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UNIT 1: LANGUAGE PRACTICE The weather 1 Use one word from the box to complete each sentence. blizzard drought hurricane storm 1 If an area suffers a drought, all the land is dry and it is hard for people to have enough water for all the things in their daily life. 2 On a dark night, the sound of thunder and the sight of lightning filled the sky during a terrible _______________. 3 A _______________ is recognised on satellite as a huge moving wind-pattern and on the ground as very strong winds and hard rain. 4 During a _______________ it is best not to drive or even go outside your house. The snow blowing in fast winds can make it very hard to see anything. 2 Choose the correct word in each sentence. 1 During the hurricane the wind/windy speed got up to 100 kilometres an hour. 2 Hurricanes generally occur in warmer countries and include heavy rain/snow fall. 3 Before a storm, the sky will usually be cloudy/cloud. 4 A long period of foggy/dry weather can lead to drought. Present simple and present continuous 3 Write the verb in brackets in the correct tense in each example. Many people 1(feel) feel that currently global warming 2(change) ___________________ the weather in almost every country in the world. The number of floods in northern Europe 3(increase) _______________________, while at this time droughts and forest fires 4(happen) _______________________ much more frequently in southern Europe. Scientists 5(see) _______________________ similar patterns of change all around the world. However, others do not agree and point out that weather patterns always 6(change) _______________________ from year to year, and that people always 7(worry) _______________________ about the weather. 4 Identify and correct the mistakes in the following sentences. 1 Scientists are believing that global warming causes great environmental damage. Scientists believe that global warming causes great environmental damage. 2 Today the weather is very bad. Right now, it rains a lot. ________________________________________________________________________ 3 Nowadays, many people is moving to countries with fewer weather problems. ________________________________________________________________________ 4 Do the temperature rising in most countries? ________________________________________________________________________ Copyright © 2008 Pearson Education. All rights reserved.www.pearsonlongman.com/languageleader/ UNIT 1: LANGUAGE PRACTICE TEACHER’S NOTES Aim: to consolidate students’ understanding of weather vocabulary; to provide further practice in distinguishing the uses of present simple and present continuous tenses. This worksheet is designed to be used after Lesson 1.1. Time: 40 minutes Materials: photocopies of the worksheet for each student The weather 1 This exercise is aimed at checking and consolidating students’ knowledge of the key vocabulary. Students should be able to complete this on their own following the tasks on page 6 of the Course Book. Answers: 1 drought 2 storm 3 hurricane 4 blizzard 2 This exercise gives practice of the further weather-related vocabulary given in Unit 1. Students should be able to make their choice either by the meaning in the context of the sentence or by the choice of word form. If there is any confusion, encourage the students to discuss their choices. Answers: 1 wind 2 rain 3 cloudy 4 dry Present simple and present continuous 3 The students should work on their own to choose the correct tense for the verb to fit into each gap in the passage. You can encourage them to think about whether the verb is used for a current, changing, regular or stative situation. Students may want to compare answers and discuss where they make errors in their choices. Note that the first answer is an example of a stative verb. Answers: 1 feel 2 is changing 3 is increasing 4 are happening 5 are seeing 6 change 7 worry 4 This exercise gives further practice in distinguishing the uses of present simple and present continuous tenses. Students should write the corrected version of each sentence below the original. Answers: 1 Scientists believe that global warming causes great environmental damage. 2 Today the weather is very bad. Right now, it is raining a lot. 3 Nowadays, many people are moving to countries with fewer weather problems. 4 Is the temperature rising in most countries? Copyright © 2008 Pearson Education. All rights reserved.www.pearsonlongman.com/languageleader/ UNIT 1: READING CLIMATE CHANGE These days most people believe that Examples of climate change weather patterns around the world are Global warming is seen as a direct cause of changing. The world is getting hotter and many changes in weather patterns, such as storms, hurricanes, floods and droughts are the lack of rainfall in some countries, causing starting to happen where they are not drought, and the increase in rainfall in other normally expected. This process is called areas, causing floods. Also, rising climate change. temperatures in oceans and the air can Causes of climate change cause changes in the way that winds move around the planet, leading to an increased Climate change always happens, through a number of severe storms, including variety of causes such as the oceans of the hurricanes, in certain areas. world becoming larger or smaller, the movement of large areas of land around the An increase in global temperatures also planet, and changes in temperatures over leads to ice melting at the North and South long periods of time. Poles, which then leads to rising sea levels. Other effects of changes in the climate However, most recent discussion on climate include damage to land normally used for change focuses on human activities which growing food, and some kinds of animals have an effect on the climate. This includes disappearing from the planet completely. the burning of fossil fuels, such as petrol, which releases carbon dioxide into the air. What can be done? Extra carbon dioxide causes an increase in Most people agree that we have to change the average temperature of the Earth’s air the way that we live, using fewer fossil fuels and oceans. This very fast increase is called and doing much more to protect the natural global warming. environment. 1 Put the following events in the correct order. 1 Wind patterns around the world change. 2 Mankind burns fossil fuels such as petrol. 3 Storms and hurricanes occur. 4 The temperature of the air and the oceans increases. 5 Carbon dioxide is released into the air. Correct order: 2, ___, ___, ___, ___ 2 According to the text, is each of the following statements true or false? 1 Climate change is only a very recent process. T / F 2 People think that global warming is caused by things we do. T / F 3 Storms can be caused by an increase in global temperatures. T / F 4 An increase in temperatures leads to an increase in polar ice. T / F 3 Which is the best definition of the term ‘climate change’? 1 The fact that general temperatures all around the world are rising. 2 The process in which weather patterns are changing around the world. 3 Storms, hurricanes, floods and droughts starting to happen around the world. Copyright © 2008 Pearson Education. All rights reserved.www.pearsonlongman.com/languageleader/ UNIT 1: READING TEACHER’S NOTES Aim: to provide practice in recognising a sequence of events across a text; to improve students’ ability to read for specific information; to reinforce students’ understanding of key vocabulary relating to weather. This worksheet is designed to be used after Lesson 1.2. Time: 40 minutes maximum Materials: photocopies of the worksheet for each student 1 This first activity encourages students to make connections across the text to recognise a sequence of events. This is made slightly more difficult by the fact that the events do not appear entirely sequentially in the text. However, with time students should not have too much difficulty working on their own to find the correct sequence. As this will be their first reading, you may want to clarify any vocabulary which may be unfamiliar to the class. Correct order: 2, 5, 4, 1, 3 2 This is a fairly straightforward task which will help to test students’ understanding of particular details of the text. Students should complete this on their own before comparing their answers with a partner. Answers: 1 F 2 T 3 T 4 F 3 This question is aimed at checking students’ global understanding of the text. After the students have recognised the correct answer, discuss with them why definitions 1 and 3 are not the best – both give examples of climate change but not a general description of the process. Answer: 2 Copyright © 2008 Pearson Education. All rights reserved.www.pearsonlongman.com/languageleader/ UNIT 1: STUDY SKILLS Using your dictionary: understanding meaning Look at the dictionary entries for these three words. warm adjective 1 of a comfortably high temperature 2 having affection or kindness 3 (in children’s games) close to finding something or guessing the correct answer cloudy adjective 1 (of the sky) covered with clouds 2 (of a liquid) not clear; not easy to see through → opposite: CLEAR storm verb 1 (of people) move angrily or forcefully 2 (of soldiers) suddenly attack and capture 1 Write the number of the entry used in each of these sentences. 1 The teacher spoke to the children in a very warm and kind voice. 2 2 We enjoyed walking because the day was dry and warm. _____ 3 It usually rains on a dark cloudy day like today. _____ 4 I won’t drink this, it’s all cloudy and dirty. _____ 5 The army stormed the headquarters of their enemy. _____ 6 Why do you always storm into the room and shout at people? _____ 2 Now choose the correct word to put into each of these sentences. Make sure you write the correct form of the word. 1 When you add water to the Greek drink ouzo, it goes cloudy and white. 2 You are almost right, Johnny. You’re getting _________. 3 Often, after a storm, the weather changes quickly and instead of being cloudy the sky becomes _________. 4 In stories, the good prince always _________ the castle and rescues the princess. 5 In this cold weather, my new coat keeps me lovely and _________. 3 Use a good dictionary to see how many definitions you can find of the following words. dry hot snow chill Copyright © 2008 Pearson Education. All rights reserved.www.pearsonlongman.com/languageleader/ UNIT 1: STUDY SKILLS TEACHER’S NOTES Aim: to provide students with practice in understanding and using dictionary entries. This worksheet is designed to be used after Lesson 1.4. Time: 40 minutes Materials: photocopies of the worksheet for each student 1 This exercise repeats the practice from Exercises 1 and 2 in the Course Book, and the vocabulary has been chosen for its relevance to the topic area of the unit. Answers: 1 2 2 1 3 1 4 2 5 2 6 1 2 This builds on the previous exercise, encouraging students to look at the context given in order to choose the correct word and form for each sentence. Note that the two uses of the word ‘storm’ require third person s to be correct. Encourage students to consider this. Notice also that sentence 3 requires the opposite word ‘clear’ rather than the originally defined word. Answers: 1 cloudy 2 warm 3 clear 4 storms 5 warm 3 Students can begin to explore their dictionary and recognise the varieties of meaning that can be given for even quite familiar words. You may want to encourage students to expand this exercise, looking up other words they know to find further definitions and sharing these with their classmates. Copyright © 2008 Pearson Education. All rights reserved.www.pearsonlongman.com/languageleader/ UNIT 2: LANGUAGE PRACTICE Personality adjectives 1 Which adjectives would you use to describe each of these people? dedicated determined friendly hard-working helpful inspirational kind lovely patient talented 1 Kankugbe works for a charity in Africa. He is paid little, and works long days. He wants to help the people of his country. dedicated, hard-working, helpful, kind 2 Sophia works with children in a nursery school. She loves reading stories and playing games. She speaks softly when a child is upset. _______________________ 3 Hyun-ha can play ten musical instruments. She plays violin and cello in an orchestra. She practises three hours a day. ________________________ 4 Last year, Parshu tried four times to climb Mount Everest, the highest mountain in the world. Today, he is starting his fifth trip. ________________________ Past simple 2 Rearrange the words to make sentences. 1 went I on a trip Africa through year Last. Last year I went on a trip through Africa. 2 didn’t clothes me I enough bring with. __________________________________ 3 you eat What on food did trip your? __________________________________ 4 send needed me extra to some My food friends. _____________________________ 5 Africa you to enjoy visit Did your? __________________________________ Time expressions 3 Put the correct preposition, in, on or at, into each sentence. 1 Could you come and visit me on Saturday? 2 ____ eight o’clock tonight there will be a firework display. 3 He first went to school _____ 1969. 4 I am visiting my grandmother ______ Christmas Day. Past continuous and past simple 4 Choose the correct verb forms. 1 She was eating/ate an apple when she found a worm in it. 2 They couldn’t get into the cinema while the film was showing/showed. 3 What were you doing/did you do at the time when the police caught you? 4 When Stephen was arriving home/arrived home, I was eating dinner. 5 The student don’t listen/wasn’t listening when the teacher gave the instruction. Copyright © 2008 Pearson Education. All rights reserved.www.pearsonlongman.com/languageleader/ UNIT 2: LANGUAGE PRACTICE TEACHER’S NOTES Aim: to develop students’ understanding of personality adjectives; to give students practice in forming past simple sentences and questions; to encourage students to differentiate between use of past simple and past continuous. This worksheet is designed to be used after Lesson 2.2. Time: 40 minutes Materials: photocopies of the worksheet for each student Personality adjectives 1 Answers to this exercise may be quite varied and could lead to some debate and discussion. This will help the students develop a better sense of each word. Possible answers: 1 dedicated, hard-working, helpful, kind, inspirational 2 kind, lovely, patient, helpful 3 talented, hard-working, patient, determined 4 determined, dedicated, hard-working, inspirational Past simple 2 Students should compare their sentences after completing individually. Answers: 1 Last year I went on a trip through Africa. 2 I didn’t bring enough clothes with me. 3 What food did you eat on your trip? 4 My friends needed to send me some extra food. / My friends needed me to send some extra food. 5 Did you enjoy your visit to Africa? Time expressions 3 This exercise provides practice of the grammar tip on page 15 of the Course Book. Answers: 1 on 2 At 3 in 4 on Past continuous and past simple 4 Encourage the students’ discussion of the correct forms. Answers: 1 was eating 2 was showing 3 were you doing 4 arrived 5 wasn’t listening Copyright © 2008 Pearson Education. All rights reserved.www.pearsonlongman.com/languageleader/ UNIT 2: READING MARTIN LUTHER KING Martin Luther King was an important leader protests. At the time of Rosa Parks’ action, in the American civil rights movement, the King was serving as a minister in his father’s political struggle by black people in the USA church. King became the leader of a protest to get equal rights with white people. among all black people in the state of Alabama. They refused to travel on buses. Life story During the bus protest, Martin Luther King’s Martin Luther King was born on 15 January home was bombed and he was arrested by 1929 in the city of Atlanta in the USA. He the police. was the son of a minister of the Baptist From that time, King became a leader Church, and later became a minister of the among black people in the south of the USA. church himself. While he was growing up, He travelled all over the country and the King saw a lot of differences in the lives of world, speaking to people about the unequal white people and of black people. As an treatment of black and white people, and adult, he went on to lead many protests looking for support for the civil rights against these differences until he was killed movement. He led protests and marches for on 4 April 1968. equal rights, wrote books on the subject and Political movement even met with presidents. One day in 1956, a black woman, Rosa However, his ideas and acts were not Parks, was travelling on a bus. When a popular with everyone. In 1968, while white man told her to give him her seat leading a protest in the city of Memphis, (which the law said she must do), she Martin Luther King was shot and killed. refused. Her act led to many similar 1 Answer these questions about the text. 1 What in Martin Luther King’s early life made him want to struggle for equal rights? 2 Why did the man think Rosa Parks would give him her seat? 3 Why do you think Martin Luther King was killed? 2 Complete the following sentences. 1 While Martin Luther King was growing up he saw ......................................................... 2 While Rosa Parks was travelling on a bus a man ......................................................... 3 At the time of Rosa Parks’ protest, Martin Luther King .................................................. 4 While the bus protest was happening, Martin Luther King ............................................ 5 At the time he was killed, Martin Luther King ................................................................ 3 Write a short passage about the kind of man you feel Martin Luther King was. Try to use some of the adjectives in the box. dedicated determined hard-working friendly helpful inspirational kind lovely patient talented Copyright © 2008 Pearson Education. All rights reserved.www.pearsonlongman.com/languageleader/ UNIT 2: READING TEACHER’S NOTES Aim: to provide practice in reading for gist and for detail; to give students further practice in using and understanding the combined use of past simple and past continuous tenses; to consolidate students’ understanding and use of personality adjectives given in the Course Book. This worksheet is designed to be used after Lesson 2.2. Time: 40 minutes maximum Materials: photocopies of the worksheet for each student 1 These are general gist questions to help develop students’ understanding of the text. Give them some time to read and answer individually before opening up the questions to class discussion. Answers: 1 He saw lots of differences between the lives of black and white people. Perhaps also the fact that he was a minister’s son gave him a sense of right and wrong through his religious beliefs. 2 Because the law said that she should. 3 Because some people, particularly white people, did not like his ideas and his actions in leading the civil rights movement. 2 This task will test students’ understanding of details in the text. It will also give further practice in differentiating the use of past simple and past continuous tenses, following the exercises in Unit 2 of the Course Book. Although for one or two of the questions there may be other possible answers, in terms of content, encourage students to focus on the answers that make past simple/past continuous combinations. When giving feedback, focus on the correct use of tense as well as the correct content to the answers. Answers: 1 While Martin Luther King was growing up he saw a lot of differences in the lives of black and white people. 2 While Rosa Parks was travelling on a bus a white man told her to give him her seat (and she refused). 3 At the time of Rosa Parks’ protest, Martin Luther King was serving as a minister in his father’s church. 4 While the bus protest was happening, Martin Luther King’s house was bombed and he was arrested (by the police). 5 At the time he was killed, Martin Luther King was leading a protest in Memphis. 3 As well as developing students’ understanding of the text, this exercise is aimed at encouraging them to practise using the target language from the vocabulary section in the Course Book. When giving feedback, focus on the appropriate use of these personality adjectives. If you ask students to compare their passages after writing, it could easily lead on to a discussion of their different or similar reactions to Martin Luther King, going on to how they feel about other significant political or historical figures. Copyright © 2008 Pearson Education. All rights reserved.www.pearsonlongman.com/languageleader/