A scarf, a dress and a
ph
necklace were worn by the subject.
3. What do you think the subject was asked to do by the painter?
The subject was asked to sit/smile/look at the artist.
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Portrait of a Young Woman
by Jean-Étienne Liotard
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116 GRAMMAR
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Warm Up
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• Recycle Say You know that we use the present passive when we
focus on the receiver of an action, rather than the doer of an action.
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Write the following sentences on the board. Underline the verbs
at
and write the labels. Point out that the active verb make becomes
the passive verb are made in the second sentence.
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Artists make their own paints with pigments and oil.
(present simple)
Paints are made by artists with pigments and oil.
(present passive)
• Explain to students that some artists are so particular about colour
that they make their own paints. Rather than buying pre-mixed
tubes of paint, they buy pigments, or coloured powders, and mix
and remix them with oil and other ingredients until they get the
colours they want.
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4 LEARN NEW WORDS Listen to learn more about painting. Then listen and repeat.
093 094
Be the Expert
Grammar in Depth
In Unit 4 students learnt the present
passive in the context of processes (how
clothing is made/manufactured). Unlike
processes, where the doer of the action
is not always named, it’s more common
A landscape painting shows a scene to identify the doer of the action when
from nature.
talking about artwork, discoveries or
technology developments.
In general, the passive voice is weaker
and can sometimes be more awkward
than the active voice. Students need
to recognise and understand it, though,
FPO because they will encounter it in
academic texts and written works, and
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it’s also a way for them to vary sentence
in
structure in their own writing.
Although their subjects are often simple, still-life Some portraits aren’t realistic. They’re abstract.
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paintings can be masterpieces.
Teaching Tip
ar
5 Discuss in groups.
Occasionally, you may ask a question
1. Do you prefer realistic or abstract paintings? Why?
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and see no one put their hand up to
2. Can landscapes and still-life paintings be abstract? Why or why not? respond. When this happens, don’t
3. Discuss two works of art you consider masterpieces. answer your own question. Instead, after
6 Work independently. Use the past passive to describe how you think one of the
works of art on these pages was created. Write at least four sentences.
ic giving students 20 seconds or so, try
rephrasing the question, or point out a
ph
place in the book where students can
look to find the answer.
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GRAMMAR 117
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Present
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• Say You know that we use the past simple to talk about situations
that existed in the past. Well, hundreds of years ago, artists had
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to make their own paints. You couldn’t buy paint in a tube back
at
then. Write on the board the first sentence below. Read it aloud.
Underline the verb and add the label.
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Long ago, artists made their own paints with pigments and oil.
(past simple)
Long ago, paints were made by artists with pigments and oil.
(past passive)
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4 LEARN NEW WORDS Listen to learn more about painting. Then listen and repeat.
• Play Track 092 and tell students to listen and complete
GR AMMAR 091
the activity. Remind them that the past passive is
093 094
Past passive: Describing past actions and processes
Goya created many of his works at night, Many of Goya’s works were created at night,
by the light of a hat that had candles on it. by the light of a hat that had candles on it.
Painters explored many different styles.
Artists usually made paint by mixing colours
with oils.
Many different styles were explored by painters.
Paint was usually made by mixing colours
with oils.
formed by using was or were and the past participle of
1 Listen. Learn about portraits and the stories they tell. Then circle
the main verb. When they have finished, ask different
students to read the verbs they circled and then give
the verbs that you hear used in the past passive. 092 A landscape painting shows a scene
from nature.
ask capture create die display do invent
make pay require spend take use work
2 Work in pairs. Use the words
the past passive form of the verb. Say I’ll do the first
one – ask, was asked or were asked.
to ask and answer questions Who painted the Mona Lisa?
in the past passive.
The Mona Lisa was painted
1. Mona Lisa / paint / da Vinci
by Leonardo da Vinci.
2. Flyer III / build / Wright brothers
3. early camera / invent / Daguerre Mona Lisa (La Gioconda)
• 2 Put students into pairs. Read the activity
by Leonardo da Vinci Although their subjects are often simple, still-life Some portraits aren’t realistic. They’re abstract.
4. cave paintings / create / early humans paintings can be masterpieces.
5 Discuss in groups.
3 Work in pairs. Look at Portrait of a Young Woman. Then
instructions aloud. Model the activity with a student
1. Do you prefer realistic or abstract paintings? Why?
answer questions using the past passive.
2. Can landscapes and still-life paintings be abstract? Why or why not?
1. Who painted the portrait? The portrait was painted by 3. Discuss two works of art you consider masterpieces.
Jean-Étienne Liotard.
2. What was worn by the subject? A scarf, a dress and a
necklace were worn by the subject.
6 Work independently. Use the past passive to describe how you think one of the
works of art on these pages was created. Write at least four sentences. by reading aloud the model dialogue. Point out that
the partner who asks the question should not include
3. What do you think the subject was asked to do by the painter?
The subject was asked to sit/smile/look at the artist.
the doer of the action in the question. Explain that it
Portrait of a Young Woman
by Jean-Étienne Liotard
116 GRAMMAR GRAMMAR 117
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would not be incorrect to answer the question in the
active voice by saying Da Vinci painted the Mona Lisa,
• Then ask How can we rewrite this sentence to put the but the purpose of the activity is to practise forming
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focus on paints rather than on artists? Ask students past passive verbs.
in
to suggest a way to rewrite the sentence, and add it
to the board. Underline the verb. Say We change the • Tell pairs that when have finished, they should swap
n
active verb made to the passive verb were made. Add roles and repeat the activity. Say Remember to use
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the label, past passive, to the board. Say We form the past passive in your answers. When students have
the past passive by using was or were and the past practised for a while, ask pairs to ask and answer the
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participle of the main verb. activity questions aloud for the class.
• Tell students to open their books at page 116. Say • 3 Read the caption of the second portrait on the
We’re going to read sentences about how artists ic
page. Tell students Liotard was a famous portrait
ph
painted in the past. Read the grammar skill and the painter of the 18th century. Ask What does the word
first sentence on the left side of the grammar box. Tell subject refer to in the context of painting? (the person
or thing shown in a painting) Put students into pairs
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students that Goya was a Spanish artist who lived in
the 18th and early 19th centuries. Explain that when with a new partner and ask them to complete the
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he painted at night, he wore a hat with candles on it activity. Review the answers as a class.
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because there was no electricity then.
Apply 4 5 6
• Re-read the sentence. Ask What’s the verb? (created)
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Is it a past or present form? (past) What’s the focus • 4 LEARN NEW WORDS Tell students to look at page
of the sentence? (Goya) Read the first sentence on 117. Say Let’s hear about other styles of painting – and
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the right side of the box. Ask What’s the verb? (were learn some new words, too. Play Track 093 and tell
created) What form is it? (past passive) What’s the students to listen. Then play Track 094. Ask students
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focus of the sentence? (Goya’s works) Say Now let’s to listen and repeat.
listen to these and other sentences. Play Track 091. Tell
at
• Ask different students to read aloud the three
students to listen and follow along in their books.
captions on page 117. Say Landscapes can be
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beautiful and peaceful, and still-life paintings are
Practise 1 2 3 interesting because they can make you see the
• 1 Read aloud the Activity 1 instructions. Ask What’s beauty in ordinary things. Ask Should all paintings be
a portrait? (a painting or photo of a person) Point out beautiful? What do you think of the abstract painting?
the two paintings on the page and tell students that How is it different from the other two?
they’re portraits. Read the first caption. Tell students
• Encourage students to discuss the three paintings. Try
that the Mona Lisa is one of the most famous
to get them to notice the bright colours, shapes and
paintings in the world, and Gioconda refers to the last
images within images in the abstract painting.
name of the woman’s husband.
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Be the Expert
• 5 Put students into small groups. Read aloud the activity
questions. Tell students to appoint a group secretary to take notes
on the group’s opinions and ideas. For question 3, tell students Teaching Tip
the works of art don’t have to be paintings. Say Works of art can Students may become interested in
learning more about a topic that’s
be sculptures, photographs, even famous buildings, monuments or
presented in a unit and decide they want
other structures. You just need to be able to say why you think they’re more information about it. If students
masterpieces. When groups have finished, ask students to share want to learn more about a topic, give
some of their group’s ideas about art. them additional readings related to
it, or help them use reliable print and
• 6 Read aloud the Activity 6 instructions. Say Ask yourself: Where online resources to research the topic.
was the painting made? How was the painting created? Then Encouraging students’ interests will help
think about the answers to questions such as, What was the artist them become active and enthusiastic
learners and will expand their
inspired by? What was portrayed or represented in the painting?
understanding of the world.
How was it portrayed or represented? Say Remember to use past
passive verbs in some of your sentences.
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Extend
in
• Tell students to choose one of the paintings on page 117 as a
n
model for their own drawing. If it’s feasible, you can offer students
ar
the option of using coloured paper or clay, in addition to crayons,
felt-tips, coloured pencils or chalk to create their artwork. Tell them
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to try to copy the painting they choose as best they can, but they
can add some creative touches of their own if they want.
Consolidate
ic
ph
Formative Assessment
• Display the words below. Ask students to write a paragraph Can students
describing their copy of an artwork from page 117. Tell them to
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• identify the form, meaning and use of the
try to use at least one vocabulary word from each of the three past passive?
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columns. If possible, ask students to present their artwork and Ask students to identify which sentence
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descriptions to the class. is in the past passive voice and what the
focus of the sentence is.
Liotard painted portraits of many famous
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Column 1 Column 2 Column 3 people.
abstract portrait capture Portraits of many famous people were
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painted by Liotard. (portraits of famous
landscape scene last
people)
realistic subject portray • use the past passive to describe past
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still-life represent actions and processes?
at
Ask students to use the past passive to
respond to this question:
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Who painted La Bella Principessa?
(La Bella Principessa was painted by da
Vinci.)
• use words associated with styles of
painting?
Ask students to choose the correct word in
brackets to complete this sentence:
Abstract paintings aren’t meant to be
__________. (masterpieces, realistic)
Workbook For additional practice,
assign Workbook pages 70–71.
Online Workbook Grammar 1
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Reading
Do you love playing video games with really smartphones. But animation is nothing new. In
cool graphics? Or watching action films with fact, people have been trying to bring images to
Objectives
amazing special effects? Thanks to advances life for hundreds of years.
Students will
in digital technology, modern animation can
• describe how the art of animation The earliest animation began in the
create detailed, lifelike images that move
17th century with a device called the magic
has changed over the years. around the screen at incredible speeds. We lantern. In the 19th century, other devices
• use new words from the reading. experience animation in so many different were developed that created movement
• summarise different methods of forms, from the cartoons on our when viewers spun them. By the turn of the
animation. TVs to the emojis on our
Reading Strategy Mark up text
1650s 1832 1834 1891
Target Vocabulary animation, cartoon,
The magic lantern uses The zoetrope also uses a American inventor Thomas Edison
illustrator, method, sophisticated the light of a candle and spinning motion to create creates the kinetoscope. Viewers
Vocabulary Strategy Using a painted pieces of glass
to create moving images
The phenakistoscope is considered
by many to have created the first
animation. It quickly
becomes more popular
must look into the machine to
watch a cartoon, which lasts about
thesaurus projected onto true animation. To watch the than the phenakistoscope 13 seconds and contains around
a wall. It animation, the viewer holds up a because more than one 50 images.
Academic Language summarise, becomes more
sophisticated
mirror and spins two illustrated
disks. The spinning motion makes
person can watch at
a time.
transition over time. the illustrations seem to move.
Content Vocabulary innovation,
lantern, live-action, projected, 3D,
g
traditional
in
Resources Online Workbook/Workbook
pages 72–73; Worksheet 3.7.4
n
(Teacher’s Resource CD-ROM/
ar
Website); Tracks 095–096 (Audio CD/
Website/CPT); CPT: Reading
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Materials set of classroom
thesauruses 1 BEFORE YOU READ Discuss in pairs. 2 LEARN NEW WORDS Find these words in
Which animated TV programmes and the reading. What do you think they mean?
ic
films did you watch as a child? Use a thesaurus to find synonyms for each
word. Then listen and repeat. 095
ph
animation cartoon illustrator
method sophisticated
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3 WHILE YOU READ Underline each of
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the different methods of animation
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mentioned in the text. 096
118 READING
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Warm Up
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• Build background Write animation on the board. Ask What is
animation? Students may say animation is cartoons or cartoons
io
made into films. Tell students they are correct, but animation is any
at
film in which drawings, puppets or even clay figures appear to move.
N
• Point to animation and explain that it’s related to the verb animate,
which means to ‘to give life to’. Say When a person is described as
animated, it means he or she is very active and lively.
• Say Now open your books at pages 118 and 119. Read the title and
subtitle. Look at the photos and the timeline. Ask What do you think
the reading is about? (animation, the history of animation) Ask Why
is Bringing Stories to Life a good title for a text about animation?
Elicit that making drawings move is making them seem alive.
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HOW ANIMATION HAS CHANGED
OVER THE YEARS Be the Expert
20th century, artists around the world were quickly replaced traditional methods because
developing short animated films using hand- it allowed cartoons to be produced in less
drawn animation. Illustrators would create time and with less money. Today, advanced Reading Strategy
thousands of drawings for a single cartoon! digital animation methods aren’t just used in
Throughout the 20th century, animators cartoons and video games, but also to create Mark up text Marking up text is a
continued to develop different methods, from special effects in live-action films. Animation valuable strategy for students to use
drawings to using clay figures. By the 1980s, has become so sophisticated that sometimes we with all kinds of texts, but especially with
digital animation was being developed. It can’t distinguish it from reality! informational works that contain lots of
new concepts, detailed explanations and
scientific words. Marking up can take the
1917 1928 1980s – present form of underlining, circling, numbering,
Argentine animator Quirino Mickey Mouse is born. Walt Disney Digital animation is first developed in the boxing and starring. It can include writing
Cristiani creates the first changes animation forever by adding 1980s. Today, sophisticated 3D animation
animated film, El Apóstol. The sound. Steamboat Willie was the first is used for cartoons, video games and even
notes, questions and students’ own
film has 58,000 illustrations cartoon in which viewers could hear what live-action films. insights in the margins of a text.
and is 70 minutes long. was happening.
Marking up text helps students identify
and keep track of key ideas as they read,
as well as unfamiliar words they want to
go back to and look up later on. Most
g
importantly, marking up text makes going
in
back and finding information much easier,
especially if students develop a system
n
of colours or styles of marking up to
differentiate, for example, key ideas and
ar
4 AFTER YOU READ Work in pairs to 5 Work in pairs. Compare the words and the details that support them.
answer the questions. phrases you underlined with your partner.
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Then summarise how each method was used
1. How was animation created with a
magic lantern? to tell a visual story. Teaching Tip
2. Name two differences between a Add variety to the way you group students
phenakistoscope and a zoetrope.
3. How many drawings did Quirino
6 Discuss in groups.
1. If you had to animate a story, which ic for activities. You can use vocabulary
and grammar to help put students into
ph
Cristiani use to create the first method would you choose? Why?
animated film? How long was it? 2. Go online to watch Steamboat Willie. groups. For example, choose vocabulary
4. How did Walt Disney’s Steamboat Describe the cartoon in your own words. words and write two to four synonyms
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Willie cartoon change animation? Compare it with cartoons that children on individual pieces of card. For this
5. Why did digital animation replace watch today.
unit, you might write method, process,
traditional methods?
g
6. What are two ways that 3D system or sophisticated, up-to-date,
modern on pieces of card. Give a card
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animation is used today?
READING 119
to each student. Tell students to group
themselves by finding classmates with
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synonyms for their word.
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Before You Read 1 2
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• 1 Put students into pairs. Read aloud Activity 1. Ask What were
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your favourite cartoons or films when you were young? List some on
the board. Then tell partners to discuss. When they have finished,
at
write students’ favourite cartoons and films on the board.
N
• 2 LEARN NEW WORDS Ask students to read aloud the words in
the word box. Ask students to say what they think the words mean.
Then tell students to scan the reading to find the words in context.
Ask Are their meanings clearer? Can you think of other words that
could replace each of the new words in the reading? What do you
call words that mean the same or almost the same as another word?
(synonyms) Say Let’s try the first one, animation. Ask a student to
read the third sentence of the reading. Model thinking of a synonym
for animation.
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Do you love playing video games with really smartphones. But animation is nothing new. In
HOW ANIMATION HAS CHANGED
OVER THE YEARS
20th century, artists around the world were quickly replaced traditional methods because
While You Read 3
cool graphics? Or watching action films with fact, people have been trying to bring images to developing short animated films using hand- it allowed cartoons to be produced in less
• 3 Read aloud the Activity 3 instruction. Say Let’s
amazing special effects? Thanks to advances life for hundreds of years. drawn animation. Illustrators would create time and with less money. Today, advanced
in digital technology, modern animation can thousands of drawings for a single cartoon! digital animation methods aren’t just used in
The earliest animation began in the
create detailed, lifelike images that move cartoons and video games, but also to create
17th century with a device called the magic Throughout the 20th century, animators
around the screen at incredible speeds. We lantern. In the 19th century, other devices continued to develop different methods, from special effects in live-action films. Animation
listen to Bringing Stories to Life and learn about the
experience animation in so many different were developed that created movement drawings to using clay figures. By the 1980s, has become so sophisticated that sometimes we
forms, from the cartoons on our when viewers spun them. By the turn of the digital animation was being developed. It can’t distinguish it from reality!
TVs to the emojis on our
history of animation. As you listen, follow along in your
1650s 1832 1834 1891 1917 1928 1980s – present
The magic lantern uses The zoetrope also uses a American inventor Thomas Edison Argentine animator Quirino Mickey Mouse is born. Walt Disney Digital animation is first developed in the
the light of a candle and spinning motion to create creates the kinetoscope. Viewers Cristiani creates the first changes animation forever by adding 1980s. Today, sophisticated 3D animation
painted pieces of glass The phenakistoscope is considered animation. It quickly must look into the machine to animated film, El Apóstol. The sound. Steamboat Willie was the first is used for cartoons, video games and even
book. Underline words and phrases that name the
to create moving images by many to have created the first becomes more popular watch a cartoon, which lasts about film has 58,000 illustrations cartoon in which viewers could hear what live-action films.
projected onto true animation. To watch the than the phenakistoscope 13 seconds and contains around and is 70 minutes long. was happening.
a wall. It animation, the viewer holds up a because more than one 50 images.
becomes more mirror and spins two illustrated person can watch at
sophisticated disks. The spinning motion makes a time.
over time. the illustrations seem to move.
different methods of animation. Tell students to pay
attention to phrases that signal a transition from one
4 AFTER YOU READ Work in pairs to
answer the questions.
1. How was animation created with a
5 Work in pairs. Compare the words and
phrases you underlined with your partner.
Then summarise how each method was used
method to another, such as other devices and by the
1 BEFORE YOU READ Discuss in pairs. 2 LEARN NEW WORDS Find these words in to tell a visual story.
turn of the 20th century.
magic lantern?
Which animated TV programmes and the reading. What do you think they mean? 2. Name two differences between a
films did you watch as a child? Use a thesaurus to find synonyms for each phenakistoscope and a zoetrope. 6 Discuss in groups.
word. Then listen and repeat. 095 3. How many drawings did Quirino 1. If you had to animate a story, which
Cristiani use to create the first method would you choose? Why?
animation cartoon illustrator animated film? How long was it? 2. Go online to watch Steamboat Willie.
method sophisticated 4. How did Walt Disney’s Steamboat Describe the cartoon in your own words.
Willie cartoon change animation? Compare it with cartoons that children
3 WHILE YOU READ Underline each of
the different methods of animation
mentioned in the text. 096
5. Why did digital animation replace
traditional methods?
6. What are two ways that 3D
animation is used today?
watch today.
• Play Track 096. When the recording has finished, tell
students to look at what they underlined. Ask Do
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you think you underlined all the methods mentioned?
• Think aloud Cartoons are animation, but the word Replay Track 096 or allow students to read in silence.
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is used here to refer to a kind of technology. The
After You Read 4 5 6
in
thesaurus doesn’t really help me. Cartoon is the best
word I can come up with. The sentence would be
• 4 Put students into pairs to answer the Activity
n
Thanks to advances in digital technology, modern
4 questions. If partners disagree on an answer, tell
ar
cartoons can create detailed, lifelike images that
them to read the text again and find information that
move around the screen at incredible speeds. It’s
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supports their answers. Review the answers as a
not great. I guess in some contexts there’s just no
class.
substitute for certain words!
• Tell students that not every word has synonyms – ic
• 5 Read the Activity 5 instructions. Ask What does
summarise mean? Make sure students understand
ph
many scientific words, for example, do not. Then say
that to summarise means to give a short description
See if you can do better with the other words. Tell
of something, including only the most important
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students to use a thesaurus to find synonyms for
details about it. Say Compare what you underlined with
the remaining four words. Ask students to suggest
your partner. Look at the timeline. List all the methods
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synonyms. Write them on the board and discuss which
in a table.
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ones seem best in the context of the reading. Finally,
play Track 095. Tell students to listen and repeat. • Begin a table on the board for students to copy and
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complete. Say A table will help you to summarise.
• Vocabulary Strategy Tell students they can use a
When students have finished their tables, ask
thesaurus to find synonyms and sometimes antonyms
partners to use their tables to summarise how the
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for particular words.
different methods of animation worked.
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• Say A thesaurus is helpful for writing assignments. For
example, if you’re writing about methods of animation, Method How It Worked
at
you might want to find a synonym you could use instead
magic lantern Pieces of glass with pictures
of repeating the word method each time you describe
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painted on them were projected
a different one. So, instead of saying Another method on a wall with the light from a
of animation was the zoetrope, you could say Another candle.
animation system was … phenakistoscope A viewer watched through a
mirror as two disks with pictures
painted on them were spun
around.
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Be the Expert
• 6 Put students into small groups. Read aloud the Activity 6
questions. Say For question 1, go over your tables and discuss
the different methods of animation. If possible, help students find Vocabulary Strategy
websites on the Internet that demonstrate how the early methods Using a thesaurus Thesauruses are
worked. not all alike, so it’s important for students
to become familiar with its features the
• For question 2, say Remember that Steamboat Willie was the first time they use one. There’s usually
a ‘how to use this book’ section at the
first cartoon that had sound. Ask Do you agree that sound was beginning. Some thesauruses have an
an important innovation? You may want to suggest that students index to locate entry words, and others
watch part of Steamboat Willie first without the sound to see what are arranged alphabetically, like a
difference it makes. dictionary. Entries usually include the part
of speech, the word’s meaning, a sample
sentence, synonyms and, sometimes,
• Ask groups to discuss the cartoon. Say To help discuss how
antonyms.
cartoons have changed, or not changed, try comparing and
contrasting Steamboat Willie and modern cartoons using a Venn
Answer Key
diagram, comparing such things as characters (animal or human),
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characters’ personalities, what happens in the story, and so on. Comprehension 4
in
1. With the light of a candle, images
Extend
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painted on pieces of glass were
projected onto a wall.
ar
• Tell students to watch Steamboat Willie with one or more young
2. A phenakistoscope used two
children to get their reaction to the cartoon. Ask Do you think
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illustrated disks and a mirror. A
they’ll like it? Will they be bored? Will they laugh? Make your own zoetrope didn’t make use of a mirror,
predictions, but don’t tell the children what you think! Then take and more than one person could watch
notes on what happens as they watch. Tell students to bring in their the images at a time.
notes to share with the class. ic 3. 58,000 drawings; 70 minutes
ph
4. It had sound.
• Worksheet If time allows, you may want to hand out Worksheet 5. It allowed cartoons to be produced in
3.7.4 in class. Students will use the worksheet to practise the new less time and with less money.
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vocabulary words. 6. cartoons, video games, live-action
films
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Consolidate
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• Put students into small groups to play a game of True or False.
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Tell groups to work together to write five statements based on the Formative Assessment
reading. The statements should be a mix of true and false ideas Can students
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and should be in the form of complete sentences. Students should • describe how the art of animation has
include the new vocabulary words in their statements. changed over the years?
Ask students to describe how cartoons
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• When groups have finished writing, say Group members will take were created in the early 20th century.
at
turns reading a statement to one student in another group. The • use new words from the reading?
student will respond by calling out True or False. Each correct answer Ask students to complete this sentence
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counts as one point. One student in each group should keep score. with the correct word in brackets:
When every group has played the game with every other group, ask Animation today is so __________ it’s hard
Which group has the highest score? to believe the characters are not alive.
(digital, sophisticated)
• summarise different methods of
animation?
Ask students to describe how a magic
lantern, a phenakistoscope or a zoetrope
worked.
Workbook For additional practice,
assign Workbook pages 72–73.
Online Workbook Reading
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Video VIDE
Objectives
Students will 1 BEFORE YOU WATCH Discuss in pairs.
• discuss how animated films are In the reading, you learnt that most
created. modern animation is digital. How do
• apply the information in the video to you think digital animation is made?
Describe the process.
their personal lives.
Content Vocabulary animatic, editor, 2 Read. You’re going to watch a video
mood board, storyboard called Animation Creation. Look at the
Resources Video scene 7.1 (DVD/ storyboard on this page and read the
Website/CPT); Online Workbook; three sentences. Which idea do you
CPT: Video think will be most related to the video’s
content? Circle the letter.
Answer Key a. An animation is created more quickly
than a live TV programme because
Comprehension 4 there’s little to prepare.
b. Animations are popular because
1. the illustrator (Dave Leonard) and they’re easy to make and cost very
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editor (Karen Sikola) little money.
c. Creating animations is a process
in
2. to try out backgrounds and characters that requires careful planning and
and create a visual story decision-making.
n
3. talk about the script, create a
3 WHILE YOU WATCH Create a flowchart
ar
storyboard, create an animatic
showing the steps for creating an
4. motion, narration, music animation. Watch scene 7.1.
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5. the final cut
4 AFTER YOU WATCH Work in pairs to
answer the questions.
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1. Who are the people involved in making
the animation?
ph
2. What is the purpose of a mood board?
3. What are the three stages of creating
an animation?
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4. What is added at the animatic stage?
5. What is the last step in creating
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an animation?
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A storyboard
120 VIDEO
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storyboard. Then circle the letter of your answer choice.
Before You Watch 1 2
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Ask students to say what they circled and why.
• Say We’ve learnt that digital technology is used to
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create today’s cartoons and animated films. Now we’re While You Watch 3
going to learn how digital animation is made.
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• 3 Display this flowchart on the board and tell
• 1 Tell students to open their books at pages students to copy it. Say As you watch, fill in the steps
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120−121. Read Activity 1 aloud. Ask partners to the illustrator follows to create an animation. Play
brainstorm ideas about how cartoons are produced Video scene 7.1.
with digital technology. If some pairs need help,
you might suggest they think about how cartoon
illustrators used to make thousands of drawings by
design a
hand and how a computer might make that process mood board
easier.
• 2 Read Activity 2 aloud as students follow along.
Tell students to look at the storyboard. Explain that
a storyboard is a set of drawings that’s used to
plan what will happen in a cartoon, a film or a TV
programme. Say Take a minute to think about what you
learnt from the reading and what you can tell from the
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Be the Expert
5 Work in pairs. In the video, the editor Teaching Tip
gives suggestions to the illustrator. What When an activity or project involves
does she suggest? Tick the boxes. research, talk to each group or pair
Then discuss how each suggestion would
before they begin. Ask students to
be helpful.
tell you their plan for doing research.
Rewrite the script.
Offer suggestions for search terms and
✓ Use cooler colours.
sources in order to help students begin
✓ Change the style of the characters.
their research. If possible, invite the
Design three different storyboards.
school librarian to show students what
✓ Change the music.
research materials are available in the
6 Work in pairs. Compare the steps you school library or media centre and how
created in your flowchart from Activity 3. they can be used.
Talk about what happens at each step.
Do you think this happens with all of the
animations you watch? Explain.
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7 YOU DECIDE Choose an activity.
in
1. Work independently. Imagine you’re
a TV producer who’s looking for an
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illustrator to create animations for a
ar
programme. Write an advertisement for
the job. Explain what personality traits
the illustrator needs. Describe the type
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of work the job requires. Formative Assessment
2. Work in pairs. Find an animated video Can students
online and watch it without the audio.
• discuss how animated films are created?
ic
Create a new script and choose music for
the video. Then play the video for the class,
using your own narration and music.
Ask students to use what they learnt from
ph
Animation Creation and the research they
3. Work in groups. Research a live TV did for Activity 7 to answer this question:
programme you like and find out how
it’s produced. Create a Venn diagram What do you think would be the hardest
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to compare the process with the part and the easiest part for you of creating
production of an animation. Present an animation? Why?
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your comparison to the class.
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VIDEO 121
Online Workbook Video
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they think all animations follow these steps. Ask
After You Watch 4 5 6 7
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students to share their ideas with the class.
• 4 5
Put students into pairs to do Activity 4. If
• 7 you decide Read all the activity options
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necessary, replay the video. Review the answers as a
aloud. Tell students who choose the first activity
class. Then tell the partners to do Activity 5. Review
at
to review the steps of the animation process and
the answers. Ask Why might an editor want cooler
think about the different skills the illustrator needs.
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colours or a different style of characters and music?
Say An illustrator needs artistic talent, but what
Discuss students’ ideas. Make sure they understand
else? Remember, animation involves computers and
that the illustrator and editor must consider the
collaboration, too.
audience for an animation and what would appeal to
that audience. • Put students who choose the second option into
pairs. Help them find appropriate animated videos
• 6 Tell pairs to compare the flowcharts they made
online. Explain that they should write dialogue for the
while they watched the video. After partners discuss
characters if necessary, as well as any other narration
and agree on what the steps are, complete the
that will be helpful for the viewers of the video. Tell
flowchart on the board. Go over the six steps: design
them Remember who your audience is.
a mood board, revise a mood board, talk about the
script, create a storyboard, create an animatic, make • Put students who choose the third option into groups.
a final cut. Ask them to brainstorm live TV programmes. Help them
decide on several appropriate programmes to research.
• Finally, tell partners to discuss the steps and whether
SAMPLE COPY, NOT FOR DISTRIBUTION Video 217
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GR AMMAR
Grammar 2
097
Reported speech: Describing what others say
‘I will save my money for art She says she will save her money for art supplies because
supplies because I’m learning she’s learning to draw manga.
Objective to draw manga.’
She said she would save her money for art supplies because
Students will she was learning to draw manga.
• use reported speech to describe
‘Plan your ideas first.’ The teacher tells/is telling/told them to plan their ideas first.
what others say.
‘Can I borrow your pencil?’ He asked if he could borrow my pencil.
Grammar Reported speech: Describing He asked to borrow my pencil.
what others say
Academic Language reported speech
1 Listen. You will hear how to draw a manga. After you listen, circle
Content Vocabulary manga the word to correctly complete the sentences. 098
Pronunciation Final /ә/ sound 1. The speaker says that you first have / had to plan.
Resources Online Workbook/Workbook 2. He tells us to choose / chose a story.
pages 74–75; Worksheet 3.7.5, 3. He said that the next step is / was to create a storyboard.
Pronunciation Answer Key (Teacher’s 4. He tells us not to worry / don’t worry about creating
a perfect storyboard.
Resource CD-ROM/Website); Tracks
5. He told us we can / could scan the drawing, but that we
097–099, 128–130 (Audio CD/
FPO
will / would need special software to edit the work.
Website/CPT); CPT: Grammar 2 and 6. Then he asked us what we think / thought.
Pronunciation
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Materials pieces of card 2 Work in pairs. Listen to the audio again. Then answer the
in
questions using reported speech. 099 Possible answers:
1. What did the speaker tell us about the process of making a manga?
n
He told us it took a lot of time.
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2. What did he say about creating characters?
He said it’s important to give them each a unique style.
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3. What did he tell us to do after the storyboard is complete?
He told us to start drawing in pen and felt tip over the pencil lines.
ic
4. What did the speaker ask us at the end?
He asked us if we were ready to design a manga.
ph
3 Work in large groups. Cut out the
She told me to use quality
cards and use them to play
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pencils and pens for drawing.
‘Telephone’. Use reported speech.
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Go to page 171.
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122 GRAMMAR
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Warm Up • Tell students to look at the sentences on the right
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side of the box. Read the first one. Then say There are
• Build background Using a student’s name, ask If no quotation marks, and it says She says she will. This
(Rafael) asks you a question and you don’t know the
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is an example of reported speech. Tell students that
answer, but you know your cousin will know the answer,
the verbs say and tell are often used with reported, or
at
what do you do? (ask your cousin the question) And
indirect, speech.
then what? (tell Rafael the answer) Say That’s right.
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You report back to (Rafael) what your cousin says. • Say Let’s listen to other examples of direct and
reported speech. Play Track 097. Point out the first
• Say After class one day, you ask me what manga is. verbs in the sentences on the right side of the
I answer, ‘I think it’s a cartoon, but I’m not sure. I’ll
grammar box. Say The words says, said, tells and
ask my cousin. She knows a lot about animation.’ I
asked are called reporting verbs because they let the
report back to you, ‘My cousin says manga is a style of
listener know you’re reporting, or saying, what someone
drawing developed in Japan.’
else said.
Present • Using the first two sentences on the right as
• Tell students to open their books at page 122 and look examples, say When the reporting verb is a present
at the grammar box. Read aloud the first sentence on form, the verb in the following clause is a present form,
the left side. Remind students that quotation marks too. When the reporting verb is a past form, the verb in
show that a sentence is someone’s exact words. Then the following clause is also a past form.
say This is an example of direct speech.
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Be the Expert
• Read aloud the third sentence. Say Tell is used instead of say to
report commands, and it’s followed by a noun or a pronoun, in this
case, the pronoun them, plus an infinitive with to. Read aloud the Grammar in Depth
last two sentences. Say When reported speech is a request, you can It’s important to note that when the
use if or an infinitive with to. reporting verb is in the present tense in
reported speech, tenses don’t shift, but
Practise 1 2 when the reporting verb is in the past,
tenses do shift.
• 1 Read aloud the Activity 1 instructions. Say Let’s just listen first.
It’s also important, when reporting
Play Track 098. Then say Look at the sentences. Ask What do we call questions or requests, to pay attention
this kind of speech? (reported speech, indirect speech) to sentence order. When reporting yes/no
questions, connect the reported question
• Say Listen again. Remember to pay attention to whether the using if. When reporting questions using
reporting verb is a present or past form. Replay Track 098 and ask question words (why, where, when, etc.)
students to complete the activity. use the question word.
• 2 Put students into pairs for Activity 2. Go over the first sentence Finally, remember that tell is used instead
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of say to report commands, and is always
together. Then point out did in each question. Say Did is a past
in
followed by a noun or pronoun + to.
form, so make sure the reporting verb you use is a past form.
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Pronunciation
Apply
ar
3
Go to Student’s Book page 147. Use
• 3 Put students into large groups. Tell each group to use one Audio Tracks 128–130.
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set of cards. Ask someone in each group to mix up the cards and Final /ә/ sound The schwa /ә/ sound
place them face down. Say The first student picks a card, reads it to is the most common vowel sound in
ic
himself or herself, then sets it aside face down so no one else can
read it. Then he or she whispers what the card says into the ear of
English. Make sure students know
that the schwa sound occurs only in
ph
unstressed vowel sounds. This will help
the next student. That student then uses reported speech to whisper them to recognise and use correct stress
to the next student what the first student said, and so on, until the
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patterns in English words, which will
last student reports out loud to the group what he or she was told. make their pronunciation sound more
natural. Remind students that there is no
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See if the message changes. Explain that another student then picks
difference in the pronunciation of the -er
the next card and starts another round of the game.
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and -or endings.
Extend
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• If students enjoy playing Telephone, tell them to use pieces of card
to make one or two of their own game cards. Write some topics
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on the board, such as a characteristic of abstract art, a favourite
animated film, a fact about the history of animation, the purpose of Formative Assessment
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photography, a comic book character, Hello Kitty. Tell students the Can students
at
cards can be questions, statements or commands. Then create new • use reported speech to describe what
groups to play the game again. others say?
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Ask students to show how they would
• Hand out Worksheet 3.7.5 for further practice with reported report the following dialogue to a friend:
speech. Dave: Did you like the mood board, Karen?
(Dave asked Karen if she liked the mood
board.)
Consolidate Karen: It’s a good first try, but you’ll need
• Display some vocabulary words: animation, audience, cartoon, to add cooler colours. (Karen said it was a
illustrator, image, method, represent, scene, shock, sophisticated, good first try but that Dave would need to
subject, understanding, visual. Tell groups of students to work add cooler colours.)
together to write a script for a short animated film about the history
of animation. It can be the complete history or one or two parts of
it. Say Use vocabulary words in your script. Then create a storyboard Workbook For additional practice,
assign Workbook pages 74–75.
to go along with it. Tell students to review Bringing Stories to Life
and, if necessary, replay the video for them. Online Workbook Grammar 2
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WRITING
Writing When we write stories, we often tell what others say. To do this, we can
use reported speech. We can also surround the person’s statement or
question with quotation marks. Look at the following examples:
Objectives Annie asked if I was going to eat the apple.
Students will ‘Are you going to eat the apple?’ asked Annie.
• recognise and use reported speech. Gil says it’s a wonderful idea.
• analyse a model of a narrative ‘It’s a wonderful idea,’ says Gil.
scene.
• produce a piece of narrative writing.
1 Read the model. Notice how the writer quotes people in the story.
Writing Multi-paragraph narrative Underline examples.
Content Vocabulary artificial, fake Whenever I look at this photo, I think of an afternoon fishing with my
Resources Online Workbook/Workbook grandfather. My grandfather loves fishing. When we were younger, he tried to get
page 76; Process Writing Worksheets my brother and me excited about it. ‘It’s a wonderful way to spend the afternoon
together,’ he told us. Every Saturday he asked us to go with him. At first we would,
1–5, Genre Writing Worksheet:
but fishing seemed so boring to us. Eventually, we told him that fishing wasn’t our
Narrative (Teacher’s Resource thing. After that, he would go alone.
CD-ROM/Website/CPT); CPT: Writing
One Saturday afternoon not long ago, I changed my mind and decided to go
with him. I thought that maybe I would enjoy fishing more now that a few years
FPO
have passed. So down to the water we went. We got in the water, threw the line and
waited. And waited. After three hours all we had was a single tiny fish.
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‘Grandpa, why do you like standing out here for hours like this?’ I asked. ‘You’ve
in
done nothing all afternoon!’
‘Well,’ he said. ‘When I was a boy, fishing wasn’t “nothing”. In fact, it was
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everything. I didn’t have TV, or video games or smartphones. So I fished. Now, when
I fish, I go back to being that boy. It was a happy time.’
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This photo really changed how I see my grandfather. I don’t just see a quiet
older man, but rather somebody who has seen many changes and has had many
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experiences. Looking at the photo also reminds me that my opinion of fishing changed
that afternoon. Straight after I took the picture, Grandpa felt a strong pull on his line.
In an instant, the two of us were struggling to bring in the biggest fish I had ever seen!
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It was really exciting. From then on, I went fishing with him whenever I could.
ph
2 Work in pairs. What story does the photo tell? How does the photo change the writer?
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3 Write. Choose a photo of a friend or family member. Write the story your photo tells.
Use reported speech and quotations to tell what people said.
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WRITING 123
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Warm Up Then ask Does anyone know how to write this
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sentence to show which words are Nicole’s exact
• Activate prior knowledge Remind students that words? Ask students who put their hands up to offer
they’ve learnt about reported speech and how it
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their suggestions. Then say There are a few rules
differs from direct speech. Write the first sentence
to remember about writing direct speech. Write the
at
below on the board. Point to it and say This is reported
second sentence below, circling the items as marked:
speech. Ask How can I change this statement to direct
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speech? (Add quotation marks.) Say That’s correct.
Write the second sentence on the board. Nicole said manga was developed in Japan.
Nicole said, ‘Manga was developed in Japan.’
She said that manga was developed in Japan.
‘Manga was developed in Japan.’ • Use the second sentence to review some of the rules
for writing direct speech: Separate the speaker’s
words from the rest of the sentence with a comma;
Present enclose the speaker’s exact words with quotation
• Say When you write direct speech, you usually marks; if the direct speech is a complete sentence,
identify the speaker with either the person’s name begin a speaker’s exact words with a capital letter,
or a pronoun. Write the first sentence on the board. and place the sentence-ending punctuation mark
inside the quotation marks.
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Be the Expert
Read the Model 1 2
• Tell students to open their books at page 123. Read aloud the Writing Support
introductory text in the green box at the top of the page. Then ask
Narrative Writing: Personal
different students to read the example sentences and say whether Narrative A personal narrative is
they’re direct or reported speech and how they know. Point out writing that talks about a real experience
that in the examples, the words that identify the speaker occur at in the writer’s life. The use of the pronoun
the beginning or the end of the sentences, but tell students that in I establishes that events are being
told from the first-person point of view.
some sentences they can occur in the middle. A personal narrative usually reflects
the writer’s experiences, feelings and
• Say Sometimes, words like he asked, she said, and so on, can personality. It often includes dialogue
occur in the middle of a sentence. Point to the first example and details to make the writing come
sentence and say A sentence like this could start with an alive. Events are usually described in
introductory phrase; for example, After lunch, Annie asked if I was chronological order; however, the use of
flashback can add drama or interest.
going to eat the apple.
The beginning of the writing model in this
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• Point out the photo of the man. Ask What’s he doing? (fishing) unit ‘flashes back’ to an earlier time.
It provides information that helps the
in
Does anyone know what the object pictured below the photo is?
reader understand the narrator’s current
Some students may know it’s a fishing fly. Others may say it’s an
situation. After the flashback, the writer
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insect. Explain that it could be a real insect, but that it’s probably brings events back to the present. You
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an artificial, or fake, insect, attached to a hook that’s put on the might point out the use of the phrases
end of a fishing line to attract fish. Tell students to skim the first When we were younger, One Saturday
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paragraph. Then ask What do you think the writing text is about? afternoon not long ago and From then on,
Take students’ responses. which help the reader understand the
writer’s time frame.
• 1 Tell students the model they’re going to read is called a ic
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narrative, which is writing that tells a story. Point out the use of Teaching Tip
the pronoun I throughout. Say That tells you the writer is writing When doing writing activities with your
about a personal experience. Read the Activity 1 instructions
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class, look for common and repeated
aloud. Say As you read, underline examples of both direct and errors. Rather than drawing attention to
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reported speech. Look for quotation marks. Look for the words say students who make errors, review these
common errors with the entire class.
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and tell. Remember, they’re often used with reported speech.
Write a sentence that contains a common
error on the board. Ask the class to find
• When students have finished, ask individuals to say which
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the mistake. Then write the sentence
sentences they underlined. Clear up any misunderstandings correctly as you explain why it is correct.
about what constitutes quoted speech, either direct or indirect. Point out the differences between the
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Direct students’ attention to the first paragraph. Point out that correct and incorrect sentences. Similarly,
the sentence beginning Eventually is reported speech – the words from time to time read aloud examples of
good writing to the class without naming
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we told show that the writer is reporting what the writer and the
the students who wrote them. Explain
writer’s brother said. Say You can report on your own speech.
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why they’re good.
• Draw attention to the fourth paragraph and the word nothing in
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double quotation marks. Help students understand that when you
quote something else within direct speech, you surround it with
double, not single, quotation marks.
• 2 Put students into pairs to discuss the writing. Tell them to
re-read the narrative. Ask Notice how the writer’s feelings about
fishing change. What does the photo come to represent to the
writer?
• Worksheet If your students need a reminder of the elements
of the Narrative Writing genre, you may want to hand out Genre Workbook For scaffolded Writing
Writing Worksheet (Narrative) and review it together. support, assign Workbook page 76.
Online Workbook Writing
SAMPLE COPY, NOT FOR DISTRIBUTION Writing 221
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• Worksheets If your students need a reminder of any
WRITING
of the steps of process writing, you may want to hand
When we write stories, we often tell what others say. To do this, we can out Process Writing Worksheets 1–5 and review them
use reported speech. We can also surround the person’s statement or
question with quotation marks. Look at the following examples: together.
Annie asked if I was going to eat the apple.
‘Are you going to eat the apple?’ asked Annie.
Gil says it’s a wonderful idea. • Workbook Refer students to Workbook page 76 to
‘It’s a wonderful idea,’ says Gil.
help them organise and plan their writing.
1 Read the model. Notice how the writer quotes people in the story.
Underline examples.
Whenever I look at this photo, I think of an afternoon fishing with my
grandfather. My grandfather loves fishing. When we were younger, he tried to get
Write
my brother and me excited about it. ‘It’s a wonderful way to spend the afternoon
together,’ he told us. Every Saturday he asked us to go with him. At first we would,
but fishing seemed so boring to us. Eventually, we told him that fishing wasn’t our
• After students have finished their pre-writing, tell them
thing. After that, he would go alone.
One Saturday afternoon not long ago, I changed my mind and decided to go
to work on their first drafts. If you haven’t got enough
with him. I thought that maybe I would enjoy fishing more now that a few years
have passed. So down to the water we went. We got in the water, threw the line and
time in class, assign the first draft as homework.
waited. And waited. After three hours all we had was a single tiny fish.
Revise
‘Grandpa, why do you like standing out here for hours like this?’ I asked. ‘You’ve
done nothing all afternoon!’
‘Well,’ he said. ‘When I was a boy, fishing wasn’t “nothing”. In fact, it was
everything. I didn’t have TV, or video games or smartphones. So I fished. Now, when
• After students have finished their first drafts, tell
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I fish, I go back to being that boy. It was a happy time.’
This photo really changed how I see my grandfather. I don’t just see a quiet
them to review their writing and think about their
in
older man, but rather somebody who has seen many changes and has had many
experiences. Looking at the photo also reminds me that my opinion of fishing changed
that afternoon. Straight after I took the picture, Grandpa felt a strong pull on his line.
organisation. Tell them to quietly read their drafts
In an instant, the two of us were struggling to bring in the biggest fish I had ever seen!
aloud to themselves. Ask each student to consider the
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It was really exciting. From then on, I went fishing with him whenever I could.
following: Did I organise my narrative in a logical way?
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2 Work in pairs. What story does the photo tell? How does the photo change the writer? Did I use words and phrases to let the reader know
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3 Write. Choose a photo of a friend or family member. Write the story your photo tells.
when the narrated events took place? Did I use direct
Use reported speech and quotations to tell what people said.
and reported speech? What seems good? What needs
WRITING 123 more work? If time permits, they could read their
ic
drafts to a classmate for feedback.
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Plan 3
Edit and Proofread
• 3 Say It’s time to plan your own writing. Read the
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• Encourage students to consider elements of style,
Activity 3 instructions. Then say You know your topic – such as sentence variety, parallelism and word choice.
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to write the story that a special photo of yours tells. Then have them proofread for mistakes in grammar,
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punctuation, capitalisation and spelling.
• Say Your next step is pre-writing. Let’s review. What are
some ways we do pre-writing? (brainstorm, freewrite,
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make lists, use a graphic organiser, use sentence Publish
starters) Say Now decide what you want to use for • Publishing includes handing in pieces of writing to the
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pre-writing. If you have time in class, allow students teacher, sharing work with classmates, adding pieces
to work on this step. If not, assign it as homework. to a class book, displaying pieces on a classroom wall
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If students have Workbooks, remind them to use or in a hallway, and posting on the Internet.
Workbook page 76 for writing support.
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1 2 3 4
Writing Assessment Writing Student organises the writing in a logical
Use these guidelines to assess way and includes both direct and reported speech.
students’ writing. You can add
other aspects of their writing Grammar Student uses reported speech correctly.
you’d like to assess at the
bottom of the table.
Vocabulary Student uses a variety of word choices,
4 = Excellent including words taught in this unit.
3 = Good
2 = Needs improvement
1 = Re-do
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Mission
Objective
Students will
• discuss how we tell one another’s
stories and what can happen as a
result.
Resources Video scene 7.2 (DVD/
Website/CPT); Worksheet 3.7.6
(Teacher’s Resource CD-ROM/
Website); Online Workbook: Meet the
Explorer; CPT: Mission
Tell Stories
‘It’s about getting close to people, listening and looking
intimately at life and the world we live in. It’s about
telling meaningful stories that will create awareness Be the Expert
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and hopefully inspire change for the better.’
in
Ami Vitale
National Geographic Photographer
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Teaching Tip
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Keep track of students’ class
participation. Let students know that
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you expect everyone to speak aloud
and participate in class discussions. At
the end of class, make a note of which
ic students have not yet spoken aloud.
During the next class, ask these students
ph
1. Watch scene 7.2. 3. Think of a time when someone’s life
2. Ami Vitale uses photography to tell other changed because another person to answer questions that they have
people’s stories. What are some ways you told his/her story. Summarise what already written answers for. This will help
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happened. Then discuss why people
can find out about people’s stories? How them be more confident as they speak.
can you tell them? need to tell one another’s stories.
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124 MISSION
Online Workbook Meet the Explorer
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Mission do you get to really know a person? (go to their homes,
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see where they live, meet their families, find out what
• Say Turn to page 124. Read aloud the Mission and their passions are) How can you tell their stories to
the quote from Ami Vitale. Explain that by looking
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others?
intimately, Ami means looking closely into people’s
at
personal lives in the context of the world they – and • Activity 3 Put students into pairs or small groups
we – live in. Say We’ve talked and written about to discuss Activity 3. Say We often hear stories on
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the stories pictures tell. Ami wants her photos to tell TV news programmes about people whose lives were
stories, but her mission is to use her photos to raise changed because someone found out about a problem
awareness and bring about change. they had and brought it to other people’s attention.
Ask Do you know of any such stories? If students need
• Activity 1 Say Now let’s watch a video about Ami Vitale. help, prompt them with situations that might help
Play Video scene 7.2. Tell students to pay attention
them recall something similar, such as a physically
to Ami’s photos. Ask What do they tell you about the
impaired person in need of a special wheelchair; a
people in them and the lives they lead? Do you feel a
person who needs assistance caring for abandoned
connection to the people? Do they seem like people you
animals; or a person in need whom they, or someone
know or would like to get to know?
they know, befriended and helped.
• Activity 2 Put students into pairs or small groups to • Worksheet Hand out Worksheet 3.7.6. Explain that
consider the Activity 2 questions. Provide prompts
students will use the worksheet to think and write
such as the following to guide students’ discussions.
about Ami Vitale and storytelling.
Ask, for example, How do you get to meet people? How
SAMPLE COPY, NOT FOR DISTRIBUTION Mission 223
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Project Make an Impact
YOU DECIDE Choose a project.
Objective
Students will 1 Create a flipbook.
• choose and complete a project
related to storytelling. • Assemble a small book. Draw on each of the pages to create animation
when you flip it.
Content Vocabulary cause, visual
storyteller • Share your book with the class. Describe the story it tells.
Resources Assessment: Unit 7 • Explain the process of making your book. Answer your classmates’ questions.
Quiz; Workbook pages 77 and 96;
Worksheet 3.7.7 (Teacher’s Resource 2 Profile a visual storyteller.
CD-ROM/Website); CPT: Make an
• Go online to research visual storytellers. Select one to profile.
Impact and Review Games
• Create a computer presentation about the person’s life and work. Show
Materials drawing materials examples of visual stories this person has told.
• Present your work to the class.
3 Tell your own visual story.
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• Think of a cause or person that is important to you. Think of the story
in
you want to tell about this subject.
• Choose a format for your story. You might choose
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to draw, paint, animate or use photographs.
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• Create your visual story and share
it with the class.
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Assessment Go to page 261.
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A flipbook
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Unit Review Assign Worksheet 3.7.7
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Workbook Assign pages 77 and 96.
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Online Workbook Now I can PROJECT 125
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Prepare belief, that you and others are deeply committed to
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and willing to defend. Ask What kind of visual story
• you decide Ask students to choose a project. will you tell? What impact will it have? You may want
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• Activity 1 Point out the flipbook on page 125. Make to suggest that students who choose Activities 2 and
sure students understand how it works. There are 3 work together to research visual storytelling and
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online videos students can watch to find out how storytellers.
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to make one. Say It shouldn’t be just a collection of
random pictures. The images need to tell a story. Tell Share
students to keep track of the process they follow to • Schedule time for students to present their final
make their flipbooks. Say You’ll need to explain to the flipbooks, presentations and visual stories to the
class how you produced your own animation creation! class. Allow time for the student audience to ask
questions about their classmates’ work.
• Activity 2 Ask What do you think visual storytelling
means? Is it photographs? films? animations? Say • Modify Help students simplify a project by eliminating
Some people believe the less text an image needs to one of the options or steps. You might want to provide
be understood, the better it is. Do you agree? Research students with websites to research visual storytelling or
a visual storyteller to profile. Tell students they’ll need with the names of visual storytellers to research. You
to find and show examples of the person’s work. might also put students in touch with graphic designers
who can offer assistance on creating computer art or
• Activity 3 Ask What is meant here by a cause?
putting together visual presentations.
Explain that cause means something, such as a
224 Unit 7 Project
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Student’s Book
Audio Script
Track 092 1 Portraits are drawings, paintings or
Track 085 1 Listen and read. See Student’s Book photographs that represent people. Artists have been creating
pages 112–113. portraits for as long as they’ve been creating art. In ancient
Track 086 2 LEARN NEW WORDS anger / When you feel cultures, portraits were created when people died. In these
anger, you are upset. audience / A photographer can’t cultures, portraits were also displayed in public places. Later
be sure how an audience will react to a photo. canvas / on, portraits were made for royal families. Individuals or
An artist paints on canvas. image / The images in the families were asked to sit for the portraits so that the artist
magazine tell an incredible story. meaningful / This old could capture them on canvas. Money was paid to the artist,
photo of my grandparents is really meaningful to me. oral / who spent a lot of time working on a portrait. In fact, it is
Many cultures pass down stories through oral traditions. believed that the Mona Lisa, the famous portrait by Leonardo
portrait / Each year at school, a photographer takes da Vinci, took around four years to complete! Of course, the
students’ portraits. portray / This photograph portrays the subject wasn’t required to sit for that long – da Vinci just took
love the family shared. represent / To me, this painting great care to capture all of the details!
represents the artist’s feelings about the situation. scene / Once photography was invented, cameras were used to take
In this rural scene, we can see trees and animals in a portraits. More and more people were able to have their
field. shock / When you are really surprised, you may be portraits taken. Over time, having a portrait taken was no
in shock. subject / Three children were the subject of longer a sign of wealth or luxury. It could be done quickly and
the painting. understanding / When we travel, we have cheaply. The next time a photographer takes your portrait, just
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a better understanding of how other people live. visual / be happy that it doesn’t take four years!
Visual stories can be told through painting and photography.
in
Track 093 4 As you have seen, portraits are usually
witness / After the event, witnesses talked about what they
realistic – they resemble their subjects. However, some
saw.
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artists have tried different, more abstract styles. In these
Track 087 5 Many very early photographs have lasted portraits, the painting doesn’t closely resemble the subject.
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over time. They were created to capture moments and These are very different from da Vinci’s masterpiece, the
make them permanent. These early photos were mostly of Mona Lisa! Portraits are only one type of painting, however.
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families or individuals. The people in them looked directly Artists also create landscape paintings, which are usually
at the camera. Their expressions were serious, to show realistic images of nature, such as mountains, rivers or
how important the event was. As photography became fields. Artists also create still-life paintings, in which they
more common, photographers began to tell visual stories
through single photos or through a series of photos. They ic
paint an object, such as a bowl of fruit. Many modern artists
have also created abstract paintings that simply show
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experimented with certain subject matter that could create colours on the canvas, without a clear subject.
emotions and understanding among their audience. Track 094 4 LEARN NEW WORDS abstract / Abstract
paintings can be difficult to understand. landscape /
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Track 088 5 LEARN NEW WORDS capture / This old
photograph really captures my aunt’s youth. certain / A landscape painting shows scenes from nature.
Photos can create certain emotions, such as anger or masterpiece / Da Vinci’s Mona Lisa is considered his
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sadness. last / Photographs help to make our memories masterpiece. realistic / Realistic paintings look exactly like
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last longer. permanent / This painting is part of the their subjects.
museum’s permanent collection. Track 095 2 LEARN NEW WORDS animation / With
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Track 089 Speaking Strategy See Student’s Book animation, an artist tells a story with a series of pictures.
page 115. cartoon / Many children enjoy watching cartoons on TV.
illustrator / Illustrators create characters using pencil and
Track 090 1 S1: Hey, Rose. Did you get any good photos
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paper. method / The traditional animation method requires
at the party last night? S2: Yes, I got some really great ones! thousands of drawings. sophisticated / Digital animation is
S1: Why don’t you post them on the Imageation site so we much more sophisticated than traditional animation.
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can all see them? S2: I would, but I’m not sure how to use
Track 096 3 WHILE YOU READ See Student’s Book
Imageation. Can you explain how to do it?
pages 118–119.
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S1: Of course! Have you got the app? S2: No, I haven’t.
S1: Well, first of all, you need to download the app. The next Track 097 grammar See Student’s Book page 122.
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step is to create an account. Choose a username and a Track 098 1 Making a manga is a process that takes a
password. Keep in mind that the username will show up with lot of time. First, you have to plan. Choose a story to tell and
all of your photos. S2: OK. Then what? develop it. Think about the type of story, the events and the
S1: Then, you’re ready to start posting! Open the app and message you want to share with your readers. Next, design the
click on the camera icon. After that, the photos on your characters. It’s best to give them each a unique style. Once
phone should appear. Touch the one you want to include. you have a plan for the story and the characters, create a
S2: All right. And now what? storyboard. Draw the panels; then fill in the characters, speech
S1: OK, now you can change the way the photo looks if you bubbles and background. It’s important to do this in pencil.
want. See? It can get lighter, darker … you can even change Don’t worry – the storyboard doesn’t have to be perfect. It’s a
it to black and white. When you get it how you want it, make rough draft that will be revised during the process. Once you
sure you hit share. You can add a caption if you want, too! have got a good storyboard, it’s time to start inking, or drawing
S2: OK … Did it. Can you see it on your phone? in pen and felt tip over the pencil lines. Finally, you can scan
S1: Yes! I’ll like it and write a comment. There you go. I the drawing into the computer. You’ll need special computer
wrote, ‘Well done on your first photo!’ software to edit your work. When you’re happy with your
manga, print it and share it with your friends! So what do you
Track 091 grammar See Student’s Book page 116. think? Are you ready to design a manga?
Track 099 2 See Track 098.
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Unit 8
Perform
In This Unit
Theme This unit is about music and
other performing arts.
Content Objectives
and Create
Students will
• examine creative expression through
the performing arts.
• read about a music festival where all
the instruments are made of ice.
• discuss art as the ability to define
yourself on your own terms.
Language Objectives
Students will
• talk about music in their lives and ‘I like to think of music not just as music,
the work of DJs. but as information.’
• ask for and express feelings and Paul D. Miller, aka DJ Spooky
opinions.
• use gerunds and infinitives.
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• use sense verbs + infinitives without
in
to to describe what they see, hear
and feel.
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• write an explanatory essay about a
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type of artistic expression.
Vocabulary
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pages 128–129 beat, composer,
entertainment, expose, fame, gain,
influential, lyrics, manipulate, means,
performer, recognition, satisfaction,
self-expression, vary ic
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page 130 enjoyment, essential,
indication, symphony
page 133 ballet, choreographer, folk,
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rehearsal
page 134 melt, orchestra, pure, stage,
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tribute
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Vocabulary Strategies Greek and 126
Latin roots; Context clues
Speaking Strategy Asking for and
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expressing feelings and opinions OWI_3_SE_81089_126-143_U08_CP2.indd 126 6/20/16 11:27 AM
Grammar
Introduce the Unit
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Grammar 1 Use gerunds and
infinitives • Activate prior knowledge Say The last unit was about the visual
Grammar 2 Use sense verbs + arts. How long have the Egyptian tomb paintings lasted? (3,000
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infinitives to describe what you see,
hear and feel
years) What are some kinds of art that don’t last a long time? (plays,
at
music concerts) Students may point out that concerts and plays
Reading Music for Chilling Out
Reading Strategy Draw conclusions can be recorded to preserve them over time. Say That’s correct, but
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Video Scene 8.1: Stage Fright in the the most important characteristic of the performing arts is that they
Spotlight; Scene 8.2: Meet Paul D. are performed live in front of an audience.
Miller, aka DJ Spooky
Writing Explanatory essay • Tell students to look at the photo on pages 126–127. Ask What
National Geographic Mission Do is breakdancing? Has anyone ever seen someone breakdancing?
Your Own Thing Explain that breakdancing is an acrobatic form of dancing that
Project began in New York City in the 1970s. Ask students to describe the
• Performance photo. Ask What does the dancer look like he’s doing? (spinning,
• Interview flying, flipping)
• Timeline
Express Yourself Slide presentation • Ask questions to encourage deeper discussion of the photo:
Pronunciation Rhythm and stress What mood does the coloured smoke add to the photo? Do you
Pacing Guides 3.8.1, 3.8.2, 3.8.3 like the photo? Why? Does it make you want to see a breakdancing
performance? Is breakdancing a form of artistic expression?
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Unit Opener
Objectives
Students will
• describe and discuss a photo.
• discuss creative forms of
self-expression.
Resources Worksheet 3.8.1 (Teacher’s
Resource CD-ROM/Website); CPT:
Unit Opener
Be the Expert
g
in
About the Photo
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The photo was taken by a New York
City photographer, Kien Quan, who
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A performer breakdancing in a
specialises in capturing urban dancers.
Breakdancing, originally a form of athletic
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cloud of coloured smoke
street dancing, is generally considered
to have begun in the South Bronx area of
New York City in the 1970s as part of the
TO START
ic hip-hop movement. Hip-hop is a complex
ph
1. You’ve learnt about art forms such as painting, culture comprising breakdancing (also
photography and animation. What are other ways
known as b-boying/b-girling and breaking),
people express themselves artistically?
rapping, DJ-ing and graffiti painting.
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2. DJ Spooky says that for him music is information. Do
you agree with him? What do you learn from music? The early hip-hop DJs used two turntables
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3. What are some ways you like to express yourself? to combine the percussive parts of dance
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music to create a continuous flow of
127
rhythmic sound. The method isolates
and extends the breakbeat (the part of
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OWI_3_SE_81089_126-143_U08_CP2.indd 127 6/20/16 11:27 AM
a dance record where all sounds but the
drums drop out), inspiring improvisational
• Write to express and expression on the board. Say When you express dance moves. Contests developed in
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yourself, you show what you think or feel. Then say In the context which the best dancers created breaking,
of art, expression means ‘the act of representing ideas or feelings a style that incorporates acrobatic moves,
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through the arts’. including gravity-defying headspins and
backspins.
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• TO START Read Question 1 aloud and discuss as a class. Point out
that the performing arts also include stand-up comedy, rapping, Teaching Tip
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mime, the circus, opera, juggling, puppetry, oral storytelling, and Remind students about good listening
so on. behaviour, especially when they are
working in small groups. You may want
• Read aloud the quote on page 126 and then Question 2. Ask What to review these guidelines: make eye
do you think he means when he says ‘music is information’? Do you contact when possible, pay attention
think it means something similar to how images tell stories? How do when someone else is speaking and
you experience music? Finally, ask Question 3 and ask students to wait until the other person has finished
speaking before sharing your own ideas.
respond. Say We’re not just talking about the performing arts or the
visual arts here; it’s any way that you express aspects of yourself.
Extend
• Hand out Worksheet 3.8.1. Put students into pairs. Explain that
students will be thinking and writing about performing in front of an
audience.
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Vocabulary 1 How important is music in your life? Why?
Discuss. Then listen and read. 100
Objective
Students will
• use new vocabulary to read about
and discuss music in their lives and
the work of DJs.
Target Vocabulary beat, composer,
entertainment, expose, fame, gain,
influential, lyrics, manipulate, means,
performer, recognition, satisfaction,
self-expression, vary
Content Vocabulary download, mix,
podcast, vinyl
Resources Tracks 100–101 (Audio CD/
Website/CPT); CPT: Vocabulary
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n in
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Music is an essential part of many people’s mixes and manipulates the rhythms and beats
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lives. Whether it’s live or recorded, music is a using different creative methods. Although
means of entertainment to almost everyone. the style varies depending on the DJ, the result
But for musicians, music is about more than is usually a high-energy sound that’s perfect
just enjoyment: it’s a form of self-expression. for dancing.
ic
When we think of creating music, we think
of the composers who write music and lyrics
The term DJ comes from the words disc and
ph
jockey. The word disc refers to a vinyl record.
and the performers who play these songs. But
Records may seem old-fashioned to people
a different kind of musical self-expression has
who download music from the Internet, but
become popular over the last few decades:
many DJs today still use them to spin. At a
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being a DJ. A DJ chooses and plays pre-
club a DJ might mix on a computer, a tablet, a
recorded music for an audience. He or she
turntable or any combination of the three.
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128 VOCABULARY
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Warm Up going to hear about what DJs do and how some of
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them have become performing artists. Tell students
• Build background Ask Has anyone even been to a to read Activity 1 first. Then ask Is music important
wedding or party at which the music was played by
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in your life? Have a class discussion. Ask questions
a DJ? Explain that previously, people mostly hired a
such as What kinds of music do you listen to? When do
at
band to play live music at weddings or special events,
you listen to it? How does it make you feel?
but it’s just as common today to hire a DJ to play pre-
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recorded music. Ask What might be an advantage of • Play Track 100 and tell students to listen and read.
having a DJ rather than a live band? Some students Then discuss the reading. Ask questions such as:
may know or guess that the cost of a DJ is less than What devices do you use to listen to music?
a band (one person vs. five or six). Another reason Do you dance? What kinds of music do you dance to?
is that with a DJ, people can choose the exact
Which kinds of music, lyrics or performers give you
recordings they want to hear, rather than trusting that
new ideas or make you think about things?
a live band will play the music the way they like it.
• 2 LEARN NEW WORDS Play Track 101. Tell students to
Present 1 2 listen and repeat. Then ask partners or small groups
to take turns saying each word. Tell them to think of
• 1 Tell students to turn to pages 128–129. Read
a true or false statement that includes a target word.
aloud the caption and point out the vinyl record and
Ask the class to decide whether the statement is true
the turntable in the photo. Tell students vinyl is a
or false.
strong plastic used to make records. Tell them they’re
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DJs don’t just work at clubs. They play at Today, DJs themselves are international Be the Expert
events, such as weddings and birthday parties. stars. For example, Dutch-born DJ Tiësto
DJs also play and discuss music on a podcast or gained recognition performing at the 2004
at a radio station. In fact, DJs have been on the Summer Olympics. By 2012, he was earning
radio for more than a century. The very first DJ, millions of dollars a year. Some DJs use their
Ray Newby, was only 16 when he played music fame to be influential. For example, DJ Spooky Our World in Context
on a small radio in 1909. Over the years, radio composed the Terra Nova/Sinfonia Antarctica DJ is an abbreviation of the term disk
DJs chose what music to expose audiences to. to raise awareness about environmental issues.
jockey. Disk refers to a record and jockey
Hearing their own songs on the radio brought This is not your typical symphony. This music
musicians satisfaction. More importantly, a DJ mix is the portrait of a continent threatened is an informal, somewhat out-of-date term
playing your song was an indication that fame by climate change. For DJ Spooky, being a DJ for someone who operates a specific
was on the way! is more than just playing music – it’s about vehicle or machine. DJs evolved from
making others think! simply playing records on a radio station
to hosting dance parties and, as their
fame grew, to appearing as celebrity
guests at school dances. The advent of
hip-hop culture in the 1970s ushered in a
new era of artistic creativity for DJs, who
began manipulating songs to create new
and exciting beats for people to dance to
and enjoy for hours.
g
in
Teaching Tip
At times, students may become overly
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active and talkative in the classroom.
ar
To help students develop good listening
skills, wait until they are quiet before you
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speak. Hold one hand in the air and tell
A DJ spinning music on a turntable
students to put their hands up along with
you until everyone is looking at you and
ic the room is quiet. Then lower your hand
and begin speaking. Continue to use this
ph
signal when you need students to stop
talking and pay attention.
2 LEARN NEW WORDS Listen and repeat. 101
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3 Work in pairs. Are DJs popular in your country?
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Have you listened to or seen a DJ perform?
What’s it like?
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VOCABULARY 129
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• Say Use each word in a true or false statement. Your you think DJs and rock musicians, in particular, choose
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classmates will decide whether the statement is true the kinds of names they do?
or false. If the statement is false, the person who
• 4 Review the meanings of the words in the box.
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identifies it will restate it to make it true. If it’s true,
the person will agree with you and restate the true Ask students to demonstrate understanding by
at
statement. Model an example for students. Say A DJ using the words in sentences. Then ask students
mixing and playing pre-recorded music is not a form of to complete Activity 4 independently. Point out
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self-expression. True or false? (false) Ask a student to that in sentence 2, mixing refers to the process of
restate the example as a true statement. combining two or more audio tracks, and in the last
sentence, scratch means a technique that involves
moving a record back and forth on a turntable to
Practise 3 4 5
produce distinctive sounds. Ask a student to read the
• 3 Read aloud Activity 3 on page 129. Put students completed paragraph aloud.
into pairs to talk about DJs. If students are unfamiliar
with DJs, show them a video with a DJ performance • 5 LEARN NEW WORDS Read the words in the box. Tell
and ask them to share their thoughts about it. students to listen for the words as you play Track 102.
Then replay the track and ask students to match each
• Tell students to turn to page 130 and look at the of the four words to its definition. Play Track 103 and
photo of DJ Spooky. Explain that ‘DJ Spooky’ is Paul tell students to listen and repeat. Ask Did you match
D. Miller’s stage name, which is a name a performer the words to the right definitions? Review the word
creates to use when he or she performs. Ask Why do meanings. Tell students to correct any mistakes.
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4 Read and write the words from the list. Make any necessary changes.
Vocabulary beat composer entertainment influential lyrics
manipulate means performer satisfaction vary
Objectives Paul D. Miller is a musician, writer and composer who performs as
Students will DJ Spooky. He’s known around the world for his ability to entertain audiences by mixing
• practise new vocabulary related to DJ hip-hop beats . But DJ Spooky sees his complex work as much
Spooky and his ideas about music. more than entertainment . He sees it as a means
• use a vocabulary strategy to learn
of informing the public about important issues such as climate change, sustainability
new vocabulary.
and the role of technology in society. He wants his music to be
Target Vocabulary enjoyment, influential in changing how people think.
essential, indication, symphony vary
DJ Spooky’s multimedia presentations
Vocabulary Strategy Greek and Latin from recordings, animation, books and videos to lectures and art
roots
installations. He even has a free, open-source app that provides other
Content Vocabulary art installation, DJs with tools to mix, scratch and add electronic effects to their own
composition, lecture, open-source, performers
music. This way they can be , too.
scratch, sustainability
Resources Online Workbook/Workbook
pages 78–79; Worksheet 3.8.2 5 LEARN NEW WORDS Listen to these words and match them
(Teacher’s Resource CD-ROM/ to the definitions. Then listen and repeat. 102 103
g
Website); Tracks 102–103 (Audio CD/
enjoyment essential indication symphony
in
Website/CPT); CPT: Vocabulary
Materials set of classroom dictionaries enjoyment 1. happiness or pleasure
DJ Spooky
n
essential 2. necessary
ar
symphony 3. a musical composition with many instruments
indication
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4. a sign or signal
6 YOU DECIDE Choose an activity.
ic
1. Work independently. Think of a DJ performance you’ve seen, or find one online. Write a
review of the performance.
ph
2. Work in pairs. Discuss the following questions: Why is music important? Where and
how do you listen to music? Where do you get information about new music?
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3. Work in groups. Research a popular DJ, and find a sample of his or her recordings.
Present your research to the class. Play the audio clip and describe the music. Talk about
the DJ’s style and message.
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130 VOCABULARY
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• Vocabulary Strategy Write the word symphony on the board and
na
underline phon. Point to phon and say This is a word part called
a root. A word root contains the main meaning of a word. Explain
io
that a word root can’t stand alone like a base word can. It must be
attached to a prefix, suffix or both. Tell students that many words in
at
English have roots that come from the ancient languages of Greek
and Latin. Say Phon comes from a Greek word meaning ‘sound or
N
voice’. Dic comes from a Latin word meaning ‘say or tell’.
• Say Recognising the roots phon and dic and using context clues can
help you work out that symphony has something to do with sound,
and indication has something to do with saying or telling. Explain
that an indication is a sign, and a sign can tell you something. Ask
Can you think of any other words with the root phon? (telephone,
microphone) Tell students to look up one or two words with the root
phon in a dictionary and see how their meanings relate to the root.
Then display the following and review it with students.
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Be the Expert
telephone: a device we use in order to speak to
someone at a distance Vocabulary Strategy
microphone: a device used to make voices louder
Greek and Latin roots Getting
homophones: words that sound alike (pair, pear) students to see words as a collection
of parts they can break down, decipher
and put together again will go a long
way toward helping them increase their
Apply 6 vocabularies. Learning prefixes, suffixes
and roots will give students the skills that
• 6 you decide Read aloud the Activity 6 options. Students who are necessary to break down new English
choose options 1 or 3 will probably have to do research on the words into pieces that make sense.
Internet. Guide them to find appropriate DJs to research, or do the
Encourage your students to keep a
research yourself and provide a list of DJs to choose from. running list of the word roots they’ve
been exposed to. Making their own lists
• Think aloud Model thinking about option 3. Say I didn’t know will help them remember the meanings
much about DJs or DJ-ing until this unit. One thing I did know was of the roots and give them a list they can
g
that performances by celebrity DJs often include videos and light refer to in the future. When you introduce
in
shows along with the dance music. The unit so far has mentioned new vocabulary to your students, point
out any word roots, as well as prefixes
DJ Spooky and DJ Tiësto. I guess I’ll start with them and see
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and suffixes, that may help them work
how they compare. I know DJ Spooky’s message is that music is out the meaning of the new word without
ar
information, and I know that he wants to educate people about heading to the dictionary.
climate change. I wonder if Tiësto has a message?
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Teaching Tip
Extend Make sure all students have the
• Put students into small groups to discuss their favourite styles ic opportunity to speak during discussions
so that the most confident students don’t
ph
of music and music performers. Tell each group to appoint a
take over the conversation. One way to
secretary to keep track of the styles and performers they discuss.
do this is by using a ‘talking stick’, a ruler
When students have finished talking, tell group members to help
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or other object that can be passed from
the secretaries put the styles and artists they talked about into a one student to another. The student with
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table. Then ask secretaries to share their tables and compare the the talking stick has the chance to speak,
and the other students listen.
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information with other groups. Write the results on the board.
• If time allows, hand out Worksheet 3.8.2. Explain that students
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will write about and discuss performance arts and self-expression.
Formative Assessment
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Consolidate
Can students
• Put students into small groups. Challenge group members to write • use a vocabulary strategy to learn new
io
sentences using new vocabulary words. Display the following: vocabulary?
at
Write these words on the board and
ask students to identify the word roots:
manipulate / beat / means vary / self-expression / lyrics
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megaphone, predict
gain / fame / recognition lead to / satisfaction / enjoyment • practise new vocabulary related to DJ
expose / performer / lyrics ���������������� Spooky and his ideas about music?
Ask students to complete this sentence
with the correct words in brackets:
• Say See how many sentences you can write that include at least DJ Spooky is an _________ musician who
two of the words in each group. Each correct sentence earns the wants his work to _________ the threats
group one point, or two points if you use all three words in one to the environment from climate change.
sentence. Tell students they’re allowed to change the form of (influential, essential) (vary, expose)
a word.
Workbook For additional practice,
assign Workbook pages 78–79.
Online Workbook Vocabulary
Vocabulary Practice
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SPE AKING S TR ATEGY
Speaking Strategy
104
Asking for feelings and opinions Expressing feelings and opinions
How do you feel about jazz? I’m crazy about jazz.
Objectives What are your thoughts on hip-hop? I’m a big fan of hip-hop.
Students will It’s all right, I guess.
• use phrases to ask for feelings and I’m not wild about hip-hop.
opinions. What do you think about going to the opera? I can’t stand listening to opera.
• use phrases to express feelings and
opinions.
1
7 Listen. How do the speakers ask for and express
Speaking Strategy Asking for and opinions? Write the phrases you hear. 105
expressing feelings and opinions
Content Vocabulary blogger, jazz, 2
7 Read and complete the dialogue.
Possible answers:
mash-up Abram: Marina, do you play an instrument?
Resources Online Workbook; Marina: Yes, I actually play three.
Worksheet 3.8.3 (Teacher’s Resource I’m a big fan of music!
CD-ROM/Website); Tracks 104–105 Abram: Me, too. I’m crazy about playing the guitar.
(Audio CD/Website/CPT); CPT: It’s how I express myself. What instruments do you play?
Speaking Strategy Marina: Well, I’ve been playing piano since I was four.
Materials coins for the board game It’s all right, I guess. It’s not my favourite. I play the violin
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and the flute, too. The violin is my favourite.
in
Abram: Yeah, string instruments are great because you can play them anywhere. I tried
to play the piano, but I can’t stand being stuck in
n
the house all day practising. With my guitar I can practise wherever I go.
What are your thoughts on
ar
Marina: getting together to do a song – me on
the violin, you on the guitar?
Abram: Sure! We’d have to think about what musical style we’d want to work on.
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Marina: How do you feel about rock? I know some really cool
songs with violin solos.
Abram: Sounds great!
3
7
ic
Work in groups. Take turns. Use a coin to
ph
move (heads = 1 space; tails = 2 spaces).
Express your feelings and opinions.
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4
7 Work in pairs. Find out what you have in
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common. Find three things that you’re both
crazy about and three things you can’t stand. Go to page 173.
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SPEAKING 131
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Warm Up to read the questions on the left. Make sure they
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understand that in this context feel doesn’t refer to
• Activate prior knowledge Ask What do you say if you the sense of touch, but rather to someone’s opinion,
want to find out what someone thinks about something
io
attitude or reaction to something.
– a new song, a TV programme, a book? Point to a
at
student and ask What do you think of (Shakira)? • Ask students to read the answers on the right. Say
Write the student’s response on the board. Ask Does This is the kind of language you use when you talk
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anyone have a different opinion? Elicit other responses to your family and friends. Play Track 104. Then ask
from students, including I love and I hate, and write pairs of students to read aloud the questions and
them on the board. answers as a dialogue. Tell them they should choose
a response to the hip-hop question.
• Tell partners to act out situations in which they ask
and respond to questions about popular culture, • 2 Say Now listen as two friends discuss going to
school subjects, sports, and so on. Say Keep your a jazz concert. Say Pay attention to the phrases the
questions and answers short. Ask students to share friends use to ask for and express opinions. Play
the questions they asked. Write some of the phrases Track 105. When the recording ends, say Listen again.
on the board. This time, write down the phrases you hear for asking
and giving opinions. Replay Track 105. When they
Present 1 have finished writing, ask students to share what they
• Tell students to open their books at page 131. Read wrote. Make sure all the expressions are covered.
the titles of the speaking strategies. Ask students
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Be the Expert
Practise 2
• 2 Direct students to Activity 2. Tell them to use the expressions Strategy in Depth
they’ve read and heard to fill in the blanks. Point out that the Phrases students can use to ask for and
dialogue is not just a series of questions and answers. express feelings and opinions include the
following:
Apply 3 4 Asking for feelings and opinions
What do you think about …?
• 3 Put students into small groups. Tell groups to use the game What’s your opinion of …?
board on page 173. Read the Activity 3 instructions. Give students What are your ideas about …?
a minute to look at the questions on the game board. Say These How do you feel about …?
questions require you to do more than just state your opinion. You Do you have any thoughts on …?
Do you prefer … or …?
have to explain why you feel the way you do. Are you interested in …?
• Model for the class. Read the first game question aloud. Then say Expressing feelings and opinions
I’m not wild about opera. Some of the music is OK, I guess. I just (some can be used as a positive or a
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don’t care for that style of singing. Tell groups to begin the game. negative phrase)
in
Make sure students listen politely to one another.
Formal Casual
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• 4 Put students into pairs for Activity 4. Ask a student to read
I think that … I’m crazy about …
ar
the instructions aloud. Say This will be fun! Don’t just ask each I don’t believe that … I’m a big fan of …
other for three things you like right away. Take turns asking your I feel that … I’m not wild about …
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partner’s opinion of one thing at a time. Tell students to keep track In my opinion, … I can’t stand …
of their partner’s answers. Ask them to share the information with I prefer …
I don’t care for …
the class.
ic
ph
Extend
• Tell students to use the game board on page 173 to play with a
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partner this time. Say Use the topic of each question or statement
g
on the board, but phrase it differently. For example, for the first
question, you could ask ‘What are your thoughts on opera?’ Explain
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that students should also try to present a situation for their
partner to respond to. Say You can also say ‘Your grandfather is
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crazy about opera. How will you respond when he asks you to go to
one with him?’ Then say Be creative!
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• If time allows, hand out Worksheet 3.8.3. Partners can use the
worksheet to ask for and express opinions.
io
at
Consolidate
Formative Assessment
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• Display these words on the board: enjoyment, entertainment,
expose, fame, gain, influential, manipulate, performer, recognition, Can students
• use phrases to ask for feelings and
satisfaction, self-expression, symphony, vary. Then write: DJ Spooky,
opinions?
a famous rock guitarist, DJ Tiësto, a Grammy award-winning jazz
Ask How would you ask a friend for his
pianist, your favourite singer, a classical violinist.
or her opinion of (your country’s national
music/dance)?
• Put students into pairs. Tell them they’re going to take turns
• use phrases to express feelings and
conducting interviews. Say One of you is an influential online music
opinions?
blogger. The other partner gets to be one of the performers on the
Ask How would you respond if a friend
board. It’s your choice! First, introduce yourselves. Explain what asked you the same question?
you do. Give students a minute to make their introductions. The
blogger has five minutes to think of three or four questions to ask
the performer, using vocabulary words. Say Include one or two Online Workbook Speaking Strategy
questions asking the performer’s feelings about something. Then
swap roles.
Speaking Strategy
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GR AMMAR
Grammar 1
106
Gerunds and infinitives
Dancing is a popular form of self-expression.
Some people like performing/to perform as comedians.
Objectives
Students will Other people are interested in acting in videos and plays.
• identify the form, meaning and use Building an audience of fans for a performer’s work is important.
of gerunds. It’s important to build an audience of fans for a performer’s work.
• use gerunds and infinitives. Post information about the show on social media to get a big audience.
• use words associated with dancing.
Grammar Gerunds and infinitives 1 Read. Complete the sentences with forms of the verbs in brackets. A living statue
Target Vocabulary ballet, Expressing (Express) yourself can happen in unusual ways. Some
choreographer, folk, rehearsal
people are enthusiastic about pretending (pretend) to be statues or
Academic Language gerund tricking / to trick
sculptures. They like (trick) people! If the performers are
Content Vocabulary bored, comedian, outside, people usually walk by without realising (realise) the statues
function, judging working / to work
are actually alive. Other living statues prefer (work) as
Resources Online Workbook/Workbook entertainers for companies that send them to different events and locations. And others like
pages 80–81; Tracks 106–108 (Audio to enter / entering (enter) contests. For instance, it’s the dream of many living
CD/Website/CPT); CPT: Grammar 1 to win
statues (win) the annual International World Championship
g
of Living Statues. Judging (Judge) takes place in three categories:
in
professionals, amateurs and children.
n
2 Work in pairs. Rewrite the sentences.
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1. Seeing a living statue move would surprise me.
It would surprise me to see a living statue move.
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2. Creating an interesting look is important for a living statue.
It is important for a living statue to create an interesting look.
3. Standing still for a long time can be very difficult.
ic
It can be very difficult to stand still for a long time.
ph
3 Work in groups. Take turns creating and answering questions Do you ever get bored with dancing?
using the words provided with gerunds or infinitives.
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No, but I get bored with watching
bored with excited about like prefer dance programmes on TV.
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132 GRAMMAR
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Warm Up
na
• Recycle Say You remember from Unit 2 that an infinitive is a
verb form that can be used as a noun, an adjective or an adverb.
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Sometimes the word to is part of an infinitive, and sometimes it’s not.
at
Write the following sentences on the board. Ask two students to
come up and choose the correct word or words to fill in the blanks.
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It’s exciting a famous DJ perform.
(see, to see)
Will you let me to the concert?
(go, to go)
• Explain that in the two sentences, to see and go are infinitives. Say
Even though they’re verb forms, they can function as, or do the work
of, other parts of speech.
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4 LEARN NEW WORDS Listen to learn about dancing.
Then listen and repeat. 107 108 Be the Expert
Grammar in Depth
Gerunds are verbs acting as nouns, so
they can be used in the same ways nouns
are used. They can be subjects, objects
or objects of prepositions. Some verbs
can be followed by either an infinitive or a
gerund, such us like, hate and other non-
action verbs.
Infinitives are also used to express
purpose:
A choreographer first plans out how a group of ballet
dancers will dance, deciding when and how they move I sent her a text message (in order) to
with the music. Then the dancers practise this dance invite her to the performance.
during rehearsal.
Infinitives can follow adjectives:
Folk dancing She was sad to miss the performance.
g
5 Read. Match the term to its clue. It’s important to teach music. (This is
in
c 1. folk dancing a. a dance typically performed to classical music equivalent to using a gerund as a subject:
e 2. choreographer b. dancing to fast, rhythmic music Teaching music is important.)
n
b 3. hip-hop dancing c. performing a dance that’s been done for generations
a 4. ballet
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d. a time for working with a choreographer or director
d 5. rehearsal e. a person who plans dancers’ movements
Teaching Tip
When you ask students a question, allow
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them enough time to form an answer.
6 Work in groups. Talk about different forms of artistic expression.
Use words from each box, plus a gerund or infinitive. Students are thinking in a new language,
so they may remain silent after a
animation be essential
I’m interested in working as ic question is asked. Silence doesn’t always
ph
dance dislike a DJ. What do you think? mean students don’t know the answer.
They may just need extra time to form an
DJ interested in Well, it’s essential to know
a lot about music! Do you? answer before speaking.
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living statue know about
music composition prefer
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paint
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GRAMMAR 133
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• Say Read the first sentence. Think about what it means. Ask
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What are some other ways you could rewrite the sentence without
changing its meaning? Students may recall that an infinitive with to
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can be the subject of a sentence. Write the first sentence below on
the board. Then say There’s another way. It uses another kind of verb
at
form. Write the second sentence.
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To see a famous DJ perform is exciting!
Seeing a famous DJ perform is exciting!
Present
• Read the second sentence aloud. Say Seeing is another kind of
word that looks like a verb but acts like a noun. It’s called a gerund.
Add a label next to each sentence: infinitive, gerund. Point out to
students that a gerund is the present participle of a verb (the -ing
form) used as a noun. It can function in all the ways a noun does.
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4 LEARN NEW WORDS Listen to learn about dancing.
to fill in each blank. Point out that after certain verbs,
GR AMMAR 106
such as like, love and prefer, either a gerund or an
Then listen and repeat. 107 108
Gerunds and infinitives
Dancing is a popular form of self-expression.
Some people like performing/to perform as comedians.
Other people are interested in acting in videos and plays.
Building an audience of fans for a performer’s work is important.
infinitive is correct. Tell students to do the activity.
It’s important to build an audience of fans for a performer’s work.
Post information about the show on social media to get a big audience.
When they have finished, review the answers and
guide students to identify the function of the verb form
1 Read. Complete the sentences with forms of the verbs in brackets. A living statue
Expressing (Express) yourself can happen in unusual ways. Some
people are enthusiastic about pretending (pretend) to be statues or
in each sentence.
sculptures. They like tricking / to trick (trick) people! If the performers are
outside, people usually walk by without realising (realise) the statues A choreographer first plans out how a group of ballet
are actually alive. Other living statues prefer working / to work (work) as dancers will dance, deciding when and how they move
with the music. Then the dancers practise this dance
entertainers for companies that send them to different events and locations. And others like during rehearsal.
to enter / entering (enter) contests. For instance, it’s the dream of many living
• 2 Put students into pairs. Point out the Activity 2
statues to win (win) the annual International World Championship
Folk dancing
of Living Statues. Judging (Judge) takes place in three categories: 5 Read. Match the term to its clue.
professionals, amateurs and children. c 1. folk dancing a. a dance typically performed to classical music
e 2. choreographer
sentences. Say Each one begins with a gerund. Your
b. dancing to fast, rhythmic music
2 Work in pairs. Rewrite the sentences. b 3. hip-hop dancing c. performing a dance that’s been done for generations
a 4. ballet d. a time for working with a choreographer or director
1. Seeing a living statue move would surprise me.
d 5. rehearsal e. a person who plans dancers’ movements
It would surprise me to see a living statue move.
2. Creating an interesting look is important for a living statue.
It is important for a living statue to create an interesting look.
6 Work in groups. Talk about different forms of artistic expression.
Use words from each box, plus a gerund or infinitive.
task is to rewrite each sentence with an infinitive
instead of the gerund. Point out that each new
3. Standing still for a long time can be very difficult.
It can be very difficult to stand still for a long time. animation be essential
I’m interested in working as
dance dislike a DJ. What do you think?
sentence begins with It. Say Except for the gerund,
3 Work in groups. Take turns creating and answering questions Do you ever get bored with dancing? DJ interested in Well, it’s essential to know
using the words provided with gerunds or infinitives. a lot about music! Do you?
living statue know about
No, but I get bored with watching
bored with excited about like prefer dance programmes on TV.
music composition prefer
132 GRAMMAR
paint
GRAMMAR 133 you can use all the other words in the new sentence.
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Ask a student to re-read the first sentence, using an
infinitive. Ask the class What is the infinitive? (to see)
• Tell students to open their books at page 132. Say Tell pairs to complete the activity.
g
We’re going to read sentences with infinitives and
• 3 Put students into small groups. Read the
in
gerunds that are used in different ways. Read aloud
the first sentence in the grammar box. Say Dancing is instructions aloud. Ask two students to read the
n
the subject of the sentence. It’s a verb form acting as a model dialogue. Ask Does everyone understand what
ar
noun. Ask Is dancing an infinitive or a gerund? (gerund) to do? Say Make sure everyone gets a chance to ask
Read the second sentence aloud. Point out that either a question and to answer someone else’s question.
Le
the infinitive, to perform, or the gerund, performing, is Circulate and provide assistance as necessary.
correct in this sentence. Say Here we have a verb form
acting as a noun and functioning as the object of the Apply ic 4 5 6
verb, like.
ph
• 4 LEARN NEW WORDS Tell students to look at page
• Work through the rest of the sentences with the 133. Say We’ve talked a little about breakdancing. Now
ra
class. Point out a gerund acting as the object of a let’s hear about other forms of dancing. Look at the
preposition (acting) and infinitives acting as adverbs photos as you listen. Play Track 107. Then play Track
g
(to build modifies important, to get modifies post). 108. Ask students to listen and repeat.
eo
Make sure students understand that a gerund is
• 5 Read aloud the words in the left column of
always the -ing form of a verb used as a noun. Say
Activity 5. Ask students to repeat. Then tell students
lG
Now let’s listen to these sentences. Play Track 106. Tell
to read the definitions in the right column to
students to listen and follow along in their books.
themselves. If necessary, replay Track 108. Then ask
na
students to complete the activity.
Practise 1 2 3
• 6 Put students into small groups. Read aloud
io
• 1 Point out the photo of the living statue. If any
the Activity 6 instructions. Ask a student to read
students have seen one, ask them to describe the
at
the forms of artistic expression. Explain that music
experience. Explain that the term living statue refers
composition refers to writing the music that orchestras
N
to a performer who poses on a street in a statue-
or bands play or that singers sing. Read the words
like costume and makeup, sometimes for hours at
in the right-hand box. Then ask two students to read
a time. People may not realise the ‘statue’ is alive
aloud the model dialogue. Point out that the dialogue
until it makes a small movement. It’s the performer’s
contains words from both boxes. Ask Does the
intention to surprise people and create moments of
dialogue contain an infinitive or a gerund? (both) What
interaction.
are they? (working, to know) Tell groups to begin their
• Read aloud the Activity 1 instructions. Remind discussions. Circulate and provide guidance.
students that gerunds and infinitives are verb forms
and that they need to write a gerund or an infinitive
236 Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
Extend
• Tell students to look at photos or videos of living statues on the
Internet. Say Imagine you were going to be a living statue for a day. Teaching Tip
What would you look like? Where would you perform? What would you After students are comfortable with a
new grammar structure, challenge them
do? Ask pairs to work together to write sentences answering the to vary their sentence structure without
questions, using infinitives and gerunds where they can. Suggest changing the meaning of the sentence.
some verbs: be still, change position, move, perform, shock, smile, For example, students might change a
stand, surprise, turn, whisper. sentence with a gerund to one with an
infinitive, then change a sentence with an
infinitive to one with a gerund – without
Consolidate changing the essential meaning of the
• Display the list below. Say Review the lesson so far and make a sentences. By varying sentence structure,
list of the different kinds of performers we’ve read about. I’ve listed students will make their writing more fluid
and interesting.
some on the board. Can you think of others? Divide the class into
two teams. Say Let’s play a game of Who Am I? Write sentences
describing what the different performers do without identifying the
g
performer. Use gerunds and infinitives in your sentences, but – here’s
in
the challenge – don’t use obvious words like dance, sing or write.
n
Encourage students to use their imaginations to think of other
words to use, such as move, perform, work, entertain, and so on.
ar
Le
ballet dancer composer
breakdancer folk dancer
DJ
choreographer
living statue
opera singer
ic
ph
Formative Assessment
ra
• Explain that a student from one team will read a sentence followed Can students
by the question Who am I? to a student on the opposing team. If • identify the form, meaning and use of
g
the student correctly identifies the performer, his or her team gets gerunds?
eo
a point. Then someone else on the second team gets to read a Ask students to identify the gerunds in the
sentence to the first team. Say Teams also earn a point for every following sentences:
lG
gerund or infinitive they include in their sentences. Give students DJ Spooky enjoys educating people as
time to write sentences, and then say OK, let’s begin! well as entertaining them. (educating,
entertaining)
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He likes composing music for people to
listen to and to learn from. (composing)
io
• use gerunds and infinitives?
at
Ask students to rewrite the sentence
below using a gerund.
N
It’s essential for living statues to fool the
people passing by. (Fooling the people
passing by is essential for living statues.)
• use words associated with dancing?
Ask students to choose the correct word in
brackets to complete this sentence:
dancers wear colourful
costumes and perform to traditional music.
(Folk, Break)
Workbook For additional practice,
assign Workbook pages 80–81.
Online Workbook Grammar 1
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 1 237
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MUSIC
1 BEFORE YOU READ Discuss in pairs. Look
Reading at the photo. Describe what you see.
Objectives
2 LEARN NEW WORDS Find the words below
in the reading. What do you think they mean?
Find antonyms for the words freeze and dirty.
FOR
Students will
• describe a music festival where all
Then listen and repeat. 109
melt orchestra pure stage tribute CHILLING
OUT
the instruments are made of ice.
• use new words from the reading.
• draw conclusions from a text. 3 WHILE YOU READ Draw two conclusions
Reading Strategy Draw conclusions about the Ice Music Festival. 110
Target Vocabulary melt, orchestra, 4 AFTER YOU READ Work in pairs to answer
pure, stage, tribute
the questions.
Vocabulary Strategy Context clues
1. Who is Terje Isungset?
Academic Language drawing 2. What does Terje refer to as ‘art by
conclusions accident’?
3. Who works together to make the
Content Vocabulary chill out, fragile, instruments?
horn, organiser, snowmobile, xylophone 4. How are the instruments created?
Resources Online Workbook/Workbook 5. What are three challenges facing
musicians who perform at the festival?
g
pages 82–83; Worksheet 3.8.4
(Teacher’s Resource CD-ROM/
in
Website); Tracks 109–110 (Audio CD/
5 Work in pairs. Compare the conclusions
that you drew in Activity 3 with your
Website/CPT); CPT: Reading
n
partner’s. Think of an additional conclusion
Materials photos of ice and sand you can draw about the festival.
ar
sculptures (optional), classroom set of
thesauruses, drawing materials 6 Discuss in groups.
Le
1. The performers at the Ice Music Festival
must make music with their instruments
with little rehearsal. What are the
ic
disadvantages of this process? What
might the benefits be?
ph
2. Describe a concert or music festival
that you attended. What do you think
organisers did to plan the event?
Compare the process with that of the Ice
ra
Music Festival.
3. Would you like to attend the Ice Music
g
Festival? Why or why not?
eo
134 READING
lG
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Warm Up
na
• Build background Ask Has anyone ever seen an ice sculpture?
Put your hand up. What about a sand sculpture? Ask students who
io
put their hands up share what they’ve seen, where they saw it
at
and what they thought about it. If possible, display photos of both
kinds of sculpture. Then ask What do these two types of art have
N
in common? Think about the raw material each type of sculpture is
made of. What happens to ice and sand over time? Discuss with
students that both materials break down and change over time. Ice
melts, and sand gets blown or washed away.
• Tell students that there are festivals and competitions all over the
world where artists gather and create these types of sculpture. Ask
Why would someone spends hours, even days, creating a sculpture
that won’t last? Discuss with students how any performing artist’s
work is fleeting – that is, it lasts for only a short time. Guide
students to consider the idea that artists are driven by the desire
to create something – something they feel is beautiful, important or
that will bring pleasure to others, even if only briefly.
238 Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION
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Winters in Norway can be long and dark, with very
little sunlight. But winter can be one of the most exciting
times to visit, especially for music lovers. The annual
Be the Expert
Ice Music Festival celebrates the sounds of winter. At
the festival, held in the small mountain town of Geilo,
world-class musicians play frozen instruments in an
Reading Strategy
NG
orchestra unlike any other.
You’ve never heard
The first Ice Music Festival took place in 2006, but its
music this cool! director, Terje Isungset, had been making instruments
Draw conclusions Drawing conclusions
from ice since 1999. An innovative musician known is related to making inferences. Both
for using natural elements in his instruments, skills help students create meaning when
Terje described discovering the capability to create information is not directly stated in a text.
sound with ice as ‘art by accident’. Once he learnt When you draw a conclusion, you make
of the different sounds produced with ice, he began a judgment or arrive at a belief based on
experimenting with a variety of instruments, including text evidence, experience and reasoning.
harps, horns and xylophones. In 2005, he launched
These skills will be needed for all sorts
All Ice Records, a record label for ice-only music.
of school assignments, including reading,
It’s the instruments that make the Ice Music
science and social studies. Emphasise
Festival unique. The process of creating them begins
at a lake about 40 km. (25 mi.) from Geilo. Here the
that having support for your conclusions
ice is clean and pure, perfect for making music. The is the most important aspect of drawing
ice must be natural. Man-made ice does not produce conclusions.
the same sound. Workers cut 272 kg. (600 lb.) blocks
of ice from the lake and transport them back to town
Vocabulary Strategy
g
on snowmobiles. Next, ice sculptor Bill Covitz works
alongside the musicians for hours to create instruments.
in
Bill carves individual parts of each instrument, then
Context clues Context clues can
uses water as glue to hold the parts together. take the form of definitions, which
n
might be a synonym or an appositive,
Working with ice creates new challenges for the
examples, restatements and antonyms.
ar
musicians. The ice instruments are much more fragile
than regular instruments. And performers can’t play Students will benefit from extra practice
recognising and using the less obvious
Le
familiar songs because they don’t know what sounds
the ice instruments will make. ‘You cannot go on stage types of clues, such as examples and
and expect a certain sound. You have to play with the restatements. You may want to research
sound that instrument actually can make. And then try some passages that contain these types
ic
to create good music out of this,’ says Terje. Perhaps
the biggest challenge, though, is being sure that the
of clues or craft your own.
ph
instruments don’t melt! The musicians’ body heat is a • Reading on in a text may reveal an
threat to the instruments, especially for horn players
example of an unfamiliar word or
who are blowing warm air right into the ice!
concept:
ra
Despite the challenges, the festival brings
Terje believes in innovation and
people from around the world to hear this
experimentation. His instruments are
g
incredible tribute to winter, nature and music.
A musician plays a harp novel combinations of natural elements,
eo
made from ice.
READING 135 such as Arctic birch, sheep bells, granite
and ice.
lG
• Search the text for a restatement, a
OWI_3_SE_81089_126-143_U08_CP2.indd 135 6/20/16 11:27 AM rewording that makes meaning clearer:
Ice instruments are much more fragile
Before You Read 1 2
na
than regular instruments. One day, a
musician knocked over an ice horn and
• 1 Say Turn to pages 134 and 135. Look at the photo. Talk to a it easily broke into several chunks.
io
partner. Describe to each other what you see. After a few minutes,
read aloud the title and subtitle of the reading. Make sure students Teaching Tip
at
understand that chilling out and cool are used in a humorous way Asking students to read aloud is a
N
and are meant to convey both the basic meanings and the slang, valuable way to practise pronunciation.
Listen to students as they read.
or informal, meanings of the words. Read aloud the caption. Then
When you hear students struggling to
tell partners to share their thoughts about the photo and what they pronounce a word they find in a reading
think the reading will be about. passage, take time to review that word
with the class. Write the word on the
• 2 LEARN NEW WORDS Ask students to read aloud the words in board, and model saying it aloud for the
the word box. Say Find the words in the reading. Use context clues students. Tell students to repeat the
to try to work out their meanings. When students are ready, ask word back to you. Then ask students to
individuals to say what they think the words mean. re-read the sentence containing the word
or words. Monitor students to verify that
• Ask What are antonyms? (words that have opposite meanings; hot they are pronouncing the word correctly.
and cold are antonyms) Draw students’ attention to the word freeze
in the Activity 2 text. Say You need to find an antonym for freeze. You
can use a thesaurus, but you’re not always going to have a thesaurus
handy when you want one.
SAMPLE COPY, NOT FOR DISTRIBUTION Reading 239
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you work out that melting must mean the opposite of
MUSIC
MUSIC
1 BEFORE YOU READ Discuss in pairs. Look Winters in Norway can be long and dark, with very
freezing, which is ‘warm’. If it’s warm inside, instruments
at the photo. Describe what you see. little sunlight. But winter can be one of the most exciting
times to visit, especially for music lovers. The annual
FOR
FOR
2 LEARN NEW WORDS Find the words below Ice Music Festival celebrates the sounds of winter. At
the festival, held in the small mountain town of Geilo,
in the reading. What do you think they mean?
made of ice would turn to liquid water. That must be
world-class musicians play frozen instruments in an
Find antonyms for the words freeze and dirty.
CHILLING
CHILLING
orchestra unlike any other.
Then listen and repeat. 109 You’ve never heard
The first Ice Music Festival took place in 2006, but its
melt orchestra pure stage tribute music this cool! director, Terje Isungset, had been making instruments
OUT
OUT what melting means.
from ice since 1999. An innovative musician known
for using natural elements in his instruments,
3 WHILE YOU READ Draw two conclusions Terje described discovering the capability to create
about the Ice Music Festival. 110 sound with ice as ‘art by accident’. Once he learnt
of the different sounds produced with ice, he began
4 AFTER YOU READ Work in pairs to answer experimenting with a variety of instruments, including
the questions. harps, horns and xylophones. In 2005, he launched
While You Read
All Ice Records, a record label for ice-only music.
3
1. Who is Terje Isungset?
It’s the instruments that make the Ice Music
2. What does Terje refer to as ‘art by
Festival unique. The process of creating them begins
accident’?
at a lake about 40 km. (25 mi.) from Geilo. Here the
3. Who works together to make the
ice is clean and pure, perfect for making music. The
instruments?
ice must be natural. Man-made ice does not produce
4. How are the instruments created?
the same sound. Workers cut 272 kg. (600 lb.) blocks
5. What are three challenges facing
• 3 Say Now we’ll listen to Music for Chilling Out and
of ice from the lake and transport them back to town
musicians who perform at the festival?
on snowmobiles. Next, ice sculptor Bill Covitz works
alongside the musicians for hours to create instruments.
5 Work in pairs. Compare the conclusions Bill carves individual parts of each instrument, then
that you drew in Activity 3 with your
learn about some unusual instruments. Listen and
uses water as glue to hold the parts together.
partner’s. Think of an additional conclusion
Working with ice creates new challenges for the
you can draw about the festival.
musicians. The ice instruments are much more fragile
than regular instruments. And performers can’t play
6 Discuss in groups.
read. Play Track 110 and tell students to follow along.
familiar songs because they don’t know what sounds
1. The performers at the Ice Music Festival the ice instruments will make. ‘You cannot go on stage
must make music with their instruments and expect a certain sound. You have to play with the
with little rehearsal. What are the sound that instrument actually can make. And then try
disadvantages of this process? What to create good music out of this,’ says Terje. Perhaps
might the benefits be? the biggest challenge, though, is being sure that the
• Say When you re-read the text, you’re going to look
2. Describe a concert or music festival instruments don’t melt! The musicians’ body heat is a
that you attended. What do you think threat to the instruments, especially for horn players
organisers did to plan the event? who are blowing warm air right into the ice!
Compare the process with that of the Ice
Despite the challenges, the festival brings
Music Festival.
for two conclusions you can draw about the Ice Music
people from around the world to hear this
3. Would you like to attend the Ice Music
incredible tribute to winter, nature and music.
Festival? Why or why not?
A musician plays a harp
made from ice.
134 READING READING 135
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Festival. Explain to students that a conclusion is a
reasonable statement you can make about the topic
• Tell students to look at the sentence in paragraph 4 of a text that you work out on your own by using
g
of the reading, beginning ‘Perhaps the biggest evidence in the text and your own experience. Say
in
challenge’. Say The context of the reading, of this Let’s draw a conclusion together.
sentence and of the words in the following sentence
n
• Tell students to focus on paragraph 2 of the reading.
about the musician’s body heat being a threat to the
ar
Say The text says Terje discovered that you could make
instruments, helped you work out that the meaning of
sounds with ice by accident. But the text doesn’t say
to melt is ‘to change to a liquid, usually by heating’.
Le
exactly how he discovered it. Ask How do you think it
Ask What are the instruments made of? (ice) How does
happened? Discuss students’ responses.
water become ice? (It freezes.) So, what’s the opposite
of freeze? (melt)
ic
• Then say The text says that Terje is a musician who
uses natural elements in his instruments. That’s
ph
• Then tell pairs to use a thesaurus to find antonyms for
text evidence. Explain that since ice is natural, one
dirty. Finally, play Track 109. Ask students to listen and
conclusion you could draw is that Terje was working
ra
repeat.
with ice in some way, perhaps using a tool that
g
• Vocabulary Strategy Students should be familiar created a sound when it came in contact with the ice.
Say Now read again and try to draw two conclusions
eo
by now with using context clues to work out the
meanings of unknown words as they read. Tell them about the festival. Replay Track 110 or allow students
that in addition to synonyms and definitions in the text to read in silence.
lG
around an unfamiliar word, antonyms can also provide
clues to meaning. Write on the board: After You Read 4 5 6
na
• 4 Put students into pairs to answer the Activity 4
Outside the tent it was freezing, but inside, the
io
questions. If partners disagree on an answer, tell
ice instruments were melting. them to read the text again and find information that
at
supports their answers. Review the answers as a
class.
N
• Circle the word melting. Say If you don’t know what
melting means, but you know about antonyms, they can • 5 Put students into pairs. Say Now compare your
provide a clue to the word’s meaning. Underline Outside conclusions from Activity 3 with a partner’s. Ask Do you
and but inside. Say Notice the antonyms outside both agree that your conclusions are statements about
and inside and the word but. Together, they tell you a things not directly stated in the text? Ask students to
contrast is being made in the sentence. share their conclusions. These may include how a
musician can make an instrument melt, the musicians
• Ask What’s a contrast? (a difference) What’s being can’t rehearse very much, and people enjoy the
contrasted? (the situation outside the tent and the
festival. Then tell partners to work together to find
situation inside the tent) Say You know what freezing
another conclusion. Say Remember you have to be
means, so knowing a contrast is being made can help
able to support your conclusions with text evidence!
240 Unit 8 SAMPLE COPY, NOT FOR DISTRIBUTION
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Be the Expert
• 6 Put students into small groups. Read the Activity 6 questions.
Say For Question 1, think about what the reading says about the
unique sounds the ice instruments make and the fact that you can’t Teaching Tip
be sure what sounds you’ll get from them. Make reasonable accommodations for
students’ different learning styles. For
• For Question 2, if students haven’t been to a live concert tell them example, some students learn best
when information is presented visually.
to think of one they watched on TV or saw online. Say Use that
Some students need information verbally,
experience to draw conclusions about how it was organised. For while others may need to write it down.
Question 3, say Look at the photo again. Think about how it would Still others may benefit from performing
feel to be surrounded by blue, icy light and unique sounds – not to hands-on activities, or activities involving
mention cold temperatures! physical movement. Make sure you
include a variety of visual, verbal, written
and movement activities in your class to
Extend support different learning styles.
• There are videos online of the Ice Music Festival and the making of
the instruments. If possible, find some and tell students to watch Answer Key
g
them. Then ask students to discuss their reactions. Finally, ask
in
Have the videos caused you to change your mind about whether or Comprehension 4
not you’d like to attend the festival? In what way? Ask students to 1. the director of the first Ice Music
n
respond. Festival, a musician and maker of ice
ar
instruments, and a record producer
• Worksheet If time allows, you may want to hand out Worksheet 2. discovering that you can create sound
Le
3.8.4 in class. Students will use the worksheet to practise the new with ice
3. Bill Covitz and musicians
vocabulary words.
4. The individual parts of the instruments
Consolidate ic are carved from blocks of pure, natural
ice. Water is used as glue to hold the
ph
parts together.
• Give students a choice of either writing a paragraph describing
5. The instruments are fragile; they don’t
their reactions to one of the videos they watched; drawing a
ra
sound like regular instruments; they
picture of their impression of an ice music concert; or acting out can melt.
a pantomime, either alone or with others, depicting one or more
g
musicians preparing for and then performing in an ice orchestra.
eo
Students who write a paragraph should use the new vocabulary, and
those who draw a picture should label parts of their drawings with
lG
the new vocabulary words. Those who do a pantomime should act Formative Assessment
out as many new words as they can, such as melt, orchestra and Can students
na
• describe a music festival where all the
stage. Set aside time for students to present their work.
instruments are made of ice?
Ask students to describe how ice
io
instruments are made.
at
• use new words from the reading?
Ask students to complete this sentence
N
with the correct word in brackets:
The Ice Music Festival is to
nature, winter, and the creativity of artists
and musicians. (an orchestra, a tribute)
• draw conclusions from a text?
Ask students what conclusion they can
draw from Music for Chilling Out about how
the musicians can cause their instruments
to melt.
Workbook For additional practice,
assign Workbook pages 82–83.
Online Workbook Reading
SAMPLE COPY, NOT FOR DISTRIBUTION Reading 241
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Video VIDE
Objectives
Students will
1 BEFORE YOU WATCH Discuss in pairs. You’re going
to watch a video about stage fright. Based on each
• discuss stage fright and how to deal
of the words in the phrase, what do you think stage
with it.
fright is? Who do you think would have stage fright?
• apply the message of the video to
their personal lives. 2 Read and tick. The video you’re going to watch is
Content Vocabulary deal with, handle, called Stage Fright in the Spotlight. Based on the
perspective, spotlight title, predict what you’ll learn. Tick all that apply.
Resources Video scene 8.1 (DVD/
✓ What stage fright is
Website/CPT); Online Workbook;
Why it’s unusual to have stage fright
CPT: Video
✓ What happens when you suffer from stage fright
✓ How to handle stage fright
Why you should be afraid to be onstage
g
in
3 WHILE YOU WATCH List two ways to handle stage
fright. Watch scene 8.1.
n
4 AFTER YOU WATCH Work in pairs to decide if each
ar
sentence is true or false. Tick the correct answer.
Le
1. When you suffer from stage fright,
your heart might beat faster. ✓T F
2. Few people suffer from stage fright. T ✓F
ic
3. In a survey, the only thing people fear more
than talking in front of others is death. T ✓F
ph
4. Entertainers may suffer from stage fright. ✓T F
5. Understanding why stage fright happens
✓T F
ra
is important for dealing with it.
6. Imagining the audience clapping and
✓F
g
cheering will make you more afraid. T
eo
136 VIDEO
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Before You Watch 1 2 • 2 Ask Does everyone know what stage fright is?
na
If not, ask students to share their definitions. Then
• Say The title of this unit is Perform and Create. To
read aloud the video title. Ask What two compound
io
perform is to do something in front of an audience. Of
words are in this title? (stage fright, spotlight) Explain,
course, first you have to create something you think
at
if necessary, what a spotlight is. Then tell students to
is worth presenting to an audience. Ask Which is the
do Activity 2.
more difficult part? Discuss with students how some
N
people are bursting with creativity; others struggle to
make their art live up to their own expectations. Some While You Watch 3
people are natural performers; others dislike being • 3 Read Activity 3 aloud. Ask What does handle
the centre of attention. mean in this context? (to deal with, to control) Say
Take notes as you watch and listen. Everyone gets
• 1 Tell students to open their books at pages
nervous sometimes in front of a crowd. You’ll hear
136−137. Ask From whose perspective, or view, is
some helpful information. Play Video scene 8.1.
this photo taken? (a performer’s) Ask Why might
the photographer have taken a close-up of the • If students have trouble following the video or
microphone? Say Think about how you’d feel in that understanding the text, play the video with captions,
position. Put students into pairs to discuss Activity 1. or pause it and allow them to ask questions. Try
replaying the video with and without sound, and ask
students to describe and comment on what they see.
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Be the Expert
5 Work in pairs. Think about your answer for Activity 1. Teaching Tip
Were you correct? Do you ever suffer from stage
fright? If so, when? Explain what happens to you When students work in groups, assign
when you have to talk or perform in front of others. specific tasks to individual students
If not, explain how you handle speaking or performing to make sure everyone is working. For
in front of others. example, one student can be the recorder
and write the group’s ideas. Another
6 Discuss in groups. student can be the reader, in charge of
1. What do you fear most: flying, heights or speaking in reading questions aloud or of reading
front of other people? Explain your answer. sections of a text to the group. Another
2. Talk about a time when you had to perform alone on student can be the captain, who makes
a stage. When was it? How did you feel? sure everyone does his or her job. Rotate
3. Think of at least two additional ways to deal with the tasks from activity to activity so
stage fright. students get to perform different tasks.
Related Words
g
7 YOU DECIDE Choose an activity. mic, microphone
in
1. Work independently. Imagine you went
n
to a performance in which the performer
froze with stage fright. Write a review of
ar
the performance, including advice for the
performer’s next show.
Le
2. Work in pairs. Role-play a dialogue
between a performer and a choreographer Formative Assessment
or other trainer at a rehearsal. The
Can students
performer is nervous that he will get stage
ic
fright during the performance. The trainer
offers advice on what to do.
• discuss stage fright and how to deal
with it?
ph
3. Work in groups. Find a video online of Ask Of all the advice you’ve heard about
a performance where someone suffered how to deal with stage fright, what makes
from stage fright. Show the video to the
ra
the most sense to you? What would work
class. Explain what happened and what the
performer could have done differently. best for you? Explain.
g
eo
VIDEO 137
Online Workbook Video
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After You Watch 4 5 6 7 • 7 you decide Ask different students to read the
na
activity options aloud. Point out that they all involve
• 4 5
Put students into pairs to do Activity 4. If giving advice on how to handle stage fright. Say Think
io
necessary, replay the video. Review the answers. Then about the advice in the video and all the information
discuss the video. Ask Did anything surprise you?
at
shared in your discussions.
Students might cite the idea that people fear talking
N
in front of an audience more than death, or the fact • Say If you choose the first option, imagine you’re writing
that professional performers get stage fright. Then for an entertainment magazine or blog. Your tone
tell partners to do Activity 5. When they have finished, should be formal. For students who choose option 2,
tell them to summarise their discussion to each other. suggest that those who’ve had an experience with
Say You should each make a written summary. It will stage fright choose a partner who’s dealt with it
help you with the next discussion. successfully. Say Decide which role you’ll each take.
Show what good actors you are!
• 6 Put students into small groups to discuss the
Activity 6 questions. If possible, assign the partners • Put students who choose the third option into groups.
from the previous activity to different groups. Ask Help them find videos to review. Remind them they
students to volunteer to be secretaries for each have to deliver a presentation to the class. Tell them
group. Say The secretaries will be in charge. They’ll to decide on a role for each group member. Then say
take notes and decide when it’s time to move on to In your writing, your dialogues and your presentations,
the next question. You may want to set a time limit for remember to use the new vocabulary, as well as
each question. Say Use the notes from your previous gerunds and infinitives when you can.
discussion.
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GR AMMAR
Grammar 2
111
Sense verbs + infinitive: Describing what you see, hear
and feel
Did you see the band perform in concert?
Objective No, but I heard them sing on the radio.
Students will Come on! Let’s watch the DJ spin records.
• use sense verbs + infinitives to We’d been hearing them practise for days before
describe what they see, hear their performance.
and feel.
Grammar Sense verbs + infinitive:
Describing what you see, hear
and feel 1 Listen. Write sentences in the table about what the people did. 112
Content Vocabulary juggle, modify See Hear Feel Watch
Pronunciation Rhythm and stress He saw the He had never He could feel
Resources Online Workbook/Workbook Jian WagakkiBand heard them the floor move.
pages 84–85; Worksheet 3.8.5, play. perform.
Pronunciation Answer Key (Teacher’s She saw a She heard She watched a
Resource CD-ROM/Website);
Mei woman eat fire. poets read ballerina dance.
Tracks 111−112, 131−133 (Audio
their poems.
CD/Website/CPT); CPT: Grammar 2
g
and Pronunciation
in
2 Work independently. Write sentences about your own experiences using the
verbs below.
n
1. hear / play I’ve never heard the WagakkiBand play before.
ar
2. see / dance
Le
3. feel / move
4. watch / juggle
3
ic
Work in pairs. Cut out the cards and take turns
selecting one. Then discuss your own experiences.
ph
I’ve only ever seen an opera singer
perform once. What about you?
ra
I saw an opera singer perform on TV.
g
eo
Go to page 175.
138 GRAMMAR
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Warm Up adjective or an adverb. Ask students to identify the
na
infinitives in the example sentences. (perform, sing,
• Activate prior knowledge Say You’ve learnt about spin, practise) Ask What do these infinitives have in
infinitives and how they’re sometimes used with to and
io
common? (They don’t include to.) Say These sentences
sometimes without to. Write examples on the board:
are all examples of the rule that says ‘when an infinitive
at
I want to buy a guitar. My father won’t let me buy one.
follows a verb that refers to the senses, you don’t
Say There are rules about when to use to and when
use to.’
N
not to use it. You learnt some of them in Unit 2.
Now we’re going to focus on one of those rules. • Students may realise that using a gerund instead of
an infinitive would also sound correct in the example
Present sentences. Tell them that for this lesson, the focus
• Tell students to open their books at page 138. Read is on learning the rule about not using to in infinitives
the grammar skill aloud. Play Track 111 and tell that follow sense verbs.
students to read along silently. Then ask individuals
to read aloud the example sentences. Tell students to Practise 1 2
point to each main verb as you read it aloud. Say see,
• 1 Point out the photo of the woman. Explain that
heard, watch, hearing. Ask What do these verbs have
she’s a fire-eater, a specially trained performer who
in common? (They relate to either seeing or hearing.)
appears to ‘eat’ fire by putting flaming torches in her
• Remind students that an infinitive is a verb form. Say mouth. Read aloud the Activity 1 instructions. Say
An infinitive looks like a verb, but acts like a noun, an Let’s just listen first. Then I’ll play the audio track again
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Be the Expert
and you can write your sentences. Play Track 112. Then ask What
are the people talking about? (what they did at the weekend)
Grammar in Depth
• Say Now look at the activity table. Read the column headings. What
See Unit 2 Grammar in Depth (LP page
will you be writing in the boxes? (what Jian and Mei saw, heard, felt 83) to review the rules for when to use
and watched) Say When I play the track again, listen for the verbs to with an infinitive and when not to use
and write your sentences in the matching boxes. Tell students not it. Verbs referring to the senses can be
to expect to write something in every box. Then replay Track 112, followed by an infinitive without to (bare
but stop it after Jian says I saw the WagakkiBand play. Say The first infinitive) or by a present participle (-ing
verb form), as in I saw the band perform/
sentence is written for you. Then restart the track and tell students
performing at the music festival. When a
to write. Say Remember to include the infinitives. Review the present participle is used, there’s more of
answers. a focus on the action in progress. Most
people, however, use the two patterns
• 2 Read the Activity 2 instructions aloud. Say You’ll use each verb interchangeably.
and infinitive pair in a sentence. Go over the first sentence together.
Point out the past tense form of hear and the infinitive play. Say Pronunciation
g
Write about your own experiences with music, dances, performances Go to Student’s Book page 147. Use
Audio Tracks 131–133.
in
or street festivals. Ask a student to demonstrate what juggle means
and to say where you might see someone juggle. Then tell students Rhythm and stress English moves in
n
to write. Ask some of them to share their sentences with the class. regular, rhythmic beats, no matter how
ar
many unstressed syllables fall between
the stressed ones. The students’
Apply 3
Le
first language may stress all syllables
more equally (for example, Spanish
• 3 Put students into pairs. Tell them to cut out the cards on page and Japanese). In English, however,
175. Read the activity instructions and tell partners to read the equal stress on all syllables can make
model dialogue. Say Take turns picking a card and reading it aloud. ic the speaker sound angry or rude.
Songs, chants and repetition of audio
ph
Then think of a sentence that’s true for you, using the words on
recordings from the Student’s Book are
the card. useful activities for students to practise
ra
rhythm.
Extend Related Words
g
• Tell students to look back at Activity 1. Say Now you get to fill in the
eo
fire-eater, flame, torch
blank boxes left in the table. I’ll replay the track. Listen and make a
guess about something Jian watched at the concert and something Formative Assessment
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Mei felt at the street festival. Try to use an infinitive. There is no right Can students
answer. Use your imaginations. Play Track 112. When students have • use sense verbs + infinitives to describe
na
finished, tell them to read their sentences to a partner. Say Check what they see, hear and feel?
each other’s sentences for sense and the use of infinitives. If your Ask students to identify any infinitives and
io
partner didn’t use an infinitive, see if you can help him or her add one. gerunds in the following sentence:
Jian texted Mei to tell her about seeing the
at
• Hand out Worksheet 3.8.5 for further practice with infinitives. WagakkiBand perform. (infinitives: to tell,
perform; gerund: seeing)
N
Consolidate Ask students to choose the correct
infinitive in brackets to fill in the blank
• Display the following groups of words. Say Work with a partner to below and then say why it’s the correct
use the groups of words to write sentences with infinitives. You can one.
add other words to the sentences. You can write questions as well as Mei couldn’t wait to describe to Jian how
statements, and a statement can be positive or negative. Here’s an she saw a woman a flaming
example: Do you like to perform in front of an audience? Let’s see torch in her mouth on purpose! (to put, put;
how many partners can use all six word groups! Tell students to put The rule is not to use to with an infinitive
their hands up when they have finished. that follows a sense verb.)
watch / ballet dancer / perform it’s important / breakdancer /
������
Workbook For additional practice,
assign Workbook pages 84–85.
like / you / perform hear / DJ / manipulate
Online Workbook Grammar 2
see / choreographer / work get / ice / carve
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar 2 245
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WRITING
Writing When we write an explanatory essay, we want to teach our reader about a
topic. We must identify the topic in the first paragraph. Then we must provide
additional facts, details and examples to help the reader better understand the
Objectives topic. An explanatory essay does not include the writer’s opinion.
Students will
• identify elements of explanatory
1 Read the model. The writer is teaching us about a type of puppet show. Cross out
writing.
the two sentences that don’t belong in the explanatory essay.
• analyse a model of explanatory
writing. Thai puppet performances are a unique form of cultural expression. I saw a Thai
• use facts, details and examples to puppet show and it was amazing! In a performance, three puppeteers work together
to move one beautiful, lifelike puppet to traditional music. Puppeteers must know
help explain a topic.
Thai classical dance. As they dance, each puppeteer holds a wooden rod with a
• produce a piece of explanatory string attached to control different parts of the puppet.
writing.
There were different sizes and types of puppets used in Thai puppet
Writing Explanatory essay performances throughout history, but the puppets used in modern performances
Content Vocabulary puppeteer, are about 60 cm. (2 ft.) high and made of bamboo. Their heads are very realistic,
and they wear detailed, elegant costumes. In fact, the costumes are often decorated
puppetry
with gold and jewels. On the inside, puppets have around 16 strings that connect
Resources Online Workbook/Workbook their body parts to one another. Moving these strings allows the puppets to move
page 86; Process Writing Worksheets smoothly and naturally.
1–5 (Teacher’s Resource CD-ROM/ Puppets have been a form of entertainment in Thailand for
g
Website); CPT: Writing around 300 years, but the traditional Thai puppet performances
gained popularity in the early 20th century. Master puppeteer Krae
in
Saptawanit, who first created the small puppet in 1901, travelled
around the country doing performances. However, interest
n
in the shows decreased in the mid-20th century after
Saptawanit’s death. In 1985, a group of puppeteers formed
ar
to reintroduce the traditional art. I think this group is
really good – probably better at performing the shows
Le
than the original artists. Today, these puppet shows
are popular with local people and tourists alike.
2 ic
Work in pairs. What did you learn about the art of
ph
Thai puppetry? Would you like to see a performance?
Why or why not?
ra
3 Write. Write an essay to explain a type of artistic
expression. Remember to provide facts, details
g
and examples to teach your reader about the topic.
eo
WRITING 139
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Warm Up
na
1. Explain the word fright: use an example, such
• Build background Remind students that they’ve as when your sister gets scared going to the
written several essays that involved presenting
io
doctor or dentist; provide details – how she gets a
information such as describing a process and types
stomach ache or feels dizzy. Then show a drawing
at
of animal flight. Say The purpose was to convey
or photo of a stage; point out details – the curtain,
information about something your readers were already
N
spotlight, audience.
familiar with. Ask What if you had to write to inform
2. Tell her it’s a fact: lots of people, even famous
your readers about something they have no knowledge
stars, think performing on a stage is scarier than
of at all? Discuss with students how they would have
to explain the topic very carefully, with lots of details going to the dentist. That’s called stage fright.
and examples. Say It might be like explaining stage Use your own experiences with stage fright as an
fright to a four-year-old. example. Describe the symptoms (details).
3. Explain that stage fright, like your sister’s fear
• Say How would you explain stage fright to your younger of the doctor, can be controlled. Explain how:
sister? Let’s list some ideas. First, I think I’d explain recognise what’s happening, think about something
what the two words stage and fright mean. Ask How happy or about being somewhere else.
could I do that? Write students’ ideas on the board. 4. Conclude by telling your sister that her next
Discuss step 1. Then have pairs work together to
trip to the doctor will be easier now that she
come up with ideas for other steps. Write the best
understands her own kind of stage fright.
ideas on the board or use these steps.
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Be the Expert
Present
• Tell students to open their books at page 139. Read aloud the
text in the green box. Say We talked about including facts, details
Writing Support
and examples when you explain something to someone. Explain Potential explanatory writing
that, unlike persuasive writing, you don’t include your opinions in problems Apart from reminding
students to avoid the temptation to
explanatory writing. Say The purpose of explanatory writing is to express opinions when writing to explain,
convey information – to teach, not to persuade. Ask Do you think students should realise that they’re
it would help your sister understand stage fright if you said ‘I think probably not going to be an expert on
stage fright is really silly’ or ‘I think it’s the worst thing ever’? what they’re explaining. Even if they know
a fair amount about the topic, their writing
will be stronger and more authoritative if
Read the Model 1 2 they include facts, details and examples
from reliable sources and direct quotes
• 1 Say Now we’re going to look at an example of explanatory from actual experts.
writing. First, tell students to examine the photo. Ask What do you
see? (people and two puppets) Explain that the people are from Teaching Tip
g
Thailand, a country in Southeast Asia with a tradition of puppet When you have time after group or pair
performance going back hundreds of years. Say Look closely at the
in
work, share writing as a class. Read
photo. Can you tell how the puppets are manipulated? (with sticks) examples of good writing to the class
n
Let’s learn more about this type of performance. Read the Activity 1 without naming the students who wrote
them. After each reading, praise the
ar
instructions. Tell students to read the essay. writer by saying That’s good writing.
It has a lot of detail! or I like reading
Le
• When students have finished, ask individuals to read aloud the that explanation. It’s very clear – and
sentences they crossed out. Ask them why they crossed them out. interesting, too!
Make sure all students understand that the sentences express
the writer’s opinions and, therefore, they don’t belong in an ic
ph
explanatory essay. Ask In what kind of informational writing is it OK
to include your opinions? (persuasive or opinion writing, reviews)
ra
• 2 Ask Did you find anything in the essay particularly surprising?
I didn’t know the puppeteers had to know classical Thai dance.
g
Imagine manipulating a puppet and remembering dance steps at
eo
the same time! If possible, ask students to watch an online video
of a Thai puppet performance. Then put students into pairs to
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discuss the writing. Tell them to re-read the essay together. Say
Point out what you found interesting. Ask each other questions
na
about things that might be confusing to you. Remember to give
reasons why you do or don’t want to see a puppet performance.
io
• Worksheet If your students need a reminder of how to go about
at
writing a first draft, you may want to hand out Process Writing
Worksheet 2 (Writing a First Draft) and review it together.
N
Plan 3
• 3 Say It’s time to plan your own writing. Read the Activity 3
instructions. Then say Take a moment to review all the forms of
artistic expression we’ve learnt about – you can explain a visual or
a performing art, so you might want to review Unit 7, too.
Workbook For scaffolded Writing
support, assign Workbook page 86.
Online Workbook Writing
SAMPLE COPY, NOT FOR DISTRIBUTION Writing 247
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• Workbook Refer students to Workbook page 86 to
WRITING help them organise and plan their writing.
When we write an explanatory essay, we want to teach our reader about a
topic. We must identify the topic in the first paragraph. Then we must provide
additional facts, details and examples to help the reader better understand the
topic. An explanatory essay does not include the writer’s opinion. Write
1 Read the model. The writer is teaching us about a type of puppet show. Cross out • After students have finished their pre-writing, tell them
the two sentences that don’t belong in the explanatory essay.
Thai puppet performances are a unique form of cultural expression. I saw a Thai
to work on their first drafts. If you haven’t got enough
puppet show and it was amazing! In a performance, three puppeteers work together
to move one beautiful, lifelike puppet to traditional music. Puppeteers must know
time in class, assign the first draft as homework.
Thai classical dance. As they dance, each puppeteer holds a wooden rod with a
string attached to control different parts of the puppet.
There were different sizes and types of puppets used in Thai puppet
performances throughout history, but the puppets used in modern performances Revise
are about 60 cm. (2 ft.) high and made of bamboo. Their heads are very realistic,
and they wear detailed, elegant costumes. In fact, the costumes are often decorated
with gold and jewels. On the inside, puppets have around 16 strings that connect
• After students have finished their first drafts, tell
their body parts to one another. Moving these strings allows the puppets to move
smoothly and naturally.
them to review their writing and think about their
Puppets have been a form of entertainment in Thailand for organisation. Tell them to quietly read their drafts
around 300 years, but the traditional Thai puppet performances
gained popularity in the early 20th century. Master puppeteer Krae aloud to themselves. Ask each student to consider
Saptawanit, who first created the small puppet in 1901, travelled
around the country doing performances. However, interest the following: Did I organise my essay in a logical way?
in the shows decreased in the mid-20th century after
Did I include appropriate facts, details and examples
g
Saptawanit’s death. In 1985, a group of puppeteers formed
to reintroduce the traditional art. I think this group is
to make my explanation clearer? Did I avoid expressing
in
really good – probably better at performing the shows
than the original artists. Today, these puppet shows
are popular with local people and tourists alike. any opinions? What seems good? What needs more
n
work? If time permits, they could read their drafts to a
ar
2 Work in pairs. What did you learn about the art of
Thai puppetry? Would you like to see a performance?
classmate for feedback.
Why or why not?
Le
3 Write. Write an essay to explain a type of artistic
expression. Remember to provide facts, details
Edit and Proofread
and examples to teach your reader about the topic.
• Encourage students to consider elements of style,
• Say Your next step is pre-writing. Let’s review. What are
WRITING 139
ic
such as sentence variety, parallelism and word choice.
Then tell them to proofread for mistakes in grammar,
ph
OWI_3_SE_81089_126-143_U08_CP2.indd 139 6/20/16 11:27 AM
some ways we do pre-writing? (brainstorm, freewrite, punctuation, capitalisation and spelling.
make lists, use a graphic organiser, use sentence
ra
starters) Say Now decide what you want to use for Publish
g
pre-writing. If you have time in class, allow students • Publishing includes handing in pieces of writing to the
to work on this step. If not, assign it as homework.
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teacher, sharing work with classmates, adding pieces
If students have Workbooks, remind them to use to a class book, displaying pieces on a classroom wall
Workbook page 86 for writing support.
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or in a hallway, and posting on the Internet.
• Worksheets If your students need a reminder of any
na
of the steps of process writing, hand out Process
Writing Worksheets 1–5 and review them together.
io
at
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1 2 3 4
Writing Rubric Writing Student organises the writing in a logical
Use this rubric to assess way and includes informative facts, details and
examples, but not opinions.
students’ writing. You can add
other aspects of their writing
Grammar Student uses infinitives and gerunds
you’d like to assess at the correctly.
bottom of the rubric.
4 = Excellent Vocabulary Student uses a variety of word choices,
including words taught in this unit.
3 = Good
2 = Needs improvment
1 = Re-do
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Mission
Objective
Students will
• discuss how doing your own thing
helps you to define yourself.
Resources Video scene 8.2 (DVD/
Website/CPT); Worksheet 3.8.6
(Teacher’s Resource CD-ROM/
Website); Online Workbook: Meet the
Explorer; CPT: Mission
Do Your Own Thing
‘There are so many people who just let the world define
them. What happens when you begin to realise another Be the Expert
world is possible – that’s art.’
g
Paul D. Miller, aka DJ Spooky
Teaching Tip
in
National Geographic Explorer, Artist/Writer/Musician
The best way to get students to speak in
n
class is to create a risk-free environment.
ar
Help students understand that mistakes
are not only accepted, but also expected.
Le
If classmates laugh at an error, gently
remind them that making fun of people’s
mistakes is not acceptable.
ic Explain that everyone is there to practise
ph
and learn – which always involves making
1. Watch scene 8.2. 3. Do you let the world define you? Or do
you define who you are? Or both? Explain errors. By reinforcing this message, you’ll
2. What would you say your ‘own thing’ with examples. see students become more willing to take
ra
is? How does it bring you closer to other
chances and improve their ability to learn.
people? How does it help you stand out?
g
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140 MISSION
Online Workbook Meet the Explorer
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Mission • Activity 3 Read Activity 3 aloud. Say Take a few
na
minutes to think. Chances are we’ve all let the world
• Say Turn to page 140. Read aloud the Mission and the define us at one time or another. Can you think of any
quote from Paul D. Miller. Ask What does it mean to let
io
of those times? On the other hand, every time you ask
the world define you? Discuss that it might mean just
a question, you are defining yourself. Being willing to
at
accepting the labels others may put on you, such as
learn something new takes courage – especially when
genius, maths geek, arty or cool. Say Paul Miller would
you’re learning about it in a new language!
N
say you shouldn’t be afraid to let people see the real
you. You can love science and maths – and ballet, too. • Worksheet Hand out Worksheet 3.8.6. Explain that
students will use the worksheet to think and write
• Activity 1 Say Now let’s watch a video about Paul D. about Paul D. Miller and his ideas about doing your
Miller. Play Video scene 8.2. Think about what he
own thing.
means when he says that art, music, science and
technology are not separate things.
• Activity 2 Put students into pairs or small groups to
consider the Activity 2 questions. Provide prompts
such as the following to guide students’ discussions.
Ask, for example, Is doing your own thing a little like
telling your own story? How can that bring you closer to
other people?
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Project Make an Impact
YOU DECIDE Choose a project.
Objective
Students will 1 Perform for your class. 2 Interview a performer.
• choose and complete a project
• Choose a type of performing art to • Think of a performing artist in your
related to the performing arts.
perform for the class. community. Prepare ten questions
Content Vocabulary organ grinder to ask the artist about the type of
• Before you perform, explain what you’re
Resources Assessment: Unit 8 going to do. Give background on the work he or she does.
Quiz, Units 5–8 Mastery Test, Final history and popularity of your performing • Conduct your interview. Audio
Test; Workbook pages 87 and 96; art form. Talk about what you need to record or film it.
Worksheet 3.8.7 (Teacher’s Resource know and have in order to perform. • Play your interview for the class.
CD-ROM/Website); CPT: Make an • Hold a question-and-answer session
Impact and Review Games with the class after your performance. 3 Make a timeline.
Materials audio recorder or video
camera • Choose a type of performing art.
Research its history.
• Make a timeline to illustrate the
history of this performing art. Use
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photos to show how it’s changed.
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• Present your timeline to the class.
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Assessment Go to pages 262–264.
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Unit Review Assign Worksheet 3.8.7
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Workbook Assign pages 87 and 96.
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Online Workbook Now I can PROJECT 141
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Prepare • Activity 3 Say You know what a timeline is. This
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would be interesting to do for a type of performing art
• you decide Ask students to choose a project. that’s changed a lot over time. Drama, perhaps,
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• Activity 1 Say Here’s a chance to display your talent in DJ-ing or street performing – from organ grinders to
the performing arts! Do you sing? play an instrument? breakdancers and living statues. You’ll have to find
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dance? act? juggle? Tell students if they play with photos, though, to include in your timeline.
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other students in a band or want to perform a dance
routine or act out a scene with a classmate, that’s Share
fine. Make sure they understand they have to do more • Schedule time for students to present their final
than perform. If they choose a group performance performances, interviews and presentations. You may
with classmates, everyone has to contribute to the want to invite professional performers, and parents
presentation and question-and-answer session. and relatives to the presentation. Allow time for
the student audience to ask questions about their
• Activity 2 Ask Do you know a performer? Ask the
classmates’ work.
person if you can interview him or her – and record
the interview. You’ll have to get permission first. Tell • Modify Help students simplify a project by eliminating
students they can also work in pairs to do a fake one of the options or steps. You might want to help
interview. They’ll have to research a real performer students with their research or put them in touch with
and write questions that relate to the person’s life performers you know.
and art. Then they’ll take the roles of performer and
interviewer and perform the interview for the class.
250 Unit 8 Project
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Student’s Book
Audio Script
Track 100 1 Listen and read. See Student’s Book Track 107 4 Dancing is a popular means of both
pages 128–129. individual and group expression. Almost every culture has
a wide variety of dances. Folk dancing has its origin in the
Track 101 2 LEARN NEW WORDS beat / The strong traditional life of a certain country or region. The steps to
beats that DJs play keep everyone dancing. composer / folk dances are typically passed down from generation to
Composers write traditional and modern music. generation. Folk dances rarely change. However, many other
entertainment / Music is a source of entertainment for types of dancing require a choreographer – a person who
many people. expose / DJs expose their listeners to creates dance steps and their sequence in a performance.
a variety of songs. fame / People upload videos to the The choreographer works with groups of dancers to
Internet in search of fame. gain / Some DJs gain popularity make sure they move together, creating an artistic group
when they upload their work to the Internet. influential / expression. Dancers work together in rehearsals to perfect
Celebrities can be very influential in making people believe this movement before performing. This is true for all types of
something. lyrics / Lyrics are the words in a song. group dance performances, from traditional ballet to modern
manipulate / DJs usually manipulate pre-recorded music to jazz and hip-hop dance.
create special effects. means / The Internet is a popular
means of sharing music. performer / Who’s your favourite Track 108 4 LEARN NEW WORDS ballet / Classical
performer? recognition / Artists gain recognition when ballet began in Italy in the 15th century. choreographer /
their songs are played on the radio. satisfaction / Doing A choreographer leads dancers through their movements.
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your best brings a feeling of satisfaction. self-expression / folk / Folk dancing reflects the traditional life of a group of
Music, acting and dance are forms of self-expression. people. rehearsal / All performers have many rehearsals
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vary / Popular music styles can vary from country to country. before putting on a show.
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Track 102 5 DJ Spooky sees music as information, and Track 109 2 LEARN NEW WORDS melt / Musicians must
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he wants his audience to do the same. He realises that be careful that their ice instruments don’t melt while they play
most people listen to music for enjoyment, but he’s mixing them. orchestra / Many musicians make up an orchestra.
music to inform people about social and environmental pure / The ice used to make instruments must come from
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issues. Terra Nova/Sinfonia Antarctica is an example pure water. stage / In a concert, musicians play on a stage.
of how DJ Spooky gets creative to connect music with tribute / Musicians play ice instruments as a tribute to
issues. Although he works with classical musicians on nature.
this multimedia show, he doesn’t view the music just as a
symphony, but rather as a portrait of the changing landscape
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Track 110 3 WHILE YOU READ See Student’s Book
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of Antarctica. This change is a direct result of climate pages 134–135.
change, and it’s essential that people change their behaviour Track 111 grammar See Student’s Book page 138.
to reduce the threat. As an indication of his concern for
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these threats, he visited Antarctica to directly interact with Track 112 1 S1: Hi, Jian, how are you? Did you have a
and record the landscape. He mixes this recording with good weekend? S2: Yeah, it was incredible. I went to a concert.
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the live performance and images from the continent for an I saw WagakkiBand play. I had never heard them perform.
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experience that will certainly change his audience’s views on S1: Wow! I’ve never seen them perform either, but I’ve heard
the effects of climate change. their songs. It’s really awesome how they mix music styles.
Track 103 5 LEARN NEW WORDS enjoyment / Listening S2: It is ... It was a great show. The fans cheered so loudly
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to music is a form of enjoyment for most people. that we could feel the floor move. It was really exciting. So
essential / Music is an essential part of many cultures. what about you? What did you do this weekend?
indication / Many online views are an indication that a S1: Well, I went to a festival with my sister. It was really fun.
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video is interesting. symphony / Horns, drums and string There were performers everywhere! We watched a ballerina
instruments can be heard in a symphony. dance. We heard poets read their poems. We even saw a
woman eat fire! S2: Wow! Fire? That must have been really
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Track 104 Speaking Strategy See Student’s Book cool to see.
page 131.
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Track 113 1 xpress Yourself See Student’s Book
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Track 105 1 S1: Hey, Alice. What do you think about pages 142–143.
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going to a jazz concert on Saturday afternoon? I’ve got two
tickets. S2: Well, I’m not wild about jazz.
S1: Really? That’s a shame. I thought it would be fun.
S2: It’s all right, I guess. It’s just not my favourite.
S1: Well, what is your favourite? S2: I’m crazy about hip-hop
because I love dancing.
S1: Yeah, I’m a big fan of hip-hop, too! S2: Do you have a lot
of hip-hop music?
S1: Yeah. In fact, I have some vinyl records with hip-hop.
My uncle’s a DJ, so he gets them for me. What are your
thoughts on mixing some songs on his turntable?
S2: Sounds like fun!
Track 106 grammar See Student’s Book page 132.
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Express Yourself Express Yourself
1 Look at and listen to the presentation. 113
NOT
Objectives
Students will
• identify the purpose and features of
a slide presentation.
• connect ideas about the visual and
performing arts.
Academic Language slide presentation
Content Vocabulary accordion,
Your Typical
elaborate, mash-up, typical
Resources Workbook pages 88–89/
Online Workbook (Units 7–8 Review);
Performance
Worksheet 3.8.8 (Teacher’s Resource
CD-ROM/Website); Track 113 (Audio
CD/Website/CPT); CPT: Express
Yourself Units 7–8
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Make up Costumes A visual story
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142
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Present 1 • 1 Listen together Tell students to focus on the
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small photos at the bottom of pages 142–143. Point
• Preview Tell students they’re going to look at a
out the accordion. Tell students it’s an instrument with
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series of photos as they listen to an audio track. The
a keyboard and a folding bellows that you squeeze
combination is meant to represent a slide presentation,
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to make organ-like music. Say These photos are the
or a series of images projected onto a screen for the
presentation slides. Look at them as you listen to the
purpose of showing to an audience. The images are
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audio. Play Track 113.
arranged in a specific sequence and may include text
or be accompanied by recorded or live narration.
Practise 2
• Tell students to turn to pages 142–143. Say Look at
the large background photo. What do you think is going • 2 Discuss Talk about how the Dakh Daughters’
on? Students will probably say it’s a performance or a performances are a mash-up of different performing arts.
play with music and singing. Say That’s right. Then read Then take a minute to discuss performers who combine
aloud the title. Ask What does typical mean? (usual, different methods of self-expression in their acts. Say
ordinary) If something is not typical, how would it be Paul D. Miller is a good example. Can you think of anyone
described? (different, unusual, unique) Tell students else? Students may mention several performers who
the presentation is about a unique group of performers combine dancing and singing in their concerts. Many
from the city of Kiev in Ukraine, a country in Eastern comedians also incorporate singing, dancing, playing
Europe. instruments, even juggling, into their performances. Put
students into pairs to discuss the questions.
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2 Work in pairs. In the presentation, you 3 Connect ideas. In Unit 7, you
learn how performers express themselves
in a variety of ways. Think of another
learnt about visual stories. In
Unit 8, you learnt about expressing
Be the Expert
famous performer (or group of performers) yourself through performance.
that uses a variety of methods for self- What connection can you see
expression. What does this performer do? between the two units?
Do you like it? Why or why not?
Genre in Depth
Slide presentation Students may
be familiar with Microsoft PowerPoint®,
which allows a user to create customised
presentations. Slides can include images,
text, graphs and charts, and animations.
Some presenters include handouts
of the presentation, and sometimes
presentations end with a question-and-
answer session.
Cumulative Review
Hand out Cumulative Review Worksheet
3.8.8.
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Dakh Daughters
Formative Assessment
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Can students
• identify the purpose and features of a
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slide presentation?
Ask students to explain what a slide
presentation is.
4
1. Choose a topic: ic
YOU DECIDE Choose an activity.
• connect ideas about the visual and
performing arts?
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• visual stories
• performances Ask How would you sum up the connection
2. Choose a way to express yourself: between the visual and performing arts?
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• a storyboard or animation
• a computer presentation
A variety of instruments
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• a performance
3. Present your work. Workbook Assign pages 88–89.
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143
Online Workbook Units 7–8 Review
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Connect 3 art they learnt about in the past two units. Ask Which
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one really got your attention? Did any of them make a
• 3 Critical thinking Read aloud the Activity 3 connection to one of your special interests?
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text. Provide prompts as necessary: Say Remember
some of the visual arts we talked about in Unit 7 – • Tell students who choose to create a storyboard or
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the paintings and photos that tell stories, the art of an animation to review the Unit 7 video Animation
animation, sculptures and body art. Think about how Creation. Help them, along with students who
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these and the performing arts are connected. Ask choose to create a computer presentation, to find
students to share their thoughts. someone with computer graphics experience to give
them advice. Perhaps a colleague could conduct a
workshop for these students. For those who choose
Prepare 4
to perform, say Remember, you, too, have to have a
• 4 you decide Review Activity 4. Allow students to purpose for your performance.
choose their own topics. You may want to assign this
activity in advance so that students have more time to
review each step.
Share
• Set aside time for sharing students’ work with the
• Say The main thing is to decide first what story you class. Remind students to listen politely to all the
want to tell or what information you want to convey. presentations and performances and to wait until
That will help you decide which form of expression to they’re over before asking any questions.
use. Tell students to think of the different forms of
Express Yourself
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Assessment
Resources Unit 1 Quiz (ExamView®) Unit 1 Quiz
Before the Quiz
1. T o generate the quiz, go to ExamView® Test Generator and select
Be the Expert Create a new test using a wizard.
2. Give your quiz a title (for example: Unit 1 Quiz).
Testing Tip 3. S
elect the Unit 1 question bank and select all items. Quizzes
Help students become comfortable with include questions that assess comprehension of vocabulary and
assessments by treating tests as part of
grammar, as well as skills in these four areas: listening, speaking,
the course. For example, create review
sheets and study guides with content, reading and writing.
style and formats that are similar to what
students will see on an assessment. This • You may choose to customise this quiz or create your own.
allows them to gain familiarity with the
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materials and prepare for tests at the 4. Print the quiz. Then make copies for each student in your class.
in
same time.
• For additional review, use the end-of-unit games in the Classroom
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Projecting a positive attitude towards Presentation Tool.
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test taking and making it routine will help
students approach assessments with
Giving the Quiz
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constructive feelings.
• Hand out the quiz and tell students to read the instructions. Clarify
instructions if necessary.
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• For the listening comprehension activities, you can play Track 002 or
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you can read the audio script available on the ExamView® CD-ROM
and also on the Teacher’s Resource Website.
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• For the speaking section of the assessment, you can use the
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questions on ExamView® and these additional questions:
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How would you describe your personality in five or six words?
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Are you the oldest, middle, youngest or an only child? Do you think
your birth order affects your personality?
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How does it make you feel when you try to do something and you’re
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unsuccessful?
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254 Unit 1 Quiz SAMPLE COPY, NOT FOR DISTRIBUTION
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Assessment
Unit 2 Quiz Resources Unit 2 Quiz (ExamView®)
Before the Quiz
1. T o generate the quiz, go to ExamView® Test Generator and select
Create a new test using a wizard. Be the Expert
2. Give your quiz a title (for example: Unit 2 Quiz).
3. S
elect the Unit 2 question bank and select all items. Quizzes Testing Tip
include questions that assess comprehension of vocabulary and Create a comfortable seating environment
in the classroom for test taking. Consider
grammar, as well as skills in these four areas: listening, speaking,
the arrangement of students’ desks or
reading and writing. tables and determine whether a different
seating arrangement is appropriate during
• You may choose to customise this quiz or create your own. testing. For example, students’ desks
can be moved further apart so there is
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4. Print the quiz. Then make copies for each student in your class. less opportunity for students to look at
in
a classmate’s answers. Creating more
• For additional review, use the end-of-unit games in the Classroom space between desks will also make it
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Presentation Tool. easier for you to walk around the room
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and check on individual students without
Giving the Quiz disturbing others.
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• Hand out the quiz and tell students to read the instructions. Clarify
instructions if necessary.
ic
• For the listening comprehension activities, you can play Track 003 or
ph
you can read the audio script available on the ExamView® CD-ROM
and also on the Teacher’s Resource Website.
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• For the speaking section of the assessment, you can use the
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questions on ExamView® and these additional questions:
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What are your favourite animals? Which are you afraid of and why?
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Give some examples of misunderstood animals. How can you help
people understand them better?
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SAMPLE COPY, NOT FOR DISTRIBUTION Unit 2 Quiz 255
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Assessment
Resources Unit 3 Quiz (ExamView®) Unit 3 Quiz
Before the Quiz
1. T o generate the quiz, go to ExamView® Test Generator and select
Be the Expert Create a new test using a wizard.
2. Give your quiz a title (for example: Unit 3 Quiz).
Testing Tip 3. S
elect the Unit 3 question bank and select all items. Quizzes
Before a test, think about what will include questions that assess comprehension of vocabulary and
be needed. For example, have extra
grammar, as well as skills in these four areas: listening, speaking,
pencils, paper and rubbers on hand. Be
prepared with an activity for students reading and writing.
who are early finishers, or have on hand
copies of student magazines or other • You may choose to customise this quiz or create your own.
reading materials in English. Before the
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testing session begins, write all of the 4. Print the quiz. Then make copies for each student in your class.
in
instructions on the board and read them
aloud. Make sure students have a clear • For additional review, use the end-of-unit games in the Classroom
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understanding of the testing procedure. Presentation Tool.
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Remember to check your notice boards,
word walls and chalkboards, and remove
Giving the Quiz
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or cover any information that might give
away answers. • Hand out the quiz and tell students to read the instructions. Clarify
instructions if necessary.
ic
• For the listening comprehension activities, you can play Track 004 or
ph
you can read the audio script available on the ExamView® CD-ROM
and also on the Teacher’s Resource Website.
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• For the speaking section of the assessment, you can use the
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questions on ExamView® and these additional questions:
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Why do some animals prefer to live and travel in large groups?
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What are some of the factors that make up a person’s identity?
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How can belonging to a group be beneficial for humans?
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256 Unit 3 Quiz SAMPLE COPY, NOT FOR DISTRIBUTION
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Assessment
Unit 4 Quiz Resources Unit 4 Quiz (ExamView®)
Before the Quiz
1. T o generate the quiz, go to ExamView® Test Generator and select
Create a new test using a wizard. Be the Expert
2. Give your quiz a title (for example: Unit 4 Quiz).
3. S
elect the Unit 4 question bank and select all items. Quizzes Testing Tip
include questions that assess comprehension of vocabulary and Prepare for assessments with a question-
and-answer session. Ask students to
grammar, as well as skills in these four areas: listening, speaking,
go through the unit, and address any
reading and writing. questions they have. Review test-taking
strategies for a variety of question types.
• You may choose to customise this quiz or create your own.
• For multiple-choice items, remind
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4. Print the quiz. Then make copies for each student in your class. students to read all the answer choices
in
before choosing one.
• For additional review, use the end-of-unit games in the Classroom • For true or false items, suggest that
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Presentation Tool. students underline or circle key words
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in each statement.
Giving the Quiz • For fill-in-the-blank items, students can
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look for clues in the sentence structure
• Hand out the quiz and tell students to read the instructions. Clarify to work out what type of word is
instructions if necessary. needed, for example, a verb, a noun or
ic
• For the listening comprehension activities, you can play Track 005 or
an adjective.
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you can read the audio script available on the ExamView® CD-ROM
and also on the Teacher’s Resource Website.
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• For the speaking section of the assessment, you can use the
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questions on ExamView® and these additional questions:
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What is one of your favourite articles of clothing? Why do you like it?
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What is a fashion footprint?
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What are some social or psychological reasons for wearing
uniforms? for not wearing uniforms?
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SAMPLE COPY, NOT FOR DISTRIBUTION Unit 4 Quiz 257
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Assessment
Resources Units 1–4 Mastery Test
(ExamView®)
Units 1–4 Mastery Test
Before the Test
1. T o generate the test, go to ExamView® Test Generator and select
Be the Expert Create a new test using a wizard.
2. Give your test a title (for example: Units 1–4 Mastery Test).
Testing Tip 3. S
elect the Units 1–4 Mastery Test question bank and select all
Tell students to look over the entire items. Tests include questions that assess comprehension of
test before beginning. Remind them to
vocabulary and grammar, as well as skills in these four areas:
focus on the easier questions first and
come back to difficult questions at the listening, speaking, reading and writing.
end. Teach students to pace themselves
based on how long the test should take • You may choose to customise this test or create your own.
to complete. If needed, write the time
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on the board and remind students when 4. Print the test. Then make copies for each student in your class.
in
they should be moving on to a different
section. Explain that it’s OK if they’re • For additional review, use the end-of-unit games in the Classroom
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unable to answer a question. They’ll have Presentation Tool.
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time for review after the test.
Giving the Test
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• Hand out the test and tell students to read the instructions. Clarify
instructions if necessary.
ic
• For the listening comprehension activities, you can play Track 010 or
ph
you can read the audio script available on the ExamView® CD-ROM
and also on the Teacher’s Resource Website.
ra
• For the speaking section of the assessment, you can use the
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questions on ExamView® and these additional questions:
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What are three personality traits that you share with a member of
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your family?
Why are some animals misunderstood by humans? Give at least
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two examples.
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What are three advantages of belonging to a group?
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What are three ways to reduce your fashion footprint?
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258 Units 1–4 Mastery
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Assessment
Unit 5 Quiz Resources Unit 5 Quiz (ExamView®)
Before the Quiz
1. T o generate the quiz, go to ExamView® Test Generator and select
Create a new test using a wizard. Be the Expert
2. Give your quiz a title (for example: Unit 5 Quiz).
3. S
elect the Unit 5 question bank and select all items. Quizzes Testing Tip
include questions that assess comprehension of vocabulary and Remind students to read all the
instructions carefully before answering
grammar, as well as skills in these four areas: listening, speaking,
a question. Tell them to note any
reading and writing. special words in the instructions, such
as ‘choose the best answer’ or ‘use a
• You may choose to customise this quiz or create your own. form (of a word).’ Emphasise that they
should always write complete sentences
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4. Print the quiz. Then make copies for each student in your class. when they answer questions or complete
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a writing task, restating the question
• For additional review, use the end-of-unit games in the Classroom in their response, if appropriate. For
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Presentation Tool. speaking tasks, also remind students to
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answer with complete sentences.
Giving the Quiz
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• Hand out the quiz and tell students to read the instructions. Clarify
instructions if necessary.
ic
• For the listening comprehension activities, you can play Track 006 or
ph
you can read the audio script available on the ExamView® CD-ROM
and also on the Teacher’s Resource Website.
ra
• For the speaking section of the assessment, you can use the
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questions on ExamView® and these additional questions:
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What is one adaptation that helped birds develop flight?
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How are bats and colugos alike? How are they different?
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How are aeroplanes and helicopters alike? How are they different?
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SAMPLE COPY, NOT FOR DISTRIBUTION Unit 5 Quiz 259
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Assessment
Resources Unit 6 Quiz (ExamView®) Unit 6 Quiz
Before the Quiz
1. T o generate the quiz, go to ExamView® Test Generator and select
Be the Expert Create a new test using a wizard.
2. Give your quiz a title (for example: Unit 6 Quiz).
Testing Tip 3. S
elect the Unit 6 question bank and select all items. Quizzes
Create a positive classroom atmosphere include questions that assess comprehension of vocabulary and
by encouraging students to give their
grammar, as well as skills in these four areas: listening, speaking,
best effort, reminding them that they
should not be afraid to make mistakes. reading and writing.
Point out that mistakes are part of the
learning process. As students take tests, • You may choose to customise this quiz or create your own.
walk around the room to ensure that they
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are on task. If you notice that a student 4. Print the quiz. Then make copies for each student in your class.
in
is distracted, approach his or her desk
and quietly re-direct attention back to the • For additional review, use the end-of-unit games in the Classroom
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test. If you see anyone hunched over or Presentation Tool.
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tensing up, help the student assume a
more relaxed posture.
Giving the Quiz
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• Hand out the quiz and tell students to read the instructions. Clarify
instructions if necessary.
ic
• For the listening comprehension activities, you can play Track 007 or
ph
you can read the audio script available on the ExamView® CD-ROM
and also on the Teacher’s Resource Website.
ra
• For the speaking section of the assessment, you can use the
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questions on ExamView® and these additional questions:
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Would you want to explore Mars if you knew you would spend years
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away from Earth? Why or why not?
What are three personality traits an explorer should have? Why?
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Do you think scientists will ever find life on Mars? Why or why not?
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260 Unit 6 Quiz SAMPLE COPY, NOT FOR DISTRIBUTION
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Assessment
Unit 7 Quiz Resources Unit 7 Quiz (ExamView®)
Before the Quiz
1. T o generate the quiz, go to ExamView® Test Generator and select
Create a new test using a wizard. Be the Expert
2. Give your quiz a title (for example: Unit 7 Quiz).
3. S
elect the Unit 7 question bank and select all items. Quizzes Testing Tip
include questions that assess comprehension of vocabulary and Give meaningful feedback to students.
Offer praise on sections where students
grammar, as well as skills in these four areas: listening, speaking,
did exceptionally well. For errors, offer
reading and writing. helpful information so that students can
understand what they did wrong. For
• You may choose to customise this quiz or create your own. example, write a word or phrase next to
incorrect answers to help the student
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4. Print the quiz. Then make copies for each student in your class. identify the problem (e.g., preposition,
in
spelling, etc.).
• For additional review, use the end-of-unit games in the Classroom
n
Presentation Tool. If possible, schedule time to discuss
ar
the results of each assessment with
students. Re-teach information as
Giving the Quiz
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necessary, and offer tips on how to
• Hand out the quiz and tell students to read the instructions. Clarify handle problem questions on subsequent
instructions if necessary. tests.
ic
• For the listening comprehension activities, you can play Track 008 or
ph
you can read the audio script available on the ExamView® CD-ROM
and also on the Teacher’s Resource Website.
ra
• For the speaking section of the assessment, you can use the
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questions on ExamView® and these additional questions:
eo
What is a visual storyteller?
lG
Do you prefer abstract or realistic art? Why?
na
Do you have a favourite animated film? What is it about?
io
at
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Assessment
Resources Unit 8 Quiz (ExamView®) Unit 8 Quiz
Before the Quiz
1. T o generate the quiz, go to ExamView® Test Generator and select
Be the Expert Create a new test using a wizard.
2. Give your quiz a title (for example: Unit 8 Quiz).
Testing Tip 3. S
elect the Unit 8 question bank and select all items. Quizzes
Look for patterns of errors to help include questions that assess comprehension of vocabulary and
students identify areas where they can
grammar, as well as skills in these four areas: listening, speaking,
improve. If students have left questions
blank because of a lack of time, they can reading and writing.
practise estimating how much time they
need for particular tasks. If students • You may choose to customise this quiz or create your own.
have made errors because they didn’t
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follow instructions, they can read more 4. Print the quiz. Then make copies for each student in your class.
in
carefully and mark important words with
underlining or a circle. If students were • For additional review, use the end-of-unit games in the Classroom
n
not familiar enough with the subject Presentation Tool.
ar
material, they can set aside additional
time for review or try different study
Giving the Quiz
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strategies.
• Hand out the quiz and tell students to read the instructions. Clarify
instructions if necessary.
ic
• For the listening comprehension activities, you can play Track 009 or
ph
you can read the audio script available on the ExamView® CD-ROM
and also on the Teacher’s Resource Website.
ra
• For the speaking section of the assessment, you can use the
g
questions on ExamView® and these additional questions:
eo
What kind of music do you like? Why do you like it?
lG
Is there a performer you especially admire? Why do you like
him or her?
na
What would you say your ‘own thing’ is?
io
at
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Assessment
Units 5–8 Mastery Test Resources Unit 5–8 Mastery Test
(ExamView®)
Before the Test
1. T o generate the test, go to ExamView® Test Generator and select
Create a new test using a wizard. Be the Expert
2. Give your test a title (for example: Units 5–8 Mastery Test).
3. S
elect the Units 5–8 Mastery Test question bank and select all Testing Tip
items. Tests include questions that assess comprehension of Encourage students to make a habit of
taking time at the end of a test to review
vocabulary and grammar, as well as skills in these four areas:
their answers. Students can check for
listening, speaking, reading and writing. careless mistakes, such as writing a
correct answer in the wrong place or
• You may choose to customise this test or create your own. skipping over a question. For multiple-
choice items, students can check that
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4. Print the test. Then make copies for each student in your class. they’ve marked one, and only one,
in
response to each question. For short
• For additional review, use the end-of-unit games in the Classroom answer items, students can re-read their
n
Presentation Tool. written responses for sense, correct
ar
grammar and to determine whether the
Giving the Test response fully answers the question.
Le
• Hand out the test and tell students to read the instructions. Clarify
instructions if necessary.
ic
• For the listening comprehension activities, you can play Track 011 or
ph
you can read the audio script available on the ExamView® CD-ROM
and also on the Teacher’s Resource Website.
ra
• For the speaking section of the assessment, you can use the
g
questions on ExamView® and these additional questions:
eo
Compare and contrast two different types of flight. How are they
lG
different? How are they similar?
Would you enjoy being an explorer in space? Why or why not?
na
What are two differences between abstract and realistic art?
io
Do you enjoy attending concerts and performances? Why or
at
why not?
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Units 5–8 Mastery Test
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Assessment
Resources Final Test (ExamView®) Final Test
Before the Test
1. T o generate the test, go to ExamView® Test Generator and select
Be the Expert Create a new test using a wizard.
2. Give your test a title (for example: Units 1–8 Final Test).
Testing Tip 3. S
elect the Units 1–8 Final Test question bank and select all items.
Review content regularly to help reinforce Tests include questions that assess comprehension of vocabulary
learning and to better prepare students
and grammar, as well as skills in these four areas: listening,
for assessments. Periodically recognise
and reward successful students. speaking, reading and writing.
Encourage students to take notes on
their own to help them review topics • You may choose to customise this test or create your own.
with which they feel less comfortable.
g
Students might use different colour 4. Print the test. Then make copies for each student in your class.
in
highlighting to help them differentiate
important vocabulary or grammar topics. • For additional review, use the end-of-unit games in the Classroom
n
Presentation Tool.
ar
Consider providing students with grading
criteria or guidelines before they take a
Giving the Test
Le
test so they understand how the test will
be marked and how each portion of a test • Hand out the test and tell students to read the instructions. Clarify
contributes to the whole. instructions if necessary.
ic
• For the listening comprehension activities, you can play Track 012 or
ph
you can read the audio script available on the ExamView® CD-ROM
and also on the Teacher’s Resource Website.
ra
• For the speaking section of the assessment, you can use the
g
questions on ExamView® and these additional questions:
eo
What three traits can be used to describe your personality? Why?
lG
Why do you think some people like to express themselves through
their fashion choices?
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Do you think you would be a good explorer? Why or why not?
io
How are performing and storytelling similar? How are they
at
different?
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Workbook
Unit 1 3 Listen. Complete the dialogue with the missing words. Then listen again to check your
answers. In class, take turns reading the dialogue with a classmate. 002
Who Am I? Lucy:
Sam:
Sorry I couldn’t go to the cinema with you. I had to look after my little brother, Mike.
I look after my little brother sometimes. But it’s like Tommy isn’t even there. He’s
very quiet and not too outgoing .
1 Unscramble these words that describe personality. Complete the sentence under the Lucy: You’re lucky. Unlike Tommy, Mike is loud and
picture with one of the words. noisy. He’s always running through the house.
enthusiastic patient He’s too energetic . And he’s so
1. sienthaustic 9. itpante
messy. He’s not organised at all.
2. engeretic
energetic 10. gasidoren organised
Sam: Tommy isn’t that way at all. He isn’t as
3. regesonu generous 11. fidconent confident energetic as Mike. He likes to
optimistic stubborn read, play video games and draw.
4. otimpicsit 12. bborstun
Lucy: Well, they’re alike in that they are both
5. nopsibleres
responsible enthusiastic about video games.
6. asmbiouti
ambitious Sam: I love video games, just like they do. Don’t you?
determined Lucy: Not me!
7. ermindeted
8. goutinog
outgoing 4 Write. List four words that describe your personality. Write a sentence about your
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Look at his desk! personality for each word.
He’s so organised .
in
2 Write. Complete each sentence with a word from Activity 1. shy I find it difficult to talk to people because I’m shy.
1. She believes that good things will happen. She’s optimistic .
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2. They won’t allow anyone or anything to stop them. They’re determined . 1. Answers will vary.
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3. Janet makes friends easily. She’s outgoing .
4. He shows great passion for cooking. He’s enthusiastic .
2.
responsible
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5. You can trust him to take care of things. He’s .
6. Mario worked hard. He’s confident he will do well in his final exams.
patient 3.
7. You are always very calm. You’re so .
8. She does a lot of things in one day! She’s energetic .
9. Gina is so stubborn
10. She wants to be successful and famous. She’s
. She never listens to anyone’s advice.
ambitious .
ic 4.
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11. They are very kind and share what they have. They’re generous .
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3 read. Complete each sentence with a word from the box. Then add a question tag.
Gr ammar
Question tags: Confirming information or seeking agreement
competitive confident co-operative helpful jealous open-minded outgoing
Cookery programmes are competitive, aren’t they? Yes, they are. My friends love them.
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They couldn’t go on holiday, could they? No, their flight was cancelled.
Tom didn’t like the party, did he? No, he didn’t. He is too shy. 1. Lisa doesn’t like working in groups. She isn’t very
Carla and Luke will help me prepare dinner, No, they won’t. They’re not very co-operative , is she ?
won’t they? enthusiastic about cooking.
2. Athletes focus a lot on their training and diet so they can
be the best. They can be very competitive ,
na
Question tags are short questions at the end of statements. A positive statement has a negative
tag. The expected answer is positive. A negative statement has a positive tag. The expected can’t they ?
answer is negative.
3. Children are stubborn and don’t listen to suggestions. They
A listener can disagree or answer differently to what’s expected. In this case, there is often some won’t always be open-minded , will they ?
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explanation.
4. Tim is very funny but he’s also shy. He should be more
outgoing , shouldn’t he ?
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5. Mr Larkins knows where to find interesting information. He
1 Listen. Circle the correct tag. Then listen and check your answers. 003
helpful
could be very , couldn’t he ?
1. Jack Andraka’s idea won at the competition, didn’t he / didn’t it ?
6. The players weren’t confident that they
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2. Sugar on cauliflower is odd, isn’t it / aren’t they ? would win, were they ?
3. You have to be ambitious to do well, don’t you / haven’t you ?
4. Children shouldn’t ride bicycles without helmets, don’t they / should they ? 4
7 Write. Answer the questions and give additional information.
5. Your mum can speak three languages, doesn’t she / can’t she ? 1. You live very near your school, don’t you? Possible answers
6. Young people won’t spend time cooking, will they / don’t they ? Yes, I do. I live just ten minutes away.
7. Fast food is good for you, isn’t it / doesn’t it ? 2. You haven’t been to Italy, have you?
8. He couldn’t find all the ingredients, didn’t he / could he ? No, I haven’t. But I’d like to visit someday.
3. You would like to be a scientist, wouldn’t you?
2 match each response with the correct question in activity 1. Write the number of the Yes, but I need to study hard.
question on the line. Then listen again and check your answers. 004
4. You’re an only child, aren’t you?
5 a. No, she can only speak two.
_____ 3 e. Yes, it’s important if you want to do well.
_____
No, I’m not. I’ve got a younger sister.
2 b. Yes, it’s very strange!
_____ 7 f. No, it isn’t. It’s not healthy.
_____ 5. You didn’t play any sports last week, did you?
No, I didn’t. I wasn’t feeling well.
8 c. No, he couldn’t. It’s a shame.
_____ 4 g. No, it’s dangerous!
_____
1 d. Yes, it did. He’s going to be on TV.
_____ 6 h. No. They like spending their time with
_____
friends.
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1 Listen and read. As you read the article, notice the descriptive words and 2 Look for words and phrases that describe an only child in the article. List them in one
expressions that describe an only child. 005 of the categories.
Positive Qualities Negative Qualities
Super mature responsible
imaginative
creative jealous self-centred
feeling important
selfish
spoilt
firstborns not used to sharing bossy
What makes us who we are? Is it the environment we grow up in? Is it the people we live
with? Some experts tell us that half of our personality is genetics – our natural make-up, or the 3
7 read and answer the questions.
way we are born. Gender – whether you’re a boy or a girl – is also a consideration. Age is another
1. Why are only children referred to as ‘super firstborns’?
factor. In families with more than one child, birth order is sometimes thought to be important.
But some families have only one child. Because being a firstborn, they don’t have to compete with siblings.
Another name for only children is ‘onlies’, though experts sometimes refer to an only child 2. Why can only children sometimes be more imaginative?
as a ‘super firstborn’. This is because an only child has many of the advantages of the firstborn
Because they play a lot on their own.
child but doesn’t experience the changes of a new baby arriving in the family. There is no
competition from a sibling – a brother or sister – so onlies have their parents’ full attention. 3. Why do some onlies find it difficult to play with other children?
Some onlies are mature and responsible because they spend a lot of time with adults. They
Because they are not used to sharing.
learn to be self-entertainers and can be creative and imaginative when the adults around them
are busy.
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On the other hand, some only children can become jealous of their parents’ adult friends. 4
7 read ‘Super Firstborns’ again. Complete the idea web with factors that influence
They can be self-centred and selfish if these friends ignore them and take too much attention personality. Can you think of any other factors to add? Write them on the lines.
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away from them. They may be used to feeling important and can appear spoilt when things
don’t go their way. Some onlies who aren’t used to sharing can be bossy around other children.
What happens when there is only a birth order of one? As we’ve seen, genetics
birth order is just one of many factors that can influence our personalities gender
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environment
and affect the way we are.
personality
being an only
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birth order
child
age
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5 In your own words, describe two of the factors that you feel most influenced you.
Answers will vary.
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ph
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3 read. Circle the uses of it. Then answer the questions using it.
Gr ammar
Using it to talk about weather, time and distance, and for emphasis
It’s a sunny day. Let’s go out. It’s great that she won.
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It’s my birthday tomorrow and I don’t know what to do!
It’s 11 o’clock at night. It’s time to go home. It upsets me when my brother is bossy.
It’s the 22nd today. It’s my birthday! I love it when she smiles. I looked at the weather forecast for tomorrow and it will
It was five miles to Robert’s house. I don’t like it when I’m late for class. be cold and windy on the beach. I hate it when it’s too cold
on the beach; you can’t go for a swim.
We use it to talk about the weather and to express time, dates and distance. It does not refer My friends and I could go to my favourite restaurant. But
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to any specific person, thing or place. It is the subject of the sentence. it would take 45 minutes to get there.
We also use it to introduce a sentence that expresses an opinion or to provide emphasis. (In Or, we could go to the cinema. There’s
‘It’s great that she won’, it has the same meaning as the words that she won.) a popular film I’d like to see. But it’s
Friday and I can’t buy the tickets
io
today. Then tomorrow the cinema
will be crowded and we won’t
be able to get tickets.
1 Listen. Write the number of the sentence you hear next to the correct picture. 006
It’s a shame that I can’t
at
have a party at home. My
a. b. c. mum and dad hate it when
there is a mess and a lot of noise.
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It just drives me crazy when I can’t
decide what to do!
5 4 3
d. e. f.
1. What day of the week is Tanya’s birthday?
It’s on Saturday.
2. Why doesn’t Tanya want to go to the beach?
1 6 2 It will be cold and windy.
3. Why doesn’t she want to go to her favourite restaurant?
2 Complete the sentences with your own ideas. Possible answers It’s 45 minutes away.
1. It annoys me when my brother and I argue .
4. Why can’t she go to the cinema?
2. It’s great that I passed my exams . It’s Friday and she can’t get tickets for Saturday.
3. It’s weird that my phone doesn’t work . 5. Why can’t she have a party at home?
4. It’s not fair that I have to get up early .
Her mum and dad hate it when there is a mess and a lot of noise.
5. It makes me happy when I get good marks .
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Workbook
WrItING Now I can ...
We use certain expressions when we want to compare (write about similarities) or contrast
(write about differences). We use words such as the following examples to compare or contrast
• talk about personality and character traits. Answers will vary. o Yes, I can!
two people, places or things. o I think I can.
• Compare: alike both in the same way too What three words describe you? I’m , o I need more practice.
• Contrast: although but on the other hand unlike and .
What makes you special? I’m ,
1 Organise. and .
1. Your task is to compare and contrast your personality with that of a family member or
friend. Think about how you are similar to and different from the person you chose. • use question tags to confirm information or seek agreement. o Yes, I can!
Make notes in the Venn diagram about your personalities and also about your hobbies o I think I can.
and interests. Jack Andraka is an inventor, isn’t he ? o I need more practice.
Brothers and sisters don’t always agree, do they ?
My Both Me
Only children can be more imaginative, can’t they ?
organised responsible energetic
• use it to talk about weather, time and distance and for emphasis. o Yes, I can!
o I think I can.
o I need more practice.
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Wednesday five-thirty
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It’s Wednesday. It’s five-thirty.
2. Think about how you will introduce your family member or friend. Write a possible
raining my birthday
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topic sentence here.
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It’s raining. It’s my birthday.
Next, you’ll need a paragraph describing how you and your family member or friend are
similar and a paragraph about how you’re different. Use the words from the Writing box.
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• write about similarities and differences between two people. o Yes, I can!
Finally, write a concluding paragraph saying whether you and your family member or o I think I can.
friend are more similar than different, or more different than similar. Choose two of your friends and describe them. How are they similar? o I need more practice.
How are they different?
Answers will vary.
2 Write.
1. Go to page 21 in your book. Re-read the model and writing prompt.
2. Write your first draft. Check for organisation, content, punctuation, capitalisation
and spelling.
ic
ph
3. Check your final draft. Share it with your teacher and classmates. YOU deCIde Choose an activity. Go to page 90.
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Unit 2 2 Read. Circle the correct word to complete each statement.
Misunderstood Animals
1. Pests / Bees are beneficial to humans.
2. Some snakes are filthy / poisonous.
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3. We conserve / destroy the environment when we cut down trees.
1 Play Bingo. Use the words below to fill in the blank after each item. Cross out each word 4. The rubbish smells terrible. It’s crucial / disgusting.
as you use it. Write a definition of the word that’s left. 5. Crocodiles can be aggressive / crucial if their babies are in danger.
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6. Cities try to control / decay the number of pigeons living there.
slimy aggressive crucial
7. Stings / Germs are all around us. We must try to be clean.
ecosystem pest disgusting
8. Cats and dogs are popular / unpopular pets in many places.
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poisonous sting filthy
3 Listen. Then match the first part of each sentence with its ending. Write the letter
at
on the line. 007
1. Cross out the word that means very dirty. filthy
2. Cross out the word that describes an animal that might attack you.
e 1. In some parts of India, snakes are
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aggressive _____ a. because they help farmers protect their crops
valued from pests.
3. Cross out the word that describes a snail or a fish. slimy c 2. Pigmy rattlesnake venom is used
_____ b. to make biodegradable bottles, bandages and
4. Cross out the word that means absolutely necessary. crucial b 3. Experts use spider silk
_____ bulletproof jackets.
f 4. Experts have copied sharkskin
_____ c. to create a new heart medicine.
5. Cross out the word that describes what a wasp will do if attacked.
sting a 5. Wasps play a crucial part in the
_____ d. but birds and other animals like to eat them.
ecosystem e. because they control the rat population.
6. Cross out the word for something that can cause sickness or death. d 6. Slimy snails are garden pests,
_____ f. and created a plastic that stops germs
poisonous
spreading in hospitals.
7. Cross out the word that means very unpleasant. disgusting
8. Cross out the word that describes everything that exists in a
particular environment. ecosystem
4 Choose a misunderstood animal. Write two interesting facts about it. Use words
The word that is left is pest . from the box.
aggressive beneficial crucial ecosystem germs pest poisonous sting
A pest is an animal or insect that
Answers will vary.
bothers people and other animals, or ruins food. .
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GR ammaR 2 Listen. First, complete the sentences. Then, think about how certain the speaker is about
the boy’s situation. Write not sure, fairly sure or very sure on the line after each answer.
modals: Speculating about the past
008
Lorrie is afraid of the water. (fact)
She could have fallen into a swimming pool when she was a child. (not sure) The boy was very upset when he came out of the cave.
She might have seen a shark. (not sure)
She may have been stung by a jellyfish. (fairly sure)
She must have had a bad experience involving the water. (very sure)
1. He must have been scared of the dark. very sure
We use could have, might have, may have, must have + participle to show how sure or certain
we are about past situations. 2. He might have walked into a spider’s web. not sure
3. He may have fallen and hurt himself. fairly sure
4. He could have felt the slimy cave walls. not sure
1 Read and match. There are two responses for each statement. Write the letters.
5. He could have heard the myth about the not sure
Statements
poisonous cave snake.
f, j 1. Eric came back from the jungle covered in red spots.
h, l 2. They decided never to go on safari again. 3
7 Complete. Use the words from the box and could have, may have, might have or must
have with the verb given in brackets.
b, k 3. Maya changed her mind about becoming a zoologist.
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beneficial bite cockroach decay disgusting slimy upset
c, g 4. The crowd looked scared.
in
i, a 5. Julia and Anna don’t want to go into the water. 1. She saw something run under the rubbish bin.
d, e 6. Jenny couldn’t sleep last night. She could have seen (see) a cockroach . (not sure)
n
Responses 2. He felt something slimy .
must have touched
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a. They may have seen jellyfish. He (touch) a snail. (very sure)
b. She must have realised she’d have to experiment with animals. bite
3. The students said that the snake’s was poisonous.
c. They might have seen some vampire bats.
d. She might have heard wolves howling outside her window. They may have misunderstood (misunderstand) the teacher. (fairly sure)
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e. She may have seen a cockroach on her bedroom wall. upset
4. The kitten was getting .
f. A tropical insect must have stung him.
g. They must have heard strange noises. It could/might have wanted (want) more milk. (not sure)
h. They must have encountered a dangerous animal. beneficial
5. He thinks that bees are not to people.
i. They must have heard about the shark attack last week.
j.
k.
l.
Mosquitoes may have bitten him.
She may have decided she’ll make more money as a vet.
They may have seen lions killing another animal.
icHe may have read
6. The rubbish smelt
(read) the wrong information. (fairly sure)
disgusting .
ph
They must have forgotten (forget) to collect it. (very sure)
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1 Listen and read. As you read, notice the similarities between crocodiles and birds. 009 2 Read. Tick T for True or F for False. Rewrite the false statements to make them true.
T F
CroCodiles: 1. Crocodiles are big and strong reptiles. ✓
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2. Crocodiles eat their babies. ✓
The TruTh exposed 3. Crocodiles look after their young. ✓
Crocodiles aren’t slimy or poisonous. They 4. Crocodiles help only their own young when they’re in danger. ✓
na
don’t sting or suck your blood like some insects ✓
5. All crocodiles kill people.
do. They do have a lot of sharp teeth, but no
poisonous fangs. So why are people scared of 6. Education is important in understanding crocodile behaviour. ✓
crocodiles? Well, crocodiles are very big and
very strong. They have a reputation for being 7. Crocodiles are not intelligent animals. ✓
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aggressive. They’re not pleasant to look at and 2. They look after their young carefully.
their scales are rough.
4. Crocodiles protect baby crocodiles even if they are not related.
Although crocodiles are reptiles and may look
5. Most are not aggressive towards people.
at
like big lizards, they are in fact more closely related
to birds. They also share some behaviours with birds.
7. Crocodiles are clever.
Like some birds, crocodiles guard their nests and
protect their young for up to two years, until they’re
N
old enough to survive on their own. Some crocodiles
3 Complete the table with details about birds and crocodiles. Use your own knowledge,
actually hold the food in their mouths when they feed their young just like birds do.
information from the text or other sources.
Crocodiles are caring parents. Crocodile mums will carry their babies in their
mouths to protect them from harm. They teach them to swim just like mother ducks appearance Habitat Behaviour
teach their ducklings. If an adult crocodile believes that a baby croc is in danger, it will beak seashore build nests lay hard eggs in a nest,
go to that baby to protect it, even if they are not related. Birdssmall, feathers, trees, bushes look after and feed young, ducks
wings, tail teach ducklings to swim
These images paint a different picture of crocodiles. What is more, some cultures
actually value and respect them because they are believed to represent the spirit of scales, long rivers, lay hard eggs in a nest, look after and
ancestors. In Australia, where there is a huge population of saltwater crocodiles, people Crocodiles body, tail, many estuaries feed young, carry babies in mouth,
teeth teach babies to swim
learn how to behave safely. For example, people don’t go back repeatedly to the same
place on riverbanks to wash their clothes. They know that crocodiles recognise patterns
and routines. 4 answer the questions in your own words. Possible answers
Experts tell us that crocodiles are sensitive, clever and even emotional creatures. 1. What is one misconception you had about crocodiles?
Their huge size and their teeth may be threatening, but it’s a misconception that all
crocodiles kill and eat people. Most crocodiles aren’t aggressive towards people and,
One misconception I had is that crocodiles are aggressive and attack people.
like snakes, will avoid human contact when they can.
2. What are some interesting facts you learnt about crocodiles? List at least two.
Crocodiles and birds have similar behaviours.
3. How can we change the way we think about crocodiles?
We have to learn more about them to understand them.
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3 Read the e-mail. Add to where it is needed. If to is not needed, write X.
GR ammaR
Infinitives with to Infinitives without to
I like to look at insects. My mum won’t let me have a pet spider. Dear Miyako,
My brother hopes to get a snake for his Please help your sister feed her rat.
Thank you for your interest in Big Heart Animal Rehabilitation Centre.
birthday. We will visit the spider sanctuary on Saturday.
That parrot is beginning to annoy me! Every morning, we hear the birds sing. My name is Rebecca Nkosi and I’m in charge of the volunteer programme. Here’s
Why did you agree to take care of Mica’s rat? some information about what we do.
You don’t like rats!
Every summer we recruit young volunteers to come and work at our centre. We
We use the infinitive with to after some common verbs: agree, ask, begin, decide, like, need, have many animals that we need to take care of. We try to rescue exotic
plan, want. pets that shouldn’t X be pets in the first place!
There is no to after: modals (can, will, might, could), verbs describing the senses (see, hear, feel) People ask whether we can X return rescued animals to the wild. Unfortunately,
and certain other verbs such as let, watch and make. X let these animals X go back to the wild because they’re too
we can’t
The verb help can be used with or without to: Can you help me (to) feed the spiders? sick or weak and most were born in captivity. We use these animals to teach
visitors about the difficulties they would X face in the wild. We want people
to learn to choose the right pets!
1 Read. To complete each sentence, circle the verb with to or without to. We’re looking for volunteers to help us to / X feed, clean and provide exercise for
our animals. If you want to become a volunteer, visit our website and explain
g
1. She felt something crawl / to crawl up her leg.
why you would like to join our team. We hope to hear from you soon!
in
2. My brother made me touch / to touch a hairy spider!
Rebecca
3. We asked them leave / to leave their pet snake at home.
n
4. You might want / to want to see what your pet spider is eating!
5. Are you really planning get / to get a pet tarantula?
ar
2 Listen. Complete the sentences with an infinitive with to or without to. 010 4 Write. Why should Rebecca choose you? Complete the sentences and questions you
might send to her. Possible answers
Le
choose eat get hope pack take
1. I would love to volunteer / work / help at your centre .
1. He’s not planning to take his rat to the vet. 2. I’m very good with animals. I learnt to walk my dog / look after my friend’s cats .
to pack
2. He didn’t remember the mosquito net. 3. I can learn to look after sick or injured animals / feed wild animals .
3. I didn’t let my sister
4. She saw a spider
choose
eat
our pet snake.
a very big insect. ic 4. At the centre, will I cook my own food / get up early / work every day
5. Would I need to bring my own towels / buy my own food ?
?
ph
5. I want to get help to control my fear of spiders. 6. I’m planning to work in a zoo / to become a vet someday .
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WRITING Now I can ...
A process description explains a purpose through a sequence of steps in the order in which
they happen.
• talk about misunderstood animals and their role in the environment. o Yes, I can!
lG
in order to control o I think I can.
Purpose: I went to the zoo my fear of snakes. Describe why or how snakes and vampire bats are misunderstood.
so that I could control o I need more practice.
Sequence: Snakes are misunderstood because people think that they are all poisonous.
Before I went to the zoo, I was scared of snakes. During my visit, I became familiar with the Vampire bats are misunderstood because people think
snakes. after I left the zoo, I felt more comfortable about snakes.
na
First, I saw the snakes behind the glass. Then, I watched them as they moved around. Next, I that they suck people’s blood.
held one for a few minutes. Finally, I relaxed!
io
1 Organise.
• use modals to speculate about the past. o Yes, I can!
1. Your task is to describe the process of training a pit bull puppy to help people better o I think I can.
understand your dog. Find out about this breed of dog. Research what type of training Say what happened. Possible answers o I need more practice.
at
you will need to do. Write the main ideas in the table below.
The children couldn’t stop laughing! They may have heard a joke .
How to Train a Pit Bull Puppy
She woke up very late. She must have been tired .
N
• use infinitives with to or without to. o Yes, I can!
o I think I can.
2. Look at your notes. Number the steps you would need to follow to train your dog. Finish the sentences. Possible answers o I need more practice.
Think about the purpose of your description. Write a possible topic sentence to tell your I like to watch documentaries about animals .
reader the purpose of your description.
My friend plans to visit a wildlife reserve next year .
Now write the different steps here: Our family will visit the zoo next Sunday .
Let me look after your pet snake while you’re on holiday .
Step 1:
Step 2:
• write a process description showing purpose and sequence. o Yes, I can!
Step 3: o I think I can.
Complete the sentences with sequencing words. o I need more practice.
Step 4:
First , she told the dog to sit. Then , she gave the dog
Finally, think about your expected results. This will be your summary.
a reward. Little by little / Over time the dog understood
that it would get a reward for good behaviour.
2 Write.
1. Go to page 37 in your book. Re-read the model and the writing prompt.
2. Write your first draft. Check for organisation, punctuation, capitalisation and spelling. yOu DeCIDe Choose an activity. Go to page 91.
3. Check your final draft. Share it with your teacher and classmates.
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Units 1–2 Review 3
7 Read. Then choose the best answer to fill in each blank.
Have Pets Got Personalities?
1 Read. Then choose the correct word to complete each sentence.
We are all very different, (1) c ? No two people are exactly alike. No two humans have
1. When Marc decides he doesn’t want to do something, he doesn’t! He’s so . exactly the same personality, (2) b ?
a. self-confident b. stubborn c. ambitious Personality is something that we associate with human beings, but animals have
2. Petra doesn’t like speaking in front of the class, does she? She’s too . personalities, too. Some pets make themselves at home very easily. We love (3) a when
a. self-conscious b. self-confident c. outgoing we find that our new pet has become another member of the family! Of course, we are very
happy to let these animals (4) a be part of our lives.
3. Clara’s parents have always given her everything she asks for. She’s very .
It may be difficult to notice the personality of a goldfish, but cats and dogs certainly show
a. determined b. generous c. spoilt
you when they’re happy, sad or upset. We can (5) c notice their body language: a wagging
4. Ben’s dream is to sail alone around the world. He has spent the last three years training. tail, an arched back or no eye contact. Some dogs can be very protective of their owners. If a
He’s also saving to buy a better boat. He’s definitely . dog doesn’t stop barking, you know that something (6) b happened.
a. determined b. organised c. fair Scientists hope (7) a find out more about animal personalities so that they can
5. Gabi loves cooking. She invites friends to lunch every weekend so she can cook for them identify a way to help people who are ill or are living on their own. Until then, be aware that
and try out new recipes. She’s very . your pet can be sensitive. If your goldfish is swimming around in circles, or your hamster is
a. co-operative b. competitive c. enthusiastic being aggressive, they (8) c had a bad day!
2 Read. First, match each word with its definition. Then, use the words 1. a. isn’t it b. are we c. aren’t we 5. a. to b. it c. –
to complete the text about salamanders. 2. a. don’t they b. have they c. haven’t they 6. a. must b. must have c. could
g
3. a. it b. one c. to 7. a. to b. in c. –
h 1.1.AAstrong
_____
_____ strongand
andforceful
forcefulway
waytotodo
dosomething
something a.a.poison
poison 4. a. – b. to c. they 8. a. can have b. may c. might have
in
e 2.2.AAstory
_____
_____ storytold
toldininancient
ancientculture
culturetotoexplain
explainaabelief
belief b.b.misconception
misconception
f 3.3.So
_____
_____ Sounpleasant
unpleasantthat
thatititmakes
makesyou
youfeel
feelslightly
slightlyillill c.c.slimy
slimy 4
7 Write. Complete the last sentence in each item so that the meaning is the same as in the
d 4.4.Everything
_____
_____ Everythingthat
thatexists
existsininaaparticular
particularenvironment
environment d.d.ecosystem
ecosystem first sentence or sentences.
n
c 5.5.Covered
_____
_____ Coveredininaathick,
thick,slippery
slipperyliquid
liquid e.e.myth
myth 1. I become upset when I see another person cry.
g It upsets
ar
_____
_____6.6.Producing
Producinggood
goodor
orhelpful
helpfulresults
results f.f. disgusting
disgusting me when I see another person cry.
b
_____
_____7.7.AAwrong
wrongidea
ideaor
orbelief
belief g.g.beneficial
beneficial 2. We were worried at first. We thought someone had stolen her handbag.
a
_____
_____8.8.AAsubstance
substancecausing
causingpeople
peopletotodie
dieor
orbecome
becomevery
veryillill h.h.aggressive
aggressive might have stolen
We thought that someone her handbag.
Le
Salamanders have a moist slimy body that we find disgusting 3. It’s true that you need to be ambitious to succeed.
to touch. Most salamanders produce a milky poison to protect themselves. You have to be ambitious to succeed, haven’t you ?
They can also leave their tail behind to distract an aggressive predator.
4. She cooks amazing meals. I’m fairly sure she took a cookery course.
Fortunately, it only takes salamanders a few weeks to grow back lost tails. Scientists are
beneficial She cooks amazing meals. She must have taken a cookery course.
investigating this ability to see how it might be to human medicine.
Long ago, people believed that salamanders were born from fire because they often
crawled out quickly when a log was thrown on a fire. The misconception that clothes
made from salamander skin can protect you from fire is another myth . ic
5. Their dream is to travel around the world.
They want to travel around the world.
ph
Salamanders can live up to 20 years. However, changes in the ecosystem are 6. The time has come for us to leave.
threatening their existence. It’s time for us to leave.
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Unit 3 3 Listen to the information about humpback whales. Then read the sentences
and tick T for True or F for False. 011
Everybody’s Doing It! T F
✓
lG
1. Humpback whales have teeth.
2. Whales hunt in collective groups. Two whales attack while other ✓
whales wait and chase the fish.
1 Find nine more vocabulary words in the word search. Look at the bold words in the
reading on pages 44–45 of your book. You can look for words in any direction in the word 3. Many whales migrate from colder waters to warmer waters. ✓
na
search. The first one is done for you.
4. Breaching is another name for whale migration. ✓
C F B E T A R G I M F N ✓
5. Whales can communicate efficiently through songs.
C O N S E N S U S T L O
P R O A C Q E S G K E U 6. Scientists still aren’t sure if whale songs are meant to attract ✓
io
E M D R J U W D U N A X potential partners.
Q A V A D O O C J M D B
at
N T T N E I C I F F E H
D I S X T P N Y B L R R 4 Complete each sentence with a verb from the box. Make any necessary changes so the
verb’s tense fits the sentence.
W O L L A H E A O H I E
N
F N R A C S R N T Z M F
assemble assume belong co-ordinate lead migrate mimic realise remain
O I Z U K M G R K E P E
S W E G P C N W M L D R 1. Fifty elephants have migrated across the forest towards the east.
B K Q L A I T N E T O P
2. A bear usually remains in its habitat and sleeps during the winter.
2 Match some of the words from Activity 1 to the definitions. 3. Stop mimicking me! You’re always copying me.
1. leader A person who directs and leads others 4. One goose leads the others as they fly in a flock.
2. potential Something that can become a real possibility 5. The crowd assembled outside the football stadium, ready to go in.
3. consensus An agreement or opinion that everyone shares 6. He belongs to the young explorers club. He goes there every Friday.
4. migrate To move from one place to another at different times of year 7. The owners assumed that their dog wouldn’t attack the chickens. But
5. assume To think that something is true without really knowing they were wrong!
6. belong To be part of or be a member of a group or organisation 8. Next year, various wildlife organisations will co-ordinate activities to protect
the Amazon rain forest.
7. efficient Working in a well-organised and productive way
8. co-ordinated Organised so that people work together efficiently and well
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3 Choose three sentences from Activity 2. Re-write them. First, move the position of the
Gr AMMAr
object. Then, replace the object with a pronoun.
Phrasal verbs
Separable Inseparable 1. Ants work out the problem together.
The scientists handed in their report. They thought about collective behaviour. Ants work it out together.
The scientists handed their report in. They thought about it.
The scientists handed it in. We looked at the migrating birds. 2. The elephants knocked over some trees.
We looked at them.
The elephants knocked them over.
Some phrasal verbs can be separated. Others cannot.
3. The guide pointed the gorillas out.
With separable verbs, the object can go either between the two parts or after: They picked the
rubbish up. OR They picked up the rubbish. The guide pointed them out.
If the object is a pronoun, it must always come between the two parts: They picked it up. 4. I cut the article out.
With inseparable verbs, the object and object pronoun can only go after the two parts: I cut it out.
He flew over the rain forest. He flew over it.
4
7 Look at the pictures. Then choose a verb to complete each sentence. Make any
necessary changes.
1 Circle the word that completes each sentence. 1. 2. 3.
1. The scientists wondered about / with the collective behaviour of the geese.
g
2. The children drew and cut out / to circular shapes.
in
3. The team worked up / out the answer and reached a consensus of what to do next.
4. The journalist asked the crowd to point across / out their leader.
4. 5.
5. I prefer to remain here and wait for / at the bus stop.
n
6. The teacher talked with / about a more efficient system of studying.
ar
2 Listen. Write the sentences. Then underline the phrasal verbs and circle the objects. 012
Le
come across look after put on talk about wait for wonder about
1. Ants work the problem out together.
2. The elephants knocked some trees over. 1. Does a pack of wolves have a leader that looks after the others?
3. The guide pointed out the gorillas. 2. The farmer came across a swarm of bees at the entrance to the field.
4. I cut out the article.
5. The students put away their books. ic 3. She watched and
4. They waited for
wondered about the flock of migrating birds.
the herd of elephants to cross the road.
ph
6. They put their 3D glasses on. 5. She talked about the behaviour of a troop of gorillas.
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1 Listen and read. As you read, notice how the word example is used. 013 2
7 read the article in Activity 1 and then answer the questions.
1. Highlight the word example in the text.
a. Circle any use of example that means a model that we should follow or imitate.
Swar m robotic S
lG
b. Underline any use of example that means something that helps to explain or confirm
that something is true.
2. Underline the explanation of collective behaviour that is correct.
a. A group of people, a crowd, a mob or a fashion trend.
na
b. A group of people who spontaneously or in a temporary way respond to the same
event or situation.
3. Choose the best explanation for the statement: ‘One robot on its own won’t be able to
work out the problem.’
io
a. A robot will need to work and collaborate with other robots to solve a problem.
Swarm robotics and microrobotics are a b. No robot will be able to understand the problem.
new type of technology. This technology has
at
produced a new generation of robots whose
different robots. The intention is to build a
design is directly influenced and inspired by 3
7 In what areas can swarm robotics benefit us? Complete the idea web. Write one idea
group of robots that is able to swarm, or join
nature. Experts have realised that there is a lot in each circle. Then choose one of the areas. Write two sentences describing how swarm
N
together, to solve problems. One robot on its
to learn from the animal kingdom’s efficient robotics actually benefits us in that area. Include some of your own ideas.
own won’t be able to work out a problem, but it
system of co-operation.
won’t need to!
Scientists studied the space search and
collective behaviour of Swarm robotics has many potential uses. exploration rescue
benefits of
ants. Ants join together to Robotic bees, for example, can help farmers swarm robotics
solve problems and they with crop pollination. Flying robots can ocean floor pest
search through a building during disasters exploration observation
do this for the benefit
farming
of their community. Ants have been on the to look for and locate survivors. They have
planet for much longer than humans and have also been used to map the environment in
had millions of years of practice living in large Kenya. This has allowed environmentalists Possible answer: Search and rescue: robots can take water to people trapped in buildings;
groups. to observe the behaviour of animals such can send back photos of destruction
as baboons, and the impact of pests such as
The interesting thing is that an ant
doesn’t stand out as an individual. It has poor locusts, on vegetation for hundreds of miles.
eyesight and little ability to think on its own. Right now, teams of biologists, scientists
4 The text suggests that humans can be good at working together the way ants
Together, however, ants show off higher-order and engineers are trying to work out how
and robots do. List four ways you are co-operative and work well with others.
intelligence. This is also true of bees, flocks of to make space and ocean floor exploration Possible answers: helping with housework at home; in project work in class;
birds and schools of fish. possible using this new technology. What’s playing in the local football team; helping a friend find his/her lost pet
Following examples from nature, robotics more, all this expert teamwork shows that,
designers have tried to mimic collective and although insects have been co-operating
swarm behaviour. They’ve found ways to for millions of years, humans can do it, too!
divide technology and capabilities among Ants are an example to us all!
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3 read the letter of complaint. Underline the uses of enough, too much and too many.
Gr AMMAr
Then, complete the manager’s reply using these words and the appropriate noun
Enough, too much, too many: Talking about amount
from the text.
There are not enough volunteer groups to visit people in hospitals.
We have enough music for the party. Dear Sir/Madam,
There were too many people at the concert. I couldn’t dance! I am writing to complain about what happened yesterday at your supermarket.
You spend too much time on your own. Come and join us. It started when I couldn’t find a parking space. Normally, there are enough parking spaces, but yesterday
the car park was full. I had to pay to leave my car on the street!
We use enough before uncountable nouns (nouns with no plural forms: money, music, advice)
or plural countable nouns (chairs) to describe the right amount. Next, when I tried to enter the supermarket, there were just too many people around the entrance.
Because of the crowd, I couldn’t get in for almost 15 minutes. When I finally got inside the shop, I saw
We use not enough before uncountable nouns (time) or plural countable nouns (chairs) to that you were giving customers a free bar of chocolate.
describe less than the amount needed.
I also saw that some people took too many bars. One lady, for example, took ten bars, and then five other
We use too many before plural countable nouns (bags) and too much before uncountable nouns people copied her! This sort of behaviour meant that there weren’t enough chocolate bars for everybody.
(rubbish) to describe that there is more of something than needed. Obviously, if you want to do this type of activity, you should have enough staff to control the crowd.
I got the last bar but when I tried it, I found that it had too much sugar! At least I was able to do my
shopping, but I didn’t enjoy the experience.
Yours faithfully,
1 Listen. Circle the correct word. Complete the sentences with enough, not enough,
too much or too many. 014 Mrs Ranier
g
1. The neighbours were making too much pasta / noise.
enough
in
2. We’ll have time / space to join the flash mob if we hurry.
3. You won’t sleep if you drink too much coffee / tea.
Dear Mrs Ranier,
4. There were too many security guards / people outside the stadium.
n
I’m sorry that you had a bad experience at our shop. I apologise that there weren’t
enough parking spaces . We will refund what you paid on the street. I’m
5. There was not enough work / water for the volunteers.
sorry that there were too many people outside and that it took
ar
6. There was enough light / time to take a photo of the flock of birds. you a long time to get into the shop. We’ll try to do better next time, so this won’t happen
again. I realise that we didn’t have enough staff to control
7. Too much traffic / pollution in our cities is not healthy. this type of group behaviour. We have apologised to all our customers because there weren’t
Le
8. My daughter spends too many minutes / hours on her mobile phone. enough chocolate bars .
I’m sorry that you didn’t like the chocolate because it had too much sugar .
2 Look back at Activity 1. Write the number of the sentence next to the correct description We hope that you come back to our shop and that your next visit will be more pleasant.
to indicate its meaning. Kind regards,
a. Less than needed:
b. More than needed: 1, 3, 4, 7, 8
5
ic
The Management
ph
c. The right amount: 2, 6
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WrITInG Now I can ...
We use examples to explain and support the main idea of a piece of writing. We can introduce
examples with the following phrases: • talk about human and animal group behaviour. o Yes, I can!
lG
o I think I can.
for example for instance in other words such as What’s one reason you would join a group? o I need more practice.
Possible answer: To make new friends and get to
Some pets, such as dogs and cats, like to mimic their owners. In other words, they copy their
owners’ behaviour. For instance, when I start singing, my dog starts howling! In other words, know people who like the same things I do.
my dog likes to do the same things that I do.
na
What are some advantages and disadvantages of animals
being in groups?
1 Organise.
Possible answer: In groups, animals can hunt more efficiently. But sometimes, being in
1. Your topic is Group Behaviour. Choose a human or an animal group behaviour and
groups can make it difficult to escape from predators.
io
write a description of it. Try to include several examples to explain and support your
description. Look through the unit for ideas on human and animal group behaviour.
Group Behaviour:
• use phrasal verbs. o Yes, I can!
at
o I think I can.
Examples
Choose one separable and one inseparable phrasal verb. Write two sentences o I need more practice.
with each. First, use an object and then replace it with an object pronoun.
Possible answers
1. I will look up ‘consensus’ / will look ‘consensus’ up in the dictionary.
N
I will look it up.
2. I ran into my best friend at the zoo.
2. Start by describing the context. (Every Saturday I go to the shopping centre; In the
afternoons, I take my dog out to the park; The other day I watched an interesting I ran into him at the zoo.
documentary on meerkats.) Write your introductory sentence here:
• use enough, too much and too many to talk about amounts. o Yes, I can!
o I think I can.
There were too many boats on the river. o I need more practice.
We couldn’t move!
Think about what phrases you will use to give examples of the group behaviour you I took enough water to last me three days.
observed or heard about. Can you use the phrase in other words to conclude or finish your
Too much sun isn’t good for you. You can get burnt.
description? Can you add another group behaviour you have observed that links to your
previous description?
• write a descriptive essay about a group behaviour. o Yes, I can!
o I think I can.
2 Write. Underline the appropriate phrase to introduce an example. o I need more practice.
1. Go to page 55 in your book. Re-read the model and writing prompt.
Fish, in other words / such as tuna, swim in schools for protection.
2. Write your first draft. Check for organisation, content, punctuation, capitalisation
and spelling. Crowds at a football match or a concert, for example / such as, have no leaders.
3. Check your final draft. Share it with your teacher and classmates.
yOu dECIdE Choose an activity. Go to page 92.
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Unit 4 2 Look at the photos. Write one sentence about each. Use two words from the box
in each sentence.
Fashion Footprints chemicals cotton crop footprint leather material synthetic
1 Read the clues. Then complete the puzzle.
Across
1. Each of us should shop wisely in order to reduce
M 6
our fashion . 1. Answers will vary.
A 2. It is important for all of us to our clothing 2.
N 7C decisions.
U R 8
S 3. Many people choose their clothes for
1
F O O T P R I N T psychological or reasons. 3 Listen. Think about what you have read in this unit. Circle T for True or F for False. 015
A P Y 4. The clothing choices we make our 1. T F 2. T F 3. T F
C S L environment.
5. clothes are very popular for a short time, 4. T F 5. T F 6. T F
T E
but don’t last over the years.
U S
g
R 4 Listen again. Correct the false statements. 016
2
T A K E R E S 9P O N S I B I L I T Y F O R
10 2. No, we also need to take responsibility for the clothes we buy.
in
E A 4. Cotton is a natural material. Nylon is a synthetic material.
R S
5. No, all materials have an impact on the environment.
S H
6. They contain many toxic chemicals.
n
3
S O C I A L I
N O
ar
A N 5 Look at labels on four pieces of your own clothing. Write down what they’re
L made of. Then classify the materials as natural, synthetic or both. Use your dictionary as
4
H A V E A N I M P A C T O N needed. Share your answers with a partner.
T
Le
Item of clothing Material(s) Natural Synthetic Both
5
T R E N D Y
shoes leather, rubber ✓
Down
6. The of nylon creates a powerful toxic greenhouse gas.
7.
8.
, such as cotton, use enormous amounts of water and pesticides.
of clothing can be modern or traditional.
9. A person may wear different kinds of clothing to express his or her . ic
ph
10. Many people like wearing the latest , because it’s popular.
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2 Write. What happens to cotton after it becomes thread? Use the passive voice.
GR AMMAR
Thread is used to make cloth.
Present passive: Describing actions and processes
Active sentences Passive sentences The cloth is cut to make clothes.
lG
Farmers grow cotton in warm climates. Cotton is grown in warm climates.
Designers make many clothes from cotton. Many clothes are made from cotton.
object subject 3
7 Read and complete the sentences. Use the appropriate verb form. Then listen and
check. 017
The objects in the active sentences become the subjects of the passive sentences.
apply check cut off own place spray use
na
attach cover make paint ship require work
When we use the passive, we focus on the action performed, not on the person performing it.
Most of the time, the person who performs the action is not important, or is not known. In some
cases, when we want to mention who or what did the action, we use by. In many shops, mannequins are used to show clothes. The best, most expensive
The cotton was picked by young volunteers. The cotton was picked by special machines. mannequins are made in many different steps. Here are some of them.
io
1. A structure that supports clay is placed in the correct pose.
2. Wet clay is worked into the correct shape on the structure.
1 Change the active sentences to the present passive.
at
3. The clay head, hands and feet are attached , or connected.
Cotton: From Plant to Thread 4. The arms and legs are cut off where the joints will be on the
final mannequin.
1. Workers pick the cotton from the fields.
N
The cotton is picked from the fields. 5. All of the pieces are sprayed with plaster to make a mould.
2. Machines remove the seeds from the cotton. 6. When the plaster mould is ready, it is checked
Seeds are removed from the cotton. for any imperfections.
3. People ship the cotton to textile mills. 7. Next, the plaster mould is used to
The cotton is shipped to textile mills. make a new resin mould.
8. A mannequin is made by
4. Textile machines clean the cotton and separate it into smaller pieces.
adding a layer of gel to the new mould.
The cotton is cleaned and it’s separated into smaller pieces. A mannequin
9. The gel is covered with
5. People use special machines to separate the fibres.
fibre-glass resin.
Special machines are used to separate the fibres.
10. Next, the mannequin’s skin
6. These machines work the cotton into a kind of soft, untwisted rope. is painted .
The cotton is worked into a kind of soft, untwisted rope.
11. After the paint is dry, make-up
7. More machines pull and twist the rope until it’s thin. is applied to the face.
The rope is pulled and twisted until it’s thin.
12. As a final step, the mannequin
8. Machines twist the fibres to make cotton thread. is shipped to the retailer.
The fibres are twisted to make cotton thread.
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1 Listen and read. As you read, notice similarities and differences between the two 2
7 Read and tick T for True or F for False. Rewrite any false sentences as true.
designers. 018
T F
1. Mo’s bow ties are eco-friendly because they’re made of old fabrics. ✓
2. Entrepreneurs aren’t interested in business opportunities. ✓
AmAzing 3. People who donate items expect to be paid for them.
✓
✓
4. Madison’s company benefits children and animals.
Accessories 2. Entrepreneurs are always thinking of new ideas and of ways to expand
their businesses.
3. People donate to help others or to support a special cause or charity.
As a young girl, Madison Nicole Robinson spent a lot of time on the beaches
where she grew up. At the age of eight, she drew a flip flop on paper and added 3
7 Read ‘Amazing Accessories’ again. How are Madison and Mo similar? Different? Fill in
sea characters that she created. When she showed her dad saying, ‘Look Dad, the Venn diagram.
FishFlops®!’ he knew they would be a success.
Madison wrote to a big fashion retailer, who was very interested in selling Madison Mo
her product. Madison’s FishFlops® became immediately popular. The young Both
entrepreneur soon appeared in online media and was interviewed on major news
She draws and They had their ideas He makes bow ties. He
g
channels and in well-known business magazines.
designs footwear. when they were sews and is expanding
Madison gives talks to inspire others to be creative, have a positive attitude
She helps wildlife. young; they’re both his company to
in
and to never give up. She also believes in giving back. She has donated 20,000
pairs of FishFlops® to charities and children’s hospitals. Part of the sales of her young people and include socks and
footwear at zoos and aquariums goes directly to protecting wildlife in danger. entrepreneurs; they ties.
help others.
n
Moziah Bridges (‘Mo’ for short) is another young entrepreneur with big ideas.
When he was only nine years old, his grandmother gave him a sewing machine. It
inspired him to design and sew colourful, eco-friendly bow ties from old fabrics.
ar
Moziah’s bow tie styles became trendy very quickly. With his mother’s strong
support, he started his own company called Mo’s Bows. Since then, he has
appeared in fashion and business magazines and on TV. Now a teenager, he has
4 You have now read about four young designers: Santana Draper, Maya Penn, Madison
Le
plans to design more than bow ties. He is currently developing a line of skinny ties
and socks. In the future, he even hopes to design furniture for the home. Robinson and Moziah Bridges. Imagine you could work with one of them. Who would you
choose to work with, and why?
Mo’s mother always told him to ‘dream big now’, and he is. He also helps others
with their dreams. Moziah donates part of his profits from the sale of a special
Possible answer: I would choose to work with Maya because she creates original
bow tie to fund a summer camp scholarship for children. clothes and accessories. She uses lots of different types of fabric which make her
ic
pieces unique. I am also passionate about protecting the environment and it’s great
that some of the profits go to this cause.
ph
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3 Read Lola’s blog. Write back to her and comment on her problems. Make suggestions
GR AMMAR
and give advice.
Modals: Making suggestions and giving advice about present and past actions
PRESENT Disaster day! I came home from football
lG
could + verb should + verb practice to find my room a total mess! My
7-year-old sister and 10-year-old brother
We could dry these clothes in the sun. You should reduce your fashion footprint. looked through all my things, including my
We could save on electricity. You should recycle your clothes. wardrobe. You won’t believe what they did.
PAST My brother took the blanket from my bed
na
and made a kind of tent-castle. Then he took
Could have + past participle Should have + past participle
my scarf collection and made a huge, long
You could have saved those jeans. We should have returned that leather jacket. ‘snake’ with my scarves. My sister took all
You could have made them into shorts. We should have bought the cotton jacket. my clothes out of my wardrobe to make a
princess outfit. Then my brother ‘rescued’
io
could + verb and could have + past participle are usually used to make suggestions the princess from the snake that was
should + verb and should have + past participle are usually used to give advice attacking the castle. What a mess!
And that’s not all. They brought their
at
snacks with them. Now I have breadcrumbs
1 Read and match the sentences. Write the letter on the line. everywhere and chocolate stains on my
white skirt. And I still can’t find one of my
e 1. Last year’s clothes are too small
_____ a. You shouldn’t wear that. It’s too casual trainers. Now I want to go into their rooms
N
for me now. for a party. and make a mess. Then they’ll understand
d 2. I’m going to dye this white shirt a
_____ b. Maybe you could return it to the shop how it feels!
nice bright red. and exchange it.
f 3. Look! I bought four T-shirts and
_____ c. You could have given it to me. I know
got another one for free! how to mend jewellery. You should relax. They’re only young. Be patient!
a 4. How does this outfit look for the
_____ d. You should use a natural dye, not toxic
party? chemicals.
c 5. My green necklace broke, so I
_____ e. You could give them to a smaller friend
threw it away. or family member. Your brother and sister seem creative! You should just have fun with them.
b 6. I don’t like this shirt, but it was a
_____ f. You shouldn’t have bought them. You
birthday gift. have too many already!
You could have told your brother and sister to stay out of your room.
2 Listen. Write a comment for each situation.
13 019 Possible answers
Possible answer
1. You should buy the plain one. Dear Lola,
2. You could have given them to a charity or friends with children. You shouldn’t get angry with your brother and sister. They are only young
3. You shouldn’t have bought the expensive coat. and just enjoying themselves. You should have locked your bedroom door. Who
4. He should have bought just one pair! was looking after the children? He or she could have made sure the children
5. You should have dried it on the clothes line. ate in the kitchen. At least no serious damage was done!
6. You could recycle them and use them as cleaning cloths.
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WRITING Now I can ...
We use persuasive writing when we want to convince readers to adopt our opinion about an
issue. Using facts and statistics helps make an argument stronger. Remember to use phrases
• talk about fashion and my fashion footprint. Possible answers o Yes, I can!
such as these: o I think I can.
• according to ... • the facts show that ... Why do you wear the clothes you wear? o I need more practice.
• ... points out that • recent studies support ... I wear brightly coloured clothes because they make me feel energetic!
• research shows that ... • ... states that
What’s one thing you could do to reduce your fashion footprint?
I’m going to buy clothes from companies that use natural ways of dyeing fabric.
1 Organise.
1. Your topic is Reducing Our Fashion Footprint. Look through Student’s Book Unit 4 and
find examples of facts and statistics that can support your position. Do some research • use the present passive voice to describe processes. o Yes, I can!
o I think I can.
on the Internet to find additional information. Make a list of your important facts and
o I need more practice.
statistics here.
Then, After that,
the pieces are the jeans are
sewn together. pre-washed
(sometimes with
First, the jeans Finally, the jeans
are assembled.
stones). are purchased.
g
• use could and could have to make suggestions; use should and
in
o Yes, I can!
should have to give advice. o I think I can.
o I need more practice.
Read and respond to the comment below. Use a form of could or should.
n
2. Plan your writing. You’ll need an introductory paragraph with a topic sentence. Your I threw away all my old coats.
topic sentence will state your main idea. Write your topic sentence here. You could have given them to a charity.
ar
You shouldn’t have thrown the coats away.
You’ll need two to three body paragraphs. Explain your position. Support it with facts
and statistics.
Le
• present and support my opinion. o Yes, I can!
Finally, you’ll need a concluding paragraph. It will summarise your main idea and o I think I can.
include a ‘call to action’ on the part of your readers. Wearing fur is (right / wrong) wrong because o I need more practice.
animals should not be killed for fashion. There are many different types of fabrics
2 Write.
that can be used instead. Wool, for example, can be used for making warm winter
1. Go to page 71 in your book. Re-read the model and writing prompt.
2. Write your first draft. Check for organisation, content, punctuation, capitalisation
and spelling. ic coats. Using wool does not harm the sheep and helps farmers.
ph
3. Write your final draft. Share it with your teacher and classmates.
YOu DECIDE Choose an activity. Go to page 93.
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Units 3–4 Review 3
7 Listen. Choose the best ending for each sentence. 020
1 Read. Choose the correct word to complete the sentences. 1. When people heard the popular music, they b . 5. More and more people b .
Working Together Like Geese a. assembled and started singing a. stood up
lG
b. assembled and started dancing b. joined in
Every year, (1) b of geese (2) a to look for food and
nesting locations. They fly in a V-shaped (3) b . 2. It looked like the dancers were a . 6. There was b .
a. mimicking each other a. too much space
Scientists have studied the (4) c behaviour of geese and realised what
b. choosing a leader b. not enough space
an (5) c it is. Geese can reach their destination more quickly and use less energy if they
na
(6) a and fly together in this formation. 3. There didn’t seem to be a . 7. Carla b .
When geese fly together, each goose provides an extra upward lift for the goose flying a. a leader a. got on the bus
behind it. This means that flying together in a V-formation (7) b the whole flock to fly 70 b. a co-ordinated formation b. got off the bus
per cent further with the same amount of energy than if each goose flew alone. b . 8. The friends a .
io
4. At first, there weren’t
When the goose in front of the formation (who uses the most energy) gets tired, it moves a. enough people a. joined the flash mob
to the back of the group. Another goose then becomes the (8) b at the front. b. many people b. went off to talk
If a goose becomes sick or injured during (9) a , two geese will (10) c behind
at
to look after the weak goose until it can fly.
It seems that geese can teach us a lot about teamwork and also about caring for each 4
7 Write. Change each sentence so that the meaning is the same. Use the present passive
other’s well-being.
for 1-4 and could, should, could have or should have for 5-8.
N
1. a. herds b. flocks c. swarms 6. a. assemble b. mimic c. prefer 1. People use smartphones to scan barcodes.
2. a. migrate b. breed c. hunt 7. a. assembles b. allows c. assumes Smartphones are used to scan barcodes .
3. a. circle b. formation c. crowd 8. a. flock b. leader c. crowd
2. Textile mills make half of all cotton collected into clothes.
4. a. crowd b. potential c. collective 9. a. migration b. formation c. collection
Half of all cotton collected is made into clothes .
5. a. energy b. area c. efficient system 10. a. wait for b. stand out c. remain
3. Machines pull long pieces of dry cloth through a container of hot dye.
2 Read the article. Fill in each blank with the correct word. The first letter of each word is given.
Long pieces of dry cloth are pulled through a container of hot dye .
Fleece jackets have become very (1) t rendy . They have traditionally been
(2) w orn more by climbers, but now they are (3) p opular in cities 4. They advise farmers to use fewer toxic chemicals.
too as they are warm and (4) a ttractive . Farmers are advised to use fewer toxic chemicals .
Sadly, though, this outdoor jacket is not eco-(5) f riendly and leaves a very 5. One possibility is to buy your clothes without synthetic dyes.
negative (6) f ootprint on the environment. You could buy your clothes without synthetic dyes.
The fleece jacket is full of tiny pieces of plastic that flow into our waterways and then into
our rivers and oceans every time we wash it. These tiny pieces absorb dangerous 6. Why didn’t you buy clothes without polyester and nylon?
(7) t oxic chemicals like a sponge.
You should have bought clothes without polyester and nylon.
Fish think the microplastics are food and eat them. This eventually has an 7. It would be nice if she asked to borrow my hat.
(8) i mpact on our own food when the fish ends up on our dinner tables. She could ask to borrow my hat.
However, it’s not just (9) s ynthetic material that contains these plastics.
They are also present in (10) m anufactured food products, soaps and toothpastes. 8. Why did you wash your woollen jumper in the machine? You ruined it!
shouldn’t have washed
Manufacturers need to take greater (11) r esponsibility , and we should also do our You your woollen jumper in the
(12) p art by choosing our food carefully. machine.
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Unit 5 2 Complete the sentences with words from the box. Then decide if the sentences are
true or false based on the information on page 79 of your book.
Flying High adaptation capability evolved features hollow limited soar weight wingspan
1. Animals haven’t always had the capability to fly.
T
✓
F
1 Read the clues. Unscramble the words. Then decode 2. Wings probably evolved from body features ✓
the sentence and decide if it’s true or false.
of insects’ aquatic ancestors.
1. ighwet w e i g h t Measured in pounds or kilos
1 3. Mammals had an earlier adaptation to flight than reptiles. ✓
2. degli g l i d e Float in the air
8 4. Bats developed features to help them fly. ✓
3. sapwnnig w i n g s p a n Distance between wing tips
7 5. Mammals learnt to fly because of their light, hollow wings. ✓
4. tghifl f l i g h t The action of flying
12
6. The wingspan of the first reptiles was over 10 metres (32 feet). ✓
5. wololh h o l l o w Empty
4
e a r l y 7. The wind helped reptiles soar and stay up in the air. ✓
6. leray Not late
9
7. oras s o a r Fly upward 8. Adaptations over millions of years meant that mammals became ✓
3
lighter in weight .
8. tfuresea f e a t u r e s Characteristics
g
5
9. falp f l a p The movement of wings up 3 Listen. Write the animal group and name of the animal being described. Complete the
11 information. 021
in
and down
10. itmiled l i m i t e d Not great or high in size 1. Animal group: insect Name: blowfly
10
or number a. It can flap 150 times per second.
n
11. tatpadanio a d a p t a t i o n A change to improve life in features
2
b. The of its flight mechanism are among the most complex in the world.
an environment
ar
c. It is skilled at controlling its flight.
12. ytilibapac c a p a b i l i t y The ability to do something
13 2. Animal group: reptile Name: flying dragon
13. vevole e v o l v e Develop and improve over time
Le
6 a. It has the capability of flying across half a football field.
Write the letters according to the numbers to answer this question: What is the only
mammal to fly? b. Its flight isn’t powered by flapping wings but by skin on its side.
A b a t i s t h e o n l y m a m m a l c. The loose skin forms a cape and allows a safe landing.
11 13 11 2 1 3 2 4 5 6 7 8 9 10 11 10 10 11 8
t o f l y . 3. Animal group: bird Name: chicken
2 6 12 8
Is this statement true or false?
9
true
ica. It’s a myth that chickens aren’t capable of
limited
flight .
ph
b. They can fly for a distance to escape predators.
c. Farmers fatten up this bird. Its wings can’t support its body weight .
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2 Listen to the ancient Greek myth. Number the events in order. 022
GR ammaR
Past perfect: Distinguishing the first of two actions in the past 5 a. He and his son were imprisoned in a tower. 10 f. The sea is named after Daedalus’s son.
Marco Polo described man-carrying kites. Marco Polo had already described 8 b. His son flew too close to the sun. 6 g. Daedalus designed wings.
lG
man-carrying kites by the time Fausto
2 c. Daedalus was exiled to Crete. 4 h. Daedalus designed a labyrinth.
Veranizio designed a parachute.
Fausto Veranizio designed a parachute Long before Veranizio designed his parachute 3 d. He had a son and named him Icarus. 9 i. Icarus fell into the sea.
in 1595. Da Vinci drew a sketch of a in 1595, Da Vinci had drawn 1 e. Daedalus committed a crime. 7 j. They escaped.
parachute in 1485. a sketch of one.
na
We use the past perfect tense (had/hadn’t + past participle) to talk about a completed action 3 Listen again. Complete the sentences. Use the past perfect
that happened before another action in the past. forms of the verbs from the box. 023
io
We can use certain time expressions with the past perfect, such as long before, before, allow ascend commit design forget jump observe
by the time and until that time.
1. Daedalus was exiled to Crete because
he had committed a crime.
at
2. He had designed a labyrinth so King Minos could imprison the Minotaur.
1 Complete the sentences. Pay attention to which activity happened first.
1. By the time the Chinese experimented (experiment) with kites 2,500 years 3. Although Daedalus and his son had been imprisoned in a tower, wings
N
ago, animal flight had existed (exist) for millions of years.
had allowed them to escape.
started 4. Before they took flight, they had jumped out of the tower.
2. Long before the Chinese (start) flying kites, early humans
had tried (try) to imitate birds. 5. Icarus fell into the sea because he had forgotten his father’s words
had used and he had ascended too close to the sun.
3. The Chinese (use) kites for measuring and signalling before
people tried (try) to use them for transportation.
4. Although originally the Chinese had designed (design) kites for military
4 Complete the story. Circle the correct word and write the verbs in the past perfect tense.
uses, they later used (use) them for fun and entertainment. had designed
Daedalus was a (1) skilled / stable architect who (2) (design)
5. Before paper made (make) kites cheaper, the Chinese royal family many great works. He was imprisoned with his son in a tower for showing his
had flown (fly) silk kites. (3) drawings / weight and (4) forces / features of a labyrinth. From the tower, Daedalus
observed how birds were adapted to (5) weight / flight with the help of wings. Daedalus
and his son (6) had flown (fly) like birds and escaped. Daedalus warned his
son not to (7) descend / ascend too close to the sea or to (8) ascend / descend too close to
the sun. However, Icarus powered himself towards the sun by (9) supporting / flapping
his wings. The wings weren’t (10) stable / skilled because the wax melted and the
(11) force / weight of gravity gradually pulled him down. Poor Icarus! Things might have
been different if his father (12) had designed (design) a
(13) wingspan / parachute instead!
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1 Listen and read. As you read, notice how aerial vehicles have evolved. 024 2 Write. Answer the questions.
1. How is this article different from the article on page 89 of your book?
This article talks about flying vehicles without human pilots.
The article in the book describes how humans tried to fly.
Reach for the 2. What is a remotely controlled aircraft?
Remote Control An aircraft that flies without a pilot on board.
3. What was the first remotely controlled aircraft used for?
It was used for carrying bombs.
Even before 1903, when the Wright Brothers’ dream of human flight had
4. Are UAVs now used more in the military or in everyday life?
finally come true, remotely controlled aircraft were being tested mainly by the
military. For example, during the American Civil War (1861–1865), the military They’re now used more in everyday life.
used unmanned (no pilot) hot-air balloons to carry bombs. This wasn’t successful
partly because of weather conditions. Later, in 1883, the first photo from the air 5. Why are some people nervous about the future of airlines?
was taken using a kite, a camera and a very long piece of string. Because some day aeroplanes and UAVs will have no pilots.
People have been piloting planes for over 100 years, so it makes sense that
flight is now evolving into machines that don’t need pilots, such as Unmanned 6. How can UAVs help the environment?
Aerial Vehicles (UAVs), or drones. These machines with no pilots are becoming They are eyes in the sky over huge areas and can observe threats to
g
more and more popular.
forests and wildlife easily from above.
UAVs mainly come in three sizes. There are large vehicles that might one
in
day carry passengers without pilots and medium-sized ones that are very 7. How do you think a quadcopter might be useful in a damaged building?
similar to those used by the military. Then there are much smaller ones, such as It would fly through the building, sending back images of damage and the injured.
quadcopters, that can fit in the palm of your hand.
Rescue workers would know the conditions inside and exactly where trapped
Many people are nervous about the idea of a plane without a human. But people would be. Their response would be faster and more efficient.
n
there are already driverless trains between airport terminals and robo-trains in
the subways of many cities. We’re slowly adapting to automation. 3 On the timeline, show the evolution of the UaV before and after the Wright Brothers’
ar
Medium-sized UAVs, or drones, are very useful. They act like cameras in the first flight.
1903
sky. They’re used for observing wildlife, monitoring protected areas and mapping
ecosystems and farmland.
Le
Advances in technology mean that smaller drones have greater capabilities. Wright Brothers’
Quadcopters have four rotors that allow them to ascend, descend and do many first flight
different movements. People are only now beginning to realise their full potential.
They can be sent into disaster areas or damaged buildings to look for people who 4 Write. Imagine that you had your own drone. How would you use it?
are injured or trapped. They can search for chemical leaks, or check pollution
Answers will vary.
levels and they can also be used in new construction.
UAVs have been described as flying smartphones. Maybe one day we’ll see
them everywhere, like pigeons in a city!
ic
ph
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3 Read the letter of complaint. Underline words connected to flight. Then answer the questions.
GR ammaR
Past perfect continuous: Describing the first of two actions in the past
Is my neighbour allowed to fly his UAV over my garden?
Animals had been gliding long before they learnt to fly.
lG
Before they designed a powered plane, the Wright Brothers had been designing gliders. Yesterday, I was watching a documentary for a school assignment when I noticed something flying
He had been controlling the plane with a remote control before it crashed. by the window. I thought it was my neighbour’s football.
And then, when I went to the kitchen to get some water, I heard an engine and saw something soaring
We use the past perfect continuous (had/hadn’t + been + past participle) to describe a over the fence. It was a remote-controlled quadcopter! It descended quickly and I saw the ‘pilot’ as it
continuous action (something that had been happening), before another action in the past. landed in my neighbour’s garden. I went out and he explained that he is allergic to cats and, for months,
na
had been trying to scare a cat away. He’d tried putting hot pepper on the grass and plastic forks in the
flowerbeds, but nothing worked!
The day before, he’d been using the quadcopter at
1 Listen. Complete the sentences using the past perfect continuous. 025
work to take aerial photos of traffic. That’s when he
io
had been drawing got the idea of using it to scare the cat away.
1. Before Ryan was seven, he
pictures of how birds fly. As I returned to my assignment, I heard the
quadcopter take off again. I saw the cat come out of
a flowerbed and jump over the fence into my garden.
at
2. Before modern-day flight existed, Leonardo da Vinci
had been thinking and writing on the same topic. The UAV followed from above. Can my neighbour keep
doing this?
3. Before Ryan became inspired by the capabilities of new technologies, he
Jonas
N
had been studying how dinosaurs may have moved.
4. Eight years before his research into the colour of the Archaeopteryx feather, Ryan
had been playing in a band called Icarus.
5. While Ryan had been getting a tattoo, the tattoo artist identified
1. What had Jonas been doing when he saw something outside the window?
the Archaeopteryx feather.
He had been watching a documentary for a school assignment.
2 answer the questions about yourself. Use the past perfect continuous.
1. Before this school year, how long had you been going to your school? 2. What had he been doing when he heard the sound of an engine?
Answers will vary. He had been getting some water from the kitchen.
2. Before you started this year, how many years had you been studying English?
3. What had his neighbour been doing for months?
His neighbour had been trying to scare a cat away.
3. Before you started this activity, how long had you been sitting at your desk?
4. Before you started this activity, what had you been doing? 4. How had his neighbour been using the quadcopter before flying it above Jonas’s garden?
He had been using it to take aerial photos of traffic.
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WRitinG Now I can ...
When we write a classification essay, we first introduce the topic (e.g., restaurant) in an
introductory paragraph. Then, we divide the topic into categories (fast-food, vegetarian,
• talk about the evolution of flying animals and machines. o Yes, I can!
seafood and so on). Each category gets its own paragraph. In each paragraph, we describe o I think I can.
the shared characteristics that make up the category. Finally, we include a conclusion in which How did flight evolve in animals? Possible answers
o I need more practice.
we bring the categories back together again to talk about the main topic. Insects developed wings about 350 million years ago that helped them leave the water.
Reptiles started life as gliders and later developed stronger muscles to flap wings.
1 Organise. How did flying machines evolve?
1. Your task is to describe two types of animal flight. Look back at the descriptions of Flying machines evolved from simple kites to gliders that could carry humans.
flight in different animals in Unit 5 of your book. If you prefer, do some research on the
Internet to find other examples. Choose two animals and make notes about their flight The Wright Brothers then designed a plane with light wings and an engine.
characteristics in the table.
animal 1 animal 2 • use the past perfect to distinguish the first of two actions in the past. o Yes, I can!
o I think I can.
Rewrite the sentences to show which action came first. o I need more practice.
Dinosaurs became extinct. Birds became skilled fliers.
By the time birds became skilled fliers, dinosaurs had already become extinct.
Fausto Veranizio designed a man-carrying parachute in 1595. George Cayley designed the
g
first stable glider to carry a human.
Fausto Veranizio had already designed a man-carrying parachute before George
Cayley designed his glider.
in
2. Plan your writing. You’ll need an introductory paragraph. Here you will state which
• use the past perfect continuous to describe the first of two o Yes, I can!
two animals you are going to describe. Include your topic sentence in the introductory actions in the past. o I think I can.
o I need more practice.
n
paragraph. Write your topic sentence here:
Write two sentences using the past perfect continuous. Use the words in the box.
ar
drive drone rain slippery
You’ll need one body paragraph describing the flight of one animal and a second body
paragraph describing the flight of the second animal. Support your description with facts. Paula had been driving for just a few minutes when suddenly she saw a drone.
Finally, you’ll need a concluding paragraph. You’ll need to make a statement about the The roads were all slippery; it had been raining heavily for many hours.
Le
two animals you’ve chosen and about the topic in general.
• write a classification essay to describe two types of animal flight. o Yes, I can!
2 Write. o I think I can.
How is flight in bats different from flight in birds? o I need more practice.
1. Go to page 89 in your book. Re-read the model.
Bats’ wings have many joints. An elastic membrane covers the wings to help them
2. Write your first draft. Check for organisation, content, punctuation, capitalisation
and spelling.
3. Check your final draft. Share it with your teacher and classmates. icascend quickly. Birds have hollow bones but more rigid wing structures. Feathers help
control their flight, but they move less efficiently than bats.
ph
yOU DeCiDe Choose an activity. Go to page 94.
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Unit 6 2 What aspects of Earth and Mars are similar? What aspects are different?
Re-read pages 94 and 95 in your book and use your own knowledge to fill in
New Frontiers the Venn diagram.
lG
Earth Both Mars
oceans large dust storms,
1 Complete the sentences. Then fill in the crossword. atmosphere, ice-covered
life (animals, plants, bigger mountains and
polar caps, mountains, plains,
micro-organisms), volcanoes, deeper
craters, channels, volcanoes,
na
diverse landscapes valleys, no signs of life,
24-hour days,
1
V A L L E Y dry
spin on an axis,
2
P R O O 3F A seasons
L U S 4
A
io
A 5
I N S T R U M E N T S
I D P
N A 6
D E G R E E S 3
7 Listen to the information. Answer the questions. 026
at
S 7
A T M O S P H E R E C 1. Who was Clyde Tombaugh?
E T He was the astronomer who discovered Pluto.
8
L A N D S C A P E S
N
2. What did the New Horizons spacecraft detect?
9
D T
U A It detected volcanoes on Pluto.
S A T E L L I
10
T E S 3. What was the Mars rover, Curiosity, equipped with?
T
It was equipped with ten different types of instruments.
Down 4. What were Sputnik and Explorer 1?
1. The desert seems to have no end. It’s so vast . They were satellites.
2. Many cereal crops are grown on plains because they are flat.
3. Water and oxygen are fundamental to life. 5. How much oxygen is there in Mars’s atmosphere?
4. Life and water are aspects that fascinate scientists. There is less than one per cent of oxygen.
9. After the dust storm, they had to clean their roofs and windows.
6. What might stop tourists from visiting Mars in future?
Across It is very cold on Mars and there are enormous dust storms.
1. The river ran along the valley between the mountains.
7. What is the temperature at the equator on Mars at midday in summer?
2. There is now proof that water really does exist on Mars.
Instruments The temperature is about 70 degrees F (20 degrees C).
5. are tools or devices that help scientists do their work.
6. Temperatures reach 70 degrees Fahrenheit in the summer on Mars.
7. Earth is surrounded by an atmosphere made up of different gases.
8. The moon’s landscape is full of craters.
10. Satellites orbit the Earth and send back information.
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2 Listen to the film summary. Complete the sentences with a conditional. Then
Gr aMMar choose words from the box to complete the remaining blanks. Circle the two
Present and past conditionals: Talking about unlikely (but possible) sentences that are false and explain how you know. 027
or impossible situations
astronomy geysers habitable hazy satellite seasonal dust
Unlikely but possible Impossible
If there were life on Mars, we would know If it had been less hazy, we would have seen 1. If the team had known (know) about the seasonal dust
about it by now. the eclipse. storms, they probably would have stayed (stay) inside the base camp.
If we visited Mars, we would find some Rovers might have landed on Mars sooner if 2. If the weather had been (be) less hazy ,
aspects similar to those on Earth. space exploration had received more money. the team would have continued (continue) their search.
We use if + past simple, would/could/might + infinitive (without to) to talk about events and 3. The mission control centre would have rescued (rescue) the scientist if they
situations that are unlikely to happen in the present or future. After I, he, she or it, use were: If I had had (have) a satellite ready to put
were an astronaut, I would travel to the International Space Station. into space.
We use if + past perfect, would/could/might have + past participle to talk about impossible or 4. If the scientist had studied (study) botany, he
hypothetical events and situations in the past. would have planted (plant) vegetables.
The if-clause can come first or second in the sentence. When it comes second, no comma is were
5. If Mars (be) habitable, the potatoes
needed: I would travel to Mars if it were possible.
would grow (grow) outside.
6. He would have had (have) a shower, if Mars
g
had had (have) geysers or rivers.
1 Match the sentence halves. Write the letter on the line.
in
7. The reviewer says that if teenagers saw (see)
c 1. If there were tours into space,
_____ a. I would build my own spacecraft the film, they would want (want) to study chemistry,
b 2. If I had had a good telescope, and satellite. geology and astronomy .
_____
n
e 3. If I had been more curious
_____ b. I might have seen Pluto.
Number 3 is false. It’s a spacecraft they would have put into
at school, c. I would visit Pluto. space, not a satellite. Number 4 is false. He is already a botanist
and would have studied botany.
ar
f 4. If I lived in the United States,
_____ d. I would have asked for proof.
a 5. If I were a millionaire,
_____ e. I could have become an astronomer.
d 6. If scientists had discovered life
_____ f. I would definitely visit one of NASA’s 3 Write an appropriate ending for each sentence. Possible answers
on Mars,
Le
visitor centres.
1. If more planets had been habitable, I would have lived on Saturn .
2. If the temperature were 30 degrees C (87°F), I would go to the beach .
3. If the diameter of Earth were greater, there might be more continents .
4. If I lived on a plain, I would miss the mountains .
ic 5. If a dust storm had suddenly hit my town, I would have closed all the windows
6. If my car had been equipped with the technology to travel into the past,
.
ph
I would have travelled back to Ancient Rome .
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1 Listen and read. As you read, notice the sequence of different things that need to happen 2 read. Choose each correct answer.
to make the rover move. 028
1. The text is about b .
a. how the rover’s instruments work b. how the rover knows what to do
Driving on Mars
lG
2. While the rover ‘sleeps’, a .
a. scientists prepare the next day’s b. scientists also sleep
A high-tech rover with a vast, red, rocky landscape in the background is now a instructions
familiar image. Curiosity is the latest rover on Mars. It cost over US$2 billion to build
3. The team of scientists a .
and it is equipped with highly advanced instruments. This technology and the actual
na
voyage to Mars are already incredible. But have you ever wondered how you actually a. programme every movement and task b. let the rover make its own decisions
drive a rover on a planet several million miles away?
4. Scientists have b .
Well, a sequence of things needs to happen during the Martian night, while the a. a virtual landscape to practise b. a physical space to practise
rover is ‘asleep’. A team of about 200 scientists on Earth analyses information that the the rover’s movements the rover’s movements
io
rover sends back. They discuss what needs to be done next and which instruments will
be used. The work is complicated because the scientists need to calculate how much 5. An Earth day is b .
power each instrument will use. Because there are so many instruments, this takes a. longer than a day on Mars b. shorter than a day on Mars
at
time.
The team writes thousands of lines of computer code to instruct the rover. They 6. Signals to the rover a .
map out the best, smoothest route to the next destination. They include where the a. go through satellites b. are direct
rover will stop to take pictures or operate an instrument.
N
Fortunately, the scientists’ laboratory has an outside area called the Mars Yard. It’s 3 Use the organiser below to complete the sequence of how instructions are given
full of sand, dust and rocks of different sizes. Engineers use this area to test software to the rover. Possible answers
and movements on two Curiosity models and solve any problems they may have.
Every day, a signal is sent to ‘wake up’ the rover and upload its instructions. This is
also complex. The Mars day is 40 minutes longer than an Earth day, which means the scientists scientists
scientists
computer movements
scientists instructions the rover
working day and the time when the information is sent are continually changing. analyse codes
analyze
analyze
are andanalyze
software are sent wakes up
Distance is another challenge. Signals between Earth and Mars have to cross up
data and data
data and
and
written data
are and
tested through and follows
have meetings have
have meetings
meetings have meetings satellites instructions
to 250 million miles (401 million kilometres) of space. What is more, the signal isn’t
direct. It has to go through communication satellites, which takes time.
There’s a lot of pressure to get things
right on Mars, but the one easy thing about
driving on an empty planet is that you
don’t have any traffic coming from the
other direction! 4 Write. If you were one of the scientists, what would be the greatest challenge for you?
Give your reasons.
Possible answers: The greatest challenge would be the planning because there are
so many scientists to work and co-ordinate with. / The greatest challenge is time
and distance. I would need to be patient because Mars is very far away and all the
instructions take a long time to reach it through satellites.
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3 read. Underline all the uses of adverbs comparing how things are done. Then answer
Gr aMMar
the questions.
adverbs: Comparing how things are done
The instruments detected water accurately. Curiosity has travelled far on the plains of
If I could go anywhere in space, I would go to
the red planet.
Pluto. We haven’t known much about Pluto until
The instruments worked as accurately as Curiosity goes as far as scientists want now. Even the Hubble Space Telescope couldn’t
scientists had hoped. it to. take pictures of Pluto as clearly as the latest space
probe, New Horizons.
The instruments detected water more The rover Endeavor has travelled further New Horizons was launched in 2006. It took
accurately than before. than Curiosity. nine and a half years to reach Pluto. New Horizons
The instruments on Curiosity detected water the Endeavor has travelled the furthest of all travels faster than any other spacecraft. It can
travel a million miles a day! Although the probes
most accurately. rovers so far.
Voyager 1 and 2 have travelled the furthest in
space, they didn’t travel to Pluto as closely as New
With comparative adverbs, use more ... than; with superlative adverbs, use the most. With
Horizons.
adverbs that have the same form as the adjectives, use -er and -est: fast, faster, fastest; hard,
harder, hardest; near, nearer, nearest. A team of scientists on Earth produced the
most accurately planned sequence of instructions
There are some irregular forms: well, better, best; badly, worse, worst; far, further, furthest. available so that the probe could make hundreds
of observations as it flew by Pluto. It sent back the
most incredibly amazing photos. Although New
g
Horizons is now further away than Pluto, the small
1 Listen to each pair of sentences. Then make changes to the adjective to complete each planet is starting to share its secrets.
sentence with the correct use of the adverb. 029
in
1. Astronauts eat more healthily than I do. (healthy)
1. What took the best pictures of Pluto, the Hubble Space Telescope or New Horizons?
2. I think astronauts sleep better at home. (good) New Horizons
n
3. Do dust storms happen on Mars as seasonally as hurricanes
2. How does the speed of New Horizons compare with other spacecraft?
on Earth? (seasonal)
ar
New Horizons travels faster than other spacecraft.
4. Voyager 1 and 2 have travelled the furthest in the solar system. (far)
3. What didn’t Voyager 1 and 2 do as well as New Horizons?
5. The rovers Spirit and Curiosity found water more quickly than scientists They didn’t travel by Pluto as closely as New Horizons.
Le
expected. (quick)
as carefully as 4. How did a team of scientists on Earth make sure the probe could make good observations
6. Scientists prepare the rover’s movements they can. (careful)
as it flew by Pluto?
They produced the most accurately planned sequence of instructions.
2 Write. Use adverbs to describe how you do things compared to your friends or other
members of your family. Answers will vary.
When I go cycling with friends, I can go the fastest.
ic
5. Where is New Horizons now?
It is further away than Pluto.
ph
I normally sleep the longest in my family. / I eat more quickly than my brother.
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WrITInG
We use persuasive writing when we want to persuade, or convince, our readers to agree
Now I can ...
with our opinion. One way to organise this type of essay is by presenting both sides of the • talk about space exploration. o Yes, I can!
argument, point by point. Present one argument and then present your counter-argument
lG
o I think I can.
in the same paragraph. What do you think makes space exploration so exciting?
o I need more practice.
In the next paragraph, do the same. Present another argument and then present your counter-
Possible answer: Space exploration is exciting because we still know
argument. Remember to use conjunctions such as but, however, although and in contrast to so little about other planets. Anything is possible!
link your ideas.
Would you like to be a space explorer? Why or why not?
na
Possible answer: I would like to be a space explorer if the journey were shorter.
1 Organise.
16
Planets are so far away that I would miss my friends and family too much!
1. Your task is to write about the argument that it’s better to explore the ocean than outer
space. To persuade your readers, research facts to support your argument. • use present and past conditionals to talk about unlikely (but possible) o Yes, I can!
io
Ocean Exploration Space Exploration or impossible situations. o I think I can.
o I need more practice.
1. Write a conditional sentence about something that is unlikely to happen in the present.
at
If I had the money, I would buy my own aeroplane.
argument
2. Write a conditional sentence that expresses an unlikely situation in the past.
N
I would have travelled to Mars if there had been a tourist space bus.
• use adverbs to compare how things are done. o Yes, I can!
o I think I can.
Counter-argument 1. Scientists can drive a rover in space more easily than o I need more practice.
(easily) a car on Earth.
2. New Horizons has taken the most amazingly (amazingly) detailed photos of Pluto.
2. In your first paragraph, introduce the two arguments you’re going to discuss. Write a
topic sentence to lead your reader into your essay. Write your topic sentence here. 3. We know our solar system better than (better) ever before.
• write a persuasive essay about space and ocean exploration. o Yes, I can!
o I think I can.
You’ll need at least two paragraphs. In each, present the argument and then your counter- Present a counter-argument for each statement. o I need more practice.
argument.
Space exploration is important because we can learn a lot about the universe.
The last line of your essay should make it clear which argument you support.
Discovering what is on new planets is very exciting, but sending space probes is
extremely expensive and takes years to prepare.
2 Write.
1. Go to page 105 in your book. Re-read the model and writing prompt. Ocean exploration can help us find new minerals.
2. Write your first draft. Check for organisation, content, punctuation, capitalisation New minerals may help scientists find cures to diseases, but deep-sea exploration
and spelling. could harm the delicate ecosystem which exists there.
3. Write your final draft. Share it with your teacher and classmates.
yOU dECIdE Choose an activity. Go to page 95.
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Units 5–6 Review 3 read the situations. Write sentences using the past perfect or past perfect continuous
with the words in brackets.
1 read. Choose words from the box to complete the sentences.
1. Voyager 1 and 2 did not get as close to Pluto as New Horizons. (travel/furthest/space)
They had travelled the furthest in space.
allow capability descend engines evolve flap
flight limited skilled soaring stable support 2. Bats learnt to fly 55 million years ago. (insects/fly/for millions of years before that)
Insects had been flying for millions of years before that.
The day when we can all have our own jet packs to ascend and
3. Pterosaur were flying reptiles. (learn/fly/before birds)
(1) descend wherever we want may be closer than
we think.
They had learnt to fly before birds.
Up until now, jet packs only had the (2) capability 4. A small probe landed on a comet. (travel/through space/many years)
of remaining in the air for a few seconds. Now that jet packs have improved features It had been travelling through space for many years.
and smaller (3) engines , companies are racing to bring a practical jet pack
5. Scientists were excited. (discover/water/Mars)
out onto the market. Of course, the first jet packs won’t be cheap. They’ll cost around
$150,000, so their use will be (4) limited by price. They had discovered water on Mars.
So it may still be some time before our airways are full of (5) soaring jet
packs. It’s predicted that the first public use of jet packs will be at special 4
7 read. Use forms of the words in brackets to complete the sentences.
(6) flight ‘clubs’ where people can rent them and be taught how to use
g
1. If I had lived (live) 6,000 years ago, I would have seen
them by (7) skilled trainers.
(see) different species of animals.
in
Businesses will probably be the first to use jet packs commercially, possibly for flying 2. We wouldn’t have seen (not, see) photos of Pluto if the space mission
to meetings or delivering products. Jet packs could also (8) allow people had failed (fail).
who work in emergency services, including paramedics and firefighters, to travel across
support 3. The New Horizons probe is going further than (far) any
n
cities and provide help and (9) quickly.
spacecraft before it.
As the possibilities (10) evolve , it’s good to know that whatever more patiently than
ar
4. Scientists have been waiting
happens, there are no wings to (11) flap . That would be exhausting!
(patient) anyone for results.
5. The Rosetta probe had to go
2 Listen. Circle each best answer. 030
as fast as
Le
(fast) the comet
1. In 2015, we discovered that our solar system is full of dust / not such a cold, dark place. to travel beside it.
2. Pluto has a landscape with plains of solid nitrogen / salt lakes.
3. For 85 years, we only had a hazy picture of Pluto / an artist’s impression of Pluto.
4. One of Saturn’s moons has seasonal dust storms / geysers.
5. Thanks to a lander’s solar panels, we saw the planet Neptune / aspects of a comet. ic
ph
6. Scientists now have proof that there was once a vast ancient ocean / life on Mars.
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Unit 7 2 Read each definition and write the word. Then use the letters in the circles to spell the
name of a famous artist.
Visual Stories 1. An image, usually of somebody’s
P O R T R A I T
lG
head and shoulders
2. Something that is very
1 Complete each sentence with a word from the box. Then match each picture to the important and significant M E A N I N G F U L
correct sentence. Write the number.
3. Special cloth to paint on C A N V A S
na
audience meaningful oral shock subject visual witness
4. The people who watch, read or listen
to something A U D I E N C E
1.
5. Someone who sees something happen W I T N E S S
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4 a. The student gave an oral O R A L
6. Spoken, not written
presentation with images on a screen.
The famous artist is P I C A S S O .
at
2.
3 b. The witness saw the thief 3 Listen. Complete the notes with a vocabulary word. Tick T for True or F for False for
stealing the canvas. each sentence. Then, in your notebook, rewrite the false statements to make them true.
N
031
5 meaningful T F
3. c. The painting was
1. To capture scenes of rainy weather, change your lenses outdoors. ✓
to her.
2. After you have the image you want, walk further ✓
away from the subject and take the picture again.
1 d. The audience showed their
anger when the artist didn’t appear. 3. Help people’s understanding of the size of ‘big’ landscapes ✓
4.
by including a person, a car or animals in your photo.
6 4. Include an animal’s habitat to help the visual ✓
e. The image portrayed a man who was in
shock representation of that animal.
.
5. Use the flash on your camera to portray buildings ✓
5.
subject when there is little light.
2 f. Her dogs were the of
her portraits. 6. Water can cause permanent damage to your camera. ✓
You need to carry certain things with you.
6. 7. Make portraits of people meaningful ✓
by getting to know them first.
8. Help your memories of photos last by keeping ✓
a record of when, where and of whom the photos were taken.
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2 Listen. Complete the sentences with words from the box and the past passive of the verbs
GR ammaR in brackets. 032
Past passive: Describing past actions and processes
abstract canvas landscape masterpiece permanent quality shock witnesses
Thieves stole a Gauguin painting A Gauguin painting was stolen by thieves 40
40 years ago. years ago. 1. The masterpiece Guernica was painted (paint) by Pablo Picasso.
Picasso revolutionised art. Art was revolutionised by Picasso. 2. The town of Guernica was bombed (bomb) by the German air force.
Art dealers sold paintings for millions Paintings were sold by art dealers for millions shock was portrayed
3. The of war (portray) in the painting.
of dollars. of dollars.
4. More than 1,600 people were killed (kill).
When we use the passive, we usually focus on the action performed, not on the person
performing it. However, when we use the past passive, it’s more common to focus on the thing 5. The town and landscape were destroyed (destroyed).
or person performing the action. We do this by using by. This is especially true when we talk witnesses were printed
6. Reports by (print) in the newspapers.
about artwork and important discoveries.
7. A mural-size canvas was used (use) for the painting.
The passive is more common in formal writing and less frequent in conversation.
8. The subjects were shown (show) in a new abstract style.
To form the past passive, use was/were + past participle.
9. The painting was returned (return) to Spain in 1981 where it now has a
permanent home.
Rewrite each sentence in the past passive so that the meaning is the same.
g
1
3 Write. Choose a painting by an artist you admire. Find out more about it. Use the past
1. Researchers found simply painted rocks from 10,000 years ago. passive and the vocabulary in the box in Activity 2 to write about the painting.
in
Simply painted rocks from thousands of years ago were found by researchers . Answers will vary.
My painting is by .
2. Our ancestors recorded history in a permanent way through paintings.
n
History was recorded in a permanent way by our ancestors through paintings .
3. Paintings told stories about the past before cameras.
ar
Before cameras, stories about the past were told by paintings .
4. Ancient civilizations painted and decorated their ceramic pottery
with stories.
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Ceramic pottery
was painted and decorated with stories
by ancient civilizations .
5. In the past, people made things to last.
In the past, things were made to last .
ic
ph
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1 Listen and read. Are you familiar with all the different ways stories can be portrayed? 2 Read and answer the questions.
033
1. What were the first ‘screens’ ever used?
THE WORLD IS A SCREEN
The first ‘screens’ were cave walls.
lG
2. How are modern images different from images from the past?
Modern images are more sophisticated and high-resolution.
3. What digital screen can you wear on your body?
na
A headset, helmet and watch.
People have always illustrated certain information or products appear
4. What types of information can a screen tell us about ourselves?
stories on some sort of screen. First, we on our screens when we shop on the
had cave walls. Now, we have tablets, Internet. A screen can tell us about our health and diet.
io
smartphones, televisions and cinema We can take 360-degree images
screens almost everywhere we go. 5. How can we tell our friends stories about ourselves?
with a smartphone. Social network
More than ever, our world is becoming sites have introduced the possibility 360-degree video allows our friends to see our stories and everything around us.
at
one big canvas of sophisticated, of allowing 360-degree videos. These
high-resolution images – a modern videos allow our friends and fans to see 6. Why do you think the stories are more about how we see things through technology rather
collection of visual stories. the scenes and stories happening all than what we see?
around us. We can already experience
N
Digital screens are on our
computers and play stations and in smells and movement in 4D cinemas. The article talks more about the technology of screens and innovations in this area
headsets or helmets with screens Soon 360-degree cinemas will be an rather than the type of information we see on the screens.
inside. They show us a virtual reality, a experience, too. Audiences will feel
3D world that allows us to interact with like they’re right in the middle of a 3 List five different places we find screens. Write notes for each and describe one way we
it. Digital screens are on our wrists; scene, watching the action taking place use that screen. Possible answers
they’re in our hands on smartphones around them. As Shakespeare said, ‘All
and tablets; they’re in shopping centres the world’s a stage.’ Now that stage is on Screen Use
selling products; they’re in cars and a screen! 1. Play station 1. To play video games
aeroplane seats; they’re in photo frames 2. Smart watch 2. To see how much exercise I’ve done
and even on our fridges at home.
3. Fridge 3. To control the temperature of the food
Screens are everywhere, and 4. Aeroplane seat 4. To watch a film during the flight
most are connected to ‘the cloud’. We
5. 360-degree cinema 5. To experience being inside a film
can control the stories we see on our
screens with our fingertips, with our
voices or with gestures. What’s more,
screens are becoming an extension of
ourselves, a part of our own personal 4
7 Write questions. Find out how your friends or classmates use their screens. Answers will vary.
story. Screens tell us our heart rates, What time of the day do you look at your first screen? Do you ever look at two screens
our stress levels, our exercise levels and
what we’re eating. Companies can even at the same time (for example, computer screen and smartphone)? What screen do you
identify what we like and then make play games on? Do your parents have a screen in their car? How many screens are there in
your home?
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2 Read Sol’s message to his friend. Underline the reported speech. Write the actual words
GR ammaR
people say.
Reported speech: Describing what others say
She says, ‘I can’t draw!’ She says (that) she can’t draw.
Hi Esme,
He said, ‘I think I will join an art class.’ He said he would join an art class. I’m looking for ideas for my end-of-year art project. The
‘Put the tops on my pens.’ The illustrator tells/is telling/told them teacher told us to take a photo of the town that would tell
to put the tops on his pens. a story. My mum laughed and said that was impossible
because the town was so modern! My dad told me to take
‘Will you help me?’ she asked. She asked (me) if I would help her.
a photo of the river. He said that before people built roads,
they travelled on the river. My uncle says that you can see
We use reported speech to tell someone else what another person said. (This is different from
parts of an old bridge over the river. Serge told me to forget the
direct or quoted speech when we quote the speaker’s exact words between quotation marks.)
old stuff and take photos of the modern shopping centre.
When the reporting verb – say, tell, ask – is in the present, there is no tense change to the verb.
My grandma says that my grandad was a shipbuilder, so I
When the reporting verb is in the past – said, told, asked – the verb tenses change as follows:
should visit the port.
present past will, can would, could
I think my sister had the best idea. She asked me if there was one thing that
Remember to change the pronouns in the reported speech to represent the speaker’s point of view.
visually represented the town. I couldn’t think of one. So she told me to take a lot
She said, ‘My friend likes landscape paintings.’ She said her friend liked landscape paintings.
of photos of the town and use a method called collage!
To report a command, use told + person + the infinitive with to.
What do you think? Let me know.
g
Thanks,
1 Listen. Which picture do the speakers talk about? Write A, B or C. Then report what they Sol
in
said. Complete the sentences. Remember to change the pronoun where necessary. 034
A. B. C. 1. The teacher said, ‘Take a photo of the town that will tell a story.’
2. My mum said, ‘That’s impossible because the town is so modern.’
n
3. My dad said, ‘Take a photo of the river.’
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4. He said, ‘Before people built roads, they travelled on the river.’
5. My uncle says, ‘You can see parts of an old bridge over the river.’
B 1. She said landscapes were her favourite paintings
_____ .
6. Serge said,‘Forget the old stuff and take photos of the modern shopping centre.’
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C 2. He says the subject could be a boy or a girl
_____ .
7. Grandma says, ‘Your grandad was a shipbuilder, so you should visit the port.’
A 3. She said she loved abstract art
_____ .
8. My sister asked, ‘Is there one thing that visually represents the town?’
B 4. She said the painting made her want to walk in the country
_____ . 9. She said, ‘Take a lot of photos of the town and use a method called collage.’
C 5. He asked if he could learn to draw Manga
_____
A 6. He told me to read about abstract art online
_____
.
.
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ph
C 7. She asked if Manga drawings were always black and white
_____ .
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WRitinG Now I can ...
We use reported speech and quoted speech (when we use quotation marks to surround the
exact words a person said) to make what somebody says part of our story. In reported speech, • talk about images to tell important stories. o Yes, I can!
lG
changes of pronoun and tense may be necessary. o I think I can.
‘A picture can paint a thousand words.’ Do you agree? Why or why not? o I need more practice.
As he left, he said, ‘I’ll be back.’ Answers will vary.
As he left, he said that he would be back.
‘Sit down and have a slice of cake,’ my aunt tells me each time I visit.
My aunt tells me to sit down and have a slice of cake each time I visit.
na
‘Do you really like climbing?’ my dad asked when I showed him the photo.
My dad asked if I really liked climbing when I showed him the photo. • use the past passive to describe past actions and processes. o Yes, I can!
o I think I can.
Rewrite the sentences using the past passive. o I need more practice.
io
1. The magic lantern used candles to create a moving image.
1 Organise.
16
Candles were used to create a moving image.
1. Your task is to choose a photo of a friend or family member and write the story that the
at
photo tells. Try to remember conversations you had when the photo was taken. Include 2. Thomas Edison invented a machine to watch cartoons.
reported speech and quotations. On the lines below, write some of what was said.
A machine to watch cartoons was invented by Thomas Edison.
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3. Robert Capa took meaningful pictures of the Spanish Civil War.
Pictures of the Spanish Civil War were taken by Robert Capa.
• use reported speech to describe what others said. o Yes, I can!
o I think I can.
1. What did a friend say or ask you yesterday? Possible answers o I need more practice.
2. Plan your writing. You’ll need an introductory paragraph with a topic sentence. Your topic
My friend asked me if I had a healthy snack in my bag.
sentence will explain why you chose this particular photo. Write your topic sentence here.
2. What did a teacher or parent tell you to do last week?
You’ll need two to three body paragraphs. Describe the context in which the photo was My/Our teacher told me/us to visit an art gallery.
taken, why it was a memorable occasion and what people said, asked or told you.
Finally, you’ll need a short concluding paragraph. Try to summarise what effect the • write a narrative essay about the story that a photo tells. o Yes, I can!
person in the photo and the place or moment has had on your life. o I think I can.
If you could choose one photo to frame tomorrow, which one would it be? o I need more practice.
Why? Remember a conversation connected to the photo.
2 Write. Answers will vary.
1. Go to page 123 in your book. Re-read the model and writing prompt.
2. Write your first draft. Check for organisation, content, punctuation, capitalisation
and spelling.
3. Write your final draft. Share it with your teacher and classmates.
yOU DeCiDe Choose an activity. Go to page 96.
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Unit 8 2 Match the statement halves. Write the letter.
Perform and Create
f 1. Composers only write music
_____ a. with just a smartphone.
e 2. Music isn’t only enjoyment;
_____ b. from birth.
c 3. Once some DJs gain fame and
_____ c. their music is no longer interesting.
recognition,
d. that the audience is satisfied with the
1 In each group, cross out the word that doesn’t belong. Write a reason. Then read each g 4. When you see a symphony orchestra
_____ entertainment.
definition and write the word. Who is the famous composer? play together,
e. it can be influential in the way we think.
d 5. Applause is the only indication
_____
1. lyrics composer beats fame f. as a form of self-expression.
b 6. Children should be exposed to music
_____
‘Composer’ refers to a person, the others refer to things. g. you realise teamwork between
a 7. Anyone can manipulate music
_____ performers is essential.
2. composer performer lyrics disc jockey
‘Lyrics’ refer to a thing, the other nouns refer to people. 3 Listen. Does the speaker agree or disagree with the statements?
Tick Agree (A) or Disagree (D). 035
3. influential vary manipulate expose
A D A D
‘Influential’ is an adjective, the rest are verbs. ✓ ✓
1. 5.
4. entertainment recognition self-expression performer 2. ✓ 6. ✓
All are nouns, but ‘performer’ refers to a person.
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3. ✓ 7. ✓
5. satisfaction beats manipulation recognition 4. ✓
in
‘Beats’ is plural, the other nouns are singular.
n
1. A person who entertains P E R F O R M E R
4
7 Listen again. Write your own response for each statement you hear. 036
ar
by singing or acting
1. Answers will vary.
2. To cause people to experience something E X P O S E
2.
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3. To be or make something different V A R Y
3.
4. The words to a song L Y R I C S
4.
5. Having the power I N F L U E N T I A L
5.
to cause changes
The composer is M O Z A R T . ic
6.
7.
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2 Listen to the radio programme. Answer the questions in full sentences. 037
Gr aMMar
Gerunds and infinitives 1. Who writes Taylor Swift’s lyrics?
She writes her own lyrics.
Learning music is important. (subject)
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I like listening to pop music. (object) 2. Why did her parents move to Nashville when Taylor was young?
They moved to Nashville because they felt it was important
I’m interested in learning about jazz. (object of preposition) for Taylor’s career.
I love seeing / to see live performances.
3. What are some reasons young people love listening to her songs?
na
It’s sad to miss their performance. Young people love listening to her songs because she sings
about things that they understand and identify with.
I turned up the volume to listen to the lyrics.
4. Who was excited about Taylor’s talent? Why?
A gerund is a verb that acts like a noun. It can be used where nouns are used. Some verbs, such
io
A big music company was excited about signing a contract with her.
as like and hate, can be followed by gerunds and/or infinitives with to. The infinitive with to can
follow adjectives such as sad, happy and important. The infinitive can also be used to express
5. What’s one reason Taylor may have stopped playing her guitar in public?
purpose and why we do/did something.
Maybe she got bored with sitting behind her instrument or she wanted to show
at
what a performer she could be.
1 read. Circle the correct answers. (Sometimes both answers are possible.) 6. What indications were there of the success of her first pop album?
N
Her first pop album sold more than a million copies in the first week.
1. Some people only like listening / to listen to one type of music. I think it’s good
varying / to vary. 7. Why did she open the Taylor Swift Education Center?
2. Co-ordinating / To co-ordinate dance movements in a ballet must be very difficult.
She opened the Taylor Swift Education Center to expose young children to music.
She feels that she was lucky to discover music when she was young and wants to do
3. I’m bored with hearing / to hear the same beats over and over again. the same for others.
4. He used his fame and music informing / to inform others about climate change.
3 read the answers. Write the questions. Then answer the same question about yourself.
5. It’s essential buying / to buy tickets early seeing / to see the band’s performance.
1. I prefer to listen to mixes by my favourite DJs when I’m on my own.
6. My friend hates dancing / to dance to hip-hop music.
What do you prefer to do when you are on your own?
7. I’m interested in adding / to add electronic effects to my music. (You)
8. I prefer playing / to play an instrument. Dancing / To dance is too tiring! 2. I get bored with listening to folk music.
9. What do you think about to listen / listening to folk music? What do you get bored with?
(You)
10. We forgot buying / to buy tickets for tonight’s concert.
3. I’m excited about starting dance rehearsals with a professional choreographer!
What are you excited about?
(You)
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1 Listen and read. As you read, think about what conclusions you can draw about 2 Match each summary with a paragraph. Write the letter.
the importance of music. 038
C 1. It’s human nature to want to be part of a group.
_____
B 2. Music has a strong influence on us.
_____
The Sound of Glue F 3. Sounds have changed, but the purpose is still the same.
_____
E 4. Communicating emotions became important.
_____
In front of huge stages where singers, bands and orchestras perform, people
A
do things together: they sing, wave their arms in the air, hold hands and dance. A 5. In concerts, we become one.
_____
Thousands of people attend music performances and melt into one big co-ordinated
group. They become one big group member. D 6. For early humans, music helped to give a group identity.
_____
Researchers have theories about this. Many believe that music is a type of social
B
glue. If you think of concerts, military music, music played at sporting events and 3 Make a list of the researchers’ conclusions from the article. Do you agree that music is
national anthems, they all seem to unite us through emotions. Music is influential in
like ‘glue’? Give your reasons.
the way people feel and behave all together at once.
C
Researchers tell us that as humans, our main motivation in life is to be good Conclusions
group members. They believe that some people feel best when they lose their
individual identities. Even when we listen to music on our own, we’re connecting to
Music is like glue, it brings people together.
others through the rhythms, beats or lyrics we hear and the thoughts they bring. Being a good group member is the main motivation for humans.
D
Researchers believe that music brought and kept early humans close together Music was a way of communicating thousands of years ago.
thousands of years ago. Even before the earliest musical instruments and the invention
g
of language, our ancestors probably used music to communicate. Researchers suggest
Music brought and kept societies together.
that sound and music were the ‘glue’ for the first human societies and were very The first sounds were the first music, but they were probably just grunts.
in
important in helping early modern humans create a sense of group identity and trust.
This was important for successful living, hunting and migrating.
E
The first music was probably just sounds. As we know, even music without lyrics
4 answer the questions and explain your own experience about being in a group.
n
can make us feel happy or sad. The tone of a voice can tell us how someone is feeling
emotionally. It’s possible that music and language both evolved because early humans
1. How do you feel when you listen to music in a group?
needed to communicate their emotions to others in a group. As groups became larger,
ar
humans needed to find better and more efficient ways to express themselves. Answers will vary.
F
Of course, the first sounds were not that musical! They were probably more like
grunts than the pure sound of an opera singer! What seems to be clear is that music
Le
brought people together thousands of years ago and it still does.
2. What difference do you find between listening to music in a group and listening to it
on your own?
ic
ph
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3 read the poem. Underline the sense verbs and infinitives. Then use the sentence starters
Gr aMMar
to write your own poem. Make sure you use the infinitive form.
Sense verbs + infinitive: Describing what you see, hear and feel
This week we had to write about what we hear, see and feel. We didn’t have to write a
I saw the lights flash with the beat of the music. poem, but that’s what I wanted to do. I thought I would upload it to see what you all think.
lG
Can you hear the ice break in parts of their song?
It’s strange to feel the floor move when everybody dances!
We watched the couple dance the tango. Mixed Emotions
We had watched the flash mob come together. When I see masterpieces on a wall before me,
I feel how the past and the present connect.
na
When we use sense verbs, we follow this structure: sense verb + object + infinitive (without to).
When I hear violins soar like clouds in the sky,
I feel my heart soar, too.
When I hear ice crack and break,
1 Complete each sentence with a verb from the box.
io
I know what a fragile world we live in.
come on open pick up read start walk When I see plastic float on rivers to the sea,
I am sad for the living things in the way.
at
1. I felt my mouth open as I picked up the microphone to sing! When I feel the sun shine on my face,
2. I saw the lights come on behind me on the stage. I remember our place in the universe.
When I watch a small child take its first steps,
start
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3. I heard the audience to applaud.
I am excited about what the future will bring.
4. I watched the band walk onto the stage and pick up their instruments. Life is a symphony of sights, sounds and feelings.
2 Listen. Answer the questions. Use a sense verb and an infinitive in each answer. 039
When I see Answers will vary. ,
1. What did the writer hear? .
He heard an orchestra play everything from Mozart to the Beatles.
When I hear ,
2. What things did he see become saxophones? .
He saw water pipes become saxophones.
When I hear ,
3. What did he see dustbins and X-rays transform into? .
He saw dustbins and X-rays transform into violins and drums.
When I see ,
4. How did he feel about the way the instruments played? .
He felt the instruments played in a magical way.
When I feel ,
5. What has he watched? .
He has watched the orchestra gain recognition as they travel around the world.
When I watch ,
.
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WrItInG Now I can ...
In an explanatory essay, we teach our reader about a topic. We don’t include our opinion. In
the first paragraph, we should identify the topic we’re going to write about. Then, we provide • talk about music and performing arts. o Yes, I can!
additional facts, details and examples to help the reader understand the topic better. What music or performing art appeals to you the most? o I think I can.
o I need more practice.
Give reasons.
1 Organise.
16 Possible answer: I love dancing. I love the energy and the co-ordination of the movements.
1. Your task is to write an essay to explain a type of artistic expression. Look through your
Why do you think we listen to music? We listen to music to help us relax, to put us
book for examples of artistic expression and then choose a type you’re interested in.
Remember that artistic expression can include painting, sculpting, writing, composing into a better mood and to distract us when we’re exercising!
and performing. Choose your topic and then research facts, details and examples. Make
notes about what you want your reader to know about your topic. • use gerunds and infinitives. o Yes, I can!
o I think I can.
Form of artistic expression: Write four sentences using a gerund or infinitive. Use the clues.
o I need more practice.
Facts Details and examples 1. (as a subject) Painting is a great hobby.
2. (as an object) I like to watch/watching ballet performances.
3. (as an object of a preposition) I’m excited about performing on stage.
4. (to express purpose) I saved money to buy tickets for the music festival.
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• use sense verbs + infinitive to describe what you see, hear and feel. o Yes, I can!
o I think I can.
Choose an appropriate sense verb and finish each sentence. Possible answers
in
o I need more practice.
2. Plan your writing. You’ll need an introductory paragraph with a topic sentence to
introduce the form of artistic expression you’re going to explain. Think about a topic 1. Sometimes, my family hears me sing when I'm in the shower .
sentence that will draw your audience in. 2. If I saw my favourite singer walk towards me, I would be extremely happy .
n
3. I felt the floor move when my sister was jumping around .
ar
You’ll need two or three body paragraphs. Think about what aspect of artistic expression
you’re going to describe in each paragraph. Support it with interesting and unusual facts • write an explanatory essay about a type of artistic expression. o Yes, I can!
and details. o I think I can.
Explain one way you express or would like to express yourself artistically.
o I need more practice.
Finally, you’ll need to finish with a general statement that concludes your explanation. Use facts and examples.
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Remember not to give your own opinion. Answers will vary.
2 Write.
1. Go to page 139 in your book. Re-read the model and writing prompt.
2. Write your first draft. Check for organisation, content, punctuation, capitalisation
and spelling.
3. Write your final draft. Share it with your teacher and classmates. ic
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yOu DeCIDe Choose an activity. Go to page 96.
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Units 7–8 Review 3 Complete the sentences. Use the gerund or infinitive of the words in brackets.
1. I can feel my voice become (become) quieter as I walk into a theatre.
1 read. Fill in each blank with a word from the box. 2. It’s essential for a musician to practise (practise) music every day.
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abstract canvas images masterpieces meaningful 3. In rehearsal, I watched ballet dancers work (work) with the
method permanent represents scene shocking choreographer. I was amazed!
sophisticated symphony traditional understanding visual 4. She ran back to get (get) her camera.
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The Sounds of Visual Stories 5. The teens were excited about forming (form) a folk dancing group.
Neil Harbisson is an artist who can’t see colour. However, thanks to a special 6. Creating (create) animations for TV has various stages.
device, he now has an (1) understanding of what colour could look
7. We heard the symphony orchestra start (start) to play.
like. He wears a (2) sophisticated device that changes all the
io
colours in a (3) scene into sound waves so that each colour
(4) represents a musical note. This means he can hear a 4 Write. Change each sentence so that the meaning is the same. Use reported speech
(5) symphony of colour instead of seeing everything in greys. He feels for 1–4 and the past passive for 5–8.
at
that this (6) method of hearing colour has made him into a human
1. ‘Music makes the brain work better.’
robot because the device has become a (7) permanent part of him
and his senses. The researcher says that music makes the brain work better .
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When he goes to an art gallery, Neil listens to the (8) masterpieces of 2. ‘There’s a lot of new research on exposing children to music.’
famous artists and understands the colours of the (9) images . She told me (that) there was a lot of new research on exposing children to music .
At first, he found it (10) shocking because everything was so noisy.
3. ‘Musical training can keep your brain sharp.’
Later, Neil started to paint sound portraits by changing the sounds into colour They said (that) musical training could keep your/my brain sharp .
on a (11) canvas . His subjects may be a piece of music, a
speech by a famous person or an everyday object. The results are bright, 4. ‘Will you play an instrument at school?’
(12) abstract paintings of colourful rectangles. In this way, Neil My friend asked me if I would play an instrument at school .
creates a (13) visual story through the sounds that are so
meaningful 5. Early people made primitive instruments from tree trunks and animal skins.
(14) to him.
Instruments were made from tree trunks and animal skins (by early people) .
2 Listen. Underline each correct answer. 040 6. They exposed the audience to an amazing light show.
1. The group first started as animal trainers / street performers. The audience was exposed to an amazing light show .
2. The name Cirque du Soleil is a tribute to Quebec / the Sun. 7. A computer designed the costumes for their performance.
3. The performers are from many different countries / Canada. The costumes for their performance were designed (by a computer) .
4. Costume designers and composers play an essential part / are robotic. 8. They used recycled material to make the instruments.
5. Each show has 1,300 performers / is very visual. Recycled materials were used to make the instruments .
6. Their audiences prefer realistic performances / are exposed to imaginary worlds.
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you decide Choose an activity. Unit 1 you decide Choose an activity. Unit 2
1 Brainstorm as many different jobs 4 Work in pairs. It’s your birthday. 1 If you had to choose any animal as 4 Work in pairs. You want a pet snake.
as you can in one minute. Then, with a With your best friend, make plans about the a pet, which would you choose? Give Your mum and dad are against this idea.
classmate, discuss the different skills and different things you can do to celebrate. your reasons. Compare your choice of pet
qualities you would need for each job. Which Decide exactly what you will do. Then Role-play the dialogue between you and one
with a classmate’s. Use the following words
job would you be the best at? Explain why. discuss. of your parents. Come to a final decision.
to help you.
Use as many words from the box as possible. • Assign roles.
• Assign roles. aggressive filthy poisonous
co-operative determined energetic • Practise the conversation. bite hurt unpopular
• Think about the arguments for and
enthusiastic generous helpful destroy misunderstood untrue against having a pet snake.
• Act out the conversation in class, or use
open-minded outgoing patient a phone or tablet to make a video. disgusting myth upset • Practise the dialogue.
responsible self-confident fangs pest venom • Act out the dialogue in class, or use a
phone or tablet to make a video.
5 Write. Choose two superheroes.
2 Use question tags to make 2 Read the statements. Use the
Write about the ways they are similar and
statements about the following topics. different. Explain which of the two is your following four expressions to speculate on 5 Write. You have asked a friend
favourite and why. each situation in the past: could have, might to look after your pet rat while you are on
Life as an only child
have, may have and must have. holiday. Describe how he/she must look after
Life as a teenager • To plan your writing, follow the steps
• The girl was shaking.
your pet every day. Make sure you explain
Being competitive on page 10 of your workbook.
what kind of exercise it needs and what to do
g
Following a recipe • Share your writing with your teacher • The farmer was angry.
if it becomes aggressive.
Fast food and classmates. • The family didn’t answer when he
knocked on the door. • R esearch how to look after rats.
in
Example: I’m an only child. That doesn’t mean • To plan your writing, follow the steps
6 You saw this announcement in a
I’m spoilt, does it? on page 20 in your workbook.
local newspaper. 3 Answer the questions in full
sentences. Notice if the verbs are followed by • S
hare your writing with your teacher
n
A part-time babysitter is needed for a friendly and classmates.
3 Respond to each sentence with the family in the city. We have two boys, ages 5 infinitives with or without to.
special use of it. and 8. Experience with children is essential.
ar
Duties include preparing lunch and taking • W
hat did you help somebody do 6 Your pet tarantula has escaped!
I did really well in my exam! children outside to play. recently? Write a flyer to hand out to neighbours and
I need to get up!
Write to the family explaining your experience • W
hat things don’t your parents let you to put in shop windows. Describe the
My bananas are all soft!
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and why you would be a good candidate for do at home? tarantula and its behaviour so that people
The journey takes six hours by car!
are not scared and know what to do when
The sun is out! the job. Ask questions about your hours of • W
hat chores do your parents ask you they find it.
work and additional duties. to do?
Write approximately 150 words. • What do you plan to do next weekend? Use no more than 100 words to write your flyer.
ic
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you decide Choose an activity. Unit 3 you decide Choose an activity. Unit 4
1 Do you prefer working in a group 4 Work in pairs. You and your partner 1 Describe a piece of clothing you see 4 Work in pairs. Interview a young
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in class or working on your own? What are have just watched a documentary on animal someone wearing without saying what it designer.
the advantages and disadvantages of each? group behaviour. Choose an animal group. is. Use at least five words from the list
• Research a young designer.
Does your classmate share the same ideas Talk about what amazed you about the below. Ask a classmate to guess!
• Prepare five questions.
as you? Try to include at least four of the animals and how group behaviour helps
attractive leather style • A
ssign the roles of interviewer and
following words in your conversation. these animals survive. designer material synthetic designer.
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flock of birds school of fish eco-friendly popular trendy
assume co-ordinated leader herd of elephants swarm of ants
• Practise the interview.
fashion
belong to efficient realised pack of wolves • Act out the interview in class, or use
consensus a phone or tablet to make a video.
• Take notes on the two groups of
2 Read the steps to dye a T-shirt using
io
animals.
2 Write each of the following 12 • Practise the conversation. a natural dye. 5 Write. Persuade your readers to
verbs on a strip of paper. Shuffle the strips • Act out the conversation in class, or use wear or not to wear a certain type of clothing.
How to dye a T-shirt using beetroot! Support your point of view with facts and
and place them face down on a table. Turn a phone or tablet to make a video.
at
1. Wash the T-shirt. statistics.
the strips over one at a time and race your 2. Cut the beetroot, put it in water
partner to write a sentence using the verb. 5 Write. Prepare a speech to give in a pot and simmer for an hour. • To plan your writing, follow the steps
3. Remove the beetroot, put the T-shirt on page 42 in your workbook.
to parents whose children are new at your
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be associated with point out in the red liquid and simmer for
come across respond to school. Explain why playing a team sport is one hour.
• S
hare your writing with your teacher
deal with talk over and classmates.
the best way for students to learn to work 4. Rinse very well and dry.
work out think about
go through turn out
together. Give examples of how team sports Always wash with dark clothes … unless
can be beneficial. you want some red on all your clothes! 6 This is part of an e-mail you
look at wonder about
received from a friend in the United States.
• To plan your writing, follow the steps
Describe the process using the passive voice.
on page 32 in your workbook. For my homework project I have to write
3 You are part of a group that wants
• Share your writing with your teacher about what children my age in another
to make changes to improve your town. To get country like to wear these days. What’s
and classmates. 3 You received this text message from
ready for your meeting, rewrite your notes. Use the latest fashion where you live? Do you
a friend. and your friends like it? Why?
(not) enough, too much and too many. Add
some more ideas to the list. 6 A friend has written to you asking My mum says I spent too much money during
for advice. the summer and I can’t buy new clothes for the
• Cars in the town centre next three months. What do I do now? I need to Respond to the e-mail. Write at least 100
• Need more trees and plants From: Joe To: Gloria get something cool for the school party!! words.
Subject: My sister’s party
• Only one sports facility
Help! My little sister is going to have her 8th birthday Respond with three short text messages.
• Dance clubs are noisy and neighbours party at home. My mum has asked me to help out with Comment on your friend’s problem using
can’t sleep. the entertainment. Have you got any ideas for fun group
activities I can do with the children? Thank you! could, should, could have or should have.
• Dog owners want more green spaces
to walk their dogs.
Write to your friend with your ideas. Use no
more than 100 words.
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Workbook
you decide Choose an activity. Unit 5 you decide Choose an activity. Unit 6
1 If you were an animal that could fly, 4 Work in pairs. Read the following 1 If you could choose, which place 4 Work in pairs. Interview the first
which animal would you be? Why? statement. would you explore: space or the depths of astronaut to travel to Mars.
Explain your reasons to a partner. How are the ocean? Talk to a classmate who wants
A jet pack will be the best way to travel • R e-read information about Mars.
your animals similar and different? Use the in the future. to explore a different place to you. Share
• Prepare five questions.
following words to help you. reasons for your choices. Use the following
Do you agree or disagree with this statement? • Assign the roles of astronaut and
adaptation glide skilled words to help you.
Give your reasons. Make notes about what you interviewer.
allow hollow support
capability land take off and your partner will discuss. aspects fundamental proof • Practise the interview.
evolve limited weight chance instruments vast • Act out the interview in class, or use a
• Practise your dialogue. detect lead to
flight powered phone or tablet to make a video.
• Act out the dialogue in class, or use a
phone or tablet to make a video.
2 Your friend, who is studying English, 2 Use present and past conditionals 5 Write. Write about the argument
isn’t sure how to use the past and past to answer the question about the following that it’s better to focus on looking after our
5 Write. Write a classification essay
perfect tenses to distinguish the first of two situation. own planet than to send missions to other
to describe the different flying experiences of
actions. Can you help your friend? worlds.
hang gliding, skydiving and using a jet pack. What would you have done if planet Earth had
I (to be) very scared the first time I (to fly) in been invaded by visitors from other planets? • To plan your writing, follow the steps
• To plan your writing, follow the steps on page 64 of your workbook.
g
an aeroplane when I (to be) four. I (to scream) on page 54 in your workbook.
for an hour before a flight attendant (to give) me a • S
hare your writing with your teacher
• Share your writing with your teacher 3 Write a report to compare how and classmates.
toy! Apparently, all the passengers (to complain).
and classmates. these sets of devices have been working.
in
But amazingly, last year I (to learn) to paraglide. My
mum can’t believe it!
Use the following adverbs: fast, accurately,
6 Imagine that you’re an astronaut
6 Your family wants to plan something efficiently, precisely.
on the International Space Station. You are
special for your mum and dad’s wedding
n
Printer X / Printer Y keeping a blog of what your life is like there.
3 Look at the time line of Ana’s anniversary. In a travel magazine, you see Smartphone camera / Tablet camera Write today’s blog.
activities. What had she been doing the hour this advertisement for helicopter rides.
ar
Mars Rover I / Mars Rover II
before? Write at least 100 words.
From the moment you take off, you will feel the Quadcopter D5 / Quadcopter D10
Watch a documentary excitement of soaring above this amazing waterfall.
6 p.m. Come and experience the flight of a lifetime!
Write an essay on the history of flight
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7 p.m.
Eat dinner Write to the company. Find out more
8 p.m. information and ask questions about the
Message friends
9 p.m. helicopter ride.
Read in bed
10 p.m. Write at least 100 words.
Go to sleep
Example: Before 6 p.m., Ana had been ic
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watching a documentary. Before 7 p.m., ...
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you decide Choose an activity. Units 7–8
1 Observe a painter painting. Write 1 Imagine that you are going to
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about the process in the past passive. interview your favourite musical artist for
a local cultural magazine. Use each of the
The painter drew an outline of the subject.
expressions in the box to form your questions
She mixed the colours.
before the interview.
She applied the paint to the canvas.
bored with excited about like/love/hate
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She cleaned her brushes.
difficult to important to prefer
She left the portrait to dry.
2 You have just given your first
2 Rewrite the sentences in reported performance in front of the whole school.
io
speech. Indicate who is speaking. Write down your impressions about the
‘You can’t take photos inside the gallery.’
experience. Use the sentence starters below
‘Stand in the light to the left of the tree.’
and an infinitive.
at
‘Can you take my photo next to the statue?’ I saw ... I watched ...
I heard ... I felt ...
Use say, tell and ask.
N
3 Write. Choose a topic that you
3 Write. Observe a group of people in
are passionate about that isn’t related to
your town, outside your window or at school.
music. Share your passion by writing an
Invent a story about what the scene tells you.
explanatory essay that includes facts, details
Use reported speech and quotations to tell
and examples to help others understand the
what you think people are saying.
topic.
• To plan your writing, follow the steps • To plan your writing, follow the steps
on page 76 in your workbook. on page 86 in your workbook.
• Share your writing with your teacher • Share your writing with your teacher
and classmates. and classmates.
4 You see this announcement for new 4 Your friend has sent you this e-mail.
after-school clubs in your school magazine.
From: Darrah To: Sofia
New clubs Wanted After School Subject: Summer concert
Table tennis, guitar playing and cooking have been Hi! I have just seen that there will be a big summer festival
suggested. Make a suggestion and we will publish near where I live. There will be some great artists and DJs
your article in next month’s magazine. playing. I wondered if you’d like to come and go to a few
outdoor concerts with me?
Make a suggestion for an art and photography
What do you think? Let me know and I’ll buy tickets.
club. Explain why it would be a good idea.
Write about 100 words. Write your answer in about 100 words.
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Credits
Cover © Sungjin Kim/Moment Select/Getty Images.
Lesson Planner Photography Credits
20 (tl) ©Roberto A. Sanchez/E+/Getty Images. (tc) ©Christos Arazos/Demotix/Corbis. (tr) ©Bulent Ince/E+/Getty Images. 21 ©Joe Giddens/EMPICS
Sport/Abaca Press. 22 ©Iris Brooks/Northern Lights Studio. 23 (b) ©Ryan Lash/TED. (t) ©Jenny Daltry/FFI. (c)©Mikey Schaefer. 24 ©Stephen
Morton. 25 ©Kaz Chiba/Stockbyte/Getty Images.
Student’s Book Photography Credits
8–9 Nikada/Getty Images. 10 (br) Christos Arazos/Corbis News/Corbis. (bl) Bulent Ince/Getty Images. 11 (tl) Idea Images/Alamy Stock Photo.
(tr) Roberto A Sanchez/Getty Images. 12–13 Ethan Hill/Redux. 13 Ivan Vdovin/Alamy Stock Photo. 14 (cr) © William Reavell (c) Dorling
Kindersley/Getty Images. (br) Marvin Joseph/The Washington Post/Getty Images. 15 (tl1) Dominik Pabis/E+/Getty Images. (tl2) Herbert
Lehmann/Getty Images. (tr) Alloy/Corbis. (cr) Helle Bro Clemmensen/Getty Images. 16–17 ArabianEye/Getty Images. 18–19 © Chris Saunders/
Lampost. 21 (tr) James A. Guilliam/Getty Images. (br) Roger Charity/Getty Images. 22 Ethan Hill/Redux. 23 (tr1) YeRin Mok/Red Images LLC/
Alamy Stock Photo. (tr2) Paul Springett 02/Alamy Stock Photo. (c) Anthony Redpath/Flirt/Corbis. 24–25 Anup Shah/Nature Picture Library. 26
Dorling Kindersley/Getty Images. 26–27 Ch’ien Lee/Minden Pictures. 27 Image State. 28 Andreas Rose/Getty Images. 29 Geoff Brightling/Getty
Images. 30 Joel Sartore/ National Geographic Creative. 31 (c) Hugh Lansdown/Shutterstock. (cr1) SIU/Visuals Unlimited, Inc. (cr2) SIU/Visuals
Unlimited, Inc. (br) Lamyai/Shutterstock. 32 (tr) Johner Images/Getty Images. (bl) Barry Mansell/Nature Picture Library. 32–33 Southtownboy/
Getty Images. 34–35 Paul Nicklen/National Geographic Creative. 36–37 Arlindo71/E+/Getty Images. 36 (tr) Pakhnyushchy/Shutterstock.com. 37
(cr) Eric Lowenbach/Moment Open/Getty Images. 38 © Jenny Daltry/FFI. 39 (br) Justin Horrocks/E+/Getty Images. (cr) Rundstedt B. Rovillos/
Moment/Getty Images. 40–41 Roy McMahon/Cardinal/Corbis. Medioimages/Photodisc/Getty Images. 42–43 Nancie Battaglia/Sports
g
Illustrated Classic/Getty Images. 44–45 © Amos Nachoum. 46 Mark Moffett/Minden Pictures. 47 (cr) Redmond Durrell/Alamy Stock Photo. (bc)
in
Ivan Vdovin/Alamy Stock Photo. 48 Tim Davis/Dlillc/Encyclopedia/Corbis. 49 (tl) Suzi Eszterhas/Minden Pictures. (tr1) Digital Zoo/Photodisc/
Getty Images. (tr2) Surangasl/Shutterstock.com. (tc) Frans Lanting/National Geographic Creative. (cl) Dr. Morley Read/Shutterstock.com. (c)
Alan Jeffery/Shutterstock.com. (cr) Martin Strmiska/Alamy Stock Photo. 50–51 Radu Vioreanu/Corbis Wire/Epa/Corbis. 52–53 Solent News/
n
Splash News/Newscom. 54 Grey_Elkin/Shutterstock.com. 55 (cl) Kaz Chiba/Stockbyte/Getty Images. (br) MM Productions/Photodisc/Getty
ar
Images. 56 Jesse Dittmar/Redux. 57 Proxyminder/E+/Getty Images. 58–59 © Gregory Smith/CARF. 60–61 Greg Dale/National Geographic
Creative. 61 Amy White & Al Petteway/National Geographic Creative. 62–63 © Photographed by Dar Riser, TShirt by Asher Jay in collaboration
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with Green Changes. 63 (tr) John Muggenborg/Alamy Stock Photo. (br1) Matthew Cole/Shutterstock.com. (br2) Julia Ivantsova/Shutterstock.
com. 64 (t) Foto76/Shutterstock.com. (c) Jazzirt/E+/Getty Images. 65 (tl) Echo/Cultura/Getty Images. (tc) Rob Crandall/SCPhotos/Alamy Stock
Photo. (tr1) Mexrix/Shutterstock.com. (tr2) Felipe Dupouy/DigitalVision/Getty Images. (c) Blend Images - Erik Isakson/Brand X Pictures/Getty
Images. (cr) Hero Images/Getty Images. (cl) Alistair Berg/DigitalVision/Getty Images. (br) Teerasak/Shutterstock.com. 66–67 © Paper Toy LLC.
ic
Günay Mutlu/E+/Getty Images. 67 AP Images/Phil Skinner. 68 iStockphoto.com/Nwphotoguy. 68–69 GoodMood Photo/Yay Micro/Age
Fotostock. Somchaij/Shutterstock.com. 69 (tr) Elovich/Shutterstock.com. (c) Thomas Acop/E+/Getty Images. 70 Ivan Vdovin/Alamy Stock Photo.
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71 Jeffrey Lepore/Science Source. 72 © Daniel Rosengren. 73 68/Ocean/Corbis. 74–75 Mark Kolbe/Getty Images News/Getty Images. 76–77 ©
Jetman.com. 78 (l) Walter Myers/Stocktrek Images/RM Stocktrek/Corbis. (r) Sergey Krasovskiy/Stocktrek Images/Getty Images. 79 (l) Daniel
Eskridge/Stocktrek Images/Getty Images. (r) WaterFrame_sta/Alamy Stock Photo. (tr) Dorling Kindersley/Getty Images. 80 (tr) Louie Psihoyos/
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Documentary/Corbis. (tc) Ryan Carney/National Geographic Creative. 81 Tim Laman/National Geographic Creative. 82–83 Photolinc/
Shutterstock.com. 82 (bl) Children flying kites, from an album of Chinese drawings, 1735 (w/c on paper), Fraisse, Jean Antoine (fl.1733-40) /Musee
g
Conde, Chantilly, France/Bridgeman Images. (bc) T.Light/E+/Getty Images. (br) Steven Wynn/E+/Getty Images. 83 (tr) Science Source. (bl) David
Lees/Fine Art/Corbis. (bc1) Print Collector/Hulton Archive/Getty Images. (bc2) The Royal Aeronautical Society National Aerospac/Mary Evans
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Picture Library Ltd/AGE Fotostock. (br) Manfred Glueck/Alamy Stock Photo. (cr) Mary Evans Picture Library/Alamy Stock Photo. 84–85 Library of
Congress, Prints and Photographs Division [LC-DIG-ppprs-00626]. 85 (t) Interfoto/Personalities/Alamy Stock Photo. (tc) MixPix/Alamy Stock
Photo. (c1) Everett Collection Historical/Alamy Stock Photo. (c2) Mansell/The Life Picture Collection/Getty Images. (bc) Chronicle C/Alamy Stock
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Photo. 86–87 Harvard Microbiotics Lab/National Geographic Creative. 88 US Air Force Photo/Alamy Stock Photo. 89 Lorenzo Puricelli/Vetta/
Getty Images. 90 Ryan Carney/National Geographic Creative. 91 Vasily Maximov/AFP/Getty Images. 92–93 NASA, ESA, and the Hubble Heritage
Team (STScI/AURA). 94–95 NASA. 95 (inset) ESA/DLR/FU Berlin. 96 (tr) Bethany Ehlmann/National Geographic Creative. (br) World
na
Perspectives/Photographer’s Choice/Getty Images. 99 (tr) (tl) NASA. (t) Tristan3D/Alamy Stock Photo. 100–101 NASA/National Geographic
Creative. 101 (cr) © Bert Carson. 102–103 Kevin Hand/JPL/Caltech. 103 (t) SCIEPRO/Science Photo Library/Getty Images. 104 (cl) STScI/NASA.
(cr) NASA. (br1) Matthew Cole/Shutterstock.com. (br2) Julia Ivantsova/Shutterstock.com. 105 Kurita Kaku/Gamma-Rapho/Getty Images. 106 ©
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Ryan Lash/TED. 107 Historical Premium/Corbis. 108–109 Chad Purser/Alamy Stock Photo. 110–111 Gianluca Colla/National Geographic Creative.
112–113 Bruce Yuanyue Bi/Lonely Planet Images/Getty Images. 114 © Ami Vitale. 115 (tl) Woottigon/Shutterstock.com. (tr) Jeremy Maude/
at
DigitalVision/Getty Images. (bl) Matthew Cole/Shutterstock.com. (br) Julia Ivantsova/Shutterstock.com. 116 (t) Art Images/Getty Images.
(b) Artepics/Alamy Stock Photo. 117 (tl) Courtesy National Gallery of Art, Washington. (r) Jonathan Woodcock/DigitalVision Vectors/Getty
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Images. (bl) Courtesy National Gallery of Art, Washington. 118 (cl) Science & Society Picture Library/SSPL/Getty Images. (cr) Science & Society
Picture Library/SSPL/Getty Images. (l) Israel Talby/Israel images/Alamy Stock Photo. (r) Science & Society Picture Library/SSPL/Getty Images.
119 (l) © Giannalberto Bendazzi. (c) Walt Disney/Courtesy: Everett Collection. (r) Pixar/Walt Disney/Courtesy: Everett Collection. 120–121 David
Leonard/Three of Change/National Geographic Learning. 122 Portishead1/E+/Getty Images. 123 (t) John Giustina/Purestock/Getty Images.
(b) Douglas Allen/E+/Getty Images. 124 © Sarah Isaacs. 125 Trish Gant/Dorling Kindersley/Getty Images. 126–127 © Kien Quan. 128–129 Blend
Images/PBNJ Production/Brand X Pictures/Getty Images. 130 © Roberto Masotti. 131 (t) MekCar/Shutterstock.com. (bl) Ivan Vdovin/Alamy Stock
Photo 132 Alistair Laming/Alamy Stock Photo. 133 (t) AugustSnow/Alamy Stock Photo. (tr) Tony Anderson/Taxi/Getty Images. 134–135 © Iris
Brooks/Northern Lights Studio. 136–137 Clover/Alamy Stock Photo. 138 Renee Keith/Vetta/Getty Images. 139 John Michaels/Alamy Stock Photo.
140 Fred Hayes/WireImage/Getty Images. 141 AID/amanaimages/Corbis. 142 (bl) Joseph Sywenkyj/Redux. (bc) Oleksii Vovk/Dreamstime.com.
(br) Dimitri Hakke/Redferns/Getty Images. 142–143 Oleksii Vovk/Dreamstime.com. 143 (b) ©Taras Bovt. 153 (tl) Kritina Lee Knief/Getty Images.
(c) Lawren/Getty Images. (cr) Hero Images/Fancy/Corbis. (br) REB Images/Blend/Corbis. 159 (tr) Antagain/E+/Getty Images. (cl) John Lund/The
Image Bank/Getty Images. (bc) Kletr/Shutterstock.com. 161 (tl) Preto Perola/Shutterstock.com. (br) Llizia/Shutterstock.com. (tr) Glow Décor/
Glow/Getty Images. (cr) Ifong/Shutterstock.com. 163 (tl) Gosphotodesign/Shutterstock.com. (cl) Dorling Kindersley/Getty Images. (cr) Potapov
Alexander/Shutterstock.com. (cr) John Foxx Images/Imagestate. 168 (tl) NASA/JPL-Caltech/University of Arizona. (tc) NASA/JPL/University of
Arizona. (tr) NASA/JPL-Caltech/Univ. of Arizona. (bl) NASA/JPL-Caltech/MSSS. (bc) NASA/JPL-Caltech/Cornell/USGS. (br) NASA. 171 (t) Urfin/
Shutterstock.com. (b) Atomix/Shutterstock.com. Craig Phillips/National Geographic Learning. 173 (tl) Caroline Woodham/Digital Vision/Getty
Images. (tr) Richard Newstead/Moment Open/Getty Images. (c) Photodisc/Getty Images. (bl) Serts/E+/Getty Images (br) The Catcher
Photography/Moment Open/Getty Images.
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