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TEACHERS NOTES: INTERMEDIATE BLUE

BOOKLET 4B THE NATURAL WORLD

CONTENTS PAGE 3,4 1. All About You Thinking about the natural world 5-8 2. About Your World My town is greener than your town 9,10 3. English Around You (Listening) Im a jungle trek guide 11-13 4. English Around you (Reading) They live in the Amazon 14,15 5. Real World Communication (Spoken) It was a nightmare! 16,17 6. Finding Out (Reading) How to survive an emergency 18,19 7. Finding Out (Listening) Talking animals 20-22 8. Sharing Information Theyre suffering from severe drought 23,24 9. About Your World The Seven Wonders of the Natural World 25,26 Consolidation 27-34 Students Book Resources 35-42 Teachers Extra Resources

UNIT OBJECTIVES Grammar Comparative and superlative adjectives. Comparative and superlative adverbs. Defining and non-defining relative clauses Present perfect simple & continuous (review) Infinitives of purpose & gerunds (review) Verb patterns with gerunds and infinitives (review)

Vocabulary The natural world The environment Travel & holidays (review) Personal feelings & experiences (review)

Listening Follow a lecture or talk and take notes Use notes to answer questions Listen for specific information

Reading Find and understand relevant information Read straightforward factual texts Scan texts to find information quickly

Speaking Describe a travel experience where something unexpected happened Talk about the environment and compare environmental problems Discuss problems with a group and make decisions together. Give a presentation Talk about causes and effects Summarize and give opinions about a talk Invite others to give their views Exchange factual information Give reactions to stories Explain how to do something, giving detailed instructions

Writing Write about causes and effects of environmental problems Summarise by giving opinions on a topic

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Notes

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1. ALL ABOUT YOU THINKING ABOUT THE NATURAL WORLD PAGES 26 & 27

Objectives Vocabulary: the environment; Reading: find and understand relevant information; scan texts to find information quickly Speaking: talk about causes and effects; talk about the environment & compare environmental problems, give a presentation

Editors note: The objectives are listed wrongly in the students booklet.

A Vocabulary

Optional: 1. Ask the class to keep their booklets closed. Group learners and hand each a piece of paper. Set a time limit and ask them to brainstorm words associated with The Natural World. 2. Learners pass on their papers to another group and add any more words they know. 3. Repeat if necessary before feedback. 4. Retain word lists for use in B Speaking activity 3.

1a Learners work individually to complete the table with the correct word form before comparing their answers in pairs and feedback. Answers: 1 population 2 populated 3 environmental 4 destruction 5 destroyed 6 recycle 7 recycling 8 pollute 9 polluted 10 extinction 11 endangered

b Hand out dictionaries if necessary and ask learners to work in pairs to answer the questions before feedback. This activity raises awareness of collocations associated with the topic. Ask learners if they know any other collocations associated with these words. Answers: 1 pollution 2 recycling 3 recycled

Extension: The Environment- Hangman. On IWB/ Whiteboards prepare the following gapped words as a Hangman game. Group learners and ask them to try to complete the gaps. You can choose to hide or reveal the clues beside each word/phrase. Elicit the missing letters from each group and concept check meaning. (Each answer consists of two words. / represents a break between words.) 1. C _ _ m _ _ e / c _ _ _ g _ ( the way our weather is becoming different) 2. _ _ t _ r _ _ / h _ _ _ t _ _ s (where animals live in the wild) 3. G _ o _ _ l / _ a _ _ I _ g (an increase in world temperatures) 4. G _ _ _ n _ o _ s _ / e_ _ _ c_ (a build up of gases in the atmosphere that may be heating the planet) 5. _ i _ / p _ _ _ u _ I _ n (caused by vehicles and factories) Answers: 1 climate change 2 natural habitats 3 global warming 4 greenhouse effect 5 air pollution

B Speaking

2 Check meaning of carbon footprint- the amount of CO2 that a particular person or group produces/contributes to the world. Group learners to discuss the questions. Monitor and note any language/ communication issues to deal with in feedback. Elicit feedback for each question.

3 Pair learners to describe the images. Encourage learners to use the vocabulary from 1a.

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Optional: Redistribute the word lists created prior to 1a and ask learners to incorporate appropriate words into their descriptions.

C Reading

4 Refer learners to the first section of the text, labelled Projects on page 27. Learners work individually to match pictures to the texts before comparing in pairs and feedback. Answers: There may be variation in responses but arguable the best matches are: Save the rainforest- F, H Save the elephants- E Save the seas-A, B, G Save our air- A, B, C, D

5 Group learners into 3 or 4 people. They will remain in these groups for the remainder of the lesson. Assign projects to each group and ask them to read the remaining project information. Monitor and provide support as necessary. Encourage learners to share meanings of new words they might encounter in the texts.

6a Brainstorm the names of environmental charities; e.g. Greenpeace, Friends of the Earth, IWF, etc. Tell learners they work for one of the charities. Discuss the situation as a class.

b Ask learners to work together to prepare a presentation based on their groups project. Tell learners in their presentation they must describe

the problem in their own words,

what their charity does,

and how the money can help them make the world a better place.

Teachers note: Learners need to persuade the class to vote for them. Review language and strategies for persuading people. E.g. Strategies: giving examples, using real conditionals, using adverbs. Language: Not onlybut also; whats more; another reason is; if you ., well.; this is obviously/clearly an important issue, etc.

Monitor and assist groups as they are working on their presentations.

Extra Activity: If you wish, you could get the learners to design a poster for their environmental project that can be displayed on the wall. This would work particularly well with younger/teenage learners. You could adapt this activity and create a PowerPoint presentation if a multimedia room is available.

c Distribute slips of paper and ask the class to vote for the charity who gave the best presentation. Name the winner, and then elicit feedback as to why the presentation won.

TEACHERS EXTRA RESOURCE ENVIRONMENTAL VOCABULARY PAGES 34 & 36

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2. ABOUT YOUR WORLD MY TOWN IS GREENER THAN YOUR TOWN PAGES 28 & 29

Objectives Vocabulary: the environment Reading: scan texts to find information quickly Grammar: comparative and superlative adjectives

A Speaking

1a Lead in to the lesson by briefly eliciting or describing one environmental problem from your city. Focus learners attention on the adjectives box and ask them to separate into positive and negative adjectives. Pair learners to compare their categorising and then ask them to describe their town/ city in a few sentences using the adjectives. Elicit feedback from one or two pairs.

b Learners work in pairs to check comparative forms before class feedback.

c Ask learners to compare their cities. Monitor and take notes of any problems for later feedback. Elicit comparative sentences from each pair.

B Reading 2a Focus learners attention on the text and tell them to scan for and underline the numbers. Elicit what each number refers to. Answers: a the population of Linfen b Vancouvers target to be the greenest city c the number of parks in Vancouver d the average winter temperature in Vancouver e the average hours of sunlight in Helsinki in summer

b Learners work individually to answer the questions before comparing in pairs and feedback.

Extension: Ask learners to correct the false sentences.

Answers: a F b T c T d F e F f (Tell learners to think about the country they are studying in now) Depends on the country but almost certainly False, g T h F i T

3 Pair learners to discuss the questions while you monitor. Listen for correct usage of comparatives and superlatives. This will help you decide how much emphasis to place on the language focus.

C Language Focus 4 Refer learners to the statements in 2b. Ask learners to identify a comparative and a superlative adjective from these statements e.g. more populated/ drier, the least green place/ the least expensive. Check the meaning of comparative and superlative (i.e. comparative adjectives tell us something/ someone has more of a quality than something/someone else. Superlative adjectives tell us that something/ someone has more of a quality than anything/anyone else.)

a-d Learners work individually to identify the comparative and superlative adjectives from the text before comparing in pairs. This will raise awareness of changes in form with comparative and superlative adjectives. Compare and discuss answers in pairs before feedback.

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Answers: a the driest, the wettest, the hottest, the most polluted, the worst, the best, the most liveable, the smallest, the greenest, healthier, much cleaner, higher, more liveable, the greenest, most environmentally-friendly, the most pleasant, not as warm as. b We use both with adjectives to describe difference. We use er when the adjective has 1 syllable or 2 syllables ending in y. We use more for 2 syllable adjectives with other endings (e.g.-ful, -ant, -ing ) and for adjectives with 3 or more syllables. We can also use less with all comparative adjectives. c We use these forms to say something is the first or last of a group of things. We add est to a 1 syllable adjective, we add iest to 2 syllable adjectives ending in y. We use most with 2 syllable adjectives not ending in y and with 3 or more syllable adjectives. The adjective does not change. We can also use least with all superlative adjectives. d We use (not) as + adjective+ as to describe similarity or lack of similarity.

5 Write the following sentence from the text (lines 10-11) on the board: It has more green spaces than most large cities making the air much cleaner than in most urban areas. Ask learners why the writer has used much before the comparative adjective. Elicit the answer: to show the amount of difference, to intensify the comparison. Direct learners to Grammar File 4 on page 53-54 and ask them to complete the questions that follow individually before checking in pairs. Monitor and provide support as necessary. Be prepared to provide additional examples and explanations. Grammar File 4, pages 53-54 practice exercises Exercise 1: learners find the mistakes and rewrite the sentence correctly Answers: 1 a Rod is the tallest in his class. b Indonesia is one of the most populated countries in the world. c Who is older, Anne or Sophie? Oh, Anne is older than Sophie. (Oh, Anne is older) d Melanie is quite a lot taller than Sharon. e Im as clever as you. f Shes much more intelligent than her brother. g Hes tall, but his sister is the tallest in her class. h Wales is one of the smallest countries in the world.

I Im good but hes better. j Hes a very reliable worker. / Hes a more reliable worker. Exercise 2: Learners use the prompts to write full sentences using comparative and superlatives Answers may vary slightly. a June 21st is the longest day of the year. b Mexico City is one of the biggest cities in the world. c War and Peace is one of the longest books ever written. d Claridges is one of the most expensive hotels in London. e Saffron is the most expensive spice you can buy. f Meryl Streep is one of the most successful actresses of all time. g That was the worst meal Ive ever eaten. h Question one was difficult but the last question was the most difficult of them all. Exercise 3: learners use an adjective from the box to complete the text. Some adjectives may need to be modified to a comparative or superlative. a hottest b as low as c largest d the largest e greater f nearest g tough h expensive i most expensive in j greater than k the wealthiest

6 Elicit some adjectives to describe the images of City A and City B. Model an example on the board. e.g. City A is dirtier than City B. Ask learners if they can insert a quantifier into the sentence to intensify it. Elicit much and highlight its position in the sentence. Refer learners to the information in the tables for each image. Pair learners to describe the differences, before comparing in small groups and feedback. Monitor and note correct/incorrect use of language for clarification on board during feedback. Possible Answers: any of the following comparatives in suitably constructed sentences. City A vs City B: much dirtier than, a lot smaller than, a bit hotter/warmer than (in winter), not as hot/warm as (in summer), more polluted than, not as beautiful as, not as pleasant as, less liveable, the least green. City B vs City A: much healthier than, not as dirty as, not as polluted as, a lot more pleasant than, a bit colder than (in winter), much healthier than, a little more populated, a lot bigger than, the greenest Extension: Pair learners and hand out the information on Kaplanopolis and Kaplan town on page 25 of the teachers book. Ask them to look at

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the information for all four places and compare the weather, size, population and green score. Ask them to complete the sentences, using the ordinal numbers before feedback. Answers: a third largest/ second smallest b third hottest/ second coldest c second biggest d third biggest/second smallest e second greenest

D Using the Language

7 Learners work individually to write 5 sentences comparing their town and the one they are currently studying in before checking in pairs and feedback.

8 a/b Learners discuss this question before feedback.

Extra Activity: Describe the following situation to learners. Air pollution has destroyed natural habitats and the world population. Only a few hundred people are left and most cities are too polluted to live in. Climate change has increased very quickly and people are moving north and south to find cooler places to live. The only habitable cities are Helsinki and Vancouver but they have a limit on the number of people who can move there. You and your partner must compare the two cities and decide which is the best place to start a new life. 1 Group learners, distribute the information about the cities (page 26 teachers book) and ask them to brainstorm which city would be the best place to set up a community and why. Monitor and provide support as necessary. Note any language issues for feedback. Elicit feedback from each group. 2 Tell the students that they now live in the city they chose in activity 8. More and more people want to come in to the city but there is only space for 8 more people. With your group you must compare and contrast the list of people and choose the final 8 to enter the city and build a new life with you. Distribute the information about people who wish to live in the city (page 27 teachers book). Groups read the information about each person and discuss which 8 people will be allowed to live in the city. Alternative: you may wish to do this as a balloon debate where the learners take the role of one of the people and present reasons why they should be chosen to live in the community.

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3. ENGLISH AROUND YOU LISTENING IM A JUNGLE TREK GUIDE PAGES 30 & 31

Objectives Vocabulary: the natural world; the environment; travel & holidays (review) Listening: listen to a talk and take notes; use notes to answer questions Speaking: talk about causes and effects; describe a travel experience

A Speaking

1a/b Pair learners to discuss the questions on holidays before feedback. Elicit the main nationalities and age groups of tourists to their country.

B Pre-listening

2a-d Set the context for the listening by asking the class to imagine they are going on an extreme holiday. Pair learners to discuss the questions and rank the destinations while you monitor. Elicit responses to the questions and note answers to d on the board.

3a Ask pairs to work together to match the vocabulary to the explanation before feedback. Answers: 1d 2g 3e 4b 5c 6a 7f

b Learners discuss in pairs before feedback. Suggested answer: The rainforest (first picture) is the most likely based on the vocabulary in 3a.

C Listening

4 Focus learners attention on the question before playing the first part of

the recording up to please feel free to ask questions. Answers: The listening is about a Jungle Trek

5a Before playing the rest of the recording, pair learners A or B. Ask them to brainstorm associated words for each topic heading to prepare them to listen. Play the recording (twice if necessary).

b Ask pairs to share notes on their topics and use them to answer the questions.

c Play the recording again to check the answers. If the learners found this exercise this difficult, ask them to read the audio script on pages 47 & 48 to check their answers. Answers: 1 December-January and June-August 2 because of the climate and humidity 3 It will make you too slow when you are walking. 4 the jungle is muddy 5 because the water might make you sick 6 they dont drink clean water and they eat food that they are not used to 7 because the language is different and the brands might be different 8 the small ones that bite and can hide inside your boots and clothes 9 Something might bite you. 10 because there are piranhas in deeper water 11 about 120,000 km2

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6a Refer learners to the audio script on pages 45 & 46 and ask them to scan the text to find the words and phrases showing cause and effect in the box. Ask them to write them into the table and discuss if they describe a cause (the reason for something) or effect (the result) before feedback. Answers: Cause: because, because of, due to, therefore, the reason for this is, Effect: so, this results in, the consequence is, as a result, This causes

Extension: 1 Pair learners to decide if the words are verbs, nouns, adverbs or conjunctions before eliciting their answers on the board in brief feedback. Check understanding of conjunction(joining word) before starting the activity. Note: This could also be a whole class activity. First elicit the verb phrase, then the noun phrases and finally the adverbs and conjunctions. Answers: Adverbs & Conjunctions: because of, due to, because, therefore, as a result, so. Verbs: this results in Nouns: The reason for this, the effect of the consequence of 2 Ask learners to find examples from the audio script and elicit to the board. Learners decide which words and phrases are followed by nouns and which are followed by verbs. Answers: because of/due to are followed by noun phrases, all the others are followed by verb phrases.

b Learners work individually to complete the sentences before comparing in pairs and brief feedback. Answers: 1 because of/ due to 2 so, (Therefore/As a result need to be at the start of a new sentence) 3 causes/results in 4 The consequence of this is 5 The reason for this is 6 Therefore 7 Because of/ Due to 8 This results in

D Using the Language

7a Learners discuss in pairs before brief feedback.

b Pair learners and assign a role to each. Give the holidaymakers a blank table and cut up the travel agents table and hand out the different roles to the travel agents group.( pages 28-30 teachers book) Place the travel agents around the room and ask the holidaymakers to mingle and find out the information about different holidays to complete their table. Holiday makers should then choose the holiday they would most like to try and say why. Extra information: In smaller classes, you could limit the number of travel agents in the first instance and then reverse roles with the travel agents role cards that were unused.

E Out in the real world

8 Tell learners to find out about someone who has been on an adventure holiday and to make notes on problems they experienced and advice they gave on staying safe. Direct learners to travel blogs and adventure travel websites to guide them. The websites below are useful.

9 Ask learners to write a brief summary of what they found out.

Extra information: Some useful websites http://www.virgingalactic.com/, http://dsc.discovery.com/tv/man-vs-wild/, http://www.globalgrasshopper.com/travel/adventure/travel-destinations-extreme-thrill-seekers/ http://www.himalayanfootsteps.com/beginners%E2%80%99-guide-to-the-himalayas-pt-v/ http://www.bushmasters.co.uk/

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4. ENGLISH AROUND YOU (READING) THEY LIVE IN THE AMAZON PAGES 32 & 33

Objectives Vocabulary: the environment Grammar: comparative and superlative adverbs Reading: scan texts to find information quickly; read straightforward factual texts Speaking: exchange factual information

A Speaking

1 Learners discuss the question in pairs to raise awareness about life in the Amazon. Elicit a few of their ideas as feedback.

B Pre-reading

2 Pair learners and refer them to the matching exercise. Ask them to match up the words and definitions, using a dictionary if necessary, before feedback. Answers: 1 g 2 a 3 h 4 d 5c 6 i 7f 8 e 9 b

3a Learners predict the content of the text from the pictures and vocabulary. Elicit their ideas before asking them to write three questions that they would like answered from the text. If learners are having trouble thinking of questions, prompt them with question starters; e.g. Who (lives in the Amazon), What do (they eat?), How do (they live on the land?) and record the questions on the board.

b Learners skim the text. Elicit if any of their questions were answered.

C Reading

4 Learners work individually to find the information and answer the questions before comparing in pairs and feedback.

Answers: a nine b to find out about its amazing ecosystem c thousands of years d they killed oilmen, attacked other tribes e which plants to use, the geography of the Amazon f spears and blow darts ; guns g using poison that paralyzes them h slash and burn i they can create income and build a positive relationship.

C Language Focus 5a/b Pair learners to scan the article again and find the words in bold and discuss the questions. Elicit answers to the board. Teachers Note: Ask learners to decide if the examples compare a thing or an action/verb. Highlight the use of comparative adverbs to describe actions rather than nouns. Answers: a Write the adverbs on the board and elicit their adjectives. aggressive, traditional, quick, easy, painful adverbs b adverbs with the same form as the adjective use the same rules as the adjective e.g. fast always ends in er or est. Other adverbs form the comparative and superlative forms by adding more/most or less/least e.g. more aggressively.

6 Learners work individually to read the language note before answering the questions. Pair learners to compare before feedback.

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Grammar File 5 Comparative and superlative adverbs, page 54-55 Exercise 1: Learners work individually to rewrite the sentences correctly. Check in pairs and feedback. a Steve climbed higher up the tower than anyone else. b We visit the great museums quite frequently when were in London. c You did that exercise well. Im really pleased. d The road runs straight to my house. e She laughed in a friendly way. f Try and finish faster than that next time. g He behaves badly when his parents arent looking. h He arrives earlier than anyone else. Exercise 2: Learners work individually to select the closest meaning before checking in pairs. Distribute dictionaries if necessary. a diligently / almost none b close / almost c after the arranged time / recently d without cost / uncontrolled e tall / very Exercise 3: Learners work individually to transform the adjectives into comparative adverbs and inserting into sentences. a hard b fairly c frequently d faster than e highly f as peacefully as g the furthest / the farthest h more clearly than i the fastest j happily

Extension: Write the following adjectives on the board in a column: careful, clear, hard, frequent, often, fast, peaceful, quick. Add columns for the adverb, comparative and superlative form. Play a word formation race and ask learners to write down or shout out the appropriate form.

7 This is a grammar review. Briefly discuss the form and usage of the present perfect simple/ continuous and elicit which tense focuses on result and which one focuses on on-going activity. Answers: Present perfect simple focuses on the result, present perfect continuous focuses on on-going activity 1 have been destroying 2 have been dumping 3 have moved 4 have lived/ have been living 5 has changed 6 have decided 7 have asked

E Using the language

8 Cut up the extreme activity fact cards (page 31 teachers book) and distribute them evenly. Ask learners to stand up and mingle to answer the questions. Elicit their ideas as feedback. Answers: 1 South Africa 2 they were discovered as recently as each other 3 sky dive-by 125 km/ 4 breathe more easily in Tanzania 5 Jacques Cousteau 6 Dahab, Egypt, 7 Argentina 8 Zambezi river 9 probably Pavones, Costa Rica

F Out in the real world

9a/b Ask learners to research living in an extreme environment and prepare a mini-presentation in their own words. Tell learners to include the following: where they found the info, who it is aimed at, 5 interesting pieces of vocabulary or phrases. Ask them to report their results back to the whole class. Alternative: in larger classes, learners could report back in pairs while you monitor.

TEACHERS EXTRA RESOURCE ADVERB MIMING PAGES 36 - 38

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5. ENGLISH AROUND YOU (SPEAKING) IT WAS A NIGHTMARE! PAGES 34 & 35

Objectives Vocabulary: travel and holidays (review); personal feelings and experiences (review) Listening: listen for specific information Speaking: describe a travel experience where something unexpected happened; give your reactions to stories

A Speaking 1 Pair learners to tell each other about their worst travel experiences.

2 Elicit the problems that Roberto (from Im a jungle trek guide, page 30) had on the board.

3 Tell learners to listen and identify the problems the people are experiencing. Suggested answers: 1 chest problems, trying to describe her medicine 2 food poisoning 3 they are lost 4 something has bitten his foot

4 Group learners to come up with five other problems travellers may experience. Elicit these to the board.

5 Write up the two stem sentences on the board and briefly review ed/ing endings for adjectives by eliciting how the learners feel about travel stories. To consolidate, elicit a couple more examples related to travel; e.g. How do you feel about visiting museums?, How do you feel about travelling alone? etc

B Listening

6 Set the context for the listening by reading the introduction and elicit possible predictions for Alecs problem

before playing the recording and checking their answers. Answers: He was bitten by fire ants, he was allergic and had to go to hospital, he missed the end of his trek. He had a problem because he forgot to check his boots.

7a Refer learners to the audio script on page 48 and elicit the functional language Kelly uses on the board. Answers: Show what she thinks/ how she feels: Ooh sounds interesting. Oh no! What a nightmare! Ugh, how disgusting! Uh-oh, How awful! What a shame. Aw... Wow! Show interest: Really? Uh huh. Ok. Right. Get more information: Tell me more, What happened? What do you mean? What did you do? Repeat something she doesnt understand e.g. fire ants?

Extension: Elicit additional phrases that they could use e.g. Youre joking! Unbelievable! Thats fantastic/amazing etc. How interesting/terrible etc. Drill the pronunciation of the phrases. Demonstrate the difference in someone saying Aw... with no intonation (showing no sympathy) and with a rise and fall (showing sympathy). Practise these as a class before moving on.

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b Tell learners they are going to listen to only one side of the conversation and to respond appropriately using one of the phrases.

Alternative: Instead of playing the recording, pair learners to read the audio script and respond.

c Elicit which body language shows interest and repeat the above exercise with the learners acting.

Extension: record the learners doing the conversation and then analyse it with them.

Answers: Nodding, maintaining eye contact, widening the eyes for surprise etc.

C Preparation

8 Pair learners, hand out an environment and problem card (page 32 teachers book), and tell them they are going to create a story which must include the points outlined.

Extension: Ask learners to prepare a slideshow or PowerPoint presentation using images and information they have found on the Internet. Alternatively,you could provide old travel magazines or blank comic strips where the learners can illustrate the story. See: http://donnayoung.org/art/comics.htm

D Task

9 Put pairs of learners into small groups or re-pair learners to tell each other their stories. Monitor and check if the listeners are showing interest and responding to the story using the strategies from earlier in the lesson.

E Out in the real world

10 Ask learners to choose one of the presentation tasks for the next lesson about a trip or holiday they went on, illustrating the story as necessary.

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6. FINDING OUT (READING) HOW TO SURVIVE AN EMERGENCY PAGES 33 & 34

Objectives Reading: scan texts to find information quickly; read straightforward factual texts Grammar: infinitives of purpose and gerunds (review) Speaking: exchange factual information; give detailed instructions; explain how to do something

A Pre-reading

1 Group learners and refer them to the pictures showing emergency situations to discuss the questions, while you monitor and check.

Extension: check learners understanding and use of second conditional by adding a few more stem sentences and eliciting their ideas; e.g. If I got stung by a mosquito, Id ..., If I got food poisoning, Id..., etc.

B Reading

2 Write the following words on the board: overboard, survive, still (adj), float (v), runway, horizon, altitude. Check learners understanding of the words before pairing them A and B and referring student A to the text at the top of page 37 and student B to the text below on page 37. Instruct learners to read their texts and do the vocabulary exercises to the right of each text, taking notes as they do so. You may wish to hand out dictionaries and put learners into small groups of student As and student Bs. Answers: Student A: 1 maintain 2 run the risk of 3 tread water 4 huddle Student B: 1 level 2 pass out 3 skid 4 pedals

C Vocabulary 3a Pair learners to teach each other the new words from their text.

b/c Ask learners to read their partners texts before answering the questions. Elicit feedback. Answers: 1b 2a 3b 4b 5a 6a 7c

D Language review

4 Briefly elicit the answer and elicit a few examples if necessary. Note: You could elicit the structure Imperative verbs. Answer: verb

b Learners work individually to fund examples before comparing in pairs. Elicit answers. Answer: To + infinitive: follow these examples to give yourself a chance of survival./ pull back slightly on the control stick to raise the nose of the aircraft By+ gerund: Apply the brakes by pressing on top of the rudder pedals

E Using the Language

5 Pair learners to discuss their ideas on starting a fire, before eliciting their ideas on the board; e.g. magnifying glass, two stones, etc.

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6 Pair learners to discuss how they could start fires in these ways. Elicit their ideas as feedback.

7a Allocate A and B to each learner and refer student A to page 58 and student B to page 59. Instruct them to read their text on how to light a fire and answer the accompanying questions. Answers: Student A: 1 its a kind of polish 2 polish it for up to one hour 3 the shiny surface reflects light and heat Student B: 1 bring the four corners together 2 to form a sphere 3 it acts as a lens to focus the suns rays on the base of the fire.

b Ask the learners to explain to their partner how to light the fires in the different ways.

Optional: You may wish to briefly review ways of asking for clarification before the learners do this exercise. I.e. Im sorry, but could you rephrase, repeat, say that again, etc.

8 Group learners to give each other instructions on how to do something while you monitor and assist if necessary. Some suggestions: cooking a national dish, driving a car, riding a motorbike, riding a horse, playing a musical instrument, fixing something, using a piece of technology, part of their job or something they learned in college. Give individuals two or three minutes to think through the instructions and perhaps make some notes before explaining to their groups. Monitor for use of the language structures practised in the lesson and do feedback as necessary.

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7. FINDING OUT (LISTENING) TALKING ANIMALS PAGES 38 & 39

Objectives Listening: listen to a talk or lecture and take notes Grammar: verb patterns with gerunds and infinitives (review) Vocabulary: the natural world Speaking: give opinions about a talk

A Pre-listening

1a Pair learners to briefly discuss a definition of language, before eliciting their ideas on the board. Oxford Advanced Learners Dictionary definition: the system of communication in speech and writing that is used by people of a particular country or area

b-e Briefly discuss as a class ideas regarding the ways humans and animals communicate.

Extension: If you have access to an IWB, you could show some clips of animals talking without the sound, before asking them to either act out or write the dialogue. See: BBC walk on the wild side clips on YouTube. http://lessonstream.org/2007/09/04/if-cats-could-talk/ Extension: If they express an interest, refer to the following website and discuss if learners consider this language. http://www.youtube.com/watch?v=4IMOSN0WYvg (Its clip of the dog that says, sausages.)

B Listening

2a Write the following on the board: sign language, fetch, hive, honeycomb, food source, abdomen (of an insect), a method. Elicit/ teach the meanings.

Alternative: group learners and give them a word each. Give them dictionaries and ask them to illustrate the meaning to present to the rest of the class.

Focus learners attention on a before playing the recording for the first time. Elicit their answers. Answers: bees, bottlenose dolphins, chimpanzees

b Focus learners attention on b. Play the recording again before feedback. Answers: Karl von Frisch: translated the meaning of waggle dance Herman, Richards & Wolz: trained a dolphin to follow instructions Akeakamai: name of a dolphin Allan and Beatrice Gardener: tried teaching a chimp sign language Washoe: name of a chimp

3 Ask learners for the definition of language the lecturer uses. Answer: Language is a method of communicating ideas, emotions and desires using a system of symbols.

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4 Write the three studies on the board (Bees/ Bottle nose Dolphins/ Chimpanzees) and tell learners to listen again and take notes on them.

Alternative: Rather than play the recording again, put learners into three groups, give each group a study, refer them to the audio script on pages 49 and ask them to take notes before presenting their findings to the rest of the class.

C Vocabulary

5 Learners work individually to fill in the sentences before checking in pairs and feedback. Answers: 1 communication 2 pass on 3 sounds and body language 4 sign language 5 speak 6 sign by observing...and imitating 7 human language.

6 Learners work individually to match the words and definitions before checking in pairs and feedback. Answers: 1 imitating 2 speak 3 pass on 4 observing 5 sign 6 sign language 7 communication 8 body language 9 sounds 10 human language

D Language Review

7 Learners work individually to fill in the gaps before checking in pairs and feedback. Answers: 1 moving/to move 2 to follow 3 to understand, to have 4 to teach/teaching 5 to sign

Teachers Note: Review verb patterns. Write on the board or ask learners: Which of the verbs can take either to + infinitive or ing as their object? Does the meaning change? Elicit if there is a change in meaning in question Answer: begin can take either without a change in meaning. tried to teach implies that you tried but didnt succeed. tried teaching implies that this was activity you tried but doesnt indicate success or failure.

Extension: write forget, recommend, try, stop and discuss if there are changes in meaning with meaning.

Briefly elicit any other verbs that are followed by to + infinitive or ing; e.g. attempt, deny, decide, etc.

E Using the language

8 Copy and cut out the text on page 33 (teachers book). Ask learners to read the students notes on characteristics of language). Ask learners to appoint a secretary and group learners to use their notes from the listening to decide if they are examples of animals using language. Secretaries report their findings to the class.

Alternative: Re-group the learners to that they each can report the findings of their original group.

9 To introduce this idea, mime something to a student, such as going outside the classroom and waiting fifteen seconds before returning to the room and turning off the lights. Learners in groups should use mime or sounds, but not words, to get their group members to do something. Mime that they should use their imagination when they are doing this.

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8. SHARING INFORMATION THEYRE SUFFERING FROM SEVERE DROUGHT PAGES 40 & 41

Objectives Vocabulary: the environment Grammar: defining & non-defining relative clauses Reading: read straightforward factual texts; scan texts to find information quickly Writing: write about causes & effects of environmental problems

A Pre-listening

1a-c Write climate and famine on the board. Elicit meanings from learners (climate- a weather system in a particular place, famine- extreme shortage of food). Pair learners to discuss the questions. Encourage learners to ask follow up questions and take notes (they will use these notes later in the lesson) e.g. what problems? when? where? who does it cause problems for? Briefly elicit feedback.

B Pre-reading

2 Pair learners to look at the title and picture accompanying the text. Elicit feedback from pairs.

Extension: 1 Ask learners to predict 5 words they expect to find and to write 3 questions they think will be answered by the text. 2 Set a time limit for learners to skim the text. Elicit if they found their answers and the 5 words. Optional: Ask learners to come to the board and write the words they found on the board. Elicit their meanings.

C Reading

3 Ask learners to read the questions and write brief answers. Pair learners to compare their answers before feedback. These questions require learners to read the relative clause sentences in the text.

Answers: 1 the east of Africa 2 in the west of the region 3 many miles away 4 two years 5 it will increase drought 6 it has increased by 1.3 degrees 7 they find it difficult to grow crops and provide food for animals 8 up to half of the people in affected areas

D Language Focus

Teachers note: Introduce the grammar by drawing attention to the sentences containing the answers to 3. Write one of the sentences on the board as an example and elicit the following: How many pieces of information it contains; if the information is essential to understand the sentence; how the extra or additional information is introduced (with a pronoun).

4 a Learners read Grammar file 6 on pages 56- 57 individually before completing the exercises in pairs if necessary. Group learners to check their answers before feedback. Grammar File 6 Exercise 1: Learners choose a relative pronoun to complete the sentences. Some answers do not require anything. Answers: a which b who c which d e where f g whose h

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Exercise 2: Learners work in pairs to rewrite the sentences in their correct form. a Mrs. Mortimer, whose son is in my class, is ill. b Was the exercise I gave you yesterday difficult? c My dogs, who used to belong to Gill, are called Max and Nini Pelet. d The conference I told you about has been postponed. e I saw the man whose wife died. f I love that time of day when the sun goes down and I can relax with a cold drink. g The pond, which was deeper than they realised, was well stocked with fish. h Chocolate, which I adore, has gone up a lot in price. Exercise 3: Learners work individual to combine the information into one sentence. Allow checking in pairs. a Michael Caine, whose real name is Maurice Micklewhite, is a famous English actor. b Global warming sceptics, whose numbers are increasing, are feeling very confident. c The house I lived in as a boy has been knocked down. d A forest is a place which / that has a lot of trees. e He is the farmer whose crops were lost in the rainstorm. f His farmhouse, which is over 200 years old, is in need of repair.

Extension: Write The horn of Africa is a peninsula which is situated in the east of Africa on the board. Ask learners to identify the relative pronoun and what it refers to; i.e. which / the peninsula.

b/c Pair learners to answer the questions before feedback. Answers: Defining: a peninsula which is situated the winds that blow Environmentalists, who have been when both drought and flash floods People who live

Millions of people who live the population whose areas Non-defining: mountains, which are in the West of the region, where almost no rain has fallen East, which is many miles away. for example, where the mean annual c which, that, where, who, whose

Extension: introduce reduced relative clauses; that is, sentences where the pronoun can be left out. E.g. These are the winds (which) the scientists have studied.

E Vocabulary

7 Pair learners to match the information in each column. Elicit their answers on the board as feedback. Answers: peninsula (n) a piece of land that is almost completely surrounded by water arid (adj) describes an area that has little or no rain blow (v) a verb that describes the movement of air moisture (n) water that is in very small drops, usually in the air low-lying (adj) describes land that is not mountainous environmentalist (n) a person who studies the environment mean annual temperature (n) the average temperature that a place usually experiences in one year evaporate (v) a verb that describes when a liquid changes to gas, soil (n) the top layer of the ground where plants grow flash floods (n) a large amount of water that suddenly covers an area thats usually dry malnutrition (n) bad health in a body that is caused by not having enough different kinds of food

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Extra activity: Pair learners to test each other. A, book open. B, book closed. A reads a definition, B gives the correct word. Then A gives a word, B gives the correct word. Repeat if necessary.

F Using the language

6a Ask learners to refer to their notes from the discussion in 1. Group learners to discuss the question and compare notes.

b Learners work in pairs to create a few sentences. Monitor and provide support as necessary. Elicit a few responses from pairs.

TEACHERS EXTRA RESOURCE FORMING ARGUMENTS: RELATIVE CLAUSES PAGES 39 & 40

G Planning Tell learners they are going to write a comment in response to the article on famine containing their notes.

7a Learners work individually to plan their basic ideas, not the whole essay. Tell learners to include a minimum of 3 other contributing factors to famine.

Extra information: you may wish to model how to construct a discursive argument

b Pair learners to compare their essay plans and discuss any differences or changes to be made in structure. Monitor and provide support. Elicit title ideas to the board.

H Writing

8a Ask learners to work individually to write their first draft. Pair them to compare their writing, underlining any mistakes they see while you monitor. Learners discuss the mistakes they find in pairs, checking with you as necessary.

b Learners write their final drafts. You may wish to display the finished writing.

Extension: write any mistakes up as a worksheet to be used later as a homework or part of a test.

TEACHERS EXTRA RESOURCE DEFINING RELATIVE CLAUSES MINGLE PAGES 41 & 42

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9. ABOUT YOUR WORLD THE SEVEN WONDERS OF THE NATURAL WORLDPAGE 42 & 43

Objectives Vocabulary: the natural world Listening: listen to a talk or lecture and take notes, use the notes to answer questions Speaking: give a presentation; invite others to give their view

A Speaking

1 Group learners to discuss the questions before brief feedback.

Extension: Ask learners if they know the seven natural wonders of the world. You could also ask them if any of them know the seven (man-made) wonders of the ancient world. (Great pyramid of Giza, Hanging Gardens of Babylon, Temple of Artemis at Ephesus, Statue of Zeus at Olympia, Mausoleum of Halicarnassus, Colossus of Rhodes, Lighthouse of Alexandria)

Answers: Learners own answers although the places can be found in: Australia, USA, Himalayas, high latitude regions e.g. Arctic and Antarctic regions, Zambia & Zimbabwe, Mexico.

B Listening

2 Focus learners attention on the pictures and tell them to listen to the presentation and number the pictures in the order they hear them before eliciting the order as feedback. Answers: Grand Canyon, Great Barrier Reef, Mount Everest, Aurora Borealis (Northern Lights), Paricutin, Victoria Falls

3 Tell learners to take notes on the six wonders as they listen for a second time.

C Vocabulary

Optional: 1 Dictate the following questions to the class: 1 Is the Grand Canyon the longest gorge in the world? 2 Where is the Great Barrier Reef? 3 What does the Great Barrier Reef have 1,500 of? 4 How many people have climbed Everest? 5 What do the Aurora Borealis look like? 6 When did Paricutin last erupt? 7 Where is Victoria Falls? 8 How high is Victoria Falls? 2 Group learners to answer the questions either using the audio script on page 49 or by playing the recording again. Answers: 1 No 2 Off the East coast of Australia 3 Species of sea life 4 More than 700. 5 Waves of coloured light in the night sky 6 1952 7 On the border of Zambia and Zimbabwe in the South of Africa, 8 108 metres.

4 a Ask learners to refer to the audio script and elicit the highlighted words on the board. Pair learners to match the words to the synonyms. Answers: 1 varied, diverse 2 massive, gigantic, colossal 3 awe-inspiring, breathtaking, spectacular

b Elicit any other synonyms learners may know on the board; e.g. assorted, various, enormous, immense, vast, astonishing, marvellous, tremendous,

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C Speaking

5 Check understanding of collaboration working with someone to create or produce something. Learners work individually to match the phrases to their functions. Concept check some phrases if they misunderstand; e.g. Does hang on mean wait a minute or hold tightly in this instance? Does reckon mean think or calculate in this instance? etc.

6a Learners work in groups to think of one or two places for the seventh wonder of the natural world. If learners find this daunting, ask them to think about a place in this country and a place in their country and brainstorm a few ideas on the board.

b/c Combine groups and ask them to present their ideas to each other and then discuss what they think the seventh

wonder should be and to agree on a ranking. Monitor for use of phrases for collaboration.

7a In their groups learners prepare a presentation on the place they have chosen. Encourage use of phrases for collaboration during the planning process.

Optional: you could allow one member of the groups to go to the computer room to search for pictures of their chosen three places that could be included in their presentation.

b Ask learners to take notes on each presentation because they will vote for the best argument.

c After the presentations, take a class vote on the best presentation.

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CONSOLIDATION PAGES 41 & 42

Grammar

A Relative Clauses

1a Learners work individually to join the two sentences Elicit their answers on the board. Answers: 1 A forest is a place which/ that has a lot of trees. 2 I was a child when I went to Africa. 3 He is the farmer whose sheep are on the mountain. 4 There is the farm where I bought some eggs. 5 She is the woman who lent me her map.

b Elicit which sentences can use that. Answer: b You can use that in 1 & 5

c Elicit which sentences can leave out the pronoun. Answers: You cannot omit the pronoun in any of these sentences.

2 Learners work individually before comparing in pairs and feedback. Answers: 1 Famine, which is one of the worlds biggest problems causes millions of deaths a year. 2 the Horn of Africa, which is found in the East of Africa, includes the countries Ethiopia, Eritrea, Dijbouti and Somalia. 3 Famine, which is caused by poverty, is a very difficult problem to solve. (this could be defining or non-defining) 4 no change 5 Poverty, which is the biggest cause of famine, is an extreme problem in the worlds developing countries.

B Instructions

3 Pair learners to put both the words and sentences in the correct order before grouping them to compare answers and feedback. Answers: 0 Place the lifejacket over your head.

1 Pass the belt around your waist. 4 Push the two parts of the buckle together to fasten it. 3 Pull the free end of the belt to tighten it. 5 Cross your arms across your chest. 2 Enter the water feet first.

C Adjectives and Adverbs

4 Learners work individually before comparing in pairs and feedback. Answers: 1 much higher 2 greener 3 not as big as, more beautiful 4 least 5 as warm as

5 Briefly elicit the answers by reading out the sentences and asking the learners to either shout out adjective or adverb or hold up cards with adjective or adverb written on them. Answers: 1 more quickly (adverb) 2 more carefully (adverb) 3 better (adjective) 4 further/farther (adverb) 5 more clearly (adverb) 6 harder (adverb) 7 more frequently (adverb) 8 more often (adverb) 9 as peacefully (adverb)

6 Learners work individually to find the mistakes before checking in pairs and feedback. Answers: People say Helsinki is one of the best places to live in the world but I dont want to live there. Its more colder than my city and not as hot in the summer. Summer temperatures here are usually 30- 35 degrees. I think my city is quite environmentally friendly but its not as greener as Helsinki, I suppose thats a good reason to live there. People here have to drive to work because the public transport system is not very good so its probably more polluted in my city than in Helsinki. I havent been to Helsinki but in my city there is a beach and mountains nearby so you can do lots of outdoor activities and the shopping and nightlife is brilliant. So, I think my city is more

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interesting than Helsinki. In fact I think my city is the most interesting place to live in the world.

Vocabulary D Vocabulary

7 Pair learners to do the crossword before eliciting their answers as feedback. Answers:

Across:

Down

4 pass out 5 survive 8 blow 12 drought 13 flash floods 15 spare 17 species

1 flat 2 body language 3 essential 6 breathtaking 7 imitating 8 bored 9 width 10 float 11 still

14 massive 16 peak

F Environment

9 Pair learners to work out the collocation before checking their answers in small groups and feedback. Answers: a recycling centre b environmental issues c fossil fuels d endangered species e natural habitat f carbon footprint g global warming

Teachers Extra Resource End of Unit Quiz Pages 43 -45

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Students Book Resources My town is greener than your town Page 29

Kaplanopolis Kaplan Town Weather in Summer: 27 C 15 C Weather in Winter: 10 C -8 C Size: 730 km2 72 km2 Population: 12.6 million 114,000 Green score: 4/10 6/10

Use ordinal numbers to make superlative sentences about each place. e.g. Kaplan City is the second coldest in winter. (cold) a Kaplan City has the _____________________ area. (large/small) b Kaplanopolis is the ________________ in summer. (hot/cold) c Kaplan Ville has the _________________ population. (big) d Kaplan City has the _________________ population. (big/small) e Kaplanopolis is the __________________ city. (green)

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My town is greener than your town Page 29 Read the text and the accompanying information about Vancouver and Helsinki. Compare the information and decide which is the best city to move to. In both Vancouver and Helsinki most of the housing is apartment blocks. This means everyone can have their own space and still live close together. Vancouver is surrounded by water on three sides .It also has a very large park in the city (4 km2) with more than half a million trees in it. It has around 8 hours of light in winter and around 20 hours in summer. Helsinki is spread across a number of islands and bays so it has plenty of access to water. There are patches of forest all over Helsinki and there is a large park (10km2) in the city that is covered with forest. It has only 6 hours of light in the winter and 20 hours in summer. As the air pollution and climate change got worse the local government in Helsinki and Vancouver started to collect supplies. This is what both cities have left:

Vancouver Helsinki Breathing masks: 4000 2500 Medical supplies: 1000 boxes 35000 boxes Sunscreen: 200 bottles 150 bottles Food Grain (barley, wheat etc.) 2 tonnes* 1.5 tonnes Tinned food: 7,000 (meat) 500 (fruit & vegetables) 10,000 cans (meat, fruit, vegetables) Bottled Water: 800 litres 950 litres Energy 4 emergency generators 8 emergency generators *1 tonne= 1000 kg.

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My town is greener than your town Page 29 Choose 8 people from this list to come and live in your city.

Rhian Jones is a Welsh doctor. She is in her mid-thirties and has two children- a boy aged 6 and a young baby girl. She is married to Robert Jones. Rhian loves meeting new people but her children are very small. She speaks English and Welsh.

Robert Jones is an English accountant. He is in his early forties. He has a wife, Rhian and two young children. He loves spending time with his family but is not friendly with new people. He speaks only English.

Jasper Forbes used to be in the army. He speaks English and French. He has special survival training and knows how to hunt animals for food and which plants are poisonous. He is almost sixty and not very healthy. He smokes 40 cigarettes a day and is an alcoholic. He usually spends time alone.

Riko & Tomo Murami are farmers. They used to have a dairy farm that produced milk, butter, cheese and yoghurt. They have good knowledge of animals. Riko speaks Japanese, English and French but Tomo speaks only Japanese. Both are in their early forties. Riko is very serious and not very friendly. Tomo had lots of friends in his hometown.

Jesse Forbes is an Australian policeman. He was the police chief in his home town and people respect him but he is sometimes bossy. He is almost 65 but he is very healthy. He goes running every day and believes in eating lots of fruit and vegetables. He is married to Louise. He speaks English.

Louise Forbes is married to Jesse Forbes. She is 53 and she has never worked. She is an excellent cook and is very friendly. She has diabetes and needs to be careful of the kind of food she eats. She speaks English and some French.

Racquel Cazes is from France. She is 30 and has been a primary school teacher for 3 years. She speaks French and English and she used to teach languages. She is pregnant.

Reem Alhajiri is a teacher. She is 35 and has three children. She speaks Arabic and French and teaches Physics, Chemistry and Mathematics. She is married to Hamid. She is shy.

Hamid Alhajiri is 50 and is married to Reem. He has three children. He only speaks Arabic. He is a butcher. He is very friendly and easygoing.

Francoise Brel is a handyman. He is 32. He can build and fix things. He used to be a carpenter but there was not enough work for him in his hometown. Everybody he meets likes him. He was in prison for five years but nobody knows why.

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Im a jungle trek guide Ex 7, page 31 travel guide cards Copy and cut into five cards Give one destination to each travel guide.

Extreme Location Problems Causes Solutions

DESERT

Trek through the

desert on camels.

Prepare camp. Find

water and build a

fire.

It is very hot during

the day and very cold

at night. Can be

uncomfortable and

difficult to sleep.

Dehydration

(extreme thirst). Can

make people very ill.

Sunburn, sunstroke.

Hot temperatures

during the day.

Cold temperatures at

night.

Lack of water in the

desert.

No protection from

the hot sun,

Bring lots of light

clothing. Wear in

layers.

Bring bottled water.

Well teach you how to find water.

Wear high level

sunscreen and light

clothes with long

sleeves that reflect

the light.

Extreme Location Problems Causes Solutions

SPACE

Travel above the

atmosphere. See the

world like youve never seen it before.

Travel Sickness No gravity. Be fit and healthy

before you leave and

go to the 3-day

training programme

before you leave.

Extreme Location Problems Causes Solutions

MARIANA

TRENCH

The deepest spot in

the ocean. Travel

there by submarine

or go scuba diving as

deep as you can.

You might not see

much during the

dive.

Panic and worry.

(Claustrophobia)

Seasickness

Its so deep not many things can survive

there.

The submarines are

very small with not

much space to move

around. Some people

get panicked by this.

The movement of the

submarine as it dives

from the surface.

Dont go on the trip if you are

claustrophobic.

Take medicine before

you go.

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Extreme Location Problems Causes Solutions

ANTARCTICA

Trek to the South

Pole, See the

penguins and whales.

Frostbite (its so cold that your fingers,

toes, ears, nose etc.

can be damaged by

the cold and fall off.

Getting lost.

Extremely cold

temperatures.

When you are

walking in the

Antarctic everything

is white and it is hard

to see where you are.

W Solutions ear

thick, waterproof

clothing.

Walk in together in

groups and wear

bright clothing so

you can see one

another. Do not go

far from

Extreme Location Problems Causes Solutions

HIMALAYAS

Go on holiday to the

top of the world.

Climb the peak of

Mount Everest

Altitude Sickness

(altitude= height)

Illness

There is less oxygen

in the air at high

altitudes. It is more

difficult to breathe.

Drinking dirty water

Give your body time

to adjust to the lower

oxygen. Travel up

slowly.

Purify the water by

boiling before

drinking or using

purification tablets.

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Im a jungle trek guide Ex 7, page 31 traveller table Copy one blank table for each traveller to complete.

Travellers

Visit the travel agents and ask for information on extreme travel destinations. Take notes on

each location and then decide which one you would most like to visit.

Extreme Location Problems Causes Solutions

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Living in the Amazon Ex 8, page 33, extreme activity fact cards Copy one set, cut up and give one card to each learner

Bungee Jumping in Nepal 160 metre drop

Rock climbing in Tanzania- Kilimanjaro Height of climb: 5895 m Ability to breathe: Low to medium

Diving in Belize Blue Hole Depth: 124 metres. Jacques Cousteau 1972 (124m in a submarine)

Paragliding Travel at 20-75 km/h

Sky diving over Swiss Alps Travel at 200 km/h Feel extremely cold

White water rafting- Zambezi River, Zimbabwe Speed of rapids: Class V Class I- easy, slow Class VI- dangerous, very fast

Bungee Jumping in South Africa 216 metre drop

Ice climbing in Norway Discovered in 2010

Ice climbing in Canadian Rockies. Discovered in 2010

Rock Climbing in Argentina- Aconagua Height: 6962 m Ability to breathe: Low

SCUBA diving in Egypt Dahab Blue Hole Depth: 130 metres William Trubridge- 58m (freediving- no oxygen tank, just breath)

White Water rafting in Costa Rica, Pacuare River Speed of rapids: Class IV Class I- easy, slow Class VI- dangerous, very fast

Surfing the Banzai Pipeline in Hawaii Dangers: Extremely high, strong waves, more surfers have died here than anywhere else.

Surfing the Dungeons in South Africa Dangers: Extremely high and strong waves and sharks.

Surfing in Pavones, Costa Rica Dangers: A few sharks and crocodiles, strong waves.

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What a nightmare! Ex 8, page 35, travel experience cards Copy one set, cut up and give one card to each pair

You left your passport at home and the airline would not let you fly home. Lloro, Colombia

You left your medicine at home but you dont know the generic name. Desert, Egypt

You went paragliding and broke your leg when you landed. Canberra, Australia

You went rock-climbing but the trip is more difficult than you expected and you are worried. Kilimanjaro, Tanzania

You went surfing and got bitten by a shark. Pavones, Costa Rica

You went trekking in the Himalayas but you travelled up the mountain too quickly and got altitude sickness. K2, Nepal

Your friend got lost when you were on a jungle trek. You had to go back to the village without him/her. Amazon rainforest

You went bungee-jumping but when you got to the jumping off point you were too scared and you couldnt do it. near Kathmandu, Nepal

You drank the water without boiling it first and you got terrible sickness and diarrhoea. Andes, Peru

You went on a trek to the South Pole and got lost in a snowstorm Antarctica

You were camping in the desert and a scorpion stung you. Atacama Desert, Chile.

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Talking Animals, page 39, Activity 8 Copy and distribute the information to students.

Characteristics of Language

two-way- speakers can send and receive messages

creative- speakers can combine signs in new ways to express new ideas

abstract can talk about things in a different time or place

learned rather than instinctive a child of Chinese parents will speak English if raised in an English-speaking environment

grammar signs are combined in a particular order to give a particular meaning

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Teachers Extra Resources

Environment Vocabulary This activity can be used to extend the vocabulary topic introduced in Thinking about your natural world pages 26 & 27. Time: 10 - 20 mins Preparation: Copy and distribute the worksheet to each learner. You may wish to give this as homework. Teachers Notes:

A Learners work individually to complete the sentences with by or of before checking in pairs and feedback. Draw attention to the fact that of follows nouns ending in ion and by is used with passive constructions to say who caused the action. Try not to get into an in depth discussion of the passive voice.

Optional: Write the prepositions out on some cards. Ask learners to hold up the one they think is correct for each sentence.

Answers: a of b by c of d by e by

B Pair learners to complete the sentences before checking their answers in groups and feedback. Answers: 1 endangered species 2 population 3 extinction 4 materials 5 destroying 6 destruction 7 completely 8 warming 9 greenhouse 10 footprint

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A Prepositions Which preposition is missing in these sentences? By or Of? 1 The extinction _____ the dinosaurs happened more than 65 million years ago. 2 The rainforest is populated ____ small local tribes. 3 Logging companies are to blame for the destruction ____ the rainforest. 4 Animals habitats are destroyed ____ building and development. 5 The lives of many animals are endangered ____ humans.

B Vocabulary Use the following words to complete the sentences.

completely endangered species destroying materials footprint destruction population warming greenhouse extinction

1 There are thousands of _________________ in the world. The Great White Shark is one of them. There are only 3500 left in the world. 2 The world _____________ continues to grow and there is limited space available to build new towns and cities. 3 The ______________ of many types of plant is one result of destroying natural habitats. 4 Recycled ___________ like paper, plastic and glass are used to make packaging. 5 Burning fossil fuels like coal and gas is _______________ the ozone layer. 6 The __________________ of the rainforest means that many animals are losing their natural habitats. 7 Water pollution has ____________ destroyed some coral reefs. 8 Global ____________ is just one part of climate change. 9 Some of the gases in the atmosphere get trapped and make the world warmer. We call this the ____________ effect. 10 Recycling and reducing our carbon ________ are just some of the ways we can help the environment.

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Adverb Miming This activity can be used after Living in the Amazon for thousands of years, pages 32 & 33. It reinforces adverbs and is a fun activity for the end of the lesson. Time: 15 -20mins Preparation: Photocopy one activity sheet for each group of three or four learners and cut up into two separate piles. It helps if the action and adverb cards are different colours. Teachers notes: A Mime reading a book. Ask learners to call out adverbs and mime reading a book in the style they shout out, e.g.: lazily, sadly, etc B Give each group a set of action cards and adverb cards. The idea is for Learner A to pick an action card and an adverb card and act it for their group. They must guess whats being mimed using the present continuous where possible, e.g.: Youre biting your nails happily. If they get it right, they keep the two cards. Miming continues until someone guesses correctly. Then Learner B takes an action card and an adverb card and acts it, and so on. The winner is the person with the most cards. This could also be played as a two team class game, where one member from a team comes out and mimes to the class. The team who guesses correctly gets 2 points. A bonus point is available to the other team if the other team gets it wrong.

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Adverb Miming Action Cards Feed the birds in your garden.

Cuddle a chimpanzee.

Welcome people at your front door.

Take the wrapper off a new DVD.

Kill a fly.

Put out your weekly rubbish.

Offer to buy your friend a drink.

Put out a cigarette.

Pull down an oxygen mask on an aeroplane.

Copy exactly what your teacher is doing now.

Get bitten by a mosquito.

Shoplift.

Wait for this lesson to end.

Experience an earthquake.

Steal someones car.

Milk a cow.

Kiss a frog.

Climb a mountain.

Die of thirst.

Go bungee-jumping.

Catch a shark at sea.

Flush a dead goldfish down the toilet.

Eat a horrible meal.

Ride a rollercoaster.

Cut down a tree.

Have your suitcase checked at customs.

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Adverb Miming - Adverb Cards

Angrily

Badly

Lazily

Cruelly

Lovingly

Moodily

Enthusiastically

Fast

Secretly

Gently

Hungrily

Bravely

Innocently

Loudly

Clumsily

Madly

Nervously

Sadly

Painfully

Quietly

Happily

Reluctantly

Shyly

Violently

Sleepily

Weakly

Slowly

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Forming Arguments: Relative Clauses

This activity should be used after activity 6 in They are suffering from severe drought. Pages 40 & 41

It scaffolds learners ability to form supporting arguments using relative clauses. Time: 10 mins Preparation: Photocopy one table per pair. Teachers Notes: In pairs, ask learners to match ideas from each column to form supporting arguments. Distribute monolingual dictionaries for checking new vocabulary. Elicit their ideas on the board. Suggested answers: Dry countries that are rich do not suffer from famine. Farmers who live in areas of conflict are often unable to grow or sell crops. Politicians who have allowed famine to occur would not get any votes in a democracy. Markets which are in war zones become military targets. People in countries where there is a free press know when their politicians have failed them. Land that is overgrazed suffers from soil erosion. Fertile land which was once used for local food production is used to produce export crops. Soil that has lost its vegetation becomes impossible to cultivate. Countries that have a food security plan have adequate emergency food stocks.

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Forming Arguments: Relative Clauses

A B C Dry countries Farmers Politicians Markets People in countries Land Fertile land Soil Countries

which was once used for local food production they have a security plan that are rich where there is a free press who live in areas of conflict who have allowed famine to occur which are in war zones that has lost its vegetation that is overgrazed

is used to produce export crops. do not suffer from famine. would not get any votes in a democracy. are often unable to grow or sell crops. suffers from soil erosion. becomes impossible to cultivate. become military targets. know when their politicians have failed them. have adequate emergency food stocks.

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Defining Relative Clauses Mingle

This activity should be used after Theyre suffering from severe drought, pages 40 & 41 It reinforces some defining relative clauses, superlatives and question forms. Time: 25-40 mins Preparation: Photocopy one activity sheet for each learner. Teachers notes: A Write up: The person . (learners name) loves most is _________. Elicit how you would turn it into a question for a learner in the class. Answer: Who is the person you love the most? Get learners to quickly ask and answer in pairs. Ask learners to report back using the structure you wrote on the board. E.g.: The person who Riva loves most is Arthur. B Give out a questionnaire to each learner. Tell them that they have to speak to all the members of the class and ask them for information from their list by changing the sentence into a question. If there are more questions than there are learners, they can ask some people more than one question, but they must speak to everyone and they must fill their questionnaire. Learners must fill in the statement using the correct defining relative pronoun and the answer they were given as they will be telling the class what they found out later. They should ask follow-up questions rather than just rush to fill their sheets in as quickly as possible. C Start the activity and monitor. D When everyone has finished, get learners to tell you two interesting facts they discovered about their classmates.

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Defining Relative Clauses Mingle The thing .. worries (________) most is ____________________.

The famous person . (________) would most like to meet is _______.

The thing . (_________) dislikes most about learning English is ________.

The biggest regret . (_______) has is ____________________________.

The earliest memory . (_______) has is __________________________.

The place . (_________) goes to chill out is ________________.

The country . (__________) would least like to visit is ____________.

The time . (_______) was happiest was _____________________.

The time . (_______) is happiest is _____________________.

The object (________) has had the longest is _______________.

The time of year (________) likes most is ______________.

The person . lifestyle (_______) would like to have for a day is _______.

The people . annoy (________) most are those .. _________________.

The animal . (_______) would most like to be is ____________________.

(_________) thinks . people .. homework is never done on time should ___________.

__________ is the song . makes (_______) the saddest.

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End of Unit A-Z Quiz

This activity should be used at the end of the unit, The Natural World, page 43 It reinforces some of the language from the unit and can be done individually or as a team race. Time: 15 - 20 mins Teachers notes: A Hand out a photocopy to each learner. Tell them to complete it individually or in groups as a race. Tell them that each question is in alphabetical order, and some will need an answer beginning with the next letter of the alphabet, so question 3 needs a word beginning with C, for example, but the answer to question 2 does not begin with B because B is in the question. B Get feedback

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End of Unit The Natural World A-Z Quiz Use a dictionary to answer these questions if necessary. 1 Which acid can be found in ants?

2 Whats a bottle bank?

3 What do we call the area where a pilot sits on a plane?

4 What is drought?

5 Whats the capital of Ecuador?

6 Whats your nationality if you come from Finland?

7 What do we call the glass building where plants are grown?

8 Clammy and muggy are synonyms for which adjective?

9 What do we call the people who live in a certain place?

10 Name three types of clothing you should take with you into the jungle.

11 Name three animals beginning with K.

12 If you described someone as a leech, what would it mean?

13 What disease is spread by mosquitoes?

14 Write a definition of nightmare.

15 Which animal is known as the old man of the forest?

16 Name three types of pollution.

17 What do we call the large female of an insect species that lays eggs?

18 Who or what is a recluse?

19 Name an animal that squawks.

20 Why is turbulence not a good thing when youre flying?

21 What word describes a place untouched by humans?

22 Name three cities beginning with V.

23 What is a waggle-dance?

24 What are the bars of a xylophone made of?

25 If you yank something, what do you do?

26 What is the Zambezi and where would you find it?

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ANSWERS: 1 Formic acid 2 A place you put bottles to be recycled 3 Cockpit 4 Prolonged period of low/no rainfall shortage of water 5 Quito 6 Finnish 7 Greenhouse 8 Humid 9 Inhabitants 10 Clean socks, rain jacket, rubber boots 11 Koala, kangaroo, kiwi, kitten 12 Someone who hung around you in order to get your money 13 Malaria 14 Bad dream 15 Orang-utan 16 Air, Water, Soil, Noise 17 Queen 18 Someone who lives alone and avoids human contact 19 Parrot, chicken 20 Strong sudden movements of air cause the plane to move violently 21 Unspoiled 22 Vancouver, Venice, Vienna, etc 23 Bee dance to inform other bees where food is 24 Wood 25 Pull it hard 26 Fourth biggest river in Africa.