Life 3 teacher s guide

TEACHER’S GUIDE 2015 | PDF | 258 Pages buihuuhanh@gmail.com Paul Dummett John Hughes Helen Stephenson T E A C H E R ’S G U I D E Paul Dummett John Hughes Helen Stephenson Life Level Teacher’s Guide Paul Dummett John Hughes Helen Stephenson Publisher: Sherrise Roehr Executive Editor: Sarah T Kenney Assistant Editor: Alison Bruno Director of Global Marketing: Ian Martin Senior Product Marketing Manager: Caitlin Thomas Director of Content and Media Production: Michael Burggren Production Manager: Daisy Sosa Senior Print Buyer: Mary Beth Hennebury © 2015 National Geographic Learning, a part of Cengage Learning ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, or applicable copyright law of another jurisdiction, without the prior written permission of the publisher For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be emailed to permissionrequest@cengage.com Teacher’s Guide ISBN-13: 978-1-305-54821-3 Cover Designer: Scott Baker Cover Image: Michael Melford/National Geographic Creative Compositor: MPS Limited Cover image The beach at the Calanque d’En Vau fjord near Cassis, France Photograph by Michael Melford National Geographic Learning/Cengage Learning 20 Channel Center Street Boston, MA 02210 USA Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil and Japan Locate our local office at international.cengage.com/region Cengage Learning products are represented in Canada by Nelson Education Ltd Visit National Geographic Learning online at NGL.Cengage.com Visit our corporate website at www.cengage.com 19 18 17 16 15 14 Contents Introduction Unit Walkthrough iv viii Scope and Sequence Units to 12: Notes and Answer Key Student Book Appendices 153 Grammar summary: answer key 175 Photocopiable communicative activities 178 Workbook answer key 192 Video scripts 204 Photocopiable tests 216 Photocopiable tests: answer key 240 Introduction National Geographic National Geographic was founded in 1888 and defines its mission as “to inspire people to care about the planet.” The National Geographic Society is one of the world’s largest non-profit scientific and educational organizations It reaches more than 325 million people in more than 30 languages through its magazines and other media Proceeds from these activities have funded more than 9,000 scientific, conservation, and educational projects around the world LIFE is published in partnership with National Geographic, using National Geographic’s content and values to inspire people to learn English National Geographic topics The topics are paramount and are the starting point for the lessons These topics have been selected for their intrinsic interest and ability to fascinate students and teachers Language objectives have been matched to the content and organized into a tried and tested syllabus The richness of the content means that students are so engaged in learning and expressing their own opinions that language learning has to take place in order for students to satisfy their curiosity This element of transfer from the topics to students’ own realities and experiences converts the input into a vehicle for language practice and production People and places LIFE takes students around the globe, investigating the origins of ancient civilizations, showing the drama of natural forces at work, and exploring some of the world’s most beautiful places These uplifting tales of adventure and discovery are told through eyewitness accounts and first-class reporting, with superb photos, maps, and videos Science and technology Students learn about significant scientific discoveries and breakthroughs, both historic and current These stories are related by journalists or told by the scientists and explorers themselves through interviews or first person accounts Students see the impact of the discoveries on our lifestyles and cultures Because the material comes from a huge archive that has been developed and designed to appeal to the millions of individuals who make iv up National Geographic’s audience, it reflects the broadest possible range of topics History History can be a dry topic, especially if it’s overloaded with facts and dates However, the National Geographic treatment of historical events brings them to life, and there is often a human dimension and universal themes that keep the events relevant to students and to our time. History, or the re-telling of historical events, can also be influenced by a culture or nation’s perception of the events National Geographic’s non-judgmental and culture-neutral accounts allow students to look behind the superficial events and gain a deeper understanding of our ancestors Animals The animal kingdom is always an appealing and interesting topic LIFE provides astonishing photos that give a unique insight into the hidden lives of known and lesser-known animals, offering rare glimpses of mammals, birds, bugs, and reptiles in their daily struggle for survival It also informs and surprises with accounts of animals now extinct, species still evolving, and endangered species which are literally fighting for their existence Environment It isn’t always possible to find clarity in texts on the environment and climate change, or trust that they are true and not driven by a political agenda National Geographic’s objective journalism, supported by easy-to-understand visuals, presents the issues in an accessible way The articles are written by experts in their fields It’s often true that those who have the deepest understanding of issues are also able to express the ideas in the simplest way High-quality thinking and expertise are not synonymous with complicated concepts expressed through complicated language; in fact, usually the reverse is true National Geographic photography We live in a world where images are used more than ever to reinforce, and at times replace, the spoken and written word To present discourse without them is both unrealistic and unhelpful Our memories work in pictures; our experiences and the things we learn about the world are stored using them Raising awareness of this can help students to remember language more easily All too often photos in books are cosmetic and without impact National Geographic has great photography and powerful images at its core, so it seems natural that photographs in LIFE should serve as the starting point for each unit The photographs in each spread are also integral to the written and recorded content and every opportunity has been taken to use photographs to stimulate learning In LIFE, there are photographs that: tell a story by themselves support understanding of a text provoke debate stimulate critical thinking by asking you to examine detail, think about what is not shown, or question the photographer’s motives raise questions about the ethics support the language learning process by representing lexical sets or language functions As a first exercise when handing out the new book to your students, ask them to flip through the book, select their favorite photograph, and then explain to the class what it is they like about it Some suggestions for working with the photographs: pictures of people or animals capture a moment, so ask students to speculate on the events that led up to this moment and those that followed it pictures of places aim to capture their essence, so feed students the vocabulary they need to describe the details that together convey this (the light, the colors, the landscape, the buildings) National Geographic video Each level of LIFE features National Geographic videos on a whole range of subjects Each video is connected with the topic of a corresponding unit and can be used in conjunction with the video lesson pages in the unit Video sections are divided into three parts: Before you watch This section leads students into the topic of the video and engages them in a pre-watching task While you watch These exercises check comprehension of the video, both in terms of what a student sees and hears After you watch This section allows students to respond to the video as a whole and take part in a productive speaking task using language and contexts from the video The videos are designed to form part of your lessons However, if you don’t have time in class to watch them all, you can ask students to watch the videos and complete many of the exercises on the page in the Student Book This can form a useful part of their self-study Students can also watch the videos again after seeing them in class This is useful for review and students can focus on parts of the audio that particularly interest them For more variation with the videos, here are some more ideas you can use and develop: Play the video without sound Students predict what the narrator or people are saying Then play with sound and compare Play the sound only with no video Students predict where the video takes place and what is happening Then play with the screen on and compare Show the first part of the video, pause it, and then ask students what they think happens next Give students a copy of the script for the video and ask them to imagine they are the director What will they need to film and show on the screen? Afterwards, they can present their screenplay and finally watch the original Write a short text on the same topic as the one in the video, leaving some information out Students read the text and then watch the video They make notes on any new information and rewrite the text so it includes the new details With monolingual groups, choose part of the video with someone talking Ask students to listen and write down what they say Then, in groups, ask them to create subtitles in their own language for that part of the video Each group presents their subtitles and the class compares how similar they are National Geographic and critical thinking There is a graded critical thinking syllabus in LIFE that starts in Level and runs through all the later levels The critical thinking activities appear in Lesson C of each unit The syllabus covers areas such as reading between the lines, differentiating between opinion and fact, evaluating the reliability of source material, assessing the relevance of information, identifying the techniques used by an author to persuade the reader, weighing up evidence, etc These activities require students to engage with the reading texts at a deeper level and to show real understanding, not just reading comprehension This training in evaluating texts, assessing the Introduction v validity and strength of arguments, and developing an awareness of authorial techniques is clearly a valuable skill for those students learning English for academic purposes (EAP), where reflective learning is essential However, it is also very much part of the National Geographic spirit, which encourages people to question assumptions and develop their own well-informed and reasoned opinions In this sense, it adds another dimension to the experience of learning English through National Geographic material LIFE methodology Treatment of grammar Target grammar is presented through reading and/ or listening input in the first two spreads of each unit This input is authentic, adapted for level as necessary, using the target language in natural and appropriate linguistic contexts This not only aids comprehension, but presents good models for the learner’s own language production through a variety of “voices” and genres The primary focus is on the topic content before the learner’s attention is drawn to the target grammar structures Learners are first directed to notice this language by various means, such as using highlighting within the text, extracting sample sentences, or having learners locate examples themselves A variety of task formats are used to lead learners to analyze the form, meaning, and use of the grammar structures, as appropriate Such an approach can be highly motivational by actively engaging learners in the lesson and allowing them to share and discuss their interpretation of the new language After this stage, clear paradigms or examples of form and use are given on the page in a simple summary box This supports the learners and is a check point for the teacher and learners alike as it summarizes the information learners will have arrived at through completing the discovery tasks A cross-reference is provided to more detailed information and additional exercises at the back of the book These are suitable for use both in class and for self-study, according to the needs of the learners The grammar practice tasks within the unit are linked to the presentation text and topic and are thus content-rich in the same way They move from more supported exercises through to more challenging tasks Depending on the level, they have a differing emphasis on form and use The practice tasks give learners an opportunity to personalize the structures and practice them in the context of their own experiences and situations This anchors the vi new language in existing frameworks and leads to a clearer understanding of the usage of this new or revised language Equally, the practice exercises incorporate a real reason to use the target structure, whether by devices such as quizzes, games, etc., or by genuine exchange of information between students A final task on each spread allows the learners to create their own output and is structured so that learners have the opportunity to use the target grammar as well as other target language, for example vocabulary, in a meaningful context This final task has a variety of formats such as discussions, personal narratives, and task-based activities (ranking, etc.), and the emphasis from the learner’s perspective is on content and fluency, rather than grammatical accuracy Aside from the two main grammar input spreads, the target grammar is also recycled in the subsequent spreads of each unit and beyond Treatment of vocabulary LIFE teaches vocabulary in a range of different ways This eclectic approach takes account of recent research, but doesn’t abandon tried and tested methods There is more practice of all of this vocabulary input (apart from words occurring in glossaries) in the Workbook Lexical sets Some of the benefits generally associated with teaching words in lexical sets are: learning words in a set requires less effort retrieving related words from memory is easier seeing how knowledge can be organized can be helpful to learners it mirrors how such information is stored in the brain the meaning of words can be made clearer by comparing and contrasting them to similar words in the set Each unit usually has two or more lexical sets The lexical sets also cover commonly confused words There is evidence to suggest that once students have learned one or more of the words that belong to a group of commonly confused words (e.g., job and work), it is useful to compare and contrast these words directly to clarify the differences (or similarities) in meaning LIFE focuses on these groups of words as and when they come up Word focus The Word focus sections take high-frequency words and give examples of the different meanings they can have according to the contexts in which they appear and the different words they collocate with At higher levels, there is increased exposure to idioms and colloquial usage This content is reinforced in the Workbook where appropriate Wordbuilding The independent wordbuilding syllabus offers students another opportunity to expand their vocabulary The Wordbuilding boxes in the units focus on areas such as prefixes, suffixes, collocations, parts of speech (e.g., noun adjective), compound nouns, and phrasal verbs, and highlight examples from the reading or listening texts The box gives a brief explanation and some examples, which is often reinforced in the Workbook Glossaries Where certain words are important to the meaning of a text, but are above the level of the student, they are glossed Students aren’t expected to learn these words, but the short and simple definitions prevent them from being a barrier to understanding Learning skills There is a comprehensive learning skills syllabus in the Workbook This covers traditional learning skills, such as recording new vocabulary, using a dictionary, remembering new vocabulary, planning study time, assessing your own progress, etc There are photocopiable tests in the Teacher’s Guide There is a Check! section at the end of each unit in the Workbook for students to check what they have learned (general knowledge as well as language) Overview of a Student Book unit On the following pages, you will find a walkthrough of a unit of LIFE, from Level The Student Book units follow this organization: Opener: a one-page introduction to the unit that gets students interested in the topic a and b: double-page lessons that teach grammar and vocabulary through reading and listening texts c: a double-page lesson that focuses on reading comprehension d: a one-page lesson that teaches a speaking skill and functional/situational language e: a one-page lesson that teaches a writing skill and the features of a text type f: a double-page lesson of video comprehension exercises Review: a one-page lesson of practice activities and can-do check statements Assessment Students and teachers can assess progress in the following ways: Each unit in the Student’s Book finishes with a one-page review where students the exercises and complete a number of can-do statements linked to the objectives of the unit Introduction vii Explore a Unit Compelling National Geographic images open every unit and introduce the theme, while naturally promoting critical thinking Unit Places The Midnight Sun restaurant, Norway Photo by Marvin E Newman F E AT U R E S Look at the photo and caption Where is it? Is it day or night? 34 Car-free zones Some cities are quieter because they don’t have cars 36 Working underwater Meet a woman who works underwater 12 Listen to part of a TV program about restaurants in different places Answer the questions 13 Complete the times Then listen, check, and repeat 38 Places and languages thirty Many places in the world have more than one language 42 Barcelona Street Life Learn about Las Ramblas, Barcelona’s most famous street What time is it? Where is the TV presenter? Why is the restaurant popular? How many hours a day is the restaurant open in the summer? nine o’clock past to It’s six   It’s three It’s twenty-five twelve It’s quarter four It’s five minutes two It’s two minutes to Work in pairs Ask and answer questions What time is … ● ● it now? sunrise and sunset? ● ● noon? your English class? Unit Places 33 Lessons a and b Lessons a and b deductively teach and practice the grammar and vocabulary needed to acquire the real-life functions of the unit Real-world images alongside readings develop visual literacy skills 3a Car-free zones nes ess Reading Vocabulary adjectives about cities Read the article and match the cities Underline all the adjectives in the article in Exercise with the photos (1–4) Which adjective means: doesn’t cost money lots of people? has bad air? many people like it? very good? Answer the questions What is a problem in many cities? Why is it a problem? How many people live in downtown London? What is beautiful in downtown London? What are popular in Tokyo? How many people take the bus to work in Bogotá? Why is Bourke Street popular? Which adjective means the opposite of: quiet cheap ugly 10 big dirty 11 old Work in pairs Which places in a city you know are: ● ● ● free or cheap? small and crowded? polluted and noisy? ● ● modern and popular? beautiful and relaxing? C A R  F R E E Z O N E S Many people have cars in the city But pollution is a problem because of the traffic Nowadays some downtown areas around the world don’t have cars These car-free zones are areas for people, bicycles, and public transportation only London Eight million people live in the center of London and another two million people go to work there every day The downtown area is very noisy with hundreds of cars, buses, and taxis, but there are also a lot of beautiful parks with free music concerts At lunchtime and after work, many people go there for a break Grammar simple present (he/she/it) 16 Listen to the third person form of the verbs Do you hear the sound /s/, /z/ or /ɪz/? Listen again and repeat Underline all the verbs in this text about Frank Then answer the questions Tokyo Parts of Tokyo are always crowded with hundreds of people—but no cars! These modern car-free zones are very popular and people like shopping there Frank Richards studies places under water He has an office, but he doesn’t work there very often He’s usually on a boat or under the sea On the boat, he gets up early and he meets his team for breakfast He starts work after breakfast and he finishes late At home, he doesn’t finish work late He lives with his wife and son SIMPLE PRESENT (HE/SHE/IT) She doesn’t work in an office For more information and practice, see page 160 Complete the text about another archaeologist with the simple present form of the verbs Grammar is presented deductively through a reading or a listening activity and then applied to relevant practice Dr James E Campbell (come) from England and he’s an archaeologist He (study) the ancient pyramids in Egypt James (speak) three languages He (have) an office, but he (prefer) to work in the pyramids He (not / have) much free time because he (travel) all over the world He (not / get) bored in his job! works /s/ lives /z/ finishes /ɪz/ studies gets meets In affirmative sentences, how does the verb change for he/she/it forms? In negative sentences, what verb you add? He works in an office She goes to work every day He studies archaeology at a university viii 10 Pronunciation -s endings 11 10 11 12 starts loves speaks teaches goes travels 17 Match these questions about Frank and James with the answers What does Frank do? Where does James come from? When does Frank start work? Does James have an office? Does Frank finish work early? a b c d e Yes, he does No, he doesn’t After breakfast He’s a marine archaeologist England SIMPLE PRESENT QUESTIONS (HE/SHE/IT) What does he do? He’s a doctor Does she have children? Yes, she does / No, she doesn’t For more information and practice, see page 160 Speaking 12 Work in pairs Exchange information to complete a fact file about Joel Sartore, pictured below Student A: Turn to page 153 Student B: Turn to page 154 Lesson c Lesson c teaches reading, vocabulary, and critical thinking skills while providing a full reading 3c Places and languages Reading and vocabulary How many languages you speak? Which language(s) you speak in different places (e.g., at home, at school, at work)? Read the article What is it about? Choose the correct answer (a–c) a The languages people speak in different places b Places with new languages c Why English is important in different places Read the article again What these numbers refer to? over 190 about 7,000 over billion countries in the world Paragraph 1: Paragraph 2: Paragraph 3: Paragraph 4: a English is the world’s biggest second language b That’s one point five languages for every island c When he dies, his language dies d Many people there speak Spanish as their first language Look at these two sentences from the article Which says how many and which says the order? with the definitions (1–4) to the end of each paragraph Vocabulary cardinal and ordinal numbers Find these words in the article and match them first Read the article again Add these sentences (a–d) and 380 million 400 million 80% 65 109 ancient Explicit “Critical Thinking” activities build the scaffolding that takes learners from understanding, to evaluating, and finally to creating their own texts in English (Level and on) Critical thinking g making ng connections official second  the language you learn after your first language the main language that people in a place speak the language of the government a very old language Work in pairs Complete the sequence off numbers numbe numb umbe umbe umber mbers bers rrs s Check Ch Che Ch Then tell your partner the numbers your answers with yourr in instructor nstruc stru truc u to uc to tor 1 21 WORDBUILDING collocations We use certain words together These are called collocations Many nouns have adjective and noun collocations: first language, official language Discuss these questions as a class What is your first language? Is English your second language? Does your country have an official language? What languages people normally learn at school? Why they learn these languages? “Wordbuilding” boxes offer opportunities to expand vocabulary through an exploration of relevant prefixes, suffixes, collocations, parts of speech, compound nouns, and phrasal verbs In first place is China There are over one billion speakers of Mandarin Chinese st st 41 51 st 71 st 21 31 41 51 3rd 5th 6th 7th Pronunciation saying numbers 18 Listen and check your answers in Exercise Then listen again and repeat Speaking partner why they’re your favorites My birthday is on June third 38 Information-rich readings about real people and places, including National Geographic explorers, will engage and motivate learners PLACES AND 10 Write down three favorite numbers Tell your LANGUAGES First place and first languages The other 6,996 languages There are over one hundred and ninety countries in the world and about seven thousand languages In first place is China O Ov ve one billion people speak Mandarin Chinese as a first ve Over language In second place is India with speakers of Hindi And in third place is Spanish Spain isn’t a big country, but there are over four hundred million Spanish speakers around the world, especially in Latin America Chinese, Hindi, Spanish, and English are the “big” languages About eighty percent of the world’s population speak them But what about the other 6,996 languages? Many countries have lots of different languages For example, the sixty-five islands of Vanuatu in the South Pacific Ocean have one hundred and nine different languages! English as a global language The last speakers As a first language, English is in fourth place About three hundred and eighty million people are native English speakers But English is in first place as a second language Over a billion people speak English for doing business, reading the news, or studying science and medicine In some countries, English is not the native language but it is the official language for the government and in schools Finally, there are some languages with only one speaker They are old people and they speak the language of their parents and grandparents For example, Charlie Muldunga lives in Australia He speaks English but his native language is Amurdag It’s an ancient Aboriginal language and he is its last speaker ancient (adj) /’eɪnʃənt/ very old last (adj) /læst/ final over (adv) /’oʊvər/ more than about (adv) /əˈbaʊt/ approximately Unit Places 39 Sample from Level 2, Unit ix Write about a piece of technology that you use, and the ways in which it makes your life easier In a hot country you need to use lots of It’s a good idea to take a record what you see to (6 points) Functions Complete this dialogue with appropriate phrases Nick: Hi, Juan Can new laptop, please? with my Juan: Sure, Nick What’s the problem? Nick: There are no instructions to follow, so I can’t anything Where I ? Juan: Just press that button there and it should start Nick: That’s great And how you connect to the Internet? Juan: Just click on that icon there Nick: Oh, wonderful! Do you know how long last? Juan: About four or five hours usually Nick: And can I them? Juan: The computer will that for you when you plug it in Nick: Oh, I see Well, thanks very much (10 points) Writing Circle the correct word to complete the text My digital camera has changed my life Before I bought it, I had a camera that used film I had to buy film, and then pay to get them developed at the camera store It was quite expensive Now I have the camera, and I don’t spend anything anymore First / As a result, it uses rechargeable batteries, so I never buy new ones Then I simply download all my pictures onto my computer However / Additionally, I can then what I want with the photos—change the color and the size, and cut out parts of the pictures that I don’t want— in other words / first, I am in control of everything, not somebody else Finally / For example, when I want to print the pictures, I can just use ordinary paper from the printer However / In other words, for more professional pictures I can also use special photo paper (15 points) Speaking 10 Think about how to use a piece of electrical equipment that you have at home, and then explain in detail how you various different things with it (10 points) (5 points) PHOTOCOPIABLE © National Geographic Learning Photocopiable tests 231 Unit Test The other class didn’t study Russian Grammar Change these active sentences into the passive Do not use by + agent Did the technician teach you to use the computer? Each lesson they teach us some new vocabulary (14 points) Vocabulary Complete the sentences with the words in the box They often train the students outside He sometimes brings old books into the classroom subject rules degree enroll discipline skills apply instructed schedule (x2) teaches I’d like to at the local college We use computers to research class in an art course One of the most important in the library is “no talking.” for the I think you should new job in sales We study the text for many hours The examiner the booklets and put our pens down We eat lunch at school The 20 lessons each week us to close shows that we have What time does the French start? They sometimes take me to a museum They show an educational documentary every week He has a lot of useful although he failed his exams The can’t the work in time! (16 points) Change these negative and interrogative sentences into the past passive voice, including by + agent The students didn’t use computers at that school My grandmother left school without a 10 My favorite school always geography 11 The strict, but the students well The teacher never took us to the museum is impossible—we was at this school is very us 12 This is the man that English after work (24 points) Did the local people use pens to write? Circle the correct verb in these sentences I’m going to give up / pass on one of my classes next year—I don’t have the time My classmates didn’t tell me the answers Did the researchers find any evidence of writing? Please write down / fill out the enrollment form She wants to get together / set up a language school of her own My brother can always pick up / take away a new language easily 232 PHOTOCOPIABLE © National Geographic Learning I’m afraid that their culture will soon give up / die out I hope my brother will pass on / set up some useful tips for doing well in college Write a description of a process, using the correct ordering words (6 points) Functions Complete this conversation Use each word once have materials then when end first next once having after Carol: So what I have to to enroll? Marco: Well, get the forms you need to Carol: Here they are What I have to ? Marco: Complete them with the information, and send them to the college Carol: And them what happens? I’ve sent Marco: the college has received them, it will ask you to send the payment Carol: And done that? Marco: I think that you have paid, they will send you details of the course Carol: Do I have to interview? an Marco: I don’t think so You will probably get the course to look at Carol: And at the 10 all, I will get my degree of it (10 points) (15 points) Writing Speaking Complete the text with a word from the box Talk about your experience of study, saying where you studied, when and for how long, and giving many details Next Finally first Once After that (10 points) Here are the details of our four-week intensive language you need to course If you wish to enroll, complete an application form and send it in to us , we will invite you for an interview , we will decide which students will be you have been accepted for the course accepted, you will need to send us the payment , you will have another chance to visit us to find out more about us and collect your course materials (5 points) PHOTOCOPIABLE © National Geographic Learning Photocopiable tests 233 Unit 10 Test I didn’t know John was interested / interesting in travel Grammar The sudden change in the weather was worried / worrying Complete the sentences with the past perfect or simple The tour leader was a very annoyed / annoying man past form of the verbs My sister was frightened / frightening of deep water (visit) the museum, I (go) to the gallery After I He after they (take) a walk in the park (eat) lunch When she (finish) work, she (bike) home At the airport she she home (realize) (leave) her passport at (know) that I (meet) her before 5I When he book, he (read) the first (buy) another one They news after he about it (see) it on the TV (tell) them When they saw the fish, they were amazed / amazing It is surprised / surprising that he hasn’t told you yet 10 Paula was too excited / exciting to speak! (10 points) Vocabulary Match words 1–8 with words a–h package self sleeping water sun five sunscreen sight a b c d e f g h (16 points) (14 points) Use the question words in the box to make questions for the answers below Use each word once Circle the word (a–d) that means the same as the description place of entertainment a cellar what where who which man when sports star seeing bag lotion tour bathing catering which people b nightclub c subway d tunnel b cemetery c canal d avenue b avenue c tunnel d canal c land d cellar c cemetery d district c subway d avenue c sewer d canal area of a town a district ? My mother baked the cake a wide street a subway ? I bought a new tent yesterday an underground room a tunnel b canal a place for the dead ? That old man sold me the books a cellar b tunnel you can see paintings here ? a cemetery b gallery a man-made river They went to three beautiful cities in France a pond b pool (7 points) ? Complete the sentences with one of these adjectives The plane left at three o’clock ? All the neighbors came to the block party unforgettable unique legendary fascinating stunning ancient expert (6 points) Circle the correct adjective form in these sentences I was fascinated / fascinating by the risks they took 234 What a vacation! It was It is the only place like that It is Wasn’t your expedition very tired / tiring? Everybody has heard of it It is He showed us a very bored / boring movie about his trip He knew everything He was an guide PHOTOCOPIABLE © National Geographic Learning Write a letter to a travel company asking for details about a vacation you are interested in It was very old—from an civilization talk I was interested—it was a The view from the top was (7 points) Functions Complete the indirect questions in this conversation with appropriate words and phrases from the box you know tell me wondering any idea Tourist: I was help me like to know if you could Guide: Yes, I can try Tourist: I’d closes when the museum Guide: Today it closes at five o’clock Tourist: Can you five on Sunday? if it closes at Guide: I’m afraid it’s closed all day on Sunday Tourist: Do open on Sunday? if the castle is Guide: Yes, it is Tourist: And you have much it costs? how Guide: Fifteen dollars, sir (10 points) Writing Circle the correct verbs in the letter Dear Sir/Madam, I am writing to inquire/ tell you about your vacations to Botswana this summer I am particularly interested in the safari First of all, I was wondering / explaining if any experience is necessary for this kind of trip I have never been on a safari before, and would like to know what I need to bring with me Secondly, the brochure you sold / sent me says that there are two trips, one in July and one in August I’d like to know if there are any differences between the two, in terms of the places you visit, the accommodations, and so on (15 points) Speaking 10 Work with a partner Ask your partner about a vacation he or she took, and then answer questions about a vacation of yours (10 points) My last question is about transportation I understand / hope that some parts of the journey will be in small planes, and some in jeeps Can you tell me more about this, as I am rather a nervous traveler? Thank you in advance for sending me additional details of the vacations I look forward to writing to / hearing from you Yours faithfully, Janet Gibbs (5 points) PHOTOCOPIABLE © National Geographic Learning Photocopiable tests 235 Unit 11 Test Complete the sentences with the correct form of say or tell in the gaps Grammar Complete the sentences with the correct form of used to These people in wooden houses (live) (not make) They metal objects What did he She about the meeting? me she had never been there They didn’t anything about the work Can you (collect) The women wood for the fire (they/cook) What on the fires? that he was married He the children (help) ? The men animals in the forests (hunt) (they/wear) ? They from animal skins (make) clothes 10 Where the winter? Please them how to get here Jan she knew the answers Could you please? something to the director, her what you think of it 10 He never us what he meant (20 points) What They things out of stone him how this computer works? (not build) (they/go) in (10 points) Change the direct speech into reported speech Vocabulary Match the words 1–7 with the descriptions a–g a newspaper a a list of food a journal b metal money a drawing c you read what happened in this a novel d something to keep food in a menu e you write in this coins f a picture done in pencil a can g a book (14 points) Gary: “I study history.” Complete the sentences with these words Sally: “I am going to the excavation tomorrow.” excavated statue civilization discovery archaeologists sacrifice My father dug up a woman Raul: “I visited the Louvre last week.” of a The tribe often made a to their gods Judith: “I’ve been to Aztec sites several times.” a Roman villa here They last year When did they make the that the Aztecs lived there? Matt: “I will get some old maps on Saturday.” (10 points) The is very old think the building They say that an ancient built these houses (6 points) 236 PHOTOCOPIABLE © National Geographic Learning Functions Complete the expressions for giving a presentation that’s everything would like let’s move Let me Today, I the end of Write a paragraph of around 150 words detailing the biography of someone It can be a famous person, or somebody you know personally, like a friend or a member of your family Give the dates and main events in the person’s life to talk to you about start by telling you a bit about I wanted the history of So to say about the history Now onto the next part of my presentation That’s my talk To sum up (10 points) Writing Complete the text with these words studied wrote joined became was born The life of John Randall My neighbor, John Randall, in 1925, in Birmingham His father worked in a factory and his mother was a housewife They didn’t have much money But John went to school and then at 18 he biology at Manchester University Life was difficult, because the war had started in 1939 the army After graduation, he for two years, and asked to be sent abroad—he had not been outside Britain before He was sent to North Africa As he was interested in birds, John watched them in the desert, and made notes about them After he left the army, some articles about desert he birds, and became famous for his work Later, he got some interesting jobs studying birds in other parts of the world, wrote a number of books, and a university professor And although he is old, he still goes bird-watching now (5 points) (15 points) Speaking Talk about a historical place you know well, giving details about where it is, why it’s important, what was found there, and some details of its history (10 points) PHOTOCOPIABLE © National Geographic Learning Photocopiable tests 237 Unit 12 Test (might) The weather / get / hotter / by 2020 Grammar Complete the sentences with any- (A), every- (E), no- (N), or some- (S) with -thing, -where, or -body (E) I visited was really beautiful (A) you Did you see know at the club? (8 points) (S) very Vocabulary (N) to see— There was it was cloudy! (A) nice Are you going next weekend? (A) Did you exciting yesterday? The bus was full, and there was (N) to sit (E) is talking about Maya’s new book! (S) very I want to go quiet and peaceful (S) can tell me 10 I hope where it is (10 points) Complete the second conditional sentences with the correct form of the verbs in parentheses If the weather warmer, the sea levels (rise) What Which jungle he They South Africa, if we (buy) the tickets If you sure she If they the area, (might not) He / buy / the zoo / in the end I have interesting to tell you (will not) The neighbors / help us / with the farm Complete the sentences with these words lightning thunderstorm tornado flood snowstorm extreme Some parts of the world have weather 2A or a car can easily destroy a house If can start a fire hits a wooden building it in winter in There is often a the north If it rains too much, there might be another My dog hates the noise when there’s a (12 points) (get) you (do) if there (be) a tornado? (visit), if he (have) a choice? (meet) us in Complete the sentences with these words modern difficulties social economic resources development season industries At the moment many countries have problems A lot of traditional now closing down are Many companies have economic (ask) her, I’m (go) with you (leave) you (travel) with them? (12 points) Make sentences using will and might as indicated (will) She / go / there / next year Natural and gas, are less than they were , such as coal The climate is changing and the growing is longer There is a lot of crime and other problems The factories are old They need some ones There are plans for the of the area (8 points) 238 PHOTOCOPIABLE © National Geographic Learning Match these animals to the categories butterfly horse shark snake toad Write a press release asking for sponsorship of an event Explain what the event is and how sponsors can help, and explain the benefits for the company mammal reptile amphibian fish insect (10 points) Functions Complete the conversation with these phrases a good idea isn’t a bad don’t we won’t work is that Paola: We need to raise some money for the park Jiro: The problem sponsor it nobody will Paola: Well, why garden center? ask the Jiro: That’s ! I’ll call them Paola: No, that them to see the park Jiro: Hmm, that ! Let’s invite idea! (10 points) Writing Complete the press release with these phrases delighted to announce look forward would like to proud to sponsor us We are that the popular Weston Show will take place on the weekend of support July 17–18 We are Weston Hospital with profits from this exciting event We invite your company to with: (15 points) Speaking 10 Work with a partner Talk about a current problem situation in your country, or in the world Discuss the problem and suggest solutions quality prizes for competitors to win (10 points) help with payment of costs (e.g., equipment and electricity) Sponsors will receive: free advertising at the show publicity in local newspapers We hope that you will be able to support our good work, and we to seeing you this summer (5 points) PHOTOCOPIABLE © National Geographic Learning Photocopiable tests 239 Photocopiable tests: answer key Unit Test Would she like to join our team? I don’t like playing board games 1 looks do…think doesn’t want works don’t believe is sleeping Are…studying aren’t getting is…working are living sleeps are eating comes is dancing Is…staying Do…go John always plays… Does Jane usually get up… I sometimes sleep until o’clock / I sleep until o’clock sometimes (2 possible answers) Paul never gets… Do the girls often go to the movies? / go to the movies often? (2 possible answers) The doctor rarely tells… Is she usually in her office… The children aren’t often at home… f/c 2a 3h 4b 5g 6e 7d c/f bike hiking crossword marathon book piano shopping surfing sore throat fever runny nose headache stomachache cough 4b 2b 3a 5c 6c 7a 8c look like like would like like likes look like 1g 2e 3c 4h 5j 6f 7b 8a 9i 10 d Would you like to join I’m not interested I’m no good at You should go to That sounds fun must can’t don’t have to can will Unit Test 1 happier more expensive bigger more interesting worse better 1c 2a 3b 4c 5b 6b 7b 8a 3 My bike is not as new as Paul’s Cyclists are as dangerous as motorists Trucks are as noisy as buses This car is not as cheap as that motorcycle Cars are not as green as bikes 1b 2d 3a 4e 5c Unit Test bicycle bus 1 loves swimming Do…enjoy working out don’t like playing prefers reading does…hate biking like watching can’t stand running I like watching sports on TV He likes going to basketball games She would like to be a soccer player when she’s older Would they like to play tennis with us later? He likes training in the gym We’d like to learn to play rugby one day 240 1c don’t have to can’t I have a stomachache Take this medicine twice a day Do you feel sick? And drink lots of water I think you have a fever always usually always sometimes always can must can’t do…have to must don’t have to car ferry truck plane motorcycle ship taxi 10 train pick…up catch Get on get off Take missed dropped…off go by pick…up 10 catch like to go you stop I pay ticket to check in fastest better slower more expensive most popular Unit Test take a walk take a bus 1 didn’t finish lived Did…study waited wanted did…decide didn’t look climbed take care take time take a break take years f 2d 3a 4g 5b 6h 7c 8e 2 What did he find? He found an old village Where did they drive to? They drove to the Andes Did they know the place? Yes, they knew it well Who did he go with? He went with Jon How did she get to the top? She got there by helicopter When did you think about the problems? I thought about them at night 1c I help you I’m calling Do you have patient careful in 3– 5 decisive intelligent On at on in 8– cliff cave First also Eventually (Finally) but face ridge mountain 10 summit So Then while 10 Luckily finally (eventually) When One day So then When Then 3a some 5a some some an 3a the 5Ø 6Ø 4c 5a 6b 7b 8a 7Ø the the 10 the 11 Ø 12 the 4a 5b get up get to left home get a driver’s license started my career got engaged got married started a family went to college retire paper leather infant teenagers child Middle-aged 2a 3d 4c 5b 2, 4, 6, 9, 11, 12 13 Ø 14 the Would you like love to does it start (begin) glass cardboard 3c getting together get back got married 1e The the 3Ø 5C 2c 2a senior citizen young adults 1b 4A Unit Test some 2a 3E 2B What you hope to next summer? He’s buying a car to drive to work Get fit to have a healthy life It is hard to get a good job Is it nice to work in your office? 1b lake glacier river crevasse Would you like to (Do you want to) refund the money (back) in 5a Unit Test ambitious experienced 4a 1D were sitting, arrived didn’t know, was doing 3c was sleeping, heard were you doing, told took, was climbing 2b plastic wood I can’t come / I’m busy about (coming) beautiful colorful excited miserable delicious Photocopiable tests: answer key 241 Unit Test 1e 1 on next on up in into on through Have…found didn’t meet has…gone Did…leave has grown didn’t sell did haven’t thought 3a 4b 5f 6d flashlight matches cell phone gas stove sunscreen camera you help me turn it on make it the batteries recharge First Additionally in other words For example However since for for since for since 1d 2a 3b 4e 5f 6c training promotion position job satisfaction salary recruit makes application Unit Test made make room chair cabinet lamp cooler apply for application job description job satisfaction in a team advertised school interest experience education Each lesson we are taught some new vocabulary The students are often trained outside Old books are sometimes brought into the classroom Computers are used to research The text is studied for many hours Lunch is eaten at school I am sometimes taken to a museum An educational documentary is shown every week Computers were not used by the students at that school We were never taken to the museum by the teacher Were pens used by the local people to write? I wasn’t told the answers by my classmates Was any evidence of writing found by the researchers? Russian wasn’t studied by the other class Were you taught to use the computer by the technician? Unit Test 1 who where which/that which/that who where want, will give will help, don’t understand make, will be won’t buy, don’t become works, will get 10 enroll rules apply which/that who isn’t, won’t like will think, leave tells, will repair will visit, arrives come, will enjoy What did you have Paul had a problem Peter has Do you have My parents don’t have She didn’t have a look plug turn press Click send recharge instructed schedule class skills schedule degree 10 subject 11 discipline 12 teaches give up fill out set up pick up die out pass on 5 242 2c first next then after / once / when Once / After / When 10 having once / when / after have materials end first Next / After that After that / Next Once Finally Unit 10 Test said say 1 had visited, went took, had eaten had finished, biked realized, had left knew, had met had read, bought saw, had told Who baked the cake? What did you buy yesterday? Which man sold you the books? Where did they go in France? When did the plane leave? Which people came to the block party? tell tell said say Tell 10 told 1c 2e 3f 4g 5a 6b 7d statue sacrifice excavated discovery archaeologists civilization would like Let me that’s everything let’s move the end of was born studied fascinated tiring boring told say interested frightened 10 excited worrying amazed annoying surprising joined wrote became Unit 12 Test 1f h d a g b e c 1b a b d c b d Everywhere anybody something nothing anywhere anything nowhere Everybody somewhere 10 somebody unforgettable unique legendary expert ancient fascinating stunning got, would rise would…do, was (were) would…visit, had would meet, bought asked, would go left, would…travel wondering like to know tell me you know any idea inquire wondering sent understand hearing from She will go there next year The weather might get hotter by 2020 The neighbors won’t help us with the farm He might not buy the zoo in the end Unit 11 Test extreme tornado lightning snowstorm flood thunderstorm economic industries difficulties resources season social modern development 1 used to live didn’t use to make used to collect did they use to cook Did…use to help 10 used to hunt did they use to wear used to make didn’t use to build did they use to go Gary said (that) he studied history Sally said (that) she was going to the excavation the next day Raul said (that) he had visited the Louvre the week before Judith said that she had been to Aztec sites several times Matt said (that) he would get some old maps on Saturday horse snake toad shark butterfly is that don’t we a good idea won’t work isn’t a bad delighted to announce proud to would like to sponsor us look forward Photocopiable tests: answer key 243 Inside Photos: tl (Brendan McCarthy/The Bendigo Advertiser), bc (Patrick Mcfeeley/National Geographic/Corbis), tl (Stephen Alvarez/National Geographic Creative), c (Peter Essick/National Geographic Creative), (Kenneth Garrett/National Geographic Creative), bl (Michael S Yamashita/ National Geographic Creative), c (NASA), br (Cary Wolinsky/National Geographic Creative), br (Christian Ziegler/National Geographic Creative), tr (Shariful Islam/Xinhua Press/Corbis), bl (Ralph Lee Hopkins/National Geographic Creative), tl (Kristin Piljay/Alamy), bl (Dennis Kirkland/ Jaynes Gallery/Danita Delimont, Agent/Danita Delimont/Alamy), bc (John Woodworth/Alamy), cr (Amanda Ahn/dbimages/Alamy), br (Nadia Isakova/Alamy), tr (Chris Rainier/Jeremy Fahringer), t (Brendan McCarthy/The Bendigo Advertiser), 11 tl (© Sheli Spring Saldana/Shutterstock.com), 12 b (David McLain/National Geographic Creative), 13 cl (Max Power/Cardinal/Corbis), 15 (Pete McBride/National Geographic Creative), 17 cr (Daniel Rodriguez/E+/Getty Images), 17 cl (©Iakov Filimonov/Shutterstock.com), 17 bl (megamix/iStock Vectors/Getty Images), 18 (Peter Horree/Alamy), 20 cl (Frans Lanting/National Geographic Creative), 21 t (Patrick McFeeley/National Geographic/Corbis), 22 bl (Donald L Robinson/Bettmann/Corbis), 24 t (Eric Thayer/Reuters/Corbis), 24 c (Jim Cole/AP/Press Association Images), 24 b (Robert McGouey/All Canada Photos/SuperStock), 25 br (Ross McDermott), 26 b (Ivan Kashinsky/National Geographic Creative), 27 t (Ivan Kashinsky/National Geographic Creative), 27 bl (Ivan Kashinsky/National Geographic Creative), 28 c (©Masson/Shutterstock.com), 29 b (blickwinkel/Alamy), 30 (Peter Macdiarmid/Getty Images News/Getty Images), 32 cl (Ross McDermott/Ross McDermott), 33 t (Shariful Islam/Xinhua Press/Corbis), 36 tl (AWL Images/Getty Images), 36 tr (Dan Lamont/Corbis), 36 tr (Joe Petersburger/National Geographic Creative), 37 b (Alison Wright/National Geographic Creative), 39 t (Ami Vitale/Getty Images), 40 bl (©Bufflerump /Shutterstock.com), 40 bc (Ingram Publishing/Thinkstock), 40 bc (©Pagina/Shutterstock.com), 40 bl (©photka/Shutterstock.com), 40 br (©jaddingt /Shutterstock.com), 42 (Amanda Ahn/dbimages/Alamy), 44 t (Li Huang/ColorChinaPhoto/AP/Press Association Images), 45 t (Stephen Alvarez/National Geographic Creative), 46 bl (AFP/Getty Images), 46 br (Steve Bouey/The World By Road Collective), 47 bl (Reza/National Geographic Creative), 48 t (Bryce Milton), 50 tl (AF archive/Alamy), 50 tr (Jim McKnight/AP/Press Association Images), 51 b (Buz Groshong), 52 b (Robert Houser/UpperCut Images/Getty Images), 53 b (©VVO/Shutterstock.com), 54 (Kristin Piljay/Alamy), 56 t (Van de Ven Mary/Perspectives/Getty Images), 57 tr (Peter Essick/ National Geographic Creative), 59 t (PETER ESSICK/National Geographic Creative), 59 cr (© 2008 PETER ESSICK/National Geographic Creative), 62 c (Paul Miller/epa/Corbis), 63 bkgd (Luca Babini/myoo), 64 tl (TEcoArt, LLC), 64 tr (TEcoArt, LLC), 65 b (jeremy sutton-hibbert/Alamy), 66 bkgd (aberCPC/ Alamy), 68 t (©Huguette Roe/Shutterstock.com), 69 t (Kenneth Garrett/National Geographic Creative), 70–71 (Richard Ligato), 72 t (Nathan Benn/ Alamy), 73 cl (Krista Rossow/National Geographic Creative), 74 bl (Louise Gubb/CorbisNews/Corbis), 75 b (Peter Adams/Photolibrary/Getty Images), 76 tr (SuperStock/Photolibrary Group/Getty Images), 77 tr (©David Thyberg/Shutterstock.com), 78 (Sean Drakes/CON/LatinContent/Getty Images), 80 tr (Justin Kase z01z/Alamy), 81 t (Michael S Yamashita/National Geographic Creative), 84 c (Scott Goldsmith), 84 bl (Scott Goldsmith), 84 br (Scott Goldsmith), 85 t (Scott Goldsmith), 85 c (Scott Goldsmith), 87 t (Robb Kendrick/National Geographic Creative), 90 (David Mutlow/Alamy), 92 t (©Guillermo Garcia/Shutterstock.com), 93 t (NASA), 94 b (Silver, Joshua/Centre for Vision in the Developing World), 94 t (National Geographic Creative), 95 c (Vestergaard Frandsen), 96 c (Bryan Smith/Reel Water Productions), 96 b (Iridium Communications Inc.), 97 b (Iridium Communications Inc.), 98 bl (Robert Clark/National Geographic Creative), 98 bc (Annie Griffiths Belt/National Geographic Creative), 98 br (Robert Clark/National Geographic Creative), 99 tl (Robert Clark/National Geographic Creative), 99 tr (Robert Clark/National Geographic Creative), 99 bl (Greg Dale/National Geographic Creative), 99 bc (Robert Clark/National Geographic Creative), 99 bc (Robert Clark/National Geographic Creative), 99 br (Robert Clark/National Geographic Creative), 100 bkgd (©ecliptic blue/Shutterstock.com), 100 c (ChristineWhitehead/Alamy), 101 t (©iStockphoto.com/mathieukorview), 102 (Toshiaki Ono/a collec/AGE Fotostock), 104 t (NASA/Bill Ingalls/NASA), 105 t (Cary Wolinsky/National Geographic Creative), 106 b (Fritz Hoffmann/ National Geographic Creative), 107 t (Corbis Cusp/Alamy), 108 bl (©Alice Day/Shutterstock.com), 109 br (©bmaki/Shutterstock.com), 109 br (David Robertson/Alamy), 111 l (David Boyer/National Geographic Creative), 112 t (©iStockphoto.com/jsmith), 114 (Jeremy Fahringer/www.chrisrainier.com), 116 t (www.chrisrainier.com), 117 t (Ralph Lee Hopkins/National Geographic Creative), 118 br (© iStockphoto.com/billyfoto), 120 t (©iStockphoto.com /thinair28), 121 bl (Pete Ryan/National Geographic Creative), 121 bc (Frans Lanting/National Geographic Creative), 121 br (Lawrence Weslowski Jr/ Alaska–The Great Land/Dreamstime), 123 t (Stephen Alvarez/National Geographic Creative), 124 tr (Stephen Alvarez/National Geographic Creative), 125 br (Ralph Lee Hopkins/National Geographic Creative), 126 (John Woodworth/Alamy), 128 bl (©iStockphoto.com/ArtBoyMB), 129 t (Ball Miwako/ Alamy), 130 tr (Andrew Rakoczy/Getty Images), 131 bc (Ancient Art & Architecture Collection Ltd/ Alamy), 132 b (NASA), 134 br (©LeonP/Shutterstock com), 134 tr (Martin Schoeller/National Geographic Creative), 135 b (Michael Nichols/National Geographic Creative), 136 b (©Alexey Stiop/Shutterstock com), 137 tr (Messner/Reinhold/National Geographic Stock), 138 (Dennis Kirkland/Jaynes Gallery/Danita Delimont, Agent/Danita Delimont/Alamy), 140 tr (Stephen Alvarez/National Geographic Creative), 141 t (Christian Ziegler/National Geographic Creative), 142 br (David Liittschwager/National Geographic Creative), 142 tr (David Liittschwager/National Geographic Creative), 142 bl (David Liittschwager/National Geographic Creative), 142 tl (David Liittschwager/National Geographic Creative), 143 t (David Liittschwager/National Geographic Creative), 143 t (David Liittschwager/National Geographic Creative), 143 c (David Liittschwager/National Geographic Creative), 143 b (David Liittschwager/National Geographic Creative), 144 b (Mike Theiss/National Geographic Creative), 144 br (Rrobert Clark/National Geographic Creative), 145 tr (William H Bond/National Geographic Creative), 147 t (Peter Essick/National Geographic Image Creative), 147 cr (Peter Essick/National Geographic Image Creative), 148 t (David Cheskin/PA Archive/ Press Association Images), 150 bkgd (Nadia Isakova/Alamy), 150 b (Beverly Joubert/National Geographic Image Collection/Alamy), 152 tr (Michael Roberts/National Geographic Image Creative), 153 bl (©pryzmat/Shutterstock.com), 153 bl (©Jim Barber/Shutterstock.com), 153 bc (©iStockphoto com/DonNichols), 153 br (©mehmet alci/Shutterstock.com), 153 br (©haveseen/Shutterstock.com), 154 tr (©iStockphoto.com/redhumv), 154 bl (Gianni Dagli Orti/The Art Archive/Alamy), 155 bl (©iStockphoto.com/redhumv), 155 tr (Gianni Dagli Orti/The Art Archive/Alamy), 17 t (Zoltan Takacs) Illustrations: David Russell pp 53, 60, 72; EMC Design pp 28; Sylvie Poggio Agency p 16; NB Illustration Ltd p 34; Kevin Hopgood Illustration pp 23, 56; Beehive Illustration pp 50, 58, 72, 108, 109; Matthew Hams pp 10, 144, 162 244 BRING THE WORLD TO YOUR CLASSROOM AND YOUR CLASSROOM TO LIFE TEACHER’S GUIDE A six-level, integrated-skills approach that develops fluency in American English through an exploration of real world images, text, and video from National Geographic Develops the critical thinking skills needed for success in the 21st century through information-rich topics and explicit instruction that teaches learners to understand, evaluate, and create texts in English New, user-friendly technology supports every step of the teaching and learning process from in-class instruction, to independent practice, to assessment The Life Teacher’s Guide provides: Background information on the National Geographic images and content for each unit Teaching tips and expansion activities for each lesson The answers for the activities found in the student book CEF: B1 NGL.Cengage.com/life ISBN-13: 978-1-305-54821-3 ISBN-10: 1-305-54821-3 National Geographic Learning, a part of Cengage Learning, provides customers with a portfolio of quality materials for PreK-12, academic, and adult education It provides instructional solutions for EFL/ESL, reading and writing, science, social studies, and assessment, spanning early childhood through adult in the U.S and global markets Visit NGL.Cengage.com 781305 548213 ... lesson of video comprehension exercises Review: a one-page lesson of practice activities and can-do check statements Assessment Students and teachers can assess progress in the following ways:... four to discuss their answers You might ask for some answers from the whole class to see who is the oldest person anyone knows and to discuss the reasons for their long life Ask students to read... and discuss the questions with a partner Then elicit suggestions from the class people Complete each second sentence so that it yes AS … AS 13 Listen to these sentences and notice the stressed