6

6
Teacher’s notes Module 6

The natural world

Module 6 includes topics such as global warming, extreme weather and wildlife.

Photocopiable activities Teacher’s Online Materials

6A The natural world quiz p. 130 • Test Practice Lesson: Speaking 2
6B Find someone who … p. 131 • Module Test 6
6C Expanding headlines p. 132 • Review Test 3

Lead-in p. 87 Warm-up
Write global warming on the board. Elicit that it means the
Warm-up way in which the Earth’s climate is changing because of
Ask students to move around the classroom and ask as human activity. Ask students to work in small groups to make
many other students as possible: What do you do to help the a list of the causes and the effects of global warming. Collect
environment? Then, give them five minutes to make notes students’ ideas and write them in two lists on the board.
on the answers they heard. Finally, ask students to write a
paragraph summarising what they found out. 1a Ensure students have a dictionary for this exercise. Get
them to check the meaning of any unknown words before
1 Check that students understand decade (ten years), they discuss the questions.
impact (effect), environmentally friendly (act in way to care 1b Ask students to discuss the questions in pairs.
for the environment) and renewable energy (solar power, 2a Focus students on the heading of the Reading passage.
wind power, etc.) and drill them on the pronunciation Briefly discuss with the class what it means, and what the
of recycling /rɪ:saikliŋ/. Then they can discuss the passage might be about.
questions.
2b Give students a time limit of two minutes to skim the text
1 The images show smog caused by pollution, a wind farm which and find the main idea.
provides renewable energy, forest destruction, someone recycling The passage says that ‘Mother Nature’ has helped to limit the effect
waste. of humans on the environment but this might be changing.
2 Students’ own answers.
3a Get students to read the first four paragraphs and focus
2 Ask students to answer the questions individually and then on the underlined parts. As a whole class, elicit the
discuss their ideas in pairs or small groups. answers and correct students as needed. Some students
may find cause and effect language challenging, so make
Extra! sure they understand what each phrase means.
Set up a class discussion on the environmental problems 1 is the result of, because 2 led to, results in
and solutions in Exercise 2. Firstly, elicit students’ solutions 3 had an impact, had an effect
to the problems and write them on the board. Then divide
students into groups of four to discuss which solution they 3b Do this exercise as a whole class.
think would be best for each problem. Give students 5–10
1 had an impact, had an effect, be the result of
minutes for their discussion, and then ask them to vote on
the best solutions. 2 led to, results in

Extra!
6a Living with our environment It is useful for students to be able to use cause and effect
structures properly. Divide students into pairs and ask them
Reading pp. 88–89 to write their own sentences for each of the structures (led
to, the result of , have an impact on, have an effect, result in,
Lesson objectives: to identify cause and effect, and because). Ask some students to share their sentences, write
practise a short-answer task them on the board and have the rest of the class correct
any errors. Remember to praise those students who
volunteer their answers.

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 Teacher’s notes Module 6

3c Do this exercise as a whole class to avoid potential 6c Ask students to scan the text to find the phrase forest fires.
confusion. Tell students where to find the place in the When one student has located the phrase, they should
passage (lines 29–32, where because is underlined). shout Stop! and tell the other students where the phrase
is in the passage. This is a good technique for increasing
2 scanning speed, as it has an element of competition.
4a Do this exercise as a whole class. You can check students The answer is drier weather (changing climate = climate change;
understand by asking: Does which refer to a single word or a causes = leads to / results in)
complex idea using many words?
6d Get students to do this exercise individually before
Which refers to a whole clause in the sentence, not just one word.
checking answers in pairs. You may want to give students
It refers to the Earth’s vegetation has been taking in more carbon a time limit for this exercise of about 10 minutes.
dioxide than had been thought.
2 the basic physics (experts – scientists; agreement – agree)
4b Divide students into pairs for this exercise. 3 infrared radiation (goes back – reflected back)
Line 11: a noun – destruction (of ancient forests) 4 air pollution (improves – increase)
Line 21: a clause – the Earth’s oceans and vegetation take in half the 5 melting ice (connects – linked to; bad weather – storms)
carbon dioxide we produce 7 You could do this exercise as a whole class to see if your
Line 26: a clause – Warming seas, for example, may be taking in less students all struggled with certain questions or if they found
carbon dioxide different things difficult. This could give you useful information
on which students to pair up for future Reading tasks.
5a Ask students to do the exercise individually before
checking their answers with a partner. For more realistic 1 Students’ own answers.
exam practice, set a time limit of five minutes. 2 1 lead to, which, results in 2 cause 4 results in
1 global warming 2 our ecosystem 3 climate change 4 plant growth 8 Give students 10–15 minutes to read the passage on page
89 and check any unknown words in a dictionary. Then they
5b Do this exercise as a whole class and write students’
can discuss the questions in groups or as a whole class.
answers on the board. During feedback, show students
how the relative pronouns help find the answers (see the Student’s Resource Book > Reading pp. 56–57
answers below). MyEnglishLab > 6a Reading A and B

The underlined words/phrases help the reader to understand these Vocabulary p. 90

parts of the text and find the answers.
1 ... which has led to a reduction in global warming Lesson objective: to develop vocabulary related to the
2 ... which changed our ecosystem significantly. environment
3 ... which protects us against climate change.
4 The question includes lead to. The text says results in greater Warm-up
plant growth ... Divide students into pairs and write the following questions
6a Before this exercise, refer students to the Test Strategies on the board: 1 Do children learn about geography, climate
on page 169. Then, get students to underline the key and the natural world in your country? If so, what? 2 Should
words individually before checking with a partner. schools teach more about these subjects? Why? / Why not?
Give students 3–4 minutes to discuss the questions. Ask a
1 What aspect of our changing climate causes forest fires? couple of pairs to share their answers with the class.
2 Which part of global warming are experts in agreement about?
3 What form of sunlight goes back out of the atmosphere? 1a Divide students into pairs for this exercise. Ensure they
4 What improves a cloud’s ability to reflect the sun? have dictionaries to check the meaning and part of speech
of each word they do not know.
5 What connects the Arctic to bad weather in Britain?
Geographical features: cave, cliff, coastline, harbour, ocean,
6b Elicit the answer from the class as a whole.
rainforest, soil, stream, volcano, waterfall (These are all nouns.)
forest fires Weather and climate: breeze (noun), degrees centigrade
(noun), flood (noun), fog (noun), humid (adjective), lightning
(noun), snowy (adjective), storm (noun), thunder (noun), windy
Expert IELTS (adjective)
It is important that students learn how to scan (move their
eyes over a text quickly to find a specific word or piece of 1b Divide students into pairs with someone who comes from
information) and skim (read a text quickly to get the main idea) a different region to discuss the questions.
a long passage. You should practise both techniques in class to 2a Check students understand the meaning of each phrase.
help students read for a specific purpose and find information
air pollution, climate change, energy crisis, forest fire, fossil fuels,
and worry less about unknown vocabulary. For skimming, try
to give students the chance to look quickly at any text, to find global warming, greenhouse gases, nuclear energy, water shortage
out what it is about, before they look at it in detail.

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 Teacher’s notes Module 6

2b Remind students to justify their opinions. 2c Make sure students are using the adjectives with the
3a Before starting this exercise, ask students to identify the correct pronunciation. Remind students that in the exam,
parts of speech required for each gap. they will be marked on how clearly they can pronounce
individual words.
1 debated 2 indicates 3 effect 4 global 5 instance 6 positive 3a Play the recording and elicit the problem with Marta’s use
3b Ask students to note down their ideas first. Then put of adjectives. Then elicit the effect on the listener from
students together so that they can share their answers. the students.
Elicit some ideas from the whole class as feedback. Marta uses the adjective interesting eight times. This doesn’t bring
3c Give students a time limit of about 10 minutes. Then, her description to life for the listener and shows a low range of
divide students into pairs to check each other’s work. vocabulary.
Model answer 3b Get the students to do this exercise in pairs before feeding
In the past, people debated the cause of global warming. Research back as a whole class.
today indicates that the average temperature of the Earth has
increased by 0.4 to 0.8°C over the last century and the main cause Suggested answers
of this over the last 50 years is the burning of fossil fuels on a 1 fascinating/amazing/exciting
global scale. However, removing trees to clear land for agriculture 2 gorgeous/fascinating/amazing/spectacular/pretty/unusual/historic
also had an effect. Temperatures could rise by 5.8°C by 2100 3 fascinating/exciting 4 colourful/amazing/gorgeous
which will result in melting ice, rising seas and more dangerous 5 tasty/gorgeous 6 fascinating/amazing
weather conditions, for instance bigger storms. As a result, we 3c Make sure students are fully aware of the positive effect
need to take positive action. on the listener.
4a Get students to do this exercise individually before 1 1 spectacular 2 a gorgeous (building), fascinating (history)
checking answers with a partner. 3 exciting 4 colourful 5 tasty 6 an amazing (time)
1 natural 2 living 3 issue 4 global 5 levels 6 effect 7 huge 8 lack 2 These adjectives help the listener to visualise the place more clearly.

4b You may want to debate these sentences with the whole 4a Ask students to check their answers in pairs after listening
class or give each group of students one statement only. to the recording.
Student’s Resource Book > Vocabulary p. 58 1 very 2 really 3 a little 4 terribly 5 a bit 6 absolutely
MyEnglishLab > 6a Vocabulary
4b You could do this exercise as a whole class.
Speaking p. 91 1 They tell you how much (e.g. how lively or how pretty). 2 a bit

Lesson objective: to use a range of vocabulary to 5 Ensure students include the vocabulary from Exercises 2a
describe places and 4a in their descriptions.
6a Refer students to the Test Strategies on page 172 before
Warm-up doing this exercise. You could also go through the
Divide students into pairs and ask them to think of a exercises in Expert Speaking on page 188, which give
country they know quite well. Each student should take it further practice of Speaking Part 2.
in turns to describe the country, while their partner tries to 6b Divide students into pairs and ask them to take turns
guess it. to do the task. Get them to time their partner to make
sure they speak for up to two minutes. Record their
1 You could do this exercise as a whole class and perhaps performances if possible.
broaden the discussion to other countries the students 7a–b Encourage students to give each other feedback on
would like to visit and why. Point out that the photo their strengths and weaknesses as well as advice on how
shows Jaipur in Rajasthan, India. to improve. Divide students into different pairs to repeat
2a–b Ask students to do this exercise individually before the task. Remind them of the usefulness of repeating
checking in pairs. Remind students to check the meaning exercises, to get a better sense of how they improve.
of any unknown words in a dictionary. Then ask them
to mark the word stress on each word, and to practise Expert IELTS
saying them in pairs. Ask them which words are difficult to
pronounce and do some follow-up drilling as necessary. In Part 2 of the Speaking Paper, it is important that
candidates try to speak for the full two minutes. The
Suggested answers examiner will prompt them to continue if they stop before
positive: amazing, colourful, convenient, exciting, fascinating, two minutes. During class, make sure students have regular
interesting, gorgeous, lively, peaceful, pretty, relaxing, romantic, timed practice for Speaking Part 2. Also, spend time giving
safe, spectacular, tasty students guidance on how to plan their ideas properly
negative: dull, overcrowded, stressful, unattractive before speaking, in order to fill this amount of time.
neutral: basic, historic, modern, narrow, unusual
MyEnglishLab > 6a Speaking A and B

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 Teacher’s notes Module 6

Listening p. 92 6 Ask students to discuss the questions in small groups. If

they do not have any experience of freezing weather, get
Lesson objective: to identify the correct word form in students to discuss other types of extreme weather (e.g.
Listening Section 4 summaries very hot conditions, torrential rain, high winds).

Warm-up Expert IELTS

Divide students into groups of three or four and write the In the Listening Paper, students will have time to read the
following places on the board: Brazilian rainforest, Sahara questions before the recording. This is usually around 45
desert, the North Pole, the Himalayas. Check that students seconds. Make sure you give students no more than 45
know these places. Ask students to decide which place seconds to read the questions and underline any key words
would be the most difficult to live in and why. Give them a or predict answers, so that they become accustomed to
few minutes to discuss ideas together, before feeding back doing this within the time limit of the real test.
as a class.
MyEnglishLab > 6a Listening
1 Put students into new groups to discuss the questions.
Ask some groups for feedback and write any useful Language development p. 93
vocabulary on the board for students to record in their
notebooks. Lesson objective: to revise the present perfect simple
2a Do an example together as a class. Ask: Which rule
matches ‘adjective’? (3). Then ask students to complete the Warm-up
exercise individually before checking in pairs.
Divide students into pairs and ask them to write the
1 singular noun 2 adverb 3 adjective sentence stem Have you ever …? on a piece of paper. Then
4 -ing verb/singular noun/plural noun/uncountable noun ask them to write 6–8 questions using this sentence stem.
5 plural noun/countable noun 6 comparative adjective When they have written their questions, get students to
7 superlative adjective move around the class and ask their questions to other
students. The aim is find someone who says yes to as many
2b As with Exercise 2a, you may want to do the first one questions as possible.
together as a class to show students what they have to do.
The aim is not to complete the gaps, but to decide what
type of word is missing. Expert IELTS
Remember that although the IELTS exam does not have a
1 uncountable noun or plural noun 2 superlative adjective
grammar or language paper, students will need to show (at
3 adjective, uncountable noun or plural noun 4 adverb Bands 5 and above) that they are aware of and can use a
5 adjective/singular noun 6 -ing verb range of grammatical structures, and can do so accurately.
2c Play the recording, then write the answers on the board.
1a–b Before doing these exercises, elicit how the present
1 heat 2 important 3 icy, cells 4 quickly 5 bigger 6 Recognising perfect is formed (to have + past participle) and its uses.
Write this information on one side of the board for
3 Ask students to find the paraphrases in the audio script students to refer to during the lesson. You may wish to
individually, before checking their answers in pairs. refer students to the Expert Grammar section on the
present perfect simple on page 177.
2 concentrate on 3 keeping ... warm 4 When it feels very icy
5 we begin to lose 6 die 1 B (’ve … been) 2 D (has … started) 3 C (have recorded)
7 differences between warm and cold weather 8 challenging 4 A (have lived)

4a–c Refer students to the Test Strategies on page 169 2a Write the sentences on the board and elicit the answers.
before attempting this task. Ensure students do Exercises
4a–c individually so they are getting some realistic test We use for when we describe duration. We use since when we talk
practice. Give students no more than 30 seconds for about the start time.
Exercises 4a and 4b.
2b You could do this exercise as a whole class.
4a It will be about people living in cold temperatures.
for: three decades, over an hour, a few seconds, a long time,
4b–c 1 food (noun) 2 –25/minus twenty-five (number)
several months, hours, a week
3 10/ten minutes (number + noun)
since: last year, the beginning of the month, November
4 light clothing (adjective + noun) 5 wind (noun)
6 seconds (noun/time) 2c Ensure students write their sentences down and check
each other’s work for accuracy. Ask some students to
5 Divide students into pairs to analyse their performance. share their sentences with the class.
3 Get students to do this exercise individually before
checking with the class.

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 Teacher’s notes Module 6

2 Some parts of the Atacama Desert have had no rain for years. 2b A grew/increased/rose, 5
3 Vostock station in Antarctica has officially been the coldest place B has declined/decreased/fallen, 23, 2
on Earth since 1983. C will peak, 50
4 People have lived there for over 60 years. D remained the same/steady, 8
5 People have inhabited the Sahara Desert for thousands of years.
2c Discuss this question with the class.
6 The Sahara Desert has been dry for 6,000 years. Before that, it
was green and wet. It supports the point that you are making about the graph. You
need to add data in your description to achieve a higher score.
4a Do this as a whole class or divide students into pairs.
We use from ... to to say where the number started and ended;
It describes a specific action in the past which is not happening in by to say how much the number changed; at to say a number
the present. remained steady.

4b Ask students to do this exercise individually before 3a Ask students if they know any more adverbs which could
checking answers with a partner. Remind them to justify be used to describe changes over time (e.g. suddenly,
their answers if they disagree with each other. quickly, slowly, etc.).

1 has risen 2 increased 3 has not gone up 4 was 5 have become 1 slightly = a little, sharply = a lot and quickly
6 rose 7 went up 2 significantly = a lot, steadily = slowly over a long period
3 gradually = slowly over a long period, dramatically = a lot and
4c This may be better done as a writing activity. Collect
quickly
students’ writing to see if anyone needs any further practice.
5a Divide students into pairs to discuss the questions. 3b Divide students into pairs to do this.

1 just, recently 2 yet 3 yet 4 just, recently Suggested answers

A The cost rose steadily over a ten-year period.
5b–c Students discuss these questions in pairs or small groups. B The cost declined significantly from $23 to $2.
C The cost rose sharply to $42 and then decreased steadily to $37.
Extra!
4a Elicit the answers to the questions from the whole class.
It can be difficult to distinguish between the present perfect
simple and the past simple when listening. You could test 1 It shows the percentage of people participating in outdoor
students by reading out a set of similar sentences and activities in Australia between 1997 and 2007.
getting them to identify the correct tense (e.g. I’ve already 2 We learnt that picnicking and walking fell in popularity. Water
visited London. I visited London last year. I haven’t visited activities, camping and cycling became more popular. Horse-riding
London yet.) Then you can point out to students that stayed the same.
listening for words such as already, last year and yet can
help identify the tense more easily than listening to the 4b You may want to ask students to identify the correct part
contractions like I’ve and haven’t. of speech for the gaps before starting the exercise.

Student’s Resource Book > Language development p. 59 1 shows/illustrates 2 activities 3 see 4 three 5 60/61 6 to
MyEnglishLab > 6a Language development 7 falling 8 slightly 9 and 10 rose 11 from 12 to
13 sharply/significantly 14 fell/ decreased/ went down
Writing p. 94 4c–d Ask students to review and correct each other’s
writing. Alternatively, you may want to set this as
Lesson objective: to practise describing changes
homework and make the corrections yourself.
Warm-up Model answer
Ask How much sport did you do every week last year? How People spent the lowest percentage of time on horse riding
much sport do you do every week now? Ask students to although this percentage stayed the same between 1997 and
discuss their answers in pairs. 2007 without falling or rising. The second and third least popular
outdoor activities were camping and cycling. Around 25 percent
1 Ask: What types of graphs are in the IELTS Writing Paper? of people enjoyed both activities in 1997 and around 30 percent
Then ask: Which graphs usually show changes over time?’ in 2007. However, the percentage of campers increased to over
30 percent in 2001 before falling, while the percentage of cyclists
Tables, bar charts and line graphs can show changes over time.
remained steady in that same period before increasing.
2a–b Get students to do these exercises individually before
checking their answers with a partner. Student’s Resource Book > Writing p. 60
MyEnglishLab > 6a Writing A and B
2a A double, go up, increase, rise
B decrease, fall, go down
C reach a peak
D remain the same, remain stable, stay the same

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 Teacher’s notes Module 6

1a Refer students to the Expert Grammar section on articles

6b Living with other animals on page 178. Ask students to do this individually before
checking their answers in pairs.
Listening p. 95
1 a 2 the 3 a 4 zero article 5 The 6 the 7 the 8 The 9 the
Lesson objectives: to practise multiple choice 10 the
questions, and to practise choosing the right word form
1b You may want to do this as a whole class and write the
for summary and short-answer questions
rules on the board as you go.
Warm-up 1 We use a as part of the phrase a little bit.
Ask students the following questions and elicit a few ideas: 2 We use the to refer to something specific which we have already
Are there many zoos in your country? Some people think mentioned.
that keeping animals in zoos is cruel and that zoos should be 3 We use a to describe something which is one of many which is
banned. What do you think? mentioned for the first time.
4 We use no article for plural nouns when we describe something
1a Write the following prompts on the board to help in general which is not specific.
structure the students’ discussion: Where they live, In 5–7 We use the to refer to something specific which we have
danger of extinction? Type of habitat, Found in zoos or not? already mentioned.
1b Keep students in the same groups to discuss the 8 We use the to describe a specific uncountable noun.
questions. 9 We use the to refer to something specific which we have already
2 Ask students to read the Test Strategies on page 169 and mentioned.
the HELP box. Then get them to do the task under test 10 We use the before a superlative adjective.
conditions. Remember to give students 30 seconds to
read the questions before playing the recording. 2a Students could do this exercise in pairs. If they don’t know
a word, ask them to look it up in a dictionary. Point out
1 (in) their/the garden 2 323 3 B/C 4 B/C that a good dictionary will tell them whether a noun is
5 (family) entertainment 6 research 7 live longer 8 role countable or not.
9 bird species 10 attractive
Countable: garden, number, plant, programme, website
3 Divide students into pairs. Make sure they spend time Uncountable: accommodation, education, research, wildlife
looking at audio script 6.6 on page 210 for the answers. Countable + uncountable: development, glass, result, space, time
Always plural: news, species
1 keep animals – had animals in their garden; types of animals –
animal species 2b Complete the rules as a whole class.
2 Rhinos are not located at the zoo; the zoo provides money and
support for gorillas; the panda is not currently in the breeding 1 singular 2 plural
programme 3 Get students to complete the exercise individually. Ask
3 You can check if the answers fit the summary in terms of meaning them to focus on the nouns in each sentence to help them
and grammar. decide on the correct verb form.
Student’s Resource Book > Listening page 61 1 lives 2 is 3 is 4 are 5 is 6 tells 7 is 8 continue
MyEnglishLab > 6b Listening
4a Divide students into groups to do this exercise.
Language development and vocabulary p. 96 mammal: bark, fur, paw, tail
bird: feather, lay eggs, nest, tweet, wing
Lesson objectives: to review and practise articles and
insect: buzz, lay eggs
countable/uncountable nouns.
reptile: lay eggs
Warm-up 4b Give students 5–10 minutes to play this game. They
Write on the board: I went to the zoo and I saw … A, B, C, should try to repeat it as many times as they can in the
D, E, F, … . Then ask students for an animal beginning with time limit.
A (e.g. ant). So the sentence will continue: I went to the zoo 5a Check students understand the meaning of the words and
and I saw an ant … . Elicit an animal beginning with B (e.g. I then get them to do the exercise individually.
went to the zoo and I saw an ant, some birds …). Explain that
the next animal should start with C and they need to add to 1 fur 2 adult 3 tail 4 wildlife 5 nest 6 creatures 7 males
it and remember the ones before. Then in pairs, students 8 female 9 behaviour 10 cage 11 die out 12 breeding
can try to extend the sentence, with each person taking
5b This exercise could be done as a whole class.
turns to add an animal beginning with the next letter.
Student’s Resource Book > Language development and Vocabulary
pp. 62–63
MyEnglishLab > 6b Language development and Vocabulary

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 Teacher’s notes Module 6

Speaking p. 97 Reading pp. 98–99

Lesson objective: to practise describing an animal for Lesson objective: to identify cause and effect in a text
Speaking Part 2
Warm-up
Warm-up
Create a mind map about humans and animals on the
Divide students into pairs or groups and ask them to think board. Write How people affect animals in a circle. Elicit
an animal which their country is famous or well-known for. ideas from the students such as Damage their habitats,
Ask them to list as many features of this animal as they can Breed different types, Cause diseases, Help protect endangered
in two minutes. Get feedback as a class. species, etc. When you have sufficient ideas on the board,
divide students into groups and ask them to discuss the
1 You may want to do this exercise as a whole class. Make following question: Have humans had mostly a positive or
sure students know the meanings of the words in the negative effect on animals?
box before they answer the questions. Point out that the
animal in the photo is a spider monkey. 1 Students could discuss the questions in pairs or small
2a Give students time to think about an animal they could groups. If you think they might not have many ideas, you
talk about for up to two minutes. could do it as a whole class.
2b–c You may need to play specific sections more than once. 2 Refer students to the Test Strategies on page 170 and
the HELP box. Remind students to skim the article and
2b 1 Jorge speaks for a sufficient length of time. He uses a fairly read the questions, highlighting key words and predicting
wide range of vocabulary – he uses a variety of adjectives answers where possible. If you want students to do the
to describe the animal with some intensifiers (quite/very). Reading practice under test conditions, give them 20
2 He doesn’t need to paraphrase. He can explain what he minutes. You can give them longer if you want them to
means sufficiently. practise the strategies thoroughly.
3 Yes. 1 vi 2 i 3 viii 4 v 5 ii 6 vii
2c 1 He can generally be understood throughout, though 7 money (This is because the money that people pay ...)
mispronunciation of individual words or sounds reduces 8 wars (... increasing the number of wild animals after wars in the
clarity at times. 1970s ...)
2 No. 9 fences (in Botswana there are no fences between people’s land)
2d If you think your students may struggle, you could write 10 3/three (only 3 percent of the money actually reached the
some suggestions on the board. Include the correct communities ...)
answers (see below) and some incorrect answers such
as: Jorge should learn 20 new words every day. Jorge should
speak louder. Jorge should speak more quickly. Expert IELTS
Remember that the Reading Paper can be challenging for
1 Jorge could continue to learn new vocabulary so he can use a
students, so it is important to think about ways to keep
wider range of language. them motivated. If you always do the practice under test
2 Jorge should stress key words and allow his voice to rise and conditions by timing students 20 minutes, they may be
fall at the end of sentences so that his intonation is better and he unable to complete all of the questions. Think carefully
sounds more interested in what he is saying. about whether students would benefit from being given
longer, if this improves their chances of answering more
3 Refer students to the Test Strategies on page 172 before questions correctly. You can work on reducing their reading
doing this practise task. Divide students into pairs to do time in subsequent lessons.
the test task in Exercise 2a. Give them one minute to take
notes, then another two minutes each to talk about the 3a–b Divide students into pairs to analyse their performance.
topic. They should record themselves if possible.
MyEnglishLab > 6b Reading
4a–b Give students enough time to discuss the questions
thoroughly. If they have recorded their answers, make
sure they listen to them again. Writing pp. 100–101
Lesson objective: to practise describing changes
Extra!
Students could play the recordings of their speaking Warm-up
performance to more than one student to get a variety of
Write on the board: Extinction is a normal process in nature.
feedback. Doing this can highlight specific strengths and
Check the word extinction (the process of a species of plant
weaknesses if they receive the same feedback from more
or animal dying out completely). Ask students to discuss
than one of their peers.
why this statement might be true or untrue, and decide on
how far they agree with it.
Student’s Resource Book > Speaking p. 64

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 Teacher’s notes Module 6

1 You may prefer to do this discussion as a whole class. 1 Yes 2 Yes 3 No

2 Ask students to read the Expert Writing section on page
197, which gives a model of a Task 1 description. Then, 5d Give students some time to work on improving the
give students a couple of minutes to read the test task and paragraph. Remind students that incorrect punctuation
focus on the key information in the graph. can be confusing and it is easy to see, so it gives a visual
impression that the writing is poor.
The graph below shows the population of foxes on four different
Californian islands between 1994 and 2014. Summarise the The changing population of brown bears followed a similar pattern
information by selecting and reporting the main features and make to the changing population of beavers. Between 2005 and 2010 the
comparisons where relevant. number was around 600 but then numbers for both decreased. The
number of beavers fell steadily to just over 520 over the next three
3a Ask students to read the Test Strategies on page 171 years, while the population of bears went down significantly to around
before doing the task. Give students time to think about 440. The latter stayed the same for the next two years, whereas the
the questions before getting feedback from the class. number of beavers began to rise slowly. It reached 545 in 2016.
1 The graph tells us the fox populations on four islands in California
6 Give students 20 minutes to write their test task.
between 1994 and 2014. 2 B
3 You could compare how significantly each fox population fell, Model answer
and how each one increased. You could talk about how the San The diagram illustrates the population of foxes living on four
Miguel Island Fox population decreased between 2010 and 2014. islands off the coast of California over a 20-year period. It shows
that the population of all four species dropped dramatically over
3b–c Ensure students complete these exercises thoroughly to the first six years and then increased significantly. The populations
help them plan their writing.
of three species were higher in 2014 than in 1994.
4a You may want to do this exercise as a whole class and The Santa Cruz and the Santa Catalina foxes had the second and third
elicit some examples of the language students could use
biggest populations in 1994 at around 1,400 and 1,333 respectively
(e.g. verbs and adverbs of change, language of comparison
but they had the largest populations in 2014. Their numbers fell to a
and connectors).
low of around just 15 in 2000 before increasing to around 1,666 in
4b Ask students to do this exercise individually.
2014. The San Miguel fox also fell to zero in 2000 but the population
1 The writer repeats increased/decreased/slightly. 2 Yes was approximately 50 higher in 2014 than in 1994.
The biggest population in 1994 was only the third biggest in 2014.
4c Students could do this in pairs. The Santa Rosa fox started with a population of 1,780, which fell
Model answer dramatically to zero in 2000. It then grew slowly over the next
eight years before increasing more quickly to 637 in 2014.
We learn that the population of grey owls increased slightly from 350
in 2005 to 375 in 2010. The population of grey wolves which lived in 7a–c Give students plenty of time to review, analyse and
the same woodland area rose gradually by 33 in this period, from suggest improvements to their partner. You may want
450 to 483. Numbers of both animals then fell significantly. Owl to ask students to rewrite their answers for homework
numbers fell dramatically to 313 over the next five years, whereas the based on their partner’s suggestions.
number of grey wolves dropped to around 421. Student’s Resource Book > Writing p. 65
MyEnglishLab > 6b Writing
5a Ask: Why is punctuation important in writing? (it helps the
reader follow the information, and understand when one Review p. 102
idea or point starts and ends). Tell students to look at the
criteria on page 191 and answer the question. You may want students to do this as a test in class (with a
suggested time of 30 minutes) or for homework.
A Band 5 writer may make some punctuation errors which may
make it difficult for the reader to understand the message. A Band 1a 1 stream 2 fog 3 cave 4 soil 5 thunder 6 humid
6 writer sometimes makes punctuation errors, but this does not 7 water shortage 8 breeze 9 volcano 10 fossil fuels
stop the reader from understanding the message. 1b flood – a large amount of water that covers usually dry land
greenhouse gases – gases in the air which keep heat in the
5b Ask students to do this individually. Earth’s atmosphere and cause the greenhouse effect
1 We usually start a sentence and names, like Santa Cruz, with a lightning – a flash of light in the sky during a storm
capital letter. waterfall – a place where water from a river falls over a cliff
2 Ordinary nouns, like fox and population, will often start with a 2a 1 have had 2 ’ve released 3 have also caused 4 first became
capital letter in a title or heading but not in a sentence like this. 5 knew 6 ’ve learnt 7 ’ve done 8 didn’t separate 9 ’ve had
3 We end a sentence with a full stop. 10 just buried 11 ’ve been able 12 has already had
4 We use full stops at the end of a sentence, whereas we use a 3 1 are 2 – 3 are 4 – 5 is 6 – 7 are 8 are 9 an 10 is 11 the
comma between clauses. 12 –
5 We should avoid using an exclamation mark in an academic text. 4 1 fur 2 tail 3 Males 4 females 5 paws 6 nests 7 creatures
8 behaviour 9 adults 10 dying out
5c Ask students to do this individually.
MyEnglishLab > Module Test 6
MyEnglishLab > Review Test 3
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