3 Look at picture A and elicit sentences about the problem, e.g., There are too many people in the elevator. There isn’t enough space in the elevator. The elevator is very / too crowded. Ss work alone/in pairs. Give them 4 mins. to write as many sentences as possible about the other three pictures. Elicit/Check answers in feedback. Ss with the most correct sentences win.
Suggested Answers:
A There are too many people in the elevator. There isn’t enough space in the elevator. The elevator is too/very crowded.
B It’s too/very cold. The woman isn’t wearing enough clothes. There’s too much snow. Her clothes aren’t warm enough.
C There’s too much water in the bath. The bath is too/very full.
D The plant doesn’t have enough water. The dirt is too/very dry.
MULTI-WORD VERBS
4 Check the example. Ss then do the exercise in pairs, taking turns asking the questions. Elicit/Check answers in feedback.
Answers: 2 turned into 3 gave, back 4 took up 5 turned, down 6 took over
BUYING THINGS
5ADo an example. Give Ss 5 mins. to write out the
conversations and then compare answers in pairs. In feedback, check answers. To prepare Ss for Ex. 5B, elicit the main stress in each sentence. Also remind Ss of the pronunciation of the weak forms and word linking in Do you … ? and Can I … ? Drill selected sentences to illustrate this.
Answers:
1 A: Can I help you?
B: I’m just looking.
2 A: Can I help?
B: Do you sell gardening tools?
A: I’ll just check.
3 A: Are you looking for anything in particular?
B: Do you have one of these in red?
4 A: How is it?
B: It doesn’t fit. Do you have one of these in a bigger size?
A: I’ll take a look. Here you are.
B: Thanks. It fits OK.
5 A: Who’s next? Are you paying with cash or by credit card?
B: Credit card, please.
A: Can you just sign here, please?
6 A: Excuse me. Can I try this on?
B: Yes, certainly, sir.
A: Where’s the fitting room?
B: It’s on the left.
B Monitor while Ss practice the conversations to assess/help them with their pronunciation. Invite pairs to read them to the class. Do remedial pronunciation work with sentence stress, weak forms and linking if necessary.
Interviews and Worksheet How do you feel about shopping?
In this video, people describe what they like and don’t like about shopping, the best places to go shopping and what they’ve bought. The video also extends Ss’ vocabulary of stores and shopping.
LOOKBACK
Introduction
Lookback exercises are designed to provide you and your Ss with an informal assessment of the language and skills covered in the unit. However, you might want sometimes to make them into a more formal test. In this case, set aside a lesson for Ss to do all the exercises with no help from you or their books. Monitor the speaking activities and take notes on Ss’ performance (Ex. 1B, 2C, 5B). At the end of the lesson, check answers formally, awarding points where relevant (Ex. 1A, 2A, 3, 4, 5A). Assess Ss’ speaking skills from your notes and give them points out of 20 (five points each for fluency, accuracy, pronunciation and interaction).
MONEY
1ARead the first two lines of the poem with Ss. Ask: What is the poem about? Elicit Ss’ answers/predictions. Then elicit the two rhyming words at the end of each line ( thin / win). Tell Ss that rhyming words like these will help them complete the poem.
Give them 1–2 mins. to do this.
B Elicit/Check answers after Ss have compared them in pairs.
Then ask: What happened to Brenda Bones? Elicit answers for the whole story, e.g., First , she paid her bills. Then she … . After that she … . Check/Teach new language during this stage, e.g., super- size, hot air balloon , crash. (Cameroon is in central/west Africa.) Read the poem aloud with Ss to give them confidence. Do this twice or more if necessary. They then practice reading it in pairs, saying alternate lines. Monitor and prompt them to correct mistakes with their pronunciation. In feedback, invite Ss to read the poem to the class. Ask: What did Brenda learn? Do you agree?
Answers: 1 bills 2 invest 3 lent 4 cash 5 borrowed 6 coins 7 tips 8 earn
RELATIVE CLAUSES
2AGive Ss 3–4 mins. to write the complete sentences and compare them. Monitor and note problems with relative clauses for feedback. Check answers.
Answers:
2 Pasta is the food that I eat most often.
3 My mother is the person who has helped me the most.
4 The town where I grew up is really beautiful.
5 My brother and sister are the only people who understand me.
6 The restaurant where I usually have lunch is expensive.
B Elicit one or two examples, e.g., Saturday is the day of the week that I like best. Monday is the day of the week that I hate most. Then give Ss 3–4 mins. to rewrite the sentences. Monitor to provide support and encourage Ss to self-correct.
C Check the example conversation. Ss then work in pairs and compare and respond to each other’s statements in the same way.
Monitor and take notes for feedback or assessment. In feedback, call on Ss to say their sentences/respond in open pairs. Give feedback as needed.
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9.1 TEACHER’S NOTES
6A Do an example. Ss complete the exercise alone and then compare answers in pairs. Tell them that more than one answer is possible in two sentences.
Answers: 1 the greenest 2 warmer than 3 the nicest 4 healthier than 5 the farthest 6 bigger than 7 less friendly/friendlier than 8 the most/least polluted
B Ss prepare their answers before they work in pairs. Monitor and note how well they use comparative/superlative forms.
Discuss Ss’ answers and give feedback on persistent mistakes.
SPEAKING
7A Read/Check the survey with Ss and elicit one or two answers to the question in the instructions. While Ss work, monitor and check the accuracy of Ss’ questions before Ex. 7B.
Suggested Answers: Do you plant trees/turn off lights and electrical appliances/take showers, not baths/reuse plastic bags?
B First, Ss should write down their own answers to the questions. Monitor and support Ss with language they need during this stage. They then take turns answering/discussing each question and noting the yes / no answers. Take notes on good use of comparatives/superlatives and mistakes. Each group reports the results of their survey back to the class. Find out who the “greenest” group/person is and why. Finally, give feedback on Ss’ performance as needed.
WRITING SIMILAR SOUNDING WORDS 8A Do question 1 as an example and ask: Why do people often spell these words incorrectly? (because they sound the same) Then elicit the difference in meaning between you’re and your. Ss then do the exercise alone and compare answers in pairs. In feedback, check answers and elicit other words Ss know that have the same sound but a different meaning (homophones).
Answers: 1 your 2 wear 3 two 4 write 5 see 6 their B Give Ss 1 min. to read the text and ask: What does the writer do to protect the environment? Ss then underline and correct the six mistakes. After checking answers, tell Ss to check their written work for mistakes before they give it to you.
Answers:
I think everyone should recycle. I’ve done this since I was a child, and it’s not diffi cult. Children need to be educated about the write right way to look after the world we live in. I use a bicycle to get to work every day, and I get very angry when I sea see people use a car to drive around the corner to the store. Their There are lots of small things we can do to help the environment, like turning off the TV when your you’re not watching it, using plastic bags for you’re your garbage, and recycling, two too .
C Ss work alone/in pairs to choose the topic they want to write about. Give them 10 mins. to write their comment in 70–100 words. Monitor and support them with language where necessary. In feedback, Ss can work in groups and read out their comments or read them to the class. Alternatively, they can put them on the class blog for other Ss to respond to.
Homework Ideas
• Ex. 8C: Ss write a fi nal draft of their comment or write a comment about a different topic from Ex. 7A.
• Language Bank 9.1 Ex. A–B, p. 145
• Workbook Ex. 1–8, pp. 51–52
around / garbage, trash round / rubbish B
B
do to protect the environment?
the six mistakes. After checking answers, tell Ss to check their
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9.1 TEACHER’S NOTES
LISTENING
2A Ask Ss to look at the photos and give them 2 mins. to discuss what’s happening in pairs or small groups. Elicit answers in feedback, but do not confi rm them yet. Ss will check them in Ex. 2B.
B Ss listen to the program and check their answers to Ex. 2A.
Answers:
1 In photo A, people are building a school out of plastic bottles.
2 In photo B, people are generating energy for the nightclub by dancing on a special dance fl oor.
3 Photo C shows people in the Seoul River Park, which used to be a highway.
C Ss discuss the question in pairs. Play the recording again if necessary. Elicit answers in feedback and any other details Ss remember about the program.
3A Ss read the summary. If you have a map of the world, show the places mentioned in the summary. Ss underline the four mistakes and compare their answers in pairs. Do not confi rm answers yet. Ss will check them in Ex. 3B.
B Play the recording again, pausing at each mistake to elicit the correct answer (in bold in the audio script below).
Answers:
The Hug it Forward project uses plastic bottles to build schools.
Club Surya is in London . The dancers produce 60 percent of the energy the nightclub uses.
Dr. Kee Hwang’s idea was to take down the main highway to reveal the river below.
C Ss discuss the questions in groups. Elicit their opinions and reasons in feedback.
Unit 9 Recording S9.1
Hi, and welcome to Green Ideas . Now, the problem with some of the traditional ways of saving the environment is that they can be really boring. So, today we’re looking at ideas for protecting the environment that are a bit different, and we think they sound fun.
Our fi rst project is called Hug it Forward. This great project started in Guatemala, where communities decided to work together to build schools out of old plastic bottles . In the fi rst project, over 1,800 kids from the region fi lled 10,000 plastic bottles with bits of plastic, food wrappers and other garbage found on the streets. They then used the bottles as bricks to help build a school. By the time they had fi nished, they had a new school, and the area was a lot cleaner, too! Now the idea is spreading, and, around the world, more communities are using the bottle school technology to build their own schools. What a fantastic idea!
And here’s an idea for those of you who enjoy going out clubbing.
The Surya nightclub in London was one of the fi rst eco-friendly nightclubs in the U.K. The club has a special dance fl oor that uses the movement people make when they dance to generate energy. The dancers manage to produce 60 percent of the energy that the club uses for light and music. The owner of the eco-club had another great idea. If you walk or cycle to the club, rather than using a car or public transportation, you get free entry. I love it.
And our fi nal idea for today is the story of the Seoul River Park. It’s getting more and more diffi cult to fi nd green spaces in cities, so, when Dr. Kee Hwang had a “crazy” idea to take down the city’s main highway and uncover the river that fl owed below to make a green park, most people thought he was crazy. They told him that his idea would create traffi c chaos and would be a disaster for the area. But Dr. Hwang went ahead with the project and created the 5.8 kilometer green river park. It’s a place where the residents of Seoul can walk, relax and really enjoy the city. And do you know what? People are happier, and there’s a lot less traffi c chaos than before! It just shows that sometimes even the craziest ideas can work.
GRAMMAR COMPARATIVES/SUPERLATIVES Watch out!
The short/long comparative and superlative forms in English often cause problems for Ss because their L1 probably won’t make this distinction. Ss tend to mix up the forms, e.g., The most bigger problems are because of climate change. It is therefore very important to highlight form clearly and give Ss adequate spoken and written practice in full sentences . Monitor and correct errors consistently to prevent fossilization.
4A Ss should be familiar with the basic comparative/superlative forms, so give them 1–2 mins. to read the sentences, complete the rules and compare their answers in pairs. Check answers in the rules, referring to sentences 1–5. With weaker classes , read the sentences and rules with Ss and elicit other examples, e.g., shorter , bigger , friendlier , more important , more / less time.
Answers:
short adjectives: - er , - ier longer adjectives: more , more , less
B Follow the same procedure as in Ex. 4A for the superlative form.
Answers:
short adjectives: - est longer adjectives: most
w LANGUAGEBANK 9.1 pp. 144–145 Read/Check the tables and notes with Ss, especially the irregular forms and use of as … as . Ss can refer to the tables when they do Ex. A/B. (NB: CVC = consonant-vowel-consonant )
Answers:
A 2 longer, than 3 noisier 4 more interesting than 5 more expensive than 6 more dangerous than 7 hotter than 8 more exciting than 9 less cold B 2 You’re the best friend I’ve ever had.
3 That’s the most boring movie I’ve ever seen.
4 This is the shortest day of the year.
5 That’s the longest run I’ve ever done.
6 This is the oldest building I’ve ever seen.
7 That’s the hardest job I’ve ever done.
5A Check the rules for the examples in the table. Ss then complete it and compare answers in pairs. Do not confi rm answers yet. Ss will check them in Ex. 5B.
B Ss listen and check their answers. Check the form/spelling of the answers using the rules in Ex. 4.
Answers: higher, the highest; healthier, the healthiest;
more diffi cult, the most diffi cult
C Play the recording twice. Ss listen and underline the main stress. Check answers and highlight the unstressed than in sentences 2–4. Ss listen again and repeat chorally/individually.
Prompt self- or peer correction of pronunciation mistakes.
Answers:
2 It’s ho tter than I ex pec ted.
3 The food is cheap er than at home . 4 It’s more dan gerous than I thought .
S9.2
S9.3 S9.1
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107
9.1 TEACHER’S NOTES
6A Do an example. Ss complete the exercise alone and then compare answers in pairs. Tell them that more than one answer is possible in two sentences.
Answers: 1 the greenest 2 warmer than 3 the nicest 4 healthier than 5 the farthest 6 bigger than 7 less friendly/friendlier than 8 the most/least polluted
B Ss prepare their answers before they work in pairs. Monitor and note how well they use comparative/superlative forms.
Discuss Ss’ answers and give feedback on persistent mistakes.
SPEAKING
7A Read/Check the survey with Ss and elicit one or two answers to the question in the instructions. While Ss work, monitor and check the accuracy of Ss’ questions before Ex. 7B.
Suggested Answers: Do you plant trees/turn off lights and electrical appliances/take showers, not baths/reuse plastic bags?
B First, Ss should write down their own answers to the questions. Monitor and support Ss with language they need during this stage. They then take turns answering/discussing each question and noting the yes / no answers. Take notes on good use of comparatives/superlatives and mistakes. Each group reports the results of their survey back to the class. Find out who the “greenest” group/person is and why. Finally, give feedback on Ss’ performance as needed.
WRITING SIMILAR SOUNDING WORDS 8A Do question 1 as an example and ask: Why do people often spell these words incorrectly? (because they sound the same) Then elicit the difference in meaning between you’re and your. Ss then do the exercise alone and compare answers in pairs. In feedback, check answers and elicit other words Ss know that have the same sound but a different meaning (homophones).
Answers: 1 your 2 wear 3 two 4 write 5 see 6 their B Give Ss 1 min. to read the text and ask: What does the writer do to protect the environment? Ss then underline and correct the six mistakes. After checking answers, tell Ss to check their written work for mistakes before they give it to you.
Answers:
I think everyone should recycle. I’ve done this since I was a child, and it’s not diffi cult. Children need to be educated about the write right way to look after the world we live in. I use a bicycle to get to work every day, and I get very angry when I sea see people use a car to drive around the corner to the store. Their There are lots of small things we can do to help the environment, like turning off the TV when your you’re not watching it, using plastic bags for you’re your garbage, and recycling, two too .
C Ss work alone/in pairs to choose the topic they want to write about. Give them 10 mins. to write their comment in 70–100 words. Monitor and support them with language where necessary. In feedback, Ss can work in groups and read out their comments or read them to the class. Alternatively, they can put them on the class blog for other Ss to respond to.
Homework Ideas
• Ex. 8C: Ss write a fi nal draft of their comment or write a comment about a different topic from Ex. 7A.
• Language Bank 9.1 Ex. A–B, p. 145
• Workbook Ex. 1–8, pp. 51–52
around / garbage, trash round / rubbish B
B
do to protect the environment?
the six mistakes. After checking answers, tell Ss to check their
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106
9.1 TEACHER’S NOTES
LISTENING
2A Ask Ss to look at the photos and give them 2 mins. to discuss what’s happening in pairs or small groups. Elicit answers in feedback, but do not confi rm them yet. Ss will check them in Ex. 2B.
B Ss listen to the program and check their answers to Ex. 2A.
Answers:
1 In photo A, people are building a school out of plastic bottles.
2 In photo B, people are generating energy for the nightclub by dancing on a special dance fl oor.
3 Photo C shows people in the Seoul River Park, which used to be a highway.
C Ss discuss the question in pairs. Play the recording again if necessary. Elicit answers in feedback and any other details Ss remember about the program.
3A Ss read the summary. If you have a map of the world, show the places mentioned in the summary. Ss underline the four mistakes and compare their answers in pairs. Do not confi rm answers yet. Ss will check them in Ex. 3B.
B Play the recording again, pausing at each mistake to elicit the correct answer (in bold in the audio script below).
Answers:
The Hug it Forward project uses plastic bottles to build schools.
Club Surya is in London . The dancers produce 60 percent of the energy the nightclub uses.
Dr. Kee Hwang’s idea was to take down the main highway to reveal the river below.
C Ss discuss the questions in groups. Elicit their opinions and reasons in feedback.
Unit 9 Recording S9.1
Hi, and welcome to Green Ideas . Now, the problem with some of the traditional ways of saving the environment is that they can be really boring. So, today we’re looking at ideas for protecting the environment that are a bit different, and we think they sound fun.
Our fi rst project is called Hug it Forward. This great project started in Guatemala, where communities decided to work together to build schools out of old plastic bottles . In the fi rst project, over 1,800 kids from the region fi lled 10,000 plastic bottles with bits of plastic, food wrappers and other garbage found on the streets. They then used the bottles as bricks to help build a school. By the time they had fi nished, they had a new school, and the area was a lot cleaner, too! Now the idea is spreading, and, around the world, more communities are using the bottle school technology to build their own schools. What a fantastic idea!
And here’s an idea for those of you who enjoy going out clubbing.
The Surya nightclub in London was one of the fi rst eco-friendly nightclubs in the U.K. The club has a special dance fl oor that uses the movement people make when they dance to generate energy. The dancers manage to produce 60 percent of the energy that the club uses for light and music. The owner of the eco-club had another great idea. If you walk or cycle to the club, rather than using a car or public transportation, you get free entry. I love it.
And our fi nal idea for today is the story of the Seoul River Park. It’s getting more and more diffi cult to fi nd green spaces in cities, so, when Dr. Kee Hwang had a “crazy” idea to take down the city’s main highway and uncover the river that fl owed below to make a green park, most people thought he was crazy. They told him that his idea would create traffi c chaos and would be a disaster for the area. But Dr. Hwang went ahead with the project and created the 5.8 kilometer green river park. It’s a place where the residents of Seoul can walk, relax and really enjoy the city. And do you know what? People are happier, and there’s a lot less traffi c chaos than before! It just shows that sometimes even the craziest ideas can work.
GRAMMAR COMPARATIVES/SUPERLATIVES Watch out!
The short/long comparative and superlative forms in English often cause problems for Ss because their L1 probably won’t make this distinction. Ss tend to mix up the forms, e.g., The most bigger problems are because of climate change. It is therefore very important to highlight form clearly and give Ss adequate spoken and written practice in full sentences . Monitor and correct errors consistently to prevent fossilization.
4A Ss should be familiar with the basic comparative/superlative forms, so give them 1–2 mins. to read the sentences, complete the rules and compare their answers in pairs. Check answers in the rules, referring to sentences 1–5. With weaker classes , read the sentences and rules with Ss and elicit other examples, e.g., shorter , bigger , friendlier , more important , more / less time.
Answers:
short adjectives: - er , - ier longer adjectives: more , more , less
B Follow the same procedure as in Ex. 4A for the superlative form.
Answers:
short adjectives: - est longer adjectives: most
w LANGUAGEBANK 9.1 pp. 144–145 Read/Check the tables and notes with Ss, especially the irregular forms and use of as … as . Ss can refer to the tables when they do Ex. A/B. (NB: CVC = consonant-vowel-consonant )
Answers:
A 2 longer, than 3 noisier 4 more interesting than 5 more expensive than 6 more dangerous than 7 hotter than 8 more exciting than 9 less cold B 2 You’re the best friend I’ve ever had.
3 That’s the most boring movie I’ve ever seen.
4 This is the shortest day of the year.
5 That’s the longest run I’ve ever done.
6 This is the oldest building I’ve ever seen.
7 That’s the hardest job I’ve ever done.
5A Check the rules for the examples in the table. Ss then complete it and compare answers in pairs. Do not confi rm answers yet. Ss will check them in Ex. 5B.
B Ss listen and check their answers. Check the form/spelling of the answers using the rules in Ex. 4.
Answers: higher, the highest; healthier, the healthiest;
more diffi cult, the most diffi cult
C Play the recording twice. Ss listen and underline the main stress. Check answers and highlight the unstressed than in sentences 2–4. Ss listen again and repeat chorally/individually.
Prompt self- or peer correction of pronunciation mistakes.
Answers:
2 It’s ho tter than I ex pec ted.
3 The food is cheap er than at home . 4 It’s more dan gerous than I thought .
S9.2
S9.3 S9.1
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