Unit 5 The environment Opener 3 1
• Look at the highlighted expressions with the class.
★ CPT extra! Photo activity [before Ex. 1]
Point out that we use the -ing form after prepositions
• Optional step Start by checking the meaning of the
(e.g. after for). You could write the bare frames on
materials in the box. Point to objects in the classroom the board:
to elicit the materials (e.g. a plastic chair, a table made
of wood, a leather bag). Point out the strong stress
… is made of … You use it for … -ing…
(on the first syllable of all the words) and difficult
• Ask students to work in pairs to make similar sentences
pronunciations: cardboard /ˈkɑː(r)dˌbɔː(r)d/and wood
for the objects in the box. In feedback, ask some /wʊd/.
students to read out their sentences.
• Ask students to look at the photo and the caption. Ask
them to work in pairs to discuss the questions. Elicit exAmple Answers
opinions and answers from the class in feedback.
A mobile phone is made of metal and plastic. You use
it for phoning people, for sending text messages, for Answers searching the internet, etc.
A pen is made of plastic and metal. You use it for writing. Students’ own opinions
Scissors are made of metal. You use them for cutting He used wood and glass. things.
A tin can is made of metal. You use it for keeping food. 2 [35]
• Ask students to read the questions. Then play the
recording. Students listen and answer the questions. Let 4
them compare answers in pairs before checking with
• Give students three minutes to think of some objects Learning the class.
and prepare notes. Monitor and help with ideas and vocabulary. Answers
• Ask students to work in pairs and take turns to describe
1 wood, household appliances, glass bottles and guess the objects. 2 He built a house.
• As students speak, monitor and note errors that you
3 He wants us to think about the environment and how
could write on the board for students to correct in the
we recycle and reuse everyday objects. feedback stage. exAmple Answers Audioscript [35]
A tablet is made of metal, glass and plastic. You use it for
Every day we throw away objects such as wood, old going online.
household appliances, and glass bottles. But an artist from
A box is made of cardboard. You use it for holding, storing
Uruguay called Jaime built a house made from these types or carrying things.
of objects. The house is in Brazil and it has a bedroom, a
A knife is made of metal. You use it for cutting things.
kitchen, and a bathroom. There are shelves made from
trees and old wood and there’s lots of light. That’s because Extra activity
Jaime used coloured glass from bottles in the walls. When
people visit the house, Jaime wants them to think about
Ask students to write similar sentences for these electrical
devices. They will have to look up the meaning in
the environment and about how we recycle and reuse National Geographic dictionaries first: everyday objects.
A light switch (plastic / switch lights on and off) Background notes
A light bulb (glass and metal / provide light)
A plug (metal and plastic / connect machines to the
Called ‘Cabana Floripa’, the house was built by a electricity supply)
Uruguayan visual artist named Jaime from demolished
houses. The resourceful Uruguayan said he started
An extension lead (plastic, metal, rubber / connect
building it by intuition and to give a new life to old wood,
machines to the electricity supply when it’s far away)
glass bottles, ceramic tiles, broken mirrors and other
‘garbage’ he had found. Nowadays he rents it out on AirBnB. 84
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• Ask students to read the article and check the answers
they came up with in Exercise 3. Lesson at a glance
• Optional step The reading text is recorded. You could
• vocabulary: recycling
play the recording and ask students to read and listen • reading: e-rubbish
(see Teacher development below).
• grammar: quantifiers
• Ask students to compare answers in pairs. Elicit what
• speaking: your rubbish
students found out in feedback. Vocabulary recycling ANSWERS 1
E-rubbish (electronic rubbish) refers to the many
computers, TVs, laptops and phones we regularly throw
• Ask students to discuss the questions. You could ask away.
them to work in pairs or small groups first to estimate
The article says that people melt parts of the computers to
how much rubbish they use. Elicit answers in feedback
recycle the metal. The boy is probably collecting parts of (see Vocabulary note below).
the computers that have valuable metal in them. EXAMPLE ANSWERS Background information Students’ own answers
Ghana /ˈɡɑːnə/ is a country in West Africa, on the Atlantic coast. Vocabulary note
Point out how to say percentages. For example, 25% is Teacher development
pronounced twenty-five per cent (of). We can also use Learning
fractions: 25% = a quarter of; 50% = half of.
Techniques for exploiting the recording of a reading text
2 ★ CPT extra! Vocabulary activity [after Ex. 2]
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:
• Optional step Start by checking the meaning of the
• Ask students to listen to the text with books closed
objects (1–10) (see Vocabulary note below).
first before reading it. You could set a simple general
• Look at the examples with the class. Then ask students
understanding task (for example, the prediction task set
to work individually to match the remaining objects
in Exercises 3 and 4 in this lesson).
(3–10) with the types of rubbish in Exercise 1. Let them
• Ask students to listen and read while doing more
compare answers in pairs before checking with the class.
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 ANSWERS
the recording. Students listen and underline any
1 a 2 b, e 3 b 4 d 5 c, e 6 d 7 a, b, d, e
information they hear and read in the text which is 8 c 9 c 10 c, e
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. Vocabulary note
• Ask students to listen and read for pleasure after
they have completed all the tasks on a text. This is
aluminium foil = the metal aluminium prepared in thin
particularly useful when students have read a story, for
leaves with a thickness of less than 0.2 mm – commonly
example. It gives the students a chance to relax, and National Geographic used in cooking
to listen and read material that they now understand
You could show the meaning of the various containers here quite well.
(can, carton, box, jar, bottle) by using realia or drawing
them on the board, or using common examples (e.g. a 5
bottle of olive oil, a can of cola, a box of chocolates).
• Ask students to read the article again and answer the
questions. Let them compare their answers in pairs Reading
before checking with the class. 3 ANSWERS
• Ask students to look at the photos and discuss the
questions. You could do this in open class or get
1 different countries around the world
students to work in pairs first before eliciting ideas from 2 thousands of old computers the class. 3 to recycle the metal
4 It produces (dangerous) chemicals. ANSWERS 5 people’s health
Students’ own answers. The actual answers are in the
6 products which you can recycle safely and in the
article and in the answer key in the next exercise. country where they were made 5a Recycling 85
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Answers to GrAmmAr summAry exercises
Point out the explanation of melt and toxic in the glossary. 1 1 a much, b many Other difficult words:
out-of-date = not new or fashionable 2 a a little, b a few resell = sell again 3 a much, b many 4 a any, b Some Grammar quantifiers 2 1 a 2 b 3 b 4 c 5 a 6 b 7 c
6 ★ CPT extra! Topic quiz [after Ex. 5] 3
• Ask students to say whether the nouns are countable
1 a lot of 2 lots of 3 a few 4 many 5 a lot
or uncountable (see Grammar note below). You could 6 some 7 any
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. 8
• Note that the aim here is to revise countability before
• Ask students to work individually to choose the correct
introducing quantifiers. It’s expected that students
quantifiers. Let them compare answers with a partner
should already have studied this.
before checking with the class.
• In feedback, ask students to justify their answers with Answers
rules (see Grammar note above).
C: computer, bag, box, magazine
U: rubbish, plastic, paper, metal Answers
1 much 2 a few 3 much 4 a little 5 any 6 some 7 much 8 any 9 a lot of / some Grammar note Learning
Countable nouns can be counted (e.g. one computer, two
computers …). They can usually be made plural by adding Speaking my life
-s or -es. Uncountable nouns can’t be counted. Materials are usually uncountable. 9
• Ask students to adapt the sentences to make them true 7
for them. You could start them off by providing one or
• Ask students to look at the sentences in the grammar two true sentences about you.
box. Point out the quantifiers in bold.
• Look at the first sentence in Exercise 7 with the class. exAmple Answers
Then ask students to work individually to complete the
I don’t throw away any/much paper.
remaining sentences with quantifiers from the grammar
In my area, a lot of places have recycling bins.
box. Let students compare answers in pairs before
My college has a few recycling bins for paper. checking with the class.
A lot of people in my country think recycling is important. Answers
10 ★ CPT extra! Grammar activity [after Ex. 10]
1 some, a lot of 2 any 3 a few 4 a little
• Organize the class into new pairs to ask and answer 5 many 6 any, much
questions from the prompts. Tell students to note their
partner’s answers as they will use this information to National Geographic
present their findings to the class at the end. Grammar note
• As students speak, listen carefully and note how well
Contrast the following pairs of quantifiers so students can
students use quantifiers as they speak. Note down five
see which they should choose and when:
or six errors or examples of good language use as you
some / any: we use some in affirmative sentences and any
listen. At the end, after feedback on the task, write up
in negative sentences and questions.
the errors on the board and ask students to work in
much / many: we use much with uncountable nouns and pairs to correct them.
many with countable nouns when forming questions or
negative sentences (in affirmative statements we usually Extra activity use a lot of ).
You could turn this into a class survey. Each student
a little / a few: we use a little with uncountable nouns and
walks round the class and interviews as many students
a few with countable nouns (when saying there is only a
as they can in five minutes. Then they sit with a partner small amount or number).
and compare their information. They can then produce a
report based on the information they share.
Refer students to page 164 for further information and practice. 86 Unit 5 The environment
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5b Managing the environment 5
[37] ★ CPT extra! Photo activity [before Ex. 5]
• Optional step Ask students to look at the photo and say Lesson at a glance
what it shows. Use the opportunity to elicit desert and
get students to recognize the topic of the news report in
• vocabulary: results and figures
the listening: the problem of deserts growing.
• listening: environmental projects • grammar: articles
• Ask students to read the questions. Then play the
• pronunciation: /ðə/ or /ðiː/
recording. Students listen and answer the questions. Let
• writing and speaking: knowledge of the world
them compare answers in pairs before checking with the class.
Vocabulary results and figures Answers 1
1 the Arctic, Antarctica, the Gobi Desert, the Sahara
• Discuss the questions with your class and elicit ideas,
2 in China / from Senegal to Djibouti (in Africa) opinions and experiences. 3 a wall of trees Answers Students’ own answers Audioscript [37]
Nearly thirty per cent of the land on Earth is desert. While
2 ★ CPT extra! Vocabulary activity [after Ex. 2]
the ice in the two cold deserts of the Arctic and Antarctica
• Ask students to read the text quickly and answer the
is starting to melt, hot deserts such as the Gobi Desert and question.
the Sahara are getting bigger. Some countries are trying to stop them growing. Learning Answers
Take China, for example. People know about the Great good news
Wall of China, but China has another wall called The
Great Green Wall. In 1978 the Chinese started planting a 3
wall of trees to stop the Gobi Desert growing towards the
cities of northern China. Now the wall has about 66 billion
• Ask students to match the phrases in bold in the
trees and by 2050 it will be 4,500 kilometres long with
newspaper report with the exact information (a–e). Let about 100 billion trees.
students compare answers in pairs before checking with
the class (see Vocabulary note below).
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 Answers
way from Senegal to Djibouti. The new forest will stop the
a nearly half b about a hundred c over four days
desert destroying more homes and farms in the region.
d under a quarter e Exactly a year
Eventually, the forest will be about 15 kilometres wide and 7,775 kilometres long. Vocabulary note Background information
Most of these phrases use a word that approximates a
number. The exception is the word exactly which is used to
The Arctic and Antarctic are cold deserts because they get
say that a number is very specific (e.g. exactly 12.6%).
very little precipitation (rain or snow). They are also the
two largest deserts in the world.
about = approximatelyNational Geographic
The Sahara Desert covers much of northern Africa and is under = less/fewer than
the world’s largest ‘sand’ desert.
over = here, covering the period of (in other contexts it can mean ‘more than’)
The Gobi Desert covers much of central Asia and is a cold desert.
nearly = a little less than
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 4
cross the entire continent of Africa at its widest point.
• Ask students to work in pairs to ask and answer the
questions. As students speak, monitor and notice how 6 [37]
well they use the new phrases. Prompt students to
• Ask students to read the questions carefully. Point out correct the phrases.
that plant means put trees or flowers in the ground so they grow. exAmple Answers
• Play the recording again. Students listen and answer the
2 I spend nearly six hours a week shopping.
questions. Let them compare answers in pairs before
3 About two hundred thousand people live in my town.
checking with the class.
4 I spend under a quarter of my money on buying clothes.
5 I spend exactly 11 months of the year at work.
5b Managing the environment 87
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• Optional step There are some difficult words in this ANSWERS
text (see vocabulary notes below). You could ask 1 nearly 30%
students to say what they mean from context after 2 1978
completing and checking the grammar task.
3 to stop the desert growing towards the cities 4 about 66 billion ANSWERS 5 4,500 km
1 the 2 – 3 a 4 the 5 an 6 – 7 The 6 20 8 – 9 the 10 – 11 a 12 The 7 destroying homes and farms
8 about 15 km wide and 7,775 km long Grammar note 1 rule b: mountain range Grammar articles 2 rule c: in general 7
3 rule a: first time we mention something
• Read the examples in the grammar box with the class.
4 rule a: when we talk about it again
Then ask students to complete the rules. Let students
compare answers in pairs before checking with the class
5 rule a: first time we mention something (see Grammar note below).
6 rule c: people in general
7 rule b: name of a desert ANSWERS
8 rule c: name of a country a a/an; the b the c no article 9 rule b: unique place
10 rule c: something in general
11 rule a: first time we mention something Grammar note
12 rule a: when we talk about it again Learning
Articles are often difficult for students because the rules
You could point out that it would be possible to use the
of use are different in L1. Some languages (Russian and
with people and farmers in sentences 2 and 6. In that case,
Japanese, for example) simply don’t use them. Other
we would be referring to specific people (the people and
languages (French and German, for example) use them
farmers in this area) as opposed to people or farmers in
very differently (e.g. Romance languages use their word general.
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 Vocabulary note
concentrate on practising the uses that are different.
shortage = when there isn’t enough of something
Refer students to page 164 for further information and (e.g. water, food, oil, jobs) practice.
pipe = long, round tube for carrying water, oil, electrical wiring, etc.
ANSWERS TO GRAMMAR SUMMARY EXERCISES
to freeze = to turn into ice (from water) when the temperature goes below zero 4
1 the 2 – 3 an, The 4 the 5 – 6 the
to melt = to turn into water (from ice) when the temperature goes above zero 5
a net = a sheet with many holes in it (e.g. a fishing net, the
1 an 2 – 3 the 4 the 5 the 6 – 7 the net in a goal in football) 8 a 9 the
drops of water = small amounts of water in little balls that 6 National Geographic fall (e.g. raindrops)
1 a 2 – 3 – 4 the 5 a 6 The 7 the 8 – 8 Background information
• Ask students to look at the title of the two texts. Ask:
The Himalayan mountains (the Himalayas) are a range of
What are ice towers and fog collectors? Elicit ideas. Then
mountains in Tibet and Nepal, north of India. They include
ask students to read the text quickly to find out what
many of the world’s highest mountains (notably Everest
ice towers are (= frozen fountains that melt to provide and K2).
water) and what fog collectors are (= nets that catch fog
The Atacama Desert in Chile in South America is 1,000 which becomes water).
kilometres long, and stretches along the coast of the
Pacific Ocean, to the west of the Andes mountains. It’s the
• Ask students to read the text again and choose a, an, the
driest non-polar desert in the world.
or – (no article). Let students compare answers in pairs
before checking with the class. In feedback, ask students
to explain why they have chosen a, an, the or – each time (see Grammar note below). 88 Unit 5 The environment
SAMPLE COPY, NOT FOR DISTRIBUTION 85889_U5_ptg01_084-097.indd 88 15/11/18 7:55 AM Unit 5 the environment Pronunciation /ð
• Optional step Students could make up their own ə/ or /ði:/
questions. It depends on how confident your students 9a [38]
are about thinking up their own questions.
• Play the recording. Ask students to listen and notice the
• As students prepare, monitor and help students with
two different pronunciations of the word the. ideas and vocabulary. b
[39] ★ CPT extra! Pronunciation activity [before Ex. 9b]
• Play the recording. Ask students to circle /ðə/ or /ði:/ exAmple Answers
for each item. Let students compare answers in pairs
Here are some possible questions:
before checking with the class.
Pair A: Where in London does Queen Elizabeth II live?
• Play the recording again for students to listen and
(Buckingham Palace) Which city in the United Arab
Emirates has the world’s highest building? (Dubai) repeat.
What Pacific island has big stone heads? (Easter Island)
Which monument in Egypt has a big face with no nose? Answers
(the Sphinx) What is the world’s most popular social
1 /ðə/ 2 /ði:/ 3 /ðə/ 4 /ðə/ 5 /ði:/ 6 /ðə/ 7 /ði:/ networking site? (Facebook)
Pair B: Which star do the Earth, Mars and Jupiter go
round? (the Sun) What is the most famous ancient 10
monument in China? (the Great Wall of China) What
• Ask students to complete the quiz. Let them compare
is the longest mountain range in South America? (The
Andes) What is the social messaging site that uses tweets?
answers in pairs before checking with the class. In
(Twitter) What is the largest lake in South America? (Lake
feedback, ask students to explain why they have chosen Titicaca) 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. 13
• Pairs take turns to ask their questions in their groups of Learning Answers
four. Monitor and check students' use of articles while
1 a (mentioned for the first time), – (countries)
they are speaking. At the end, find out which pair in
each group got the most answers correct.
2 The (unique), the (see Grammar note below)
3 a (mentioned for the first time), the (unique)
• You could provide feedback on how accurately students
4 a (mentioned for the first time)
used articles when doing this activity.
5 The (name of an ocean), the, the (superlatives) Extra activity
Write the following topics on the board in a list: FAMILY, Grammar note WORK, SCHOOL, HOBBY
Most countries don’t take an article. However, there are
Organize the class into groups of four (or keep them in
exceptions. These are island states (the Seychelles, the
their groups from the previous exercise). Tell students
Turks and Caicos, the Philippines) which are composed
that each person must try to talk for one minute about
of more than one island, or countries made of ‘united’
one of the topics without making a mistake with articles.
countries, states or emirates: the USA (United States), the
The other students must listen and say STOP if they hear a
UK (United Kingdom), the UAE (the United Arab Emirates).
mistake. If a student speaks for one minute, he or she gets
two points. If a student says STOP, and can say what the 11
mistake with articles is, they get one point.
• Ask students to check their answers on page 155 of the
One student in each group volunteers to start, chooses
Student’s Book. Go through the answers as a class and
a topic, and starts talking. Somebody else in the group National Geographic
find out who got all the answers correct.
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. 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).
5b Managing the environment 89
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Critical thinking close reading
5c A boat made of bottles 4
• Explain that students are going to look at sentences Lesson at a glance
about the article and decide if they are true, false or if
the information isn’t given (see Teacher development
• reading: the Plastiki below).
• critical thinking: close reading
• word focus: take
• Read the three options (A–C) with the class. Then ask
• speaking: changing behaviour
students to read the sentences and choose the correct
option for each. Let students compare answers in pairs
before checking with the class. Reading
1 ★ CPT extra! Grammar activity [before Ex. 1] Answers
• Ask students to read the words. You may need to check
1 B (The information is in the text: … there’s a big
recycle (= use things like paper, bottles, etc. again).
difference. It’s made of twelve thousand five hundred
• Ask students to say what the article is about. You could
re-used plastic bottles.)
ask students to discuss this in open class or in pairs.
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 Answers
seabirds die every year from plastic pollution.)
Students’ own answers. Note that the answer is in the text
4 B (The information is in the text: The boat uses that follows.
renewable energy such as wind power and solar energy.) 2 [40]
5 C (The information isn’t in the text: It says The crew
• Ask students to read the article and check their ideas.
can make meals with vegetables but it doesn’t say Learning
whether they only use vegetables or not.)
Let students compare answers in pairs before checking with the class.
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.)
• Optional step The reading text is recorded. You could
7 C (The information isn’t in the text: The whole journey
play the recording and ask students to read and listen.
took one hundred and twenty nine days but it
doesn’t say if that was longer than planned.) Answers
8 A (The information is in the text: … he is planning to
The article is about a boat called the Plastiki made of sail it again one day.)
recycled plastic bottles. The Plastiki sailed across the Pacific
Ocean from San Francisco to Sydney. Teacher development Close reading Background information
Many exams ask students to read a text and say whether
The Plastiki left San Francisco in March 2010 and arrived in
something is True, False or Not Given. Consequently,
Sydney in Australia in July of the same year.
developing your students’ ability to look closely at a text
The Plastiki is a jokey name, derived from plastic and the
and find evidence for a statement is a useful skill. Here is a
name of a famous sailing vessel called the Kon-Tiki. In a procedure to follow:
famous expedition, in 1947, led by Norwegian explorer
1 Ask students to look at the first sentence, The Plastiki is
and writer Thor Heyerdahl, the Kon-Tiki, a raft, sailed
made of the same material as other boats. Ask them to
across the Pacific Ocean from South America to the
say, without reading again, whether they think it’s true, Polynesian islands. National Geographic false or not given.
2 Ask students to look at the text and find evidence for
3 ★ CPT extra! Listening activity [after Ex. 3]
their view. The answer is ‘False’ and the evidence in the
• Read the fact file with the class. Check crew (= the
text is: ‘… there’s a big difference. It’s made of twelve
people who work on a boat) and knots (= the way speed
thousand five hundred re-used plastic bottles.’
is measured at sea – ten knots is about 18.5 kilometres
3 Tell students to follow steps 1 and 2 for each of the
per hour). Note that knots (pronounced /nɒts/ – the k is
statements in the exercise. It’s a good idea to get silent) is in the glossary.
students to work in pairs to do this activity. They discuss
what they think is the answer, read to find evidence,
• Ask students to read the article again and complete the
then share with a partner. Encourage students to really
fact file. Let students compare their answers in pairs
think about where in the text the evidence is provided.
before checking with the class. Answers
1 6 2 12,500 3 18 4 6 5 12,000 kg 6 5 7 15,372 8 129 90 Unit 5 The environment
SAMPLE COPY, NOT FOR DISTRIBUTION 85889_U5_ptg01_084-097.indd 90 11/20/17 7:16 AM Unit 5 the environment Word focus take exAmple Answers 5 Students’ own answers
• Ask students to find and underline the five expressions
1 Yes, things like this get a lot of attention and make
with take (see Vocabulary note below).
people talk about the topic, so some people might
• Ask students to work in pairs to match the phrases they change their behaviour.
underlined with the categories. Elicit the first answer to
Or No, people that aren’t interested in the environment
get students started. Check answers with the class.
won’t change their behaviour because they don’t want to.
2 Example answer: In my country the government and Answers
police do a lot to stop people driving too fast.
1 took the special boat through (line 43)
3 Example answer: There are speed cameras everywhere 2 take a shower (line 37)
and sometimes the police stop drivers who are driving
3 took one hundred and twenty-nine days (line 53)
too fast. They fine them and give them penalty points
4 take a break from work (line 34), take care (line 51)
on their licence. Sometimes there are films on the TV to
show how dangerous it is to drive fast. 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 Learning 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) National Geographic
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.
5c A boat made of bottles 91
SAMPLE COPY, NOT FOR DISTRIBUTION 85889_U5_ptg01_084-097.indd 91 11/20/17 7:16 AM Unit 5 the environment Audioscript [41] 5d Online shopping
v = recorded voice, c = Customer care assistant, j = Jane
v: Thank you for calling Teco Art dot com. Your call Lesson at a glance
is important to us. For information about our latest
• reading: a company website
products, press one. For orders, press two. For problems
• real life: phoning about an order
with your order, press three. … All our customer service
• pronunciation: sounding friendly
assistants are busy. We apologize for the delay. Your
call is important to us. One of our customer service
assistants will be with you as soon as possible. Reading
c: Good morning. Can I help you? 1
j: Hi, I’m calling about an order for a Computer Circuit
• Ask students to discuss the questions in open class or in
Board Clock from your website but I received an email
pairs. Elicit ideas and experiences in feedback.
saying I have to wait seven more days.
c: One moment … Do you have the order number? exAmple Answers
j: Yes, it’s 8-0-5-3-1-A.
Reasons for going shopping: get to see things and try them
on before buying; enjoyable activity you can do with friends;
c: Is that A as in alpha?
get one-to-one service and advice from shop assistants j: That’s right.
Reasons for shopping online: can do it without leaving
c: Is that Ms Jane Powell of 90 North Lane?
the house; saves time and energy; often cheaper; greater
variety and choice; easy to return and get a refund j: Yes, it is.
c: Hmm. Can I put you on hold for a moment? Background information j: Sure. Learning c
In 2016, the Wall Street Journal reported that surveyed US : Hello?
shoppers made 51% of their purchases on the web. This is j: Yes, hello.
the first time that American shoppers bought more things
c: I’m very sorry, but this product isn’t in stock at the online than from shops.
moment. We’ll have it in seven days. j 2
: I already know that. But it’s my husband’s birthday tomorrow.
• Optional step Start by checking website (= a page on
the internet) and email order (= when you officially buy
c: I see. Well, would you like to order a similar clock? We
something using an email) by asking students to say
have an Apple iPod one for thirty-five pounds.
what the two texts on the page are.
j: Hmm. I really liked the one I ordered.
• Ask students to read the website and email order,
c: Oh, I’m sorry about that. Would you like to cancel the
and find answers to the questions. Let them compare order?
answers in pairs. Elicit answers in feedback.
j: Yes, I think so. How does that work?
c: Well, we’ll refund the amount of thirty-nine pounds to Answer your credit card.
The customer ordered a clock, but it isn’t available, so she j: OK. Thanks. will have to wait.
c: And would you like confirmation by email? j: Yes, please.
Real life phoning about an order National Geographic
c: Let me check. Your email is J Powell at S-mail dot com. 3 [41] j: That’s right.
• Explain that students are going to listen to the customer
c: Is there anything else I can help you with?
from Exercise 2 phone customer services about her j
order. Give students time to read the questions.
: No, thanks. That’s everything. c
• Play the recording. Students listen and answer the : OK. Goodbye.
questions. Let them compare their answers in pairs j: Bye.
before checking with the class. 4 [41]
• Ask students to read the expressions for phoning about Answers
an order. Check the meaning of any unknown words,
1 asks for the order number, checks customer’s name and
e.g. put someone on hold (= make them wait on the
address, and later on her email address
phone), order something (= buy something and wait for
2 Because it’s for her husband’s birthday.
the delivery), cancel the order (= stop the order, because 3 £35
you don’t want it), a refund (= money you get back),
4 cancel the order and get a refund
confirmation by email (= an email that officially says you 5 confirmation of the refund
have bought or ordered something). 92 Unit 5 The environment
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• Play the recording again. Students listen and tick the
sentences the customer service assistant uses. Let
5e Emails about an order
students compare their answers in pairs before checking with the class. Lesson at a glance
• Optional step Ask students to work in pairs to practise • writing: emails
the conversation in audioscript 41 on page 184 of the
• writing skill: formal words Student’s Book. ANSWERS Writing emails Good morning. Can I help you? 1
Can I put you on hold for a moment?
• Optional step Start by asking students when they last
Is there anything else I can help you with?
wrote a formal email. If any have, ask them why they Do you have the order number?
wrote it, who they wrote to, and what happened as a
Would you like to order a similar clock? result of the email.
Would you like to cancel the order?
• Ask students to read the emails between a customer
Would you like confirmation by email?
and a customer services assistant and put them in order. Is that A as in alpha?
Let students compare answers in pairs before checking Let me check. with the class. ANSWERS
Pronunciation sounding friendly 1 B 2 E 3 D 4 A 5 C 5a [42]
• Ask students to listen to the sentences and decide
whether the speaker is friendly or unfriendly. Let Vocabulary note Learning
students compare answers in pairs before discussing as
Use the context of the sentences in the emails to check the
a class (see Pronunciation note below).
following ‘retail and shopping’ words:
in stock = the shop or company has it in their shop or ANSWERS warehouse 1 F 2 U 3 F 4 U 5 F 6 U
currently available = you can buy or pick it up now
item = individual thing for sale Pronunciation note
2 ★ CPT extra! Writing activity [after Ex. 2]
To sound friendly, a speaker uses a wide intonation. The
• Ask students to read the emails in Exercise 1 again
flatter the intonation, the less interested and less friendly
and underline phrases and expressions that ask for
a speaker sounds. Note also that in questions and requests
something or give instructions. Let students compare
the intonation rises at the end. Show students how the
answers in pairs before checking with the class.
intonation starts high and rises at the end:
Point out the position of please in the expressions (see Can I help you? Vocabulary note below). b
[43] ★ CPT extra! Pronunciation activity [before Ex. 5b] ANSWERS
• Play the recording. Ask students to listen to the Asking for something:
sentences. Play the recording again, pausing after each
In order to provide you with the necessary assistance, National Geographic
sentence for students to repeat
could you please send the order number? Giving instructions:
• Optional step Drill the sentences for pronunciation. Ask
Please reply to confirm you still require this item; Please
students to close their books. Read three or four phrases
refund my money back to the credit card; please cancel
out and ask the class to repeat chorally and individually.
the order and, as requested, send me my refund. 6
• Organize the class into new pairs. Ask students to Vocabulary note decide who is A, and who B.
Note the polite use of please in this formal written
• Give students time to find their information on pages
language. It’s used between you and the verb in the
153 and 154 and prepare what to say. Tell them to think
request: Could you please send …? It’s used before the
of and mark phrases that they will have to say with a
imperative of the verb in instructions: Please reply to…
wide intonation to sound friendly.
The use of please changes an order to a polite instruction.
• When students are ready, ask them to practise the conversations.
• As students speak, monitor their performance. Correct
poor intonation and note down errors students make. In
feedback, write errors on the board and ask students to correct them.
5e Emails about an order 93
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Writing skill formal words EXAMPLE ANSWER 3a Dear Sir or Madam
• Look at the example and check that everyone
I recently ordered a printer online. I paid for delivery understands what to do.
within 24 hours. However, it has not arrived. Please refund
• Ask students to match the remaining formal verbs
the money back to my credit card.
in the email with the less formal verbs and phrases Yours sincerely
(2–9). Let them compare their answers in pairs before Jo Smith checking with the class. 5 ANSWERS
• Students exchange emails with a partner. Encourage
1 receive 2 be delighted 3 request/order 4 provide
students to comment on and correct each other’s work.
5 refund 6 provide assistance 7 apologize
In feedback, show or write up the example answer 8 inform 9 require
above and ask students to say how their email is different. b
• Optional step To help students comment on each
• Ask students to work in pairs to make the sentences
other’s work, provide clear guidance. For example,
formal. Elicit a possible answer to the first one as an
write up the following list of things to watch out for on
example. In feedback, elicit answers. You could ask
the board and ask students to restrict what they say to
different students to come to the board and write these areas: answers.
Does the email use formal vocabulary?
Does it use modal verbs 'could' and 'would'? ANSWERS
Does it avoid contractions? 1 I request a refund. Learning
How does it start and end?
2 I’m writing to inform you that the product was not delivered. Extra activity
3 Do you require any assistance?
4 Please provide your credit card details.
Ask students to imagine they are a supplier and to write
a return email to their partner. Students could write this
5 I apologize, but I am unable to offer you a refund. email for homework. Vocabulary note
Written language is made more formal in the following ways:
• The use of formal vocabulary – request instead of want,
inform instead of tell, offer instead of give, apologize instead of be sorry.
• The use of the modal verbs could and would.
• The use of the passive (the product was not delivered
is impersonal, and thus more formal than a sentence beginning with I).
• The avoidance of contractions, i.e. was not not wasn’t. 4 National Geographic
• Read the situation and elicit what information students
should include in the email (1 the reason you are
writing, 2 what has gone wrong, 3 what you want
done). Ask students to say how they might start and
end their email (e.g. Dear Sir or Madam / Yours faithfully
– when you are formal, distant and don’t know who
you are writing to; Dear Mr Smith / Yours sincerely or Best
regards – still formal, but you know who you are writing
to, and it’s friendlier). Remind students of the set
phrases and conventions used (see Exercise 3 answers
and the Vocabulary note above).
• Ask students to work individually to write their emails.
Monitor unobtrusively and help when necessary. 94 Unit 5 The environment
SAMPLE COPY, NOT FOR DISTRIBUTION 85889_U5_ptg01_084-097.indd 94 15/11/18 8:07 AM Unit 5 the environment Answer 5f Recycling Cairo
On the video, the water tank, satellite dish, goat, solar
panel and trash/garbage/rubbish are all things people in Before you watch Cairo keep on their rooftop. Key vocabulary
1 ★ CPT extra! Photo activity [before Ex. 1] Videoscript 5.1
• Optional step Ask students to describe the photo, using C = Thomas Taha Culhane
their own words, in as much detail as they can. (The
photo shows some of the words in this lesson, including
0.00–0.39 Down here on the streets of Cairo, it’s a
solar panel and water tank).
busy, noisy cosmopolitan city. But up here on the city’s
rooftops, it’s a quieter world. Egyptians use this space for
• Ask students to match the words with the photos. Point
water tanks, satellite dishes – even goats. And instead of
out that two words match the same photo. Let students
throwing away their rubbish, they re-use it. Cairo went
compare their answers in pairs. Use the feedback to green a long time ago. check key words.
0.40–0.55 One person who has helped to develop
• Optional step It’s a good idea to show the
recycling in Cairo is Thomas Taha Culhane. He’s been
pronunciation of these key words – students have to
helping some Egyptians build solar-powered water
hear them in continuous speech on the video. You could
heaters on their roofs. These heaters are partly made out
say the words and ask students to repeat. The strong of recycled rubbish
stress is on the first syllable of all the words. Note the
0.56–1.20 C People will come to this community and
difficult pronunciations: satellite /ˈsatəlaɪt/, solar /
look on the rooftops and say ‘Why is there so much trash
ˈsəʊlə/, garbage /ˈɡɑːbɪdʒ/.
on the roofs’. But if you talk to the home owners they’ll
say ‘What trash? I’m saving this for the future when I
can figure out a good way to use it.’ So there is no trash. Answers
And that is I think the message that inner city Cairo and Learning
1 water tank 2 goat 3 solar panel 4 satellite dish
the informal communities of Cairo have for the world. 5 garbage, trash 6 rooftop
Forget this idea that there’s garbage. One man’s garbage is another’s goldmine.
1.21–end The water heaters use Egypt’s great natural Vocabulary note resource. The sunshine.
water tank = a large round or square shaped container
C You’re good. You are good. You know what you are
with a hole at the top which collects and stores water. at? 39.9 degrees.
trash, rubbish, garbage = waste material that you throw
The solar panels heat up the water and this gives a family
away. Trash is US English and rubbish is British English. a lot of hot water.
Garbage tends to be used for food waste.
C This is a hand-made solar hot water system.
Refer students to the glossary on the page to check other
The system is made out of local recycled materials and key words.
garbage. It shows how cheaply you can make hot water
from renewable energy. The new heaters provide hot 2
water, and reduce energy costs. As Culhane says: ‘One
• Ask students to work in pairs to discuss the connection
man’s garbage is another man’s goldmine.’
between the words in Exercise 1. Elicit ideas in 4
[5.1] ★ CPT extra! Video activity [after Ex. 4]
feedback, but don’t confirm answers at this stage.
• Ask students to read the questions and check any
difficult words, e.g. narrator (= person telling the story), Answers
go green (= become environmentally positive) and National Geographic
The actual connection is on the video (see answers to
natural resource (= something like oil, gas or wood which Exercise 3 below). is found in a country).
• Play the video again. Students listen and answer the
questions. Let students compare answers in pairs before Background information checking with the class.
Cairo /ˈkaɪrəʊ/ is the capital and largest city of Egypt. It’s
also the largest city in the Middle East and the Arab world. Answers
Many sites of ancient Egypt, such as the famous Giza
pyramid complex and the ancient city of Memphis, are
1 The streets of Cairo are busy, noisy and cosmopolitan.
located in its geographical area.
2 The rooftops of Cairo are quieter (and have water
tanks, satellite dishes and goats on them).
3 Cairo started to ‘go green’ a long time ago. While you watch
4 He’s helping to build solar-powered water heaters on 3 [5.1] Egyptian roofs.
• Play the video. Ask students to watch and check their
5 Sunshine is Egypt’s great natural resource.
predictions. Let students compare answers with a 6 39.9 degrees.
partner before checking with the class. 7 They reduce energy costs. 5f Recycling Cairo 95
SAMPLE COPY, NOT FOR DISTRIBUTION 85889_U5_ptg01_084-097.indd 95 11/20/17 7:16 AM Unit 5 the environment After you watch exAmple Answer Vocabulary in context Here is a suggested summary: 5 [5.2]
People in Cairo use the rooftops for water tanks and
satellite dishes, and for keeping goats. Thomas Taha
• Explain that students are going to watch some clips
Culhane is helping some local people to build solar-
from the video which contain some new words and
powered water heaters on their roofs. They make the
phrases. They need to choose the correct meaning of
solar water heaters out of recycled rubbish. The new the words.
heaters provide hot water. Culhane thinks the solar
• Play the clips. When each multiple-choice question
heaters demonstrate that one man’s garbage is another
appears, pause the clip so that students can choose man’s goldmine.
the correct definition. You could let students compare
answers in pairs before discussing as a class. 7 [5.3]
• Optional step Play the video with no sound. Ask Answers
students to practise reading their summaries as it plays. 1 a 2 b 3 c 4 c 5 b
Tell them to mouth the words but not to speak aloud.
• Organize the class into pairs. Play the short clip.
Student A reads out their summary. Then play the Videoscript 5.2
recording again and ask Student B to read their
summary. At the end, ask students to provide feedback
1 … helped to develop recycling in Cairo ….
on how good their narrations were. a grow and change 8 b stop changing
• Discuss the question with the class. c introduce
2 The system is made out of local recycled materials … Learning Answer
a far away and from another region b
b near and from the area c the very best 9
3 … you can make hot water from renewable energy.
• There are a number of different ways of organizing this
a energy that is expensive activity.
b energy that will finish
1 You could elicit ideas in open class and build up a list on the board.
c energy that will never finish
2 You could ask students to work in groups to produce
4 The new heaters provide hot water …
a list before presenting their list to the class. a take
3 You could ask students to make a list in pairs, then b sell
put one pair with another to share and compare lists. c give
5 The new heaters … reduce energy costs. exAmple Answers a make bigger
A possible list: paper, batteries, clothes, cardboard, plastic,
light bulbs, old computers and mobile phones, glass b make smaller containers, cans, magazines c make the same 6 National Geographic
• Start by reading the phrases with the class and eliciting
ways of completing them. Point out that we need to use
-ing after for, an infinitive after to, and a clause after that.
• Ask students to write a short summary using the
phrases. Monitor and help as necessary.
• Let students compare their summaries with a partner.
Encourage them to suggest ways of improving or
correcting their partner’s summary. 96 Unit 5 The environment
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UNIT 5 Review and memory exAmple Answers
booster ★ CPT extra! Language games
1 box, furniture 2 tablet, digital camera
3 mirror, window 4 car, bicycle 5 poster, notebook 6 toys, food containers Memory Booster activities
Exercises 2, 4 and 6 are Memory Booster activities. For
more information about these activities and how they 5 benefit students, see page 10.
• Ask students to work individually to match the
percentages to the phrases. Let students compare
answers in pairs before checking with the class.
I can … tick boxes
As an alternative to students simply ticking the I can … Answers
boxes, you could ask them to give themselves a score from 1 about 80% 2 48% 3 40% 4 65%
1 to 4 (1 = not very confident; 4 = very confident) for each
language area. If students score 1 or 2 for a language
area, refer them to additional practice activities in the 6 ❯❯ MB
Workbook and Grammar summary exercises.
• Ask students to work individually to think about the
percentage of time they spend doing the activities. Grammar
• Ask students to work in pairs to compare their times. 1
Encourage them to use phrases rather than exact percentages.
• Ask students to work individually to choose the correct
options. Let students compare answers in pairs before checking with the class. Real life 7 Learning Answers
• Read the instructions with the class and check that
1 The 2 a few 3 – 4 the 5 much 6 a lot of
everyone understands what to do. Elicit the first few
lines of the conversation as a class as an example. 7 a little 8 any
• Ask students to work in pairs and decide who is A
and who is B. Pairs act out the conversation using the 2 ❯❯ MB
prompts. As students speak, monitor and notice any
• Ask students to work in pairs to look at the photos and
errors or examples of good language use you hear.
answer the questions. Check answers as a class. exAmple Answers Answers Suggested dialogue: 1 solar panel; wall of trees A: Hello. Can I help you?
2 to heat water and reduce energy costs; to stop the
B: Hi, I’m calling about an order for a clock. It hasn’t
desert growing towards the cities arrived.
A: Do you have the order number? B: Yes, it’s AG-100234L. Vocabulary A: Sorry, can you repeat that? 3 B: Yes, it’s AG-100234L.
• Ask students to work individually to match the objects
A: Let me check. Is that A as in alpha?
to the materials. Let students compare answers in pairs B: That’s correct. National Geographic
before checking with the class.
A: Sorry, we don’t have this product anymore. Would you like to change the order? Answers
B: No, thanks. I’d like a refund. 1 book
A: That’s fine. Would you like confirmation by email?
2 calculator, mobile phone, radio B: Yes, please. 3 bottle, jar, mobile phone
A: Is there anything else I can help you with? 4 can
B: No, thanks. That’s everything. Goodbye. 5 book, envelope, magazine
6 bottle, calculator, mobile phone, radio 8
• Students change roles and practise the conversation 4 ❯❯ MB again.
• Ask students to work in pairs to think of more objects
for each material. Elicit ideas as a class.
UNIT 5 Review and memory booster 97
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