5 Discovery

OPTIONS  CLIL p106

+ Exam Focus: Speaking p118
+ Exam Focus: Listening p119
+ Literature p100

Unit summary
Vocabulary
Discovery and invention: adapt, adaptation, become
extinct, extinction, create, creation, cure, design, develop,
development, discover, discovery, experiment, explore,
exploration, imagine, imagination, invent, invention, test
Life and the universe: alien, astronaut, death, disease,
Earth, gravity, humans, life, meteor, planet, space, species,
star, sun, threat, universe
Vocabulary PLUS: Noun suffixes
Grammar
Gerunds and infinitives
Conditionals, if and unless
Functional language
Giving opinions
21st Century Skills
Students take part in activities which help them learn
strategies for thinking about an idea from different
points of view (see 21st Century Skills, p.xxv).
Key Competences
1  (p.48) Through investigation of accidental inventions
and discoveries.
6  (pp.48, 52) Through evaluation of the usefulness of
different discoveries and inventions, and the discussion
of the suitability of questions for a science programme.
5  (pp.51, 53, 54, 55, 57) Through exchanging views in
pairwork discussions.
2  (pp.50, 52, 54, 56) Through instruction in and
practice of learning strategies and language subskills.
7  (pp.51, 53, 55) Through making deductions about
and identifying patterns in grammatical rules.
4  (pp.50, 57) Through working collaboratively to
discuss new inventions.
Go
• Read out the task and check that students understand
previous centuries.
• Brainstorm ideas as a class and write the names of the
inventions on the board. Encourage students to explain
what each invention is for as they mention it, e.g. the
telephone, which makes it possible for us to talk to people in
different places.
Exercise 1
• Read through the words in the box with the class and
check that students understand them.
• Students read the texts and complete them with the
correct words.
• Allow students time to compare their answers in pairs,
then check answers with the class.
• Make sure students understand all the blue words in the
texts. Model pronunciation of any words your students
might find difficult, e.g. cure, creating, extinct.
• Ask students which sentence in the Discovery stories they
think is false.
ANSWERS
1  electricity  ​2  radar  ​3  headaches  ​4  microchip  ​
5  capsule  ​6  life  ​7  drug  ​8  species
This sentence is false: ‘They also found the fossil of a
unicorn, which has become extinct.’ Unicorns don’t exist.
See page T49 for teaching notes on Exercises 2–5.

Vocabulary
Aims
• Learn vocabulary related to discovery and invention.
• Learn key phrases for talking about discoveries and
inventions.
• Develop the skill of finding facts online by researching
accidental inventions and discoveries.
• Practise talking about different discoveries and inventions.

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 Exercise 2 Exercise 5 Put it together
• Read through the table with the class. Elicit examples of • Allow students time to prepare their answers individually,
invent and invention to show the difference between the using the key phrases to structure their ideas.
verb and the noun, e.g. Guglielmo Marconi invented the first • Put students into pairs to ask and answer their questions.
radio. The invention of the radio changed communication • Ask some students to tell the class about a discovery or
for ever. Point out that with some words, such as cure, the invention they both think is important and why.
noun and verb forms are the same.
ANSWERS
• Put students into pairs to copy the table and complete it
Students’ own answers.
with the base form of each verb and the related noun.
• Allow students time to check their answers in a dictionary. Did you know?
• Check answers with the class. • Read out the information in the Did you know box and
ANSWERS check that students understand everything.
Verb (base form) Noun
• Explain that Coca-Cola was originally developed by the
American Colonel John Pemberton as a cure for morphine
invent invention addiction. Pemberton had been seriously wounded
design design during the American Civil War, and had become addicted
cure cure to morphine as a painkiller. His new drink was originally
create creation available only in pharmacies, but it proved so popular that
experiment experiment it was decided to make it more readily available.
imagine imagination • Ask: Do you know of any other accidental inventions or
explore exploration discoveries? Elicit a few possible answers.
adapt adaptation • If you have access to the internet, put students into pairs
develop development and ask them to find the information online as quickly as
test test possible. If you don’t have access to the internet, ask the
discover discovery students to research this for homework. You could discuss
become extinct extinction with the class what they should search for, e.g. ‘accidental
discoveries’, ‘accidental inventions’, or ‘discovered by accident’.
v Vocabulary presentation
Interactive task to present the vocabulary.
• Ask pairs in turn to share their information with the class,
and discuss which searches were the quickest and most
Exercise 3  e 5.1 Audio / Video script p.T000 productive, and which websites were the most helpful.
• Explain to students that they will see or hear four people ANSWERS
talking about different inventions or innovations. Elicit or Students’ own answers.
explain the difference between an invention (= something
completely new that someone creates) and an innovation Optional activity: Vocabulary
(= a new version of something, or a new way of doing • Write the following questions on the board, or dictate
something). them to the class:
• Read out the task, then play the video or audio for 1 How do you imagine life 100 years from now?
students to watch or listen and note down the inventions 2 Which disease would you most like to find a cure for?
and innovations. 3 Should we protect all animals so that they don’t
• Check answers with the class and ask: Which invention or become extinct?
innovation do you think is the best? Why? 4 What new machine would you most like to design?
ANSWERS 5 Would you like to explore space?
smartphone, bicycle, penicillin/antibiotics, cures or • Put students into pairs to discuss the questions, giving
vaccines for illnesses, dishwasher reasons for their answers.
(video only: cassette tape)
• Ask some pairs to tell the class what they agreed and
v Oxford iPack video disagreed about, and why.
Exercise 4 ANSWERS
• Read through the key phrases with the class and check Students’ own answers.
that students understand them all.
• Play the video or audio again for students to write the key Further practice
phrases they hear.   Vocabulary, Workbook p.40 
• Check answers with the class.   Vocabulary worksheets, Tests and Resources CD-ROM 

ANSWERS   Unit 5 wordlist, Workbook pp.000–000 

It’s hard to imagine life without …, I think someone needs   Vocabulary Booster 5, Workbook p.89 
to invent …, I can’t think of anything better than …, … is/
are at the top of my list. I think the thing we’d miss most
is …

Unit 5 T49

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 Reading
Aims
• Explore the topic of science further by reading a
presentation about biomimicry.
• Practise the transferable language subskill of guessing the
meaning of new words from their context.
• Brainstorm ideas for a new ‘zoobot’.
• Identify and practise the formation of nouns from verbs
and adjectives.
Go
• Read out the first question and elicit a few ideas from
individual students. Ask more questions if necessary to
help students think of ideas, e.g. What about in developing
new drugs? What about trying out new treatments? What
about organ transplants?
• Read out the second question and elicit the animals that
students can see on page 51.
ANSWERS
1 Students’ own answers.
2 kingfisher, pangolin, (box) fish, shark, bat, fish, lizard
Exercise 1  e 5.2
• Ask students to read the title of the presentation, then
focus on the pictures on page 51 and ask: What do you
think biomimicry is? Elicit a few ideas, and explain that it is
making things that copy the appearance or characteristics
of plants and animals.
• Pre-teach dragonfly, drone and ant.
• Play the audio of the first paragraph of the presentation.
Stop the audio and ask: Which picture matches this
paragraph? Elicit the answer (E).
• Play the rest of the audio. Students read and listen and
match the paragraphs to the pictures.
• Allow students time to compare their answers in pairs,
then check answers with the class. Discuss any paragraphs
that students found difficult to match to the pictures.
ANSWERS
E, A, C, B, D, F
Exercise 2
• Read through the task with the class, and ask students to
find the words in the text and read them in their context.
• Read through the phrases with the class and make sure
students understand them all.
• Ask students to find the first word (wing) again in the text
and encourage students to guess what it means, using
some of the phrases.
• Put students into pairs to discuss the meaning of the
remaining words.
• Discuss the answers with the class. Ask students which
words they found the easiest and most difficult to guess,
and why.
ANSWERS
Students’ own answers.
T50 Unit 5
Together TG4 U5 fast-track.indd 50
Exercise 3
• Students read the summary and complete it with
information from the text.
• Allow students time to compare their answers in pairs,
then check answers with the class.
ANSWERS
1  word  ​2  wings  ​3  shape  ​4  architects  ​
5  sports scientists  ​6  animals  ​7  machines  ​8  nature
Optional activity: Reading
• Write the following definitions on the board or dictate
them to the class:
1 the way something is built or made (slide 1)
2 difficult and involving lots of different parts (slide 2)
3 the way something feels when you touch it (slide 3)
4 able to bend easily (slide 4)
5 answers to problems (slide 5)
• Students find words in the text to match the definitions.
• Check answers with the class.
ANSWERS
1  structure  ​2  complex  ​3  texture  ​4  flexible  ​
5  solutions
Exercise 4 Put it together
• Read out the task and the example dialogue.
• Point out to students that it is probably better to think
about what you want your machine to do first, then think
about what inspiration you could take from animals that
can do this well.
• With weaker classes, you could brainstorm a few ideas
with the class first.
• Put students into small groups to design their zoobot.
Encourage them to produce a drawing of their machine,
and an explanation of what it can do.
• Ask groups in turn to present their zoobots to the class.
Encourage other students to ask questions to find out
more information about each zoobot.
• You could hold a class vote for the best zoobot.
ANSWERS
Students’ own answers.
See page T51 for teaching notes on Exercises 5 and 6.
14/02/2017 17:07
 Vocabulary PLUS Exercise 1
• Refer students to the heading in the Vocabulary PLUS box. • Read out the first rule and ask: Which sentence a–f uses a
Explain that we can form nouns from adjectives and verbs gerund as the subject? Elicit the answer (b).
by adding a suffix. Elicit some examples of each, and elicit • Students read the rest of the rules and match them to the
the noun suffixes that we use, e.g. happy – happiness, examples.
able – ability, examine – examination, enjoy – enjoyment. • Check answers with the class.
Exercise 5 ANSWERS
• Read through the list of adjectives and verbs with the 1  b  ​2  a  ​3  f  ​4  d  ​5  e  ​6  c
class, and make sure students understand them all.
Exercise 2
• Students find the nouns in the texts on pages 48, 49
and 50.
• Read out the example answer and identify which rule
from exercise 1 it follows (rule 5). With weaker classes, do
• Check answers with the class. another example with the class.
ANSWERS • Students then complete the sentences with the correct
1  electricity  ​2  development  ​3  flexibility  ​ verb forms. Ask them to note down for each sentence
4  inspiration  ​5  imitation  ​6  protection which rule explains their answer.
Exercise 6 • Check answers with the class.
• Read through the words with the class and make sure ANSWERS
students understand them all. 1 Seeing (rule 1)
• Students add suffixes to make nouns from the words. 2 driving, cycling (rule 3)
3 to go, to see (rule 4)
• They can compare their answers in pairs, then check their
4 being (rule 2)
answers in a dictionary.
5 to be (rule 6), finding out (rule 3)
• Check answers with the class.
ANSWERS Exercise 3 Put it together
1  creativity  ​2  humanity  ​3  improvement  ​ • Read through the blue phrases in exercise 2 with the class
4  innovation  ​5  measurement  ​6  mobility  ​ and make sure students understand them all.
7  movement  ​8  prediction • Allow students time to prepare their ideas.
• Put students into pairs to talk about their own ideas and
Further practice aspirations.
  Reading, Workbook p.41 
• Ask some students to tell the class something they
  CLIL 5, Student’s Book p.106  learned about their partner.
ANSWERS
Language Focus Students’ own answers.

Aims Further practice

• Learn how to use gerunds and infinitives, and learn how   Grammar reference, Student’s Book p.131 
to use these patterns to talk about your aspirations.   Language Focus, Workbook p.42 
• Develop skills for deducing grammar rules using examples   Grammar Reference and Practice, Workbook pp.104–105 
from the text.   Language Focus worksheets, Tests and Resources CD-ROM 
• Practise talking about your own aspirations using gerunds
and infinitives.
v Grammar animation: Gerunds and infinitives

Warm-up
• Ask: Can you remember how the presenter began and
ended the presentation on page 50?
• Refer students back to the text on page 50 to check. Read
out the first and last sentences of the presentation: Today,
I’d like to give a short presentation on biomimicry. Thank you
for listening.
• Ask students to identify an infinitive and a gerund in the
sentences (to give, listening).
• Explain to students that they are going to learn more
about gerunds and infinitives now.

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 Vocabulary and Listening
Aims
• Learn vocabulary related to life and the universe.
• Practise the transferable language subskill of predicting
the content of a listening task before you listen.
• Learn and practise the different ways to pronounce the
letters ea.
• Practise asking and answering questions about life and
the universe.
Go
• Read out the question and elicit answers. With stronger
classes, you could do this as a race, allowing students
to use their dictionaries or smartphones to find the
information.
• You could teach the names of all the planets in English:
Earth, Mars, Venus, Mercury, Jupiter, Saturn, Uranus,
Neptune.
Exercise 1
• Read out the task and check that students understand
cognates.
• Ask students to read the What if … ? live chat and check
the meaning of the words in blue.
• Discuss the meaning of the words and discuss which ones
are cognates in the students’ own language.
ANSWERS
Students’ own answers.
v Vocabulary presentation
Interactive task to present the vocabulary.
Exercise 2
• Explain to students that it can help them to understand
spoken English better if they think about it before they
listen and try to predict what they might hear.
• Put students into pairs to read questions a–g again and
think about which ones they can answer.
• Elicit some possible answers from students, but don’t
confirm them.
ANSWERS
Students’ own answers.
Exercise 3  e 5.3 Audio script p.T000
• Read out the task and make sure students understand
that they should listen to hear which questions are
answered, and if any of their answers are mentioned. Point
out to students that they shouldn’t worry at this stage if
they don’t understand every word.
• Play the audio for students to listen and answer the
questions.
• Check answers with the class, and ask individual students
which of their answers were mentioned.
ANSWERS
The experts answer questions a, b, d and e.
Exercise 4
• Allow students time to read through the sentences.
• Check that students understand per cent, and check they
know how to say decimals, e.g. 5.4 (five point four).
T52 Unit 5
Together TG4 U5 fast-track.indd 52
• Play the audio again. Students listen and complete the
sentences.
• With stronger classes, students could complete the
sentences from memory, then listen again to check.
• Check answers with the class.
ANSWERS
1  30%  ​2  vacuum  ​3  International Space Station   ​
4  4.6 million   ​5  65,000  ​6  Cows, 20
Exercise 5  e 5.4 Pronunciation The letters ea
• Remind students that in English there is no fixed way of
pronouncing individual letters or groups of letters. As an
example, you could write on the board: We were here, and
elicit that were and here are spelled in a similar way but
pronounced in different ways.
• Put students into pairs to look at the words in the box
and think about how to pronounce them. Point out that
all the words have the letters ea but they are pronounced
differently.
• Play the audio, pausing after each word for students to
repeat. Students listen and decide which two words are
pronounced in a similar way.
• Check the answer with the class, then play the audio
again for students to repeat again.
• You could elicit some more words with ea and discuss
how they are pronounced, e.g. hear, bear, earn, heat.
ANSWER
death and threat
Optional activity: Vocabulary
• To practise the vocabulary, say: This is what keeps you on
the ground. Elicit the word (gravity).
• Put students into pairs and ask them to write three
more clues for the blue words in the text.
• Ask students to close their books, then put pairs
together into groups of four to read their clues to each
other and guess the words. See which pairs guessed all
the words correctly.
Exercise 6 Put it together
• Put students into pairs to write as many questions as they
can using the blue words. You could set a time limit, to
make it competitive.
• Put students into small groups to compare their questions
and choose the two they would most like to send to a
science programme.
• Ask groups in turn to read their questions to the class and
explain why they would like to send these questions.
• Write all the questions on the board and discuss as a class
which questions students would most like to send to a
science programme and why.
ANSWERS
Students’ own answers.
Further practice
  Vocabulary, Workbook p.43 
  Pronunciation bank, Workbook p.115 
  Vocabulary worksheets, Tests and Resources CD-ROM 
  Unit 5 wordlist, Workbook pp.000–000 
  Exam Focus 5 Listening, Student’s Book p.119 
14/02/2017 17:07
 Language Focus
Aims
• Learn how to use conditionals with if and unless.
• Discover and apply the form and use of the target
language.
• Practise talking about possible and hypothetical situations
using the new grammatical structures.
v Grammar animation: Conditionals, if and
unless
Warm-up
• Ask: If a coin fell on you from a skyscraper, what would
happen? Write the question on the board and see if
students can remember the answer and the reason (it
wouldn’t kill you because it is flat and small, so it would fall
quite slowly).
• Elicit or explain that this is a hypothetical situation because
we are imagining it, and elicit that the question uses the
second conditional with if.
Exercise 1
• Students work in pairs to study the sentences and match
them to the types of conditional.
• Check answers with the class, then ask students to
translate the sentences into their own language, to check
understanding.
ANSWERS
a  first  ​b  second  ​c  zero  ​d  third
Exercise 2
• Students copy the table into their notebooks and
complete it with the correct words.
• Allow students time to compare their answers in pairs,
then check answers with the class.
ANSWERS
1  present  ​2  will  ​3  past  ​4  past perfect   ​
5  would have
Exercise 3
• Students read the visitor’s guide to Earth and choose the
correct verb forms to complete the conditionals.
• Check answers with the class, eliciting which type of
conditional each sentence is.
ANSWERS
1  eat  ​2  won’t  ​3  burns  ​4  shared  ​5  grows  ​
6  they’ll  ​7  you’d come   ​8  you’d
Exercise 4
• Read through the Take note box with the class and make
sure they understand that unless means the same as if
+ not.
• Read out the first sentence and elicit how it can be
rewritten using unless.
• Read out sentence 4 and elicit how it can be rewritten
using if.
• Students rewrite the sentences.
• Allow students time to compare their answers in pairs,
then check answers with the class.
Together TG4 U5 fast-track.indd 53
ANSWERS
1 You won’t see that star unless you use a telescope.
2 Unless we experiment, things won’t change.
3 We won’t discover new species unless we explore.
4 Our bodies won’t be strong if there isn’t gravity.
5 If you don’t design something better, we’ll use this.
6 We won’t invite aliens here if they’re not interesting.
Exercise 5
• Read out the instructions, and elicit that we use third
conditional sentences to talk about hypothetical
situations that didn’t happen in the past.
• Read out the example answer. Students then write the
third conditional sentences.
• Check answers with the class.
ANSWERS
1 If my grandad hadn’t bought a lottery ticket, he
wouldn’t have won €5,000.
2 If I had studied my science textbook, I would have
passed the exam.
3 If they had had antibiotics in the past, diseases wouldn’t
have killed millions of people.
4 If Da Vinci hadn’t written in code, people would have
understood his documents.
Exercise 6 Put it together
• Read out the first question prompt and elicit the correct
verb form.
• Ask students to complete the questions.
• Check these answers, and check that students understand
all the questions. Then ask students to write their answers,
giving reasons.
• Put students into pairs to ask and answer the questions.
• Ask some students to tell the class which of their partner’s
answers were similar to theirs, and which were very
different.
ANSWERS
1 were  ​
2 would you miss  ​
3 wouldn’t you save  ​
4 had given  ​
5 would your life have been/would your life be  ​
6 will you go
Students’ own answers
Further practice
  Grammar reference, Student’s Book p.131 
  Language Focus, Workbook p.44 
  Grammar Reference and Practice, Workbook pp.104–105 
  Language Focus worksheets, Tests and Resources CD-ROM 
Unit 5 T53
14/02/2017 17:07
 Speaking
Aims
• Develop the subskill of using a range of different phrases
to avoid repetition when giving opinions.
• Learn key phrases for giving opinions.
• Practise discussing topics and expressing your opinion in
different ways.
Go
• Ask the question to the whole class and elicit some
answers.
• If students are struggling for ideas, ask more questions
to start them thinking, e.g. What would it be like in space?
What would you see? How would you feel taking off? Would
you feel safe so far away from Earth?
Exercise 1
• Focus on the photo and elicit the words astronaut
and moon.
• Read out the task, then ask students to read the
comments and decide which are in favour of space
exploration and which are against.
• Check answers with the class.
• Ask: Which comment do you agree with most? Why? Elicit a
range of answers.
ANSWERS
Comments 2 and 3 are in favour of space exploration,
sentences 1 and 4 are against.
Exercise 2  e 5.5 Audio / Video script p.T000
• Explain to students that they will watch or listen to
someone talking about space exploration.
• Allow students time to read through the options.
• Play the video or audio. Students watch or listen and
choose the correct option.
• Check the answer with the class, encouraging students to
say why it is the correct option, and why the other options
are wrong.
ANSWER
c
v Oxford iPack video
Exercise 3
• Read through the key phrases with the class and check
that students understand them all. Model pronunciation
of doubt.
• Play the video or audio again and ask students to watch or
listen and note down the key phrases that Sam uses.
• Check answers with the class.
ANSWERS
He uses: (don’t) believe that, In my opinion …, I doubt
that …, There’s no doubt in my mind that …, As far as I can
see, … and When you think about it, …
T54 Unit 5
Together TG4 U5 fast-track.indd 54
Optional activity: Speaking
• Ask students to write three opinions of their own about
space travel, using the key phrases.
• Put students into pairs to compare their opinions and
discuss whether they agree or disagree.
• Ask some students to tell the class what they agreed
and disagreed about.
Exercise 4 Put it together
• Explain to students that they are going to record
themselves expressing their own opinions on a different
topic.
• Read out the task with the class and make sure students
understand it.
• Read through the words in the box with the class and
make sure students understand them all. Elicit a few
opinions for and against the use of animals in research,
using the words in the box, e.g. There are alternatives
scientists could use. Using animals is cruel.
• Students think about their own opinions and make notes
on their ideas.
• Remind students to use a range of different phrases for
expressing their opinions. Allow them time to look back at
the key phrases and plan how they are going to express
their opinions. They can then record their opinions, using
their phones. Students could do this for homework if they
don’t have their phones with them, or could work in pairs
and practise saying their opinion to a partner.
• Encourage students to look at their recording and decide
what they can improve. Alternatively, students could
share their recordings in small groups and give each other
feedback on what they could improve.
• Discuss with the class what students learned from this
activity.
ANSWERS
Students’ own answers.
Further practice
  Speaking, Workbook p.45 
  Exam Focus 5 Speaking, Student’s Book p.118 
  Communication worksheets, Tests and Resources CD-ROM 
  Key phrases for speaking, Student’s Book p.126 
14/02/2017 17:07
 Writing
Aims
• Develop linguistic competence in linking ideas to show
reason and cause.
• Learn key phrases for explaining a point of view.
• Develop the skill of presenting opinions about a topic in a
structured way.
Go
• Read out the question and elicit a range of answers from
individual students. Encourage them to give reasons for
their answers.
• If students are struggling for ideas, ask more questions
to prompt them, e.g. What can scientists learn from going
into space? What might they find in space that could help
us on Earth? How much do governments spend on space
exploration? What other things could they spend this money
on, if they didn’t spend it on space exploration?
Exercise 1
• Students read the essay, then read the questions and
answer them.
• Check answers with the class, and discuss which opinions
in the essay students agree and disagree with.
• Focus on the conditional sentences in the essay, and ask
students to identify which type they are.
ANSWERS
1 three
2 Students’ own answers.
3 Unless we send astronauts and satellites to space, we
won’t learn more about the universe. (First conditional);
In my opinion, these items would not have been
created if NASA had not spent time and money
developing them. (Third conditional); If we needed to
leave Earth due to a terrible war or an epidemic, for
example, space would be a good place to go. (Second
conditional)
Exercise 2
• Students find the key phrases in the text and match them
with the meanings.
• Check answers with the class, and make sure students
understand all the key phrases.
ANSWERS
1 I am definitely in favour of …, It is my opinion that …
2 However, …
3 In the first place, Furthermore, Finally, In summary,
Together TG4 U5 fast-track.indd 55
Language point: because (of), due to
Exercise 3
• Read out the example sentences with because (of ) and
due to in the essay. Elicit that they all introduce a reason or
cause.
• Elicit that because is followed by a clause: it’s important
because scientists have discovered … . Elicit that because of
and due to are both followed by a noun: because of space
exploration, due to a terrible war.
• To check understanding, ask students to translate the
examples with because (of ) and due to into their own
language.
• Students then read the sentences and choose the correct
words to complete them.
• Check answers with the class.
ANSWERS
1  due  ​2  because  ​3  because  ​4  because of
Exercise 4 Put it together
• Read the task with the class, and explain that in this
writing task students should present their own opinions in
a structured way.
• Students answer the ‘Think and plan’ questions and plan
their essay.
• Read through the paragraph structure with the class.
Students then write their essay. This can be set for
homework.
• Remind students to use some of the key phrases, and
remind them to check their grammar and spelling
carefully.
v Unit 5 Game
Further practice
  Writing, Workbook p.46 
  Writing booster, Workbook p.121 
  Review, Workbook p.47 
  Unit 5 challenge, Workbook p.82 
  Vocabulary booster, Workbook p.000 
  Unit 5 test, Tests and Resources CD-ROM 
Unit 5 T55
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 21st Century Skills: Problem Exercise 3 Reflect
• Read through the information in the Reflect box with
solving the class. Check that students understand evaluate and
different points of view.
Introduction • Read out Damon’s comment again and ask: Which colour
Problem solving refers to finding creative ways of hat is this? Elicit the answer (red).
overcoming difficulties and improving situations. It involves • Ask students to read the remaining comments and decide
considering different aspects of a problem, including facts, which colour each one is.
feelings and emotions and different possible solutions,
then choosing the best way forward. The skills required for
• Check answers with the class.
problem solving include being able to think in a logical way ANSWERS
to weigh up facts, being able to listen to other people and Damon – red, Erica100 – yellow, User930 – black,
see multiple viewpoints, and being able to think creatively. Kris – green
The aim of this lesson is to help students practise problem
solving skills in a situation that will be familiar to them. They
reflect on the positive and negative aspects of a situation,
then role-play a discussion in which they represent different
points of view. They discuss the situation and come up with
a solution that is acceptable to everyone. Problem solving
is important on a personal level, to help students become
more able to make important decisions in their own lives.
It will be useful to students not only in their school life, but
also outside the classroom and in their future professional
lives.

Aims
• Learn that problems arise in all areas of life, and problem
solving skills can be used to find solutions.
• Learn the practical steps necessary for problem solving.
• Develop the transferable skill of problem solving through
practising it with classmates in a controlled situation.
• Evaluate personal performance in terms of the
knowledge, skills and attitude used to complete the tasks
in this lesson.
• Recycle vocabulary and language learned in Unit 5.

Exercise 1 What’s up?

• Ask students to look at the photo. Ask: What’s the person
doing? Why? Elicit a few ideas.
• Ask students to read the school blog and answer the
questions.
• Check answers with the class.
ANSWERS
1 a wristband with a microchip
2 to reduce paper, so that teachers can easily access
student information, to see where students are
3 students at the school, teachers / school staff

Exercise 2 Get involved

• Put students into pairs to read the comments and match
them to the explanations 1–4.
• Check answers with the class, and ask: Can you think of any
other positive or negative aspects of the programme? How
else could it be improved?
ANSWERS
1  Erica100  ​2  User930  ​3  Kris  ​4  Damon

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 Exercise 4 Get thinking
• Read out the task, and allow students time to read the
notice about the pedal-powered school.
• Read through the questions with the class, then put
students into groups of three. Explain that they should
discuss the questions using the white hat only. Elicit that
this means they must only discuss facts, not positive or
negative aspects, not emotional responses, and without
making suggestions for improvements.
• Students work in their groups to discuss the proposal. Ask
them to make notes on their discussions.
• Discuss the answers to the four questions with the class.
If students make any points that are not to do with facts,
ask: Is this a white hat point, or does it belong with a different
hat? Which hat does it belong with?
• Discuss with students how easy they found it to just stick
to the facts and not express their opinions or respond
emotionally.
ANSWERS
1 To have bike-desks in the classrooms.
2 Next month.
3 To provide electricity for different appliances.
4 Students, and everyone in the school who uses the
appliances.
Exercise 6 How did you do?
• Allow students time to copy the statements into their
notebooks and evaluate their own performance.
• Ask students what they think they have learned from this
lesson.
Discussion
• Ask: In what other situations could you use different
thinking hats?
• Brainstorm some ideas with the class, and discuss different
situations in which it would be useful to use different
thinking hats.
• If students are struggling for ideas, ask more questions to
help them, e.g. What about discussions with parents about
rules at home? What about discussions about where a new
youth club should be? What about new school rules such as
banning smartphones at school?
• Encourage students to understand that problem solving is
something that needs to be considered in many different
situations. Reinforce the idea that problem solving
involves finding the best compromise in situations, so
that everyone feels that they have been listened to and a
solution is found that everyone can accept.

Exercise 5 Put it together

Step 1
• Put students into groups of three and ask groups to
choose which colour hat they want to be. You might have
to allocate hats to some groups, to ensure a spread of
colours across the class.
Step 2
• In their groups, students discuss the idea of the pedal-
powered school from their point of view, using the
questions in the hat to help them. Encourage them to
be disciplined within their groups, and not to let other
points of view creep into their discussions. Monitor and
help while they are working, and help them to see if their
discussion is moving away from their ‘hat’ towards other
‘hats’.
Step 3
• Ask students in their groups to write two or three
sentences to summarize their thoughts, from their point
of view.
Step 4
• Ask each group in turn to present their ideas to the class,
starting with the positive and negative aspects of the
problem, then the emotional responses and finally the
suggestions. You could draw different coloured hats
on the board and make notes of students’ ideas next to
each hat.
• Discuss as a class whether the suggestions proposed take
account of all the different points of view. Ask if students
could improve on the suggestions now that they have
heard all the points of view.

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 CLIL 5
Aims
• Explore the topic of biology and discoveries further by
reading a text about vaccines.
• Develop an awareness of the wider issues surrounding
diseases and vaccination by discussing the issues raised in
the text.
• Practise talking about vaccinations by discussing
vaccination policies in your country.
Go
• Ask the questions to the class and elicit some possible
answers. If students are struggling for ideas, explain
that vaccines are medicines that are given to people to
prevent them from catching certain diseases.
Exercise 1  e 5.6 Audio script p.T000
• Read out the three possible answers and check that
students understand them all.
• Play the audio. Students read and listen to the text and
choose the correct answer.
• Check the answer with the class and ask: How do you
know? Elicit that the text explains the topic in a simple
way, so is suitable for students. Elicit that it gives too much
detailed information for a public information leaflet, but
it is written in everyday language, so is not a scientific
report.
ANSWER
a
Exercise 4 Put it together
• Read through the questions with the class and check that
students understand compulsory.
• Put students into pairs to discuss the questions and make
notes on their answers.
• Elicit a list of the diseases mentioned in the text from the
class and make sure students understand them all.
• Elicit what vaccinations are compulsory in the students’
country and when they have them.
ANSWERS
Students’ own answers.
Optional activity: Speaking
• Say: Some schools want to ban students who have not
had some vaccinations. Is this a good idea?
• Put students into small groups to discuss the question.
Encourage them to use the techniques they used
in the 21st Century Skills lesson on problem solving
to see different points of view and think of the best
compromise.
• Ask groups in turn to tell the class about their
discussions. Discuss as a class the best compromise
solution.
Further practice
  CLIL 5, Tests and Resources CD-ROM 

Exercise 2
• Remind students of the skill they practised on the Reading
page, of guessing the meaning of new words from their
context.
• Read through the definitions with the class and make sure
students understand everything.
• Ask students to find the blue words in the text and read
them in context, then match the definitions with the blue
words.
• Check answers with the class.
ANSWERS
1  toxins  ​2  attenuated  ​3  eradicated  ​4  deadly  ​
5  antibodies  ​6  orally

Exercise 3
• Students read the article again and answer the questions.
• Allow students time to compare their answers in pairs,
then check answers with the class.
SUGGESTED ANSWERS
1 smallpox  ​
2 dead or weakened polio virus/pathogen
3 by injection or orally  
4 white blood cells  ​
5 bacteria toxins  ​
6 people who live in or travel to parts of the world where
there is yellow fever

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 Exam Focus 5
Aims
• Develop effective learning strategies for dealing with the
photo description part of a speaking exam.
• Practise doing a photo description speaking task.
Speaking: Photo description
Exercise 1
• Focus on Task A and elicit that there are two photos. Elicit
or explain that in this task, students work in pairs, and
each student has to describe one of the photos.
• Read through the key phrases with the class and make
sure students understand them all.
• Students write two sentences that they could use about
one of the photos in Task A.
• Allow students time to compare their answers in pairs,
then ask some students to read their sentences to the
class.
Exercise 4
• Remind students to use the key phrases when they
describe their photo.
• Students then work in pairs to describe their photos.
• Monitor while students are working, and note down
issues to discuss later.
• Ask some students to describe their photo for the class.
• Correct any typical errors you noticed in a short feedback
session at the end.
Optional activity: Photo description
• For extra practice, students could work in their pairs
and complete Task A.

Exercise 2  e 5.7 Audio / Video script p.T000

• Read through the table with the class and make sure
students understand the words location and mood.
• Ask students to copy the table into their notebooks.
• Play the video or audio for students to watch or listen and
complete the table with the correct information.
• Check answers with the class, playing the video or audio
again if necessary for students to hear the answers.
ANSWERS
Location school cafeteria, lunchtime
People girl and boy, about 15 years old, wearing
blue T-shirts, school uniform
girl: blonde, curly hair
boy: short, dark hair and dark eyes
Action sitting at a table, eating lunch
girl: eating an apple, smiling
boy: eating vegetables and meat
Mood happy: the girl is smiling and they are
having a break from lessons

Exercise 3
• Put students into pairs and ask them to decide in their
pairs which one of the photos in Task B they will each
describe.
• Read out the tip and check that students understand
everything.
• Ask students to copy the table from exercise 2 into their
notebooks and plan their ideas for the photo they are
going to describe.
• Ask some students to share their ideas with the class.
• With weaker classes, you could copy the table onto the
board for each of the photos in Task B, then brainstorm
ideas as a class and make notes on the board.

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 Exam Focus 5
Aims
• Develop effective learning strategies for dealing with
multiple-choice listening questions by following the three
steps given.
• Practise answering a multiple-choice listening task.
Listening: Multiple-choice
Exercise 1
• Focus on the task and elicit that for each question there
are three possible answers.
• Read out the tip and check that students understand
everything. Elicit that students will hear the audio twice.
Exercise 3  e 5.8 Audio script p.T000
• Play the audio for students to listen and choose the
correct answers.
• Allow students time to compare their answers in pairs.
• Don’t check answers at this stage.
Exercise 4
• Play the audio again for students to check and complete
their answers.
• Check answers with the class.
ANSWERS
1  C  2  B  3  C  4  A  5  A  6  B

Exercise 2
• Read the exam task with the class and make sure students
understand that they will hear an interview with an
engineer at a space exploration agency.
• Read out the first point in the tip again, then ask students
to read the questions and multiple-choice options
carefully. Ask: Which question asks about an opinion?
(question 6).
• Read out the second point in the tip again. Read out
the first question in the listening task and the options,
and elicit the key words (first space tourists; training –
professional astronauts; leisure time – trip; work – space
station).
• Ask students to identify the key words in the remaining
questions and options, and write them in their notebooks.
They can compare their ideas in pairs.
ANSWERS
1 first tourists
A training, professional, astronauts
B plenty of leisure time
C took part, work, space station
2 price, cheapest, ticket
3 expect, will happen, cost
A future, price, similar, flying by plane
B years, before, most people, can afford
C tickets, will get, less expensive
4 alternative, experiences
A only open, people who can afford
B only available, special training
C disappointing, compared, real life
5 biggest disadvantage, space tourism
A dangerous
B bad, environment
C expensive
6 Mike
A doesn’t believe, space tourism, become reality, his
lifetime
B feels confident, future, space tourism
C impossible to say, space tourism, succeed

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