3 Our planet

Unit overview
IN THIS UNIT STUDENTS: STUDENTS REVISE:
● make predictions ● making predictions using will and won’t
● talk about conditions and results ● talking about possible conditions and results with the first conditional
● express opinions ● words to describe and label the natural world
● town and city words

SUMMARY:
PER Niveau 1 PER Niveau 2 From Unit 3 onwards, exploitation of the materials should vary considerably
depending on the level of your students. Select materials depending on your objectives and ensure that
the tasks are appropriate for the different levels.
The topic of this unit is the environment. Students make predictions, talk about the future, read about
environmental issues and express their opinions on them. In Culture in mind, they read about the London
bike scheme. The Technology-based cross-curricular topic examines the use of renewable and non-renewable
energy around the world.
In the context of environmental issues, students revise making predictions using will/won’t and are introduced
to may/might* for expressing future possibility. They express conditions and results using the zero and first
conditionals. Students give opinions in the context of talking about improvements in their home town.
* PER Niveau 2 Discovery For students whose aim is to reach PER Niveau 2 by the end of the year, may/might
is a discovery item (as defined in the PER). They need to be familiar with this way of expressing possibility
in the future, but they don’t need to be able to use the structure actively and should not be tested on it.

EXTRA RESOURCES:
The following resources are available for use in your classes as you work through Unit 3:
Workbook: Website Teacher Zone PDF Language
p 26, Ex 7 Reading and speaking – application form and exercises:
radio interview; PDF 3.13 PER Niveau 1
strategy training: Keeping a conversation going PDF 3.14 PER Niveau 2
p 27, Ex 8 Listening – dialogue giving opinions about school
PDF 3.15 PER Niveau 2 Extra wordlist
p 27, Ex 9 Reading and writing – competition entry giving
opinions about school improvements Students personalise the list with
p 28 Watch out! focus on common errors translations or examples.

Language Builder: DVD EiMTV Episode 3:

Life swap: Part 2
p 25 Study help: Word formation 2
p 29 Language links: Predictions PDF EiMTV Episode 3

The following self-access digital resources are available for consolidation and extension:
Website Student Zone language games and DVD-ROM language practice exercises
graded skills activities:
PER Niveau 1 : Level 1 skills activities
PER Niveau 2 : Level 2 skills activities

TEACHING TIP
You may like to suggest that students listen to the following songs that are connected to the unit:
Count on Me by Bruno Mars Earth Song by Michael Jackson Moonshadow by Cat Stevens
The 3 Rs by Jack Johnson Mercy, Mercy Me (The Ecology Song) by Marvin Gaye

UNIT 3 65
 Warmers and coolers
Balloon debate
Aim to express opinions and present arguments
connected to the unit topics; to revise key vocabulary
● In this debate, students work in groups of about
four to six. Each student represents a person or
an idea. The students imagine that they are in
a hot air balloon which is going down. They have
to choose one ‘idea’ or person to throw out of
the balloon so that they can continue to fly.
● Each student presents an argument for why
they should stay in the balloon. The rest of
the students listen and make notes. After each
student has given their presentation, students can
ask each other questions and make suggestions
about who they think should be thrown out.
● Each speech should be carefully timed. You can
suggest times from 30 seconds to 2 minutes,
depending on the level of your students.
● Suggested balloon debate identities for this unit:
1 Environment identities: exhaust fumes, litter,
smog, power stations, traffic jams.
The identity that causes the most damage
to the environment is thrown out.
2 Students think of a ‘teen hero’ project based
on the awards on page 22 of the Student’s
Book and present it to the group. The least
useful project for your town is thrown out.
3 Town facility identities: bottle bank,
car park, cycle lane, petrol, public transport,
skatepark, sports facilities. The one that your
neighbourhood needs least is thrown out.
4 School facility identities: sports facilities,
library, computer room, canteen, music room,
vegetable garden. The one that your school
needs least is thrown out.
Chain memory game
Aim to practise talking about conditions and results
● Students play a Chain memory game with the
sentence: If it snows/rains during the night, I …
● Tell the students to think of something that
they will or won’t do if it snows/rains during the
night. They work in circles making and repeating
statements. They can mime the activities to help
the other people in their group remember them.
66 UNIT 3
Eliminate!
Aim to revise words connected to the environment
● Play Eliminate! from the Games bank (page 15).
Elicit ten nouns from the unit onto the board.
Students play the game in teams.
● Define the nouns in random order using negative
sentences, e.g. You don’t see it in the country.
Factories don’t cause it. Bikes don’t have
problems with it. You don’t move when you’re
in it. (traffic jam) Students listen and shout out
the word to win a point for their team.
● Play another round of the game with verbs
connected to the environment.
If … consequences
Aim to practise talking about conditions and results
● Elicit some If + present simple clauses from the
class, making sure that all their suggestions are
possible future events, e.g.
If it rains tomorrow, … If we all walk to school, …
If we don’t have any homework at the weekend, …
● Students each write an If clause at the top of a
sheet of paper. They pass the sheet to the person
on their right, who reads the If clause, folds
the paper over to hide it and adds a possible
result clause to match the If clause, e.g.
… I won’t walk to school.
… we’ll be healthier.
● They pass the sheet to the person on their right,
who reads the result clause, folds the paper
over to hide it and adds a possible If clause to
match the result clause that they have just read.
This continues until students get to the end of
the sheet of paper, but they should finish with
an If clause.
● Students open up the sheet of paper and
read the series of sentences. They compare
the starting and finishing If clauses.
Jigsaw clauses
Aim to revise talking about conditions and results
Preparation PDF 3.1 Jigsaw clauses
cut up, one clause card each (to form eventual pairs)
● Give each student a clause card. They read and
learn it by heart. Students put away their cards and
then mingle in the class, saying their clauses to each
other and trying to find their ‘partner’ (the person
who has the other clause that makes a sentence).

SB PAGE 20
1 Read
AIMS
Reading – scan an article about climate change to
identify the main topic; for specific information
● Resources
PDF 3.2 Mixed ability
PDF 3.3 Mixed ability
PDF 3.4 Mixed ability
Lead-in
● Weaker students: Revise words and phrases for
talking about the weather and ask students to
describe the weather where they live during the
different seasons or use a world weather map to
describe today’s conditions. Introduce the idea
of climate change and elicit phrases about recent
changes in the weather, e.g. It’s hotter in summer.
It doesn’t rain a lot. / There isn’t much snow.
● Mid-level students: Build up a mind map with the
class to introduce the topic and revise connected
language. In the centre of the board, draw a circle
and label it Our planet (the title of the unit). Draw
two lines, one on the left leading to a section
with Living things and the other on the right to a
section with Non-living things. Ask the class where
to place the words animals and weather. Invite
students to come to the board and add lines,
headings and words to build up the mind map.
Feed in these words that students need in the unit:
climate, storm, natural disasters, environment,
land, air, water, river, sea, island, humans.
● Stronger students: They discuss the environment
in small groups. Ask them what problems
there are in the world. You could elicit some of
the vocabulary in the unit, e.g. global warming,
pollution, climate change. Ask them what sort of
things they can do to help. Ask for some groups to
feed back to the rest of the class and discuss any
interesting ideas further.
TEACHING TIP
The reading activities require students to scan
the article to identify the main topic and then
to locate specific factual information. Remind
students that they don’t need to understand
every word in the text in order to be able to
do the activities.
● Mixed ability:
PDF 3.2 Mixed ability
PDF 3.3 Mixed ability
PDF 3.4 Mixed ability
These worksheets offer students different levels
of support and extension as they work through
the activities. The cross-references on the PDFs
show when students should use them.
Weaker and mid-level students use PDFs 3.2
and 3.3 as they do Exercises 1a and b. They are
complementary to the Student’s Book activities
and offer different levels of support.
PER Niveau 2 Stronger students use PDF 3.4
after they have finished Exercise 1b. It provides
additional comprehension and vocabulary
extension activities.
a ● Weaker students: Students look at the photos.
Pre-teach or check the meaning of these words
from the article: flood, hurricane, tornado,
thunderstorm, temperature, human, ice, island.
● Read the three possible topics and make sure
that students understand that they have to scan
the article and say which is the main topic.
Answer
The main topic is the world’s changing climate.
b ● Students read the sentences, discuss them in pairs
or small groups and say if they think they are true
or false. They then read the article again quickly
and check their ideas.
Answers
1 F 2 T 3 F 4 F
● Stronger students: They work in teams to write
more statements about climate change.
In their teams they test the others with their
sentences. They then look at the Words and
Phrases list on page 31 of the Language Builder
and highlight the items they find in the text. They
cover the translations and try to guess the meaning
in context and then check their guesses.
OPTIONAL ACTIVITY
Tailless sentence completion
Write up this sentence ‘head’:
The weather is changing around the world …
Students work in pairs to think of different
‘tails’ (endings). Set a time limit. Students call
out their sentences. They get a point for each
correct suggestion, e.g.
… because of global warming.
… because of human activity.
… because people use too much petrol and oil.
UNIT 3 67
SB PAGE 21
2 Focus on language
Predictions
AIMS
Make predictions about the future using will/won’t
and the infinitive form of the verb
Oral production – make predictions and express
opinions about the future
Introduction to using may and might for expressing
future possibility PER Niveau 2 Discovery
● Consolidation and extension
Language Builder p 26, p 29
Workbook p 22, p 25, Ex 6
PDF 3.14 PER Niveau 2
PER Niveau 2 Discovery
TEACHING TIP
Students are familiar with will/won’t for predictions
from English in Mind 10e and should only need a
quick revision focus here. The principal challenge
of the activities will be using the environmental
vocabulary. Encourage them to talk about the facts
they have learned in their Geography classes.
a ● Students look at the example sentences from
the article in Exercise 1 and answer the questions
in the box.
OCUS
will/won’t for
future predictions
● Work with the class to elicit answers to
the questions using the example sentences.
● Write up a negative prediction like this:
It won’t rain/snow tomorrow.
● Ask students if they agree. Elicit the adverb
probably and ask students to insert it in
the sentence. Then write it clearly in front
of won’t.
● To check that students remember how to use
and form the tense, elicit some predictions
about how the weather will change in
the future, using probably. Work orally,
focusing on the verb forms as necessary.
● You may like students to complete
page 26 of the Language Builder at this
point to ensure that they all have a record
of the grammar focus.
● Remind students that they can refer to
the Grammar reference section at the back
of the Student’s Book for a more complete
summary.
68 UNIT 3
Answers
1 To make predictions. (We often use opinion
phrases with this use of will/won’t.)
2 the infinitive form of the verb without to
3 In affirmative sentences, it goes between will
and the main verb. In negative sentences, it
goes before won’t.
TEACHING TIP
PER Niveau 2 Discovery For students whose aim is
to reach PER Niveau 2 by the end of the year,
may/might is a discovery item (as defined in
the PER). They need to be familiar with this way
of expressing possibility in the future. However,
they don’t need to be able to use the structure
actively and should not be tested on it.
may and might
PDF 3.14 PER Niveau 2
● Ask students to look back at the article on
page 20 of the Student’s Book and find
the sentences with may and might.
Write them up.
Some islands might disappear completely.
There may be frequent floods in coastal cities.
● Circle the modal verbs. Elicit the form and the
fact that they express possibility in the same
way as using the adverbs maybe or possibly.
Tell students that the two verbs are used in
exactly the same way to make predictions.
● Elicit some personal predictions using
may / may not and might / might not
to check that students understand the
form and use, but don’t drill them as they
don’t need to use this structure actively:
I may not come to school tomorrow because
I’m not feeling very well.
I might not pass the Maths test because I think
it will be difficult.
● Students complete the grammar record on
page 29 of the Language Builder and can do
the Workbook exercise on page 25.
● The PDF worksheet gives students extra
exposure to the language.
Language notes
We can use either may (not) or might (not)
interchangeably to talk about future possibility.
When we want to express possibility in an
imaginary situation (e.g. with the second
conditional), we can only use might (not):
If we didn’t have cars, climate change might
not be a problem.
b ● Read the words in the box with the students
and check that they understand them. Read the
example sentence and elicit possible follow-up
utterances, e.g. Yes, I agree. It rains more
every year.
● Weaker students: Do the activity with
the whole class, eliciting and drilling predictions
and responses.
● Stronger students: Divide the class into pairs
or small groups. Give students a few minutes to
discuss the topics in the box. Encourage them to
refer to local places that they know. They can use
may/might in their predictions as well as will/won’t
whenever possible. You may also like them to use
some of these phrases for talking about the future
that they learned in English in Mind 10e: I hope /
I think / I don’t think / I’m sure / Maybe / Possibly.
● Ask for pairs to feed back to the class. If there
are any interesting points, discuss these further
as a class.
OPTIONAL ACTIVITY
Time travel questions
Students work in small groups. Tell them they
are going to travel forward in time 100 years
and interview some people in the future.
They have to prepare questions to ask. Elicit
a few examples, e.g. Are there a lot of floods?
Does it snow in winter? Are all cars electric? etc.
Each group decides on at least five questions,
which they should all write down.
Put students from different groups in pairs.
They interview each other using their questions,
imagining that the person answering
the questions lives in the future and
inventing the answers.
Students return to their original groups
(travelling back in time) and report what
they found out, e.g. There will be lots of floods
all the time. People won’t drive cars, they’ll
have boats.

Possible answers
The glaciers will get smaller / melt. 3 Speak
The lakes will flood more often. The level of
water in the lakes will rise in spring and autumn / The environment
will go down in summer.
There will be more rain in some places.
AIMS
There won’t be much water in rivers in
the summer. Focus on words connected to environmental issues
There will be less snow in winter. It will snow Pronunciation – focus on the sound /ʃ/
later. It won’t snow much. Oral interaction – describe and discuss local
There will be worse storms in the mountains. environmental issues
Temperatures will get warmer. ● Consolidation and extension
Language Builder p 22, p 23, p 25
Workbook p 23
TEACHING TIP
Vocabulary bank p 95
Language links
Language Builder page 29 *Predictions a ● CD1 T22 Students look at the pictures and talk
This focuses on the structures used for making about what they can see. They read the words in
predictions. the box and match them with the pictures.
Answers ● Weaker classes: Do the first item as an example.
In English En français Auf Deutsch Students then match the other words.
They compare answers in pairs.
There will Il y aura Es wird in der Zukunft
be more davantage de mehr Probleme mit der
● Stronger classes: They cover the word box and
pollution problèmes de Umweltverschmutzung brainstorm the words that they know to describe
problems in pollution dans geben. the pictures. Students then read the words in
the future. le futur. the box and check their ideas.
Temperatures Les Die Temperaturen
● Play the CD for students to listen and check or
will go up. températures werden steigen. change their answers. Play the CD again, pausing
augmenteront. for students to repeat each word.
Rule: Rule: future Rule: werden +
● Students complete page 22 of the Language
will/won’t + endings with infinitive verb form Builder.
infinitive verb the verbs. ● Stronger students: They read the sentences
form There are connected to environment issues in the Vocabulary
exceptions. bank on page 95, then work in pairs to make
English and German use a similar structure, whereas sentences about where they live using the verbs.
French is much more complex.

UNIT 3 69
 AUDIOSCRIPT/ANSWERS b ●●
1 The exhaust fumes from cars and buses are
terrible for cyclists.
2 We have to take the rubbish out after
10 o’clock in the evening.
3 The recycling programme in our town is great.
4 There’s a lot of litter in some streets in our city.
5 There are big traffic jams in the city centre
every morning.
6 A lot of pollution comes from factories.
7 Smog is a problem in many big cities.
8 The electricity that we use comes from
power stations.
c ●●
OPTIONAL ACTIVITY
Practice and extension
Play Expand and contract from the Games
bank (page 15) with the sentences from
the audioscript or your own sentences
●●
about the environment:
The exhaust fumes from cars are terrible
for cyclists.
Possible transformations:
The exhaust fumes from all the traffic are
terrible for cyclists.
The exhaust fumes from cars are terrible
●●
for humans and animals.
The exhaust fumes from cars are very
dangerous for cyclists.
Pronunciation: /ʃ/ ●●
TEACHING TIPS
The aim of this activity is to focus on the /ʃ/ sound
and to make students aware of the ways in which
this sound can be spelled in English, which are
different from the written ch in French. As you work
through this activity in class, your focus should be on
accuracy, ensuring for example that students don’t
pronounce a /ʃ/ sound in the word change /tʃeɪnʤ/.
However, in later fluency work, don’t expect
students to be as accurate in their pronunciation.
You may like to point out that ch is pronounced /ʃ/
in words imported from French, such as chef.
There is additional practice in the Workbook for
students to consolidate this point.
You may also like your students to work through
the Study help tip on word formation on page 25 of
the Language Builder at this point. The focus is on
nouns ending in -tion and -sion.
70 UNIT 3
  CD1 T23 Ask students to read through
the sentences. They work in pairs to count
the /ʃ/ sounds. Compare ideas with the whole
class and then play the CD. They listen and
check their answers. Play the CD again for
students to listen and repeat.
Answers
I’m sure there’s a solution for the problem
of pollution!
Climate change is an international issue!
I need some information about rubbish
collection.
Divide the class into pairs. Read the example
sentences and tell students to think of more local
environmental issues and to make a list. Give
students a few minutes to complete the exercise.
Ask for feedback and put a selection of ideas on
the board.
Students now rank the problems in order of
seriousness. If necessary, rank a couple of
the items on the board with them as an
example. Give students a few minutes to
continue to rank the other items in their lists.
Then put pairs together in groups of four to
compare their lists.
To feed back, ask two students to come and rank
the items on the board. Are there any interesting
results? Does the whole class agree? Encourage
students to discuss with the rest of the class why
they feel certain problems are more/less important
than others.
Weaker classes: Do the activity quickly with
the whole class.
OPTIONAL ACTIVITIES
1 Solutions
Students work in pairs or groups to make
a list of things ordinary people can do to
help the environment. Write their ideas on
the board or ask some students to come
out and write them up. In small groups,
students discuss which of these things
they do to help the environment.
2 Environmentally-friendly classrooms
In small groups, students decide how they
could be more environmentally-friendly in
the classroom. They can use the ideas from
the activity above or think of some new
ideas for the classroom, e.g. always recycle
paper, switch the lights off when we don’t
need them, share paper for making notes
in an exercise.
Students make posters illustrating what they
aim to do to help improve their classrooms.
The posters can be displayed on the walls.
 b CD1 T24 Tell students that they are going to
SB PAGE 22
4 Read and listen
AIMS
Reading – scan a competition announcement for
key facts
Listening – for gist to match project descriptions;
specific information to take notes of key details
Oral interaction – express opinions
● Resources
PDF 3.5 Mixed ability
PDF 3.6 Mixed ability
PDF 3.7 Mixed ability
PDF 3.8 Audioscript CD1 T24
Website weblinks for research and extension
Lead-in
● Books closed. Write up the title International Teen
Hero Awards and tell students that they are going
to read a competition announcement. Ask them to
suggest different kinds of teen heroes and to say if
they know any.
BACKGROUND INFORMATION
The International Teen Hero Awards
announcement is fictitious for copyright
purposes. However, there are a number of
similar awards for young people, e.g.
• Action For Nature International Young
Eco-Hero Awards
• Brower Youth Award
You may like to suggest that students look at
the websites if they are interested. They are
included in the website weblinks.
a ● Students read the three questions and scan
the announcement quickly to find the answers.
Remind them that they should only focus on
finding the answers. Feed back with the class,
then ask them if they know anyone who they
think should apply for the award.
Answers
1 young people between 12 and 18
2 $2,000
3 with a video and an online application
●
listen to two of the contestants presenting their
projects. Elicit and write up questions that they
think the project presentations will answer, e.g.
What is your project? When did you start it?
Why did you start it? Who do you help?
What do you do? How many people do you work
with? What are your plans for the future?
● Students read the four project summaries at
the bottom of the announcement and ask about
any new words. Play the CD. They listen to Rashida
and Dylan and say which are their projects.
AUDIOSCRIPT
Rashida: Hi! My name’s Rashida and I come
from Patna in India. Patna is the capital of
Bihar, which is one of the poorest states here.
Three years ago, I started an organisation
called Friends of the Trees and I’m applying
for the award not just for me, but for
everyone who helps me.
There are 50 members of Friends of the Trees
and we’re all between the ages of 12 and 16.
We’re building a bio-reserve – a park –
in the centre of our city. The reserve has
more than 50 varieties of trees.
There’s terrible air pollution in our city
and there are hardly any trees. Sometimes
it gets really bad. If you do sports outside,
you can’t breathe.
When I visited my grandparents’ village two
years ago and saw the blue sky and breathed
the clean air, I understood how polluted my
city is. ‘If I can’t live in the country, I’ll have
to clean up the city,’ I thought, so I founded
Friends of the Trees. If you plant trees in
a city, you clean the air and the streets are
cooler. Why is the air cleaner if you plant
trees? Well, trees absorb CO2 – that’s carbon
dioxide – and other dangerous gases
and produce clean air – oxygen – for us
to breathe.
As well as planting trees, we clean up the city
streets. If people drop litter in the streets,
they have to pay us two rupees. Then we use
the money to buy more trees. Please give
Friends of the Trees an award. What will we
do if we win? We’ll use the money to buy
more trees, of course!
UNIT 3 71
 Dylan: Hi! My name’s Dylan. I’m from Glasgow Answers
in Scotland and I want to tell you about my Rashida
project. When I was ten years old, my best Project name: Friends of the Trees
friend, Alex, got cancer. I wanted to help him. Activities:
He made a list of his dreams and on his list • build a bio-reserve in city centre
was a trip to Disney World in Florida. ‘Alex • plant trees
wants to go to Disney World, but it’s very • clean city streets
expensive,’ I said to my mum. It was her reply Plans: buy more trees
that changed everything. Dylan
‘Why don’t you raise the money?’ she Project name: Cancer Kids Help
suggested. ‘He won’t go unless you help Activities:
him.’ But how? Well, I can play the guitar • organise trips for the kids
quite well. ‘If you give concerts, maybe you’ll • organise parties for the kids
make some money,’ my dad said. So I started • organise concerts and Fun Runs
giving concerts and in the end I raised the Plans: make sure kids with cancer have fun
money for Alex and his family to go to Florida.
When he came back, I visited him in hospital
and I saw lots of very sick children. They need OPTIONAL ACTIVITY
help too, I thought. They need help to Jigsaw listening
fight cancer. So, I went home and I started If you have the facilities, divide the students
an organisation – Cancer Kids Help. I was 11 into two groups, A and B. Group A listen to
then and that was three years ago. Rashida’s presentation and Group B to Dylan’s.
Cancer Kids Help raises money so that kids Students then work in AB pairs to tell each other
with cancer can have fun too, but I don’t about the project.
take them all to Disney World! I organise
trips to the circus or to the zoo and to see
d ● Students discuss their opinions of Rashida’s
comedians. If a little kid is very sick, we have
and Dylan’s projects. You could set this up as
a party at the hospital with clowns and music.
a group debate with different students arguing
To make money, we organise concerts and
for each project.
Fun Runs. So far we’ve raised more than
£5,000 to help kids with cancer to have fun.
Please give me an award. If I win, I won’t use 5 Focus on language
the money to go to Disney World. I’ll use it to
make sure that kids with cancer can have fun.
Conditions and results

Answers AIMS
Rashida = 2 Dylan = 3 Talk about conditions and results using
the zero conditional and the first conditional
● Mixed ability: Oral interaction – talk about conditions and results
PDF 3.5 Mixed ability ● Consolidation
PDF 3.6 Mixed ability Language Builder p 27, p 28
PDF 3.7 Mixed ability Workbook p 24
These worksheets provide students with a grid for ● Resources
the note-taking task with different levels of support PDF 3.8 Audioscript CD1 T24
depending on their level. PDF 3.9 Guided dialogue
PER Niveau 2 PDF 3.7 also includes a vocabulary
extension activity.
TEACHING TIP
c ● CD1 T24 Students listen again and take notes
Some students may remember that they were
about the projects. They may need to listen various
introduced to the first conditional in the last unit
times to complete the notes.
of English in Mind 10e. PER Niveau 2 students will
● Mixed ability: PDF 3.8 Audioscript CD1 T24 work with the second conditional towards the end
Stronger students can do the vocabulary extension of the course, in Unit 7.
exercise on PDF 3.7 while other students listen
again and complete their notes. Students then
check their answers in mixed ability groups, using
the audioscript to help them.

72 UNIT 3
a ● Focus on talking about conditions and results.
OCUS
Conditionals
● Weaker students: Books closed. Write up
these sentences:
If it snows tomorrow, I …
If it doesn’t rain tomorrow, I …
● Ask students to offer suggestions for
completing each sentence. Make sure that
they understand that they are talking about
possible conditions and results. Ask students
what they notice about the verbs in each
half of the sentence. Elicit that the first one
is present simple and the second one is
will/won’t.
● Now write up these sentences and elicit ways
to finish them, making sure that students
understand that they are about general
conditions and certain results.
If it rains a lot, …
If it doesn’t rain, plants …
● Ask students again what they notice about
the verbs in each half of the sentence.
Elicit that they are both present simple.
● Students open their books at page 22 and
read the example sentences. They then
read through the Focus box and answer
the questions.
● Stronger students: They look at the four
example sentences from the presentations
and focus on the verbs. They then read
the Focus box and answer the questions,
using the examples to help them. Check
the answers.
● To check understanding of the conditionals
at this point, ask each student to produce
an example sentence about themselves, e.g.
If it rains, my dad takes me to school.
If it doesn’t rain, I walk.
If it rains tomorrow, I won’t go out.
If it doesn’t rain, we’ll go for a swim.
● You may like to do an oral transformation
drill with sentences using unless. Write up
this example:
He won’t go unless you help him.
He won’t go if you don’t help him.
● Read out these sentences for students to
transform in the same way:
Unless we leave now, we’ll be late.
He’ll fail his exams unless he studies harder.
I won’t have any money unless my dad gives
me some.
● Now try the other way round:
We won’t understand if you don’t explain.
If you don’t tell anyone, nobody will know
your secret.
If we don’t do something now, the problem
will get worse.
● You may like students to complete pages 27
and 28 of the Language Builder at this point
to ensure that they all have a record of
the grammar focus.
● Remind students that they can refer to
the Grammar reference section at the back
of the Student’s Book for a more complete
summary.
Language notes
1 You may like to review complex
sentences and clauses with the class. Use
the Grammar reference on pages 88 and 89
to check that they understand the terms.
2 Remind students that the If clause
(condition) can come first or second in
the sentence, but the present simple tense
always goes with the If clause.
3 Remind students to use the contracted
form in conditional sentences. It is more
natural in English to say If the weather’s
good tomorrow, I’ll go to the beach
than … I will go to the beach. We also use
these contracted forms in informal writing
where will follows a subject pronoun,
but not usually in formal writing.
TEACHING TIP
PDF 3.8 Audioscript CD1 T24
You may like to give students the audioscript
from Exercise 4 to read through and highlight
the conditional sentences.
UNIT 3 73
 OPTIONAL ACTIVITY
Sentence chains
Write the following prompts on the board:
more cars on the road / more pollution
pollution increase / plants and animals die
ice melt / sea levels rise
more people recycle / save the planet
cycle more / drive less
Divide the class into groups of four or five.
Each group chooses a prompt and must make
as many first conditional sentences as they can
from it to form a chain. For example:
S1: If there are more cars on the road, there’ll be
more pollution.
S2: If there’s more pollution, there’ll be
more illness.
S3: If there’s more illness, there’ll be more work
for doctors.
S4: If there’s more work for doctors,
they’ll be busy.
etc.
Ask some groups to read out their chain
sentences to the rest of the class.
b ●● Students work in AB pairs. Student A turns
to page 65 and Student B turns to page 66.
They read the instructions and do the activity.
Check the answers of the first pair to finish and
then ask them to check the other pairs’ answers
as they finish.
●● Stronger classes: Students work in two big
groups at first: A and B. They read their tailless
sentences and think of as many possible
endings for each one as they can. Then they
do the opposite with the sentence endings.
Students discuss the possible beginnings.
Then they work in AB pairs to do the activity
and compare their ideas.
74 UNIT 3
Answers
Student A
1 If people walk or go by bike more often,
there will be less pollution from
exhaust fumes.
2 If we plant more trees in town, they’ll produce
oxygen and the air will be cleaner.
3 If people reuse water bottles and shopping
bags, we won’t throw away so much plastic.
4 If people drive everywhere by car, the air is
more polluted.
5 If temperatures continue to rise, the ice at
the poles will continue to melt.
6 If we plant a school garden, we’ll be able to
eat fresh vegetables for lunch.
Student B
1 If pollution increases, more plants and
animals will die.
2 If people have showers instead of baths,
we’ll save a lot of water.
3 If we cut down trees in the forests, it doesn’t
rain so often.
4 If we don’t drop litter, the streets will be
cleaner.
5 If we don’t do something about the causes,
the problem of climate change won’t
go away.
6 If we start a school recycling programme,
we won’t throw away so much rubbish.
OPTIONAL ACTIVITY
Guided dialogue
PDF 3.9 ​Guided dialogue
Students work in pairs to create and act out
dialogues about plans for the evening, using
the first conditional.
 b ● Check that students remember the word
SB PAGE 23 neighbour and understand neighbourhood.
Ask students to describe the facilities in their
6 Focus on language neighbourhood without saying the words and
to guess the words as in the example.
In town
OPTIONAL ACTIVITY
AIMS Neighbourhood survey
Focus on words for town and city facilities PDF 3.10 Neighbourhood survey
Listening – for specific information to check answers Students complete the survey and then work
Oral interaction – describe and guess facilities in groups interviewing the other students in
● Consolidation their group. They swap groups and compare
Language Builder p 24 their findings.
Workbook p 25, Ex 5
● Resources
PDF 3.10 Neighbourhood survey 7 Read and write
Lead-in AIMS
● Weaker students: Revise the words for town and Reading – scan an article to identify main points;
city facilities that students already know by playing intensive to extract useful words and phrases
Pass it on (page 18) or Word by word (page 21) Writing – express opinions in a short article
from the Games bank.
● Consolidation
● Stronger students: They work in pairs to Workbook p 27, Ex 9
brainstorm the town and city facilities that they
● Resources
know. They then swap pairs and ‘test’ their new
PDF 3.11 Role cards
partners by giving definitions or explanations,
e.g. You go here to send something. (post office)
This is where you go to get money. (bank) a ● Students scan the article as quickly as possible to
count the writer’s ideas for improving the town.
a ● CD1 T25 Students read and match the words
Feed back, then ask them to read it again and note
with the pictures. Play the CD to check answers.
down the ideas. Check answers with the class.
● Play the CD again and ask students to listen for
the phrases that the speakers use to give opinions. Answers
Feed back with the class. Students practise these The writer outlines four main ideas:
phrases in the following activity.
• more cycle lanes
• more youth clubs and meeting places
AUDIOSCRIPT/ANSWERS
• more sports facilities
1 If you ask me, our town needs a new • more rubbish bins and better
car park. recycling facilities.
2 In my opinion, we don’t need another
petrol station. b ● Students copy the table, then read the article
3 For me, the most important thing is again and complete it. They check their ideas in
a skatepark. pairs or groups. Feed back with the whole class
4 I think we need bottle banks in and ask them if they know any other phrases.
every neighbourhood.
Answers
5 If you ask me, we need better
public transport. To give opinions To introduce ideas
In my opinion First of all
6 In my opinion, we should have more
cycle lanes. I believe Secondly
7 In my view, we need wider pavements for In my view In addition
people in wheelchairs. I think Finally
8 For me, it’s important to have better If you ask me To sum up
sports facilities.
9 I don’t think they should build any more
blocks of flats here.

UNIT 3 75
c ● Students think about and make a list of
the improvements they would like to make in SB PAGE 24
their home town. You can suggest that they make
notes in two columns: Improvements and Reasons.
You may like them to work in pairs or small Culture in mind
groups to discuss and share ideas.
● Students write a short article expressing their USEFUL VOCABULARY
opinions about improving the facilities in their
Extension: available, basket, breathe (in), get around,
home town using the blog as a model.
hire (n), mayor, reduce, scheme, share (v), solve, wheel
● Weaker students: They write sentences as bullet
points with their proposals for improvements
and their reasons. They can also do Exercise 9 on
page 27 of the Workbook.
8 Speak and read
● Stronger students: They should write a full
argumentative text. They use the phrases AIMS
for giving opinions and introducing ideas. Cross-cultural focus on transport in big cities and
They should organise their writing like this: the London bike sharing scheme
Where you live and the problems: Oral interaction – describe and express opinions
● Reading – scan an article to identify topic;
● for specific information
● ● Resources
Website weblinks for research and extension

Suggestions: Lead-in
●

●
● Draw a large Venn diagram on the board
●
and label the two outer circles Living in the
country and Living in a city. Elicit and write
up words and phrases in the different parts
How they’ll make a difference: of the diagram to summarise the good and
● bad things about the different lifestyles. Give
● students these cues if necessary: buildings, sports,
● adjectives, facilities, transport, entertainment.
Circle the words that are connected to
the topic of transport.
Positive ending: a ● Students read the questions and work in groups
●
to discuss their answers. They can talk about cities
in Switzerland and those in other countries that
OPTIONAL ACTIVITY they have visited as tourists. Ask students if they
Role play have ever been to London and how they travelled
around the city.
PDF 3.11 Role cards
b ● Students read the question and scan the webpage
Students work in groups of six. Give each
quickly. Check the answer and ask them how many
student a role card to read and complete.
of these schemes they know about and have used.
You could let them choose their role or
hand the cards out at random. They act out
Answer
a debate in their roles and reach a decision
with a public bike sharing scheme
on how to spend the money.

76 UNIT 3
c ● Students read the sentences and ask about any
words that they don’t understand. They read
the text and decide if the sentences are true or
false. They discuss their answers in pairs then
feed back with the whole class.
● Weaker students: Work with the whole class,
discussing each sentence and asking students
to read out the parts of the text where they find
the answer.
● Stronger students: They work on their own and
correct the false sentences.
Answers
1 F (In 2010 London started a scheme to solve
traffic problems.)
2 T
3 F (You only have to pay if you use a bike for
more than half an hour.)
4 T
5 F (Not everyone thinks that the scheme is a
good idea.)
6 T
BACKGROUND INFORMATION
You may like to explain that there is a daily
charge of £2 to access the bikes, but you can
then make as many different journeys as you
want, provided that each is under half an hour.
People can also choose to pay an annual charge
which works out cheaper.
OPTIONAL ACTIVITY
Discussion
Students discuss the questions below.
Alternatively, you could do a Good, bad and
interesting discussion from the Games bank
(page 16) about city bike schemes.
What do you think of the idea of bike schemes
in big cities?
Are there any schemes to reduce pollution in
your town or city?
Can you think of any other schemes to
reduce pollution?
SB PAGE 25
Technology
Energy
USEFUL VOCABULARY
Extension: coal, gas, hydroelectric dam,
non-renewable (energy), nuclear energy, oil,
renewable (energy), solar energy, waves, wind power
9 Listen and speak
AIMS
Cross-curricular focus on renewable and
non-renewable energy sources
Listening – for specific information to identify
key details
Oral interaction – hold a class debate
● Resources
PDF 3.12 Audioscript CD1 T26 and T27
Website weblinks for research and extension
Lead-in
● Ask students to name the things in the classroom
that use energy. Elicit the types of energy that they
use (electricity/batteries). Ask them what types of
energy they use at home and what they use them
for (electricity/batteries/gas/wood/oil).
a ● Students read the question and then work in pairs
or small groups to make lists and then compare
them with the class.
b ● Students read the items in the box and match
them with the pictures. They say which of them
are examples of renewable energy and which
are non-renewable energy.
● Weaker classes: Discuss issues around renewable/
non-renewable energy in French if appropriate.
● Stronger classes: Ask students if they can explain
the phrases renewable and non-renewable energy.
Answers
1 wind power 5 nuclear energy
2 coal 6 waves
3 hydroelectric dam 7 oil
4 solar energy
Renewable energy: hydroelectric dam,
solar energy, wind power, waves
Non-renewable energy: oil, coal,
nuclear energy
UNIT 3 77
 BACKGROUND INFORMATION Presenter:  Can you give us some examples?
Dr Gregg:  Certainly. Er … one way is to use solar
Non-renewable energy is energy that is
energy – using the sun.
generated using a natural resource which is
Presenter:  Uh-huh.
finite in quantity and which humans will not
Dr Gregg:  And then, of course, there’s
be able to replenish. Nuclear energy is non-
hydroelectric energy; you can see hydroelectric
renewable because it uses radioactive minerals
dams in many countries around the world.
such as uranium. Electricity is generated from
Presenter:  That’s using water, right?
the energy that is released when the atoms
Dr Gregg:  Yes, that’s right. Erm, and another way
of these minerals are split (by nuclear fission)
is to use waves – waves in the sea or waves
in nuclear reactors. Although the minerals
in rivers. Unfortunately, very few countries are
used are non-renewable, a small amount of
using this at the moment.
radioactive material produces a lot of energy
Presenter:  And wind energy?
and therefore these natural resources will take
Dr Gregg:  Yes, wind energy is an excellent way
a lot longer to run out than coal or oil.
to get renewable energy.
Presenter:  OK. So, there are lots of different
c ●●   CD1 T26 Students listen and note down possibilities. Which countries are using …
the forms of energy in the order in which
the speaker talks about them.
Answers
●● Weaker students: They copy the energy forms from coal – oil – (gas) – nuclear energy –
the box in Exercise 9b, listen and number the words as solar energy – hydroelectric energy/dams –
they hear them mentioned on the recording. waves – wind energy
●● Stronger students: They listen again and take Stronger students: Coal and oil produce lots
notes to answer this question: What problems of fumes which pollute the atmosphere. They
are there with coal, oil and nuclear power? are also non-renewable. Many people feel that
nuclear power is dangerous.
AUDIOSCRIPT
Presenter:  On today’s programme, we’re
talking to Dr Anthony Gregg about different TEACHING TIP
forms of renewable energy around the world. PDF 3.12 ​Audioscript CD1 T26 and T27
Good afternoon, Doctor Gregg. You may like to give students the audioscript so they
Dr Gregg:  Good afternoon. can listen again, read and check or change their
Presenter:  Now, a lot of places around the answers.
world use coal to produce energy, don’t they?
Dr Gregg:  That’s right. Since the nineteenth d ●●   CD1 T27 Students listen to the second part of
century, the most popular way to produce the interview and take notes about the types of
energy has been coal. But, of course, energy that each country uses.
there are problems with this. ●● Weaker students: Write up the table below for
Presenter:  Like what, for example?
students to copy. They listen and tick the energy
Dr Gregg:  Well, when you burn coal,
types mentioned for each country.
there are a lot of fumes that pollute the
atmosphere. Of course, the same is true the Sweden Austria France Brazil
for oil. Another problem is that oil and USA
coal are non-renewable and will eventually wind energy
disappear – we can’t continue to use them solar energy
forever. This is also true of gas, of course.
wave energy
Presenter:  So, many places now use nuclear
energy, don’t they? hydroelectric
Dr Gregg:  Yes, indeed. But of course, many power
people feel nuclear energy is dangerous for
many reasons.
Presenter:  But there are alternatives,
aren’t there, to these forms of energy?
Dr Gregg:  Oh, lots of alternatives! These
days, people are looking more and more for
different forms of energy – things that we’ll
be able to use again and again in the future
and that won’t pollute the environment.

78 UNIT 3
 AUDIOSCRIPT
Presenter:  OK. So, there are lots of different
possibilities. Which countries are using
renewable energy and what kinds of
renewable energy are they using?
Dr Gregg:  Erm, well, there are many countries
that use renewable energy – I can’t possibly
talk about them all on this programme. But,
erm, let’s start with the United States, the
USA. They’re using solar energy and wind
energy. Erm … in California, for example,
there’s a solar power station called Solar One,
which opened in 1982, and California also has
a lot of wind farms too.
Presenter:  And what about in Europe? Which
countries use the most renewable energy?
Dr Gregg:  Well, one of the most advanced
countries in Europe for renewable energy is
Sweden. They use a lot of wind energy and
now they are starting to use wave energy
too. And if you look at a country like, er,
Austria, it now has 25% of its energy from
renewable sources … er … Austria uses a lot
of hydroelectric and solar energy.
Presenter:  You said Sweden is using wave
power now. Are there any other countries
using it?
Dr Gregg:  Well, France has a big power
station on the River Rance, which uses waves
from the river. But still, around the world,
hydroelectric energy is more popular. For
example, countries like Brazil rely a lot on
hydroelectric energy. The USA has a lot of
hydroelectric energy too, of course.
Presenter:  And the future? Will we see more
renewable energy being used?
Dr Gregg:  Oh, yes, there’s … there’s no doubt
about that. Erm, in my opinion, in a few years’
time, there’ll be more …
Answers
the Sweden Austria France Brazil
USA
wind energy ✓ ✓
solar energy ✓ ✓ 1 Students research the percentage of
wave energy ✓ ✓
hydroelectric ✓ ✓ ✓
power
TEACHING TIP
PDF 3.12 ​Audioscript CD1 T26 and T27
You may like to give students the audioscript so they
can listen again, read and check or change their
answers.
e ●● Organise a class debate about renewable energy
in Switzerland. Students work in six teams to
research and develop their ideas. The motion they
debate is: Switzerland uses enough renewable
energy. Three teams are For the motion and three
teams are Against it.
●● Explain that there will be three debates. In each
debate, one member of the For team speaks first,
then one from the Against team. This continues
until everyone has spoken.
●● In the teams, each student has a role. The first
speaker on each team is the Captain. This student
introduces their teammates and outlines the main
arguments that their team will make. The second
and third students in each team present their
arguments for or against the motion. The final
speaker for each team summarises the arguments
that their team made.
●● The rest of the class listen to the debate and
give marks for three categories: teamwork
(strategy), content (argument) and delivery (how
well the speeches were made). The students are
judged on a scale of 1–10 in each category, for
a maximum of 30 points. Respectful discussion,
including questions and opinions, is allowed on
both sides. The idea is that this kind of immediate,
two-way, post-debate feedback will help students
to improve their performance as debaters.
●● Alternatively, you could conduct a Balloon debate
from the Warmers and coolers (page 66). In this
debate, students work in groups of seven. Each
student represents a different form of energy from
Exercise 9b. The least beneficial form of energy is
thrown out of the balloon.
OPTIONAL ACTIVITY
Mini project
Students can explore this topic further by doing
one of these mini project tasks, depending on
their level and on their interest in the topic.
There are weblinks on the website Student Zone
to help them with their research. They can work
alone, in pairs or in groups. You may like to use
these pieces of work as assessment tasks.
renewable energy in different countries
in Europe. They do an oral presentation
comparing the different countries.
2 Stronger students write an opinion essay:
How important is renewable energy? Why?
3 Students prepare a presentation on the
problems with renewable sources of energy.
4 Students choose one kind of energy and do
a presentation about it.
UNIT 3 79
Memo from Mario

1 Running dictation 2 Guessing the

➤ In preparation, make five or six photocopies of Our fragile planet picture
on page 20 of the Student’s Book.
➤ Write these phrases on the
➤ Stick them up at the front of your class. board:
➤ Ask students to sit in groups of five to seven at the back of the class Might it be a … ?
with a pen and paper. It might be a …
➤ Tell them to close their books. I think it’s a …
It’s got to be a …
➤ Explain that one person from each group is to run to the front of
It’s a …
the room, read a small bit of the text, run back and dictate it to
the group, who all take it down. (Warn the students that trying ➤ Tell the class you are going to
to bring back too much text at a time can often be inefficient draw an object, line by line, and
because you forget!) they have to volunteer guesses
as to what it is. (If you decide to
➤ The runner must not take pen or paper with them.
draw, say, a bike, draw the cross
➤ Then the next runner goes up to the wall to read the next bit of text.
bar, then a front wheel spoke,
➤ Start the running dictation. then the saddle stem – in other
➤ At the end of the competition the students return to their normal words, build up your drawing
places and check what they have written using the text in the book. mysteriously.) Make sure the
students use might with a
RATIONALE suitably tentative tone of voice.
This technique can galvanise a sleepy class. It brings movement into
reading and physical excitement into what is often a silent, quiet RATIONALE
activity. The exercise has become a classical one around Europe Fun!
because it keeps the ‘naughty’ (often highly kinaesthetic) kids more
or less in order.

VARIATIONS ON RUNNING DICTATION

1 Seat the students at one end of the room, with the texts at the other (as above). Each student goes up to
the front wall, reads a bit of text, goes back and writes it down. They then return to the wall for more text.
You could call this ‘self-dictation’ and it suits the more intra-personally intelligent learners.
2 Put the texts up in the corridor outside your room, maybe five to six metres from the door.
The students work in teams of three, A, B and C. The A students read a bit of text and come with
it as far as the classroom door. The B students are crowding in the doorway and the A’s tell them
the first bit of text. The B’s then run to the back of the room and dictate this bit to the C’s.
A’s may not enter the classroom and B’s may not go out into the corridor!
You need to be sure your colleagues either side and opposite can cope with the sounds of
teenage energy!
My own feeling is that use of the corridor and other spaces in the school allows students to break out of
the implicit mental prison that the classroom can become during the 16,000 hours of instruction between
kindergarten and the school-leaving exam.
3 Use the same set-up as in 2 above but instead of putting a text up on the wall, stand there yourself reciting
a short (eight line) poem or song lyric. Keep reciting in a continuous loop. The A students have to come
and listen till they hear the next bit they need. Don’t read yourself into a trance!
4 Use the same set-up as in the main exercise above but have two students run to the front wall of
the classroom. They read a short bit of the text and on the way back to their team, they translate it
into their mother tongue. They dictate the mother tongue snippet. Then the next two run up to the
wall, read, translate, come back and dictate. At the end of the running phase have the teams put their
translations up on the board so you can give them a helping hand. The relationship between L1 and L2
fascinates linguistically gifted learners.

80 UNIT 3