Unit 5 The environment Opener 1 ★ CPT extra Photo activity before Ex 1 • Optional step Start by checking the meaning of the materials in the box Point to objects in the classroom to elicit the materials (e g a plastic chair, a table made of wood, a leather bag) Point out the strong stress (on the first syllable of all the words) and difficult pronunciations cardboard ˈkɑː(r)dˌbɔː(r)dand wood wʊd • Ask students to look at the photo and the caption Ask them to work in pairs to discuss the q.
Unit 5 The environment Opener • Look at the highlighted expressions with the class Point out that we use the -ing form after prepositions (e.g. after for) You could write the bare frames on the board: ★ CPT extra! Photo activity [before Ex 1] • Optional step Start by checking the meaning of the materials in the box Point to objects in the classroom to elicit the materials (e.g a plastic chair, a table made of wood, a leather bag) Point out the strong stress (on the first syllable of all the words) and difficult pronunciations: cardboard /ˈkɑː(r)dˌbɔː(r)d/and wood /wʊd/ … is made of … You use it for … -ing… • Ask students to work in pairs to make similar sentences for the objects in the box In feedback, ask some students to read out their sentences • Ask students to look at the photo and the caption Ask them to work in pairs to discuss the questions Elicit opinions and answers from the class in feedback Example answers A mobile phone is made of metal and plastic You use it for phoning people, for sending text messages, for searching the internet, etc A pen is made of plastic and metal You use it for writing Scissors are made of metal You use them for cutting things A tin can is made of metal You use it for keeping food g Answers • Give students three minutes to think of some objects and prepare notes Monitor and help with ideas and vocabulary • Ask students to work in pairs and take turns to describe and guess the objects • As students speak, monitor and note errors that you could write on the board for students to correct in the feedback stage Audioscript [35] lG eo gr a wood, household appliances, glass bottles He built a house He wants us to think about the environment and how we recycle and reuse everyday objects ph ic Answers rn [35] • Ask students to read the questions Then play the recording Students listen and answer the questions Let them compare answers in pairs before checking with the class Le a 2 in Students’ own opinions He used wood and glass N at io na Every day we throw away objects such as wood, old household appliances, and glass bottles But an artist from Uruguay called Jaime built a house made from these types of objects The house is in Brazil and it has a bedroom, a kitchen, and a bathroom There are shelves made from trees and old wood and there’s lots of light That’s because Jaime used coloured glass from bottles in the walls When people visit the house, Jaime wants them to think about the environment and about how we recycle and reuse everyday objects Background notes Called ‘Cabana Floripa’, the house was built by a Uruguayan visual artist named Jaime from demolished houses The resourceful Uruguayan said he started building it by intuition and to give a new life to old wood, glass bottles, ceramic tiles, broken mirrors and other ‘garbage’ he had found Nowadays he rents it out on AirBnB 84 Example answers A tablet is made of metal, glass and plastic You use it for going online A box is made of cardboard You use it for holding, storing or carrying things A knife is made of metal You use it for cutting things Extra activity Ask students to write similar sentences for these electrical devices They will have to look up the meaning in dictionaries first: A light switch (plastic / switch lights on and off) A light bulb (glass and metal / provide light) A plug (metal and plastic / connect machines to the electricity supply) An extension lead (plastic, metal, rubber / connect machines to the electricity supply when it’s far away) SAMPLE COPY, NOT FOR DISTRIBUTION Unit 5 The environment 4 5a Recycling • Ask students to read the article and check the answers they came up with in Exercise Lesson at a glance • • • • [36] • Optional step The reading text is recorded You could play the recording and ask students to read and listen (see Teacher development below) vocabulary: recycling reading: e-rubbish grammar: quantifiers speaking: your rubbish • Ask students to compare answers in pairs Elicit what students found out in feedback ANSWERS Vocabulary recycling g • Ask students to discuss the questions You could ask them to work in pairs or small groups first to estimate how much rubbish they use Elicit answers in feedback (see Vocabulary note below) E-rubbish (electronic rubbish) refers to the many computers, TVs, laptops and phones we regularly throw away The article says that people melt parts of the computers to recycle the metal The boy is probably collecting parts of the computers that have valuable metal in them in EXAMPLE ANSWERS Background information rn Students’ own answers Ghana /ˈɡɑːnə/ is a country in West Africa, on the Atlantic coast ★ CPT extra! Vocabulary activity [after Ex 2] Techniques for exploiting the recording of a reading text Here are some ways you could make use of the recording of the text in this and in other units of the Student’s Book: • Ask students to listen to the text with books closed first before reading it You could set a simple general understanding task (for example, the prediction task set in Exercises and in this lesson) • Ask students to listen and read while doing more detailed reading tasks Tell them to read set questions carefully before reading and to think about the sort of information they are looking for in the text Play the recording Students listen and underline any information they hear and read in the text which is relevant to the questions Students then read the text again without listening, taking their time to answer the questions, using the information they have underlined • Ask students to listen and read for pleasure after they have completed all the tasks on a text This is particularly useful when students have read a story, for example It gives the students a chance to relax, and to listen and read material that they now understand quite well gr a • Optional step Start by checking the meaning of the objects (1–10) (see Vocabulary note below) Teacher development ph ic Point out how to say percentages For example, 25% is pronounced twenty-five per cent (of) We can also use fractions: 25% = a quarter of; 50% = half of Le a Vocabulary note lG eo • Look at the examples with the class Then ask students to work individually to match the remaining objects (3–10) with the types of rubbish in Exercise Let them compare answers in pairs before checking with the class ANSWERS at io na 1 a 2 b, e 3 b 4 d 5 c, e 6 d 7 a, b, d, e 8 c 9 c 10 c, e Vocabulary note N aluminium foil = the metal aluminium prepared in thin leaves with a thickness of less than 0.2 mm – commonly used in cooking You could show the meaning of the various containers here (can, carton, box, jar, bottle) by using realia or drawing them on the board, or using common examples (e.g a bottle of olive oil, a can of cola, a box of chocolates) Reading • Ask students to look at the photos and discuss the questions You could this in open class or get students to work in pairs first before eliciting ideas from the class ANSWERS Students’ own answers The actual answers are in the article and in the answer key in the next exercise • Ask students to read the article again and answer the questions Let them compare their answers in pairs before checking with the class ANSWERS different countries around the world thousands of old computers to recycle the metal It produces (dangerous) chemicals people’s health products which you can recycle safely and in the country where they were made SAMPLE COPY, NOT FOR DISTRIBUTION 5a Recycling 85 Unit 5 The environment Vocabulary note Answers to Grammar summary exercises Point out the explanation of melt and toxic in the glossary a much, b many a a little, b a few a much, b many a any, b Some Other difficult words: out-of-date = not new or fashionable resell = sell again Grammar quantifiers 1 a 2 b 3 b 4 c 5 a 6 b 7 c ★ CPT extra! Topic quiz [after Ex 5] • Ask students to say whether the nouns are countable or uncountable (see Grammar note below) You could elicit the answer to the third word (plastic) before asking students to label the words C or U individually Then elicit students’ answers in feedback • Note that the aim here is to revise countability before introducing quantifiers It’s expected that students should already have studied this a lot of 2 lots of 3 a few 4 many 5 a lot 6 some 7 any g • Ask students to work individually to choose the correct quantifiers Let them compare answers with a partner before checking with the class C: computer, bag, box, magazine U: rubbish, plastic, paper, metal rn in • In feedback, ask students to justify their answers with rules (see Grammar note above) Answers Le a Answers 1 much 2 a few 3 much 4 a little 5 any 6 some 7 much 8 any 9 a lot of / some Speaking my life • Ask students to adapt the sentences to make them true for them You could start them off by providing one or two true sentences about you gr a Countable nouns can be counted (e.g one computer, two computers …) They can usually be made plural by adding -s or -es Uncountable nouns can’t be counted Materials are usually uncountable ph ic Grammar note lG eo • Ask students to look at the sentences in the grammar box Point out the quantifiers in bold na • Look at the first sentence in Exercise with the class Then ask students to work individually to complete the remaining sentences with quantifiers from the grammar box Let students compare answers in pairs before checking with the class at io Answers N some, a lot of 2 any 3 a few 4 a little 5 many 6 any, much Grammar note Contrast the following pairs of quantifiers so students can see which they should choose and when: some / any: we use some in affirmative sentences and any in negative sentences and questions much / many: we use much with uncountable nouns and many with countable nouns when forming questions or negative sentences (in affirmative statements we usually use a lot of ) a little / a few: we use a little with uncountable nouns and a few with countable nouns (when saying there is only a small amount or number) Refer students to page 164 for further information and practice 86 Example answers I don’t throw away any/much paper In my area, a lot of places have recycling bins My college has a few recycling bins for paper A lot of people in my country think recycling is important 10 ★ CPT extra! Grammar activity [after Ex 10] • Organize the class into new pairs to ask and answer questions from the prompts Tell students to note their partner’s answers as they will use this information to present their findings to the class at the end • As students speak, listen carefully and note how well students use quantifiers as they speak Note down five or six errors or examples of good language use as you listen At the end, after feedback on the task, write up the errors on the board and ask students to work in pairs to correct them Extra activity You could turn this into a class survey Each student walks round the class and interviews as many students as they can in five minutes Then they sit with a partner and compare their information They can then produce a report based on the information they share SAMPLE COPY, NOT FOR DISTRIBUTION Unit 5 The environment Unit 5 The environment Listening 5 [37] ★ CPT extra! Photo activity [before Ex 5] 5b Managing the environment • Optional step Ask students to look at the photo and say what it shows Use the opportunity to elicit desert and get students to recognize the topic of the news report in the listening: the problem of deserts growing Lesson at a glance vocabulary: results and figures listening: environmental projects grammar: articles pronunciation: /ðə/ or /ðiː/ writing and speaking: knowledge of the world • Ask students to read the questions Then play the recording Students listen and answer the questions Let them compare answers in pairs before checking with the class Vocabulary results and figures Answers 1 the Arctic, Antarctica, the Gobi Desert, the Sahara in China / from Senegal to Djibouti (in Africa) a wall of trees • Discuss the questions with your class and elicit ideas, opinions and experiences Answers [37] in Audioscript Students’ own answers g • • • • • rn Nearly thirty per cent of the land on Earth is desert While the ice in the two cold deserts of the Arctic and Antarctica is starting to melt, hot deserts such as the Gobi Desert and the Sahara are getting bigger Some countries are trying to stop them growing ★ CPT extra! Vocabulary activity [after Ex 2] Le a • Ask students to read the text quickly and answer the question Take China, for example People know about the Great Wall of China, but China has another wall called The Great Green Wall In 1978 the Chinese started planting a wall of trees to stop the Gobi Desert growing towards the cities of northern China Now the wall has about 66 billion trees and by 2050 it will be 4,500 kilometres long with about 100 billion trees ph ic Answers good news lG eo gr a • Ask students to match the phrases in bold in the newspaper report with the exact information (a–e) Let students compare answers in pairs before checking with the class (see Vocabulary note below) Answers na a nearly half b about a hundred c over four days d under a quarter e Exactly a year at io Vocabulary note N Most of these phrases use a word that approximates a number The exception is the word exactly which is used to say that a number is very specific (e.g exactly 12.6%) about = approximately under = less/fewer than over = here, covering the period of (in other contexts it can mean ‘more than’) nearly = a little less than • Ask students to work in pairs to ask and answer the questions As students speak, monitor and notice how well they use the new phrases Prompt students to correct the phrases Example answers 2 I spend nearly six hours a week shopping 3 About two hundred thousand people live in my town 4 I spend under a quarter of my money on buying clothes 5 I spend exactly 11 months of the year at work There is a similar problem with the Sahara Desert, which is the largest hot desert in the world Twenty countries in Africa are working together to build a wall of trees all the way from Senegal to Djibouti The new forest will stop the desert destroying more homes and farms in the region Eventually, the forest will be about 15 kilometres wide and 7,775 kilometres long Background information The Arctic and Antarctic are cold deserts because they get very little precipitation (rain or snow) They are also the two largest deserts in the world The Sahara Desert covers much of northern Africa and is the world’s largest ‘sand’ desert The Gobi Desert covers much of central Asia and is a cold desert Senegal is on the west coast of Africa and Djibouti is in the horn of Africa, on the east coast So the wall of trees will cross the entire continent of Africa at its widest point 6 [37] • Ask students to read the questions carefully Point out that plant means put trees or flowers in the ground so they grow • Play the recording again Students listen and answer the questions Let them compare answers in pairs before checking with the class 5b Managing the environment SAMPLE COPY, NOT FOR DISTRIBUTION 87 Unit 5 The environment • Optional step There are some difficult words in this text (see vocabulary notes below) You could ask students to say what they mean from context after completing and checking the grammar task ANSWERS nearly 30% 2 1978 to stop the desert growing towards the cities about 66 billion 4,500 km 6 20 destroying homes and farms about 15 km wide and 7,775 km long ANSWERS 1 the 2 – 3 a 4 the 5 an 6 – 7 The 8 – 9 the 10 – 11 a 12 The Grammar note rule b: mountain range Grammar articles rule c: in general rule a: first time we mention something rule a: when we talk about it again rule a: first time we mention something rule c: people in general in • Read the examples in the grammar box with the class Then ask students to complete the rules Let students compare answers in pairs before checking with the class (see Grammar note below) g 7 rule b: name of a desert ANSWERS rn rule c: name of a country a a/an; the b the c no article Le a rule b: unique place 10 rule c: something in general 11 rule a: first time we mention something Grammar note 12 rule a: when we talk about it again ph ic You could point out that it would be possible to use the with people and farmers in sentences and In that case, we would be referring to specific people (the people and farmers in this area) as opposed to people or farmers in general lG eo gr a Articles are often difficult for students because the rules of use are different in L1 Some languages (Russian and Japanese, for example) simply don’t use them Other languages (French and German, for example) use them very differently (e.g Romance languages use their word for the a lot more than in English) Ask your students to look at the rules and examples above and say which ones are the same or different in their language Tell them to concentrate on practising the uses that are different Refer students to page 164 for further information and practice na ANSWERS TO GRAMMAR SUMMARY EXERCISES at io 1 the 2 – 3 an, The 4 the 5 – 6 the N 1 an 2 – 3 the 4 the 5 the 6 – 7 the 8 a 9 the 1 a 2 – 3 – 4 the 5 a 6 The 7 the 8 – shortage = when there isn’t enough of something (e.g. water, food, oil, jobs) pipe = long, round tube for carrying water, oil, electrical wiring, etc to freeze = to turn into ice (from water) when the temperature goes below zero to melt = to turn into water (from ice) when the temperature goes above zero a net = a sheet with many holes in it (e.g a fishing net, the net in a goal in football) drops of water = small amounts of water in little balls that fall (e.g raindrops) Background information • Ask students to look at the title of the two texts Ask: What are ice towers and fog collectors? Elicit ideas Then ask students to read the text quickly to find out what ice towers are (= frozen fountains that melt to provide water) and what fog collectors are (= nets that catch fog which becomes water) The Himalayan mountains (the Himalayas) are a range of mountains in Tibet and Nepal, north of India They include many of the world’s highest mountains (notably Everest and K2) • Ask students to read the text again and choose a, an, the or – (no article) Let students compare answers in pairs before checking with the class In feedback, ask students to explain why they have chosen a, an, the or – each time (see Grammar note below) 88 Vocabulary note The Atacama Desert in Chile in South America is 1,000 kilometres long, and stretches along the coast of the Pacific Ocean, to the west of the Andes mountains It’s the driest non-polar desert in the world SAMPLE COPY, NOT FOR DISTRIBUTION Unit 5 The environment Unit 5 The environment • Play the recording Ask students to circle /ðə/ or /ði:/ for each item Let students compare answers in pairs before checking with the class • Play the recording again for students to listen and repeat Answers 1 /ðə/ 2 /ði:/ 3 /ðə/ 4 /ðə/ 5 /ði:/ 6 /ðə/ 7 /ði:/ 10 • Ask students to complete the quiz Let them compare answers in pairs before checking with the class In feedback, ask students to explain why they have chosen a, an or the Answers 13 • Pairs take turns to ask their questions in their groups of four Monitor and check students' use of articles while they are speaking At the end, find out which pair in each group got the most answers correct • You could provide feedback on how accurately students used articles when doing this activity lG eo gr a a (mentioned for the first time), – (countries) The (unique), the (see Grammar note below) a (mentioned for the first time), the (unique) a (mentioned for the first time) The (name of an ocean), the, the (superlatives) Here are some possible questions: Pair A: Where in London does Queen Elizabeth II live? (Buckingham Palace) Which city in the United Arab Emirates has the world’s highest building? (Dubai) What Pacific island has big stone heads? (Easter Island) Which monument in Egypt has a big face with no nose? (the Sphinx) What is the world’s most popular social networking site? (Facebook) Pair B: Which star the Earth, Mars and Jupiter go round? (the Sun) What is the most famous ancient monument in China? (the Great Wall of China) What is the longest mountain range in South America? (The Andes) What is the social messaging site that uses tweets? (Twitter) What is the largest lake in South America? (Lake Titicaca) ph ic • Once you have checked the use of articles, get students to the quiz Don’t check answers at this stage Example answers g [39] ★ CPT extra! Pronunciation activity [before Ex 9b] in b • As students prepare, monitor and help students with ideas and vocabulary rn • Play the recording Ask students to listen and notice the two different pronunciations of the word the • Optional step Students could make up their own questions It depends on how confident your students are about thinking up their own questions Le a Pronunciation /ðə/ or /ði:/ 9a [38] Grammar note 11 at io na Most countries don’t take an article However, there are exceptions These are island states (the Seychelles, the Turks and Caicos, the Philippines) which are composed of more than one island, or countries made of ‘united’ countries, states or emirates: the USA (United States), the UK (United Kingdom), the UAE (the United Arab Emirates) N • Ask students to check their answers on page 155 of the Student’s Book Go through the answers as a class and find out who got all the answers correct Answers Extra activity Write the following topics on the board in a list: FAMILY, WORK, SCHOOL, HOBBY Organize the class into groups of four (or keep them in their groups from the previous exercise) Tell students that each person must try to talk for one minute about one of the topics without making a mistake with articles The other students must listen and say STOP if they hear a mistake If a student speaks for one minute, he or she gets two points If a student says STOP, and can say what the mistake with articles is, they get one point One student in each group volunteers to start, chooses a topic, and starts talking Somebody else in the group must use their watch or phone to time the minute As they speak, other students listen very carefully to see if they can hear any errors with articles See page 155 of the Student’s Book Writing and speaking my life 12 • Organize the class into groups of four Ask each group to split into two pairs, and decide which pair is A, and which B • Ask students to work together to produce five more quiz questions They should turn to the relevant page at the back of the book for prompts (Pair A to page 153 and Pair B to page 154) 5b Managing the environment SAMPLE COPY, NOT FOR DISTRIBUTION 89 Unit 5 The environment Critical thinking close reading 5c A boat made of bottles • Explain that students are going to look at sentences about the article and decide if they are true, false or if the information isn’t given (see Teacher development below) Lesson at a glance • • • • reading: the Plastiki critical thinking: close reading word focus: take speaking: changing behaviour • Read the three options (A–C) with the class Then ask students to read the sentences and choose the correct option for each Let students compare answers in pairs before checking with the class Reading ★ CPT extra! Grammar activity [before Ex 1] Answers • Ask students to read the words You may need to check recycle (= use things like paper, bottles, etc again) g • Ask students to say what the article is about You could ask students to discuss this in open class or in pairs in Answers Le a rn Students’ own answers Note that the answer is in the text that follows [40] • Ask students to read the article and check their ideas Let students compare answers in pairs before checking with the class gr a • Optional step The reading text is recorded You could play the recording and ask students to read and listen ph ic 2 B (The information is in the text: … there’s a big difference It’s made of twelve thousand five hundred re-used plastic bottles.) B (The information is in the text: humans throw away four out of every five plastic bottles they use.) A (The information is in the text: around one million seabirds die every year from plastic pollution.) B (The information is in the text: The boat uses renewable energy such as wind power and solar energy.) C (The information isn’t in the text: It says The crew can make meals with vegetables but it doesn’t say whether they only use vegetables or not.) C (The information isn’t in the text: It is a huge area but it doesn’t say whether it’s getting bigger or not.) C (The information isn’t in the text: The whole journey took one hundred and twenty nine days but it doesn’t say if that was longer than planned.) A (The information is in the text: … he is planning to sail it again one day.) Answers Background information lG eo The article is about a boat called the Plastiki made of recycled plastic bottles The Plastiki sailed across the Pacific Ocean from San Francisco to Sydney na The Plastiki left San Francisco in March 2010 and arrived in Sydney in Australia in July of the same year N at io The Plastiki is a jokey name, derived from plastic and the name of a famous sailing vessel called the Kon-Tiki In a famous expedition, in 1947, led by Norwegian explorer and writer Thor Heyerdahl, the Kon-Tiki, a raft, sailed across the Pacific Ocean from South America to the Polynesian islands ★ CPT extra! Listening activity [after Ex 3] • Read the fact file with the class Check crew (= the people who work on a boat) and knots (= the way speed is measured at sea – ten knots is about 18.5 kilometres per hour) Note that knots (pronounced /nɒts/ – the k is silent) is in the glossary • Ask students to read the article again and complete the fact file Let students compare their answers in pairs before checking with the class Teacher development Close reading Many exams ask students to read a text and say whether something is True, False or Not Given Consequently, developing your students’ ability to look closely at a text and find evidence for a statement is a useful skill Here is a procedure to follow: Ask students to look at the first sentence, The Plastiki is made of the same material as other boats Ask them to say, without reading again, whether they think it’s true, false or not given Ask students to look at the text and find evidence for their view The answer is ‘False’ and the evidence in the text is: ‘… there’s a big difference It’s made of twelve thousand five hundred re-used plastic bottles.’ Tell students to follow steps and for each of the statements in the exercise It’s a good idea to get students to work in pairs to this activity They discuss what they think is the answer, read to find evidence, then share with a partner Encourage students to really think about where in the text the evidence is provided Answers 1 6 2 12,500 3 18 4 6 5 12,000 kg 6 5 7 15,372 8 129 90 SAMPLE COPY, NOT FOR DISTRIBUTION Unit 5 The environment Unit 5 The environment Word focus take Example answers • Ask students to find and underline the five expressions with take (see Vocabulary note below) • Ask students to work in pairs to match the phrases they underlined with the categories Elicit the first answer to get students started Check answers with the class Answers took the special boat through (line 43) take a shower (line 37) took one hundred and twenty-nine days (line 53) take a break from work (line 34), take care (line 51) Students’ own answers Yes, things like this get a lot of attention and make people talk about the topic, so some people might change their behaviour Or No, people that aren’t interested in the environment won’t change their behaviour because they don’t want to Example answer: In my country the government and police a lot to stop people driving too fast Example answer: There are speed cameras everywhere and sometimes the police stop drivers who are driving too fast They fine them and give them penalty points on their licence Sometimes there are films on the TV to show how dangerous it is to drive fast g Vocabulary note take 129 / a few days = if something takes a few days then you need this particular amount of time to it take a break = stop doing something for a short time rn ph ic take care = be careful Le a take a shower = have a shower – the use of take here is closer to ‘do an activity’ – we can also say take a walk, take a bath, take exercise in take … through = here, move, drive or guide (a vehicle or vessel) through a difficult place (e.g a narrow entrance) lG eo gr a • Ask students to complete the sentences individually Let them compare answers in pairs before checking with the class Answers take a plane 2 took many days 3 take a break take care 5 take time na Extra activity N at io Ask students to look at the expressions with take below and say what they mean (shown in brackets): take a photo (= to photograph) take a seat (= to sit down) take the lift (= to go up in the lift) take off your clothes (= to undress) take after your dad (= to have a similar appearance or personality) Ask students to share any other expressions they know with take Speaking my life • Organize the class into groups of four or five • Read the questions with the class and check the meaning of any unfamiliar words, e.g attitude (= what you think and feel about something) and behaviour (= the way you act or things) • Ask students to discuss the questions In feedback, ask groups for their extra ideas and decide which ideas are the best 5c A boat made of bottles SAMPLE COPY, NOT FOR DISTRIBUTION 91 Unit 5 The environment Audioscript 5d Online shopping v = recorded voice, c = Customer care assistant, j = Jane v: Thank you for calling Teco Art dot com Your call Lesson at a glance is important to us For information about our latest products, press one For orders, press two For problems with your order, press three … All our customer service assistants are busy We apologize for the delay Your call is important to us One of our customer service assistants will be with you as soon as possible • reading: a company website • real life: phoning about an order • pronunciation: sounding friendly c: Good Example answers Reasons for going shopping: get to see things and try them on before buying; enjoyable activity you can with friends; get one-to-one service and advice from shop assistants Reasons for shopping online: can it without leaving the house; saves time and energy; often cheaper; greater variety and choice; easy to return and get a refund j: Hi, I’m calling about an order for a Computer Circuit Board Clock from your website but I received an email saying I have to wait seven more days c: One moment … Do you have the order number? j: Yes, it’s 8-0-5-3-1-A c: Is that A as in alpha? j: That’s c: Is it is j: Sure Le a c: Hmm Can I put you on hold for a moment? c: Hello? j: Yes, hello ph ic In 2016, the Wall Street Journal reported that surveyed US shoppers made 51% of their purchases on the web This is the first time that American shoppers bought more things online than from shops right that Ms Jane Powell of 90 North Lane? j: Yes, Background information g • Ask students to discuss the questions in open class or in pairs Elicit ideas and experiences in feedback morning Can I help you? in rn Reading c: I’m very sorry, but this product isn’t in stock at the moment We’ll have it in seven days j: I already know that But it’s my husband’s birthday tomorrow gr a lG eo • Optional step Start by checking website (= a page on the internet) and email order (= when you officially buy something using an email) by asking students to say what the two texts on the page are na • Ask students to read the website and email order, and find answers to the questions Let them compare answers in pairs Elicit answers in feedback at io Answer N The customer ordered a clock, but it isn’t available, so she will have to wait Real life phoning about an order 3 [41] • Explain that students are going to listen to the customer from Exercise phone customer services about her order Give students time to read the questions • Play the recording Students listen and answer the questions Let them compare their answers in pairs before checking with the class Answers asks for the order number, checks customer’s name and address, and later on her email address Because it’s for her husband’s birthday 3 £35 cancel the order and get a refund confirmation of the refund 92 [41] c: I see Well, would you like to order a similar clock? We have an Apple iPod one for thirty-five pounds j: Hmm I really liked the one I ordered c: Oh, I’m sorry about that Would you like to cancel the order? j: Yes, I think so How does that work? c: Well, we’ll refund the amount of thirty-nine pounds to your credit card j: OK Thanks c: And j: c: Let j: me check Your email is J Powell at S-mail dot com That’s right c: Is j: there anything else I can help you with? No, thanks That’s everything c: OK j: 4 would you like confirmation by email? Yes, please Goodbye Bye [41] • Ask students to read the expressions for phoning about an order Check the meaning of any unknown words, e.g put someone on hold (= make them wait on the phone), order something (= buy something and wait for the delivery), cancel the order (= stop the order, because you don’t want it), a refund (= money you get back), confirmation by email (= an email that officially says you have bought or ordered something) SAMPLE COPY, NOT FOR DISTRIBUTION Unit 5 The environment Unit 5 The environment • Play the recording again Students listen and tick the sentences the customer service assistant uses Let students compare their answers in pairs before checking with the class • Optional step Ask students to work in pairs to practise the conversation in audioscript 41 on page 184 of the Student’s Book 5e Emails about an order Lesson at a glance • writing: emails • writing skill: formal words ANSWERS Writing emails Good morning Can I help you? Can I put you on hold for a moment? Is there anything else I can help you with? Do you have the order number? Would you like to order a similar clock? Would you like to cancel the order? Would you like confirmation by email? Is that A as in alpha? Let me check • Optional step Start by asking students when they last wrote a formal email If any have, ask them why they wrote it, who they wrote to, and what happened as a result of the email rn ANSWERS Pronunciation sounding friendly 5a [42] in g • Ask students to read the emails between a customer and a customer services assistant and put them in order Let students compare answers in pairs before checking with the class Vocabulary note Use the context of the sentences in the emails to check the following ‘retail and shopping’ words: ph ic • Ask students to listen to the sentences and decide whether the speaker is friendly or unfriendly Let students compare answers in pairs before discussing as a class (see Pronunciation note below) Le a 1 B E D A C in stock = the shop or company has it in their shop or warehouse ANSWERS 1 F U F U F U gr a currently available = you can buy or pick it up now Pronunciation note lG eo item = individual thing for sale na To sound friendly, a speaker uses a wide intonation The flatter the intonation, the less interested and less friendly a speaker sounds Note also that in questions and requests the intonation rises at the end Show students how the intonation starts high and rises at the end: b at io Can I help you? [43] ★ CPT extra! Pronunciation activity [before Ex 5b] N • Play the recording Ask students to listen to the sentences Play the recording again, pausing after each sentence for students to repeat • Optional step Drill the sentences for pronunciation Ask students to close their books Read three or four phrases out and ask the class to repeat chorally and individually ★ CPT extra! Writing activity [after Ex 2] • Ask students to read the emails in Exercise again and underline phrases and expressions that ask for something or give instructions Let students compare answers in pairs before checking with the class Point out the position of please in the expressions (see Vocabulary note below) ANSWERS Asking for something: In order to provide you with the necessary assistance, could you please send the order number? Giving instructions: Please reply to confirm you still require this item; Please refund my money back to the credit card; please cancel the order and, as requested, send me my refund • Organize the class into new pairs Ask students to decide who is A, and who B Vocabulary note • Give students time to find their information on pages 153 and 154 and prepare what to say Tell them to think of and mark phrases that they will have to say with a wide intonation to sound friendly Note the polite use of please in this formal written language It’s used between you and the verb in the request: Could you please send …? It’s used before the imperative of the verb in instructions: Please reply to… The use of please changes an order to a polite instruction • When students are ready, ask them to practise the conversations • As students speak, monitor their performance Correct poor intonation and note down errors students make In feedback, write errors on the board and ask students to correct them 5e Emails about an order SAMPLE COPY, NOT FOR DISTRIBUTION 93 Unit 5 The environment Writing skill formal words 3a EXAMPLE ANSWER Dear Sir or Madam • Look at the example and check that everyone understands what to I recently ordered a printer online I paid for delivery within 24 hours However, it has not arrived Please refund the money back to my credit card • Ask students to match the remaining formal verbs in the email with the less formal verbs and phrases (2–9) Let them compare their answers in pairs before checking with the class Yours sincerely Jo Smith ANSWERS • Students exchange emails with a partner Encourage students to comment on and correct each other’s work In feedback, show or write up the example answer above and ask students to say how their email is different 1 receive 2 be delighted 3 request/order 4 provide 5 refund 6 provide assistance 7 apologize 8 inform 9 require b • Optional step To help students comment on each other’s work, provide clear guidance For example, write up the following list of things to watch out for on the board and ask students to restrict what they say to these areas: rn in g • Ask students to work in pairs to make the sentences formal Elicit a possible answer to the first one as an example In feedback, elicit answers You could ask different students to come to the board and write answers Le a Does the email use formal vocabulary? Does it use modal verbs 'could' and 'would'? ANSWERS Does it avoid contractions? ph ic How does it start and end? Extra activity Ask students to imagine they are a supplier and to write a return email to their partner Students could write this email for homework gr a I request a refund I’m writing to inform you that the product was not delivered Do you require any assistance? Please provide your credit card details I apologize, but I am unable to offer you a refund lG eo Vocabulary note N at io na Written language is made more formal in the following ways: • The use of formal vocabulary – request instead of want, inform instead of tell, offer instead of give, apologize instead of be sorry • The use of the modal verbs could and would • The use of the passive (the product was not delivered is impersonal, and thus more formal than a sentence beginning with I) • The avoidance of contractions, i.e was not not wasn’t • Read the situation and elicit what information students should include in the email (1 the reason you are writing, what has gone wrong, what you want done) Ask students to say how they might start and end their email (e.g Dear Sir or Madam / Yours faithfully – when you are formal, distant and don’t know who you are writing to; Dear Mr Smith / Yours sincerely or Best regards – still formal, but you know who you are writing to, and it’s friendlier) Remind students of the set phrases and conventions used (see Exercise answers and the Vocabulary note above) • Ask students to work individually to write their emails Monitor unobtrusively and help when necessary 94 SAMPLE COPY, NOT FOR DISTRIBUTION Unit 5 The environment Unit 5 The environment Answer 5f Recycling Cairo On the video, the water tank, satellite dish, goat, solar panel and trash/garbage/rubbish are all things people in Cairo keep on their rooftop • Optional step It’s a good idea to show the pronunciation of these key words – students have to hear them in continuous speech on the video You could say the words and ask students to repeat The strong stress is on the first syllable of all the words Note the difficult pronunciations: satellite /ˈsatəlaɪt/, solar / ˈsəʊlə/, garbage /ˈɡɑːbɪdʒ/ water tank goat solar panel satellite dish garbage, trash rooftop C = Thomas Taha Culhane 0.00–0.39 Down here on the streets of Cairo, it’s a busy, noisy cosmopolitan city But up here on the city’s rooftops, it’s a quieter world Egyptians use this space for water tanks, satellite dishes – even goats And instead of throwing away their rubbish, they re-use it Cairo went green a long time ago 0.40–0.55 One person who has helped to develop recycling in Cairo is Thomas Taha Culhane He’s been helping some Egyptians build solar-powered water heaters on their roofs These heaters are partly made out of recycled rubbish 0.56–1.20 C People will come to this community and look on the rooftops and say ‘Why is there so much trash on the roofs’ But if you talk to the home owners they’ll say ‘What trash? I’m saving this for the future when I can figure out a good way to use it.’ So there is no trash And that is I think the message that inner city Cairo and the informal communities of Cairo have for the world Forget this idea that there’s garbage One man’s garbage is another’s goldmine 1.21–end The water heaters use Egypt’s great natural resource The sunshine C You’re good You are good You know what you are at? 39.9 degrees The solar panels heat up the water and this gives a family a lot of hot water C This is a hand-made solar hot water system The system is made out of local recycled materials and garbage It shows how cheaply you can make hot water from renewable energy The new heaters provide hot w ater, and reduce energy costs As Culhane says: ‘One man’s garbage is another man’s goldmine.’ gr a Vocabulary note 5.1 ph ic Answers g • Ask students to match the words with the photos Point out that two words match the same photo Let students compare their answers in pairs Use the feedback to check key words Videoscript in • Optional step Ask students to describe the photo, using their own words, in as much detail as they can (The photo shows some of the words in this lesson, including solar panel and water tank) rn ★ CPT extra! Photo activity [before Ex 1] Le a Before you watch Key vocabulary water tank = a large round or square shaped container with a hole at the top which collects and stores water lG eo trash, rubbish, garbage = waste material that you throw away Trash is US English and rubbish is British English Garbage tends to be used for food waste na Refer students to the glossary on the page to check other key words N Answers at io • Ask students to work in pairs to discuss the connection between the words in Exercise Elicit ideas in feedback, but don’t confirm answers at this stage The actual connection is on the video (see answers to Exercise below) Background information Cairo /ˈkaɪrəʊ/ is the capital and largest city of Egypt It’s also the largest city in the Middle East and the Arab world Many sites of ancient Egypt, such as the famous Giza pyramid complex and the ancient city of Memphis, are located in its geographical area While you watch 3 [5.1] • Play the video Ask students to watch and check their predictions Let students compare answers with a partner before checking with the class 4 [5.1] ★ CPT extra! Video activity [after Ex 4] • Ask students to read the questions and check any difficult words, e.g narrator (= person telling the story), go green (= become environmentally positive) and natural resource (= something like oil, gas or wood which is found in a country) • Play the video again Students listen and answer the questions Let students compare answers in pairs before checking with the class Answers The streets of Cairo are busy, noisy and cosmopolitan The rooftops of Cairo are quieter (and have water tanks, satellite dishes and goats on them) Cairo started to ‘go green’ a long time ago He’s helping to build solar-powered water heaters on Egyptian roofs Sunshine is Egypt’s great natural resource 39.9 degrees They reduce energy costs SAMPLE COPY, NOT FOR DISTRIBUTION 5f Recycling Cairo 95 Unit 5 The environment After you watch Vocabulary in context 5 [5.2] Example answer Here is a suggested summary: People in Cairo use the rooftops for water tanks and satellite dishes, and for keeping goats Thomas Taha Culhane is helping some local people to build solarpowered water heaters on their roofs They make the solar water heaters out of recycled rubbish The new heaters provide hot water Culhane thinks the solar heaters demonstrate that one man’s garbage is another man’s goldmine • Explain that students are going to watch some clips from the video which contain some new words and phrases They need to choose the correct meaning of the words • Play the clips When each multiple-choice question appears, pause the clip so that students can choose the correct definition You could let students compare answers in pairs before discussing as a class 7 Answers 1 a b c c b g • Discuss the question with the class Answer b • There are a number of different ways of organizing this activity lG eo na at io 1 You could elicit ideas in open class and build up a list on the board 2 You could ask students to work in groups to produce a list before presenting their list to the class 3 You could ask students to make a list in pairs, then put one pair with another to share and compare lists Example answers A possible list: paper, batteries, clothes, cardboard, plastic, light bulbs, old computers and mobile phones, glass containers, cans, magazines N rn gr a … helped to develop recycling in Cairo … a grow and change b stop changing c introduce The system is made out of local recycled materials … a far away and from another region b near and from the area c the very best … you can make hot water from renewable energy a energy that is expensive b energy that will finish c energy that will never finish The new heaters provide hot water … a take b sell c give The new heaters … reduce energy costs a make bigger b make smaller c make the same in 5.2 Le a • Organize the class into pairs Play the short clip Student A reads out their summary Then play the recording again and ask Student B to read their summary At the end, ask students to provide feedback on how good their narrations were ph ic Videoscript [5.3] • Optional step Play the video with no sound Ask students to practise reading their summaries as it plays Tell them to mouth the words but not to speak aloud • Start by reading the phrases with the class and eliciting ways of completing them Point out that we need to use -ing after for, an infinitive after to, and a clause after that • Ask students to write a short summary using the phrases Monitor and help as necessary • Let students compare their summaries with a partner Encourage them to suggest ways of improving or correcting their partner’s summary 96 SAMPLE COPY, NOT FOR DISTRIBUTION Unit 5 The environment Unit 5 The environment UNIT Review and memory booster ★ CPT extra! Language games EXAMPLE ANSWERS box, furniture tablet, digital camera mirror, window car, bicycle poster, notebook toys, food containers Memory Booster activities Exercises 2, and are Memory Booster activities For more information about these activities and how they benefit students, see page 10 • Ask students to work individually to match the percentages to the phrases Let students compare answers in pairs before checking with the class I can … tick boxes ANSWERS about 80% 48% 40% 65% ❯❯ MB • Ask students to work individually to think about the percentage of time they spend doing the activities • Ask students to work in pairs to compare their times Encourage them to use phrases rather than exact percentages • Ask students to work individually to choose the correct options Let students compare answers in pairs before checking with the class Real life The a few – the much a lot of a little any gr a ❯❯ MB lG eo • Ask students to work in pairs to look at the photos and answer the questions Check answers as a class ANSWERS at io Vocabulary na 1 solar panel; wall of trees 2 to heat water and reduce energy costs; to stop the desert growing towards the cities • Read the instructions with the class and check that everyone understands what to Elicit the first few lines of the conversation as a class as an example • Ask students to work in pairs and decide who is A and who is B Pairs act out the conversation using the prompts As students speak, monitor and notice any errors or examples of good language use you hear ph ic ANSWERS Le a Grammar rn in g As an alternative to students simply ticking the I can … boxes, you could ask them to give themselves a score from to (1 = not very confident; = very confident) for each language area If students score or for a language area, refer them to additional practice activities in the Workbook and Grammar summary exercises N • Ask students to work individually to match the objects to the materials Let students compare answers in pairs before checking with the class ANSWERS book calculator, mobile phone, radio bottle, jar, mobile phone can book, envelope, magazine bottle, calculator, mobile phone, radio EXAMPLE ANSWERS Suggested dialogue: A: Hello Can I help you? B: Hi, I’m calling about an order for a clock It hasn’t arrived A: Do you have the order number? B: Yes, it’s AG-100234L A: Sorry, can you repeat that? B: Yes, it’s AG-100234L A: Let me check Is that A as in alpha? B: That’s correct A: Sorry, we don’t have this product anymore Would you like to change the order? B: No, thanks I’d like a refund A: That’s fine Would you like confirmation by email? B: Yes, please A: Is there anything else I can help you with? B: No, thanks That’s everything Goodbye • Students change roles and practise the conversation again ❯❯ MB • Ask students to work in pairs to think of more objects for each material Elicit ideas as a class UNIT Review and memory booster SAMPLE COPY, NOT FOR DISTRIBUTION 97 ... evidence is provided Answers 1 6 2 12 ,50 0 3 18 4 6 5? ?? 12,000 kg 6? ?5 7 15, 372 8 129 90 SAMPLE COPY, NOT FOR DISTRIBUTION Unit 5? ?? The environment Unit 5? ?? The environment Word focus take Example... the book for prompts (Pair A to page 153 and Pair B to page 154 ) 5b Managing the environment SAMPLE COPY, NOT FOR DISTRIBUTION 89 Unit 5? ?? The environment Critical thinking close reading 5c A... share SAMPLE COPY, NOT FOR DISTRIBUTION Unit 5? ?? The environment Unit 5? ?? The environment Listening 5? ?? [37] ★ CPT extra! Photo activity [before Ex 5] 5b Managing the environment • Optional step