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Teacher’s Edition The Teacher’s Edition provides everything needed for efficient preparation and delivery of classes, whether teaching in person or remotely. The Teacher’s App gives access to resources such as Teacher’s eBook, Classroom Presentation Kit, audio and video, Test Generator, and links to the Kahoot! quizzes.
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Reading and critical thinking Student’s Book pp50–51 Lesson goals Students read a travel guide and learn to distinguish between fact and opinion. Warm-up Play Snowman to practice the new words from pp48–49 of the Student’s Book. (See Activities bank, page 7, for full instructions.) A travel guide 1 • Elicit vocabulary to describe the land features in the photos. • Ask students to describe the places in the photos. • Ask: What do you think they have in common? 2 • Ask students to say what they know about each place and to identify a country/region for each place, but do not correct their answers until after exercise 3. Reinforcement If students are struggling to identify where they are, write the answers on the board in random order and ask students to match them with the photos. • Ask students to match the names to the photos.
Subskill: Identifying fact and opinion Explain that being able to distinguish between fact and opinion is an important analytical skill. It is useful for evaluating a text and a writer’s argument, and to see how reliable the information is. It can sometimes be difficult to separate fact from opinion, e.g. Finland is a fantastic place to see the northern lights. Opinions are often indicated with words and phrases such as in my view/opinion, perhaps, possibly; verbs like think, seem ; and adjectives like incredible, fantastic, wonderful . Tell students they can identify a fact by asking whether the information can be proven to be true. They can also ask these questions: Is it a scientific fact that can be observed? Is the data from a reliable source? 4 • Ask which words provide clues to the sentences that are opinions. ( 3 deserves 4 beautiful 6 best 7 most famous 8 most incredible)
Exercise 4 1 F 2 F 3 O 4 F 5 O 6 O 7 O
5 • Ask students to underline the part of the sentence that is incorrect in the false sentences. ( 1 always 3 all 4 by far the biggest 5 one huge coral reef) Exercise 5 1 False – The northern lights are there all the time, but you can only see them when the conditions are right. (para 1, lines 2–3) 2 True (para 2, lines 2–3) 3 False – You can hike along parts of the Grand Canyon. (para 3, lines 1–2) 4 False – It’s one of the largest. (para 5, lines 1–2) 5 False – There are 3,000 coral reefs in the Great Barrier Reef. (para 7, line 3) 6 • After the task, read some numbers from the text and ask students if they can remember what each one refers to, e.g. 400 km (the length of the Grand Canyon) , 1943 ( volcanic eruption of Paricutín ) , 1,500 (species of fish in the Great Barrier Reef) . 1 You can see them in different places and they’re not on land. 2 It’s the only volcano that people have seen develop and become extinct. 3 hiking through it, rafting down the river and going on a helicopter tour 4 the statue of Christ the Redeemer 5 It’s one of the largest waterfalls in the world. 6 in 1953 7 Its size and the number of species of fish, coral and birds found there. Exercise 6 Suggested answers:
Exercise 2 1 C, USA
2 A, off Australia
3 G, various places in the northern hemisphere 4 F, Brazil 5 E , Nepal and Tibet 6 B, Mexico 7 D, Zimbabwe and Zambia
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22 When checking answers, elicit which words were the main clues to the answers, e.g. 1 lights and sky , and ask where each one is. • Ask students to identify the writer’s purpose in writing this text. (To persuade readers to book a vacation with their company.)
Exercise 3 1 the northern lights 3 the Grand Canyon
2 Paricutín
4 the harbor of Rio de Janeiro
5 Victoria Falls
6 Mount Everest
7 the Great Barrier Reef
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4 • Students do the task. • Ask them if they agree or disagree with their results. 5 • Draw the table on the board and ask students to help you complete it. • Ask students to add more words to each column. • Discuss which geographical features and natural disasters they are most likely to encounter in their country and if they can think of anything else they could do in the event of any of the disasters. • Discuss with students which natural disasters tend to occur more or less frequently. (Hurricanes and flash floods are becoming more frequent. Avalanches, earthquakes, volcanic eruptions and tsunamis aren’t as frequent.) Challenge Put students into small groups and ask them to discuss and decide on the causes of the natural disasters, e.g. landslides can be caused by cutting down forests or overworking land. • In their groups, ask students to create a world map and identify the places where these natural disasters are a problem, e.g. wildfires are most commonly a problem in Spain, California in the USA and parts of Australia. Exercise 5 Geographical features: cave, harbor, coral reef, cliff, waterfall, riverbank, shore, valleys Natural disasters: volcanic eruption, tornado, flash flood, tsunami, drought, heatwave, wildfire, earthquake, landslide
Extra activity Ask students to make a list of ten items which they would put into a natural disaster emergency kit, e.g. water, food, radio, flashlight, first aid kit, whistle, mask, can opener, cell phone. Ask: Where should such a kit be kept? (at home, at school, or in the car)
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VIDEO SKILLS
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See the video script on pp140–141. • Before students watch, ask them what they can see in the photo on p49 of the Student’s Book and what sort of video they think they will watch. Check the meaning of crater using the photo. • Read the question and ask students to watch and take notes. • Follow-up questions: Where are the places in the video? (East Java, Indonesia) What does the name of the first waterfall mean in English? (One Thousand Waterfalls) Which of the activities in the video would you like to do? Why?
Raise students curiosity with WDYT questions
10 • When students have discussed the
questions in pairs, nominate individuals to share their ideas and discuss as a class.
Exercise 9 volcanoes, lakes, mountains, forests, waterfalls, river, forest, desert
6 • Students do the task. Exercise 6 1 drought 5 flash flood 2 tsunami 6 wildfire
Exercise 10 Suggested answers: 1 To get better views and to see the landscape properly. It makes the vlog more exciting. 2 No, because you can’t film all of those shots on your own. Further practice • Vocabulary ➔ Workbook p28 • Vocabulary ➔ On-the-Go Practice • Vocabulary worksheets (basics, standard and higher) ➔ Teacher’s Resource Center Homework Ask students to choose three types of natural disaster and research the reasons why each occurs and what people should do in the face of each of the disasters.
3 earthquake 7 tornado
4 avalanche 8 landslide
7 • Allow students to work in pairs and use dictionaries. 8 • After the task, invite students to share any interesting experiences. • Ask students which features they would like to visit in the future, where they are and why they want to visit them. Exercise 8 2 summer: drought, heatwave, wildfire winter: avalanche not seasonal: volcanic eruption, flash flood, tsunami, earthquake, landslide other: Tornadoes in the USA are most common from April to June.
Teacher’s App • Classroom Presentation Kit allows teachers to project the Student’s Book or Workbook in class in an interactive format. • Teacher’s Resource Center provides a wealth of extra resource materials and worksheets. • Test Generator lets teachers design bespoke tests and test exactly what they taught in the lesson. • Homework Manager helps teachers assign homework remotely, and push notifications and reminders directly to the Student’s App. • Progress Tracker monitors students’ work remotely, tracks their progress, and reports if homework has been done.
Allows students and teachers to work together in a structured way
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ISBN chart
Level 1
Level 2
Level 3
Level 4
Level 5
Intro
Student's Book with Student's App and Digital Student's Book and Digital Workbook Digital Student's Book with Student's App and Digital Workbook
1202209220101
1202209220102
1202209220103
1202209220104
1202209220105
1202209220106
9781035158478 9781035158775 9781035158836 9781035158928 9781035158973 9781035159000
Workbook and Digital Workbook
9781380072146 9781380072177
9781380072207
9781380072238 9781380072269 9781380072290
Teacher's Book with Teacher's App
9781380072221
9781380072252 9781380072283
9781380072139 9781380072160 9781380072191
Split edition
Intro B
1A
1B
2A
2B
3A
3B
Intro A
Student’s Book + Workbook + access to Student’s App + Digital Student’s Book + Digital Workbook
9781380078247 9781380078346 9781380078520 9781380078629 9781380079121 9781380079244 9781380079367 9781380079480
Teacher's Book with Teacher's App
9781380078278 9781380078377 9781380078551 9781380078650 9781380079152 9781380079275 9781380079398 9781380079510
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