Prep 2 tg-unit-15 \ Rehab Alsadany

1. 191
Objectives
Grammar
The first conditional
Reading
Reading a science magazine article
Listening
Listening to a science lesson
Speaking
Talking about quantities
Writing
Writing about quantities and opinions
LESSON 1 SB page 29
Outcomes
• To talk about global warming
• To read about the global warming and answer
questions
Before using the book:
• Write the title of the unit, Our earth, on the board
and elicit the meaning. Ask which environmental
problems are damaging our earth.
• Then have a class discussion about global
warming. Ask student what they know about it,
what problems it causes, and how we can prevent
it.
• Tell them that they are going to find out more
about global warming and our environment in the
unit.
& SB Page 29
Our earth
OBJECTIVES
• Grammar The first
conditional
• Reading Reading a
science magazine article
• Listening Listening to
a science lesson
• Speaking Talking
about quantities
• Writing Writing about
quantities and opinions
29
UNIT
15
Lesson 1
Choose the correct answer
1 Carbon dioxide is
a natural / an unnatural gas.
2 Global warming happens when the
earth gets too hot / cold.
3 Global warming can / can’t cause floods.
4 With global warming, dry places will
become wetter / drier.
5 Cutting down a lot of trees is / isn’t
good for the environment.
4
Read and complete the science
magazine article with the bold
words from the diagram
3
2
1 Ask and answer
What problems do people have when it is
very hot?
Look at the diagram and find:
1 things that you can burn. …..…….
2 two things that cause pollution. …..…….
3 something that trees breathe in. …..…….
fuels
Globalwarming
This week, Mr Mohsen, a science
teacher, explains global warming to
us.
The 1 …..…................ is the air around
the earth. This contains different
2 …..…….. One of these is 3 …..……..
Although it is a natural gas, it can also
be caused by pollution.
Pollution from cars and 4 …..…….
produces extra carbon dioxide. This
is a problem. If there is too much
carbon dioxide in the atmosphere, the
temperature on the earth will increase.
This is called global warming.
If the earth gets hotter, the ice in the
Arctic and Antarctica will melt more
quickly. The sea will get higher and
this will cause floods. Dry places will
become deserts. If these places become
deserts, crops will not be able to grow.
If we don’t have crops for food, it will
become very difficult for us to live.
So what can we do about the problem?
First, we need to plant more trees,
because these breathe in carbon
dioxide. We are cutting down too many
trees. We also need to find 5 …..…….
that cause less pollution.
atmosphere
The atmosphere contains gases,
for example:carbon dioxide.
You produce carbon
dioxide when you
burn fuels.
Pollution comes
from factories,
cars, etc.
Trees are good for the
environment because they
breathe in carbon dioxide.
1 Ask and answer
1 Draw attention to the Objectives box on page
29, which refers to the objectives of the unit, and
explain in Arabic if necessary.
2 Ask the students to discuss the question in small
groups.
3 Invite the groups to share their ideas and have a
short class discussion.
Suggested answers:
It is difficult to stay outside in summer or to do
activities such as sports etc. People can become ill
if they get too hot.
2 Look at the diagram and find:
1 Ask the students to read the prompts and check
understanding.
2 Then ask them to look at the diagram and find
the answers.
3 Check the answers with the whole class.
Answers:
2 factories, cars 3 carbon dioxide
UNIT
15 Our earth
SB pages 29–33 WB pages 21–23

2. 192
3 Read and complete the science magazine
article with the bold words from the diagram
1 Ask the students to read the title of the text and
ask them what kind of information they think it
might include.
2 Then ask them to read the text more carefully
and complete it with the words from the
diagram. Remind them not to worry about any
words they don’t know at this point.
3 Invite different students to give their answers.
Answers:
2 gases 3 carbon dioxide 4 factories
5 fuels
4 Choose the correct answer
1 Ask the students to read the text again and
choose the correct answers, as in the example.
2 Check the answers with the whole class.
3 Then ask students to identify any words they
don’t know and discuss their meaning with a
partner. Confirm definitions as a whole class.
4 Ask the students whether they think there have
been any changes in the environment where they
live in their lifetime, and what they can do to
prevent the situation getting worse.
Answers:
2 hot 3 can 4 drier 5 isn’t
L E S S O N 2 S B p a g e 3 0 W B p a g e 2 1
Outcomes
• To use the first conditional
& SB Page 30
If it’s very hot
tomorrow, I’ll stay
inside.
Underline the verbs in these sentences
1 If there is too much carbon dioxide in the atmosphere, the
temperature on the earth will increase.
2 If the earth gets hotter, the ice in the Arctic and Antarctica will
melt more quickly.
3 If these places become deserts, crops will not be able to grow.
4 If we don’t have crops for food, it will become very difficult for us
to live.
The first conditional
• We use the first conditional to talk about something that we think will
probably happen in the future:
If Ali studies hard, he will pass his test.
• The form is If + present simple, will / won’t + infinitive
If Mona is quick, she will catch the bus.
If it is windy tomorrow, they won’t go to the beach.
• When the if clause starts a sentence, you always add a comma. However, you
can put the if clause at the end of a sentence. You do not need a comma:
Mona will catch the bus if she is quick.
Make first conditional sentences
1 1 Hamdi/go to university/get a good job
…..……................................................................................................................................
2 you go to London / see Tower Bridge …………………………
3 Waleed reads this book / learn about the Ancient Egyptians …………………………
4 they/not buy / tickets / not see the tennis match …………………………
5 I see Hassan / tell him about our family party…………………………
6 you/not listen / not understand the lesson…………………………
Complete the following sentences
1 If it’s very hot tomorrow, …
2 If I finish my homework early, ...
3 If my mother’s tired tonight, …
4 If you phone me tonight, …
1
2
3
GRAMMARBOX
If Hamdi goes to university, he will get a good job.
30
15
UNIT
Lesson 2
Workbook page 21
1 Underline the verbs in these sentences
1 Write the example sentence on the board and
elicit the verb forms. Circle If at the beginning of
the sentence.
2 Ask the students to work in small groups to
discuss the meaning of the sentence. Ask them
to decide what the function of If is. Go round
and monitor as they are working, helping where
necessary.
3 Invite the students to offer their suggestions but
do not confirm them at this point. Then ask them
to read the Grammar box to check their ideas.
4 Ask the students to complete the task,
underlining the verb forms. While they are
working, write the remaining sentences on the
board.
5 Check answers by inviting different students to
come to the board and underline the verb forms.
6 Ask the students to turn the sentences around
so that they do not begin with if. Go round and
monitor as they are working, helping where
necessary.
7 Check the answers by asking different students
to write the sentences on the board. Ask the

3. 193
rest of the class to decide whether they are
grammatically correct and to make corrections
if necessary. (1 The temperature on the earth
will increase if there is too much carbon dioxide
in the air. 2 The ice in the Arctic and Antarctica
will melt more quickly if the earth gets hotter.
3 Crops will not be able to grow if these places
become deserts. 4 It will become very difficult
for us to live if we don’t have crops for food.).
Answers:
2 If the earth gets hotter, the ice in the Arctic and
Antarctica will melt more quickly.
3 If these places become deserts, crops will not be
able to grow.
4 If we don’t have crops for food, it will become
very difficult for us to live.
2 Make first conditional sentences
1 Write the prompts for the example on the board
and construct the sentence as a class, using the
first conditional.
2 Students then complete the exercise in pairs.
3 Invite different students to read out their
completed sentences.
Answers:
2 If you go to London, you will see Tower Bridge.
3 If Waleed reads this book, he will learn about the
Ancient Egyptians.
4 If they don’t buy tickets, they will not see the
tennis match.
5 If I see Hassan, I will tell him about our family
party.
6 If you don’t listen, you will not understand the
lesson.
3 Complete the following sentences.
1 Ask the students to read the example dialogue
in the speech bubbles. Explain that they have
to continue in a similar way using the first
conditional.
2 Students work in pairs to complete the sentences.
Remind them to refer to the Grammar box if
necessary. Go round and monitor as they are
working, helping where necessary.
3 Invite different students to say their sentences for
the rest of the class to check correct usage of the
first conditional.
Suggested answers:
2 If I finish my homework early, I will play tennis
with my brother.
3 If my mother’s tired tonight, I will cook dinner.
4 If you phone me tonight, we will talk about
school.
✎ WB Page 21
Our earth
1 Complete the sentences
Arctic extra factory fuel gas global warming
1 People make cars and other things in a factory.
2 Carbon dioxide is a that trees breathe in.
3 Petrol is the that most cars use.
4 If you have time, you have more time than usual.
5 It is always very cold in the .
6 Some people think that the sea is getting higher because of .
2 Read and correct the mistakes in these sentences.
1 If I will see Fareeda, I will tell her I saw you!
If I see Fareeda, I will tell her I saw you!
2 If you go to Paris, you see the Eiffel Tower.
3 Hala not go to work if she feels ill tomorrow.
4 Tarek will be cold if he will go out without his jacket.
5 If you want to see the doctor, you having to wait.
3 Complete these sentences with the correct form of
the verb in brackets.
1 The teacher will not be happy if you don’t do. (not do) your homework.
2 If you play tennis all day, you (be) tired.
3 If we (move) to Cairo, my father will get a new job.
4 I (help) you with your homework if you find it difficult.
5 If I finish my homework before seven o’clock, I (come) and
visit you.
Module5
UNIT
15
21
1 Complete the sentences
1 Elicit words connected with global warming.
Then ask the students to look at the example
and complete the rest of the exercise in a similar
way.
2 Invite different students to read out the
completed sentences.
Answers:
2 gas 3 fuel 4 extra 5 Arctic
6 global warming
2 Read and correct the mistakes in these
sentences
1 Ask the students to look at the example sentence
and elicit the mistake.

4. 194
2 Then ask the students to identify and correct the
mistakes in the rest of the sentences.
3 Check the answers as a whole class.
Answers:
2 If you go to Paris, you will see the Eiffel Tower.
3 Hala will not go to work if she feels ill tomorrow.
4 Tarek will be cold if he goes out without his
jacket.
5 If you want to see the doctor, you will have to
wait.
3 Complete these sentences with the correct
form of the verb in brackets
1 Ask the students to look at the example and
explain that they have to complete the rest of the
sentences in a similar way.
2 Students then complete the task in pairs.
3 Invite different students to read out the
completed sentences and ask the rest of the class
to check whether the first conditional is used
correctly.
Answers:
2 will be 3 move
4 will help 5 will come
LESSON 3 SB page 31
Outcomes
• To talk about the environment
• To listen to a science lesson and answer
questions
• To talk about quantities
• To carry out an internet search about the next
ENO international tree planting day
& SB Page 31
How can we look after the environment?
Choose the correct words
1 It is best to use warm / very hot water
for washing clothes.
2 You can save energy if you have a
three-minute / eight-minute shower.
3 Trees help / don’t help the environment.
1
3
What quantities do you know?
Make sentences about the following
Listen to a science teacher and check
your answers to exercise 1
Listen again and match to make sentences
2
4
FUNCTIONSBOX
About one sixth of (the energy
we use heats water).
More / Less than half (the energy
is saved).
About two percent of (the earth
has rainforests).
Two thirds of (our rainforests are
not there anymore).
Talking about quantities
About two thirds of
the students in my
class live in my village.
Internet search
Find out the date of the
next ENO international
tree planting day.
people in the class
people in the school
Egypt the world
More than 90
percent of Egypt’s
area is desert.
a breathe in carbon dioxide.
b use less energy.
c to heat water.
d we will help stop global
warming.
1 If we save energy,
2 It takes a lot of
energy
3 Shorter showers
4 Trees
d
Lesson 3 15
UNIT
31
1 How can we look after the environment?
Choose the correct words
1 Ask the students the question and invite them to
make suggestions.
2 Put the students in pairs to complete the exercise.
3 Invite them to share their ideas but do not
confirm their answers at this point.
2 Listen to a science lesson and check your
answers to exercise 1
1 Tell the students that they are going to listen
to a science lesson and check their answers to
exercise 1.
2 Play the recording for them to listen and check.
3 Check answers.
Tapescript
Teacher: Today we’re going to talk about
how to protect the environment. Most
of us know that global warming is one
of the biggest problems for our world.
Most global warming is caused when
we burn fuel for energy. So if we save
(continued over)


5. 195
energy, we’ll also help to stop global
warming. Try to save energy at home.
About one sixth of the energy we use
is to heat water, so try to use less hot
water. When we wash our clothes, it’s
better to use warm water instead of
very hot water. Also, try to have shorter
showers. Most showers take about
eight minutes. In a three-minute
shower, more than half the energy is
saved. Another thing people can do to
help the environment is to plant trees.
As you know, trees breathe in carbon
dioxide. We need more trees. About
two percent of the earth has rainforests,
but people are cutting down trees
in rainforests every day. Two thirds
of the earth’s rainforests are not there
anymore. And it’s not just rainforests
that are in danger. We are cutting down
trees and plants all over the world, even
in Egypt. So, why don’t we plan a day to
plant trees!
Answers:
1 warm 2 three-minute 3 help
3 Listen again and match to make sentences
1 Ask the students why they think the ideas in
exercise 1 are good for the environment.
2 Play the recording and ask the students to listen
and match the sentence halves according to what
they hear.
3 Go through the answers with the class.
Answers:
2 c 3 b 4 a
4 What quantities do you know? Make
sentences about the following
1 Ask the students to read the phrases in the
Functions box and check any unknown words.
Then play the recording again for them to listen
and identify which phrases the speaker uses (all
of them).
2 Invite two students to read out the example in the
speech bubbles. Then draw their attention to the
prompts in the box and ask them to work in pairs
to make similar sentences, using the topic ideas
and phrases from the Functions box.
3 Go round and monitor, helping where necessary.
4 Invite different pairs of students to talk about
one of the topics for the rest of the class to listen
and check that the phrases are used correctly.
Answers:
Students’ own answers
: Internet search
1 Ask the students whether they have heard about
the ENO international tree planting day and what
they know about it.
2 Then ask them to read the Internet search box
and ask them to find out when the next day is.
3 Students present their findings to the rest of
the class. Ask them why they think this day is
important (because planting more trees is good
the environment).
L E S S O N 4 S B p a g e 3 2 W B p a g e 2 2
Outcomes
• To read about desertification
• To talk about saving water and reducing
pollution

6. 196
& SB Page 32
CRITICAL
THINKING
1 Do you think that desertification
will be worse in the future?
Why? / Why not?
2 Why is it important to save
water?
3 What can we do to help stop
pollution of our air
and water?
Desertification
• If we cut down the plants and trees (for
example to build houses or to keep
animals), the soil will become drier.Wind
and rain can carry the soil away. If this
continues for a long time, desertification
happens.This means that the area
becomes a desert.
• In the Luxor area, farmers are helping
to stop desertification by growing plants
called Jatropha.These plants have big
green leaves and they can grow in very
dry soil.They are very easy to grow. If a
piece of a plant is cut off and put into the
soil, a new plant grows.
• The seeds of the plants contain oil. It
can be used as a fuel which causes less
pollution than petrol. In this way, the
Jatropha plant protects the environment,
as well as the soil.
Plants and trees are good for
farmers.Their roots help to keep
water in the soil. So what happens
if we do not have trees or plants?
Answer these questions
1 How do plants and trees help farmers?
Their roots help to keep water in the soil.
2 Why are plants and trees cut down?
Give two reasons.
3 How is soil carried away in nature?
Give two ways.
4 How many people live with the problem
of desertification?
5 Where can Jatropha plants grow?
6 How does the seed of the Jatropha
plant help the environment?
2
3
Workbook page 22
• About 16 percent
of the world’s
people live with
the problem of
desertification.To
help stop it, farmers
around the world
are planting more
trees in dry areas.
32
15
UNIT
Lesson 4
Match these words with
the pictures
1
Petrol leaves root seedd
a b
c d
1 Match these words with the pictures
1 Write deserts on the board and elicit what the
students know about the desert in Egypt and
what life is like for people and animals there.
2 Ask the students to read the title of the text.
Ask them to work in small groups to discuss
what they think this is and what negative effect
desertification might have on the environment.
3 Then ask them to predict what information the
text might include.
4 Students then read the text quickly and check
their ideas before matching the words and
definitions. Remind them not to worry about any
words in the text that they don’t know at this
point.
5 Check answers, then ask them to summarise
what they have learned about the Jatropha plant.
Answers:
b leaves a root c seed
2 Answer these questions
1 Ask the students to read the questions and find
the answers in the text.
2 Check answers and ask students to identify the
part of the text where they found the answer.
3 Ask students to identify any words they didn’t
know and elicit meanings from the rest of the
class.
Answers:
2 To build houses and to keep animals.
3 By wind and by rain.
4 About 16% of the world’s population.
5 They can grow in very dry soil.
6 The oil from the seed can be used as a fuel which
causes less pollution than petrol.
3 Critical thinking
1 Ask the students to read the questions.
2 Then ask them to work in pairs or small groups
to discuss the questions. Go round and monitor,
offering suggestions if necessary.
3 Hold a brief class discussion, encouraging
students to share their ideas.
Suggested answers:
1 Yes, if global warming continues and places
become drier.
2 Because fresh water is a limited resource on
Earth.
3 We can use cleaner cars or public transport,
reduce chemical waste from factories and so
on.

7. 197
✎ WB Page 22
1 Match the words and their meanings
1 c desertification a a tree uses these to drink water
2 leaf b new plants come from these
3 part of c the process by which land becomes a desert
4 roots d one piece of something
5 seeds e a tree uses this to breathe through
2 Complete the sentences with words from exercise 1
1 I know it is spring because the first leaf
has grown on this tree.
2 If the farmer cuts down all the trees, it
might cause
3 The of some plants go
down very far into the soil.
4 Aswan is on one the
Nile which is very popular with tourists.
5 The farmer does not like birds on that field
because they eat all the he has planted.
3 Listen and choose the correct answer from a, b, c or d
1 What can the Jatropha plant help stop?
a fuel b growth c desertification d condensation
2 What is good about this plant?
a small leaves and easily grown b large leaves and easily grown
b small leaves and hard to grow d large leaves and hard to grow
3 What is special about the Jatropha plant’s seeds?
a they can be used as petrol b they contain fuel
c they contain oil d they cause pollution
4 Look at the diagram. Are the sentences true (T) or false (F)?
1 F About one third of the students in the
class use plastic bags for shopping.
2 Most of the students use cotton bags.
3 Less than half of the students use
paper bags.
4 Five students use recycled plastic bags.
5 More than half of the students use
plastic bags.
UNIT
15
5% use
recycled
plastic bags
60% use
plastic bags
20% use
paper bags
15%
use cotton
bags
A survey on Class 2A: (40 students)
22
Module5
1 Match the words and their meanings
1 Ask the students what they remember about
desertification.
2 Then ask them to look at the example and
explain that they have to match the words and
definitions.
3 Students complete the exercise in pairs. Then go
through the answers with the whole class.
Answers:
2 e 3 d 4 a 5 b
2 Complete the sentences with words from
exercise 1
1 Ask the students to read the example sentence
and complete the rest of the sentences with
words from exercise 1.
2 Check the answers by inviting different students
to read out the completed sentences.
Answers:
2 desertification 3 roots 4 part of
5 seeds
3 Listen and choose the correct answer from a,
b, c or d
1 Ask the students to read the questions and
options. Explain that they are going to hear some
information about the Jatropha plant and that
they should listen and choose the correct answer.
2 Play the recording while the students listen and
complete the task.
3 Check the answers as a whole class.
Tapescript
Narrator: The Jatropha plant can help stop
desertification. It has big leaves and can
be grown easily. Its seeds contain oil
that be used as fuel.

Answers:
1 c 2 b 3 c
4 Look at the diagram. Are the sentences true
(T) or false (F)?
1 Ask the students to look at the pie chart and ask
them what they think it represents.
2 Then ask the students to work in pairs to read
each statement and decide whether it is true or
false according to the pie chart.
3 Invite different students to give their answers
and correct the false statements. Ask which bags
they use and which ones they think are better for
the environment (cotton bags which can be re-
used or recycled bags which limit damage to the
environment).
Answers:
1 F About two thirds use plastic bags.
2 F 15% of the students use cotton bags.
3 T
4 F Five percent of the students use recycled
plastic bags.
5 T
REVIEW S B p a g e 3 3 W B p a g e 2 3
Outcomes
• To review and practise vocabulary and structures
of the unit
• To learn about topic sentences

8. 198
Before using the book:
• Write Our earth on the board and ask the
students what they have learned to talk about in
this unit. Brainstorm a list of topics, vocabulary
and grammar points.
• Tell the students that they are now going to
complete the review section, to see what they can
remember.
& SB Page 33
Writing skills
We use the following words and phrases to
show that something is an opinion, not a fact.
In my opinion, people waste a lot of water.
I believe (that) we can all help to stop pollution.
I think (that) global warming is a big problem in the world.
I feel (that) we could all recycle more.
Now you can …
• use words to talk about the environment
• use the first conditional
• talk about quantities
Match to make first conditional sentences
Look at the diagram and choose the correct answers
1 The total number of students is sixteen / eighteen.
2 Most of the students recycle / don’t recycle paper or glass.
3 One sixth / quarter of the students don’t recycle.
4 More / Less than half of the students recycle glass.
5 Thirty-one / Fifty percent of the students only recycle paper.
Choose the correct words
1 The air around the earth is called global warming / the atmosphere.
2 The air around the earth contains many fuels / gases.
3 Wood is an example of a fuel / gas.
4 If we cut down trees and plants, it will cause / stop desertification.
1
2
3
1 If you eat too many sweets,
2 If Mr Tarek is ill,
3 If you phone this number,
4 If the tourists go to Giza,
5 If you go to that restaurant,
6 If Karim forgets his glasses,
a they will see the Pyramids.
b he won’t be able to read.
c you’ll have bad teeth.
d you will speak to the manager.
e Mr Ahmed will teach the lesson.
f you’ll have a really good lunch.
recycle
glass
don’t recycle
recycle
paper
15
UNIT
Review
33
Workbook page 23
c
1 Choose the correct words
1 Elicit the environment vocabulary that the
students have studied in the unit.
2 Students then complete the rest of the exercise
individually before checking their answers with
a partner.
3 Go through the answers with the whole class.
Answers:
2 gases 3 fuel 4 cause
2 Match to make first conditional sentences
1 Elicit the form of first conditionals.
2 Then ask the students to read the example and
complete the rest of the exercise in pairs.
3 Check the answers as a whole class.
Answers:
2 e 3 d 4 a 5 f 6 b
3 Look at the diagram and choose the correct
answers
1 Elicit ways to talk about quantities.
2 Then ask the students to look at the diagram and
ask them what they think it represents.
3 Students then complete the task in pairs.
4 Check the answers with the whole class and ask
them what kind of recycling they do and why
they think it is important.
Answers:
2 quarter 3 Less 4 Thirty-one
Writing skills
1 Elicit any phrases that the students know of for
giving opinions.
2 Then ask them to read the Writing skills box and
note the phrases in red.

9. 199
✎ WB Page 23
1 Are the sentences facts (F) or opinions (O)?
1 F Horses can live for about 30 years.
2 I think that horses are more useful than camels.
3 Some scientists believe that we can use water as a fuel for cars.
4 Carbon dioxide is a natural gas.
5 I feel that not enough has been done to stop people cutting down trees in Brazil.
6 Most people think that Cairo is very interesting.
2 What do you think of the following facts about fishing?
Write four sentences that give your opinion
1 I think that we should eat all of the fish that are caught.
2
3
4
3 Make a poster
• Use the internet or the library
to find out some more facts
about a problem for the
environment. These can be
about rainforests, rivers,
pollution of cities, global
warming, etc.
• Write down some interesting
numbers and quantities.
• Write your opinions about
these facts.
UNIT
15
Facts about fishing
➪ 70 percent of the sea has too many fish taken
from it.
➪ In 50 years time, it is possible that there will be
no more fish in the sea.
➪ We do not eat 25 percent of the fish that are
caught.
How can we help?
We can stop people taking fish from some parts of the sea.
We can stop people catching fish that are very young.
We can stop buying some kinds of fish to eat.
23
Module5
1 Are the sentences facts (F) or opinions (O)?
1 Ask the students which phrases they can
remember for giving opinions.
2 Then ask them to look at the example and
work in pairs to decide whether the rest of the
statements are facts or opinions.
3 Then ask them to compare their answers with a
partner, before going through the answers as a
whole class. Then ask which of the opinions they
agree with.
Answers:
2 O 3 O 4 F 5 O 6 O
2 Supply the missing parts in the following two
mini-dialogues
1 Ask the students to read the sentences and make
suggestions for the missing information. Explain
that they have to supply the missing sentences,
using the first conditional.
2 Students work in pairs to complete the dialogues.
go round and monitor, helping where necessary.
3 Invite different pairs of students to read out the
mini-dialogues and ask the rest of the class to
listen and check correct usage of the grammar.
Suggested answers:
1 If you eat too many sweets, you will have
bad teeth.
2 What will happen if we cut down too many
trees?
3 What do you think of the following facts
about fishing? Write four sentences that give
your opinion
1 Ask the students what they know about fishing
and over-fishing.
2 Then ask them to read the information and elicit
some opinions orally.
3 They then write their own opinions using the
example as a model. Go round and monitor,
helping where necessary.
4 Ask students to exchange their work with
another student to check grammar and spelling.
5 Then invite volunteers to read out their
paragraphs.
Answers:
Students’ own answers
4 Make a poster
1 Ask the students to read the instructions and
choose one of the problems to research.
2 Then ask them to share their ideas with a partner
and plan their poster.
3 They should write the facts in their copybooks.
Go round and monitor while the students work,
making suggestions where necessary. When they
have finished, ask them to make their posters.
4 Finally, display the posters in the classroom for
the rest of the class to read.
Answers:
Students’ own answers

10. 200
A s s e s s m e n t
Speaking task
Outcome: to talk about quantities
Use SB page 31, exercise 4
Elicit the phrases for talking about quantities. Students
choose one of the topics from the box and talk about
it, using each of the phrases. Assess them on their
correct use of the quantities expressions.
Reading task
Outcome: to understand a text about global
warming
Use SB page 29, exercise 2 text
Write the following statements on the board:
1 The atmosphere is the air around the earth.
2 Carbon dioxide is a natural gas.
3 If there is too much carbon dioxide, the earth’s
temperature will drop.
4 People will adapt easily to living in deserts.
5 Planting trees will help to save the environment.
Students read the texts again and decide whether the
statements are true or false.
Writing Task
Outcome: to use the first conditional
Use SB page 30, exercise 3
Students look at the prompts in exercise 3 to come
up with some new ideas. Write these on the board.
Students choose four of the ideas and write a
sentence for each idea using the first conditional.
Listening task
Outcome: to understand information about look
after the environment
Use the tapescript for SB page 31, exercises 2 and 3
Write the following questions on the board:
1 How is global warming caused?
2 How should we wash our clothes to save energy?
3 How long should our showers be?
4 How much of the earth’s rainforests have been
cut down?
Students listen to the recording and answer the
questions.