A2 b1 teachers book unit 5

Unit 5 The environment Opener 1 ★ CPT extra Photo activity before Ex 1 • Optional step Start by checking the meaning of the materials in the box Point to objects in the classroom to elicit the materials (e g a plastic chair, a table made of wood, a leather bag) Point out the strong stress (on the first syllable of all the words) and difficult pronunciations cardboard ˈkɑː(r)dˌbɔː(r)dand wood wʊd • Ask students to look at the photo and the caption Ask them to work in pairs to discuss the q.

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Unit 5 The environment

Opener

1 ★CPT extra! Photo activity [before Ex 1]

• Optional step Start by checking the meaning of the

materials in the box Point to objects in the classroom

to elicit the materials (e.g a plastic chair, a table made

of wood, a leather bag) Point out the strong stress

(on the first syllable of all the words) and difficult

pronunciations: cardboard / ˈkɑː(r)dˌbɔː(r)d/and wood

/wʊd/

• Ask students to look at the photo and the caption Ask

them to work in pairs to discuss the questions Elicit

opinions and answers from the class in feedback

Answers

Students’ own opinions

He used wood and glass

• Ask students to read the questions Then play the

recording Students listen and answer the questions Let

them compare answers in pairs before checking with

the class

Answers

1 wood, household appliances, glass bottles

2 He built a house.

3 He wants us to think about the environment and how

we recycle and reuse everyday objects.

Audioscript [35]

Every day we throw away objects such as wood, old

household appliances, and glass bottles But an artist from

Uruguay called Jaime built a house made from these types

of objects The house is in Brazil and it has a bedroom, a

kitchen, and a bathroom There are shelves made from

trees and old wood and there’s lots of light That’s because

Jaime used coloured glass from bottles in the walls When

people visit the house, Jaime wants them to think about

the environment and about how we recycle and reuse

everyday objects

Background notes

Called ‘Cabana Floripa’, the house was built by a

Uruguayan visual artist named Jaime from demolished

houses The resourceful Uruguayan said he started

building it by intuition and to give a new life to old wood,

glass bottles, ceramic tiles, broken mirrors and other

‘garbage’ he had found Nowadays he rents it out on

AirBnB.

3

• Look at the highlighted expressions with the class

Point out that we use the -ing form after prepositions (e.g. after for) You could write the bare frames on

the board:

… is made of … You use it for … -ing…

• Ask students to work in pairs to make similar sentences for the objects in the box In feedback, ask some

students to read out their sentences

exAmple Answers

A mobile phone is made of metal and plastic You use

it for phoning people, for sending text messages, for searching the internet, etc.

A pen is made of plastic and metal You use it for writing.

Scissors are made of metal You use them for cutting things

A tin can is made of metal You use it for keeping food.

4

• Give students three minutes to think of some objects and prepare notes Monitor and help with ideas and vocabulary

• Ask students to work in pairs and take turns to describe and guess the objects

• As students speak, monitor and note errors that you could write on the board for students to correct in the feedback stage

exAmple Answers

A tablet is made of metal, glass and plastic You use it for going online.

A box is made of cardboard You use it for holding, storing

or carrying things.

A knife is made of metal You use it for cutting things.

Extra activity

Ask students to write similar sentences for these electrical devices They will have to look up the meaning in dictionaries first:

A light switch (plastic / switch lights on and off)

A light bulb (glass and metal / provide light)

A plug (metal and plastic / connect machines to the

electricity supply)

An extension lead (plastic, metal, rubber / connect

machines to the electricity supply when it’s far away)

84

National Geographic

Learning

SAMPLE COPY, NOT FOR DISTRIBUTION

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85 5a Recycling

Lesson at a glance

• vocabulary: recycling

• reading: e-rubbish

• grammar: quantifiers

• speaking: your rubbish

Vocabulary recycling

1

• Ask students to discuss the questions You could ask

them to work in pairs or small groups first to estimate

how much rubbish they use Elicit answers in feedback

(see Vocabulary note below)

EXAMPLE ANSWERS

Students’ own answers

Vocabulary note

Point out how to say percentages For example, 25% is

pronounced twenty-five per cent (of) We can also use

fractions: 25% = a quarter of; 50% = half of.

2 ★CPT extra! Vocabulary activity [after Ex 2]

• Optional step Start by checking the meaning of the

objects (1–10) (see Vocabulary note below)

• Look at the examples with the class Then ask students

to work individually to match the remaining objects

(3–10) with the types of rubbish in Exercise 1 Let them

compare answers in pairs before checking with the class

ANSWERS

1 a 2 b, e 3 b 4 d 5 c, e 6 d 7 a, b, d, e

8 c 9 c 10 c, e

Vocabulary note

aluminium foil = the metal aluminium prepared in thin

leaves with a thickness of less than 0.2 mm – commonly

used in cooking

You could show the meaning of the various containers here

(can, carton, box, jar, bottle) by using realia or drawing

them on the board, or using common examples (e.g a

bottle of olive oil, a can of cola, a box of chocolates).

Reading

3

• Ask students to look at the photos and discuss the

questions You could do this in open class or get

students to work in pairs first before eliciting ideas from

the class

ANSWERS

Students’ own answers The actual answers are in the

article and in the answer key in the next exercise.

• Ask students to read the article and check the answers they came up with in Exercise 3

• Optional step The reading text is recorded You could

play the recording and ask students to read and listen (see Teacher development below)

• Ask students to compare answers in pairs Elicit what students found out in feedback

ANSWERS

E-rubbish (electronic rubbish) refers to the many computers, TVs, laptops and phones we regularly throw away

The article says that people melt parts of the computers to recycle the metal The boy is probably collecting parts of the computers that have valuable metal in them.

Background information

Ghana /ˈɡɑːnə/ is a country in West Africa, on the Atlantic coast.

Teacher development

Techniques for exploiting the recording

of a reading text

Here are some ways you could make use of the recording

of the text in this and in other units of the Student’s Book:

• Ask students to listen to the text with books closed

first before reading it You could set a simple general understanding task (for example, the prediction task set

in Exercises 3 and 4 in this lesson)

• Ask students to listen and read while doing more

detailed reading tasks Tell them to read set questions carefully before reading and to think about the sort

of information they are looking for in the text Play the recording Students listen and underline any information they hear and read in the text which is relevant to the questions Students then read the text again without listening, taking their time to answer the questions, using the information they have underlined.

• Ask students to listen and read for pleasure after

they have completed all the tasks on a text This is particularly useful when students have read a story, for example It gives the students a chance to relax, and

to listen and read material that they now understand quite well.

5

• Ask students to read the article again and answer the questions Let them compare their answers in pairs before checking with the class

ANSWERS

1 different countries around the world

2 thousands of old computers

3 to recycle the metal

4 It produces (dangerous) chemicals.

5 people’s health

6 products which you can recycle safely and in the country where they were made

Learning

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86 Unit 5 The environment

Answers to GrAmmAr summAry exercises 1

1 a much, b many

2 a a little, b a few

3 a much, b many

4 a any, b Some

2

1 a 2 b 3 b 4 c 5 a 6 b 7 c

3

1 a lot of 2 lots of 3 a few 4 many 5 a lot

6 some 7 any

8

• Ask students to work individually to choose the correct quantifiers Let them compare answers with a partner before checking with the class

• In feedback, ask students to justify their answers with rules (see Grammar note above)

Answers

1 much 2 a few 3 much 4 a little 5 any 6 some

7 much 8 any 9 a lot of / some

Speaking my life 9

• Ask students to adapt the sentences to make them true for them You could start them off by providing one or two true sentences about you

exAmple Answers

I don’t throw away any/much paper.

In my area, a lot of places have recycling bins.

My college has a few recycling bins for paper.

A lot of people in my country think recycling is important.

10 ★CPT extra! Grammar activity [after Ex 10]

• Organize the class into new pairs to ask and answer questions from the prompts Tell students to note their partner’s answers as they will use this information to present their findings to the class at the end

• As students speak, listen carefully and note how well students use quantifiers as they speak Note down five

or six errors or examples of good language use as you listen At the end, after feedback on the task, write up the errors on the board and ask students to work in pairs to correct them

Extra activity

You could turn this into a class survey Each student walks round the class and interviews as many students

as they can in five minutes Then they sit with a partner and compare their information They can then produce a report based on the information they share

Vocabulary note

Point out the explanation of melt and toxic in the glossary.

Other difficult words:

out-of-date = not new or fashionable

resell = sell again

Grammar quantifiers

6 ★CPT extra! Topic quiz [after Ex 5]

• Ask students to say whether the nouns are countable

or uncountable (see Grammar note below) You could

elicit the answer to the third word (plastic) before asking

students to label the words C or U individually Then

elicit students’ answers in feedback

• Note that the aim here is to revise countability before

introducing quantifiers It’s expected that students

should already have studied this

Answers

C: computer, bag, box, magazine

U: rubbish, plastic, paper, metal

Grammar note

Countable nouns can be counted (e.g one computer, two

computers …) They can usually be made plural by adding

-s or -es Uncountable nouns can’t be counted Materials

are usually uncountable.

7

• Ask students to look at the sentences in the grammar

box Point out the quantifiers in bold

• Look at the first sentence in Exercise 7 with the class

Then ask students to work individually to complete the

remaining sentences with quantifiers from the grammar

box Let students compare answers in pairs before

checking with the class

Answers

1 some, a lot of 2 any 3 a few 4 a little

5 many 6 any, much

Grammar note

Contrast the following pairs of quantifiers so students can

see which they should choose and when:

some / any: we use some in affirmative sentences and any

in negative sentences and questions.

much / many: we use much with uncountable nouns and

many with countable nouns when forming questions or

negative sentences (in affirmative statements we usually

use a lot of ).

a little / a few: we use a little with uncountable nouns and

a few with countable nouns (when saying there is only a

small amount or number).

Refer students to page 164 for further information and

practice

Learning

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87 5b Managing the environment

Listening

5 [37] ★ CPT extra! Photo activity [before Ex 5]

• Optional step Ask students to look at the photo and say

what it shows Use the opportunity to elicit desert and

get students to recognize the topic of the news report in the listening: the problem of deserts growing

• Ask students to read the questions Then play the recording Students listen and answer the questions Let them compare answers in pairs before checking with

the class

Answers

1 the Arctic, Antarctica, the Gobi Desert, the Sahara

2 in China / from Senegal to Djibouti (in Africa)

3 a wall of trees

Audioscript [37]

Nearly thirty per cent of the land on Earth is desert While the ice in the two cold deserts of the Arctic and Antarctica

is starting to melt, hot deserts such as the Gobi Desert and the Sahara are getting bigger Some countries are trying to stop them growing

Take China, for example People know about the Great Wall of China, but China has another wall called The Great Green Wall In 1978 the Chinese started planting a wall of trees to stop the Gobi Desert growing towards the cities of northern China Now the wall has about 66 billion trees and by 2050 it will be 4,500 kilometres long with about 100 billion trees

There is a similar problem with the Sahara Desert, which

is the largest hot desert in the world Twenty countries in Africa are working together to build a wall of trees all the way from Senegal to Djibouti The new forest will stop the desert destroying more homes and farms in the region

Eventually, the forest will be about 15 kilometres wide and 7,775 kilometres long

The Arctic and Antarctic are cold deserts because they get

very little precipitation (rain or snow) They are also the two largest deserts in the world.

The Sahara Desert covers much of northern Africa and is

the world’s largest ‘sand’ desert.

The Gobi Desert covers much of central Asia and is a cold

desert.

Senegal is on the west coast of Africa and Djibouti is in the

horn of Africa, on the east coast So the wall of trees will cross the entire continent of Africa at its widest point

• Ask students to read the questions carefully Point out

that plant means put trees or flowers in the ground so

they grow

• Play the recording again Students listen and answer the questions Let them compare answers in pairs before

checking with the class

• vocabulary: results and figures

• listening: environmental projects

• grammar: articles

• pronunciation: /ðə/ or /ðiː/

• writing and speaking: knowledge of the world

Vocabulary results and figures

1

• Discuss the questions with your class and elicit ideas,

opinions and experiences

Answers

2 ★CPT extra! Vocabulary activity [after Ex 2]

• Ask students to read the text quickly and answer the

question

Answers

good news

3

• Ask students to match the phrases in bold in the

newspaper report with the exact information (a–e) Let

students compare answers in pairs before checking with

the class (see Vocabulary note below)

Answers

a nearly half b about a hundred c over four days

d under a quarter e Exactly a year

Vocabulary note

Most of these phrases use a word that approximates a

number The exception is the word exactly which is used to

say that a number is very specific (e.g exactly 12.6%).

about = approximately

under = less/fewer than

over = here, covering the period of (in other contexts it

can mean ‘more than’)

nearly = a little less than

4

• Ask students to work in pairs to ask and answer the

questions As students speak, monitor and notice how

well they use the new phrases Prompt students to

correct the phrases

exAmple Answers

2 I spend nearly six hours a week shopping.

3 About two hundred thousand people live in my town.

4 I spend under a quarter of my money on buying clothes.

5 I spend exactly 11 months of the year at work.

Learning

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• Optional step There are some difficult words in this

text (see vocabulary notes below) You could ask students to say what they mean from context after completing and checking the grammar task

ANSWERS

1 the 2 – 3 a 4 the 5 an 6 – 7 The

8 – 9 the 10 – 11 a 12 The

Grammar note

1 rule b: mountain range

2 rule c: in general

3 rule a: first time we mention something

4 rule a: when we talk about it again

6 rule c: people in general

7 rule b: name of a desert

8 rule c: name of a country

9 rule b: unique place

10 rule c: something in general

12 rule a: when we talk about it again

You could point out that it would be possible to use the with people and farmers in sentences 2 and 6 In that case,

we would be referring to specific people (the people and farmers in this area) as opposed to people or farmers in general.

Vocabulary note

shortage = when there isn’t enough of something

(e.g. water, food, oil, jobs)

pipe = long, round tube for carrying water, oil, electrical

wiring, etc.

to freeze = to turn into ice (from water) when the

temperature goes below zero

to melt = to turn into water (from ice) when the

temperature goes above zero

a net = a sheet with many holes in it (e.g a fishing net, the

net in a goal in football)

drops of water = small amounts of water in little balls that

fall (e.g raindrops)

The Himalayan mountains (the Himalayas) are a range of

mountains in Tibet and Nepal, north of India They include many of the world’s highest mountains (notably Everest and K2).

The Atacama Desert in Chile in South America is 1,000

kilometres long, and stretches along the coast of the Pacific Ocean, to the west of the Andes mountains It’s the driest non-polar desert in the world.

ANSWERS

1 nearly 30%

2 1978

3 to stop the desert growing towards the cities

4 about 66 billion

5 4,500 km

6 20

7 destroying homes and farms

8 about 15 km wide and 7,775 km long

Grammar articles

7

• Read the examples in the grammar box with the class

Then ask students to complete the rules Let students

compare answers in pairs before checking with the class

(see Grammar note below)

ANSWERS

a a/an; the b the c no article

Grammar note

Articles are often difficult for students because the rules

of use are different in L1 Some languages (Russian and

Japanese, for example) simply don’t use them Other

languages (French and German, for example) use them

very differently (e.g Romance languages use their word

for the a lot more than in English) Ask your students to

look at the rules and examples above and say which ones

are the same or different in their language Tell them to

concentrate on practising the uses that are different.

Refer students to page 164 for further information and

practice

ANSWERS TO GRAMMAR SUMMARY EXERCISES

4

1 the 2 – 3 an, The 4 the 5 – 6 the

5

1 an 2 – 3 the 4 the 5 the 6 – 7 the

8 a 9 the

6

1 a 2 – 3 – 4 the 5 a 6 The 7 the 8 –

8

• Ask students to look at the title of the two texts Ask:

What are ice towers and fog collectors? Elicit ideas Then

ask students to read the text quickly to find out what

ice towers are (= frozen fountains that melt to provide

water) and what fog collectors are (= nets that catch fog

which becomes water)

• Ask students to read the text again and choose a, an, the

or – (no article) Let students compare answers in pairs

before checking with the class In feedback, ask students

to explain why they have chosen a, an, the or – each time

(see Grammar note below)

Learning

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89 5b Managing the environment

• Optional step Students could make up their own

questions It depends on how confident your students are about thinking up their own questions

• As students prepare, monitor and help students with ideas and vocabulary

exAmple Answers

Here are some possible questions:

Pair A: Where in London does Queen Elizabeth II live?

(Buckingham Palace) Which city in the United Arab Emirates has the world’s highest building? (Dubai) What Pacific island has big stone heads? (Easter Island) Which monument in Egypt has a big face with no nose?

(the Sphinx) What is the world’s most popular social networking site? (Facebook)

Pair B: Which star do the Earth, Mars and Jupiter go round? (the Sun) What is the most famous ancient monument in China? (the Great Wall of China) What

is the longest mountain range in South America? (The Andes) What is the social messaging site that uses tweets?

(Twitter) What is the largest lake in South America? (Lake Titicaca)

13

• Pairs take turns to ask their questions in their groups of four Monitor and check students' use of articles while they are speaking At the end, find out which pair in each group got the most answers correct

• You could provide feedback on how accurately students used articles when doing this activity

Extra activity

Write the following topics on the board in a list: FAMILY,

WORK, SCHOOL, HOBBY

Organize the class into groups of four (or keep them in their groups from the previous exercise) Tell students that each person must try to talk for one minute about one of the topics without making a mistake with articles

The other students must listen and say STOP if they hear a mistake If a student speaks for one minute, he or she gets two points If a student says STOP, and can say what the mistake with articles is, they get one point

One student in each group volunteers to start, chooses

a topic, and starts talking Somebody else in the group must use their watch or phone to time the minute As they speak, other students listen very carefully to see if they can hear any errors with articles.

Pronunciation /ð ə/ or /ði:/

• Play the recording Ask students to listen and notice the

two different pronunciations of the word the.

b [39] ★ CPT extra! Pronunciation activity [before Ex 9b]

• Play the recording Ask students to circle /ðə/ or /ði:/

for each item Let students compare answers in pairs

before checking with the class

• Play the recording again for students to listen and

repeat

Answers

1 / ðə/ 2 /ði:/ 3 /ðə/ 4 /ðə/ 5 /ði:/ 6 /ðə/ 7 /ði:/

10

• Ask students to complete the quiz Let them compare

answers in pairs before checking with the class In

feedback, ask students to explain why they have chosen

a, an or the.

• Once you have checked the use of articles, get students

to do the quiz Don’t check answers at this stage

Answers

1 a (mentioned for the first time), – (countries)

2 The (unique), the (see Grammar note below)

3 a (mentioned for the first time), the (unique)

4 a (mentioned for the first time)

5 The (name of an ocean), the, the (superlatives)

Grammar note

Most countries don’t take an article However, there are

exceptions These are island states (the Seychelles, the

Turks and Caicos, the Philippines) which are composed

of more than one island, or countries made of ‘united’

countries, states or emirates: the USA (United States), the

UK (United Kingdom), the UAE (the United Arab Emirates).

11

• Ask students to check their answers on page 155 of the

Student’s Book Go through the answers as a class and

find out who got all the answers correct

Answers

See page 155 of the Student’s Book.

Writing and speaking my life

12

• Organize the class into groups of four Ask each group

to split into two pairs, and decide which pair is A, and

which B

• Ask students to work together to produce five more

quiz questions They should turn to the relevant page

at the back of the book for prompts (Pair A to page 153

and Pair B to page 154)

Learning

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Critical thinking close reading

4

• Explain that students are going to look at sentences about the article and decide if they are true, false or if the information isn’t given (see Teacher development below)

• Read the three options (A–C) with the class Then ask students to read the sentences and choose the correct option for each Let students compare answers in pairs before checking with the class

Answers

1 B (The information is in the text: … there’s a big

difference It’s made of twelve thousand five hundred re-used plastic bottles.)

2 B (The information is in the text: humans throw away

four out of every five plastic bottles they use.)

3 A (The information is in the text: around one million

seabirds die every year from plastic pollution.)

4 B (The information is in the text: The boat uses

renewable energy such as wind power and solar energy.)

5 C (The information isn’t in the text: It says The crew

can make meals with vegetables but it doesn’t say

whether they only use vegetables or not.)

6 C (The information isn’t in the text: It is a huge area

but it doesn’t say whether it’s getting bigger or not.)

7 C (The information isn’t in the text: The whole journey

took one hundred and twenty nine days but it

doesn’t say if that was longer than planned.)

8 A (The information is in the text: … he is planning to

sail it again one day.)

Teacher development

Close reading

Many exams ask students to read a text and say whether something is True, False or Not Given Consequently, developing your students’ ability to look closely at a text and find evidence for a statement is a useful skill Here is a procedure to follow:

1 Ask students to look at the first sentence, The Plastiki is

made of the same material as other boats Ask them to

say, without reading again, whether they think it’s true, false or not given.

2 Ask students to look at the text and find evidence for

their view The answer is ‘False’ and the evidence in the

text is: ‘… there’s a big difference It’s made of twelve

thousand five hundred re-used plastic bottles.’

3 Tell students to follow steps 1 and 2 for each of the

statements in the exercise It’s a good idea to get students to work in pairs to do this activity They discuss what they think is the answer, read to find evidence, then share with a partner Encourage students to really think about where in the text the evidence is provided.

• reading: the Plastiki

• critical thinking: close reading

• word focus: take

• speaking: changing behaviour

Reading

1 ★CPT extra! Grammar activity [before Ex 1]

• Ask students to read the words You may need to check

recycle (= use things like paper, bottles, etc again)

• Ask students to say what the article is about You could

ask students to discuss this in open class or in pairs

Answers

Students’ own answers Note that the answer is in the text

that follows.

• Ask students to read the article and check their ideas

Let students compare answers in pairs before checking

with the class

• Optional step The reading text is recorded You could

play the recording and ask students to read and listen

Answers

The article is about a boat called the Plastiki made of

recycled plastic bottles The Plastiki sailed across the Pacific

Ocean from San Francisco to Sydney

The Plastiki left San Francisco in March 2010 and arrived in

Sydney in Australia in July of the same year.

The Plastiki is a jokey name, derived from plastic and the

name of a famous sailing vessel called the Kon-Tiki In a

famous expedition, in 1947, led by Norwegian explorer

and writer Thor Heyerdahl, the Kon-Tiki, a raft, sailed

across the Pacific Ocean from South America to the

Polynesian islands.

3 ★CPT extra! Listening activity [after Ex 3]

• Read the fact file with the class Check crew (= the

people who work on a boat) and knots (= the way speed

is measured at sea – ten knots is about 18.5 kilometres

per hour) Note that knots (pronounced /nɒts/ – the k is

silent) is in the glossary

• Ask students to read the article again and complete the

fact file Let students compare their answers in pairs

Answers

1 6 2 12,500 3 18 4 6 5 12,000 kg 6 5

7 15,372 8 129

Learning

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91 5c A boat made of bottles

exAmple Answers

1 Yes, things like this get a lot of attention and make people talk about the topic, so some people might change their behaviour.

Or No, people that aren’t interested in the environment won’t change their behaviour because they don’t want to.

2 Example answer: In my country the government and police do a lot to stop people driving too fast

3 Example answer: There are speed cameras everywhere and sometimes the police stop drivers who are driving too fast They fine them and give them penalty points

on their licence Sometimes there are films on the TV to show how dangerous it is to drive fast.

Word focus take

5

• Ask students to find and underline the five expressions

with take (see Vocabulary note below)

• Ask students to work in pairs to match the phrases they

underlined with the categories Elicit the first answer to

get students started Check answers with the class

Answers

1 took the special boat through (line 43)

2 take a shower (line 37)

3 took one hundred and twenty-nine days (line 53)

4 take a break from work (line 34), take care (line 51)

Vocabulary note

take … through = here, move, drive or guide (a vehicle or

vessel) through a difficult place (e.g a narrow entrance)

take a shower = have a shower – the use of take here is

closer to ‘do an activity’ – we can also say take a walk, take

a bath, take exercise

take 129 / a few days = if something takes a few days then

you need this particular amount of time to do it

take care = be careful

take a break = stop doing something for a short time

6

• Ask students to complete the sentences individually Let

them compare answers in pairs before checking with

the class

Answers

1 take a plane 2 took many days 3 take a break

4 take care 5 take time

Extra activity

Ask students to look at the expressions with take below

and say what they mean (shown in brackets):

take a photo (= to photograph)

take a seat (= to sit down)

take the lift (= to go up in the lift)

take off your clothes (= to undress)

take after your dad (= to have a similar appearance

or personality)

Ask students to share any other expressions they know

with take.

Speaking my life

7

• Organize the class into groups of four or five

• Read the questions with the class and check the

meaning of any unfamiliar words, e.g attitude (= what

you think and feel about something) and behaviour (=

the way you act or do things)

• Ask students to discuss the questions In feedback, ask

groups for their extra ideas and decide which ideas are

the best

Learning

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Audioscript [41]

v = recorded voice, c = Customer care assistant, j = Jane

v: Thank you for calling Teco Art dot com Your call

is important to us For information about our latest products, press one For orders, press two For problems with your order, press three … All our customer service assistants are busy We apologize for the delay Your call is important to us One of our customer service assistants will be with you as soon as possible

c: Good morning Can I help you?

j: Hi, I’m calling about an order for a Computer Circuit Board Clock from your website but I received an email saying I have to wait seven more days

c: One moment … Do you have the order number?

j: Yes, it’s 8-0-5-3-1-A

c: Is that A as in alpha?

j: That’s right

c: Is that Ms Jane Powell of 90 North Lane?

j: Yes, it is

c: Hmm Can I put you on hold for a moment?

j: Sure

c: Hello?

j: Yes, hello

c: I’m very sorry, but this product isn’t in stock at the moment We’ll have it in seven days

j: I already know that But it’s my husband’s birthday tomorrow

c: I see Well, would you like to order a similar clock? We have an Apple iPod one for thirty-five pounds

j: Hmm I really liked the one I ordered

c: Oh, I’m sorry about that Would you like to cancel the order?

j: Yes, I think so How does that work?

c: Well, we’ll refund the amount of thirty-nine pounds to your credit card

j: OK Thanks

c: And would you like confirmation by email?

j: Yes, please

c: Let me check Your email is J Powell at S-mail dot com

j: That’s right

c: Is there anything else I can help you with?

j: No, thanks That’s everything

c: OK Goodbye

j: Bye

• Ask students to read the expressions for phoning about

an order Check the meaning of any unknown words,

e.g put someone on hold (= make them wait on the phone), order something (= buy something and wait for the delivery), cancel the order (= stop the order, because you don’t want it), a refund (= money you get back),

confirmation by email (= an email that officially says you

have bought or ordered something)

• reading: a company website

• real life: phoning about an order

• pronunciation: sounding friendly

Reading

1

• Ask students to discuss the questions in open class or in

pairs Elicit ideas and experiences in feedback

exAmple Answers

Reasons for going shopping: get to see things and try them

on before buying; enjoyable activity you can do with friends;

get one-to-one service and advice from shop assistants

Reasons for shopping online: can do it without leaving

the house; saves time and energy; often cheaper; greater

variety and choice; easy to return and get a refund

In 2016, the Wall Street Journal reported that surveyed US

shoppers made 51% of their purchases on the web This is

the first time that American shoppers bought more things

online than from shops.

2

• Optional step Start by checking website (= a page on

the internet) and email order (= when you officially buy

something using an email) by asking students to say

what the two texts on the page are

• Ask students to read the website and email order,

and find answers to the questions Let them compare

answers in pairs Elicit answers in feedback

Answer

The customer ordered a clock, but it isn’t available, so she

will have to wait

Real life phoning about an order

• Explain that students are going to listen to the customer

from Exercise 2 phone customer services about her

order Give students time to read the questions

• Play the recording Students listen and answer the

questions Let them compare their answers in pairs

Answers

1 asks for the order number, checks customer’s name and

address, and later on her email address

2 Because it’s for her husband’s birthday.

3 £35

4 cancel the order and get a refund

5 confirmation of the refund

Learning

Trang 10

93 5e Emails about an order

• writing: emails

• writing skill: formal words

Writing emails

1

• Optional step Start by asking students when they last

wrote a formal email If any have, ask them why they wrote it, who they wrote to, and what happened as a result of the email

• Ask students to read the emails between a customer and a customer services assistant and put them in order

Let students compare answers in pairs before checking with the class

ANSWERS

1 B 2 E 3 D 4 A 5 C

Vocabulary note

Use the context of the sentences in the emails to check the following ‘retail and shopping’ words:

in stock = the shop or company has it in their shop or

warehouse

currently available = you can buy or pick it up now item = individual thing for sale

2 ★CPT extra! Writing activity [after Ex 2]

• Ask students to read the emails in Exercise 1 again and underline phrases and expressions that ask for something or give instructions Let students compare answers in pairs before checking with the class

Point out the position of please in the expressions (see

Vocabulary note below)

ANSWERS

Asking for something:

In order to provide you with the necessary assistance, could you please send the order number?

Giving instructions:

Please reply to confirm you still require this item; Please refund my money back to the credit card; please cancel the order and, as requested, send me my refund.

Vocabulary note

Note the polite use of please in this formal written language It’s used between you and the verb in the request: Could you please send …? It’s used before the imperative of the verb in instructions: Please reply to…

The use of please changes an order to a polite instruction.

• Play the recording again Students listen and tick the

sentences the customer service assistant uses Let

students compare their answers in pairs before checking

with the class

• Optional step Ask students to work in pairs to practise

the conversation in audioscript 41 on page 184 of the

Student’s Book

ANSWERS

Good morning Can I help you?

Can I put you on hold for a moment?

Is there anything else I can help you with?

Do you have the order number?

Would you like to order a similar clock?

Would you like to cancel the order?

Would you like confirmation by email?

Is that A as in alpha?

Let me check

Pronunciation sounding friendly

• Ask students to listen to the sentences and decide

whether the speaker is friendly or unfriendly Let

students compare answers in pairs before discussing as

a class (see Pronunciation note below)

ANSWERS

1 F 2 U 3 F 4 U 5 F 6 U

Pronunciation note

To sound friendly, a speaker uses a wide intonation The

flatter the intonation, the less interested and less friendly

a speaker sounds Note also that in questions and requests

the intonation rises at the end Show students how the

intonation starts high and rises at the end:

Can I help you?

b [43] ★ CPT extra! Pronunciation activity [before Ex 5b]

• Play the recording Ask students to listen to the

sentences Play the recording again, pausing after each

sentence for students to repeat

• Optional step Drill the sentences for pronunciation Ask

students to close their books Read three or four phrases

out and ask the class to repeat chorally and individually

6

• Organize the class into new pairs Ask students to

decide who is A, and who B

• Give students time to find their information on pages

153 and 154 and prepare what to say Tell them to think

of and mark phrases that they will have to say with a

wide intonation to sound friendly

• When students are ready, ask them to practise the

conversations

• As students speak, monitor their performance Correct

poor intonation and note down errors students make In

feedback, write errors on the board and ask students to

correct them

Learning

Tiêu đề	A2 B1 Teachers Book Unit 5
Trường học	Unknown
Chuyên ngành	English language teaching
Thể loại	Teachers book

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Số trang	14
Dung lượng	1,65 MB