be a conservationist - amazon simple storage service · students read the text titled land silently...

Our forests are important for many reasons. They

provide a home for plants and animals. They give us paper, fruit, nuts and wood. They absorb the carbon dioxide produced by cars and factories and help clean the air. They also filter and clean the water on the ground.

The world’s forests are disappearing very quickly—at the rate of one football pitch per minute! People cut down lots of trees to make space for cattle to graze and for farming. Also, they cut down too many trees for paper and wood products. Forest fires caused by humans destroy forests, too.

Every living thing on Earth contains water. A human

baby is 78% water! Without water, life cannot exist. Only 3% of all the water in the world is fresh water, which makes it very precious.

Every day the rain carries large amounts of toxic chemicals, rubbish and detergents into our lakes, rivers and oceans. These chemicals and substances can harm or kill fish and sea plants and animals. When we eat contaminated fish or seafood or drink unclean water, it is dangerous to our health.

Lesson 176 Lesson 1

In groups, think of three ways to solve each of these problems.

Be a Conservationist

1 Read the sentences and circle T (True) or F (False).

Every minute, a section of rainforest the size of a football pitch is destroyed. T / F

The ozone layer, which protects us from dangerous UV rays, is 3 mm thick. T / F

A human baby is 78% water. T / F

Read the texts and label the cutouts. 7A

Plants, animals and humans need clean air to live. The

atmosphere also protects us from the sun’s dangerous UV rays.

For many years, humans have been polluting the air and destroying the atmosphere. We burn coal to make electricity and our cars burn petrol. There is also a lot of chemical pollution from factories. All of these processes pollute the air and produce acid rain. They also make it unhealthy for us to breathe. Also, when the gases in refrigerators and air conditioners escape, they damage the ozone layer that protects us. This layer of the atmosphere is only 3 mm thick, so we must look after it!

What will happen in the future if we don’t look after

our forests?


our air?


our water?

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Lesson 1

7Be a Conservationist

Grammar: First Conditional: What will happen in the future if (we don’t look after our forests)? Vocabulary: absorb, acid rain, air, air conditioner, atmosphere, breathe, burn, carbon dioxide, cattle, chemical pollution, coal, contaminated, contain, cut down, damage, destroy, detergent, disappear, electricity, escape, factory, farming, fi lter, fresh water, forest fi re, gas, graze, harm, kill, look after, nut, ozone layer, petrol, pollute, protect, provide, rainforest, rubbish, seafood, substance, space, toxic chemical, unclean, UV rays, woodMaterials: 7

A In the Future cutouts, 7 Poster and poster cutouts.

Review of First Conditional Remind students that we use the First Conditional to make hypotheses about what may happen. On the board, write What will happen if we cut down all our forests? Students speculate about this, for example, If we cut down all our forests, many animals will die. Write their suggestions on the board and point out the features of the structure: two phrases separated by a comma and the present and future verb tenses. Point out that the verb in the if clause is in the present tense.

1 Read the sentences and circle T (True) or F (False). A volunteer reads out the fi rst sentence. Check comprehension and then have a vote to see how many students think that the sentence is true or false. Write the results on the board.

Repeat the process with the other two sentences. Say All of these sentences are true. Are you surprised?

• Read the texts and label the cutouts. 7A

Students read the text titled Land silently and underline any words they do not understand. Elicit the underlined words and write them on the board. Ask if anyone can help to explain and discuss the meanings. Ask questions about the text, for example, What do we get from the forests? Why are forests important for the quality of the air? Why do people cut down the forests? Repeat the process with the other two texts. Students cut out the In the Future cutouts and decide which of the three texts each cutout corresponds to. Students label the cutouts Land, Air or Water. Check answers as a class.

• In groups, think of three ways to solve each of these problems.Divide the class into small groups. Groups think of three things we can do to prevent, solve or improve the situation described in each text and explain their solutions to the rest of the class.

ExtensionMore on the Water Cycle 7 Attach the poster to the board and distribute the Text poster cutouts. Student label the poster with the Text poster cutouts. Using the cutouts as a guide, again lead the class through an explanation of the water cycle. Divide the class into pairs. Students write a brief explanation about the water cycle in their notebooks. Volunteers read out their texts.

Wrap-upVocabulary PracticeChoose key vocabulary from the texts. Write the words on the board one by one. Students fi nd each word in the text and say whether it is a noun, verb or adjective. Write the part of speech next to each word. Students close their books. Assign one word per student. Each student makes a sentence with his/her key word.

Warm-upThe Water Cycle 7 Elicit information on the water cycle by asking questions: T: Where does the water we drink and use for showers come from? Ss: It comes from lakes/rivers/wells/reservoirs. T: Where does the water in lakes/rivers/wells/reservoirs come from?Ss: The rain. T: Where does the rain come from?Ss: It comes from clouds. T: Where do the cloudscome from? At this point, attach the poster to the board and point to the illustration of the water cycle. Explain the cycle pointing at the different elements as you speak: The sun heats the water in the sea and it evaporates. The water vapour forms clouds. When the clouds reach the mountains, the temperature cools and it begins to rain. The rain falls to the ground and forms small rivers. These rivers join together to make a large river. The river fl ows into the sea. Emphasize that this is a cycle, so there is no beginningor end.

T76

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7 Be a Conservationist

Grammar: Must/Mustn’t: We must (recycle cans). We mustn’t (throw cans in the rubbish bin).Vocabulary: biodegradable, campfi re, can, cleaner, newspaper, plastic, public transport, recycle, recycling bin, recycling centre, reduce, reuse, rubbish, vinegarMaterials: Three large sheets of paper, strips of paper (2 per student).

Reduce, Reuse and Recycle Explain to students that, in this lesson, they are going to learn about looking after the environment. Students think carefully and make a list of all the things they throw away or waste each day. Elicit ideas and write them on the board, for example, We throw away a lot of water.

1 Look and mark (✓ or ✗) the pictures. Direct students’ attention to the fi rst pair of pictures. Volunteers describe the pictures: S1: In the fi rst picture, there is a lot of traffi c. In the second picture, there are a lot of people on the underground.Elicit ideas about what concept (either prohibition or obligation) is being expressed, for example, We mustn’t drive our cars every day. We must use public transport as much as possible. Allow students to freely express their ideas and accept all reasonable answers. Students tick the pictures for must or put a cross for mustn’t.

• Listen and check your answers . 57

Play Track 57.Students listen to the track and check their work. Write the main verb phrases from the track on the board: use public transport, drive our cars, use toxic chemicals, etc.Go over the answers as a class, eliciting complete sentences with must and mustn’t for each picture.

Must/Mustn’tPoint to the Star Language box and read it out. Students underline the words must and mustn’t. Explain that, when we use must and mustn’t, we are expressing a very strong obligation or prohibition.

Sometimes, we use should and shouldn’t for the same sentences. The difference is that should and shouldn’t are recommendations, whereas must and mustn’t are much more defi nitive.

2 Read and complete the lists with a classmate.On the board, write The three Rs: Reduce, Reuse and Recycle! Explain that this slogan belongs to a campaign that encourages people to look after resources. A volunteer reads out the fi rst text. Ensure that students understand the meaning of reduce. Repeat the procedure with the remaining two texts. Divide the class into pairs. Students think of fi ve ways they can reduce, reuse and recycle the resources they use every day. Volunteers read out their ideas and discuss them with the rest of the class.

ExtensionThree Rs PostersAttach the three large sheets of paper (see Materials) to the wall and label each one: Reduce, Reuse, Recycle.Divide the class into three groups and distribute paper strips (see Materials). Each group brainstorms and writes its suggestions on the paper strips using different coloured pens. Then they glue their strips onto the corresponding poster and illustrate in the spaces between the strips.Display posters on the classroom walls.

Warm-upEnvironmental Reading ReviewWrite the following words on the board: land, air, water. Choose sentences at random from the three texts on Student’s Book page 76 and read them out. Students say whether they refer to the environmental situation related to the land, air or water.

Wrap-upMathematical Intelligence Calculating Environmental ImpactExplain that the careful use of resources is something we are all responsible for. Lead students through the following activity: 1) Find out the population of your city. 2) Now imagine that every person in your city saves one litre of water per day. How many litres of water would be saved in a day? 3) Now multiply this number by the number of days in a week. How many litres of water would be saved each week? 4) Now multiply this number by the number of weeks in a year. How many litres of water would be saved each year? Emphasize that if everyone changes their actions in a small way, the overall impact is very large.

Lesson 2T77

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wemustn't

Listen and check your answers. 57

2 Read and complete the lists with a classmate. What can we do to save our planet?

Remember the three Rs: Reduce, Reuse and Recycle!

77Lesson 2


We must recycle tins.

We mustn’t throw

tins in the rubbish bin.

1 Look and tick (✓or ✗) the pictures.

wemust

Reduce means to use less. For example, we must reduce the number of trees we cut down to make paper.Five ways we can reduce rubbish:

Reuse means to use again. For example, we reuse a piece of paper when we write on the back of it.Five ways we can reuse a plastic bottle:

When we take newspaper to a recycling centre, the same material is used again to make more newspaper.Five things we can recycle:

✗

✓

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✔ ✔

✔ ✔

✘

✘

✘

✘

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1 Play The Eco-Game.START

Lesson 378

2 Make an Eco-Action Egg Carton. 7B

Do one eco-action every day.

FINISH

burn rubbish burn rubbish

in the cityin the city

drive off-roaddrive off-road separate separate the the rubbishrubbish

stay on stay on the paththe path

fix leaky fix leaky tapstaps

pick pick wildflowers wildflowers

plant treesplant trees

throw rubbish throw rubbish

in the seain the seause toxic use toxic chemicals chemicals in the in the gardengarden

buy buy recycled recycled

paperpaper

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burn rubbish

in the city

drive off-road separate the rubbish

stay on the path

fix leaky taps

pick wildflowers

plant trees

throw rubbish

in the seause toxic chemicals in the garden

buy recycled

paper

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Grammar: Must/Mustn’t: We must (separate the rubbish). We mustn’t (burn rubbish in the city). Vocabulary: bucket, egg carton, rubbish, leaky, non-organic, off-road, organic, tap, toilet tank Materials: Coins (3 per pair of students), Craft Materials: cardboard egg cartons (1 per pair of students), paper, tape, 7

B Eco-Action cutouts.Preparation: Rubbish Game List: A list of 20 organic and 20 non-organic items that students are familiar with, for example: organic: apple, newspaper, cotton blanket, feather pillow, pencil; non-organic: plastic bag, mirror, sunglasses, mobile phone.

1 Play The Eco-Game. Students look at the game board. Clarify any unknown vocabulary. Demonstrate how to play with a student. On the board, write heads = 1 square, tails = 2 squares. Use two different coins as counters and place them on Start. Start by fl ipping a third coin and moving forward the corresponding number of spaces. Read out the text in the square: T: (Burn rubbish in the city.) Should I

use must or mustn’t? Ss: Mustn’t. T: That’s right. You mustn’t (burn rubbish in the city). Divide the class into pairs. Make sure that each pair has got three coins. The fi rst student in each pair to reach Finish wins.

2 Make an Eco-Action Egg Carton. 7B

Students take out the Eco-Action cutouts. Say These are actions that help the environment. Volunteers read out the cutouts. Clarify any unknown vocabulary.To make the craft, distribute Craft Materials (see Materials) and explain the following steps:1) Choose six eco-actions that you want to do and cut them out. 2) Cut the egg carton in half.3) Tape each of the six eco-actions inside one of the compartments of the egg carton.4) Cut out six circles to cover the compartments. Write the days of the week (Monday–Saturday) on them.5) Tape one circle over each compartment.

• Do one Eco-Action every day. For each day of the week (except for Sunday) for a month, students should lift the corresponding circle on the craft and do the eco-action.

ExtensionEco-Action Writing ProjectStudents write and send letters of complaint to a fast-food restaurant that uses Styrofoam products.

Warm-upPlay The Rubbish Game.Divide the board in half. On each side of the board, draw two columns and write the headings Organic Rubbish and Non-organic Rubbish.Ask What does organic mean? What does non-organic mean?Elicit students’ ideas and/or examples. (Organic refers to living matter of plant or animal origin or something produced from organic sources. Organic things are biodegradable. Non-organic refers to non-living matter. Non-organic things are not biodegradable.)Divide the class into two teams. Each team forms a queue at the back of the classroom.Take out your Rubbish Game List (see Preparation). Call out the names of an organic or non-organic item from the list. The fi rst student in the queue runs to the board and writes the word in the corresponding column. Then he/she runs back and hands the chalk to the next student in the queue.When you have fi nished reading all of the words on your list, check each team’s answers. Award two points for a correctly classifi ed and correctly spelled word, one point for a word that is classifi ed correctly but misspelled or spelled correctly but misclassifi ed. The team with the most points wins.

Wrap-upValues Syllabus Stopping Styrofoam!Write the word Styrofoam on the board. Elicit materials that are made of Styrofoam (egg cartons, burger boxes in fast-food restaurants, packing material). Say Styrofoam is made of plastic, so it is non-organic. In 1000 years, a boy digging in his garden might fi nd a Styrofoam cup that you used last week. Explain that lots of Styrofoam is made with chemicals that destroy the ozone layer.In addition, Styrofoam is very dangerous when it gets in the sea. Many sea animals, such as endangered sea turtles, think that it is food. When they eat it, it makes them fl oat and they cannot dive. Therefore, they starve to death. Elicit ideas about how we can reduce the amount of Styrofoam we use. Suggest that students encourage their parents to buy paper cups, plates and egg cartons instead.

Lesson 3 T78

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Grammar: Must/Mustn’t: We must (check allthe taps). Vocabulary: cycle, dish, dishwasher, fl ush, hand-washing, lawn sprinkler, shower, toilet, washing machine, wasteMaterials: Water Cycle Materials: 4 cups of sand, 10 rocks, 2 litres of water, a large glass mixing bowl, a short glass, clingfi lm, food colouring, 7 Poster and poster cutouts.

1 Listen and write the numbers. 58

Divide the class into pairs. Students imagine that they have got to live for one week without any running water in their homes. Students make a list of all the things they would not be able to do simply by turning on a tap, for example, doing the washing up, washing clothes, having a shower, brushing their teeth etc. Elicit students’ ideas and write them on the board.Ask if students have got any idea exactly how much water is used in an average household every day. Students read through the text. Clarify any unfamiliar vocabulary.Play Track 58. Students listen and complete the text.Play the track again. Students listen and correcttheir work. Check answers as a class.

2 Match the projects to the solutions. Students cover the right-hand column of text with their hand. Ask questions related to each of the projects in the left-hand column, for example, What can we doto (recycle)? When you have elicited ideas for each project, students read the solutions in the right-hand column and match. Check the activity by asking the same questions again.

• Make an action plan for your school. Divide the class into small groups. Groups choose one of the projects from the list above or from the Eco-Action cutouts from Lesson 3. Students brainstorm and write an action plan in their notebooks.Groups present their plans to the rest of the class.

ExtensionThe Water Cycle ExperimentSay Let’s see how the water cycle purifi es water.Take out the Water Cycle Materials (see Materials). Mix the soil and water in the large bowl. Place the empty glass in the centre of the bowl. Cover the bowl with the clingfi lm. Place several rocks on the clingfi lm around the edges and one rock on the clingfi lm directly over the glass. Place the bowl in the sun for several hours. Bring the bowl back inside. Students look in the glass (it should contain some clean water free of mud) and the bowl (it should contain the dried soil).Ask the following questions:1) What is the condensation in this experiment? (The water in the glass.)2) What is the condensation in the earth’s water cycle? (Clouds and rain.) 3) What does the clingfi lm represent? (The atmosphere.) 4) What does the dirty clingfi lm represent? (Air pollution.)5) What will happen if the clingfi lm is dirty? (The water in the glass will get dirty as well.)Remind students that not all pollutants are cleaned through the water cycle. To demonstrate, repeat the experiment, adding food colouring to the water.

Warm-upGame: Tell me about that number!Write the following information about yourself in numerals on the board: your age, your mobile phone number, your house number, the number of people in your family, the age of your children or pets, the population of your city etc. Students read out the numbers and guess what they refer to, for example, S1: Is 35 your age? If students are having a diffi cult time with a number, offer hints: T: It’s related to where I live. S1: Is it the number of your house?

Wrap-upEvaporation and Condensation 7 Attach Poster 7 to the board.Write the words evaporation and condensation on the board. Explain that evaporation is the process through which a liquid becomes a vapour by heating it. Condensation is the process through which a vapour becomes a liquid by cooling it. Elicit examples of evaporation (steam from a teapot, puddles drying up in the sun) and condensation (dew on grass in the morning, the water on the side of a glass containing a cold drink on a hot day). A volunteer goes to the poster andshows where evaporation and condensation occur in the water cycle.

Lesson 4T79

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1 Listen and write the numbers. 58

Lesson 4 79

Water in the Home

% of all water used at home is used in

the bathroom. A five-minute shower uses

litres of water. Every time we flush the

toilet, we use litres of water. A leaky tap

wastes litres of water a year!

% of all water used in the home is

used in the kitchen. One dishwasher cycle

uses litres of water. Washing up by

hand uses litres of water. One washing

machine cycle uses litres of water.

A lawn sprinkler uses

more water in

minutes than the rest of

the house in day!

2 Match the projects to the solutions.

Recycle

Save Water

Save Electricity

Save Petrol

We must check and fix all the taps.

We must put recycling bins in every classroom.

We must walk or ride our bikes to school.We can hang reminder signs next to the light switches in the classrooms.

Make an action plan for your school. 1. Work in groups.

2. Choose a project from the list.

3. Make an action plan for your project.

4. Describe your plan to the rest of the class.

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70

100

10

9,000

40

30

35

200

30

1

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1 Listen and write what you hear in your notebook. 59

2 Listen and match. 60

Biodiversity is all the variety and richness of life on Earth. Biodiversity includes all

the species and all the Earth’s ecosystems. We need biodiversity to survive.

Lesson 580

3 Song: The Animal Kingdom 61

Yes, it is.Is a frog an amphibian?

Classify the animals with a classmate.

squirrels

bees

snakes

ducks beavers

frogs

lizards

mosquitoes

dragonflies

sharks

The animal kingdom is rich, Oh, so rich and diverse! With mammals, amphibians and fish. With reptiles, insects and birds.There are beavers and sharks, Squirrels and ducks,Lizards, snakes and frogs. There are bees and mosquitoes And dragonflies. Oh, what a wonderful world!

mammals reptiles insects birds fish amphibians

of all animals are insects.

plant species are edible.

of all animal and plant species live in the rainforest.

of the most important medicines come from plants.

animal and plant species are lost every day from the destruction of the world’s rainforests.

animal and plant species will be extinct by the year 2050.

7000

121

75%

50%

137

1,000,000

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squirrelsbeavers

snakes mosquitoes ducks frogssharkslizards dragonfl ies

bees

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Warm-upBiodiversity 7 Write the word biodiversity on the board. Draw a line between bio and diversity. Explain that bio means “life” and diversity means “variety”. So this word means “the variety of life on the earth.” Attach the poster to the board and distribute the Nature poster cutouts. Students go up and attach the cutouts to the poster.Elicit the names of the animals and plants on the poster. Supply any unknown vocabulary. Draw arrows from the edge of the poster and write the words.

Vocabulary: amphibian, beaver, biodiversity, destruction, dragonfl y, ecosystem, edible, extinct, insect, lizard, mammal, mosquito, rainforest, reptile, shark, species, squirrel, survive, toad, turtleMaterials: 7 Poster and poster cutouts.Preparation: Look at the website rainforestheroes.com for ideas on how students can help to save the rainforests.

1 Listen and write what you hear in your notebook. 59

Say Now let’s listen to some sounds from nature. Students write the numbers 1–8 in their notebooks. Play Track 59.Students listen and write down what makes the sounds they hear.Play the track again, pausing after each sound. Check answers as a class.

2 Listen and match. 60

Read out the introductory text. Ask a volunteer to read the fi rst number in the left-hand column. The rest of the class looks at the sentences in the right-hand column and guess which one they think corresponds to this number. Discuss students’ ideas. Repeat the process with the remaining numbers.Play Track 60. Students listen and match the numbers to the sentences. Play the track again. Students correct their work.

3 Song: The Animal Kingdom 61 7 Attach the poster to the board. Draw six columns on the board with the following headings: mammal, reptile, insect, bird, fi sh, amphibian.Hand out the Nature poster cutouts (only the animals). Students go up one by one, place the animal onthe poster and write the name of the animal in the corresponding column. Elicit names of other animals and write them in the corresponding columns.

Leave the chart on the board for a later activity.Play Track 61. Students listen and follow the lyrics. Play the track again. Students sing along using the text in their books. Elicit a replacement for each animal in the song and write the new version of the song on the board. Play Track 61 again at a low volume. Students sing the new version of the song.

• Classify the animals with a classmate. Divide the class into pairs. Students take turns asking and answering questions about the animals in the song. Then they complete the table in their book.

ExtensionNaturalistic IntelligencePoint to the animal classifi cation table on the board and ask students if they can explain the differences between each group of animals. Ask questions to guide them, for example: Which animals are warm-blooded? Which animals are cold-blooded? Which are born from eggs? Which animals are born from the mother’s womb? Which animals drink their mother’s milk? Which animals breathe using their lungs? Which animals breathe using gills? Which animals live on land? Which animals live in the water? Which animals have got scales or a shell covering their body? Which animals have got feathers? Which animals have got six legs? (Use Practice Book page 86 as a guide.) Write the characteristics of each group of animals in the corresponding column.

Lesson 5 T80

Wrap-upValues SyllabusProtecting the World’s RainforestsRemind students that 50% of all animal and plant species live in the rainforests. Therefore, protecting the world’s rainforests is critical for maintaining rich biodiversity.Write the following on the board:1) Use less paper.2) Use less petrol and plastic.3) Eat less red meat.4) Raise money for the rainforest.5) Write a letter to a company.6) Educate yourself and others.7) Become a member of the Rainforest Action Network at rainforestheroes.com.Explain that these are seven ways we can help to save the rainforests. Encourage students to explore the RAN website listed in number 7 and fi nd out how each of the actions above can contribute to saving the rainforests.

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Grammar: Present Simple: It likes to (eat leaves). Where does it (live)? Vocabulary: bat, breed, carnivore, cheetah, chimpanzee, crab, crocodile, cub, deer, eagle, endangered, extinct, eyesight, feather, female, furry, giraffe, give birth, gorilla, habitat, herbivore, jaguar, lay, length, leopard, meat, monkey, nectar, ocelot, owl, pollen, remain, rhino, snout, status, swimmer, tail, threatened, thumb, tiger, weight, wetlands, wild boar, wolf, zebraMaterials:

7C Endangered Animal cutouts.

1 Read the descriptions and number the pictures. Students look at the pictures of the animals. Elicit a physical description of each animal. A volunteer reads out the fi rst text. Students underline any unknown words.Students go to the board and write the words they have underlined. The rest of the class helps you to explain the meaning of these words. Ask Can anyone guess which of the four animals is being described?Students number the picture of the corresponding animal. Repeat the process with the remaining texts and pictures.

• Listen and complete with the number and status. 62 Write the following defi nitions on the board: extinct = A species has disappeared and will never return. endangered = A species is in immediate danger of becoming extinct.threatened = A species will become endangered if it is not protected.Explain that the four animals above are all endangered, threatened or extinct. Play Track 62. Students listen and use the key to classify the status of each animal in the blanks under each text. Play the track again. Students listen and write the remaining numbers for each animal.

2 Ask and answer questions about two more endangered animals.

7C

Go over the model questions in the speech bubble and explain any unfamiliar vocabulary. Divide the class into pairs and assign the roles of Student A and Student B. Students cut out the Endangered Animal cutouts. Pairs arrange their chairs so that they are sitting back to back. Students take turns asking and answering questions about the other animal in order to fi ll in the information sheet. In their notebooks, each pair writes a 10-question quiz about the animals on the page and in the cutouts. Students close their books and exchange quizzes with another pair. The pair with the most correct answers wins.

ExtensionGame: 20 QuestionsDivide the class into pairs. Each pair thinks of an animal.One pair goes to the front of the class. The rest of the class asks questions to try to guess their animal. Students can only ask questions that elicit a yes/no answer, for example, Is it a (mammal)? Is it (larger) than a (lion)? Does it eat (meat)?Record the number of questions asked on the board. If the class cannot correctly guess the animal after 20 questions, the pair wins. Repeat until all of the pairs have had a turn.

Warm-upVocabulary BuildingDivide the class into six groups and assign an animal classifi cation to each group: mammal, reptile, insect, bird, fi sh and amphibian. Students think of animals from their group and make a list of animal body parts, for example, fi sh: scales, gills, eyes, fi ns etc. Supply any unknown vocabulary. Draw six columns on the board using the animal classifi cations as headings. A volunteer from each group goes to the board and writes the words in the corresponding column.

Wrap-upPlay Guess the Animal. Describe a known animal belonging to each animal classifi cation from the Warm-up section. The class listens and guesses which animal you are describing, for example, T: This animal lives in the water. It is very big. It has got sharp teeth and it eats other fi sh. It has got a fi n on its back and it breathes through its gills. Ss: A shark!

Lesson 6T81

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2 Ask and answer questions about two more endangered animals. 7C

1. In pairs, ask and answer questions

to complete the cutouts.

2. Use the animals on this page and in

the cutouts to make an endangered

species quiz for a classmate.

1 Read the descriptions and number the pictures.

Lesson 6 81

This animal is furry and has got a long tail. It has even got fingers and a small thumb! It likes to eat leaves and fruit. It lives high in the trees of the African rainforests. Its maximum weight is 11 kg and its maximum length is 670 mm. The females normally give birth to one baby every two years.Number: Status:

This animal has got a long snout and

more than 60 teeth! It eats crabs, fish,

small birds and mammals. It lives in lakes,

rivers and wetlands in North and Central

America. Its maximum weight is

200 kg and its maximum length is 5 m.

The females lay 30 to 60 eggs a year.

Number: Status:

This animal has got 7,000 feathers! It has

also got very good eyesight and it can see

a rabbit 1.5 km away. It eats fish and small

mammals. It lives in the forests of North

America. Its maximum weight is 6 kg and

its maximum length is 1 m. The females

can lay one to three eggs a year.

Number: Status:

This animal is large and furry. It is an excellent swimmer and it can cross a lake 8 km wide! Its favourite food is deer and wild boar and it can eat 40 kg of meat in one meal. It lives in the rainforests and mountains of Asia. Its maximum weight is 114 kg and its maximum length is 2.7 m. The female gives birth to two or three babies every two to four years. Number: Status:

red colobus monkey Sumatran tiger American crocodile

Listen and complete with the number and status. 62

T = threatened END = endangered EX = extinct

What’s special about this animal? Where does it live? What does it eat? How long it is? How much does it weigh? How often does it have babies? How many babies does it have? How many animals remain in the wild? What’s its status?

bald eagle

1 2

3 4

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0 15,000

70,000350 END

ENDEX

T

2413

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Will tigers become extinct?

They might become extinct.

Tomorrow

In your lifetimeIn 10 years

Next month

Categorise and discuss your speculations.

1 Think about the future and write what you think might happen.

Next weekend

The World Your Country Your Cityor Town

Friendsand School

Self and Family

2 Read and tick (✓) the chart.

Compare your answers with your classmates.

Predictions for the future...

This willhappen.

This might happen.

This won’t happen.

Robots will replace teachers.

Cars will use solar power instead of petrol.

Humans will travel back in time.

Tigers will become extinct.

All of the rainforests will be cut down.

Humans will live on Mars.

Will humans travel back in time?

No, they won’t travel back in time.

Yes, they will travel back in time.

Well, they might travel back in time.

82 Lesson 7

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Grammar: Future with might/will/won’t: Will tigers (become extinct)? Humans might (travel back in time). Robots won’t (replace teachers). Vocabulary: cut down, human, petrol, prediction, replace, robot, self, solar power, speculation, world war

The Modal Verb Might Point to the questions on the board and ask Are you sure about the answers to these questions?Write the following questions on the board:Will it rain tomorrow?Will we play a game in class next Monday?What will we do after this activity?Explain that when we are not sure about the answer to a question about the future, but want to express a remote possibility, we use might. Say It might rain tomorrow, but it might be sunny. We might play a game in class next Monday, but this depends on your behaviour! Elicit different answers to the third question and write the sentences on the board. Make sure that students use might and the infi nitive form of the main verb.

1 Think about the future and write what you think might happen. Write the following question on the board: What might happen tomorrow? Encourage students to speculate about the future, for example, I might get up late. My best friend might call me.Students write their speculations about the future in their books. Volunteers read out their speculations.

• Categorize and discuss your speculations. Tell students to look carefully at the speculations they have made and decide which category they fi t into. Then they tick for each speculation in the corresponding column.

Have a class vote and see in which category most students’ speculations about the future fell. Ask students why they think that the majority of their speculations centred around themselves, their families, their friends and their school instead of their city, state, country or world.

2 Read and tick (✓) the table. Read out the fi rst prediction for the future. Students tick the option that corresponds to their opinion. Elicit opinions around the class. Students read the rest of the predictions and ticktheir choices.

• Compare your answers with your classmates. Divide the class into groups of fi ve or six. Students ask and answer questions using their table and the model dialogue as a guide. On the board, write:

students think that robots will replace teachers. students think that robots might replace teachers. students think that robots won’t replace teachers.

Students copy and complete the sentences in their notebooks according to their group’s results. Students should write sentences for the remaining predictions as well.Volunteers from each group read the results out loud, for example, (Three) students think that (robots will replace teachers).

ExtensionClass Survey on the FutureStudents copy the headings of the predictions table in activity 2 in their notebooks. Then they think of one more general prediction related to the future and write it in the fi rst column. Students walk around the class asking about their prediction, for example, Do you think that (computers will talk) in the future? They record the opinions of other students by ticking the appropriate column.When students have fi nished, they add up the ticks in each column and write a report in their notebook: (Twenty) students think that (computers will talk). (Ten) students think that (computers might talk). (Eleven) students think that (computers won’t talk). Students read out their results to the class.

Warm-upReview of will and won’t Write the following questions on the board:What day will it be tomorrow? What month will it be next month? What year will it be next year? Will we have an English class tomorrow? Will you have an English class on Sunday? Will you still be at this school in 10 years?Volunteers read and answer the questions out loud. Encourage full answers using will and won’t.Leave the questions on the board for the next activity.

Wrap-upGrammar ReviewWrite the following sentences on the board: We use will when…We use might when…We use won’t when…Students copy and complete the sentences.

Lesson 7 T82

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Vocabulary: air pollution, desert, die, ecosystem, environment, fragile, interact, interconnected, living, microbe, non-living, pond, sunlight, webMaterials: A ball of string, 7 cardboard strips, construction paper (1 sheet per student), Air Pollution Experiment Materials (per 4 students): 14 white index cards, petroleum jelly, a magnifying glass.Preparation: Web of Life Cards: Write the following on 7 cardboard strips: pollution from factories that make electricity ⇒, air pollution ⇒, acid rain ⇒, polluted rivers and lakes ⇒, dead water plants ⇒, dead fi sh ⇒, starving loons! Loon Picture: Print out a picture of a loon from the Internet.

2 Read and do the Science experiment. Read out the introductory text and ask How clean is the air in our city/town? Elicit different sources of air pollution in your city/town. Divide the class into groups of four and distribute Air Pollution Experiment Materials. Volunteers read out the instructions on the page. Students follow the instructions. Every day, they make notes on the results in their notebooks. At the end of the week, discuss the results of the experiment. Students answer the questions under step 5 in their notebooks.

1 Read and answer the questions.Write the following words on the board: living thing, non-living thing, environment, coral reef, sunlight, desert, pond, microbe, acid rain, biodiversity, spider’s web.Divide the class into pairs and assign a word to each pair. Students write a defi nition or example of the word in their notebooks. Then they go to the board and write their assigned word and defi nition.Read out the text. Stop at the end of each paragraph and ask comprehension questions. Read out the fi rst question at the end of the text. Elicit ideas and write them on the board. Decide on the best answer. Repeat with the other questions. Students write the answers in their notebooks.

ExtensionWeb of Life PosterDistribute construction paper (see Materials).Students draw seven frames on their paper and write one sentence from the Web of Life Cards (in order) under each of the frames. Then they draw a picture to illustrate each of the sentences.Display the posters around the classroom.

Wrap-upHow fragile is the web of life?Say Let’s see how using electricity can affect the web of life.On the board, write the word loon and attach the Loon Picture (see Preparation). Explain that loons are birds that look like ducks. They live in North America and eat fi sh. Invite seven students to the front of the class and distribute the Web of Life Cards (see Preparation). The students hold up their cards and read them out. Clarify any unknown vocabulary. The student with the card pollution from factories that make electricity stands fi rst in line. Ask Which card goes next? The rest of the class suggests the correct order of the cards. The students in front move as directed until the cards are in order. Students copy the text from the cards in their notebooks.

Lesson 8T83

Warm-upThe Web of Life Game Students stand in a circle. Hold a ball of string (see Materials) in your hand and say I am a tree in the forest. Who depends on me for food or shelter? Encourage a student to name a plant or animal that depends on the tree and say: S1: I am a (bird). I depend on the (tree) (for shelter). Pass the ball of string to S1, but hold on to the end of the string. Encourage another student to name a plant or animal that depends on either the bird or the tree for shelter or food: S2: I am a (snake).I depend on the (bird) (for food). S1 passes the ball of string to S2 but holds on to the string. In this way, the ball gets passed around the entire class until all students are holding a part of the string. Now say I am a tree, but someone cut me down! Tug hard on the string. Encourage each student that feels the tug to pull on the string as well. Explain that all living things are connected and that this is called the web of life.

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Lesson 8

1 Read and answer the questions.

83

What is an ecosystem? An ecosystem is all the living and non-living things in the same

environment and the way they interact. It includes living things, such as microbes, plants and animals, and non-living things such as air, sunlight, water and rocks. Ecosystems can be very big, like a desert, or very small, like a small pond in the park! Healthy ecosystems have got a wide range of biodiversity.

The living and non-living elements of an ecosystem are interconnected and support each other. In this way, an ecosystem is like a spider’s web. If there is a problem in one part of the web, it affects the whole web. For example, when air pollution from

cars and factories creates acid rain, the contaminated water enters rivers and lakes and kills water plants and fish. Birds and mammals that feed on the fish then begin to die because there is not enough food.

We must remember that we are a part of many ecosystems and that they are fragile! Even our smallest actions can affect them in serious ways.1. What is an ecosystem? 2. Does an ecosystem only include plants

and animals?3. What are two examples of an ecosystem? 4. What is a characteristic of a healthy

ecosystem?5. Why are ecosystems fragile? What can we

do to look after them?

2 Read and do the Science experiment.

Materials: 14 white index cards, petroleum jelly, magnifying glass

1. Label the index cards 1-I to 7-I and 1-O to 7-O.

2. Place petroleum jelly on cards 1-I and 1-O and tape them to the same window with 1-I on the inside and 1-O on the outside.

3. After 24 hours, take the cards down and examine them carefully with the magnifying glass. Write notes about your observations.

4. With the remaining cards, repeat the procedure every day for one week.

5. Write the answers to the following questions:

How does the air inside and outside compare?

How clean is the air in your school and in your community?

Air is part of most ecosystems on Earth. How clean is the air we breathe?

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Lesson 9


84

1 Write the name of the child who had the idea. 63

do a play: do a dance show: do a concert:

Ask and answer the questions. 1. Why was the play a bad idea?

2. Why was the dance show a bad idea?

3. Why was the concert a good idea?

Episode 1

At the end of every school year, the children from River Valley School organize a festival for their parents and friends and the people in their town. One day in May, Mr Stevens told the children in his class that they were going to organize the entertainment for the festival. He asked them to start brainstorming over the weekend. Harry, Jack, Grace and Salma met on Saturday to discuss their ideas for the festival.

“I know,” said Salma. “We can do a play. We can write the script ourselves.”

“That’s a good idea,” said Harry, “but some children did that last year.”

“Yes, you’re right,” added Jack.

“What about a dance show?” asked Grace.

“Brilliant!” exclaimed Harry. “That’s a great idea, except that I can’t dance!”

“Neither can I!” said Salma.

“Just a minute,” said Grace. “Maybe we can’t all dance, but we’re all good at music.”

“Yes, that’s true,” added Jack. “What are you thinking?”

“Well,” said Grace, “we can do a concert. We can play musical instruments and sing and the audience can dance.”

“Grace, that’s a great idea!” shouted the boys.

“You’re forgetting something,” said Salma. “We haven’t got any instruments.”

“We can ask Miss Symphony. She’ll let us use the instruments from the school,” suggested Harry.

“OK. Then let’s get planning,” said Salma.

On Monday, the children told Miss Symphony about their plan.

“Of course you can use the school instruments,” she said.

Miss Symphony offered to help the children plan their concert. They rehearsed every night after school for the next two weeks. Jack played the piano, Harry the guitar, Salma played the drums and Grace played the flute. On Friday evening they finished their final rehearsal at seven o'clock.

“That was terrific,” said Miss Symphony. “See you all at the festival on Monday.”

2

1

TThe River Valhe River Valley c cledRecycledeeyyRock Band Rock Band

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Salma Grace Grace

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The River Val c cled

Rock Band

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Lesson 9 T84

Grammar: Might: It might be about a famous rock band.Vocabulary: audience, brainstorm, concert, discuss, drum, entertainment, festival, fl ute, forget, good at, guitar, musical instrument, organize, plan, play, rehearse, script, shout, show, suggest, terrifi c

Listen and follow the story. 63

Play Track 63.Students listen and read along in their books.

Comprehension Check Ask questions about the story: What are the names of the main characters? When do the children from River Valley Primary School prepare a festival? Are all the children good at music? What was Grace’s suggestion? What was the problem with this suggestion? What is the music teacher’s name? What did the children tell Miss Symphony? Did Miss Symphony say that they could use the school instruments? Who helped the children to plan their concert? Which instrument did each of the children play? What time did they fi nish their fi nal rehearsal?

Game: Who said that?Write the word “scan” on the board. Say When you scan a text, it means that you look through the text quickly to fi nd specifi c information. You don’t actually read the text.Now say Scan the story. When you fi nd the word Saturday, put your hand up. The fi rst student to fi nd the word puts his/her hand up and points out the location of the word.Divide the class into two teams. Explain that you are going to read out quotes from the story. Students have got to scan the text and fi nd the quote. When they fi nd it, they should put their hand up. The student who puts his/her hand up fi rst shows the location of the quote and names the character who said it. If the student is

correct, he/she wins a point for his/her team.Read out at least 10 quotes from the story. The team with the most points at the end of the game is the winner.

Read the story out loud.Divide the class into pairs.S2 closes his/her Student’s Book. S1 reads the fi rst part of the text to S2. S1 closes his/her Student’s Book whilst S2 reads out the second part of the text.

1 Write the name of the child who had the idea. Students reread the text and write the names. Correct answers as a class.

• Ask and answer the questions. Divide the class into pairs. Students ask and answer the questions orally.

ExtensionA School Festival!Divide the class into groups of four or fi ve. Students imagine that they go to River Valley Primary School and that they must make a plan for the entertainment at the school festival. Explain that the programme must have at least fi ve different acts. Groups brainstorm and write their plan for the festival in their notebooks. Groups present their programme plan to the class. The class votes on the best programme.

Warm-upAnticipating the StoryOn the board, write The River Valley Recycled Rock Band. Divide the title up into sections: The River Valley / Recycled / Rock Band.Elicit the meaning of each of the sections. Explain that this is the title of the story for this unit.Ask What do you think “recycled rock band” means? Accept all reasonable answers.Students open their books and look at the pictures on the page. Elicit predictions about what they think the story might be about. Encourage students to use the structure It might be about...

Wrap-upStory SummaryTell students to close their books and divide the class into pairs. In their notebooks, students write a story summary for the fi rst part of episode 1. Set a limit of fi ve sentences.When all students have fi nished, ask pairs to read out their story summary.Choose the top three summaries. One member of each pair goes to the front and reads out their summary again.The class votes on the best summary.Borrow the winner’s notebook and dictate the summary to the class, making any necessary corrections to the original text. Students write the summary in their notebooks.

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Grammar: Future with might/will/won’t: The school might have a festival on Monday.Functional Language: What’s the matter? There was nothing we could do. I’m so sorry. Vocabulary: brokenhearted, burn down, control, damage, destroyed, excited, exhausted, fi refi ghter, gym, headteacher, instrument, in the middle of, manage, music room, off duty, raise money, rebuild, ticket, wing, worried

Listen and follow the story. 64

Students look at the pictures and anticipate what will happen next. Play Track 64. Students listen and read along in their books.

Comprehension Check What is Harry’s father’s job? Why wasn’t he working that weekend? What was the family doing when Harry told them about the festival? Did they want to go to the festival? What happened in the middle of the family dinner? Why did Harry’s dad leave? What did Harry do after his father left? When did Harry’s dad get back home? What did he tell Harry? Did the school burn down? Which parts of the school were destroyed by the fi re? What did Miss Symphony tell the children when they arrived at the school? Was the festival cancelled? Can the children get new instruments before Monday? What did the children do next? How did they feel?

Read out the story.Before students read out the story, discuss the importance of using voice expression to give meaning and sense to the reading. Students underline the quotations in the text. Encourage them to think about how they would read these parts of the text. Volunteers read out these sentences. Discuss how to read them most effectively. Divide the class into groups of four. Each student chooses one of the following roles: narrator, Harry, Harry’s father and Miss Symphony. Students reread the text silently and underline the part that they will read out.Groups practise reading out the story.Invite the best three groups to the front for a performance.The class votes on the group with the best expression.

1 Read and circle True or False. Students read the sentences and circle the answers. Volunteers read out the sentences and say whether they are true or false.

ExtensionWriting a DiaryTell students to imagine that they are one of the main characters from the story.Say Imagine how you felt the day after the school fi re. In their notebooks, students write a diary entry for their chosen character on the day after the school fi re. Make sure that they understand that they need to write in the fi rst person.Volunteers read out their diary entries.

Warm-upMemory GameDivide the class into pairs. Students take a clean sheet of paper from their notebooks. Then they close their books and put away their notebooks.Write the following questions on the board:1. What are the names of the four children?2. What is the name of their music teacher?3. What are the three ideas the children had for the festival?4. What instruments do they play? Who plays which instrument?5. When is the festival?Say We’re going to play a game to see which pair has got the best memory. Answer these questions as fast as you can on your sheet of paper.Set a time limit. Pairs work together and write the answers.When the time is up, students put their pencils down. Check answers around the class. The pair with the most correct answers wins.

Wrap-upSpeculating about the StoryIn their notebooks, students write two likely and two unlikely possibilities for the next episode of the story using might. To get them started, write two examples on the board: Harry’s dad might help the children to raise money to buy new instruments. Harry’s father might rob a bank and use the money to buy new instrumentsAsk Which possibility is more likely to happen? Volunteers read out their speculations.

Lesson 10T85

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85Lesson 10


A/W 85.1 – Harry sentado en el comedor

de sus casa con su familia (su madre y su

hermana). Están cenando. El padre no está

sentado en la mesa. lo vemos hablando

por teléfono en la cocina con cara de

preocupado.

1 Read and circle True or False. 64

1. The school might have the festival on Monday. True / False

2. The school will have the festival on Monday. True / False

3. The school might buy new instruments for the festival. True / False

4. The school won’t buy new instruments for the festival. True / False

5. The children might be able to perform at the festival. True / False

Later that night, Harry was at home with his

family. Harry’s father is a firefighter, and he

was off duty that weekend. Whilst his family

was eating dinner, Harry told everyone

about the plans for the festival. They were

all very excited and wanted to buy tickets.

Suddenly, in the middle of dinner, the phone

rang. Harry heard his dad talking excitedly

and saw that he was worried.

“What’s the matter, Dad?” he asked.

“There’s a fire at the school. I’m afraid it’s a

bad one. I’ll have to go and help.”

Harry called the other children and told them

about the fire. Everyone was very worried.

Harry didn’t sleep that night. Early the next

morning, Harry got up and went down to

the kitchen. His dad was sitting at the table.

He looked exhausted.

“Harry, sit down for a minute. I’ve got to tell

you something.“

“Oh, no, Dad! Did the school burn down?“ asked Harry.

“Not exactly,” replied his dad. “We managed to control the fire. But I’m afraid that the west wing of the school was completely destroyed.”

“But that’s where the music room and the gym are!” exclaimed Harry.

“There was nothing we could do, Harry. I’m so sorry,” said his father.

Harry called the others. They all went to the school to see the damage. Miss Symphony was there when the children arrived.

“Look!” she cried. “Everything is destroyed! Now we haven’t got a music room or any instruments!“

“Does this mean that there won’t be a festival this year?” asked Grace.

“No, it doesn’t,” replied Miss Symphony. “The headteacher says that we need the festival to raise money to rebuild. But we can’t buy new instruments before Monday. I’m so sorry, children. I know you’ve worked so hard.“

The children went home broken-hearted. All their hard work was for nothing.

3

4

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Accept either answer. Ask students to explain their response.

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Animal Action!Shhh! Stop Noise Pollution Now!

Turn Your Town into a Garden!

1 Read and circle T (True) or F (False).


86 Lesson 11

1. Rubbish is something you normally throw away. T / F

2. A treasure is something that is not valuable. T / F

3. Things you do not need might be useful to another person. T / F

4. You can reuse paper, but you cannot recycle it. T / F

5. You can wash a plastic bottle and use it again. T / F

6. Plastic bottles and aluminum cans are organic waste. T / F

2 Choose a slogan and make a campaign poster. 1. With a classmate, choose a slogan for your campaign.

2. Make a list of ideas and design your poster.

3. Show your poster to the class and explain your campaign.

Turn Rubbish into Treasure!Turn Rubbish into Treasure!

Think! Your rubbish might be treasure!

Don’t throw paper away – you can

reuse or recycle it!

Donate your toys.

Donate the clothes that don’t fi t you.

Reuse your plastic bags.

Donate your old mobile phone and

computer.

Use organic waste as fertilizer in the

garden.

Wash and reuse plastic and glass

containers.

Turn the lights off!

Use the water from the shower to water your garden!

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Turn Rubbish into Treasure!

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Grammar: Imperatives: Reuse your plastic bags. Don’t throw paper away. Vocabulary: aluminum can, campaign, container, donate, eco-friendly, fertilizer, fi t, bag, noise pollution, organic waste, slogan, throw away, rubbish, treasure, useful, valuableMaterials: Construction paper (1 sheet per pair of students), paper.Preparation: Running Dictation Lists: Make a list of 10 different eco-actions and make 8 photocopies of the list. Use the phrases in the Eco-Action cutouts 7B or your own ideas.

1 Read and circle T (True) or F (False). Write the words rubbish and treasure on the board and elicit their meanings.Say Now let’s look at a poster that has got animportant message.Volunteers read out the individual texts in the poster. Discuss each one as a class and explain, if necessary.Ask a student to explain why the slogan for this campaign is Turn rubbish into a treasure. Read out the fi rst true/false sentence. Students put their hand up if they think that it is true. Clarify any differences in opinion.Repeat the process with the rest of the sentences. Students circle the correct answers.

2 Choose a slogan and make a campaign poster. Say Now we’re going to make posters for our own environmental projects or campaigns.Explain that advertising campaigns often use both text and images. Volunteers read out the slogans in activity 2. Ask students to identify the issues in each of the campaigns.

Divide the class into pairs. Students choose a slogan and brainstorm ideas for their poster. Distribute construction paper (see Materials). Students make a campaign poster and present it to the class.

ExtensionWhat can I do with this rubbish?Write the following list on the board:an old toothbrush, a large plastic yogurt container, 10 plastic straws, a large plastic bag, a metal fork, an aluminum can.Say I found these things the other day in a rubbish bin. Can you think of new ways to reuse this rubbish? Divide the class into small groups.Emphasize that students should use their imagination to think of completely new ways to use each of these objects. (They can cut up or alter the objects or combine them.)Students brainstorm ideas and write them in their notebooks.Groups present their ideas to the class. Students vote on the most creative idea for each item.

Warm-upWhat are slogans?On the board, write the word slogan. Explain that a slogan is a short phrase that catches people’s attention and is used in advertising campaigns. Divide the class into small groups. Each group thinks of well-known slogans (in their native language) for different consumer goods, for example, sportswear, chocolate, fast-food restaurants. Students write the slogans in their notebooks. Groups read out the slogans. Ask Why do we remember these slogans?Point out the characteristics of a slogan, for example: It is short and easy to remember. It may be accompanied by music. Sometimes, it has got alliteration (words all starting with the same letter) or rhymes.

Wrap-upRunning DictationTape the Running Dictation Lists (see Preparation) to the classroom walls.Divide the class into eight different groups and distribute paper. Assign each group one of the lists that is located far from the place they are sitting.When you say Go, members of each group take turns running to their assigned list, reading the fi rst item, running back to their group and dictating the information.The fi rst group to correctly recompose the list is the winner.

Teaching TipMore Effective Pair WorkTo make pair work more interesting and effective, try the following ideas:1) Vary pairings as much as possible.2) To make the pairing process more fun and dynamic, say Find someone with the same (shoe size/month of birth). Students walk around asking questions until they fi nd a partner.3) For especially diffi cult activities, pair weaker students with stronger students. For easier activities, pair students with similar abilities.4) For information gap activities, students sit back to back so they cannot see each other’s information.

Lesson 11 T86

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ExtensionMore Practice with will/won’t/mightWrite the following questions on the board: When you are older...will you go to university? will you live in a different country? will you get married? will you have any children? will you still be friends with your classmates? will you drive a car? will you live in the city or in the countryside? what will you be? Students copy the questions in their notebooks. Divide the class into pairs. Students interview each other and record their answers in their notebooks.One by one, students present the results of their interview in front of the class, for example, S1: I interviewed Tony. Tony will go to university. He might be a doctor. He won’t live in a different country.

Modal Verbs ReviewRemind students that they have been learning how to use the following verb forms: must/mustn’t, will/won’t and might. Elicit an example of a sentence using each of these modals and write the sentences on the board.Say Look at these sentences. After each of these modal verbs we use another verb. What form is the second verb in? (Answer: The infi nitive form.)Say Which of these modal verbs do I use to make predictions about the future that I am sure about? (Answer: Will/won’t.)Which of these verbs do I use to make predictions about the future that I am not sure about? (Answer: Might.)Which of these verbs do I use to say that something is obligatory or prohibited? (Answer: Must/Mustn’t.)

1 Read and complete the defi nitions. Read out the fi rst sentence. Ask if anyone can fi nd the word in the text box to complete the sentence. Students complete the sentences with the words in the box.Volunteers read out the completed sentences. Students correct their work.

2 Read and tick (✓) the sentence that means the same. Read out the fi rst sentence. Students look at the two options below and decide which one means the same. They tick the correct option.Students do the activity individually.

• Check your answers with a classmate. Divide the class into pairs.Students exchange books with a classmate and correct each other’s work. Students should note any differences in the answers and reach an agreement. When students have fi nished checking each other’s work, check the answers as a class.

Grammar: Review of must/mustn’t, Future with might/will/won’t.Vocabulary: Key vocabulary from the unit.

Warm-upRemembering What We LearnedWrite Be a Conservationist on the board.Ask Where have you seen this slogan before? (Answer: It is the title of the unit.)Ask What is a conservationist? Elicit students’ ideas. If necessary, explain that a conservationist is someone who works to protect our natural resources and the environment.Say Remember what we have learned in this unit and think of fi ve actions you can do to bea conservationist. In their notebooks, students number from one to fi ve and write their ideas Volunteers read out their ideas.

Wrap-upUnit Evaluation and ReviewWrite the following on the board:We have just fi nished Unit .The title of the unit is .My favourite activity was .My least favourite activity was .In this unit, I learned three new modal verbs: ,

and .I can write one sentence using each modal verb:1. , 2. , 3. .The story title of the unit is .The most interesting character in the story is ____ because .On a scale of 1–10, I give this unit a score of .Students copy and complete the text in their notebooks.

Lesson 12T87

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Lesson 12 87

1 Read and complete the definitions.

recycle endangered ecosystem biodiversity pollution ozone layer

1. An is a web of living and non-living

things that depend on each other to survive.

2. is toxic contamination in the air,

in the water or on the land.

3. The is a thin layer of the

atmosphere that protects us from the sun.

4. An animal might become

extinct if we don’t protect it.

5. When we , the same material

is used again to make something new.

6. is all of the variety and

richness of life on Earth.

2 Read and tick (✓) the sentence that means the same. 1. We must recycle rubbish.

a) It is necessary for us to recycle rubbish.

b) It is not necessary for us to recycle rubbish.

2. Mexican long-nosed bats might become extinct.

a) There are too many Mexican long-nosed bats.

b) It is possible that Mexican long-nosed bats will disappear.

3. We mustn’t waste water.

a) It is necessary for us to use less water.

b) It is necessary for us to use more water.

4. The rainforests in the world might disappear.

a) There definitely won’t be any more rainforests in the future.

b) It is possible that all the rainforests will be cut down.

Check your answers with a classmate.

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ecosystem

Pollution

ozone

endangered

recycle

Biodiversity

✔

✔

✔

✔

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T87A Review Page

Practice BookUnit 7 Track 65Listen and tick the verbs you hear. [Narrator]: Toxic waste is poisonous and dangerous. Many people use toxic products every day, such as chemicals for cleaning, detergents and fertilizers. We don’t need to use these products. For example, we can clean with natural substances, such as vinegar and lemon juice. Every time you buy and use toxic substances, they get into our soil, rivers, lakes and seas. Toxic waste products pollute the water and land. When we eat food from contaminated soil or water, we poison ourselves.

Assessment 7Track 66 Listen and use the key to tick the table. [Angela]: Look, Benny! I just found a magazine article with predictions for the year 2200. Let’s see if we agree with them or not! [Benny]: OK, Angela. That sounds like fun.[Angela]: The fi rst prediction is that all the water in the world will be contaminated. I agree! I think that it will happen![Benny]: Hmm, I don’t know. I think that it might happen.[Angela]: The next prediction is that acid rain will destroy the forests. [Benny]: That’s crazy! That defi nitely won’t happen. [Angela]: Hmm, I think that it might happen. The next prediction is that farmers will cut down all the forests.[Benny]: Yes, I think that it will happen.[Angela]: I agree. It will defi nitely happen. What about this? It says that the air will become too polluted to support life.[Benny]: No, that won’t happen! That’s ridiculous.[Angela]: Well, I think that it might happen. What about the ozone layer? This article predicts that the ozone layer will disappear.

Grammar Module: Must/mustn’tMust/mustn’t + verb are used to express obligation and prohibition. You must save electricity.You mustn’t waste water.

Grammar Teaching TipBy this level, students have got a considerable repertoire of modal verbs, including can/can’t, should/shouldn’t, must/mustn’t, might, will/won’t. The most common errors committed with modal verbs are as follows: 1. Placing the particle to between the modal verb and the main verb: I can to swim. 2. Adding an extra auxiliary verb: I don’t can swim. 3. Sometimes modals can be used synonymously, but in other cases they can’t:You must/should do your homework.What should I do? (Not: What must I do?)You do not need to point out these potential pitfalls to students, but you should be aware of these kinds of errors and correct them as they occur.

[Benny]: I agree. I think that the ozone layer will disappear. [Angela]: Hmm..., the ozone layer might disappear, but I’m not sure. The last prediction is that all animals will become extinct. How sad! But, yes, I think that it will happen.[Benny]: That’s silly! That won’t happen! All animals won’t become extinct. Don’t forget –– we are animals, too!

Assessment 7Track 67Listen and circle the words you hear.[Teacher]: We must learn to reduce, reuse and recycle! Let’s start with ideas about how we can reduce the amount of water and electricity we use.[Student 1]: We can reduce the amount of water we use by not having baths and by having shorter showers. [Teacher]: Right! And how can we reduce the amount of electricity we use?[Student 2]: Well, we can reduce the amount of electricity we use by turning the lights off every time we leave a room.[Teacher]: Correct. That’s the easiest way to save electricity! OK, let’s talk about ideas for reusing materials. How can we reuse plastic bottles and paper?[Student 3]: That’s easy! We can reuse plastic bottles by washing them out and using them to carry water and other drinks. [Teacher]: That’s right. And how can we reuse a sheet of paper?[Student 1]: We can reuse paper by writing on the back of it.[Teacher]: Exactly. And how about recycling? How can we recycle aluminium cans and newspaper?[Student 2]: Well, recycling aluminium cans and newspaper is easy. First, we collect them and then we take them to the recycling centre!

Assessment 7Answer Key 1 1. A = will happen, B = might happen; 2. A = might happen, B = won’t happen; 3. A and B = will happen; 4. A = might happen, B = won’t happen; 5. A = might happen, B = will happen; 6. A = will happen, B = won’t happen2 1. must; 2. mustn’t; 3. mustn’t; 4. must; 5. mustn’t; 6. mustn’t3 Answers will vary.4 The following words are circled: paper, water, newspaper, plastic bottles, electricity, aluminium cans• 1. electricity; 2. paper; 3. water; 4. plastic bottles; 5. (in any order) newspaper, aluminium cans5 1. T; 2. F; 3. T; 4. T; 5. T; 6. F6 Species: Birds, Fish, Insects. The remaining answers may vary.

Worksheet 7Answer Key 1 must; must, mustn’t; mustn’t; must; mustn’t, must; must2 Answers will vary.3 Order of answers may vary: 1. People will live in zoos. 2. Robots will drive buses. 3. Rats might become extinct. 4. Penguins might learn to write. 5. Fish won’t breathe air. 6. People won’t eat rocks.

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be a conservationist - amazon simple storage service · students read the text titled land silently...

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