Homes of The Future: 5a Making Life Easier

 

Teacher’s notes Module 5

5  Homes of the future Module 5 focuses on technology and how it will change the way people live in the future.

 

Photocopiable activities 5A Correct the word p. 144 5B Report p. 145 5C Speaking fluently p. 146

Online Material •Teacher’s Test Practice Lesson: Speaking 2, Writing 1 • Module Test Test 5

 Lead-in p. 71 Lead-in

Suggested answers  1 In my home, my mother does a lot of the housework but as she works full-time the whole family actually help out. My parents also

Warm-up

give my brother and myself tasks to do as they feel it is important

Dictate the following: music music  , sport  , food  , entertainment  . Divide students into pairs to choose two of them. Ask them to think of a new type/product that might exist in the future. For example, food food:: burgers made from mashed insects  insects  . Give them 3–4 minutes then get feedback by eliciting some ideas.

for us to learn how to look after ourselves so we know how to do things when we leave home. Perso Personally, nally, while I don’t mind sorting the laundry, I don’t like ironing clothes. I find it really tedious and feel it’s a complete waste of time – if a robot could do this instead, I would be so happy and I could spend that time doing something far more productive and enjoyable. widely 2 In the modern world, as far as I know, robots are used widely in manufacturing, for example, in the car industry. As I am not

Divide students into small to discuss theany 1a–b 1a– b questions. Get feedback fromgroups the class and write useful vocabulary on the board.

an expert in robotics, I am not sure of their limitations as such,

1a The pictures predict the future in relation to humans’ physical

but I suppose that they might not be able to react to unplanned

interaction interactio n with technology, the design of innovative new living

circumstances as well as humans do and also might be a lot

environments, and the way in which we will travel.

less responsive if they were dealing with people and situations

1b Suggested answer: I think space-saving designs which present

requiring emotional intelligence.

multi-purpose uses for living spaces are perhaps most likely to

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become a reality as the world’s population continues to increase.

5a Making life easier Reading pp. 72–73 recognising reference Lesson objectives: es: practise words; Test Tobjectiv est practice (Matching features; Note completion)

Refer students to the title and subtitle of the text. Ask what the text might be about. Write their ideas on the board. Then give them 30 seconds to skim the text and answer the second question. 1 Students’ own answers 2 Cynthia Breazeal

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Do this exercise as a class eliciting answers as you go. You could project paragraphs 4 and 5 on the board to aid feedback. 1 words and phrases 2 1 robots 2 items 3 robots 4 the robotic movement

Warm-up Write on the board: Robots now/Robots in the future. future. Elicit some ideas about how we use robots nowadays (  ( building  building products in factories  factories,  e.g. cars cars  , caring for elderly people  people , reducing our impact on the environment ).  ). Then divide students into groups to discuss how robots might be used in the future (e.g. driverless cars, cars, more space travel). travel). After 5 minutes, get feedback from the class and note new vocabulary on the board.

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Divide students into groups to discuss the questions, then open the discussion to the class.

5 the Nest thermostat 6 the house 7 the house’s 8 the thermostat (heating system) 9 connecting with the home security cameras 10 certain makes of cars 11 of the car 12 the thermostat 13 to Nest’s 14 the music system 15 of the music system 16 By responding to the voice 17 the Echo system 18 the Echo system 19 the Echo system 3 However  However,, while the addition of wireless connectivity has brought a semblance of intelligence to our thermostats and light bulbs, using, installing and managing all these new devices remains a challenge. Even Colin Angle, the manager of the robotics company iRobot, says he struggles to corral the automatons in his home. He is frustrated with the expensive home automation system he has installed there; there; the heating cannot keep up with his oft-changing

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Teacher’s notes Module 5

schedule and maintenance visits are required all too frequently frequently..

up time for staff to spend helping residents, which would be much

“There is an enormous amount of experimentation underway with

more beneficial and meaningful. The downside of having humanoid

wireless connectivity but it is largely unsuccessful.”

robots could be that there is less work available for humans and

In 2006, Bill Gates promised a future in which “robotic devices will

also that in the end, humans might prefer the company of the

become a nearly ubiquitous part of our day-to-day lives”, lives”, thanks

robots which no doubt will be programmed so they have onl y

to advances in sensors, motors and processing power. Years later,

positive personal traits.

 Jeremy Conrad, an investor investor in early-stage hardware hardware start-ups observes that, although automation and robotisation are major trends at present, it is not necessarily for the reasons that Gates

Student’s Resource Book > Reading > Reading pp. 46–47 MyEnglishLab > 5a > 5a Reading

predicted; the change is not in the core technology. Because sensors and other components are being widely used in smartphones and

Vocabulary p. 74

other mass-market devices, the costs are diminishing for other

Lesson objectiv objectives: es: explore the language of invention and innovation; learn how to express quantity; learn vocabulary for agreement and disagreement

applications too. This means that a ‘smart’ device connected to an existing home wifi network is much more accessible and more competitively priced than a professional home automation system. He believes that the degree of success for the next generation of robots will depend on how specialized they are. “They must work every time and be absolutely dependable.”

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Refer students to the Test strategies on pages 170 and 172 then set a time limit of 20 minutes for them to do the test task. Get them to compare their answers in pairs and then check answers with the class.

Warm-up Write the word controversial controversial on  on the board and elicit the meaning (something (something which causes disagreement or discussion discussion). ). Then dictate the following: GM food , electronic cigarettes, cigarettes, drones,, car satellite navigation systems, drones systems , wind turbines. turbines. Check the spelling and meaning then divide the students into pairs for 5–10 minutes to discuss why they might be controversial. controve rsial. Get feedback f eedback from the class.

1 A 2 D 3 C 4 B 5 D 6 security cameras 7 cars 8 personal assistant 9 navigational skills

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Divide students into pairs to analyse their answers. Get feedback from the class and discuss the strategies. Ensure you clarify any answers students got wrong. 1 Students’ own answers 2 A how many words to write B that they are spelt correctly

GM food – some people don’t like the idea of science interfering in food production electronic cigarettes – we don’t know if they are bad for people’s health yet drones – many people don’t want to be watched by governments or other organisations, car satellite navigation systems – they potentially make people worse at driving

Extra! Give students 10 minutes to record any useful vocabulary from the text. Monitor and give guidance on whether a word is very useful or not, e.g. if you think it is too specialist or low frequency.

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Ask students to discuss the questions in small groups. Get feedback by asking a couple of groups to share their ideas. Suggested answers 1 I absolutely love science-fiction films and find them f ascinating to

wind turbines – some people argue that they have a negative impact on the landscape and are noisy

1a–b Ask students to do the exercises individually then check with a partner. For Exercise Exercise 1b, encourage the use of a monolingual dictionary. Get feedback from the class, checking word stress if useful. 1a  1 innovation 2 experimentation 3 controversial 4 intelligence 5 accessible 6 automation 1b 1 controversial 2 innovation 3 accessible 4  experimentation 5 intelligence 6 automation

watch as they get you thinking about possible future realities. I’ve seen quite a few which feature f eature robots, the most memorable ones for me are Robocop Robocop and  and The Hitchhiker’s Guide to the Galaxy .

1c Students could discuss the questions in g roups rather than pairs. Allow 5 minutes preparation time and for feedback.

2 I’m not sure, I think in the short term they wouldn’t be that

Suggested answer

popular as people in my country like their privacy and are quite

I think that numbers 1 and 2 are the most controversial because

independently minded. Perhaps things might change in years to

people are likely to react very differently to them and both ideas

come though. I guess it also depends on cost as robots will surely be

place uncertainty on the future role of human beings.

incredibly expensive to begin with but when they’re more developed and more widely available, it’s likely they will become cheaper.

3 That’s a good question. I think that they could be really useful for f or the more mundane tasks like making beds and cooking but if they’re

2a Get students to do this exercise individually then get feedback from the class. Remind them that these phrases are useful for Task 1 in the Writing paper.

humanoid, perhaps they could also engage in more meaningful

1 Both 2 Few 3 The majority 4 a third 5 Three quarters

activities, such as reading to people, or helping older people do  jigsaws and puzzles. The benefits benefits of having robots in this this situation situation

6 Most

could be that they could do more of the mechanical tasks and free

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Teacher’s notes Module 5

2b This could be done as a class survey. Give students 5 minutes to ask the questions to as many students as possible, then ask them to write sentences based on the information given. Get feedback by eliciting some sentences. 3a Write on the board I _______ believe that aliens don’t exist. Elicit exist.  Elicit a word to make the opinion strong s trong (e.g. completely ) and a word for a weak opinion (e.g. partly ). ). Then ask students to do the exercise individually. Get feedback from the class.

Expert IEL IELTS TS Students could use these adverbs in Part 3 of the Speaking paper.. Also, they may hear them in the Section 3 of the paper Listening paper where speakers often agree and disagree with each other. Weak opinion: marginally, partly, slightly, somewhat Strong opinion: entirely entirely,, firmly, fir mly, thoroughly, totally, utterly, wholeheartedly

3b Students could do the exercise individually then check in pairs. Round up by eliciting opinions from the class, making sure students justify their ideas. Suggested answers 1 I entirely agree, it would be wonderful to return to the days when you go out with friends and spend the evening talking, rather than watching them check messages.

2 I partly agree as it is useful to have a car satellite navigation system when you go on long journeys, journ eys, particularly to new destinations.

3 I partly disagree, as whilst some gadgets and devices are expensive and complicated, I do feel that as technology advances, items which initially were expensive end up becoming quite affordable.

4 I wholeheartedly disagree, there are so many inventions and gadgets which have totally revolutionised our lives that I don’t really see how anyone could consider them to be a waste of money.

Extra! Divide students into pairs and ask them to look at the topics in Exercise 2b. One student should give their view and their partner should say how much they agree ag ree or disagree using the language from Exercise 3a.

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Divide students into small groups to discuss the questions then elicit some of their ideas.

2a Ask students to do the exercise individually then discuss their answers in pairs. Get feedback from the class and clarify any meanings and pronunciation as necessary. 1 revolutionary 2 user-friendly 3 outdated 4 versatile 5 labour-saving 6 state-of-the-art

2b Give students 5–10 minutes to discuss the questions with a partner then elicit ideas from the class. Ensure they justify their answers answers and write some of their ideas on the board. Suggested answers 1 I think the washing machine is the most labour-saving gadget because it involves almost no interaction or time.

2 The internet has revolutionised the world the most as it has transformed the way we consume knowledge and also the way we work and communicate with others.

3  I value user-friendliness in a gadget more than versatility versatility because I like my gadgets to do things well and to be straightforward to use.

4 For me, a state-of-the-art gadget is something that looks sleek and space age.

5 Because of constant innovation which produces newer and improved versions which have more functions and memory, for example.

3a You may want to read this aloud rather than having them read the text. Elicit the answers. Yes. It is a computer. She uses it every day. She uses it for work and pleasure. It is important because it helps with her work and keeps her entertained. It makes her feel less isolated.

3b You could do this exercise as a class to check students understand the techniques properly properly.. A 1 B 2 C 5 D 4 E 3

3c Give students 5 minutes to work on this exercise in pairs. During feedback, write some of their ideas on the board, making any necessary corrections. Suggested answers 1 Which is the latest top-spec model with serious gaming power? 2 For example, it facilitates the way I communicate both f ace-toface and online at work. 3 However, it has other uses besides this.

Student’s Resource Book > Vocabulary > Vocabulary p. 48

4 Without my home computer, I might become lonely and would

MyEnglishLab > 5a > 5a Vocabulary

struggle to entertain myself.

5 My mother’s recently bought a computer but she needs my help

Speaking p. 75 Lesson objectives: develop topic-specific vocabulary; practise techniques for adding detail for Speaking Part 2; Test practice: Part 2

Warm-up Tell students they are going to discuss how gadgets have changed our lives. Elicit examples such as mobile phone, phone, tablet , and TV streaming services. services. Give students 5 minutes to discuss in pairs how three of these gadgets have changed people’s lives and what people did before. Elicit ideas for feedback. f eedback.

to work out how to use it.

4a Refer students to the Test strategies on page 174 and clarify any questions which arise. Then give them exactly 1 minute to make their notes. 4b Divide students into pairs and ask them to time their partner for 2 minutes. If their partner is talking when the 2 minutes is up, they should say ‘Thank ‘ Thank you. I’ll just stop you there’ but there’ but if their partner finishes early, they should encourage them to continue by saying, s aying, ‘Could you tell me some more about that?’.  that?’. 

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Teacher’s notes Module 5

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With students in the same pairs as Exercise 4b, give them 5 minutes to discuss their performance using the questions. Get feedback from the class.

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Give students 2–3 minutes to do the exercise then divide them into pairs to compare answers.

5

Students could do this exercise in pairs, taking turns to ask and answer the questions like Part 3 of the Speaking paper.. Get feedback by eliciting some answers to the paper questions.

MyEnglishLab > 5a > 5a Speaking

Listening p. 76

Suggested answer 

Lesson objectiv objectives: es: practise listening for agreement and disagreement in Listening Section 3; Test Test practice: Section 3 (Matching)

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I’ve seen windscreen wipers for glasses, which I thought were pretty strange at the time! No, I don’t think all inventions help us in life as some are more time-consuming than time-saving. I would

Warm-up

have a teleportation device invented so I could travel easily and

Elicit the names of five inventors and divide students into pairs to discuss these questions for 5 minutes What did they invent? Why was it ground-breaking? How did it improve people’s lives at the time? Then ask them to think of some everyday problems they have themselves and to think up inventions that could solve them. Get feedback from the class.

delays and queues ever again.

Divide students into pairs to discuss the questions. Alternatively, you could do this as a class discussion.

comfortably anywhere I want and would never have to suffer

MyEnglishLab > 5a > 5a Listening A and B

Language development p. 77 Lesson objectiv objectives: es: practise reported speech patterns and using other reporting structures

Warm-up

Suggested answer 

Choose one student and ask them a question, e.g. What did you watch on TV last night?  Write  Write their answer on the board. Then ask another student What did she/he say?   and write up their response (She ( She said that she watched the news). news ). Repeat this with two more students using a different question e.g. What will you do after school?  End  End by asking What do we call this language?  (reported  (reported speech).

I think the LED slippers look practical because I often get up at night and bump into things! These inventions can make life easier by providing solutions to small problems. Although they look a bit strange, the picnic pants would actually actually be really useful for me. I always eat my dinner sitting on the floor watching the TV, so they would help keep my food from falling on the floor!

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Give students 30 seconds to read the questions then play the recording. recording. Ask students to check their answers with a partner and then get feedback from the class. 1 Scott agrees – reason: people won’t bump into things and bright

1a Refer students to Expert grammar on page 178 and answer any questions. Students do the exercise individually before checking in pairs. If possible, project the texts on the board to get feedback from the class.

main lights won’t wake them up completely

My lecturer told me that I’d get a better grade in my presentation

2 Charlotte agrees – reason: dangerous if eating something hot

on innovation in the workplace if I had more technology examples.

3a You could refer students to the Test strategies on page 169 before starting the task. Divide students into pairs to discuss the invention and then elicit their ideas.

I explained to her that I hadn’t been able to find any good examples yet. She suggested that I looked in the Journal the  Journal of Technolo Technology gy and Industry , which really helped me. I found f ound this article about flexible computer screens. In it the author argued that one the biggest

Suggested answer 

benefits of this kind of technology was the possibility of saving It is a full f ull body umbrella. I think it ’s good because it covers your whole body so you’re less likely to get wet. However, it looks quite

office space. Yesterday, my friend mentioned that she’d found a great app to help

cumbersome and I’m not sure if you’ you’d d be able to see through it.

manage reading. Apparently, the app information said that it was for

You Yo u might also have problems on narrow or busy streets.

people who come across interesting articles, but then forget about

3b Elicit some alternative language from students and write it on the board.

them! She said she thought it ’d be useful for researching general information for our course and I promised that I’d look it up as soon as I got home.

Suggested answers 1 considered first suggestion to be fine 2 overly difficult 3 unnecessary to, construct 4 achieve a high grade

3c Play the recording and get students to check their answers in pairs. Get feedback from the class referring students to the language on the board from Exercise 3b to highlight how the answers were paraphrased.

1b Do this as a class ensuring students are clear on all points. If projecting the texts on the board, continue to use them to help illustrate the points. 1 They shift back a tense except if in the past perfect tenses. 2 They often become past modals (would  (would  and  and could ). ). 3  They shift to to the impersonal. impersonal.

1 A 2 A 3 C 4 B

2

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Ask theGet exercise individually then check theirstudents answersto in do pairs. feedback from the class, b riefly briefly eliciting some example sentences.

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Teacher’s notes Module 5

argue 1 explain 1, 2 mention 1, 2 promise 1, 3 say 1, 2

1

suggest 1 tell 3

3

Technology will make our homes more environmentally friendly

Allow 10 minutes for this exercise and ensure you monitor to check students’ example sentences.

and efficient. There will be more ways to control our homes and maybe we will use different materials to build walls and roofs.

Suggested answer  My friend mentioned that I hadn’t called her last night. I explained

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to her that I’d run out of battery and I promised to call her tonight.  Juan said that I was the best in the class. class. I told him I studied really really hard. I suggested he study more. Tomoko argued that studying was essential to improving your English.

4

However, five would be the most logical.

2/3 A good structure would be the following: Para 1: Introduction; Para 2: Hot water and heating and cooling (the largest groups);

Suggested answers

Para 3: Fridges, freezers, lighting and other appliances (the mid groups);

1 Someone once suggested to me to view setbacks as a learning

Para 4: Remaining categories;

curve. They explained that this helps you stay positive.

Para 5: Brief overview of the information presented (e.g. It can be

2 I once told everyone that there was a cloud you could fall

seen that maintaining the temperature of the house uses the most

through and survive. I thought I’d heard about this in the news, but

energy, whereas day-to-day day-to-day activities, such as cooking and the use u se of

I hadn’t heard them mention that the man had a parachute.

lights, use comparatively less.)

3 When I was younger, I told my brother that he had failed f ailed his by mistake.

Refer students to Expert writing on page 195 if useful. You could then do the exercise as a class to discuss how to approach this type of task. If possible, project the chart on the board. 1 There could be between three and five paragraphs for this data.

Divide students into pairs and remind them to focus on using reported speech. Again, monitor and correct them if necessary.

maths exam because I opened the envelope with his test results in

Get students to discuss the question in pairs. Then ask them to share a few of their ideas.

3a–b Ask students to do these exercises individually then check with a partner. During feedback, refer back to the pie chart as needed.

5a Either do the first one as an example or do the whole exercise as a class to highlight the structures. Check answers are understood and elicit further examples if useful.

3a 1 Incorrect 2 Correct 3 Incorrect 4 Incorrect 5 Incorrect 3b  1 Exactly a quarter of energy in Australian homes was spent on water heating.

1 B 2 D 3 E 4 A 5 C

3 Over a third of all energy in Australian homes was used for heating and cooling.

5b Ask students to complete the sentences individually then check in pairs. Get feedback from the class.

4 Less than 10 percent of home energy use was for lighting. 5 Fridges and freezers/lighting, other appliances and standby

1 asked if/whether 2 instructed, to 3 ask when 4 asked, to

power/cooking accounted for just over 25 percent of total energy usage in the home.

Extra! For further practice, ask students to write five sentences (one for each structure) for 1–5 in Exercise 5a and have their partner check them for accuracy. They should give 1 point for each completely correct sentence. If they are unsure if a sentence is correct, tell them to ask you for clarification. At the end, check which student has the highest score.

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Ask students to do the exercise individually then check their answers in pairs. Get feedback from the class, ensuring they understand the trends shown. s hown. 1 B 2 C 3 A

5

Give students 20 minutes to individually write their answer. Model answer  (pie  (pie chart)

Student’s Resource Book > Language > Language development p. 49

The pie chart illustrates how energy was used in Australian houses

MyEnglishLab > 5a > 5a Language developm development ent

in 2008. Seven categories for energy use are given, which comprise the following: heating and cooling, water heating, the running of

Writing p. 78 Lesson objectiv objectives: es: learn how to interpret statistical data; support trends with details in Writing Task 1; Test Test practice: Task 1 (Bar and pie charts)

Warm-up Divide students into small groups and ask them to describe the houses that they have lived in and how they are similar or different to the houses their parents and/or grandparents grew up in. Give them 5–10 minutes. Get feedback from the class and write any useful vocabulary on the board.

appliances such as fridges and freezers, other appliances, as well as energy used for cooking, lighting and keeping appliances on standby. Although energy use was relatively spread out over the different categories, controlling the temperature of the home used the most energy with heating and cooling using over a third of all energy used, at 38 percent. The heating of water was the second largest use of energy and accounted for exactly a quarter of all energy use. Looking at the chart, it can be seen that less energy was used when it came to running household appliances, such as televisions, accounting for 16 percent of energy use, whilst the two categories of lighting, and fridges and freezers, used only 7 percent of the total energy used each.

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Teacher’s notes Module 5

Lastly, cooking appliances contributed very little to overall energy use (at only 4 percent of the total), whilst electrical items left on stand-by used just 3 percent. Overall, it can be seen that maintaining the temperature of the house used the greatest amount of energy by far, whereas day-to-dayy activities, such as cooking and the use of lights, used day-to-da comparatively little.

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Divide students into pairs with someone who wrote about the same graph. Get them to answer the questions and discuss how they can improve their Task 1 Writing.

Extra! Students often need practice interpreting graphs accurately so you could ask them to rewrite their answer for Exercise 5 and/or write about the other graph g raph in Exercise 2a for homework. Remind them to write at least 150 words and tell them to time themselves for 20 minutes. Student’s Resource Book > Writing > Writing p. 50 MyEnglishLab > 5a > 5a Writing

5b Expanding our horizons Listening p. 79 Lesson objectiv objectives: es: understand factual descriptions in Listening Section 3; Test practice: Section 3 (Matching; Labelling a diagram)

Warm-up Divide students into small groups to discuss what their idea of a top hotel is. Ask them to describe a great hotel they have stayed in (if they have had this experience) and what made it great. Give them 5–10 minutes and then get feedback by eliciting ideas and finding out about students’ own experiences.

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Divide students into pairs or small groups to discuss the questions and then elicit some ideas.

2a–b If useful, refer students to the Test strategies on page 169. Then ask them what they can see in the diagram and to notice the numbers for the questions. Ask them what they think they will hear in the recording and write their predictions on the board. Then play the recording. Check answers with the class and see how many were right. 2a The answers are all likely to be nouns or noun phrases. 2b 1 (the) atmosphere 2 re-entry 3 thrusters 4 fuel

2c Ask students to do this exercise individually and then check with a partner. During feedback, ensure students understand that the language describes parts of the spaceship and how they function. 3a–b Give students 1–2 minutes to discuss the questions with a partner then play the recording. Students then check answers in pairs before class feedback. Discuss why any errors are incorrect. 3b 1 D 2 C 3 B 4 A 5 A 6 aquarium 7 luxury accommodation 8 sun terrace 9 event plaza 10 cottages

4a–b Divide students into pairs to analyse their answers using audio script 5.4 on page 206. Get feedback from the class. Student’s Resource Book > Listening > Listening p. 51 MyEnglishLab > 5b > 5b Listening

Language development development and vocabulary p. 80 Lesson objectiv objectives: es: practise using noun phrases (1) and reporting verbs

Warm-up Write the following on the board: students who study hard, a laptop bag, the book on the shelf, striped wallpaper . Elicit the parts of speech (e.g. students who study hard  =  = plural noun + relative pronoun + verb + adverb). Explain that these are all noun phrases, which will be focused on in this lesson.

1a Refer students to Expert grammar on page 179. They should do this exercise individually then check with a partner.. During feedback, you could elicit other examples partner for each structure. 1 D 2 C 3 A 4 B

1b This exercise could be done as a class to ensure students understand the rules. 1 a 2 the

2–4

Ask students to do these exercises individually then check their answers in pairs. Get feedback from the class, writing a range of ideas on the board. Clarify any points about noun phrases as necessary.

2  1 A quarter of all inventors – C 2 New alarm systems – B   3 Futuristic design – A 4 Families who embrace new technology – D 3 Suggested answers: answers:  1 technological change/new (forms of) technology/using new technology

Expert IEL IELTS TS In labelling a diagram questions in the Reading and Listening papers it is important to understand how the parts of the diagram and the questions relate and to think about the order the information will be given. This question type usually tests the same parts of speech – mainly nouns or noun phrases – and has a word limit. The noun phrase is often made up of adjective + noun.

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2 that makes our lives easier 3 The majority of new inventions 4 Suggested answers: answers:   1 is a teleportation device 2 is environmental damage

3 that I would like to visit 4 that could work as doctors

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Teacher’s notes Module 5

Expert IEL IELTS TS Noun phrases are a large part of academic writing and often feature in IELTS reading texts. Students need to know how they are formed and should have regular practice in identifying them. Noun phrases can be short or long and can be both the subject and/or the object of a sentence.

2a Check students understand the words in the box and check they can pronounce the words correctly. Then ask them to complete the exercise individually. Get feedback from the class. As a follow-up follow-up,, ask them to write sentences to show the meaning of other words from the exercise (e.g. deforestation deforestation,, limitations limitations,, habitable habitable,, acidic acidic,, colonise,, sustain colonise sustain). ). 1 dense 2 overcrowded 3 arid, waterlogged 4 thriving

5a Ask what a reporting verb is, when it is used and elicit some examples (say  (say , tell  tell,, claim  claim,, warn  warn,, highlight , etc.). Write the verbs from the exercise on the board and elicit the meanings, ensuring students know the difference. They then complete the exercise individually before class feedback. You could ask students for f or other reporting verbs (e.g. declare declare,, admit , mention  mention)). 

5 abundant

into pairs for exercise. You You may by 2b Divide want tostudents model an answer for this them first. Get feedback eliciting ideas from the class. Remind students to make m ake a note of any good ideas that they could use in Speaking or Writing tasks.

1 claim 2 highlighted 3 insist 4 proved 5 warn

Suggested answer 

5b Ask students to complete the exercise individually then get feedback from the class. Ask them what clues in the sentences helped them choose the correct answers.

My local park gets completely waterlogged when there is heavy rainfall as it’s situated on very low-lying land. The countryside around here becomes quite arid in the summer as a result of the blazing sun. Although our town is quite a distance from the coast and capital, it

1 warned 2 deny 3 proved 4 suggest 5 claimed/claim

Extra! You may want to give f urther practice with reported speech and reporting verbs for homework. Ask students to

has a thriving community and there’s always lots going on.

3a–b After students have read the descriptors, give them 1 minute to read the task in Exercise 3b. Then play the recording while they read and answer the questions. It may help to play the recording twice. The first time, they

write ten sentences of their own using reporting verbs from Exercise 5a.

listen to how well the student fulfilled the task and the second time, they listen for the range and accuracy of the language used.

Student’s Resource Book > Language > Language development and Vocabulary pp. 52–53

3a 1 Band 7 and above 2 Band 5 3 Band 6 and above

MyEnglishLab > 5b > 5b Language developmen developmentt and Vocabulary

3b She has answered the prompt well. Her grammatical range and accuracy is good and she would be likely to score at least a band 7.

Speaking p. 81 Lesson objectiv objectives: es: develop vocabulary; focus on grammatical range and accuracy; Test Test practice: Part 2

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3c Get students to do this individually and then check in pairs. Get feedback from the class and if possible project audio script 5.5 (pages 206–207) on the board and underline examples of forms elicited.

Warm-up

Present perfect – I’ve always wanted to live;

Write the following questions on the board: Are board: Are you optimistic or pessimistic about the future? Why?  Divide  Divide students into pairs to discuss their views for 5 minutes. For feedback write their ideas in two columns (optimistic ( optimistic and  and pessimistic)) and find out if the class is more optimistic or pessimistic pessimistic.

Modal verb of deduction – You might think that; Passive construction – it’s only been visited by a very small number of people; Comparative – much more exciting than; Second Conditional – if I lived on the moon, I’d no doubt need to get used to living indoors; Modal verb for necessity – we may need to look elsewhere;

Divide students into small groups to discuss the questions. Check students understand the meaning of utopian utopian   (relating to or aiming for a perfect society in which everyone works well with each other and is happy ) and dystopian dystopian   (relating to a society in which people do not work well with each other and are not happy ). ). Ask a couple of groups to share their ideas. You may want to share your ideas too. Suggested answer  The first picture is more utopian. It is taken from the film

Future form – it’ll be possible; Imperative – imagine being

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Refer students to the Test strategies on page 174. Give them exactly 1 minute to write notes then divide them into pairs to do the task. Remind them to stop their partner after 2 minutes using a polite phrase or encourage them to speak for longer if they do not manage 2 minutes. If possible, they should record their answers.

Tomorrowland. The second picture is more d ystopian. It was George Orwell’s version of the future in his book 1984. I don’t think they will become a reality as they are too extreme and based on fictional ideas.

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Teacher’s notes Module 5

Suggested answer 

2a I think the main challenges would be to actually construct homes

Something that I’d very much like to experience in the future

which could hold up against the underwater pressure, as well as

would be some form of motor racing in an electric racing car. At

ones which would not rust, leak, or be swept away by tidal forces.

the moment, racing cars that use gas are extremely expensive

2b It could be difficult to recreate the same environment humans

so it’s not really a sport that the majority of people can take

need to survive on land below the sea.

part in, despite the fact that it’s become so popular all over the world. In my opinion, driving a racing car around a track would be totally exhilarating, having space to drive rather than being stuck in traffic in overcrowded cities cities like most of my previous driving experiences. It would be the greatest challenge I’ve ever faced if

2a You could do this as a class to ensure all students understand before referring them to the Test Test strategies on page 170 and the Help Help notes.  notes. Answer any questions before continuing.

need to pay careful attention to the safety aspects beforehand. For

1 to check the maximum number of words permitted 2 so that you can locate where in the passage the information begins

me, it would be better to receive some form of expert instruction

3 to get a general idea of what the passage is about

before actually doing it, instead of just having a go, because I

4 to predict the type of words you are looking for 

I did it, although I’m sure it would also be quite terrifying too. I’d

imagine it could be very different from driving a normal car, but I understand that a lot of track days do include that kind of training. I think the main reason for wanting to have an experience like this is because it’s not something that would’ve been a vailable to

2b Set a time limit of 20 minutes for the task. Students complete it individually. Get feedback from the class and check answers are written in the correct form (e.g. True True,, not T ). ).

previous generations of people, so it kind of represents progress but in the form for m of entertainment. And I think ultimately, I’d really

1 power 2 disk 3 15/fifteen metres 4 marine life 5 Plexiglass

enjoy the feeling of being able to control a racing car, even if it was

6 True 7 Not given 8 True 9 False 10 False

in a secure environment. I actually believe that I’ve got a good chance of having this type

3

Ask students to work in pairs to discuss their strategies and suggest ways to improve. You You might want to elicit some of their suggestions and write them on the board.

4

You could divide students into g roups for the discussion, or do it as a class. Elicit ideas, noting any useful vocabulary or language on the board. Round up by (briefly) (briefly ) eliciting how likely they think it is that humans will end up living underwater in the future and why.

of experience at some point. With the way that technology is currently developing, electric cars are just around the corner so it won’t be long before motor sport will start adopting them. I think that this will make the sport more accessible to a wider range of people from all walks of life.

5a–b Divide students into pairs to analyse their performances and give each other advice.

Suggested answers

Student’s Resource Book > Speaking > Speaking p. 54

1 I think it would be interesting to live under the sea if you had

MyEnglishLab > 5b > 5b Speaking

views of all that surrounded you but I wouldn’t want to live in a submarine-like home as it would be too dark and oppressive.

Reading pp. 82–83

2 I think people might return to cave living and also look at creating manmade caves in mountains as with global warming,

Lesson objectiv objectives: es: Test practice (Labelling a diagram; True/False/Not True/Fa lse/Not given given))

Warm-up Elicit some less students commonto types of housing (e.g. Yurt , igloo igloo, treehouse). treehouse ). Ask discuss what the positive and , negative aspects of living in each of these places might be and if they have ever stayed in one, or would like to try living in any of them. Get feedback from the class and encourage students to justify their opinions.

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Ask students to discuss the questions in pairs, then open the discussion to the class. You might want to write the key challenges on the board for them to note down. Suggested answers 1 I think it is quite likely in the future f uture as already submarines and deep sea vessels have been in use for a number of years. A lot of people enjoy diving or snorkelling and are also interested in the creatures and plants that live in the sea. Also, as the land mass on earth is so small, it would seem logical to make use of the sea.

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these types of places would remain quite cool.

3 As the world’s population increases and there is less space for people to have individual homes, it may be the case that more people opt for community living but I think this won’t be something everyone will want to do. I suppose the benefits could be that it would work out cheaper, bring people together and also provide a more supportive environment for the young and old.

Extra! Ask students to repeat the test task at home, ensuring they give themselves 20 minutes. It can be useful to repeat the Reading tasks to improve im prove confidence. confidence. Students may not remember the answers, but they are likely to be able to read the text quicker and get more answers correct. Also, get them to record ten new items of vocabulary in their notebooks. MyEnglishLab > 5b > 5b Reading

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Teacher’s notes Module 5

Writing pp. 84–85

Expert IELT IELTS S

Lesson objectiv objectives: es: plan how to write a description for Writing Task 1; Test practice: Task 1 (Describe a chart)

Vocabulary plays a significant role in achieving a high band score in IELTS IELTS and it helps in all of the papers. Encourage students to actively learn as much new vocabulary as possible. They should have notebooks for recording new language that arises in class.

Warm-up Divide students into small groups and ask them to talk about an unusual place they have visited (this could be abroad or in their own country) for 2 minutes, and explain why it was unusual. If they have no such experiences, ask them to

3a–b Ask students to read the descriptors then get them do the exercises in pairs. Get feedback from the class. You could spend 2–3 minutes discussing different diff erent approaches

imagine a country which they think would be completely completel y different to their own and to say why. As feedback ask a couple of students to share their answers.

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to improving vocabulary such as reading novels and websites, listening to podcasts, or setting up a vocabulary group with friends. 3a Lexical errors should be infrequent at band 7. At band 6 more

Focus students’ attention on the quote and ask them to discuss it in pairs. Get feedback by eliciting ideas from the class. Also, remind them to justify their opinions during feedback.

errors might occur but these will not prevent understanding. Band 7 can use an appropriately formal style and more flexible and precise vocabulary.

3b Students’ own answers

Suggested answer  I think the quote is really relevant to living in a different country because so many small things seem so strange and yet you expect to understand them. Positive aspects of living elsewhere could

3c You could divide students into pairs for this exercise, or do it as a class. Write their ideas on the board adding in additional answers from below as useful.

be learning about yourself and how you adapt, as well as learning

Suggested answers

about a different culture. Negative aspects might include feeling

reasons/motivations, life quality/standard quality/standard of living, top 10

lonely and homesick. If I could live anywhere, I’d choose Canada

countries/ten most desirable nations, migration/moving mig ration/moving

because the lifestyle is laid back and people are really friendly.

2a–b If useful, refer students to Expert writing on page 195. Then ask them to do the exercises individually and check with a partner, before eliciting answers. You will probably want to check the answers to Exercise 2a before students do Exercise 2b. If possible, project the tables on to the board to help with feedback. 2a First table – bar graph (the information just gives amounts and

countries, survey/questionnaire, better lifestyle/impro lif estyle/improved ved living conditions, study/education, adventure/new experiences, work opportunities/employment opportunities/emplo yment prospects, family/relatives

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Set a time limit of 5 minutes for students to plan the task. Give them 2–3 minutes to check their plans in pairs and give each other some advice, if necessary.

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Give students 20 minutes to write their answers.

these are not proportional to each other).

Model answer 

Second table – pie chart (although these are numbers, they add up

The two charts present data on the reasons for migration and the

to a total of all the migrants exiting the UK in that year, so can be

most desirable countries countries to migrate to for f or 2014. The pie chart outlines

shown proportionally).

six different motivators for migration whilst the bar chart presents the

2b 1 A 2 A 3 A

ten most popular countries based on overall overall quality of life.

2c Ask students to do this exercise individually or in pairs. Get feedback from the class, writing suggestions on the board if useful.

From the pie chart, it can be seen that the two main reasons people chose to move to another country were either improved  job opportunities (27 percent) percent) or as the result result of a secure job offer (24 percent). Family reasons were cited by 22 percent followed

Suggested answers

by education, which was a motivating factor for 15 percent of

1 The countries with the very highest costs of living were

the respondents. An improved improved lifestyle was cited by 9 percent of

generally not popular destinations for UK migrants. Switzerland,

respondents and only 3 percent migrated for a new adventure.

Norway,, New Zealand and Kuwait, all more expensive than the Norway

The bar graph shows that the Scandinavian and English-speaking

UK, did not feature as popular destinations for UK citizens.

countries were generally the highest rating countries on the quality

2 Australia (with a consumer price index score of 99.32) was

of life index. This was based on the OECD index which includes

the most popular choice for UK migrants, with 38,000 migrants.

a number of different factors, such as income, education and life

However, there are three named countries that were popular

satisfaction. Sweden and Australia were the joint highest ranking

immigration destinations with lower levels (Spain, China and Poland).

countries with an index halfway between 7.9 and 8 followed f ollowed by

3  The ‘other’ category category had by far the highest number of

Canada, Norway and USA who all had an index of around 7.8–7.9.

emigrants (174,000) and popular destinations ranged from more

The other five countries presented, which include Switzerland,

to less expensive. It cannot be said that there is a strong pull for

the UK, the Netherlands, Denmark and Iceland, all scored an index

less expensive countries as Australia is popular and it is unknown

between 7.5 and 7.7.

what countries comprise large numbers in the ‘other’ category.

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Teacher’s notes Module 5

Overall, the two diagrams show that in 2014, financial benefit or stability were key motivators for people moving to other countries and that more developed countries tended to be the most popular destinations.

Expert IEL IELTS TS Students need to be able to plan their answers quickly in the writing paper. Task 1 should take 20 minutes and Task 2, 40 minutes. Therefore, it is important not to allow too much planning time in class. Gradually reduce the planning time given as your class progresses through the course.

6a–b Divide students into pairs for this exercise. You You could ask them to rewrite their reports at home. Student’s Resource Book > Writing > Writing p. 55 MyEnglishLab > 5b > 5b Writing

Review p. 86 The aim here is to give students some further practice using the vocabulary and grammar which have been covered in the module, such as words relating to gadgets and technology along with reported speech. These exercises can be set as a timed task in class (with a suggested time of 20–30 minutes) or given as homework. 1a  1 innovations 2 versatile 3 state-of-the-art 4 accessible 5 automation 6 The majority 7 user-friendly 1b 1 S 2 W 3 S 4 W 1c 1 a cost-effective gadget 2 the heating under the floor 3 battery life 4 a device which uses less energy 1d  1 C 2 D 3 A 4 B 2a 1 Cynthia claimed that too much money had been spent on building new houses in her neighbourhood and she said that she wanted to see more public facilities.

2 Simon told David that he thought that if he renovated his house, he would increase its value.  

3 Joanne promised to lend me her new camera for my holiday/Joanne promised promised that she was going to lend me her new camera for my holiday. holiday.

4 Jack explained that it would be easy to use the laptop when when I had installed the correct software. 5 Leah complained that she didn’t like the new office block which had been built last year. year.

6 Leah told Mary that she thought they would need to move to a bigger house the following year.

2b 1 A 2 A 3 B 4 A MyEnglishLab > Module > Module Test 5

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