TEACHERS NOTES: INTERMEDIATE BLUE

BOOKLET 4B THE NATURAL WORLD

CONTENTS
PAGE
3,4
5-8
9,10
11-13
14,15
16,17
18,19
20-22
23,24
25,26
27-34
35-42

1. All About You Thinking about the natural world

2. About Your World My town is greener than your town
3. English Around You (Listening) Im a jungle trek guide
4. English Around you (Reading) They live in the Amazon
5. Real World Communication (Spoken) It was a nightmare!
6. Finding Out (Reading) How to survive an emergency
7. Finding Out (Listening) Talking animals
8. Sharing Information Theyre suffering from severe drought
9. About Your World The Seven Wonders of the Natural World
Consolidation
Students Book Resources
Teachers Extra Resources

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

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

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

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

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

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

Notes

1. ALL ABOUT YOU THINKING ABOUT THE NATURAL WORLD

PAGES 26 & 27
Objectives
Vocabulary: the environment;
Reading: find and understand relevant information; scan texts to find information quickly
Speaking: talk about causes and effects; talk about the environment & compare environmental problems, give a
presentation

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

Vocabulary

Optional: 1. Ask the class to keep their booklets

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

1a Learners work individually to complete the table

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

b Hand out dictionaries if necessary and ask

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

Extension: The Environment- Hangman. On IWB/

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

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

3 Pair learners to describe the images. Encourage

learners to use the vocabulary from 1a.

Optional: Redistribute the word lists created prior to

1a and ask learners to incorporate appropriate
words into their descriptions.

4 Refer learners to the first section of the text,

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

labelled Projects on page 27. Learners work

individually to match pictures to the texts before
comparing in pairs and feedback.

Monitor and assist groups as they are working on

their presentations.

Answers: There may be variation in responses but

arguable the best matches are:
Save the rainforest- F, H
Save the elephants- E
Save the seas-A, B, G
Save our air- A, B, C, D

Extra Activity: If you wish, you could get the learners

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

5 Group learners into 3 or 4 people. They will

c Distribute slips of paper and ask the class to vote

remain in these groups for the remainder of the

lesson. Assign projects to each group and ask them
to read the remaining project information. Monitor
and provide support as necessary. Encourage
learners to share meanings of new words they might
encounter in the texts.

for the charity who gave the best presentation.

Name the winner, and then elicit feedback as to why
the presentation won.

C Reading

6a Brainstorm the names of environmental

TEACHERS EXTRA RESOURCE

ENVIRONMENTAL VOCABULARY
PAGES 34 & 36

charities; e.g. Greenpeace, Friends of the Earth, IWF,

etc. Tell learners they work for one of the charities.
Discuss the situation as a class.

b Ask learners to work together to prepare a

presentation based on their groups project. Tell
learners in their presentation they must describe
the problem in their own words,
what their charity does,
and how the money can help them make the
world a better place.

2. ABOUT YOUR WORLD MY TOWN IS GREENER THAN

YOUR TOWN PAGES 28 & 29
Objectives
Vocabulary: the environment
Reading: scan texts to find information quickly
Grammar: comparative and superlative adjectives

Speaking

1a Lead in to the lesson by briefly eliciting or

describing one environmental problem from your
city. Focus learners attention on the adjectives box
and ask them to separate into positive and negative
adjectives. Pair learners to compare their
categorising and then ask them to describe their
town/ city in a few sentences using the adjectives.
Elicit feedback from one or two pairs.
b Learners work in pairs to check comparative forms
before class feedback.
c Ask learners to compare their cities. Monitor and
take notes of any problems for later feedback. Elicit
comparative sentences from each pair.

Reading

2a Focus learners attention on the text and tell

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

b Learners work individually to answer the

questions before comparing in pairs and feedback.
Extension: Ask learners to correct the false
sentences.
Answers: a F b T c T d F e F f (Tell learners to think
about the country they are studying in now)
Depends on the country but almost certainly False,
gT hF iT

3 Pair learners to discuss the questions while you

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

Language Focus

4 Refer learners to the statements in 2b. Ask

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

a-d Learners work individually to identify the

comparative and superlative adjectives from the text
before comparing in pairs. This will raise awareness
of changes in form with comparative and superlative
adjectives. Compare and discuss answers in pairs
before feedback.

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

5 Write the following sentence from the text (lines

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

I Im good but hes better.

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

6 Elicit some adjectives to describe the images of

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

the information for all four places and compare the

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

Using the Language

7 Learners work individually to write 5 sentences

comparing their town and the one they are currently
studying in before checking in pairs and feedback.

8 a/b Learners discuss this question before

feedback.

Extra Activity: Describe the following situation to

learners.
Air pollution has destroyed natural habitats and the
world population. Only a few hundred people are
left and most cities are too polluted to live in.
Climate change has increased very quickly and
people are moving north and south to find cooler
places to live. The only habitable cities are Helsinki
and Vancouver but they have a limit on the number
of people who can move there.
You and your partner must compare the two cities
and decide which is the best place to start a new life.
1 Group learners, distribute the information about
the cities (page 26 teachers book) and ask them to
brainstorm which city would be the best place to set
up a community and why. Monitor and provide
support as necessary. Note any language issues for
feedback. Elicit feedback from each group.

2 Tell the students that they now live in the city they
chose in activity 8. More and more people want to
come in to the city but there is only space for 8 more
people. With your group you must compare and
contrast the list of people and choose the final 8 to
enter the city and build a new life with you.
Distribute the information about people who wish to
live in the city (page 27 teachers book). Groups read
the information about each person and discuss
which 8 people will be allowed to live in the city.
Alternative: you may wish to do this as a balloon
debate where the learners take the role of one of
the people and present reasons why they should be
chosen to live in the community.

3. ENGLISH AROUND YOU LISTENING IM A

JUNGLE TREK GUIDE PAGES 30 & 31
Objectives
Vocabulary: the natural world; the environment; travel & holidays (review)
Listening: listen to a talk and take notes; use notes to answer questions
Speaking: talk about causes and effects; describe a travel experience

Speaking

1a/b Pair learners to discuss the

questions on holidays before feedback.
Elicit the main nationalities and age
groups of tourists to their country.

Pre-listening

2a-d Set the context for the listening by

asking the class to imagine they are going
on an extreme holiday. Pair learners to
discuss the questions and rank the
destinations while you monitor. Elicit
responses to the questions and note
answers to d on the board.

3a Ask pairs to work together to match

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

b Learners discuss in pairs before

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

Listening

4 Focus learners attention on the

question before playing the first part of

the recording up to please feel free to ask

questions.
Answers: The listening is about a Jungle
Trek

5a Before playing the rest of the

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

b Ask pairs to share notes on their topics

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

6a Refer learners to the audio script on

pages 45 & 46 and ask them to scan the
text to find the words and phrases
showing cause and effect in the box. Ask
them to write them into the table and
discuss if they describe a cause (the
reason for something) or effect (the
result) before feedback.
Answers:
Cause: because, because of, due to,
therefore, the reason for this is,
Effect: so, this results in, the
consequence is, as a result, This
causes
Extension: 1 Pair learners to decide if the
words are verbs, nouns, adverbs or
conjunctions before eliciting their answers
on the board in brief feedback. Check
understanding of conjunction(joining
word) before starting the activity. Note:
This could also be a whole class activity.
First elicit the verb phrase, then the noun
phrases and finally the adverbs and
conjunctions.
Answers: Adverbs & Conjunctions:
because of, due to, because, therefore, as
a result, so. Verbs: this results in
Nouns: The reason for this, the effect of
the consequence of
2 Ask learners to find examples from the
audio script and elicit to the board.
Learners decide which words and phrases
are followed by nouns and which are
followed by verbs.
Answers: because of/due to are followed
by noun phrases, all the others are
followed by verb phrases.

Learners work individually to complete

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

Using the Language

7a Learners discuss in pairs before brief

feedback.

b Pair learners and assign a role to each.

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

Out in the real world

8 Tell learners to find out about someone

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

9 Ask learners to write a brief summary of

what they found out.
Extra information: Some useful websites
http://www.virgingalactic.com/,
http://dsc.discovery.com/tv/man-vswild/,
http://www.globalgrasshopper.com/trave
l/adventure/travel-destinations-extremethrill-seekers/
http://www.himalayanfootsteps.com/beg
inners%E2%80%99-guide-to-thehimalayas-pt-v/
http://www.bushmasters.co.uk/

4. ENGLISH AROUND YOU (READING) THEY LIVE

IN THE AMAZON PAGES 32 & 33
Objectives
Vocabulary: the environment
Grammar: comparative and superlative adverbs
Reading: scan texts to find information quickly; read straightforward factual texts
Speaking: exchange factual information

Speaking

1 Learners discuss the question in pairs to

raise awareness about life in the Amazon.
Elicit a few of their ideas as feedback.

Pre-reading

2 Pair learners and refer them to the

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

3a Learners predict the content of the

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

b Learners skim the text. Elicit if any of

their questions were answered.

Reading

4 Learners work individually to find the

Answers: a nine b to find out about its

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

Language Focus

5a/b Pair learners to scan the article

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

6 Learners work individually to read the

language note before answering the
questions. Pair learners to compare
before feedback.

information and answer the questions

before comparing in pairs and feedback.

10

Grammar File 5 Comparative and

superlative adverbs, page 54-55
Exercise 1: Learners work individually to
rewrite the sentences correctly. Check in
pairs and feedback.
a Steve climbed higher up the tower than
anyone else.
b We visit the great museums quite
frequently when were in London.
c You did that exercise well. Im really
pleased.
d The road runs straight to my house.
e She laughed in a friendly way.
f Try and finish faster than that next time.
g He behaves badly when his parents
arent looking.
h He arrives earlier than anyone else.
Exercise 2: Learners work individually to
select the closest meaning before
checking in pairs. Distribute dictionaries
if necessary.
a diligently / almost none
b close / almost
c after the arranged time / recently
d without cost / uncontrolled
e tall / very
Exercise 3: Learners work individually to
transform the adjectives into
comparative adverbs and inserting into
sentences.
a hard b fairly c frequently d faster than e
highly f as peacefully as g the furthest /
the farthest h more clearly than
i the fastest j happily
Extension: Write the following adjectives
on the board in a column: careful, clear,
hard, frequent, often, fast, peaceful,
quick. Add columns for the adverb,
comparative and superlative form. Play a
word formation race and ask learners to
write down or shout out the appropriate
form.

7 This is a grammar review. Briefly discuss

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

Using the language

8 Cut up the extreme activity fact cards

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

Out in the real world

9a/b Ask learners to research living in an

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

TEACHERS EXTRA RESOURCE

ADVERB MIMING
PAGES 36 - 38
11

5. ENGLISH AROUND YOU (SPEAKING) IT WAS A

NIGHTMARE! PAGES 34 & 35
Objectives
Vocabulary: travel and holidays (review); personal feelings and experiences (review)
Listening: listen for specific information
Speaking: describe a travel experience where something unexpected happened; give your
reactions to stories

Speaking

1 Pair learners to tell each other about

their worst travel experiences.

before playing the recording and checking

their answers.

Im a jungle trek guide, page 30) had on

the board.

Answers: He was bitten by fire ants, he

was allergic and had to go to hospital, he
missed the end of his trek. He had a
problem because he forgot to check his
boots.

3 Tell learners to listen and identify the

7a Refer learners to the audio script on

2 Elicit the problems that Roberto (from

problems the people are experiencing.

Suggested answers: 1 chest problems,
trying to describe her medicine 2 food
poisoning
3 they are lost 4 something has bitten his
foot

4 Group learners to come up with five

other problems travellers may experience.
Elicit these to the board.

5 Write up the two stem sentences on the

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

Listening

page 48 and elicit the functional language

Kelly uses on the board.
Answers: Show what she thinks/ how she
feels: Ooh sounds interesting. Oh no!
What a nightmare! Ugh, how disgusting!
Uh-oh, How awful! What a shame. Aw...
Wow!
Show interest: Really? Uh huh. Ok. Right.
Get more information: Tell me more,
What happened? What do you mean?
What did you do? Repeat something she
doesnt understand e.g. fire ants?
Extension: Elicit additional phrases that
they could use e.g. Youre joking!
Unbelievable! Thats fantastic/amazing
etc. How interesting/terrible etc. Drill the
pronunciation of the phrases.
Demonstrate the difference in someone
saying Aw... with no intonation (showing
no sympathy) and with a rise and fall
(showing sympathy). Practise these as a
class before moving on.

6 Set the context for the listening by

reading the introduction and elicit
possible predictions for Alecs problem

12

b Tell learners they are going to listen to

only one side of the conversation and to
respond appropriately using one of the
phrases.
Alternative: Instead of playing the
recording, pair learners to read the audio
script and respond.

Extension: Ask learners to prepare a

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

c Elicit which body language shows

interest and repeat the above exercise
with the learners acting.
Extension: record the learners doing the
conversation and then analyse it with
them.
Answers: Nodding, maintaining eye
contact, widening the eyes for surprise
etc.

Preparation

8 Pair learners, hand out an environment

and problem card (page 32 teachers
book), and tell them they are going to
create a story which must include the
points outlined.

Task

9 Put pairs of learners into small groups

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

Out in the real world

10 Ask learners to choose one of the

presentation tasks for the next lesson
about a trip or holiday they went on,
illustrating the story as necessary.

13

6. FINDING OUT (READING) HOW TO SURVIVE

AN EMERGENCY
PAGES 33 & 34
Objectives
Reading: scan texts to find information quickly; read straightforward factual texts
Grammar: infinitives of purpose and gerunds (review)
Speaking: exchange factual information; give detailed instructions; explain how to do
something

Pre-reading

Vocabulary

1 Group learners and refer them to the

3a Pair learners to teach each other the

new words from their text.

pictures showing emergency situations to

discuss the questions, while you monitor
and check.

b/c Ask learners to read their partners

Extension: check learners understanding

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

texts before answering the questions.

Elicit feedback.
Answers: 1b 2a 3b 4b 5a 6a 7c

Language review

4 Briefly elicit the answer and elicit a few

Reading

2 Write the following words on the

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

examples if necessary. Note: You could

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

Using the Language

5 Pair learners to discuss their ideas on

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

14

6 Pair learners to discuss how they could

start fires in these ways. Elicit their ideas
as feedback.

7a Allocate A and B to each learner and

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

b Ask the learners to explain to their

partner how to light the fires in the
different ways.

Optional: You may wish to briefly review

ways of asking for clarification before the
learners do this exercise. I.e. Im sorry, but
could you rephrase, repeat, say that
again, etc.

8 Group learners to give each other

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

15

7. FINDING OUT (LISTENING) TALKING ANIMALS

PAGES 38 & 39
Objectives
Listening: listen to a talk or lecture and take notes
Grammar: verb patterns with gerunds and infinitives (review)
Vocabulary: the natural world
Speaking: give opinions about a talk

Pre-listening

Listening

1a Pair learners to briefly discuss a

2a Write the following on the board: sign

definition of language, before eliciting

their ideas on the board.

language, fetch, hive, honeycomb, food

source, abdomen (of an insect), a method.
Elicit/ teach the meanings.

Oxford Advanced Learners Dictionary

definition: the system of communication
in speech and writing that is used by
people of a particular country or area

Alternative: group learners and give them

a word each. Give them dictionaries and
ask them to illustrate the meaning to
present to the rest of the class.

b-e Briefly discuss as a class ideas

regarding the ways humans and animals
communicate.
Extension: If you have access to an IWB,
you could show some clips of animals
talking without the sound, before asking
them to either act out or write the
dialogue. See:
BBC walk on the wild side clips on
YouTube.
http://lessonstream.org/2007/09/04/ifcats-could-talk/
Extension: If they express an interest,
refer to the following website and discuss
if learners consider this language.
http://www.youtube.com/watch?v=4IMO
SN0WYvg
(Its clip of the dog that says, sausages.)

Focus learners attention on a before

playing the recording for the first time.
Elicit their answers.
Answers: bees, bottlenose dolphins,
chimpanzees

b Focus learners attention on b. Play the

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

3 Ask learners for the definition of

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

16

4 Write the three studies on the board

(Bees/ Bottle nose Dolphins/
Chimpanzees) and tell learners to listen
again and take notes on them.
Alternative: Rather than play the
recording again, put learners into three
groups, give each group a study, refer
them to the audio script on pages 49 and
ask them to take notes before presenting
their findings to the rest of the class.

Vocabulary

5 Learners work individually to fill in the

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

6 Learners work individually to match the

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

Language Review

7 Learners work individually to fill in the

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

Teachers Note: Review verb patterns.

Write on the board or ask learners: Which
of the verbs can take either to + infinitive
or ing as their object? Does the meaning
change? Elicit if there is a change in
meaning in question
Answer: begin can take either without a
change in meaning. tried to teach implies
that you tried but didnt succeed. tried
teaching implies that this was activity you
tried but doesnt indicate success or
failure.
Extension: write forget, recommend, try,
stop and discuss if there are changes in
meaning with meaning.
Briefly elicit any other verbs that are
followed by to + infinitive or ing; e.g.
attempt, deny, decide, etc.

Using the language

8 Copy and cut out the text on page 33

(teachers book). Ask learners to read the
students notes on characteristics of
language). Ask learners to appoint a
secretary and group learners to use their
notes from the listening to decide if they
are examples of animals using language.
Secretaries report their findings to the
class.
Alternative: Re-group the learners to that
they each can report the findings of their
original group.

9 To introduce this idea, mime something

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

17

8. SHARING INFORMATION THEYRE SUFFERING

FROM SEVERE DROUGHT
PAGES 40 & 41
Objectives
Vocabulary: the environment
Grammar: defining & non-defining relative clauses
Reading: read straightforward factual texts; scan texts to find information quickly
Writing: write about causes & effects of environmental problems

Pre-listening

1a-c Write climate and famine on the

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

Pre-reading

2 Pair learners to look at the title and

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

Reading

3 Ask learners to read the questions and

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

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

Language Focus

Teachers note: Introduce the grammar

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

4 a Learners read Grammar file 6 on

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

18

Exercise 2: Learners work in pairs to

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

b/c Pair learners to answer the questions

before feedback.
Answers: Defining:
a peninsula which is situated
the winds that blow
Environmentalists, who have been
when both drought and flash floods
People who live

Millions of people who live

the population whose areas
Non-defining: mountains, which are in
the West of the region,
where almost no rain has fallen
East, which is many miles away.
for example, where the mean annual
c which, that, where, who, whose
Extension: introduce reduced relative
clauses; that is, sentences where the
pronoun can be left out. E.g. These are
the winds (which) the scientists have
studied.

Vocabulary

7 Pair learners to match the information

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

19

Extra activity: Pair learners to test each

other. A, book open. B, book closed. A
reads a definition, B gives the correct
word. Then A gives a word, B gives the
correct word. Repeat if necessary.

Using the language

6a Ask learners to refer to their notes

from the discussion in 1. Group learners
to discuss the question and compare
notes.

Extra information: you may wish to

model how to construct a discursive
argument

b Pair learners to compare their essay

plans and discuss any differences or
changes to be made in structure. Monitor
and provide support.
Elicit title ideas to the board.

Writing

b Learners work in pairs to create a few

8a Ask learners to work individually to

sentences. Monitor and provide support

as necessary. Elicit a few responses from
pairs.

write their first draft.

TEACHERS EXTRA RESOURCE

FORMING ARGUMENTS:
RELATIVE CLAUSES
PAGES 39 & 40

Pair them to compare their writing,

underlining any mistakes they see while
you monitor. Learners discuss the
mistakes they find in pairs, checking with
you as necessary.

b Learners write their final drafts. You

may wish to display the finished writing.

Planning

Tell learners they are going to write a

comment in response to the article on
famine containing their notes.

7a Learners work individually to plan

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

Extension: write any mistakes up as a

worksheet to be used later as a
homework or part of a test.

TEACHERS EXTRA RESOURCE

DEFINING RELATIVE CLAUSES
MINGLE
PAGES 41 & 42

20

9. ABOUT YOUR WORLD THE SEVEN WONDERS

OF THE NATURAL WORLDPAGE 42 & 43
Objectives
Vocabulary: the natural world
Listening: listen to a talk or lecture and take notes, use the notes to answer questions
Speaking: give a presentation; invite others to give their view

Speaking

1 Group learners to discuss the questions

before brief feedback.
Extension: Ask learners if they know the
seven natural wonders of the world. You
could also ask them if any of them know
the seven (man-made) wonders of the
ancient world. (Great pyramid of Giza,
Hanging Gardens of Babylon, Temple of
Artemis at Ephesus, Statue of Zeus at
Olympia, Mausoleum of Halicarnassus,
Colossus of Rhodes, Lighthouse of
Alexandria)
Answers: Learners own answers although
the places can be found in: Australia, USA,
Himalayas, high latitude regions e.g.
Arctic and Antarctic regions, Zambia &
Zimbabwe, Mexico.

Listening

2 Focus learners attention on the

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

3 Tell learners to take notes on the six

wonders as they listen for a second time.

Vocabulary

Optional: 1 Dictate the following

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

4 a Ask learners to refer to the audio

script and elicit the highlighted words on
the board. Pair learners to match the
words to the synonyms.
Answers: 1 varied, diverse 2 massive,
gigantic, colossal 3 awe-inspiring,
breathtaking, spectacular
b Elicit any other synonyms learners may
know on the board; e.g. assorted, various,
enormous, immense, vast, astonishing,
marvellous, tremendous,

21

Speaking

5 Check understanding of collaboration

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

6a Learners work in groups to think of

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

b/c Combine groups and ask them to

present their ideas to each other and then
discuss what they think the seventh

wonder should be and to agree on a

ranking. Monitor for use of phrases for
collaboration.

7a In their groups learners prepare a

presentation on the place they have
chosen. Encourage use of phrases for
collaboration during the planning process.
Optional: you could allow one member of
the groups to go to the computer room to
search for pictures of their chosen three
places that could be included in their
presentation.

b Ask learners to take notes on each

presentation because they will vote for
the best argument.

c After the presentations, take a class

vote on the best presentation.

22

CONSOLIDATION
Grammar
A

Relative Clauses

1a Learners work individually to join the

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

b Elicit which sentences can use that.

Answer: b You can use that in 1 & 5

c Elicit which sentences can leave out the

pronoun.
Answers: You cannot omit the pronoun in
any of these sentences.

2 Learners work individually before

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

Instructions

3 Pair learners to put both the words and

sentences in the correct order before
grouping them to compare answers and
feedback.
Answers:
0 Place the lifejacket over your head.

PAGES 41 & 42
1 Pass the belt around your waist.
4 Push the two parts of the buckle
together to fasten it.
3 Pull the free end of the belt to tighten it.
5 Cross your arms across your chest.
2 Enter the water feet first.

Adjectives and Adverbs

4 Learners work individually before

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

5 Briefly elicit the answers by reading out

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

6 Learners work individually to find the

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

23

interesting than Helsinki. In fact I think my

city is the most interesting place to live in
the world.

Vocabulary
D

Vocabulary

Pair learners to do the crossword

before eliciting their answers as feedback.
Answers:
Across:
Down
4 pass out
5 survive
8 blow
12 drought
13 flash floods
15 spare
17 species

14 massive
16 peak

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

Environment

9 Pair learners to work out the

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

Teachers Extra Resource

End of Unit Quiz
Pages 43 -45

24

Students Book Resources

My town is greener than your town
Page 29

Kaplanopolis
Weather in Summer: 27 C
Weather in Winter: 10 C
Size:
730 km2
Population:
12.6 million
Green score:
4/10

Kaplan Town
15 C
-8 C
72 km2
114,000
6/10

Use ordinal numbers to make superlative sentences about each place.

e.g. Kaplan City is the second coldest in winter. (cold)
a
Kaplan City has the _____________________ area. (large/small)
b
Kaplanopolis is the ________________ in summer. (hot/cold)
c
Kaplan Ville has the _________________ population. (big)
d
Kaplan City has the _________________ population. (big/small)
e
Kaplanopolis is the __________________ city. (green)

25

My town is greener than your town

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

Breathing masks:

Vancouver
4000

Medical supplies:
1000 boxes
boxes
Sunscreen:
200 bottles
Food
Grain (barley, wheat etc.)
2 tonnes*
Tinned food:
7,000 (meat) 500 (fruit & vegetables)
cans (meat, fruit, vegetables)
Bottled Water:
800 litres
Energy
4 emergency generators
generators
*1 tonne= 1000 kg.

Helsinki
2500
35000
150 bottles
1.5 tonnes
10,000
950 litres
8 emergency

26

My town is greener than your town

Page 29
Choose 8 people from this list to come and live in your city.
Rhian Jones is a Welsh doctor. She is in her mid-thirties and has two children- a boy
aged 6 and a young baby girl. She is married to Robert Jones. Rhian loves meeting
new people but her children are very small. She speaks English and Welsh.
Robert Jones is an English accountant. He is in his early forties. He has a wife, Rhian
and two young children. He loves spending time with his family but is not friendly
with new people. He speaks only English.
Jasper Forbes used to be in the army. He speaks English and French. He has special
survival training and knows how to hunt animals for food and which plants are
poisonous. He is almost sixty and not very healthy. He smokes 40 cigarettes a day
and is an alcoholic. He usually spends time alone.
Riko & Tomo Murami are farmers. They used to have a dairy farm that produced
milk, butter, cheese and yoghurt. They have good knowledge of animals. Riko speaks
Japanese, English and French but Tomo speaks only Japanese. Both are in their early
forties. Riko is very serious and not very friendly. Tomo had lots of friends in his
hometown.
Jesse Forbes is an Australian policeman. He was the police chief in his home town
and people respect him but he is sometimes bossy. He is almost 65 but he is very
healthy. He goes running every day and believes in eating lots of fruit and
vegetables. He is married to Louise. He speaks English.
Louise Forbes is married to Jesse Forbes. She is 53 and she has never worked. She is
an excellent cook and is very friendly. She has diabetes and needs to be careful of
the kind of food she eats. She speaks English and some French.
Racquel Cazes is from France. She is 30 and has been a primary school teacher for 3
years. She speaks French and English and she used to teach languages. She is
pregnant.
Reem Alhajiri is a teacher. She is 35 and has three children. She speaks Arabic and
French and teaches Physics, Chemistry and Mathematics. She is married to Hamid.
She is shy.
Hamid Alhajiri is 50 and is married to Reem. He has three children. He only speaks
Arabic. He is a butcher. He is very friendly and easygoing.

Francoise Brel is a handyman. He is 32. He can build and fix things. He used to be a
carpenter but there was not enough work for him in his hometown. Everybody he
meets likes him. He was in prison for five years but nobody knows why.
27

Im a jungle trek guide

Ex 7, page 31 travel guide cards
Copy and cut into five cards Give one destination to each travel guide.
Extreme Location

DESERT
Trek through the
desert on camels.
Prepare camp. Find
water and build a
fire.

Problems

Causes

Solutions

It is very hot during

the day and very cold
at night. Can be
uncomfortable and
difficult to sleep.

Hot temperatures
during the day.

Bring lots of light

clothing. Wear in
layers.

Dehydration
(extreme thirst). Can
make people very ill.

Lack of water in the

desert.

Cold temperatures at
night.

Bring bottled water.

Well teach you how
to find water.
Wear high level
sunscreen and light
clothes with long
sleeves that reflect
the light.

Sunburn, sunstroke.

No protection from
the hot sun,

Problems

Causes

Solutions

Travel Sickness

No gravity.

Be fit and healthy

before you leave and
go to the 3-day
training programme
before you leave.

Extreme Location

Problems

Causes

Solutions

MARIANA
TRENCH

You might not see

much during the
dive.

Its so deep not many

things can survive
there.

Panic and worry.

(Claustrophobia)

The submarines are

very small with not
much space to move
around. Some people
get panicked by this.

Dont go on the trip

if you are
claustrophobic.

The movement of the

submarine as it dives
from the surface.

Take medicine before

you go.

Extreme Location

SPACE
Travel above the
atmosphere. See the
world like youve
never seen it before.

The deepest spot in

the ocean. Travel
there by submarine
or go scuba diving as
deep as you can.

Seasickness

28

Extreme Location

Problems

Causes

Solutions

ANTARCTICA

Frostbite (its so cold

that your fingers,
toes, ears, nose etc.
can be damaged by
the cold and fall off.

Extremely cold
temperatures.

W Solutions ear
thick, waterproof
clothing.

Trek to the South

Pole, See the
penguins and whales.

Getting lost.

When you are

walking in the
Antarctic everything
is white and it is hard
to see where you are.

Walk in together in
groups and wear
bright clothing so
you can see one
another. Do not go
far from

Extreme Location

Problems

Causes

Solutions

HIMALAYAS

Altitude Sickness

Go on holiday to the
top of the world.
Climb the peak of
Mount Everest

(altitude= height)

There is less oxygen

in the air at high
altitudes. It is more
difficult to breathe.

Give your body time

to adjust to the lower
oxygen. Travel up
slowly.

Drinking dirty water

Purify the water by

boiling before
drinking or using
purification tablets.

Illness

29

Im a jungle trek guide

Ex 7, page 31 traveller table
Copy one blank table for each traveller to complete.

Travellers
Visit the travel agents and ask for information on extreme travel destinations. Take notes on
each location and then decide which one you would most like to visit.
Extreme Location

Problems

Causes

Solutions

30

Living in the Amazon

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

Bungee Jumping in
Nepal
160 metre drop

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

Diving in Belize Blue

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

Paragliding
Travel at 20-75 km/h

Sky diving over Swiss

Alps
Travel at 200 km/h
Feel extremely cold

White water raftingZambezi River,

Zimbabwe
Speed of rapids: Class
V
Class I- easy, slow
Class VI- dangerous,
very fast

Bungee Jumping in
South Africa
216 metre drop

Ice climbing in Norway

Discovered in 2010

Ice climbing in
Canadian Rockies.
Discovered in 2010

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

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

White Water rafting in

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

Surfing the Banzai

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

Surfing the Dungeons

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

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

31

What a nightmare!
Ex 8, page 35, travel experience cards
Copy one set, cut up and give one card to each pair
You left your passport at home and the airline would not let you fly home.
Lloro, Colombia
You left your medicine at home but you dont know the generic name.
Desert, Egypt

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

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

You went surfing and got bitten by a shark.

Pavones, Costa Rica
You went trekking in the Himalayas but you travelled up the mountain too quickly and
got altitude sickness.
K2, Nepal
Your friend got lost when you were on a jungle trek. You had to go back to the village
without him/her.
Amazon rainforest
You went bungee-jumping but when you got to the jumping off point you were too
scared and you couldnt do it.
near Kathmandu, Nepal

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

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

You were camping in the desert and a scorpion stung you.

Atacama Desert, Chile.

32

Talking Animals, page 39, Activity 8

Copy and distribute the information to students.
Characteristics of Language
two-way- speakers can send and receive messages
creative- speakers can combine signs in new ways to express new
ideas
abstract can talk about things in a different time or place
learned rather than instinctive a child of Chinese parents will
speak English if raised in an English-speaking environment
grammar signs are combined in a particular order to give a
particular meaning

33

Teachers Extra Resources

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

A Learners work individually to complete the sentences with by or of before checking in

pairs and feedback.
Draw attention to the fact that of follows nouns ending in ion and by is used with
passive constructions to say who caused the action. Try not to get into an in depth
discussion of the passive voice.
Optional: Write the prepositions out on some cards. Ask learners to hold up the one they
think is correct for each sentence.
Answers: a of b by c of d by e by

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

34

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

B Vocabulary
Use the following words to complete the sentences.
completely
endangered species
destroying
destruction
population
warming

materials
footprint
greenhouse extinction

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

35

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

36

Adverb Miming Action Cards

Feed the birds in your garden.

Cuddle a chimpanzee.

Welcome people at your front door.

Take the wrapper off a new DVD.

Kill a fly.

Put out your weekly rubbish.

Offer to buy your friend a drink.

Put out a cigarette.

Pull down an oxygen mask on an

aeroplane.

Copy exactly what your teacher is doing now.

Get bitten by a mosquito.

Shoplift.

Wait for this lesson to end.

Experience an earthquake.

Steal someones car.

Milk a cow.

Kiss a frog.

Climb a mountain.

Die of thirst.

Go bungee-jumping.

Catch a shark at sea.

Flush a dead goldfish down the toilet.

Eat a horrible meal.

Ride a rollercoaster.

Cut down a tree.

Have your suitcase checked at customs.

37

Adverb Miming - Adverb Cards

Angrily

Badly

Lazily

Cruelly

Lovingly

Moodily

Enthusiastically

Fast

Secretly

Gently

Hungrily

Bravely

Innocently

Loudly

Clumsily

Madly

Nervously

Sadly

Painfully

Quietly

Happily

Reluctantly

Shyly

Violently

Sleepily

Weakly

Slowly

38

Forming Arguments: Relative Clauses

This activity should be used after activity 6 in They are suffering from severe drought.
Pages 40 & 41
It scaffolds learners ability to form supporting arguments using relative clauses.
Time: 10 mins
Preparation: Photocopy one table per pair.
Teachers Notes: In pairs, ask learners to match ideas from each column to form supporting
arguments. Distribute monolingual dictionaries for checking new vocabulary. Elicit their
ideas on the board.
Suggested answers:
Dry countries that are rich do not suffer from famine.
Farmers who live in areas of conflict are often unable to grow or sell crops.
Politicians who have allowed famine to occur would not get any votes in a democracy.
Markets which are in war zones become military targets.
People in countries where there is a free press know when their politicians have failed them.
Land that is overgrazed suffers from soil erosion.
Fertile land which was once used for local food production is used to produce export crops.
Soil that has lost its vegetation becomes impossible to cultivate.
Countries that have a food security plan have adequate emergency food stocks.

39

Forming Arguments: Relative Clauses

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

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

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

40

Defining Relative Clauses Mingle

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

41

Defining Relative Clauses Mingle

The thing .. worries (________) most is ____________________.
The famous person . (________) would most like to meet is _______.
The thing . (_________) dislikes most about learning English is ________.
The biggest regret . (_______) has is ____________________________.
The earliest memory . (_______) has is __________________________.
The place . (_________) goes to chill out is ________________.
The country . (__________) would least like to visit is ____________.
The time . (_______) was happiest was _____________________.
The time . (_______) is happiest is _____________________.
The object (________) has had the longest is _______________.
The time of year (________) likes most is ______________.
The person . lifestyle (_______) would like to have for a day is _______.
The people . annoy (________) most are those .. _________________.
The animal . (_______) would most like to be is ____________________.
(_________) thinks . people .. homework is never done on time should ___________.
__________ is the song . makes (_______) the saddest.

42

End of Unit A-Z Quiz

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

43

End of Unit The Natural World A-Z Quiz

Use a dictionary to answer these questions if necessary.
1 Which acid can be found in ants?
2 Whats a bottle bank?
3 What do we call the area where a pilot sits on a plane?
4 What is drought?
5 Whats the capital of Ecuador?
6 Whats your nationality if you come from Finland?
7 What do we call the glass building where plants are grown?
8 Clammy and muggy are synonyms for which adjective?
9 What do we call the people who live in a certain place?
10 Name three types of clothing you should take with you into the jungle.
11 Name three animals beginning with K.
12 If you described someone as a leech, what would it mean?
13 What disease is spread by mosquitoes?
14 Write a definition of nightmare.
15 Which animal is known as the old man of the forest?
16 Name three types of pollution.
17 What do we call the large female of an insect species that lays eggs?
18 Who or what is a recluse?
19 Name an animal that squawks.
20 Why is turbulence not a good thing when youre flying?
21 What word describes a place untouched by humans?
22 Name three cities beginning with V.
23 What is a waggle-dance?
24 What are the bars of a xylophone made of?
25 If you yank something, what do you do?
26 What is the Zambezi and where would you find it?

44

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

45