Unit 6

UNIT 6 The importance of trees

UNIT 6 THE IMPORTANCE OF TREES
SB pages 31-35 WB pages 25-28

6
Objectives
Objectives UNIT
The imp
importance Grammar Zero and first

of trees
conditionals
Listening Listen for gist, for
specific information and to guess
Grammar the meanings of unknown words

Zero and first conditionals Listening Reading Read for gist and to
distinguish fact from opinion
Critical thinking The importance
of the natural world
Listening 1 Check the meanings of these words
leaves
in your Active Study Dictionary. Function Give instructions
roots
Listen for gist, for specific bark (n) harden ring (n) tube
Writing A list of instructions

information and to guess the bark
rings

meanings of unknown words
2 Discuss these questions in pairs.
a How old and tall can trees be?

Reading b What do the parts of the tree in the picture do or show?
c How can we find the age of a tree without cutting it down?
Read for gist and to distinguish fact d Listen to a radio programme about trees and check your ideas.

from opinion 3 Listen again and choose the correct answers.
a The world’s tallest tree is nearly 84/94 metres tall.
b The tallest tree is between two and three hundred/thousand years old.
Critical thinking c Tubes carry water from the roots/bark to the leaves.
d Goats and other animals can kill/eat trees by damaging the bark.
The importance of the natural world e Every year, soft cells/tubes below the bark of a tree form new wood.
f When a thin piece of wood is removed from a tree, little/a lot of
damage is done to the tree.
Function g The more rain there is in a year, the narrower/wider the tree rings are.

Give instructions 4 Guess the meaning of the red words from the listening text.
a How is it possible to calculate the age of a tree? …. . . . . . . . . . . . . . . . . . . . . …
b Then we extract a very thin piece of wood. …. . . . . . . . . . . . . . . . . . . . . …
Writing c The width of the ring depends on the climate. …. . . . . . . . . . . . . . . . . . . . . …

A list of instructions 5 Discuss the trees in your area in pairs.
a Where do your local trees grow, e.g. in parks, in gardens, on farms,
along the side of the street?
b Are they grown for fruit, for wood, for shelter or for something else?

6 The sounds of English
a It is sometimes difficult to hear where one word ends and
the next word starts. Listen to some common phrases
and write what you hear in your exercise books.
1 …. . . . .a<.n<.d. . s@.e.œ. . i<….
Go . . . . . . . . t.
b Listen again and repeat the phrases.
31

LESSON 1
SB page 31 WB page 25

Before using the book:
• Trees are everywhere, though not in as many • Now ask some of the students to read out their
places as they used to be! Ask the students what answers. Possible answers include furniture,
trees provide us with. Tell them you want them doors, cooking utensils, fences, sheds, houses,
to think of all the things we use trees for. Put the boats, fruit, paper, medicines. We use wood to
students into groups and tell them to think of as make things and for heating and building.
many things as they can.

94

The importance of trees UNIT 6

Listening Female caller: Hello, I’d like to ask the professor about
the tallest tree in the world. Where is it
and how tall is it?
Prof. Beech: The tallest tree in the world is a Giant
1 Check the meanings of these words in Sequoia and it’s in California. It’s 83.8
your Active Study Dictionary. metres tall. Scientists say it is between
2,300 and 2,700 years old.
1 Write the words from the box on the board. Presenter: That’s incredible! Now, let’s move on to
Read out the words on the board. Only one our second caller.
word has two syllables. Mark the stress on the Boy caller: Hello. I know a tree’s leaves help it to
word. take in light from the sun. But I’d like to
ask what the bark of a tree does.
2 Now tell the students to look up the words in Prof. Beech: Well, the bark is like our skin – it
their Active Study Dictionary. protects the living part of the tree and
the tubes which carry water from a
tree’s roots to its leaves. If the bark is
Answers:
badly damaged, the tree dies. Animals,
bark the material that forms the surface of the
such as goats, love eating bark, so it’s
wood of a tree
especially important to keep animals
harden to become firm or stiff away from young trees.
ring an object in the shape of a circle Presenter: Thank you. What’s the next question?
tube a pipe that liquids or gases go through Male caller: Hi. I’d like to ask: how is it possible to
calculate the age of a tree by counting
2 Discuss these questions in pairs. its rings, without cutting the tree down?
Presenter: Good question. Perhaps you could start
1 Ask the students to look at the questions. Put by explaining what the rings are that
the students into pairs. Tell them to discuss the this caller is referring to.
questions. Ask some of the students to share Prof. Beech: Well, most trees grow bigger every year.
their answers with the whole class. Just under the bark, there’s a circle of
soft cells which hardens every spring or
2 Play the tape and get the students to listen and summer. This forms a ring of new wood
find the correct answers. You may need to each year. This means we can calculate
play the tape more than once. Go through the the age of the tree by counting the rings.
answers with the class. Presenter: You can see the rings if you cut the tree
down. But how do you do this without
3 You can tell the students that the photo at the killing the tree?
bottom of the page is a Giant Sequoia tree in Prof. Beech: We can drill into the tree to make a
California, USA. deep, narrow hole. We then extract a
Answers: very thin piece of wood which does no
a Around 2,700 years old and 84 metres tall. damage to the tree.
b The leaves take in light; the roots take in water from Presenter: And are the rings the same width every
the earth for the tree; the bark protects the living part year?
of the tree; the rings show how much the tree grows. Prof. Beech: No, they aren’t. The width depends on
c You can extract a thin piece of wood, by drilling a the climate and the amount of rain. If
hole in the tree, and count the rings on this thin piece there’s a lot of rain during the year, the
rings are quite wide. If it’s a dry year,
the rings are narrower. In this way, we
can ﬁnd out what the weather was like
TAPESCRIPT hundreds of years ago when the tree
was younger.
Presenter: In today’s Natural World, Professor Presenter: Really? Well, I’m afraid that’s all we
Jeremy Beech is going to answer have time for in today’s programme.
listeners’ questions about trees. Thanks to everyone.
Welcome to the programme.
Prof. Beech: Hello.
Presenter: Can we have our ﬁrst question, please?
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3 Listen again and choose the correct 6 The sounds of English
answers.
1 Sometimes students find it hard to hear where
1 Tell the students to read the sentences. Explain one word ends and the next word starts. Explain
that they must choose the correct alternative that you are going to play the tape and the
word to complete each sentence. students must listen and write the phrases they
hear in their exercise book. You may need to
2 Play the tape again. The students should circle play the tape several times.
the correct answer. You may need to play the
tape more than once. 2 Put the students into pairs and ask them to
compare their answers. Go through the answers
3 Go through the answers with the class. with the students.
3 Put them into pairs again. One student says a
Answers:
number and the other student tries to say the
a 84 (given) b thousand c roots d kill
phrase the way they heard it on the tape.
e cells f little g wider
Example:
4 Guess the meaning of the red words from Student 1: Two.
the listening text. Student 2: Sit down.

1 There are three sentences for the students to 4 Continue in the same way, making sure all the
look at. Tell them to read the three sentences students practise each of the phrases.
and think about the meaning of the red word in
each sentence. Answers:
1 Go and see it. (given) 2 Sit down.
2 Go through the answers with the class. 3 Come and see me. 4 Go and tell him.
5 Look at this.
Answers:
calculate: to find out something or measure something
by using numbers (Students already know
the word calculator and what one uses it for.)
TAPESCRIPT
extract to remove something (Students should be Narrator: One.
able to guess the meaning of this word from Voice: Go and see it.
the context.) Narrator: Two.
width the distance from one side of something to Voice: Sit down.
the other
Narrator: Three.
Voice: Come and see me.
5 Discuss the trees in your area in pairs.
Narrator: Four.
1 Tell the students to read the two questions and Voice: Go and tell him.
think about the answers. Put the students into
Narrator: Five.
pairs. Tell them to discuss the answers. Voice: Look at this.
2 Ask some of the students to share their answers
and have a class discussion about the trees in
your area and what they are used for.

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2 Complete these sentences with
the words from Exercise 1.

6 The importance of trees
UNIT 1 Tell the students to start by reading
the gapped sentences. Explain
that they must use the words from
Exercise 1 to complete the sentences.
1 Label this picture with leaves a

the correct words. 2 Go through the answers with the
bark branch fruit
class.
leaves rings roots
Answers:
b
c a roots (given) b bark
e d
c leaves, branch d fruit e rings

f
3 Look at these adjectives. Use
2 Complete these sentences with words from Exercise 1. your Active Study Dictionary to
a The roots are the parts of trees that grow under the ground and find water. find the nouns.
b The hard outside part of a tree is called the .

c are the flat green parts at the ends of the es of a tree.
1 Tell the students to read through the
d A grows on a plant or tree and has seeds inside.
list of adjectives. Instruct them to use
e Every year, trees grow extra of new wood.
their Active Study Dictionary to find
the nouns from the adjectives.
3 Look at these adjectives. Use your Active Study Dictionary to find
the nouns. 2 Put the students into pairs and ask
a wide width b long c high them to compare their answers.
d deep e strong
3 Go through the answers with the
4 Use your Active Study Dictionary to complete these sentences class.
with the correct form of the adjective in brackets.
a Every year, the cells under the bark of a tree harden and become new wood. (hard)
Answers:
b This road is too narrow for all today’s traffic, so they’re going to it. (wide)
a width (given) b length
c That old bridge over the river is very weak. They’ll have to it soon. (strong)
c height d depth e strength
d My new trousers are too long, so my mother is going to them for me. (short)

e This knife doesn’t cut very well. I need to it. (sharp)

f That film is so popular that the queues to see it every day. (long)
4 Use your Active Study Dictionary
25
to complete these sentences with
the correct form of the adjective
in brackets.
WORKBOOK page 25
1 Instruct the students to read through the gapped
1 Label this picture with the correct words. sentences. The students must use the word in
brackets to complete each sentence. Explain
1 Ask the students to look at the picture. There that the students should use their Active Study
are six words in the box. The students use the Dictionary to help them.
words to label the picture. Put the students into
pairs and ask them to compare their answers. 2 Put the students into pairs and ask them to
compare their answers. Go through the answers
2 Go through the answers with the class. with the class.

Answers: Answers:
a leaves (given) b branch c fruit a harden (given) b widen c strengthen
d roots e bark f rings d shorten e sharpen f lengthen

97


LESSON 2 SB page 32 WB page 26
Language focus
6
Grammar rev p126

Zero and first conditionals UNIT

Language focus Zero and first conditionals
1 Study these sentences from
1 Study these sentences from the listening text, then do the following.
the listening text, then do the a Complete the sentences with the correct verbs.
following. b What verb tenses are used in the two parts of the sentences? ….....................…
c Which of these words could replace if in the sentences? ….....................…

1 Tell the students to read through the although because when

gapped sentences. Explain that they
have to complete the sentences. i<@μ[ d<iÿ§μ[.
1 If the bark ….....................… badly damaged, the tree ….....................…
2 You ….....................… see the rings if you ….....................… the tree down.

2 Put the students into pairs and tell them 3 If there ….....................… a lot of rain during the year, the rings ….....................… quite wide.
4 If it ….....................… a dry year, the rings ….....................… narrower.
to do activities a to c. Tell them to work
together. Ask some of the pairs to share
their answers with the class. 2 Discuss the following in pairs.
a Is the zero conditional used to describe future possibilities,
things which are generally true or past events?

Answers: b What is the difference in meaning between these
two sentences?
a 1 is, dies (given) If it rains, our plants grow well. (Zero conditional)
2 can, cut If it rains, our plants will grow well. (First conditional)

3 is, are DON’T FORGET
+ will.
4 is, are The first conditi onal is If + presen t simple
will probably
It is used to talk about things which
b In both parts, the verb is in the simple happen as a result of the first thing.

present.
c when 3 Complete using the correct form of the verb in brackets.
e©a<t w‡i<l<l d<iÿ
a If those goats ….....................… (eat) the bark on my trees, the trees ….....................… (die).
b If water ….....................… (freeze), it ….....................… (turn) to ice.
2 Discuss the following in pairs. c If people ….....................… (not get) enough food, they ….....................… (become) ill.
d If it ….....................… (go on) raining for much longer, the river ….....................… (flood).
1 Explain that when we use the zero e If the farmer’s fields ….....................… (get) very dry this summer, he ….....................… (irrigate) them.

conditional, both verbs are in the
4 Complete with your own ideas, then compare what
present, but when we use the first you have written in pairs.
conditional, one of the verbs is in the a If you heat ice, ….....................…
b If there is a sandstorm tonight, ….....................…
future. c If you mix yellow and blue, ….....................…
d If you don’t water these plants soon, ….....................…
2 Put the students into pairs and instruct e If the wind is very strong, ….....................…
them to read through the questions. Tell 32
them to discuss their answers together.
3 Go through the answers with the class. 2 Go through the answers with the class.

Answers: Answers:
a It is used to discuss things that are generally true. a eat, will die (given)
b The first sentence states a fact that always happens. b freezes, turns
The second sentence talks about one occasion or c don’t get, become
growing season. The plants will grow well under the d goes on, will flood
condition that it rains. f get, will irrigate

3 Complete using the correct form of the
verb in brackets.
1 Ask the students to read through the gapped
sentences. Explain that they must complete each
sentence with the correct form of the verb in
brackets to make a zero or a first conditional
sentence.
98


If the man heats the ice, the polar
bear will fall on him.

6
UNIT Lesson 2 2 When you are sure they understand,
tell the students to complete the
1 Match to make correct sentences. sentences. Once they have written out
a If scientists study the rings of trees, 1 it won’t fall over in strong winds.
their ideas, put them into pairs and
b If there is not much rain in a year, 2 they can calculate its age without
ask them to read out their sentences
cutting it down.
c If they extract a thin piece of wood to each other. Select some of the best
from the tree, 3 a they can ﬁnd information about our
climate in the past.
sentences and ask the students to read
d If a tree has deep roots,
4 the tree dies.
them out to the whole class.
e If the bark of a tree is destroyed,
5 they won’t taste very sweet.
f If you pick those apples now,
6 the rings in a tree are close together. Suggested answers:
a it melts.
2 Find and correct the mistake in each sentence. (One sentence b the town will be full of sand tomorrow.
is correct.)
c you get green.
a If you leave now, you catch your train. you’ll catch
d they’ll die.
b Water will freeze if the temperature is zero or below.
e it’ll blow trees down.
c If you throw that stone, you break a window.

d I get a headache if I spend too long on the computer.

e If she trains hard, she wins next week’s race.

f If you’ll mix red and white, you get pink.
WORKBOOK page 26
3 Complete these sentences with your own ideas and write ﬁrst
or zero conditional. 1 Match to make correct
sentences.
1 Instruct the students to read through
the sentence halves carefully. Explain
that they must match the halves
together correctly.
a If you practise a sport, you get better at it. (zero)/you will get in the sports team. (first)
class.
b If you work hard,

c If you read quickly,

d If you plant a tree,
Answers:
26
a 3 (given) b 6 c 2
d 1 e 4 f 5
4 Complete with your own ideas, then
compare what you have written in pairs. 2 Find and correct the mistake in each
sentence. (One sentence is correct.)
1 Tell the students to read through the sentence
beginnings. Explain that they must complete 1 Explain that each sentence, except one, has a
the sentences to make first or zero conditionals. mistake in it. Ask the students to read through
Do an example with the students to make the the sentences, identify the mistakes, cross them
activity clear. Tell them to focus on the picture. out and correct them.
Ask what sentence they could make about the
picture. Write their ideas on the board. 2 Put the students into pairs and tell them to
compare their answers.
Examples:
If you heat ice, it melts. 3 Go through the answers with the class.

99


Answers:
a you catch ’ll catch (given)
b
c
will freeze freezes
you break you will/you’ll break
Reading UNIT

6
d correct b
1 Check the meanings of these words in a
e she wins she will/she’ll win your Active Study Dictionary.

f you’ll mix you mix cardboard instrument products
rubber sap (n) toothpaste turpentine

3 Complete these sentences with c d e f

your own ideas and write ﬁrst or 2 Discuss this question in pairs.
Which of the things in the pictures
zero conditional. are not connected with trees?

1 Tell the students to read through the 3 Read the article quickly and ﬁnd out how many of the things in the pictures the article refers to.

beginnings of the sentences. Instruct Why do we need trees?
them to complete each sentences with If you ask people why we need trees, most of In addition to these uses, trees also give us
a zero or first conditional. Ask some them will answer: “We need wood from trees valuable chemicals. Turpentine, which is used
for building houses”; “We get fruit and nuts as a paint remover, is made from the sap of trees.
of the students to share their answers from trees”; “We make paper out of wood from Sap can also be used to make rubber. If wood
with the whole class. trees”; “We can use wood as a fuel for cooking is heated, chemicals are produced which can be
and heating”. Recently, people have added used to make medicines and some kinds of plastic.
a more serious reason to this list: “Trees help Wood products can also be turned into paper,
the earth to breathe” or “They protect us from cardboard and materials from which clothes can
Suggested answers: global warming”. be made. You may be surprised to hear that wood
It has been said that more than 5,000 things in products are also used in some types of ice cream
a If you practise a sport, you get better at it. everyday use are made from trees. Here are a few and other foods.
(zero) of them: furniture, sports equipment, pencils, So, the next time you are reading a newspaper,
magazines and newspapers, cardboard boxes, eating an ice cream, playing the piano or cleaning
If you practise a sport, you will get in the musical instruments and – believe it or not – your teeth, just stop and think: how would you
sports team. (first) some kinds of toothpaste. manage to do these things if there were no trees?

b If you work hard, you do better at school.
(zero) 4 Read the article again and complete these sentences.
_®@r>o®@m gl<oßb©a<l w>a<r¬@m<i<n<g.
a Some people believe that trees protect the world …......................................…
If you work hard, you’ll do well in the b Furniture, sports equipment and magazines are examples of things which …. . . . . . . . . . . . . ........…
test. (first) c People use turpentine ….....................…
d Turpentine is made from …. . . . . . . . . . . . . . . . . . . . . …
c If you read quickly, you learn quickly too.
e Medicines and plastics can be made ….....................…
... . .... . ..…
. . . .. …
(zero) f Some types of ice cream are made with …. . . . . . . . . . . . .... . .......... .... …
If you read quickly, you’ll soon finish that
5 Work in pairs.
book. (first) a Look around the room you are in and make a list of
list of
d If you plant a tree, it helps the world to s.
everything you can see that comes from trees.
b Compare lists with other pairs.
breathe. (zero) 33
If you plant a tree, it’ll look lovely in a
few years. (first)

LESSON 3
SB page 33 WB page 27

Reading
1 Check the meanings of these words in
your Active Study Dictionary.
1 Tell the students to look at the words in the box.
Tell them you are going to read the words out
and ask the students to mark the stress on each
word by underlining the part of the word that
has the stress.
2 Go through the answers with the class.

100


3 Now tell the students to look up the meanings 4 Read the article again and complete these
of the words in their Active Study Dictionary. sentences.

Answers: 1 Tell the students to read the sentence
cardboard very stiff thick paper, used especially for
beginnings. Explain that they must read the text
making boxes
again and then complete the sentences.
instrument something such as a piano or violin used for 2 Put the students in pairs and tell them to
producing musical sounds compare their answers.
products things that are made or grown to be sold
rubber a substance used for making tyres, boots, 3 Go through the answers with the class.
etc.
sap the liquid that carries food through plants Answers:
and trees a from global warming. (given)
toothpaste substance used for cleaning your teeth b are made from trees.
turpentine a strong-smelling liquid used for removing c to remove paint./… for removing paint.
paint d the sap of trees.
e from chemicals produced when wood is heated.
2 Discuss this question in pairs. f wood products.

1 Tell the students to look at all the objects in
the pictures. Ask if the students can name them
5 Work in pairs.
([pistachio] nuts, piano, newspaper, toothpaste, 1 Look at the picture on the right. The four girls
rubber tyre, ice cream). are looking for things that are made from trees.
Ask the students to tell you any things they
2 Ask which of the things is not connected with can see in the picture that are made from trees.
trees and discuss the answer with the class. Write their ideas on the board.

Answer: 2 Put the students into pairs. Tell them to look
None of them. They are all connected with trees. around the classroom in the same way, and
think of all the things that are made from trees.
Ask one student in each pair to write down
3 Read the article quickly and find out how a list.
many of the things in the pictures the
article refers to. 3 Combine pairs into groups of four or six to
compare their lists and make one combined
1 Ask the students to read through the article list. Ask some of the students to read out their
quickly. Tell them to look at the pictures group’s list to the class.
in Exercise 2. Ask them which things are
mentioned in the article.
2 Write a list of the objects mentioned on the
Students’ own answers
board.

Answers:
The following things from the pictures are mentioned in
the article: newspapers, toothpaste, piano and ice cream.

101


WORKBOOK page 27
1 Answer the questions with the
new words. (You do not need
one.)
Lesson 3
6
UNIT

1 Answer the questions with the new words.
1 Tell the students to look at the words (You do not need one.)
in the box. Ask some of the students cardboard an instrument product rubber

to read out the words and make sure sap toothpaste turpentine

they know how to pronounce them
and where to place the stress in each
word.
2 Tell the students to use the words to
complete the sentences. a What is the liquid that carries food in trees? sap
b What is a piano?
c What can we use to remove paint?
students.
d What are many boxes made of?

Answers: e What are car tyres and the bottoms of some shoes made of?

a sap (given) b a musical instrument / f What do people put on their brush to clean their teeth?

an instrument 2 Cross out the word that does not belong, then write what the
c turpentine d cardboard other words are.
e rubber f toothpaste a coal gas rubber oil kinds of fuel
b glass sap metal wood

2 Cross out the word that does c bed box chair cupboard

not belong, then write what the d cardboard cup paper wood

e book e-mail pen newspaper
other words are.
3 Match to make noun phrases.
1 Tell the students to read through the
a cardboard 1 warming
lists of words. There is one word in
b global 2 remover
each list that does not belong to the
c ice 3 instrument
list. Tell the students to delete the one
d musical 4 equipment
word and then to give each list a name
e paint 5 cream
that describes the list.
f sports 6 gloves
2 Put the students in pairs and ask them g rubber 7 a box
27
to compare their answers.
class.

Answers: with the words from column two to make noun
a rubber They are kinds of fuel. phrases.
b sap They are all used in building./They are all
hard. 2 Go through the answers with the class.
c box They are kinds of furniture.
d cup They all come from trees. Answers:
e pen They are things to read. a 7 (given) b 1 c 5
d 3 e 2 f 4 g 6

3 Match to make noun phrases.
1 Tell the students to look at the pictures. Ask
them to name the objects they can see (rubber
gloves, cardboard box, turpentine). Instruct the
students to match the words from column one

102

LESSON 4 SB page 34
Suggested:

6
UNIT

Critical thinking
d It can be made into different shapes.
e Wood is a natural thing – it is probably
safe to eat its products.
1 Answer the following questions.
Thÿ©r}e a<r}e m<o®@r}e t<hÿ©n 5,000 t<h<i<n<gs.
a How many things in everyday use are made from trees? …............................................................…..
f You would have to use other materials to
b What part of a tree is turpentine made from? ….................................................................................… make them.
c What things can be made from the chemicals produced when wood is heated? ….......................…
d Why do you think wood is good for making musical instruments? …............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …
2 Read this quotation from the
e Why do you think it is not dangerous to eat ice cream if it is made with wood products? …............
.................................................................................................................................................................… article and discuss the questions.
f How would you manage to read a newspaper or play a guitar if there were no trees? …. . . . . . . . . . . . . . . . .
................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …
1 Tell the students to look at the
picture. Ask them what they can see
2 Read this quotation from the article and discuss the questions.
a Do you believe that trees protect us from
happening (A lorry is being loaded up
global warming? In what way? Recently, people have added a more serious with freshly cut tree trunks). Tell the
b Why are millions of trees being cut down in reason to this list: “Trees help the earth to
South America and other parts of the world? breathe” or “They protect us from global students to read the quote. Make sure
warming”. they understand it.
c How can this be stopped?

2 Put the students into pairs and tell
them to discuss questions a, b and
c. Ask some of the students to share
their answers with the class.

Suggested answers:
a Yes, because trees take in carbon dioxide
and give out oxygen.
b Because people use the wood from them
to make lots of materials. / People are
clearing the land to grow crops.
3 Discuss these questions in pairs.
a Egypt has many palm trees. What products
c This can be stopped by making laws and
come from palm trees? regulations and punishing people who
b What materials can be used instead of wood? break them.
c Are other materials better or worse for the
environment? Why?
d What are the advantages and disadvantates of
using plastic instead of wood?
34 3 Discuss these questions in pairs.
1 Tell the students to look at the picture
Critical thinking on the right. Ask what they can see (three trees)
and then what type of tree they are (palm trees).
1 Answer the following questions. Tell the students to read through the questions.

1 Ask the students to read through the questions. 2 Put them into pairs and tell them to discuss
Help them with any vocabulary they don’t the questions.
know. Put the students into groups and ask
them to discuss the answers. If they have any Suggested answers:
problems, they should look at the article on a Dates, coconuts, palm oil. The leaves can also be
page 33 again. used to make shelters. (There are many more. You
might ask some students to research in a library or
2 Now go through the answers with the class. on the internet.)
b Plastic, metal, maybe glass.
Answers: c Plastic is worse for the environment as it does not
a There are more than 5,000 things. (given) rot. It also produces pollution when you burn it.
b The sap. Making metals can also produce pollution.
c Medicines and some kinds of plastic.
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d Plastic lasts longer and does not rot. It can
also be used for many different things,
including, for example, containers, bags,
cups. But producing it creates pollution, it
Communication UNIT

6
is worse for the environment, and it does 1 Do the following in pairs.
a Match each picture with the correct instruction.
not look as nice as wood. b Underline all the words and phrases used to give instructions.
c Circle all the words and phrases that order the instructions.

1 2 3 4 5 6

LESSON 5 Now ﬁll the hole. It is important to press the soil down hard with your foot.
Finally, tie the tree to the stick.
SB page 35 WB page 28 1 First of all, dig a hole where you want to plant the tree. The hole must be deep and wide
enough for the roots of your tree.
At this point, it’s a good idea to put fertilizer into the hole.
Communication When you put the tree into the hole, make sure the roots are opened out.
Then, using a hammer, put a strong wooden stick next to the tree.
1 Do the following in pairs.
1 Ask the students to look at the 2 Plan some instructions to say to a partner.
a First of all, choose an activity you know well. Here are some ideas:
pictures. Put them into pairs and tell
How to…
them to describe what is happening
in each picture. Tell the students to
read the sentences below the pictures.
Explain that they must match the
pictures with the instructions. b Think about what you are going to say. Do not write
anything yet.

2 Now tell them to underline the c Take turns to give each other instructions for your
activity. If you do not understand something your
words and phrases used to give the partner says, ask him or her questions.

instructions.
3 Finally, ask the students to circle the RE EARCH How to make paper
phrases that order the instructions. U
Using the internet or a library, look for information about how to make your own paper.

35
class.
2 Plan some instructions to say to a
Answers:
4 Now fill the hole. It is important to press the soil partner.
down hard with your foot. 1 Explain that the students are going to give
6 Finally, tie the tree to the stick. instructions. Tell them to think of an activity
that they can give instructions for. There are
1 First of all, dig a hole where you want to plant the
tree. The hole must be deep and wide enough for the
some suggestions for possible topics in the box,
roots of your tree. but the students can think of something different
if they want. Ask them to think about what they
2 At this point, it’s a good idea to put some fertilizer are going to say but tell them not to write their
into the hole. instructions down.
3 When you put the tree into the hole, make sure the
2 Put the students into pairs and tell them to say
roots are opened out.
their instructions to their partner. If the partner
5 Then, using a hammer, put a strong wooden stick in doesn’t understand, he/she should ask questions.
the centre of the hole.

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WORKBOOK page 28
6
UNIT Lesson 5
1 Choose the correct words.
1 Choose the correct words. 1 Tell the students to read through
a A I want to make tea the English way. What should/would I do?
b B Next/First of all, boil some water.
the sentences. Explain that they
c A Then what? must choose the correct word or
B Put some tea into a pot. Finally/Next, pour the boiling water on the tea.
d A Can you drink it now?
words from the given alternatives
B No, at this point/time, you should just wait. to complete each sentence.
e A How long should I wait before I can drink it?
B It’s a good idea/thought to wait for three or four minutes – the tea tastes better if you wait.
2 Write instructions for the activity you discussed in the Student’s Book. class.
a First, make notes using the instructions you gave to your partner. Make sure that your instructions
are in the correct order.
Answers:
• Wash rice • Melt butter
a should (given) b First of all
c Next d point
e idea

2 Write instructions for the
activity you discussed in the
Student’s Book.

b Now write full sentences, using the language of instruction and phrases that show the order of
1 In the Student’s Book, Exercise 2,
instructions. Use bullet points. Do not repeat the same words and phrases. the students gave instructions for an
• First of all, take 500 grams of rice and wash it very well. activity of their choice. Tell them to
• Next, melt 50 grams of butter in a heavy pan. write the instructions they gave in
note form. Remind them to put the
instructions in the correct order, and
tell them to use words like First,
3 Check your writing.
Next, Finally, etc. to order them.
a Read what you have written very carefully. Look for grammar and spelling mistakes.
Check the correct spelling in your Active Study Dictionary.
2 Now, tell them to write out their
b Check that your instructions are in the correct order and that you have not repeated any phrases.
instructions in full in the space
28
c Correct any mistakes, then write your ﬁnal set of instructions.
provided.

3 Check your writing.
Research
1 Tell the students to read through
Have the students research the topic by using a their instructions. They can check
library or the internet. They can type how to make any spellings in their Active Study
paper into a search engine. Students can present Dictionary.Tell them to double check
the results of their research in a variety of ways-as that the steps are in the correct order.
a paragraph, a poster, a slide presentation on the
computer, an oral report-and even by following the 2 Put the students into groups of
directions and making paper to show to the class. four. Tell them to read out their
instructions but not to say what they
are for.
3 Tell the rest of the group to listen to
the full set of instructions and then to
guess and say what they are for.

105


Assessment
Listening Task Reading Task

Target element: listen and revise key Target element: read and comprehend a text
language and vocabulary
Tell the students to read through the text ‘Why do
Write the sentences listed below on the board. Tell we need trees?’ on Student’s Book page 33. Write
the students that you are going to play the listening the sentences listed below on the board. Explain
activity from Student’s Book Unit 6, Lesson 1, that there is one mistake in each sentence. Tell the
Exercise 2 again. Explain that they must listen students to read through the text in the Student’s
carefully and decide if each sentence is true or Book and find and correct each mistake.
false.
1 Trees help the earth to breathing.
1 The tallest tree is 83.8 metres. 2 They protect us from global warm.
2 The rings of a tree are like its skin. 3 In addition to this, trees also give us valuable
3 Some animals like eating the bark. chemistry.
4 It is impossible to know how old a tree is. 4 Sap can be used to make rub.
5 When it rains a lot, the rings in the tree are 5 You may be surprise to hear that wood
much wider. products are also used in some types of ice
cream and other foods.
Answers:
1 True Answers:
2 False (The bark is like the skin.) 1 Trees help the earth to breathe.
3 True 2 They protect us from global warming.
4 False (You can count the number of rings.) 3 In addition to this, trees also give us valuable
5 True chemicals.
4 Sap can be used to make rubber.
5 You may be surprised to hear that wood
Speaking Task products are also used in some types of ice
cream and other foods.
Target element: discuss the key topics of
the unit Writing Task
Put the students into pairs. Tell them to make a list
of all the things that we make from trees and what Target element: writing about the key theme
we use them for. of the unit
Example: It is important that we protect our trees and make
chairs We use chairs to sit on. sure that they are there for our future. Tell the
paper We use paper to write on and to print on. students to write a short paragraph entitled ‘Save
Our Trees’. Tell them to think about why it is
Ask some of the pairs to read out their answers to important to save our trees and help them to begin
the class. by making a list on the board of their suggestions
of things that we use trees for and why trees are
important. The students can then use the list for the
basis of their paragraph. Ask the students to write
out their paragraph, and then tell some of them to
read out their paragraph to the class.

106

Unit 6

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Unit 6