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Teacher’s Book
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E
 asy-to-use interleaved Teacher’s Book offers 11.1 Natural wonders Talk about natural wonders

step-by-step instructions and answers annotated V natural features P /e/ and /iː/ G the passive (present and past simple)

on the student pages.

1 lights 2 canyon 3 waterfall

 ‘ Teach off the Page’ lessons provide strong teacher

support to reduce preparation time.
H
 ighlighted passages with correct answers for
4 mountain 5 volcano 6 reef 7 harbour

reading and listening tasks provide a comfortable

reference point while teaching.
 Practical teaching tips and professional development VOCABULARY
Natural features
LISTENING
A The places in the pictures above have recently been

ideas from the award-winning Macmillan Books for

named as the Seven Natural Wonders of the World. Match
A Label the pictures (1–7) with the words in the box.
the names (a–g) with the pictures (1–7). What do you
canyon harbour lights mountain know about them?
reef volcano waterfall

Teachers series.
a Mount Everest 4
b Great Barrier Reef 6
B Go to the Vocabulary Hub on page 151.
c Grand Canyon 2
C SPEAK Work in pairs. Name other examples of the d Northern lights (aurora borealis) 1
natural features in Exercise A and in the vocabulary Hub.

O
 pportunities for teachers to improve their teaching
e Rio de Janeiro harbour 7
A: Well, there’s Mount Fuji and The Great Barrier Reef.
But I can’t think of a famous canyon. f Victoria Falls 3
B: What about The Grand Canyon in Arizona? g Paricutin volcano 5

skills with extensive teacher’s notes, a methodology PRONUNCIATION 11.3

B LISTEN FOR KEY WORDS Listen to a radio travel show
about the Seven Natural Wonders of the World. in which
order did the travel writer visit the places?

walkthrough and professional development ideas.

/e/ and /iː/
1 the Great Barrier Reef
A Listen to the vowel sounds /e/ and /iː/. What is the vowel
11.1 sound in each word in the box? Write the words in the 2 Grand Canyon
correct place. 3 Mount Everest
be get leave met reef rest see ten 4 Victoria Falls
5 Paricutin Volcano
/e/ /iː/
6 Rio de Janeiro Harbour
get be
met leave 7 Northern Lights
rest reef
ten see Glossary
coral (n) a very small sea creature that lives in large groups that look
B Listen and check your answers. Then listen again and like plants, in places where the water is warm
11.2 repeat the words. crater (n) the round hole at the top of a volcano

ra l Wo rl d
form (v) to make something exist

11 N a tu
promote (v) to support something
unique (adj) not the same as anything else
ure as
rld (n) nat
Natural wo cts

WORLD
hout the effe
it exists wit by people
.

N AT U R A L
duc ed or caused 102 NATUR AL WORLD
pro

11 9781380016980_U11.indd 182
9781380016959_text.indb 102 14/11/18
01/11/20186:05 PM
15:05

11.1 Natural wonders

11.1
LEAD-INNatural wonders LISTENING
In pairs, students discuss the most beautiful natural wonders A Ask students to match the places with their pictures. Elicit
LEAD-IN
in their country. If you are working in a class with only one LISTENING
what they know about them. Can they say in which country
nationality,
In ask them
pairs, students to work
discuss together
the most and make
beautiful a list
natural of the top
wonders A they are?
Ask students to match the places with their pictures. Elicit
fivetheir
in most beautiful
country. places
If you in their country.
are working Write
in a class withthe
onlynames
one of the B what they
Play the knowWith
audio. about them. group,
a weaker Can they
yousay in which
may country
have to play
places on the
nationality, askboard.
them to work together and make a list of the top 11.3 they are?
it twice.
t nature is five most beautiful places in their country. Write the names of the
gesting tha VOCABULARY B Play the
C Focus audio. With
students a weaker
on the group,
questions. Askyou
themmayto have to play
underline any
Muir is sug human places on the board.
as food to it twice.
as important
11.3 key words that will help them find the answer in the audio. Play
has the A Allow students to work with a partner.
ngs . Bei ng in nature ter and VOCABULARY the audio
C Focus for students
students on the to answer the
questions. Askquestions. Play it again
them to underline any for
bei bet
ke us feel B Students turn to the Vocabulary Hub on page 151 for
ty as well
to ma l them to check
that their answers.
pow er and menta A Allow 11.3 key words will help them find the answer in the audio. Play
h physical
needs beau where bot furtherstudents
practice.toUse
work
thewith a partner.Worksheet on W60 for
Vocabulary
us
Ever ybody
giv e D the audioand
Monitor for assist
students to necessary.
when answer theTake
questions. Playfrom
feedback it again
one for
extra practice.
B Students turn to the Vocabulary Hub on page 151 for
in
aces to play
strength. them
or twotopairs
check
andtheir answers.students to respond to each
encourage
as bread, pl
C Iffurther practice.
are atUse Vocabulary
theremind Worksheet
the wordson
onW60 for
ve strength
students a loss, them of the board
other’s ideas.
D Monitor and assist when necessary. Take feedback from one
heal and gi
extrasuggest
and practice.others like the Etna, Niagara Falls, etc.
4) was an
nature may body and soul alikeir.
or two pairs and encourage students to respond to each
(1838–191 C If students are at a loss, remind them of the words on the board
John Muir merican
to influential
Scottish-A PRONUNCIATION
and suggest others like the Etna, Niagara Falls, etc.
other’s
Extraideas.
activity
John Mu He played Put students into pairs to describe a place that they love
naturalist. A Write best and beast on the board and model the two vowel
author and protec ting
an import
ant role in
United
11.1 PRONUNCIATION
sounds. Play the audio.
to visit.activity
Extra Students should say where the place is and what
areas in the it is about
Put students that place
into which
pairs makes it
to describe so special.
a place Drawlove
that they
wilderness A
Kingdom.
for food, Twicke
nham, United
Discuss the
questions.
d the Sierra B Write
Play the and beast
bestaudio on the board
for students and
to listen model
and checkthetheir
twoanswers
vowel
upon
begins his
nightly hunt
a partner. founde to visit.pairs to talkshould
Students about say
what their the
where partner
placetold them
is and in
what
An urban fox Work with
or the coun
tryside
States and ser vation 11.1
11.2 sounds. PlayA.the
to Exercise Thenaudio.
play the audio again for students to listen
find the city erican con whole-class
it is about that feedback.
place which makes it so special. Draw
Club, an Am
1 Do you
more relaxi
ng? Why? etimes B Play
and repeat.
the audio for students to listen and check their answers
on. He is som
with Muir?
ES quote. Do
you agree upon pairs to talk about what their partner told them in
OB JEC TIV 2 Read the wildli fe is there in organisati the Nation
al 11.2 to Exercise A. Then play the audio again for students to listen
‘Father of
What
natural won
ders the picture. whole-class feedback.
talk about life photogr
aphy 3 Look at
called the originally and repeat.
quote was
your city?
about wild pollution
read and talk and effects
of plastic Par ks’. The k The
in Muir’s boo
talk about
the causes
ce
pub lish ed
12).
AUDIOSCRIPT Ex C Q4f bottom. It’s the most popular of the seven natural
wonders and is visited by over five million people a
Yosemite (19
tell a story advi
estions and 101
il giving sugg WOR LD
write an ema
NATU RAL
11.3
AUDIOSCRIPT Ex C Q4f year.
bottom. TheIt’s
next theplace
mostwas the most
popular of the difficult
seven to get to,
natural
15:05
as it’s located
wonders and is invisited
the Himalayan
by over five mountain
millionrange.people a
01/11/2018
hed Listening, Exercise B
s have finis 11.3 P: Ahh, The
year. this next
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was the Everest!
most difficult to get to,
en student
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the P = Presenter M = Mike Ex C Q4e M: as it’s located in the Himalayan mountain range. top,
Yes, the highest place on Earth. I didn’t go to the
assist as nec share their
Monitor and two pairs to ther and resp
ond Listening, Exercise to
P: Welcome B this week’s edition of the Travel Show. P: but I went
Ahh, this has to to
thebebase Mount camp, which is at about 5000
Everest!
, ask one or n to one ano
the activity
101
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age student joined by travel writer Mike Harold. Ex C Q4e M: metres.
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place Earth. I didn’t go to the top,
class. Encour nio ns.
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UN IT OP EN quo Lesson 11.

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That
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amazing! was very forlucky.
sharing It really was
your journey
by the Colorado River, which you can see at the very with us. And the perfect way to finish my challenge.
Pre-intermediate, Teacher’s Book P: That sounds amazing! Thanks for sharing your journey
with us.

NATURAL WORLD TB102

 Teacher’s App Each T
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5.4 Moving in
Café Hub F Ask for and give directions P stress and intonation

COMPREHENSION FUNCTIONAL LANGUAGE

A Watch the video without sound. Tick (✓) the Asking for and giving directions
items you see. A Label pictures (1–4) with the directions in the box.
café library
Go straight on Turn right Turn right at the café Turn left MILLY
chair park
cinema plant
1 2 3 4
fridge sofa PRONUNCIATIO
gym supermarket Stress and intonation
house table A 00:00–00:47 Watch the fir
lamp theatre Listen to the conversation
passer-by. Notice the stres
B SPEAK Work in pairs. Ask questions to check
your answers to Exercise A. Gaby: Excuse me,
A: Is there a gym? near here?
B Match the directions in the box to images (1–4).
B: No, there isn’t. Is there a café? Passer-by: Sure. Go str
Asking for Excuse me, is there a cash machine near here? the road. T
A: I’m not sure … And the ca
directions Excuse me, can you tell me the way to Park Road?
C Watch the video with sound and choose the the superm
Go straight on to the end of the road.
correct option to complete the sentences.
Giving Go past the shops. B 00:00–00:47 Watch again
1 Gaby gets / doesn’t get cash. directions Take the third turning on the left. Copy the stress and intona
2 Gaby loses / doesn’t lose her phone.
The cash machine is next to the supermarket.
3 Gaby has to / doesn’t have to ask for directions C SPEAK Work in pairs. Prac
Exercise A. Remember to u
twice. C SPEAK Work in pairs. Take turns giving directions from your
intonation.
4 Gaby can / can’t find her door key. school to:
5 Gaby spends / doesn’t spend the evening with • a cash machine • a train station • a coffee shop
Neena.

1 2 3 4

Museum

OLD STREET
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 agazine style unit openers designed to stimulate interest in the topic.
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 t the back of each book there is a Vocabulary and Grammar Hub. Students are also
encouraged to use Communication Hubs for pair work activities.

11.1 Natural wonders Talk about natural wonders

V natural features P /e/ and /iː/ G the passive (present and past simple)

1 2 3

ORLD
11 N AT U R A L W
4 5 6 7

VOCABULARY LISTENING
11.1 Na tu ra l w Natural features A The places in the pictures above have recently been
on de rs Talk about nat
A Label the pictures (1–7) with the words in the box.
named as the Seven Natural Wonders of the World. Match
the names (a–g) with the pictures (1–7). What do you
ural
canyonwon ders lights mountain
harbour know about them?
reef volcano waterfall
a Mount Everest 4
b Great Barrier Reef
B Go to the Vocabulary Hub on page 151. C LISTEN FOR
Grand DETAIL Listen
11.3 c answerCanyon to the radio show
C SPEAK Work in pairs. Name other examples of the the questions.
d Northern lights (aurora borealis)
again and
C SPE AK Wor
11.1
natural features in Exercise A and in the vocabulary Hub. 1 What is the k in pairs. Test
de Janeiro aim
e Rioorga of the Seven Natu
harbour ral Wonders Make sentence
s about these
your general know
ledge!
A: Well, there’s Mount Fuji and The Great Barrier Reef. nisation? word from each natural wonders
But I can’t think of a famous canyon. f 2Victoria Falls
What three column. Discuss using a
main factors were each place. what you know
g Paricutin
Natural volcano used to choose about
B: What about The Grand Canyon in Arizona? Wonders? the Seven Jeju Islan d is locat
3 Why did Mike ed off the coast
B LISTEN FOR KEY WORDS
decide to Listen of South Korea.
visit theto a radio travel show 1 Jeju island
PRONUNCIATION about
4 Whictheh Seven
of the Natural Wonders of Seve n Natuin
the World. ralwhich
Wonders? form

l
11.3

s beauty as wel
seven natu ral won around 30 millio
order the ders n
/e/ and /iː/ a did the travel writer visit
is visible only at
places?
… 2 The White people a year

Everybody need
certa times of Cliffs
1 the Great BarrierinReef the year? of Dover locate
40–50 million

re
A Listen to the vowel sounds /e/ and /iː/. What is the vowel

to pl ay in w he 11.1 sound in each word in the box? Write the words in the 2 b was formed
the most recently? 3 The Himalaya years ago

as bread, places
s visit
correct place. 3 4 The Niagara as Ayers Rock
Falls

d give strength
4 c is located in two coun
make
be get leave met reef rest see ten tries? off the coast of

m ay he al an 5 5 Uluru in Aust South Korea

nature
ralia

ul alike.
/e/ /iː/ d is famous discover
for of chalk and

to body and so John Muir

6 its different colo
urs?
6 The Galapago similar minerals
7 s islands also/know
e is the high the Bishop of
est?
Glossary Panama in 1535
f is the mos
coral (n) t visite
a very small sea creature
d? that lives in large groups that look SP EA KIN G
B Listen and check your answers. Then listen again and like plants, in places where the water is warm
d Kingdom. crater (n) the round hole at the top of a volcano A Listen to a pres
enham, Unite 11.2 repeat the words. D SPE AK Wor enta
s his nightly hunt
for food, Twick k in something
form (v) to make exist
pairs. Whic 11.4 iceland and answ tion about the Gullfoss Wate
s. h of er the question rfall in
An urban fox begin
uss the question
Won ders you
promote (v) towou
support something the seven Natural s.
Work with a part
ner. Disc ld mos t like to visit and
unique (adj) not the same as anything else why?
• Where is it located?
countryside • When was it form
the city or the
1 Do you find GR AM MA R ed or created?
Why? • What is it surrounde
OB JEC TIV ES more relaxing?
Do you agree with
Muir? The pas sive (pr d by?
the quot e. ese nt and • How is it reached?
ural wonders 2 Read life is there in 102 NATURAL WORLD pas t sim ple )
talk about nat picture. What wild A WOR K IT OUT
• Who and how man
photography 3 Look at the Look at the sent
about wildlife show about the ences from the y people visit it?
read and talk cts of plastic poll
ution your city? the rules using
seven natural
won
radio • Why are people
the words in the ders. Then complete attracted to it?
causes and effe
talk about the
9781380016959_ppi-178_book_5p.indb 102 box. 02/10/2018 15:58
B Work in pairs
1 The decision
was based on . Choose a natu
three main thing continent to give ral wonder in your
tell a story ice 2 The places s. a presentation country or
tions and adv were chosen acco in Exercise A to about. Use the
giving sugges place is … rding to how uniq help you. questions
write an email LD 101
ue the
NAT URA L WOR 3 it’s made
of over 400 diffe C Give your pres
rent kinds of cora entation to the
4 it was only l. class.
formed in 1943
.
5 The canyon
02/10/2018
15:58 was created by
6 it’s visited
the Colorado Rive
by about four-and- r.
a-half million peop
be by do not le a year.
say past parti
db 101 ciple
pi-178_book_5p.in
9781380016959_p
The pas sive (pre
sen t and pas
t sim ple)
1 We make
Sample pages Language Hub, verb.
the passive with the
+ the
auxiliary verb
of the main
Pre-intermediate, Student’s Book 2 We most com
monly use the
passive when we
who or what perfo
action. This is usua rms or causes the
lly because the
known, not impo person or thing
rtant or obvious. is not
3 We sometim
es use the pass
or thing that perfo ive with an agen
rms or causes the t (the person
action). We use
to introduce the
agent.
B Go to the Gram
mar Hub on pag
e 142.

Talk about nat

ural wonders
Student’s App
Each Student’s Book includes a code for the
innovative Student’s App, which offers learners
+
flexible practice opportunities whenever and
wherever they need it.

The Student’s App offers access to:

 ‘ on-the-go’ grammar and vocabulary exercises in practice and challenge
(against the clock) modes,
 s kills, vocabulary and language online workbook-style exercises,
 Student’s Resource Centre with course video and audio content,
 homework assigned directly to students’ devices by their teacher.
Language Hub Pre-intermediate
11 Natural World

11 NATURAL WORLD Natural world (n) nature as

it exists without the effects
produced or caused by people.

Muir is suggesting that nature is

as important as food to human
Everybody needs beauty as well beings. Being in nature has the
power to make us feel better and
as bread, places to play in where give us both physical and mental

nature may heal and give strength strength.

to body and soul alike.

John Muir John Muir (1838–1914) was an
An urban fox begins his nightly hunt for food, Twickenham, United Kingdom. influential Scottish-American
author and naturalist. He played
OBJEC TIVES Work with a partner. Discuss the questions. an important role in protecting
1 Do you find the city or the countryside wilderness areas in the United
talk about natural wonders more relaxing? Why?
read and talk about wildlife photography 2 Read the quote. Do you agree with Muir?
States and founded the Sierra
talk about the causes and effects of plastic pollution 3 Look at the picture. What wildlife is there in Club, an American conservation
your city?
tell a story organisation. He is sometimes
write an email giving suggestions and advice called the ‘Father of the National
Parks’. The quote was originally
published in Muir’s book The
NATURAL WORLD 101
Yosemite (1912).
9781380016959_text.indb 101 01/11/2018 15:05

OBJECTIVES Monitor and assist as necessary. When students have finished

the activity, ask one or two pairs to share their ideas with the
Read the unit objectives to the class.
class. Encourage students to listen to one another and respond
UNIT OPENER QUESTIONS with their own ideas and opinions.

Encourage students to look at the quote and take one or two WORKSHEETS
suggestions from the class about what they think it means.
Lesson 11.1 Natural wonders
Ask students to look at the picture on the page and encourage
Grammar: The passive (present and past simple) (W59)
them to share their ideas. Ask prompt questions such as ‘Where
do you think this photo was taken? How important is nature and Vocabulary: Natural features (W60)
being outside for you? Do you think it is worthwhile to prevent Lesson 11.2 Animal images
the building of an airport or of a road to save a rare animal
Grammar: Adjective + to + infinitive (W61)
species?’ If students share any good ideas or useful language,
write these on the board. Vocabulary: Animals (W62)

Students look at the questions at the bottom of the page. Model Lesson 11.3 Throw-away world
one possible answer, explaining why the countryside or the city Grammar: even (W63)
is more relaxing for you. Students discuss the questions in pairs.
Vocabulary: somewhere, nowhere, everywhere, anywhere (W64)

NATURAL WORLD TB101

Sample Pages Teacher’s Book
vocabulary Hub

9.3 make and do expressions B Complete the sentences with the devices in Exercise A.
There is one word you do not need.
Match the expressions (1–6) with the pictures (a–f ). 1 A power bank is great when you are not at home
1 make a mess f 4 make a decision b and your phone battery runs out.
2 make a mistake a 5 do your homework d 2 He always uses his USB drive to transfer large files.
3 do some damage c 6 make a complaint e 3 i wear my fitness tracker
24 hours a day. i love it
because it tells me how many steps i take.
a b 4 Tina got a drone for her birthday, but she was
flying it in the back garden and it got stuck up in a tree!
5 My husband won’t buy an e-reader because he
says he loves the feel and smell of paper books.
➤ Go back to page 92.
c d
11.1 Natural features
Label the pictures (1–8) with the words in the box.
bay canal cave cliff desert ocean rainforest valley
e f
1 desert 2 valley

➤ Go back to page 87.

10.1 Electronic devices 3 bay 4 cliff

A Label the pictures of electronic devices (1–6) with the

words in the box.
drone e-reader fitness tracker
power bank tablet USB drive
5 cave 6 canal

7 ocean 8 rainforest

1 fitness tracker 2 tablet

➤ Go back to page 102.

11.2 Animals
Write the animal words in the box in the correct place.
alligator ant bear bee butterfly crocodile duck
3 power bank 4 drone eagle elephant fly frog gorilla lion lizard
monkey mosquito moth owl panda parrot
penguin shark snake tiger toad tuna

Mammals Birds insects

bear lion duck parrot ant fly
monkey eagle penguin bee mosquito
elephant panda
gorilla owl butterfly moth
tiger
Reptiles Amphibians Fish
alligator lizard frog shark
crocodile snake toad tuna
5 e-reader 6 USB drive
➤ Go back to page 104.

vOCABULARY HUB 151

 Language Hub Pre-intermediate

11.2 Animal images Read and talk about wildlife photography

V animals G adjective + to + infinitive P to /tə/

VOCABULARY READING
Animals A Match the words and phrases (1–5) with the definitions (a–e).
A SPEAK Work in pairs. Make a list of animals. You have d 1 habitat
one minute.
c 2 wildlife
B Go to the Vocabulary Hub on page 151. e 3 make eye contact
b 4 facial expression
C SPEAK Work in pairs. Write down your three favourite
animals. Tell your partner what you wrote. Explain your a 5 life cycle
choices.
a the series of changes that happen to an animal or plant
D SPEAK Work in pairs. Go to the Communication Hub on during its life
page 157 to see what your answers to Exercise C mean. b the look on someone’s face that shows what their thoughts
Do you agree or disagree? or feelings are
My first animal is a dolphin. I think I’m like a c animals, birds and plants that live in natural conditions
dolphin because it’s smart, moves quickly, is very d the type of place that a particular animal usually lives in or
sociable and always in groups. a particular plant usually grows in
e situation in which two people look at each other’s eyes

B e hind t he l e ns :
Anthony Remy, wildlife photographer
You may not know Anthony Remy’s name but you will
And which animal don’t you enjoy taking photos of?
almost certainly have seen one of his photos. He spoke to
Well some animals are so ‘seen’ there are hundreds of Ex C Q4
us about his 30-year career close-up with wildlife.
Ex B photographs of them … you know, elephants, eagles, tigers.
Q3 It isn’t easy to take something amazing that everyone would
Where did your interest in wildlife photography come from? be interested in. Certain types of monkeys are challenging Ex B Q3
I grew up in Canada with nature right on my doorstep. I just had to too as they don’t want to make eye contact with people. Ex C Q5
step outside and I could see all manner of mammals, reptiles, birds Then there are lemurs which will look you in the eye, in Ex B Q3
and amphibians. One day my older cousin, Julian, took me to see a fact they’ll climb all over you, but they live deep in the
Ex B Q1 grizzly fishing with her cub … from a safe distance, of course. Julian Madagascan rainforest. Habitats like that are hard to get to,
passed me his camera so that I could zoom in. It was great to watch especially carrying camera equipment.
Ex C Q1 them so closely, I never wanted to forget it. I pressed the shutter and
So any top tips for future wildlife photographers
that’s when I decided what I wanted to do for the rest of my life.
out there?
Is it easy to find work? I imagine it’s quite difficult. Don’t rush out and spend a fortune on a new camera. It Ex C Q6
It is at first when no one knows your name and you don’t have any really isn’t the most important thing. An interest in animals
contacts at magazines. Over time your reputation grows. You ask is obvious but essential. Unless you are incredibly lucky, be
local shops to put up framed photos or sell some of your cards … prepared for uncomfortable hours or even weeks waiting
you know, anything to make a living! for the perfect shot. Researching habitats and life cycles can
Ex B certainly help this. If you watch an animal for long enough,
I guess you’re asked this a lot but what’s your
Q4 you can predict its behaviour. For example, I always know
favourite animal?
when a grizzly will swipe for the salmon
Well … I love dogs … I have four at home. In terms of
and so I am there ready to capture
Ex B Q2 photography though orang-utans without a doubt.
the moment.
Ex C Q2 Their name literally means ‘person of the forest’
in Malay and you can see why. It’s not just
their body language and facial Glossary
expressions that are so like body language (n) the movements or positions of your body that
ours, but also their social show others what you are thinking or feeling
interactions. Over my career close-up (n) a picture of someone or something taken from a position
I’ve also taken a lot of photos very near them
make a living (phrase) to earn money from a job
Ex B Q2 of spiders, which you may not
Ex C Q3 understand! But most people
come to realise, like me, that
up close they are unexpectedly
fascinating.

104 NATURAL WORLD

Sample Pages Teacher’s Book
11.2 Animal images
LEAD-IN C Students write down their three favourite animals. Arrange
students in pairs. They tell their partner what animals they
With books closed, arrange students in pairs and ask them to take
chose and why. Monitor and assist when necessary.
turns describing an animal to their partner. Their partner should
guess what animal they are describing. D Direct the pairs to the Communication Hub on page 157.
Students discuss the information with their partner and decide
VOCABULARY whether they agree with what is written. Encourage them to
A Arrange students in pairs. Tell them they have one minute to model their exchanges on the example. Take feedback from
list all the animals they know. When the time is up, ask the pair one or two pairs and encourage students to respond to each
with the longest list to share it with the rest of the class. Ask the other’s ideas.
other pairs to add any other animals which weren’t mentioned.
READING
B Direct students to the Vocabulary Hub on page 151. Use the
A In pairs, students work matching the words and phrases
Vocabulary Worksheet on W62 for extra practice.
with their definitions. Take feedback from different pairs and
encourage students to respond to each other’s ideas.

Grammar Hub
GRAMMAR HUB
11.1 The passive (present and past simple)
A Correct the mistakes in each sentence. B Complete the text messages with the correct passive
is form of the verbs in brackets.
1 The volcano located in the middle of a jungle.
^ formed
2 The cliffs were form 200 million years ago. Gloria: How was your trip to Uluru?
was
3 The museum opened by the President last night.
v
made Toby: Great! I learnt a lot. I (1) was helped
4 The mountain is make of a strong type of rock.
isn’t (help) by all the tourist information there.
5 The village doesn’t known for its art.
opened
6 The new park wasn’t open by anyone famous. Gloria: Like what?
was
7 She attracted to Africa because of the wildlife.
Toby: Well, it (2) is made (make)
v
of sandstone and it’s nearly 350m high.
TEACHING IDEA by David Seymour
and Maria Popova Gloria: Cool. What else did you learn?
Speaking: Animal characteristics Toby: It (3) was created (create)
In pairs, match each animal with the adjective which is over 600 million years ago.
traditionally used to describe them. (Re-order the adjectives
when you write them up on the board; they appear here in the Gloria: Wow, that’s really old!
correct order.)
Toby: I know! Also, it (4) is owned
owl, fox, mouse, monkey, lion, wise, clever, small, cheeky, proud,
(own) by the native Australian people.
dog, bat, ox, donkey, dinosaur, loyal, blind, strong, stubborn,
extinct, pig, cat, fish, greedy, independent, slippery Gloria: I thought the government owned it.
Think of animals that these adjectives could describe.
Toby: It’s (5) not owned (not own)
lazy, thoughtful, selfish, kind, sensible, sensitive, cold, cheerful,
by them. They just manage it.
impatient, hard-working, easy-going, stylish, reserved,
antisocial, moody
Think of another adjective to describe each animal and explain ➤ Go back to page 103.
why you chose it.
11.2 Adjective + to + infinitive
TEACHING IDEA
A put the words in order to make
by David Seymour
andsentences.
Maria Popova TEACHING IDEA by David Seymour
B Choose the correct option. and Maria Popova
Vocabulary: Animal
1 easy / understand extremes
/ a person’s / it’s / to / body language Speaking: My/ not
1 it’s good not hobby
good to feed the animals in the zoo.
Write the It’following
s easy to understand
superlativesaon person’s body language.
the board: onimportant
2 it’s
Write the board:not / not important to make wild animals
2 necessary / be / it’s / quiet / to / near / wild animals
the biggest, the most beautiful, the most dangerous, the fastest, angry or upset.
a) What is your hobby? b) What inspired you to start this hobby?
the slowest, the most unusual, the cuddliest, the ugliest, the smelliest, c) 3How not you
it’shave easyimproved
/ easy not
orto take thethe
changed perfect photo.
way you do your hobby
the3friendliest
fascinating / take / was / photos of insects / to / it since younecessary
4 it’s started? not / not necessary to be an expert to enjoy
Arrange students in pairs and ask them to agree on an animal studying
In small groups,animals.
students tell their group about one of their
to fit each of the descriptions. When students have finished, ask hobbies. Allow
5 it’s not students
essential time to not
/ essential prepare
to gotheir
nearideas before
crocodiles.
4 good / live / green / a / it’s / to / lifestyle
them to compare their ideas with another pair and see how speaking.
6 it’s not safe / safe not to go travelling in the wild on
many answers they agree on. Following on from their discussion, ask students to create a
your own.
5 to / is / educational / it / wildlife programmes / watch / ? poster
7 it’sthat will encourage
essential other students
not / not essential totop
to have takequality
up their hobby.
equipment in order to take great photos.
➤ Go back to page 105.

NATURAL WORLD TB104

11.3 even
 Language Hub Pre-intermediate

11.4 Power cut

Café Hub F tell a story P showing interest

COMPREHENSION
A 00:00–03:33 Watch the first part of the video and answer the questions.
1 What is a ‘power cut’? When all the lights go out and there is no power.
2 What kind of story does Sam tell Neena and Gaby? A story about a time he was scared when the power went out.
3 How do Neena and Gaby feel as Sam tells the story? More and more frightened.
4 How do you think Sam’s story ends?

B 03:33–04:29 Watch the second part of the video. Compare the end of sam’s story
with your ideas in Exercise A. is it a good story?

C Work in pairs. put the events of sam’s story in the correct

order (1–10). Then watch the video again and check your answers.
a After that, i tried to switch the lights on, but there was no power. 7
b i wasn’t alone. 10
c it was stormy. Very stormy. 2
d i arrived back at my uncle’s house, got out of the car and walked up to the front door. 3
e So anyway, i went inside and called out to see if my uncle was home. ‘Uncle Mike’ i shouted – there was no answer. 5
f it all started on a stormy night when i was in Cornwall staying with my uncle. 1
g i walked into the kitchen and sat down in the dark. My uncle was missing – i was scared. 8
h i pushed the door and the wind blew it open. 4
i in the end, i sat there alone in the dark. 9
j Then the front door slammed shut behind me. 6

D Match sam’s sentences (1–5) with the replies (a–e).

1 This reminds me of a very scary experience i once had. a Where is Cornwall?
2 it all started on a stormy night when i was in Cornwall staying with my uncle. b You poor thing!
3 Can i continue my story now? c How awful!
4 i was scared. d So, tell us. What happened?
5 My phone was dead. e Sure. Go on.

108 NATURAL WORLD

Sample Pages Teacher’s Book
11.4

MILLY SAM NEENA ZAC GABY

FUNCTIONAL LANGUAGE PRONUNCIATION

Tell a story Showing interest
A Look at the underlined words in Comprehension A Listen and write how the responses sound in the
Exercises C and D. Complete the box with one of 11.7 correct place.
the words.
very interested Not very interested
Tell a story and listen to a story That’s awful. You lucky thing.
That’s terrible. How frightening.
Give background information
You poor thing. How interesting.
It was 1 stormy /windy/raining.
The sun was shining and it was hot. B Listen again and repeat the responses.
11.7
Use linking phrases
C SPEAK Work in pairs. practise saying the responses.
Beginning: At first … / To start with … / Listen to your partner and say whether he/she sounds
It all 2 started … very interested or not very interested.
Middle: Then … / After 3 that …/
So 4 anyway ,…
End: In the 5 end ,…
SPEAKING
A Work in pairs. You are going to tell your partner a story.
say how you felt
Choose one of the topics or use your own ideas. include
I was excited/surprised/worried/relieved/frightened/ background information, linking phrases and say how
6 scared . you felt.
Keep the story going A time when … you got lost / you lost your keys / you met
Go on. / So, 7 tell us. (Then) What happened? an old friend / you won a prize / something happened
on holiday.
Respond to dramatic events
You 8 poor /lucky thing. B Tell each other your stories and react and respond
9
appropriately.
How awful /frightening/funny.
That’s terrible/awful/funny.
A: I lost some car keys once.
B: That’s awful!
B SPEAK Work in pairs. You are going to practise A: I was on holiday with the family in Menorca …
responding to events. B: Where is Menorca?
1 Look at the responses in the box. Choose three
responses you want your partner to give. Circle them.
How awful/frightening/funny. That’s terrible/awful/funny.
You poor/lucky thing.

2 Write down three things you could tell your partner to

get him/her to give those responses.
3 Tell your partner your ideas. How does he/she respond?

student A wants student B to say ‘You lucky thing’.

A: I found €5 in the street this morning.
B: You lucky thing!
Glossary
power outage (n) (American) power cut – a period when the electricity
supply stops
flashlight (n) (American) torch Tell a story
➤ Turn to page 168 to learn how to write an email giving
suggestions and advice.

NATURAL WORLD 109

 Language Hub Pre-intermediate
11.4 Power cut
COMPREHENSION B Focus students’ attention on the activity and the differences
between American and British English. Explain that both forms
A 00:00–03:33 Students look at the images and guess what is
are correct and they can use either when speaking.
happening (there has been a power cut). Play the first part of the
video for students to answer the questions. Play the section PRONUNCIATION
again. Students check their answers before checking with the
A Play the audio. Check answers with the class.
class. Elicit answers to Question 4, but do not correct or confirm
11.7
their ideas.
B Play the audio again for students to listen and repeat.
B 03:33–04:29 Play the second part of the video. Elicit similarities
11.7 C Students practise saying the responses in pairs.
and differences. Ask the class whether Sam’s story was good.
C Students put the events of Sam’s story in order in pairs. Play SPEAKING
the complete video for students to check their answers.
A Give students time to work on their story.
D Allow students to compare their answers in pairs before
B Model the example with a stronger student. Students work
checking with the whole class.
in pairs telling each other their stories and responding
FUNCTIONAL LANGUAGE appropriately. Take feedback from one or two pairs and
encourage students to respond to each other’s intonation.
A Students look back at Comprehension Exercises C and D and
complete the phrases in the box with the underlined words.

VIDEOSCRIPT N: So what happened?

S: Well… In the end, I sat there, and I waited. Alone in the dark.
Café Hub 11.4 Power cut Except… I wasn’t alone…
G = Gabby S = Sam N = Neena Z = Zac Z: Whoa! Take it easy – it’s me!
G: Did I win? I’m pretty sure I won. S: Are you okay Neena?
S: The whole street is dark. No lights. I think it’s a powercut! N: Yes. Of course. I’m fine. I’m absolutely fine.
N: Maybe it’s the storm? G: Sam! Finish the story! Who was there?
S: Brrr… This reminds me of a very scary experience I once had. S: Oh, just my uncle, he was upstairs, trying to fix the power…
N: So tell us… What happened? N: What? Is that it? Is that the story?
S: It all started on a stormy night when I was in Cornwall S: Er, yeah that’s it. OK! Who wants to play another game?
staying with my uncle. Z: I’m in!
G: Where is Cornwall? N: Why not…
S: Cornwall’s in the South-West of England. It’s known for its G: Perfect. I can win again! Did I win? I’m pretty sure I won.
storms. Can I continue my story now?
G: Sure, go on.
S: So as I was saying, it was stormy. Very stormy. I arrived back TEACHING IDEA by David Seymour
and Maria Popova
at my uncle’s house, got out of the car and walked up to the Speaking: Storyboard
front door. It was so windy…
Explain that you will tell a story without speaking: you will only
G: Then what happened?
draw on the board and mime, and students will have to guess
S: Well, the house was covered in leaves and branches. I
each line of the story. When they get a correct sentence, you’ll
pushed the door and the wind blew it open.
nod and they will write it down.
G: Woah! What was that?
N: I think it was my bedroom door, it does that sometimes… It was a beautiful morning. The sun was shining and the birds
S: So anyway, I went inside and I called out to see if my uncle were singing. I got up early, had breakfast and took the dog for a
was home. ‘UNCLE MIKE’, I shouted. There was no answer. walk along the beach. After an hour or so, it got cloudy and the
Then the door slammed shut behind me. After that, I tried to wind started blowing. I turned for home but got caught in a heavy
switch the lights on, but there was no power. downpour. Then the thunder and lightning started. The waves on
N: Where was your uncle? the sea got higher and higher…
S: Good question… It was very dark as I slowly walked down Arrange students in small groups and ask them to continue the
the hallway. It was so windy outside that the whole house story, e.g. The storm got a lot worse.
was shaking. There was a loud crack of thunder. Speaking: Story words
G: So go on?
S: I walked into the kitchen and sat down in the dark. My uncle In small groups, students select 20 recently learnt items of
was missing. I was scared. vocabulary and write them on a large piece of paper. Ask groups
G: You poor thing! to swap their lists. Each group puts the list of words that they
N: Yeah that’s terrible! received in the middle and take turns using the words in a story,
G: Why didn’t you use a torch? adding one line each. Encourage students to use the useful
S: I didn’t have one, and my phone was dead. phrases from this lesson.
G: How awful!

TB108–109 NATURAL WORLD

Sample Pages Teacher’s Book
Unit 11 Writing
Answers
11 Writing Write an email giving suggestions and advice
a: Joshua Tree National Park;
W making suggestions and giving advice
California; Joshua trees, desert,
A Look at the places in the pictures. Where do you think they are? Read the emails quickly and match them with the pictures.
landscape, rocks and boulders;
Were your ideas correct? by car
1 b, Halong Bay, Vietnam 2 c, Lindisfarne, 3 a, Joshua Tree National Park,
Northumberland, the UK California b: Halong Bay; Vietnam; different-
sized islands and rock formations;
by organised tour (from Hanoi)
c: Lindisfarne; north of England;
beautiful beaches; by car (when
the tide is out)
C Complete the box with words from the emails.
To: sam
a
Subject: RE: Any advice? Making suggestions and giving advice
Refer students to these emails as
You really must visit the Joshua Tree National park when When/If you’re in …
you’re in California. it isn’t far from Los Angeles and it’s really I suggest you … models for the writing task.
easy to get to by car. it’s named after the famous Joshua trees recommend + verb + -ing …
I’d 1
that are found there. it’s an amazing desert landscape with
You (really) 2 should / ought to / must …
huge rocks and boulders everywhere. if i were you, i’d spend
If I 3 were you, I 4 ’d …
at least two days there. You can camp there, but it’s a good
idea to book in advance. … is a must. Answers
Make 5 sure you …
It’s a good 6 idea to …
1 It’s a good idea to book the train
b
To: Carlos
in advance.
Subject: RE: vietnam tips
D Write the words in the correct order to make sentences.
in vietnam, Halong Bay is a must. There are thousands 2 I suggest you go in April or May.
1 it’s / to / a / book the train in advance / idea / good
of different-sized islands and rock formations coming
out of the sea. it really is an incredible place. According 2 i / in April or May / suggest / go / you 3 I’d recommend staying at least
to legend, the bay was formed when an angry dragon
destroyed a mountain with its tail. it isn’t too far from Hanoi.
3 i’d / at least two or three days / staying / recommend
two or three days.
4 if / in Krakow, / you’re / the Wieliczka Salt Mine / visit /
i’d recommend taking an organised tour from there. really / you / should 4 If you’re in Krakow, you really
5 When / in Oxford, / you’re / make / you / sure / the
Natural History Museum / visit
should visit the Wieliczka Salt
To: Teresa
c
Subject: RE: Where to go 6 if / i’d / you, / were / i / for a few days / hire a car Mine.
if you’re in the north of England, you really should visit the 5 When you’re in Oxford, make
island of Lindisfarne. it’s about a mile from the mainland and WRITING
you can drive across to it when the tide is out. But when the
A PLAN imagine a friend is visiting your country or a
sure you visit the Natural History
tide comes in, it becomes a true island. it’s a magical place
with some beautiful beaches. i suggest you head to the north
country you know. You are going to write a short email Museum.
(50–100 words) to make some suggestions and to give
of the island to get away from the crowds of people. Make
sure you check the times of the tides so you know when it’s
some advice about a place to visit. 6 If I were you, I’d hire a car for a
safe to cross. B WRITE Use the Writing skills box and include
information about:
few days.
B Read again and complete the table. • where it is
a b c • how to get there
Name of place • the main features of the place Students can do this in class or
Location
Key features
C REVIEW Work in groups. Read each other’s emails. for homework.
Which place would you most like to visit?
How to travel
there

168 11 WRiTiNG

9781380016959_text.indb 168 01/11/2018 15:06

WRITING C Arrange students in small groups to share their emails. Ask the
groups to choose the place they would most like to visit. Take
A Point out images 1–3 and elicit ideas from the class on where
feedback from each group and encourage students to respond
these places are. Students scan the emails, match them to the
to each other’s ideas. You can also include a stage of peer
pictures and check their answers.
correction here. Students exchange and correct each other’s
B Students read the emails again and complete the table. emails. If you feel this might be too sensitive you can also take a
C Focus students on the box. They complete the phrases few representative errors from students’ work and board them.
with words from the emails. With a weaker group, you may Students then correct the errors.
want students to do this activity in pairs. Check answers with
the class. Extra activity
D Students rewrite the sentences on their own and compare their For homework, ask students to research a place they would
answers with a partner. Check answers with the whole class. like to visit. They should imagine that they work for a travel
agency and write a short promotional leaflet to encourage
WRITING TASK people to visit the place they have researched. Students
A Focus students on the activity. Give them time to choose the could swap leaflets with their classmates in the next lesson
place they are going to give advice about and make notes. and give feedback on each other’s writing.
B Students write their emails. Encourage them to use the writing
prompts and useful language box to help them. Monitor and
assist when necessary.

NATURAL WORLD TB110

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