Teaching notes and key

Unit 2 • When the students have finished, get them to compare

their answers in pairs. Then, check the answers with the
Lesson 3 whole class.
Reading • Tell the students to put the sentences in the right order
to make a dialogue. Set a time limit of two minutes.
1 and 2 Find some volunteers to act out the dialogue. The other
students make any necessary corrections and then act
After reading out the dialogue in pairs themselves.
Type of activity: Post-reading task. • Get the students to look at Activity 2. Assign
Organisation: Pair work and class work. the roles of Student A and Student B to each pair.
Time: 6–10 minutes. Tell the students to complete the gaps with their own
Preparation: Copy one worksheet per student, questions.
prepare scissors. • Explain that each pair is going to do the surveys about
To use: With lesson 3 (Reading). being eco-friendly. Student A and Student B take turns
at acting out both roles in the dialogue. After doing
the survey, the students discuss how eco-friendly they
INSTRUCTIONS are.
• Tell the students to match the environmental problems • You can divide the class into different pairs during
with the solutions. Explain that some of the problems the role play or let the students repeat the activity
may have more than one solution. in the same pairs.
• The students work together as a class to put the • After the role-play, you can get the students to
solutions from Activity 1 in order from the easiest to compare how eco-friendly they are in groups of four.
the most difficult to achieve.
KEY
KEY 1
1 Hello. I’m doing a survey about recycling. Could I ask you
Suggested answers: a few questions?
1 B, E 2 A, C, D 3 B, E 4 A Sure, go ahead!
2 Is plastic recycled in your home?
Students’ own answers. Sorry, can you say that again?
Yes, of course! Do you recycle plastic in your home?
Ah, yes, I do.
Okay, and what about food waste?
Sorry, what do you mean?
Well, I mean, do you have a special bin for things like fruit
Unit 2 peel or egg shells?
Lesson 4 Ah, I’m afraid not. We put all our food waste in one bin
with other things that we don’t recycle.
Speaking
2
Students’ own answers.
1 and 2

Type of activity: Gap fill, role play.

Organisation: Pair work.
Time: 20–35 minutes.
Preparation: Copy one worksheet per student,
prepare scissors.
To use: After lesson 4 (Speaking).

INSTRUCTIONS
• Divide the class into pairs. Hand out copies of
the worksheet. Tell the students to read the sentences
and to complete the phrases with the missing letters.
 Teaching notes and key

Unit 2 3
Lesson 1 & 5
Vocabulary 1 & Vocabulary 2 Type of activity: Speaking.
Organisation: Pair work.
1 Time: 7–9 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 2 above.
Type of activity: Multiple choice.
To use: After lesson 5 (Vocabulary 2 and Listening).
Organisation: Individual work.
Time: 5–7 minutes.
Preparation: Copy one worksheet per student. INSTRUCTIONS
To use: After lesson 5 (Vocabulary 2 and Listening). • Put the students into pairs so they can ask and answer
the questions.
• Find a few volunteers to tell the class what they have
INSTRUCTIONS
learnt about their partners.
• Tell the students to choose the correct answer in each
sentence. KEY
• Get the students to compare their answers in pairs. Students’ own answers.
Then, check the answers with the whole class.

KEY
1 Global warming 2 reuse 3 roots 4 mushrooms
5 sea 6 herbs 7 oil
Unit 2
Lesson 2 & 6
2
Grammar 1 & Grammar 2
Type of activity: Odd-one-out. 1
Organisation: Individual work.
Time: 5–7 minutes.
Preparation: Copy one worksheet per student – Type of activity: Gap fill.
use the same worksheet as in Activity 1 above. Organisation: Individual work.
To use: After lesson 5 (Vocabulary 2 and Listening). Time: 5–7 minutes.
Preparation: Copy one worksheet per student.
To use: After lesson 6 (Grammar 2).
INSTRUCTIONS
• Tell the students to choose the word/expression that
INSTRUCTIONS
is different from the other two in each set. Emphasise
that they should be able to justify their decisions. • Hand out copies of the worksheet. Get the students
to complete each sentence with one word. It may be
• Get the students to write meaningful sentences with
a good idea to tell them that some of the missing words
the odd-words-out. Check the answers with the whole
are verbs and some prepositions.
class.
• Check the answers with the whole class.
KEY
1 solar power (the other two are negative phenomena) KEY
2 recycle things (not connected with growing plants) 1 with 2 be 3 have 4 are 5 was 6 of 7 will
3 crops (not growing in a forest)
4 root (grows under the ground, not above it)
5 cut down (the other two mean keeping a tree alive)
6 greenhouse gas (not a fuel)
 Teaching notes and key

2 Unit 2
Lesson 8
Type of activity: Paraphrasing. Writing
Organisation: Individual work.
Time: 7–9 minutes. 1
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 1 above.
Type of activity: Multiple choice.
To use: After lesson 6 (Grammar 2).
Organisation: Individual work.
Time: 10 minutes.
INSTRUCTIONS Preparation: Copy one worksheet per student.
• Hand out copies of the worksheet. Explain that To use: After lesson 8 (Writing).
the students have to transform the passive sentences
into their active equivalents.
INSTRUCTIONS
• Get the students to compare their answers in pairs.
• Hand out copies of the worksheet. Tell the students to
Then, check the answers with the whole class.
read the email and to complete it with the correct words
KEY (circling a, b or c).
1 My family do not recycle enough plastic. • When the students have finished, get them to compare
2 Europeans brought these apple seeds to America. their answers in pairs and to explain their choices. Then,
3 People cut down too many trees every day. check the answers with the whole class.
4 Our gardener will water the plants tomorrow.
KEY
5 A lot of things that people do have caused climate
1b 2a 3a 4a 5b 6c 7a 8c
change.
6 Who has picked the mushrooms?
7 People didn’t use public transport a lot at the beginning
of the 19th century.
2

Type of activity: Gap fill.

3 Organisation: Individual work.
Time: 5 minutes.
Type of activity: Speaking. Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 1 above.
Organisation: Pair work.
To use: After lesson 8 (Writing).
Time: 7–10 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 2 above.
INSTRUCTIONS
To use: After lesson 6 (Grammar 2).
• Tell the students to read the text from Activity 1 again.
Then, get them to cover the text and to complete
INSTRUCTIONS the sentences in Activity 2 with the missing words.

• Tell the students to write five passive voice questions: • When they have finished, tell the students to
one question each about art, music, films, books and check their answers with the text from Activity 1.
food. Then, check the answers with the whole class.

• When they have finished, ask the students to work with KEY
another pair to ask and answer the quiz questions. 1 Madam 2 to complain 3 reasons 4 forward
5 faithfully
KEY
Students’ own answers.
 Teaching notes and key

3 2

Type of activity: Writing. Type of activity: Dialogue completion.

Organisation: Individual work. Organisation: Individual work.
Time: 30 minutes. Time: 3–5 minutes.
Preparation: Copy one worksheet per student – Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 2 above. use the same worksheet as in Activity 1 above.
To use: After lesson 8 (Writing). To use: After lesson 9 (Revision workout).

INSTRUCTIONS INSTRUCTIONS
• Tell the students to look at Activity 3. Get them to read • Tell the students to complete the dialogue so that it is
the task and to write a formal letter to the city council logical and grammatically correct. Remind them that
about the latter’s idea to reduce the number of buses in they can’t change the form of the words in brackets.
the city. Emphasise that they must explain why public • Get the students to compare their answers in pairs.
transport is important for the environment and what Then, check the answers with the whole class.
problems the reduction in the number of buses will
cause, and offer an alternative solution to the problem. KEY
• Stress that the students need to use the same kind 1 doing a survey
of formal language as in the letter from Activity 1. 2 ask you
Encourage them to use the passive voice. 3 can you say
• Advise the students to use the text from Activity 1 4 What do you mean
as a guide to help them. Monitor the students’ work
and help out whenever necessary. You can gather
particularly good language use and/or common errors 3
for a later feedback session.

KEY Type of activity: Paraphrasing.

Students’ own answers. Organisation: Individual work.
Time: 3–5 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 2 above.
Unit 2 To use: After lesson 9 (Revision workout).
Lesson 9
Revision workout INSTRUCTIONS
• Tell the students to transform the second sentence
1 so that it has the same meaning as the first one and is
grammatically correct. Make it clear that they must use
the word in bold in an unchanged form. Remind them
Type of activity: Matching.
that they can only use up to three words in each gap.
Organisation: Individual work.
• Ask the students to compare the answers in pairs.
Time: 7–10 minutes.
Check the answers with the whole class.
Preparation: Copy one worksheet per student.
To use: After lesson 9 (Revision workout). KEY
1 are herbs used
2 has just watered
INSTRUCTIONS
3 mushrooms are grown
• Tell the students to read the text and to match 4 was flu treated
sentences A–E to gaps 1–4. Remind them that there is 5 has been used
one sentence that they do not need to use.
• Get the students to compare their answers in pairs.
Then, check the answers with the whole class.

KEY
1C 2E 3D 4A
 Teaching notes and key

Type of activity: Self-evaluation.

Organisation: Individual work.
Time: 2–3 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 3 above.
To use: After lesson 9 (Revision workout).

INSTRUCTION
• Explain that Activity 4 is a self-assessment task and
that the students do not need to show their answers to
anyone, as the task does not affect their grade. Make
it clear that the students should tick the right face,
depending on how well they can do each task, e.g. they
tick the smiling face for being able to do something
perfect, the neutral face for being able to do something
okay, and the sad face for things that they need to
revise.

KEY
Students’ own answers.