Water, Water Everywhere …
Unit
The expression water, water everywhere is taken from a poem written in 1798 by Samuel Taylor Coleridge, called The Rime of the Ancient Mariner. In the poem, the mariner (sailor) is lost at sea. There is water all around him, but because it is salt water, he cannot drink it. The full expression in the poem is: Water, water everywhere,/Nor any drop to drink. The phrase can be used in modern-day English in any situation where there is a lot of water, e.g., if it has been raining a lot or if you are visiting a place like Niagara Falls.
Unit objectives
Functions: describing a place or type of business (Section 1); discussing the business of water and water use (Opener, Sections 2, 3, 5); talking about environmental issues (Sections 3, 6, 7, masterSkills); suggesting alternatives (Section 7); explaining reasons for and purposes of things (Sections 5, 7) Grammar: the passive (Section 1); expressions of purpose (Section 5) Pronunciation: /r/ (Section 4) Listening (Language use): listening to an appeal by a non-profit organization (Section 6) Reading: inferring (Section 2) Writing (Language use): contributing to an online debate (Section 3)
Recycling points
Speaking: suggesting alternatives (Section 7)
simple present and simple past passive voice
masterSkills: critical thinking: developing empathy
Opener
Lead-in» Refer the students to the pictures. Ask the class to say what the people in each picture are doing and where they are. Point out that in the second picture, the man is holding a water gun. A smaller, one-handed version of this, which children often play with, is called a water pistol. Possible answers The pictures show the following (clockwise): swimming with inner tubes (inflatable rings); in a swimming pool or water park surfing; in the ocean relaxing; in a spa or Jacuzzi having a water-gun fight; on the beach
A • Put the students into pairs and ask them to make a list of as many water activities as they can think of. Encourage them to use a dictionary to check vocabulary items, if necessary. • Make a list on the board of the different water activities the students thought of. Possible answers water-skiing, diving (off a diving board or cliff), scuba diving, snorkeling, fishing, canoeing, kayaking, whitewater rafting, surfing, wake boarding, swimming, kite surfing, sailing, windsurfing, floating in a pool, tubing on a river, taking a boat ride on a river or lake, going on a cruise, hydrotherapy or flotation tanks (using water as a treatment).
T47
speaking Ask the students to choose the three water activities they like the best and to think of reasons for their choices. Then put them into groups and ask them to talk about the activities they chose, and why they like them.
B • Ask the students to work individually and think about why people enjoy activities involving water. Give them a few minutes to make notes and prepare what they are going to say. Encourage them to use the vocabulary from Ex. A and the pictures to help them. • Put the students into pairs and ask them to discuss their ideas. Then ask them to share some of their ideas with the class.
SB page
SB page
1 Section: header
Lead-in» Ask the students to close their books. Write the word restaurant on the board. Put the students into pairs and ask them to imagine they are going to open a new restaurant. Ask them to think of unusual places where they could open their restaurant and/or unusual themes for it. Listen to their suggestions with the whole class and have the class vote on their favorite idea.
[DESIGN: overlay answers on SB page blanks, in table] Answers 1 am/is/are being + past participle 2 have/has been + past participle 3 had been + past participle [DESIGN: overlay answers on SB page blanks] Answers 1 was designed 2 are served 3 has been given 4 hasn’t been affected 5 had been built 6 are cleaned 7 have been rebuilt 8 is being constructed
A • Ask the students to look at the picture. Ask them where they think the restaurant is and what is special about it. • Ask them to read the text and say whether or not they would enjoy eating in this restaurant, and why.
B Highlight the form of the passive and remind the • students that it is formed using the appropriate tense or form of the verb be plus the past participle. Review the reasons for using the passive voice (When the person or thing doing the action is less important than the receiver of the action; when you don’t want to mention the person or thing doing the action). • Ask the students to read the article again and then complete the table individually. • When you check the answers, ask the students to look at the Watch out! box. Highlight the fact that the past participle (not the present participle) must be used in passive sentences. Remind the students that many of the most widely used verbs in English have irregular past participle forms, e.g., built, taken.
D • Check that the students understand the task. Give them a few minutes to think about what they are going to say and how they are going to say it using the passive. Then put them into pairs and ask them to talk about the pool with their partner. • Listen to their sentences as a class. Correct any errors in the use of the passive, both in the use of the form of the passive sentences and in the choice of tense.
Alternative Put the students into pairs and have them write five passive sentences about the pool using the information given. Then ask for volunteers to write the sentences on the board. Possible answers The resort was built in Algarrobo in Chile. It was opened in December 2007. It is/was filled with seawater. It has been named the world’s largest swimming pool by Guinness Book of World Records. Thousands of visitors per month have been attracted to the pool since it opened.
Workbook p. 28, Section 1
grammar Ask the students to look at the text in Ex. A again and to underline three more examples of the passive. Check the answers with the whole class. Ask them to tell you which tenses they are. Answers Line 4:) was opened (simple past passive) (Lines 5–6:) had been constructed (past perfect passive) (Line 6:) was transported (simple past passive)
C • Ask the students to complete the exercise individually, referring to the table if necessary. Check the answers by inviting different students to read the complete sentences aloud.
T48
SB page
2 Reading: inferring
Lead-in» Write the words designer brands on the board. Elicit examples from the class, e.g., fashion brands like Gucci and Armani, sports brands like Nike and Reebok. Ask the students if they think it is a good idea to pay more money for designer brand goods, and why or why not.
A • Have the students read the information in the skills box. Point out that it often happens in a piece of writing that the meaning is not absolutely explicit, and that we often need to read between the lines to understand the complete meaning of the text. Explain that to “read between the lines,” we have to pay attention to phrases that indicate an opinion or bias on the part of the writer. • Ask the students to read the text and infer the answer to the question. Ask them how they inferred the answer.
C • Have the students complete the exercise individually. You may want to let them compare their answers in pairs before checking the answers with the whole class. • Check that the students understand the concept of retail price (the price customers pay for a product in a store). The price that companies pay for a product is called wholesale price.
D • Give the students a couple of minutes to work individually and think about the statements in Ex. C and make a few notes. Then put them into groups and ask them to discuss the ideas in Ex. C. Listen to some of their ideas as a class. Point out that some studies have shown that in the U.S., bottled water contains more bacteria than tap water!
homework Answer The writer has a negative opinion of Bling H2O because he makes the point that ordinary tap water is much cheaper. He also mentions that there are more than one billion people in the world who don’t have clean drinking water. Finally, he makes a comment about people who buy designer water having money to burn.
B • Ask the students to read the questions and the different possible answers first. Check that they understand the expression make something up (invent a story). • Ask them to read the text in Ex. A again and to choose the correct answers.
Culture note
Between 1990 and 2005, world consumption of bottled water grew by 400%. Between 2006 and 2011, it is estimated that it will grow by a further 50%, taking the total consumption to over 170,000 million liters. The world’s biggest-selling bottled water brand is Evian®. Most of the price of bottled water is due to bottling, packaging, shipping, marketing, retailing, and profit, not to the cost of the water itself.
T49
Ask the students to write a short paragraph summarizing the arguments against drinking bottled water in countries where tap water is perfectly safe to drink. Encourage them to use the vocabulary they learned in this section in their paragraph. Workbook p. 29–30, Sections 2 and 3
[DESIGN: circle answers on SB page] Answers 1a 2b 3a [DESIGN: overlay answers on SB page blanks] Answers 1 retail price 2 charge 3 tap water 4 shipping 5 profit 6 source 7 refill 8 deliver
SB page
3 Language use: contributing to an online debate
Lead-in»
Answers adrian: b) He disagrees. It can be inferred that he thinks there is no need for water companies to use limits. All they have to do is meter the water, and people will be careful because they don’t want expensive water bills. bebe12: b) She disagrees: “... the government, in cooperation with environmental groups, should decide how much water we use ...” So, she agrees with limits but thinks they should be imposed by government. yoda: a) He agrees: “Putting limits on water consumption is a good idea.”
Ask the students if they have ever taken part in an online debate. If so, what topics did they discuss, what language did they write in, and how many people participated? Ask whether the students think such debates are useful, and why or why not.
A • Ask the students to read the statement in the orange box. Check that they understand the word limit in this context (to prevent an amount increasing past a particular point). • Put the students into pairs and ask them to say whether they agree or disagree with the statement, giving reasons for their choice. Then listen to some of their ideas as a class.
B • Ask the students to read the online contributions and say whether each person agrees or disagrees with the statement in Ex. A. Ask them to underline any words or phrases that help them to decide whether the person agrees or disagrees. • When you check the answers, point out that in the first contribution, the answer is not explicit, but can be inferred from what the writer says.
C • Ask the students to work individually and write their own contributions to the online debate. Ask them to write four or five sentences, summarizing their views from Ex. A and including some of the ideas in Ex. B. • Have the students work in groups of three or four and compare their contributions. Listen to some of their ideas as a class.
4 Pronunciation: /r/ A
CD 1, Track 21
• See the student’s book page for the audio script . • Ask the students to look at the four groups of words. Ask them what all these words have in common (They all contain the sound /r/). Point out that the sound /r/ has four different spellings in the examples. • Play the recording once and ask the students to notice that the pronunciation of /r/ is the same in all the examples. In the examples beginning wr–, the w is silent. Check that they know the meaning of all the words. They may not know wrinkle (a line people get on their face as they get older) or rhino (short for rhinoceros, a type of African animal). • Put the students into pairs and ask them to practice saying the words, taking turns saying each word aloud.
Alternative Play the recording again, pausing after each word or group of words and asking the students to repeat them chorally and individually.
B
CD 1, Track 22
• See the student’s book page for the audio script . • Ask the students to read the sentences aloud. Then play the recording and ask them to compare their sentences with the ones on the recording. You may want to repeat this several times.
pronunciation Play the recording in Ex. B again, pausing after each sentence and asking the students to repeat each sentence chorally and individually.
T50
SB page
5 Grammar: expressions of purpose
Lead-in» Ask the students to work in pairs and make a list of all the activities they did before today’s class that involved water (e.g., brushing teeth, taking a shower, drinking coffee, etc.).
A • Check that the students understand the abbreviation FAQs (frequently asked questions). • Ask them to read the text and underline the most important facts. Ask them which ones they found surprising, and why. Check that they understand how much a gallon is (see the Culture note for details).
C • Ask the students to read the examples in the Watch out! box and remind them that we never use the base form after for. • Ask them to complete the exercise individually. When you check the answers, note that more than one answer is possible in some cases. Answers 1 to understand/in order to understand 2 to keep/in order to keep 3 To avoid/In order to avoid/So as to avoid 4 for helping 5 so (that) they won’t die 6 in order to charge/so as to charge 7 to refill 8 for washing; (for) cooking
Culture note
In the U.S., people do not use the metric system of weights and measures used in other parts of the world. They still use weights and measures that were used in England at the time the U.S. became a country. For volumes of liquids, a gallon, for example, is approximately 3.8 liters. A pint is 0.47 liters. For weights, a pound is approximately 450 grams, while for distances, a mile is 1.6 kilometers.
B • Have the students read the explanation of the use of expressions of purpose. Then ask them to work individually and complete the table with different examples of expressions of purpose from the text in Ex. A. • When checking the answers, Highlight the use of the gerund after for, and check that the students remember that a gerund is a verb in the –ing form, and that it functions as a noun. Explain that for here means for the purpose of, so in the example (#1), you could also say water is used for the purpose of washing. Point out that we can never use the base form of the verb after for. Explain that for is often used after adjectives like good and useful, e.g., This exercise is useful for practicing expressions of purpose. • Highlight the use of to plus the base form of a verb to express purpose. Write one or two more examples on the board, e.g., I went to the store to buy some bread; She uses a bicycle to get to school. Point out that to and in order to have the same function and are used in the same way, but in order to is more formal. • Highlight the difference in form between so (that) plus a clause and so as (not) to plus the base form. Write this contrasting example on the board: He wears a coat so that he doesn’t get cold; He wears a coat so as not to get cold. Point out that we tend to use so as to in the negative form (so as not to) more than we use it in the affirmative form, and that it is much less common than the other expressions of purpose given in the table.
T51
D • Give the students two or three minutes to work individually and make a few notes. Make sure they think of reasons for their answers to #1 and #2. • Put the students into pairs and ask them to discuss the questions with their partner. Remind them to use expressions of purpose. • Listen to some of their ideas as a class. Correct any errors in the use of expressions of purpose.
homework Ask the students to write a short paragraph about the different ways people could save water. Workbook p. 30, Section 4
[DESIGN: overlay answers on SB page blanks, in table] Answers 1 Not surprisingly, most of that water is used for washing and flushing the toilet! 2 Because we need water to control all of our body’s functions ... 3 So that it can survive in the desert, it gets all the water it needs from the plants it eats. 4 ... in order to be healthy we should drink plenty of water ... 5 So as not to suffer the effects of “water intoxication,” don’t drink more than about 30 cups of water a day.
SB page [DESIGN: overlay answers on SB page blanks] Answers 1 (up to) 12 2 $15 million 3 (a minimum of) $10 4 3,500 [DESIGN: overlay answers on SB page in boxes] Answers 1c 2a 3b 4d 5h 6g 7f 8e
6 Language use: listening to an appeal by a non-profit organization
Lead-in»
water pollution. So we’re investing money in increasing the number of faucets there are in the area. The aim is that no villagers should be farther than one kilometer from their nearest source of clean tap water, and that no child should die from a disease that’s easily preventable. Mike: And is there a reason why our attention is being drawn to this now with Stop Water Poverty week? Jenny: Yes, absolutely! Climate change has made a bad situation much worse. The length of droughts has been affected by rising temperatures, so that many parts of the world see no rain from one season to another. Another season without rainfall is likely to cause a major famine. In areas which do experience a regular rainy season, there have been floods, and crops used for food have been badly damaged by the rain water. There’s an urgent need to act quickly to end this crisis. That’s where the public comes in ... Mike: ... Right. I was just going to ask you what anyone who’s interested can do to help. Jenny: Well, because Water Watch doesn’t receive any funding from the government, it’s essential that we ask for public donations. There are a number of things your listeners can do to help. In order to prevent many, many more people from dying, we need to raise $15 million. This means a minimum donation of $10 per household. Alternatively, people may like to become one of Water Watch’s 3,500 volunteer workers. Full training is offered to all our volunteers, whether they are actively working in the affected countries or offering their services here. People who are interested in volunteering can call ...
Ask the students if they know what is meant by appeal to a non-profit organization. Explain that a non-profit organization is an organization whose purpose is to give money and organizational support to humanitarian or environmental causes, and that the organization raises money for the cause but does not make a profit itself. Explain that an appeal is a request to the public to donate money and/or time to the organization.
A
CD 1, Track 23
• Ask the students to look at the picture. Ask them to speculate on what they think the main goal of Water Watch probably is. • Play the recording once. Ask the students if they want to hear it again before checking the answer. Audio script
CD 1, Track 23
As you may already know, this week is Stop Water Poverty week. To raise awareness of the issue of water poverty, our organization is asking for your help. At Water Watch, we aim to prevent water poverty and provide communities worldwide with clean drinking water, but we can’t do it without you. Eight hundred eighty-four million people in the world live without access to clean water, and 5,000 children die every day from a lack of water. Even a small donation can make a huge difference to people’s lives. Help us to stop water poverty today. Call now with your donation or to volunteer. The number to call is 1-800-... Answers The main goal of Water Watch is to stop water poverty and provide people with clean drinking water.
B
listening Have the students listen to the recording again. Then ask them to collaborate as a class to give as many details from the interview as they can.
CD 1, Track 24
• Explain the task to the students. Point out that they need to listen only for the numbers in each case. • Play the recording once. Ask the students if they have written the answers to all the questions. If not, play the recording again. Audio script
CD 1, Track 24
Mike: So, we’ve just heard that this is Stop Water Poverty week. To explain more about what that means, Jenny Bryant, spokesperson for the non-profit organization Water Watch, joins me in the studio. Jenny, first things first: so, tell me what Water Watch is all about. Jenny: Water Watch is about a number of different things, Mike. We’re committed not just to preventing water poverty, but also to improving hygiene, education, and the livelihoods of the people in the areas where our teams are most needed. Mike: OK, so what does that mean in practical terms? Jenny: Well, for example, in many parts of Africa, girls don’t get access to an education because they have to give up their schooling in order to travel long distances to collect water for their families. And as adults, women waste up to 12 hours per day searching for water or looking after children who are sick because of diseases caused by
C • Put the students into pairs. Check that they understand the task. Encourage them to read all the words and definitions first before they attempt to match them. • When you check the answers, note the pronunciation of drought (/draʊt/), flood (/flʌd/), and hygiene (/ˈhaɪʤin/). Point out that the word famine is stressed on the first syllable and is pronounced /ˈfæmɪn/. Ask the students what the adjective form of the word poverty is and elicit that it is poor.
D • Ask the students to read the instructions for this exercise and then to look at the expressions in the How to say it box. Encourage them to use these expressions when discussing the environmental issues from Ex. C. • Give the students a few minutes to work individually, think about the statements in Ex. C, and make a few notes. Then put them into pairs and ask them to discuss the questions. • Listen to some of their ideas as a class. T52
Workbook p. 31, Section 5
SB page
7 Speaking: suggesting alternatives
Lead-in»
Male: OK. How would we do that? Female: Well, we could get sponsored by people to do a marathon or something and then send the money. Maybe that would take too long to arrange though. There’s always the possibility of a garage sale. You know – have people donate things like household items, books, clothes, unwanted gifts, that kind of thing, so that we can sell them. Then we send the money we make to Water Aid. Male: I’m not sure we could charge much for stuff if it wasn’t in good condition. What if we do some volunteering instead? Female: Yeah. Volunteering’s another option – and you’d feel more involved in the whole issue. Do you know much about what they expect you to do? Male: Not really, but we should consider it. Female: Yeah. Another idea would be to just try to collect money from people in the streets, I guess ...
Write the word charity on the board. Ask the students if they know any charities or non-profit organizations that help people in trouble, e.g., The Red Cross. Ask them if they ever give money to such organizations, and why or why not.
A • Have the students read the information in the skills box. Explain that in this section, they will learn some phrases they can use to suggest alternatives. • Ask the students to read the short texts and match them to the pictures, noting which environmental issue is being addressed. When you check the answers, ask the students which ad campaign they think is the most effective, and why.
B
CD 1, Track 25
• Tell the students that they are going to hear a discussion, during which some of the phrases for suggesting alternatives will be used. Ask them to listen to the recording and check the phrases they hear. • Play the recording once and check progress. If necessary, play the recording again. • To check the answers with the whole class, play the recording and pause after each phrase that is mentioned. Elicit the whole sentence used with each phrase. Write the sentences on the board and point out the verb form used with each phrase (the full sentences are highlighted in the audio script below). Explain that although the last option in Ex. B is not heard in the recording, it is also a way to suggest an alternative. Audio script
Workbook pp. 32–33, Skills Studio
T53
• Have the students read the instructions and check that they understand what to do. Then put them into pairs and ask them to choose one of the three organizations from Ex. A. Give them time to prepare their ideas and ask them to make sure they include reasons. Encourage them to use the phrases from Ex. C to suggest alternatives as necessary. • Ask each pair to report their proposals to the class.
homework Ask the students to write out their proposal to help support one of the non-profit organizations, explaining the different steps they would take.
CD 1, Track 25
Female: Wow, I was really moved by that documentary about water pollution. I think we should do something to help Water Aid. They’re doing amazing work for people who don’t have access to clean water. Male: Yeah, I agree. Let’s get involved! I’d suggest sending some money to Water Aid. We could write them a check right now. Female: Well actually, we don’t have much money left in our account and we need what we have to get through the rest of the month. We could try to raise some money though.
Workbook
C
Workbook p. 31, Section 6
[DESIGN: overlay answers on SB page, numbers in boxes next to letters - bracketed words after the boxes] Answers A 3 (climate change) B 1 (famine) C 2 (water pollution) [DESIGN: put a check/tick mark in the boxes on SB page next to the following answers (all but the last item in Ex. B):] Answers What if we do ... instead? There’s always ... We could try ... I’d suggest (verb + –ing) ... Another option/idea would be to ...
SB page
Critical thinking: developing empathy The masterSkills section has a two-tiered design which includes a linguistic focus and a soft skills focus. The aim of the first is to recycle and consolidate the target language of the unit, and the aim of the second is to expose the students to vital soft skills that will enable them to become more competitive and successful in their academic and professional lives. When you teach the masterSkills section, you may decide to draw attention to the box at the beginning of the section, which gives an explanation of the soft skill. Critical thinking: developing empathy Empathy is the ability to understand how someone feels because you can imagine what it’s like to be them. When you empathize with someone, it makes it easier for you to communicate with them, even if their experience of something is very different from yours. It is important to remember that the skills developed in this section can be applied in contexts beyond the English classroom. However, if you prefer to teach the section without discussing the underlying soft skill, this is also possible. The section is designed to be engaging and successful either way. Your approach to the masterSkills section may vary depending on your class and the unit. If you do choose to focus on the soft skill, the following are some ideas for how to highlight it. • Ask the students to read the information in the soft skill box. Conduct a short discussion to check that they understand what the skill is and why it is useful. • When the soft skill box lists bulleted steps, you may want to have the students refer back to the steps as they go through the exercises, or at the end, after they have done all of the exercises. • When the students have finished all of the exercises, ask them to read the Reflect statement. Encourage them to tell you what they have learned or practiced in this section and where and how they can apply the target skill outside the classroom.
Lead-in» Write the expression to be in someone else’s shoes on the board. Elicit from the class that it means to be in the situation that someone else is in, or to imagine that you are in that situation. Explain that we often use the following expression when we want someone to try to understand what it’s like to be in a certain situation: Put yourself in my/her/his shoes. Ask the students to give examples of situations in which it is important to be able to put yourself in another person’s shoes.
A • Ask the students to read the definition of the word empathy in the box at the top right. Check that they understand it by asking them to explain it. • Have the students read the instructions for Ex. A, and check that they understand what to do. Put them into pairs and ask them to calculate their estimated total daily water usage for the two of them. • Have the students compare their water usage with that of the other pairs in the class. Ask if they are surprised by the amounts of water they use each day.
B • Ask the students to look at the pictures. Elicit what water problems are illustrated in them (The main picture shows a flood, and the smaller picture shows water dripping out of a hose and represents wasting water during a drought or very dry season). • Have the students read the expressions in the How to say it box and encourage them to use them in their discussion. • Put the students into groups and ask them to discuss different water problems they have experienced, and their feelings when they experienced those problems. Listen to some of their ideas as a class.
T54
C
Possible answers Her daughter has to get up at 5 a.m. and walk two kilometers to collect water. This often takes her about two hours, and sometimes she has to go again in the evening. She is just a little girl, and she has little to no time for studying or playing. The family can only bathe and do laundry twice a week because they have to go to the river to do it. The river is not very clean, so hygiene is a problem for the family.
• Ask the students to look at the picture. Ask what the people in the picture are doing (collecting water). Ask which country they think this is (Ethiopia). • Have the students read the short text in the green box. Then put them into pairs and ask them to estimate the daily water use of Shartati and her family. Listen to their ideas as a class, but do not correct them at this stage, as they will hear the correct estimate in Ex. D.
Culture note
Situated in the Horn of Africa with its capital in Addis Ababa, Ethiopia has a population of approximately 85 million. It is Africa’s oldest independent country, but today it is one of its poorest countries. Many people in Ethiopia depend on agriculture for survival, but the country is regularly badly affected by both droughts and famines.
D
CD 1, Track 00
• Explain that you will play a recording in which the students will hear the woman in the picture talking about her daily routine. Ask them to listen and note down how much water she uses. • Play the recording once and check progress. If necessary, play it again. Ask the students whether they had guessed more or less accurately the amount of water Shartati’s family uses (10 liters of water a day). Ask them to reflect on the figure of 10 liters in comparison with the 300 liters or so from the example in Ex. A. Then ask them how their own water usage compares with Shartati’s. Audio script
CD 1, Track 26
My family—my husband, my five children and I—live in a small village in Ethiopia. There are about 30 people who live here. Most of the men are farmers. My day starts at about 5 a.m. I get my eldest daughter, Ashmi, out of bed. Her job is to go and collect the water from our nearest water faucet, which is two kilometers away. It takes her about two hours to make the trip because she often has to wait while other villagers get the water they need. When she gets home with the water, I can begin making the tea and the food for the family’s breakfast. Ashmi is very young, so she can carry only 10 liters of water at a time. Sometimes I ask her to get extra water in the evening, especially if it hasn’t rained and my husband needs water for washing. As for washing ourselves and our clothes — well, I go with Ashmi and the baby twice a week to the river and we wash there. It’s not very clean, and hygiene is always a problem for us, but it’s better than nothing.
listening Play the recording again and ask the students to say in what ways the poor water supply affects the lives of Shartati and her family.
T55
E • Give the students a few minutes to read the questions and make a few notes. Then put them into groups of four and ask them to discuss the questions. • Listen to their ideas as a class. On the board, make a list of the suggested things they would give up in order to reduce their water usage.
Reflect • Ask the students to read the Reflect statement. Ask why some people find it easy to empathize and others find it difficult.
SB page
SB page
Language Wrap-up Students can do the Language Wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class or collect a few to identify any typical errors. If you decide to do the exercises in class, you can approach the Wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When the students have finished, encourage them to check their answers carefully, paying attention to details like spelling and capitalization. This is a good opportunity to have them work in pairs to compare their answers and discuss any differences. After completing the Vocabulary section, you can apply the same procedure to the Grammar section. At the end of each section, make sure that the students write their total score out of ten. If they have a score lower than eight, direct them to the appropriate sections of the unit and encourage them to read them again for homework. After that, ask them to complete the exercise(s) again at home. Remember that peer-correction, self-correction, and self-evaluation are excellent ways of creating a cooperative learning environment and helping the students develop as independent learners.
1 Vocabulary A
B Answers 1 deliver 2 prices 3 charge 4 refilled 5 shipping
Answers 1 floods 2 diseases 3 sources 4 water pollution 5 hygiene
2 Grammar A
B Answers 1 has been seriously affected by climate change 2 was cut off by the water company last week 3 had been damaged by a flood 4 am/’m being charged $10 for this bottled water 5 is limited in some areas
Answers 1 for 2 as to 3 so (that) 4 So as/In order 5 to
Common European Framework Unit 5
Competence developed
CEF Reference
1
Grammar
can use and understand the passive in a range of tenses
(B1/B2 competences) Table 1; Table 2; Section 4.4.1.1; Section 5.2.1.2
2
Text
can infer a writer’s opinion
Table 1; Table 2; Section 4.4.2.2
3
Language use
can contribute to an online debate
Table 1; Table 2; Section 4.4.1.2; Section 5.2.1.6
4
Pronunciation
can correctly pronounce /r/
Section 5.2.1.4
5
Grammar
can use and understand expressions of purpose
Table 1; Table 2; Section 4.4.1.1; Section 5.2.1.2
6
Language use
can understand an appeal by a non-profit organization
Table 1; Table 2; Section 4.4.2.1
7
Speaking
can suggest alternatives
Table 1; Table 2; Section 4.4.3.1; Section 4.4.3.5
masterSkills
can develop empathy with people living in different situations T56