upper intermediate Pane ey RO oneiC- Mm aR Ae ONL Lindsay Clondfield Dovid Crystal UU ics our) PTUs) Secu Cora eras Nea] RH The Duke Perr eer) Eoaetca Monnet On eu adUnit 1 Language Texts ‘Communicative skills Port 1 Grommor Reoding Speaking $8 page 6 Nuiiary vers Hes de yur mabe yn fe! | Supporting opinions Pronunciation and Speaking sls? Enphassing Part 2 Vecabulory Uistering “Specking 38 poge 8 Predicate adjectives Genealogy ‘Questions about files Gromer Revie I present tenses Part 3 Grammar Reading Specking ‘8 page 10, Review 2: fatue forms Wer an you ptimiicebons? | Alls wel ha ends well Vecabulory and Wrting Listening Waco you optimisicabou®?_| What are you optimistic about? Port Vocabulary Reding Speaking SB poge 12 "The sulle Wining tbe bt apn disase | Your personal goals Exond your vocabulary ‘Metaphor illess Gromer ature continous and fare proce Function ‘Generiising and aking eptons SB poge 14 Making generalisations ‘Globel English | Langungesalveand dead 38 poge 15 Discussing minority languages Agresing and dsagrecing Writing report) $8 poge 16 Paragraphs: ope sentences and supporting sentences Study skills Exploring your dictionary 58 page 17 Additional resources ‘eWorkbook Tinerative and printable grammar, ocabuly,Istening nd pronunciation practice tra reading and writing practice Additional downloadable listening and video materia Teachers Resource | Communication activity worksheets to print and phoxocopy, evew material text and video with Dise worksheet "Go global Alive cette tither | Asksuent to do some ingemet research onthe city where they live, their capital ity, and to make a research ‘Shore presentation about how their ty makes them fel aie. ‘watt Zak students to look for the World Health Organisation website and find out information abou other tdscaes that are being eradicate. ‘ive & ot| Alive & Well lead-in Boor the class, tke a sates of photos ofthe ity whore you ‘2 the students ve. Make thes into a sideshow that you ‘San ow te students. Ase hem to stn pars. Show the ‘Stoelting stents to ay what they ike s00ut ‘em atti poet they shoul recognise the mage) When ‘y've decusee al of them, show them again. This ine “suet should take tus taking abou the photos aif their barter ware ator to the ty forte frst time a they ‘wee ving them ato ‘An steratve otis would be doing the same, but wah fim lps of dierent parts ofthe cy (whic you can make wit a ‘aera or phono). Speaking ($8 page 6) 1 Books dosed: Diet the wo quotes tothe ten Aattaem think fora momert ich one hey agree sore with and whey shal hin of eons hy my egee more whoo thn he other 2 In pairs, students say which statement they agree with snore and why: Feed back. Reading (SB page 6) “The reading is three personal accounts frm people sritng about how the city they live in makes them fee alive 1 191-1498 Check that students are familiar withthe ‘word elie Tell them to read the text through once ‘quickly and decide which tiles go with which texts = Stuart > Anna, © Senchya Language note Many ofthe texts in Global ospciy he erry ts, re ‘eo aralabe mn aso tera You can ay he ao othe tex whe the sudertsead teat tne lyk we ‘Susi rod eter he score tne forthe nxt task, tise dies you the opton ct mala the resin nto a iteing *you mat plying the se wh Booka closed alow ‘iets lston 90. 2 Now ask students to ead the text again an find the swords tht refer ta he differen aspects ofthe i 71 roa: husting onto buses, boarding test cars ‘Sandhya: crs are beeping loud; people on bikes are ringing ther bells; buses Stuart: ranspert hub 2 bona: ‘Sandhya crs are beeping lou; people on bikes are ringing ther bolls; market traders ae. rociaiming thi lout, anc music blaring out of window Stuart — 3 Aana: People leave thelr houses for work, sting onto ‘buses, boarding streetcar, evading the fog a8 we return home ‘Sandhya: people on bikes; markt traders (Overerowed streets wil force you tobe in close touch wth other bodies and you wil aways nd something to tak about to that stranger near you. ‘Stuar: We Sycneysiders are drawn to the harbour the ‘ve adhesive that birds two milion lves together 4 Anna: 600! wet fog on a summer morning: evading the fog ast snatches at any are skin; Te fog does cisappear by late morning when the skyscrapers ‘6 sparing against the sun again ingerng way ‘ready to wraparound us again ‘Sandhya: ~ ‘tua: the ever-lingoring summer heat ‘5 Anna: skyscrapers; Golden Gat Bridge; Alcatraz ‘Sandhya: ‘Stuart the crevioes and crags of its harbour ts ‘waterside parks, renovated wharves, beach bars anc | ctwas: neste opera hase te os othe shyscrapers 3 Askestudents whether they think the writers find the things mentioned in exercise 2 postive or negative. This tasks open to some interpretation, so be prepared to accept different opinions if students ean defend them. 4 Astestadents to go throwgh the questions. Tell them to refer back tothe text ist. If they have dictionaries, ask them to check their answers after they have finished, 1 quickly tease 2 bright «5 awake 2 lous [5 Askestadents the frst question in open class, Can they ‘think of city chat they have fllen in love with? If they can, tll them co imagine a iy they would like ro vst snd to tell a partner why: [Stor oon anes Ave & WelAlive & Well Grammar (SB page 6) 1 Stare by asking students to tell you what the aniliy verbs are in English. Explain that they can find examples ‘of each of them inthe text Elicit the examples from the {grammar bos, then ask stodents to complete the rules, First rule: have Second rule: be [rire rate do 2 Ask students to read dhrough al the questions once, ‘What do they all have in common? (They are all missing the auxiliary verb) Seudents put the ausliary back into cach question where i belongs Pronunciation and Speaking (SB page 7) You could do the frst part of hisses with books closed and students foeused on the boar 1 5 104 Ask seudents to close books. Ply the recording for them to listen tothe sentence and ask them to write it down. What do they notice aboutt that makes it a] ‘a3 (This isthe way to say it) 1 (his isthe way to say it) © 2(hisis the way to say it) _ When te is emphasised, tis ls pronounced ‘3. Inpairs, student practise saying the sentence in as ‘many different ways as possible. Circulate and monitor, then call on students to read out the sentence in some of the diferent ways they said t2 Right & Wrong Part 4 Lead-in “rte te folowing words onthe board: was no longer at 2230. Star by airy the students the fotoweg anecdote, ‘ssapteg 10 you own local creumstances men 1 was young! spent my summers at frst eal resort ‘own here. Every sumer spenta lt of tie ther with ‘nds. We woud goo the cna, fo cas, ta the popular laces. When got ole stopped spending my summers ‘er. | got marred and hed my own fam. Some years ster @ ‘end of mn rom my you cad me. He She Nad orarised {reunion of al my tends at resort town) twas the fst time 1n 15,yars that tured ter. When we ll met aga, we ‘reales we were ole. Tings had changed. Many ofthe laces wo went to were closed. Everyone was mich yourger ‘than us. twas fun ut was no longer a ase lot what no longer at ase means (not conforabiesrymor (Gan stunts think of atime when they were n longer case someunera? Reading and Speaking (SB page 24) This san extract from the book No longer at eae by Nigerian author Chinua Achebe. 1 Aseseudents to read the information about the book No longer at eas and Took at the book cover. Tell them to speculate in pairs as to why Obi might feel no longer at case. They should come up with one concrete solution per pair. Flcic answers 2 Ask students to read the text once through quickly and answer the questions. Was anybody's guess close to the cruth? Has anyone read the book? 1 He works in a government office, and we can surmise that he s responsible for scholarships 2 Obi assumes no's rich man who looks tke @ businessman trom Lagos the capital of Nigeria) 3 The man wants to bribe Obi ito giving his son a scholars. {3 Ask stents to read agin and find information shout each ofthe characters inthe text. They must use ‘histo write a wo- to three-sentence paragraph about the characters. Thy shold eer othe Ug language and include examples from the tex fill ou their deseriptions Possible answer (Obi) (bi isa very busy civil servant (There was so much work ow). He is usually an honest man but is uncertain when ‘he other man asks him for favour (tla ni twas ot possibe; Why dont you pay for him). When the man leaves the money on the table he covers it but has aguiy Conscience (The wad of nates ly... al night. Obi laced a | newspaper overt. This terbi 4 Now ask students to quicly decide who they ‘sympathise with most. Elicit some answers from the class, bur do not comment on them yet '5 “Tal stunts to turn to page 128 and read the context around the extract. They should now turn toa partner and discus their answer to exercise 4. Do they still sympathise withthe same person? 6 Read out the fist sentence ofthe exercise and ask the class how they think Obi reacts, Elicit some answers from diferent members ofthe class Then tll chem ro read the rest of the text about Obi’ trial. Point out that a this stage they should merely read the extract and not do the exercise within it which comes later Background note Cina Ace was bom in 890 ans a nove, post and professor at own Universty New Yrk, USA. He ect own fr his strove, Tins flat, pubtanes in 1886. No onge tease was pubished in 1980, Achebe tas bee clad heather of ern Arican wing’ an has ntvenced geraatons of har can wes Nelson Mandela, the forme South Alcan poser. sac of Achebe ‘athe was awiter'in whose compan the prison wal, fat cown’ Grammar (SB page 24) 1 Ask students to go over the rules and the examples in the grammar box quickly. Then tll them to find at least one other example foreach tense in the text. Alternative procedure Dots ator nto win books ted Wa the ‘canoe erences onthe bow Pak vader ory Saf a ar as bal el Trae palates ae ‘ce he ellnrg worden ta des: compl, 0, ‘peste te, press, beta, bate, Then ta rh 2 Socks enero boo [ Second rte: past spe ‘Tide: past continuous Fourth rule: past perfect2 Right & Wrong 2 Now ask students to read the story of Obi trial again (they will have read through once for meaning and gistin the reding activites) and choose the correct verbs. [7 were stanaing 2 were siting had boon began assaying / sid (both ae possible as tis clear ‘whether the thaught occured while the judge was ‘speaking oF immediatly ate) ‘occuné UT came expected rehearsed came | had come (both are possible) Extra activity ‘Ask students to wit short callaborative sor n rours of {out or fve. The fat person in each group stars, Dictats th {otoning sentence: One cya woman was waking down te stret. The fra student contnues wih another sentence ard then passes the son tthe ret person. who cofnues wth tte sartrcs. he story Shedd gp aroun the run at Teas twice At the end, ask student foreach group to read ‘ut the sony Feed back by conecting any persistent matakes ‘nc cicuss hich story students ie best. © Grammar focus Refer students tothe language summary on narrative tenses on page 136. You can use exercises 6 and 7 on page 137 for: 4) extra practice now by homework ©) review a couple of lessons from now: “The answers are on page 142 of the Teacher's Book Extend your vocabulary (SB page 25) Read the information bout the metaphors othe tents "Tlthem to look ar each ofthe example setenes 0d tllyou hich onc retro a hones positon and wich red to diboncst positon (he frst tro sentence refer tatoney) They then match he sentences oir tnenings belo you Rave me for low-up sk Tun tchoon one or moo th expressions to make thrown te eneaes ight & Wrong [1 Herfallrom grace was wit, 2. She played an underhand tik on him. {3 She's an unstanding member of te community 44 Shohhas very high standards | 5 Nobody beloved she'd stoop to hat Writing (SB page 25) 1. 5 131 TRI students to read the instructions tothe listening activity. Play the recording once and let chem ‘make some notes. They should compare their notes in pairs. Then play the recording a second time and let them check. om Ben was in Los Ages on business. When his meetings were var he wort othe an station. He needed to caten the net train to be time fo deve the weasing rege at his best rend’ wedding in San Frecisco. However Ben's walet ‘ras stolen nthe tan san, He esta tis money, is cect ‘ares and 19 as wel ass ike to San Francisco. As he was { svangor and had no ID, nobody athe station warted 12 Terdtum money fora ket Whe Ben wasting to decile _ ant todo nat a wel- cessed man siting net to him on ‘bench let his cost unatended for a couple of minutes ‘icing out ofthe mars pocket was a ain tet to San Francisco, Ben could eo tat man had more than enough 2 Read out the questions from exercise 2. Ask students to think about what Ben did. This sa critical thinking ‘exercise, so give them time to think before they write. ‘Then ask students to write the end ofthe story. Circulate and monitor, helping where necessary. This part should be individual work 13 Put students into groups of three or four. Tal them to read out the end oftheir stories and discuss what they think Ben did, Did people in the group agree on the best tending? Ask different groups to report back what they wrote and where they differed, eed) ‘money to buy anew teket,2 Right & Wrong Function globally: correcting and restating ‘These lessons in Gob are designed to proide students with immediately useful fanetional language. They all follow a similar format. Warm up (SB page 26) Aim to intduce the topic ia quick speaking ask of pict work Tips: + Donor overcorect here, especial in speaking + Encourage students to use what language they ean at this stage. Listening (SB page 26) ‘Aim: to present the functional language in context via a conversation or series of conversations. Tips: + Play the recording all the way through for each task (there ae always two task) + For muhiple conversations pause the recording after each one, 1 Conversation 1: they are arguing about vegetarians) Conversation 2: there are no buses tothe airport) Conversation 3: 4 the presidente stapping down) Picture cis not used, 2 1 They (vegetarians think they are superior to everyone se. 2. His mother. Because the station is cosed for rept. 4 Walk tothe next station an take a bus. 5 Shois the president 66 Because she wants to focus on her family, Sis cmon So, oe Sara Ch no, that's not what sae a al. mean fe tobe @ ‘vegetarian. What I meant was that | dont care wha pepe || eat dust don et superior ous. My mothers a vegetarian. (Oh, Wel, 7m sue she ant he that, “wo tickets tothe apo, posse, {mata here aren't any buses laving from ti tation, You need 0 goto te next on, excuse me? Nobuses tem hrs So... Ihave to ake atx then? No You ca take a bus So, are you teling me thre are any buses tthe ‘por? No, what! ais was there aren't any buses fom tis sao. Ti statin ls closes for repairs, | | So, how co we get tothe pot om here? B: You noes 0 walk to he next tation, an ake bus from 1X Fine, Thankyou BPrroe >Re ee [A Ms President sit ru you're resigning because of your husbang’s business connections? 18: On you must rave misunderstood, Im not resigning. fm Jes saying hat making a shor brea J: Butis ths because of your husband's business ‘conmectons? Wy isnt your husband answering (questions? 8: hat ve been saying al along is hat he tne has come forme to step way rom polis and concentrate on my tate has nathing to do wth my sband or any business contacts, Thank you very much». Thank You Nomore questing, hank you thank you. Language focus: correcting (SB page 26) ‘Alen: to dew sens attention othe tems of funcional language. 1 + Students should be able to pronounce these phrases illgibly, so dil chem, (oh no, thats not what sai tat, what meant was ‘You must have misunderstood Wat ve boon saying al along rm just saying ois | 2 Students’ own answers fi J a : 5 Fight & rong |=? Right & Wrong Speaking (SB page 26) ‘Aim tallow stents an opportunity owe this language na meaningful real-world cone Tips: + Give students time to prepare this activity, and ‘Greulate and monitor carefully, + Correct sensitively, paying attention to the target language especially. + Iftime allows, ask students to repeat the task, but with ‘new partner. Fight & Wrong Global voices “These lessons in Glaul are designed to provide students with exposure to anthenti speakers of English from both native and non-native English backgrounds. They all follow a similar format. Warm up (SB page 27) ‘Aim: 10 introduce the topic and highlight potentially difficult vocabulary the students will encounter. ips: + Be generous in helping students with the vocabulary here, but let them try and work i ou fis. ‘+ Circulate and monitor any speaking task, but be carefull not to overcorrect. Listening (SB page 27) ‘Aims 1o expose sadents to English spoken with vatiery feces Tips: + Students will need to hear the recording atleast ewice, if not more times, to understand it +The first time they listen, tell them you don’t expect them to-understnd every word; some of i will be hard, This s Because the text has not been scripted or ‘graded in any way. Ie what they would hear inthe real world ‘+The firs task is easier and focuses on gist, the second task is more detailed. ‘Students can read the audioseript atthe back of the book if youthey wish ‘+ Temay be tempting to hunt for specific pronunciation or language errors, bt we recommend agains this. In real world communication not everyone speaks perfect English llth time, nat even native speakers. a Hao: Eldar: Frank: a,b Antonia: € Patricia: b Erca:a Mara: Fria Faisal 2 1 2 a 5 6~2 Right & Wrong Sus Ho, china Wil think, when start to speak, a first stage | aay mess up with the terse and once | spoke to a rend from Canad, "fhink' confused him because used the wrong tnea, Um, Iwas talking bout somaona | wasting Sout someone ‘ho aeady dead, but used present one, lee but {nd make. made him tink thet he's il ave or someting. Elder, Bosnia ‘SoUh.. what mitakee do make uh. when an Ena? Since this is net my native language, somtimes guess the happens to other nonnative speakers | ‘sometimes endo, you know, construct uh | Sertences using the grammar of my native language and then ‘ring orale thst. n Eng, |tonk ths the ‘he most most common ting nor-natvespoakere make. Frank, Germany My bem... most common mistakes n Engh probably fare yeah mixing up wer which ae very omit in German than Engish words, for example used 0 ‘Say sensi istond of "Soni" stu Ie th wien fs Sorpotmes at un. 60 mixup Um «um yeah ‘amma stu tke going to and" wi future terms — its Called future tems, srt t? Un, i's a quite common mistake lim... used todo and ta stu ke make @ erence between these andose or" ang Tat ust te tt ik yan Antonia, France Some sounds ae quite tf fx me todo. Like with the We ae not supposed to, to pronounce then rene $0 something lean of er forget sometimes Patricia, Brazil | woul say that | somtimes make some matakes and | (guess one af the things found qute dfeut about English [unm the prepostons and the ue of prepositions. So [quae tha, make some mistakes sometimes using prepostions. Um, but part fom tet hapetly | dont make So many misakes rca aly “The misake | stil make al the tne ito forget to spt acronyms, So stead of saying a 65a, oe, ergot and ‘27 tap and then poopl ook at me wt ke empty laze ‘and say, ‘What you taking about? Maria, Spain Ne been speaking English or years and year end years bute, st make the mistake with is and her Because Spanish we've got stone word with no gender 80m ‘husband sit conests me and when | ay talk about 8 woman And say ‘his someting’ and he other way arouné always and rc wi bays Mappen, Faisal, Sous Arabia "'malive ot contusad about the ditference between do anc Se, oes” aswel. Un, because um, Imm af, ha toe red about fer mare snd mara, she alr tat | Language focus: typical errors (SB page 27) [Aint to rave stents swarenes of «parila pice of language presenti the Hsening. Tip: +The objective ofthese exercises is arenes ing, not production. Don't expect students to produce this language in an exercise or in conversation immediately 1 1 hope, happy and house (not ‘ope, ‘apy an “ouse) 2 senate, not sensible ‘3am having or am going to have, no wi have 4: her favourite one, not his favourite one | 5. CLA (pronounced isi ax) 2 1 pronunciation 2 vocabulary 3 grammar 4 grammar 5. pronunciation Speaking (SB page 27) ‘Aim: for students to discuss the same or similar ‘questions asthe speakers inthe listening, Tips: + The speaking tasks here ae lightly more open to allow for students to explore the subject. Give them time todo this. ‘+ Asyou go through the book and the Gaal vies lessons, ask students for feedback on these listening activities and their potential use of English with other people, Are they very difficult? Have students used their English as 2lingua fran’ with other non-native English speakers? How did they indi? What tps do they have on understnding or making themselves ‘understood in an international context? ight & Wrong2 Right & Wrong aa Writing: an essay “These leon in ll ar designed o provide stems with extended writing practic. Tey all follow a sila ferme Reading (SB page 28) ‘Aim: to provide a sample text for students to analyse Tips: + Many ofthese texts deliberately contain errors which the students will be asked to focus on and correct later inthe leson. + Atthis stage ofthe lesson merely ask them to read the text and extract the information, + Ifa student does ask a question about an errr in form, praise them for noticing it, and explain that they wll bbe correcting them shor. i (ae says". even though women have achieved equal ‘opportunities with men, Ido not bellove that substantial | equality has boon achieved yet) 2 1-7 (it coranly the case that, inthe last few decades, Conitions for women have greatly improved in mary pars ofthe worl) 2. ¥ Japan, alaw passed in the 1980s alows wornen te choose any ob they tke.) 3 4-7 (his suggests that a so-called glass cong’ is preventing them fram advancing in ther career) 5 ¥ («there are stil inequalities between men and ‘women, particularly as fr as attudes are concomed, Ibalove that a bias against women is deeply ‘rooted in most societies. While lgislation has ‘certainty increased opptunitis for wernen, the | essential problem has not changed) Isc enome Writing skills: presenting an argument (SB page 28) ‘Aim: 10 give students chance to develop their writing ‘through various different micro skills ‘+ Clearly explain che focus and do an example of one ‘of the questions is with the students before asking them to continue on their own, ight & Wrong 1 Introduction: paragraph 1 Body: paragraphs 2 and 3 Conclusion: paragraph 4 2 Introduction: Facts about the topic (.. itis cotainly the case that.) | Common opinions (tis often said that...) ‘Apearzonal opinion fn my vow.) Body: [Arguments in favour ofa statement or topic (The fist major Improvement. is. Second... Tid.) Arguments aginst a statement or tope (Despite these positive developments, boeve that.) Consus: ‘Acummary ofthe arguments fn conclusion.) ‘A personal opinion do not bake that.) ‘Arecommendtion fe need... Most of al, we need.) 8 1 employment / work 2 childcare / looking after chicren 3. salaries /income / money Preparing to write (SB page 29) ‘Alen to give sade ime to brisorm ideas forthe ring Tips: + Allow students to brainstorm ideas in pairs or small groups. ‘+ Ask students to make notes here, but not hegin writing. Writing (SB page 29) ‘Aims to give students practice in more extended wring ws Tips: «This ection canbe done as homework ‘Remind stadens to fer ack to the mode ext, bt t0 becaefl ofthe epi errs + Ask students to check their work carefully before they hand i in2 Right & Wrong Study skills Moving beyond the plateau 1 You could do this activity with books closed, Dictate cach ofthe sentences. Ask different student to come snd write the sentences on the board, and then ak them ‘co open the book to check. Then tel then to tick the sentences they fel are true for ther, In pair, students compare their answers Reproduce the image ofthe plateau onthe board and go over the information about the intermediate plateau in exercise I, Reasure students that this sa very common ‘ceurrence at tis level of language learning. Ifyou yourself had this experience when learning English (of English is not your first language) or another language ‘hen tell the students a it about Read (or ask a student to read) the information in te box. 2 Go over the suggestions in the bow in whole-class format Ask students to tell you which ones they’ do, oF ‘which they lke to do. This may bea good time to get some informal feedback from your students on your English lasses You will find an activity to help you do ‘this the generic worksheets on the Teacher’ Resource Dise (Course Feedback sheet 3 Atthe end ofthe lesson, ask students to write two ‘things in their notebooks that they would like to try and Ado to gee beyond the intermediate platen,Coursebook Unit 3 Language Texts s ‘Communicative sill Port 1 | Extend your vocabulary eoding Speaking SB poge 30 lend ad cong Toe Sue Bloc 10 cenary Cre Tian Vocabulary end Specking quotation Clans foe dhe rar L wend | Pot Pronunciation ining Speaking and Wing | SB poge 92 Conretions Anew story news story | Vecsbulry | dnd Port 3 7 Vocabulary and Speaking Reading Vocabulary ond Speaking SB poge 24 These, Amazing Oe Far Theses Grammer | | Preset perfec simple and | coninos,past simple Port 4 Grammar Usering Speaking SB poge 36 Aji order ‘The Cart Marina Maps| Pronunciation | Saree pm Function globally Inerreting da i SB poge 38 Lsering to deseriptons of graphs | Describing raph and pie chart | | Globol English | Trade language 4 | $8 page 97 Word formation Discussing advantage and disadvantages of simpli fom of English Weng ‘An email end | SB page 40 | Genera nfomallngvage Ena esis L 4 eae saan ska Communion ete | SB page 1 Additional resources ‘Workbook | lnteracve an printable grammar, vocabulary, stening nd pronunciation practice Extra reading and writing practice Additional downloadable listening and video material ‘Teacher’ Resource | Commonicition activity worksheet to print and photocopy, review materi est and video with Dise workahee Go global, “and 7 Go globe ser | Alken of ado lip of David Suz. Thee ae many interviews and clip of im on ideo ‘harness thas YouTube) They watch and report back what he id | research @ tmeases Sea [Xt student explore the Ocean Portal ofthe Smithsonian museum website and find three more amazing fac share5 Land & Sea Part 1 SEEM Lead-in Wiest focal envormental concer upon the board. ‘The folowing Roms are to give you Kes, but acapt, acd or cutto best suit yourlocal stuation, | unclean water + not enough pans + carpoluion + ae beaches +190 many bulcings liter onthe streets oy neighbours pang asputes ‘ut of own supermartats + dangerous dons ‘Ask stents to work n groups an rank these in order of ‘most concer o least cance fr thm, Speaking (SB page 30) 1 Books closed. Doth quotation a dicta ll the students you ae going to read them » quotation once, and. once on They must sen and ty to remember s mach Ssthey in Read the quotation slowly Then ask tulente to workin pai and uy to reconstruct as much ofits. thoy can. aly athe o check thei dcaton i the Sock on page 30. sk them to brainstorm to diferent endings pas, 2 Pairs now compare their answers. Ask a few to read theirs out tothe las. Then ell them to turn co page 131 ‘What do they think ofthe ending? Which ending do they like bes? Ifyou are working with a monolingual class you could get them to translate the quote and compare translations Language note “This quotaton nas igh uneussyntfor stents, he ‘everson ofthe aura sj at and wi we eae “The reason forth thea on at he egg ot ‘nesertence. This iverson lo occur det afer negative dvr such ab not onto reer te begin ot Sentences. op Never have we ean sich danger No ony {a thoy pole toate, hey destroyed the frst as wal Reading (SB page 30) “hiss an enact fom a book about the environment called The Sared Bale 1. Make sure the students understand the word sacred in this case, the loses definition would be ‘so smportant that you should nor change or erticise i), Tell them that The Sacred Balance is the ttle of a book. Ask them to choose what argument the author is making, based sityply on the tit, 2 Now cell che students vo read the extract fom the hook and check their answer. They should also find three ‘reasons the author uses to support his argument. "The correct anewer i 7, Reasons given include: Weather atoct us less. We forget the source of ou food and wate ‘We depend on technologial ventions tat are not natural | We have moved more and mare to cities 3 This exercise is designed to make students think critically about hov language is used to make an argument. The sentences from the text express the same dea a in the exercise, but use more emotionally charged language. There may be some words or expressions the students are unsure about, so be prepared to explain some ofthese, or ask students to us their dictionaries 1... we feel ourselves to have escaped the limits of nature, 2. Food is often highly processed, and comes in | Packages, revealing ite of ts origns in the sol 3. We forget the source of our water 4. We... wl ak or sacttioe almost anything to make sure our way of fe contin, 5... palcy decisions will more and more refit the iusory bubble we have come to belive realty. | 1 Consider our reponse ta the neste of a ringing telephone ox our behavioural contormty tothe ‘commands of computers, 4 Prirwork. Students ask and answer the questions Open ths up toa whole class discussion by calling on different students to tell you their answers.=3 Land & Sea IgE Extend your vocabulary (SB page 30) ‘Dave Suzie e Canadian Jepanese academic, science Wit land and comniry on the board. Ask students to tell Droadoester and envtonmenta act Hels wellknown for yOu What the difference i, if they can Then go through Cilla governments over thi lack of action to protect the the explanation and examples in the box. Students ‘evionment and hes wet mere than 40 books, many of complete the exercise, Feed back ‘them about popuar science anc envrenmental sues. is cakanaes nam + country = 2 land GEES Reading extra FEE Reading ae “Tete are two ex activites you could do to ext the ete Reading tthe. hee —— + Summaries Putstersinio tro cfr groups Astin escnorowp Vocabulary and Speaking (SB page 31) Cpeaoah er foted Wien gop soe wok inpaie and uy andvwtte a summary ofthoparagraph using 1 Reproduce the diagram on the board (or projet it, if toner words ond empl language Studentstnen compare, Youre using an interactive whiteboard). Ask students thei summaries, nd put hem together to make anew tex, __to:make combinations of words using words in the outer ‘2 lconcoslon WORT circle with words in the inner circle. Allow them time to do this, and acces toa dictionary if they have one. Wr the folowing words upon he boar, ina cclefreacn [2,10 thSvandacces Beings meine fasts fe atte passa colocaters inte | Thre are many afer combinant folovirg ae font with those words. | the best cotlocations. Collocations that are possible but eerie teed | pry erg entcacen foisrcs lise presesd Eecatrs reo Daye pensearer = entirety | ills: oing, green thigh, baren,orassy) ‘ind maps. ‘mauntains: high, snow-capped Now aok students to acd oer words or pases to each of | felt: green, open, com, wheat, grassy (ry barren) the mnd maps. Tel hem they can use cetionais they rest vn, dae GST wah Fed back, esting examples and explanations of ‘any terms that come up anc ad these tothe collocation ‘ver: broad ry, green) | desert barren, dry 2 Now ask students to prepare a short text to describe the natural features oftheir country (or region, if they are more comfortable with that). They should work on this individually and then present it to each other in a J come ‘wot ecoramy -) pairs. Point out the Uf phrases to help them make Pann thr pena Capetet wat) Alternative procedure Before preparing thor presentation, ask students o worn Possible answers ‘als and daw an outine of thor county x rgion on apiece wot: word leader word aff, word economy, aperect 0 pes, indicating whieh erection orth, south east and worl, the rea word ‘weet. Then tl them to ake tus to describe the natural {features ofthe country while awing them on the map. “Together he students should preduce an iltrated rap of food: staple fod, gourmet foo nk food, rutntous 0. the natural features ofthe country. When they have Srished, {ast foe food source, feed supply ood peoning ‘they compare maps wit another pac ‘Yu could pont out the use of human-made in the txt anc ‘hw this isan example of using non-seist language. athe ‘gna term is man-mace. Landa Soa~3 Land & Sea Part 2 FEE teod-in Find local newspaper or news website and make a note of ‘he neactines that woek in Engst). You need ye to eight ‘pealines Write each one on an index card and pt these ‘round the room. As students come in, expan thatthe ro is anew galery. Students should go and look at tho cforert ‘eadins. For each headline thy must saya lest two things ‘hey know about te story. Allow students tie fo move around an cscuss the dierent headines, ning in yours. Speaking and Writing (SB page 32) 1 Ak dents to read the questions inthe questionnaire cothemseves fist and think of ther answers. They Should then add two more questions they eould ask a parter about the news 2 In pais, students now ask four ofthe questions from ‘the questionnaire, including their own. Cireulate and ‘monitor Feed back in open class 3. White the words in the box on the board and make Sure the students know what theyll mean (these should all be easy, except fr flack of birds the collective noun fora group of birds). Go over the instructions and tell hem to write a news story: This should be dane relatively quickly, as chere wil be a chance later for them to improve it. It isa Rueney writing exercise, so the focus should be on getting ideas down on paper and not focusing 0 much on accuraey a this point. [ESI Mixed ability {fyouhave amid aby les, hen have te doe ctv in pale, ech pa consitng oa weaker ar stonger ‘odor, Grodno and mate weet weaker sdersao Cente ees the By 4 Srudents now workin groups of four or five. They circulate and read each other’ news stories (or take turns reading them aloud) and then decide on the ane they like best. Feed back, asking groups to read out the news story they chose Listening (SB page 32) ‘This is news report about che true story ofa plane ‘making an emergency landing on the Hudson River in New York: 1 9 144 Tel students they are now going to listen toa news story whieh contains al the words they used in their story. Tell them the news story is based on a tru incident. Ack them to listen t see ifits similar to any'of their 21 Now el them olsen agin and put th wor from Spealing und Wining exerts 3 inthe rd ty appt Play the recording pausing fer the fst word that tgpears und making eure everyone notes da, Then ply the rest ofthe ecording The words are shown in Boldin the aude below noe that he verb lind bit tod sarafe ere inected in te mdse om Te plot who saved 185 vey ling itn tra theron vt nN ar es Sr he rome acoso st wo con es Capa Ces 8 Sirtmgr i sid US Aas Fight ‘Slow tos take best 00 eres roars ater tango fom asa arr. Nore te be was ocd el ate contolrs More gown bo hte con? “Theva vet fom te Naor Tarspraton ay Bord athe ard owed by sors burn brand en rc’ bo he | Rowe aseos enpnes ct Ve tnt ete ic sk as ek re thn he Cote iy aca en be eee wat ax appre We Stereo 5, afore ft pct sehen mae Soieemrd acon trate ae cow te tec fivetecatcte re ta cw ano sow ‘brea nen pe whet ting ey Bags siionvouahave onset ateson cen Fight corona fe cud a ack © (atuersa ones ero arp, bt he eed ve Cano weve goat ni son” That nats man wah Be pre [Atha moment of impact frst oicer Jeff hile was fying the plane and he descrbed caching ght ofa large number of Sark broun birds approaching in “perfect formation Two ofthe plane's ight atondant od investigator there | was an ere suit te eabin ater the engines stopped | ana it was the being ina ibrar’ as smoke an the smal ot ‘orning fil the plana ‘But Mr Sulenberger set te akcraft down so smoothly onthe water that the fight attendants compared ito an ordinary “hard landing’ on a runway. The pilot known to coleagues as “Sully then sued a cone-word command to evacuate’ ard stayed on board Fimaa ui everyane else was sf A150 passengers and five crew survived ater boing picked [Lop by narby boats In pairs, seudents now retell the story from memory, ‘using the words as prompts. 4 Working with the same partner, ask students to discuss the questions. Open this up oa class discussion by calling ‘on diferent students to give their answers 5 Go over the language features of news stories and the examples, Then ask students to turn tothe back ofthe book and find other examples of these same features. Landa Sea3 Land & Sea Possible answers +1 Examples of direct speech: Too low a 00 slow “We can't dot. We're gonna be inthe Hudson 2. Very specie deta the plats age (Mr Sullenbergr, 57; What the plot et and said when It happened (His fist instinct... was fo duck and then he cred out My airrat”) 3. Adjective pivases: a catastrophic crash; derk brown ras, eae quiet “4 Time phrases: moments after taking ff: moments ater then; After they hit afer being picked up Background note “Tha news story ofthe Hudson Fiver landing is taken rom ‘tue news stor trom January 2008, Several news outlets ‘began to eal The tale onthe Hudson’ and twas ater hailed a the most success etching (emergency landing) in aviation hstory, Tare have en atleast wo cacumantary fis made about the sa-minute ight since then. Pronunciation (SB page 33) 1 Direct sue stenton tothe sentence frm he pilots racerip, They shouldbe ale to identify what ome meas quite eal Ee Gonna is a short form of going to. 2 Explain that ginmaris quite an informal but common. ‘way of pronouncing gong Ask them to look athe other reduced forms and to read them to themselves aloud. Go through the answers, drilling the pronunciation of the reduced forms. ‘id you; don't your on" know: give me; got to; kind of | 3. 14s Phay the recording and pause after the first ‘example, giving students time to write whac they heat. Tell them they can write the reduced form for this exereise, bt point out the Language note and the formality / correctness ofthese forms in written English. Play the remaining utterances for students co write. When checking back answers, ak them to read them outloud and to copy the pronunciation. ous ] 1 Hor, gimmie that pan wil you? Thanks. Ugh sin, Doncha hata when rane? Hey, caja ear te news? ls that te tine? ve gota go. 1 dunno what you're taking about. ‘Can you passe be aie? Is kinda feu to study wth athe nse Land & S00 Vocabulary (SB page 33) 1 Direc seudentatention othe begining of thecictonary definition for dhe verb and Working individually, students match the different posible ‘definitions to che example sentences. 2 This exercise works best f you choose an example to do yourself fr the stadents. Write the three tems on the ‘board and briefly explain each one. Stadents then choose ‘two categories and write their aswers. Circulate and help with any language problems. Then put students into pairs tnd tell them to discuss the things they wrote Feed buck asa whole cas. fae Homework extra ‘Ask students to work onthe news story they created nthe ‘Speaking and Wiking exereso. Using the examol tesures ‘of news sor language they wite amore deal version of their sory to beng to class.-3 Land & Sea Part 3 Vocabulary and Speaking (SB page 34) 1 14s The recording is of arious sounds ofthe se you ca, have the sounds from the recording paving os the students come in, Let students i down and motion for them to be quiet Then pay the sounds a second time and sskstudens to write dann al the words that come o mind while listening. They then compare lists witha partner 2. Ask students to open ther books and lock atthe words {nthe box. Were any ofthe words on their original ist? Ack them to put the words into different groups and t0 sive exch group a heading, Most students should find roupings below, but be prepared to accept other groupings that make sense logically! Cireulate and help, clarifying unknown words and / oF encouraging students to se their dictionaries, Go through ll the words atthe «end, drilling pronunciation. Possible answers Movement ofthe sea: current, wave, tide Equipment to goin the se: snorkel “Tings onthe beach: sand, seashells, seaweed Water sports: ave, waterskiing ‘Things that ve inthe sea/ at soa: elysh, saaguil, shalish kinds of bosts: hi, tanker, yacht Extra cl Sena categores, oro add ary of the words they wrote fom exercise 3 Tell students to close their books. Begin ro draw one of, ‘the items yourself onthe board. When someone calls out what iis correctly say Right! Then get students in puis todo the sume. Reading (SB page 34) ‘This is series of facts about the oceans, written in 3 sensational style to make the ficts seem more ‘amazing’ 1 Tell the students they ate going to rea some facts shout the oceans. Draw their attention to the ttle Amazing ‘Ocean Fics on page 35. Tell them that they should frst read the facts and decide for themselves which ones they ‘think are really amazing or not. Ask thems ro give a mark tweach fact, according tothe key inthe activity FEST Alternative procedure “The rt tk i deseo ean aera the ue (Covererin tnkn eits emeeprse eponesto thetet sil checing oarembanaon Oe srt have {Stocco hut bt tne orga ei ee eee eee heen red pee fea Tate a tor traenal it ek you oud ak ert ord and (ili tor aa we ae aneenas 1 ha fet tan 2 + conmaneaton fat 7) water proee fat 9) {funder onan ct 9 an 6) + snl ong cs ard) 2 Tell the students they are going to find language the author used to make the facts seem more interesting and amazing. Do the first one asa group. “ough dats om shar ack gt alt of toto, farmare pon ele ach yearby leant fr ‘mor sounds ke much larger non Upto. staggering 60% of a He on Earth fond ude ‘ne ocean surface. staggerng echasises row i the percentage 9) “Ts gigantic wave cccureain the gui of Asan 688, (Gant isan unracabe ajc, masing very very a) |e oceans woul vse by 86m, causing catastrophic | damage toa human He sterner extasrepnc | emphases now oad and aefou the Gamage woud be) | venin tha dy of moder ectnolgy theses esi | ea for vast amounts of human ae. bast means very very big number) Life on rise mere 400 ition years (res vy ved win smal mbes, nd used hare ‘sceetates how orgie under he cosa as eit) ‘9 In pairs, students choose three ofthe questions and discus together, Circulate and monitor then got feedback ar the end by asking diferent students to reporton the questions they answered. Background note “Thaw ats wre ated tom the 1988 Ocean Planet ton athe Sthsonan museum and & Sea