2nd Edition

4 Teaching Notes 2

Vocabulary – Page 46, Exercise 1 and communication, scaffolding whenever

Taking a socio-cultural approach to dealing necessary. In this particular section, you may
with Specific Learning Conditions, we often use use different strategies to facilitate the work.
the term ‘scaffolding’. We should bear in mind In the first place, those students who usually
that this strategy is based on the fact that the need to read a text several times to grasp
activities should be pitched at the right level, meaning, those who have specific reading
the scaffolder must access the student’s level difficulties and those who are weak in general
of understanding. However, when all teachers may read the website at home, focusing just
work as a team trying to develop each student’s on Exercise 1. Secondly, geocaching is not a
potential, the scaffolding will gradually aim at typical activity in many countries, so it may be
more autonomy and will be pitched higher. This difficult for some students to grasp the real
strategy is based on some interesting principles: meaning of the text, even if they understand
engage, demonstrate, reduce, control frustration the vocabulary. Watching a video or visiting
and offer feedback. These principles needn’t specialized websites may help. It will give the
be taken into account just when dealing with class a more concrete idea of what geocaching
Specific Learning Conditions; they are actually is. These are a few examples:
effective in all teaching situations.
https://www.youtube.com/watch?v=OW9bi5_b-
In this particular activity, to engage students,
Wc
you may show them some interesting photos
of places they know or have heard of, such as https://www.gagb.org.uk/getting-started.
a mountain or local beaches. You may listen to php#gsc.tab=0
those students who can tell anecdotes related
to their experiences in those places and only After reading the website for gist and watching
then start Exercise 1, remembering you should a video, you may move on to Exercise 2. If you
go step by step, teaching a few words at a time, work orally and discuss the answers, eliciting
making sure the whole class understands. as much as possible, you will be fostering
In order to control frustration, you should natural communication, as you help those who
elicit examples to give different learners the may find it hard to interact.
opportunity to use the new vocabulary. Ideally, One last aspect that we need to highlight is the
you ought to elicit sentences from stronger fact that in the first two exercises, correction
students first but you should always make a or language mistakes should be kept to a
point of inviting weaker ones to participate as minimum so as to promote confidence rather
well. To grade the work, you may use the SEN than frustration.
accommodation provided (see pages 40 & 41).
Grammar – Page 48
Reading – Page 47, Exercises 1 & 2
It is important to bear in mind that very poor
When we decide to work respecting inclusivity, memory is a frequent issue for a number of
we should bear in mind that the concept doesn’t students. This may be due to several factors.
just refer to Specific Learning Difficulties. It also They may lack comprehension and thus fail to
includes students who are being bullied, those record the new information or they may fail to
who are undergoing a period of depression, link what they have just learnt to their previous
those who are very anxious or have emotional or knowledge. They may even have a physical
social difficulties, to mention but a few. condition. Whatever the cause is, you may teach
Another interesting fact we should take into them to use visualization techniques – closing
account is that – as Lev Vygotsky thought – their eyes and visualizing a sentence and an
development is determined by language, and image that represents it – to draw their own
we know that listening, writing and speaking summaries and to offer enough opportunities
are very much shaped by how we think, the for practice and consolidation, but above all,
same as reading comprehension. In practical you should follow one basic principle: teach one
terms, what we have just described implies thing at a time. To do this, you may use the SEN
that we should encourage understanding accommodation provided (see pages 42–44).

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4 Teaching Notes 2

Listening – Page 49 done through visual materials, either photos or

Apart from having students with reading and videos like the ones in these websites.
writing difficulties, we may have one or two https://www.youtube.com/watch?v=OHrFo0a3ayM
with hearing impairment of varying severity.
Deafness may be classified as mild, moderate https://www.youtube.com/watch?v=XRjxobfJNrk
or profound.
Students whose hearing capacity is a little If you find the video complex, you may just use
bit reduced should sit near the computer or the images on the page to explain what we can
the loudspeakers through which the audio is see or do in a place like Thula Thula Reserve,
reproduced. More serious cases, however, may bearing in mind that it is not easy for most of
need another type of scaffolding: basically, the the students to get a mental picture of ‘a room
teacher reading the text to them. If that is the with a veranda looking on to the African bush’,
case, they should sit right in front of you to be for example. If you manage to achieve this, the
able to watch your lip movement as you read work is simplified and everything is likely to
slowly, articulating carefully. become more meaningful.
It is important to highlight that students with Another way of catering for this inclusive
hearing loss that is not treated in the early form of mixed-ability is to invite some strong
stages may experience great frustration and students in advance to prepare a presentation
embarrassment. However, with appropriate about this. This is an excellent way of engaging
support, they may develop other skills in such the ones who often feel left aside when we pay
a way that they will succeed in interacting too much attention to weaker learners.
with peers and teachers. In all these cases, it Some of the words / phrases that will probably
is advisable to work with visual material, to need explanations are these: admire the
remember that these students should sit near scenery, private operators, protect them against
us and next to a good buddie. Besides, it is poachers, an anti-poaching team, an all-
essential to find out as much as possible about inclusive package
them and their difficulty. Even if they have not
been treated, knowing what they can / can’t Grammar – Page 51, Exercises 1 & 2
do, what facilitates their learning and what We know how important games are. They
makes them feel comfortable should be our can help students develop their cognitive
starting point. and social skills since they foster students’
creativity and improve their concentration.
Reading – Page 50 As teachers, we can very easily transform a
Although strong students should be able to traditional grammar activity into a game. We
guess the meaning of most of the new words may, for example, divide the class into two and
in this text from context, you are likely to through oral correction we give a point to each
have several other students who won’t. Not team that gives a right answer.
only will they find the text hard but they will You may give the class three or four minutes
probably interrupt and complain about not to read the sentences and think of the
understanding it. If you stop and explain each answers. Then, to make the game inclusive,
word, the value of gist reading is lost. However, you should make sure weaker learners have
these needs should be catered for. One way of their chance even if it means waiting for a
doing it is through pre teaching. few seconds. Clearly, however, this should not
You may refer the class to four or five key affect the pace of the lesson. If you want to
unknown words and guide them to guess add movement, which is another aspect of
meaning from context using traditional classroom dynamics, you may invite different
techniques for the teaching of vocabulary: students out to the board and ask them to
definition or hyponymy, for example. Whatever write the answers. Finally, you may consider
technique you use, it would be advisable to giving students half a point if their mistake
make the context more realistic, to bring the is not so important. This will keep their
context nearer your students’ reality. This is motivation up and will avoid frustration.

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4 Teaching Notes 2

Build your skills: Reading & Listening – to participate, you may revise mind + -ing and
Page 52, Exercise 1 pre teach I’d rather. We usually teach from
the context, but if we choose to use the video
Students with Specific Learning Conditions for anticipation, pre teaching may be a way
often become frustrated because they perceive of facilitating understanding. When students
themselves as incompetent in different come to class and do Exercise 3, they will find
academic areas. This is often the result of the structures again, which will help them
failure throughout school years. Clearly, when internalize them.
they get to high school, they lack motivation
and interest. They seem to be reluctant to read, Build your skills: Writing – Page 54, Exercise 3
write or speak, but actually they fear failure
and embarrassment. This gives us an important Practice makes perfect and students with
hint. If you want to help them, you have to Specific Learning Conditions need more
help them deal with that fear. You ought to and more varied practice than the rest.
target your questions, give them more time, Remembering the order of adjectives looks
anticipate work or scaffold their learning so simple but it involves a mental process that
as to allow them to get a sense of confidence, not every student is ready for. You need to
being aware that it is motivation that leads to facilitate it. As they do Exercise 1, you may
engagement; therefore, it is motivation that have the class, underline the key words in the
you need to seek. answer to each question, eg:
The one-million-dollar question is then how? How many tourists visit Greece?
There is no straightforward answer, but we all A lot.
know that there are strategies. You may start This will help the class focus on key words.
by showing the class a video and then, before Then, when you get to Exercise 3 and ask
going on to the text, play a game using a digital the class to complete the table, you should
resource, something like Kahoot or the wheel practise adjective order orally. If you don’t,
decide in Wordwall. Another option is to allow they are likely to forget easily. To help them
students themselves – even the weakest ones – remember, you may have them associate
to look for videos, create their own Kahoots certain adjectives with places that are
and share them. Once their motivation has meaningful to them. You may invite them,
been triggered and they have become engaged, for example, to use the adjectives given to
you can move on to the exercises in the book. describe their favourite city, their favourite
In this particular exercise, another aspect seaside resort or the place of their dreams.
you ought to be aware of is the fact that it This will make the activity more relevant. If
is advisable to go beyond gist reading. You possible, it would be ideal to ask them to bring
should try to make the most of the text photos of these places if they have been there.
before moving on to Exercise 2. You may play Personalization matters! Finally, you ought
an oral True or False exercise, for example, to focus on process writing. Once they have
focusing on vocabulary in order to guarantee chosen the country or natural wonder, you can
comprehension in the exercise that is to come. ask them to write the adjective chains they
will use and discuss them orally before they
Build your skills: Listening & Speaking – actually set to the task.
Page 53, Exercise 3
Progress check – Page 55
It is worth pointing out that videos should be
used for the flipped classroom, at least with You may use the SEN accommodation provided
weaker learners so that they have the chance for the Progress check (see pages 45–47) if you
to anticipate work. Furthermore, considering have students who need more time or require
that students need to feel confident in order extra help.

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4 Vocabulary – Page 46, Exercise 1

1 Look at the article. Name the seven natural wonders. Then listen and repeat the
words in blue.

What are the SEVEN NATURAL

WONDERS of the World?
Our readers chose these places!
a
1) Mount Everest, border of China and Nepal
You can make a trek to the base of this high mountain. Only
experienced climbers can reach the top. It’s 8,848 m high!

2) Victoria Falls, Africa b

These impressive waterfalls are about 2 km wide and 100 m high.
They are on the border of Zimbabwe and Zambia. In the dry
season, you can walk across the top of the falls.

3) The Grand Canyon, USA c

This amazing canyon is in the middle of a dry desert and
it is nearly 2 km deep. You can go rafting down the
Colorado River at the bottom of the valley.
d
4) The Amazon Rainforest, Brazil
This large rainforest is full of plants and animals.
About 10% of the world’s species live in this forest.
You can travel by canoe down the Amazon River.
e
5) The Dead Sea, Jordan, Israel and the West Bank
The Dead Sea isn’t a sea. It’s a very big lake. Its water is salty
and you can float on it! Its beach is very unusual. It doesn’t
have any white sand – it has a lot of brown mud.
f
6) The Blue Cave, Greece
On the Greek island of Kastelorizo, there is an interesting cave.
Its water is a beautiful deep blue and you can visit it by boat.
g
7) The Great Barrier Reef, Australia
You can go snorkelling or diving in this huge coral reef in
the Pacific Ocean. It has over 1,500 different kinds of fish.
Some of them are very colourful.

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2 Complete the table with the words in blue from Exercise 1.

Land Water
mountain waterfalls

3 Read and match the photos to the natural wonders.

4 Underline these adjectives in the text. What do they describe?
high: Mount Everest salty: 

impressive:  unusual: 

amazing:  interesting: 

dry:  huge: 

large:  colourful: 

5 In turns, talk about the natural wonders you’d like to visit. Say what you can
do there.
I’d like to go to Mount Everest because it’s amazing. You can make a trek to its base.
Me too. And I also want to...

LEARNING TO LEARN
To practise new words, read a piece of information and write
a sentence about it. Then compare it with the piece you read.
Mount Everest is a high mountain in China and Nepal.

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4 Grammar – Page 48

Adjectives: comparative form

USE FORM
A Analyze these sentences from the C Complete the diagrams.
text on page 47. Underline two more
comparative forms. One-syllable adjectives or two-syllable
adjectives ending in -y:
Gloves are warmer than caps.

Some geocaches are smaller than a pack of adjective +-er + than

cards.
Most adjectives of two or more syllables:
Some objects are more useful than others.
B Choose the correct options to complete more + adjective + 
the rule.
D Complete the table.
We use the comparative form to compare
two / three or more people or things. Adjective Comparative
warm          
big          
small smaller
useful          
dangerous          
amazing more amazing

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Adjectives: superlative form

USE
A Analyze these sentences from the Most adjectives of two or more syllables:
text on page 47. Underline two more
superlative forms.  + most + adjective

Mount Kilimanjaro is the highest

D Complete the table
mountain in Africa.
Adjective Superlative
Geocaching is the biggest treasure hunt
warm the warmest
in the world.
big the biggest
They were in the most amazing rainforest small       
in the world.       
useful
B Choose the correct options to complete dangerous the most dangerous
the rule. amazing       
We use the superlative form to compare
E Look at the table. Are good and bad
two / three or more people or things.
regular or irregular adjectives? Why?

FORM Adjective Comparative Superlative

good better the best
C Complete the diagram. bad worse the worst
One-syllable adjectives or two-syllable
adjectives ending in -y:

the +  + -est
1 Complete the sentences with the comparative or superlative form of the adjectives
in brackets.
1 The Amazon Rainforest has collection of plants and animals in the
world. (large)

2 Mount Everest is mountain in the world. (high)

3 The Nile River in Egypt is river in the world. (long)

4 The Victoria Falls are the Iguazú Falls. (large)

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2 Complete the questions with the superlative form of the adjectives in brackets.
Then answer about your country.
Which is...

1 (high) mountain?

2 (long) river?

3 (big) lake?

4 (beautiful) beach?

3 Free practice. Complete the table with names of places you know. Then write
sentences using comparative or superlative forms.

Mountains Everest, Aconcagua,...

Rivers
Lakes
Beaches

COMPARING LANGUAGES
In English, we can add -er or -est to form
comparative and superlative adjectives.
How do you make comparisons in your
language?

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4 Progress check – Page 55

1 Look at the photos and complete the sentences.

1 We saw beautiful w . 4 We took a boat to a large

c .

2 We crossed a dry d .
5 We climbed a very high
m .

3 We took photos of a green

v . / 5 points

2 Complete the verbs.

1 Whales are in danger because some people are still h them.

2 Monarch butterflies are d because the climate is changing.

3 Polar bears can’t find food because Arctic ice is m .

4 Some gorillas can’t find a place to live because people are c trees.

5 Tourists are disturbing sea turtles. They are l rubbish on the beach.

/ 5 points

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3 Circle the correct options.

1 The crocodile is one of the older / the oldest animals on Earth.

2 In my country, winters are worse than / the worst summers.

3 Lions are more dangerous / most dangerous than elephants.

4 Thula Thula is one of the more / most amazing reserves in Africa.

5 The Pacific Ocean is more cold / colder than the Caribbean Sea.

/ 5 points

4 Complete using a, an, some or any.

1 I’d like information, please. Is there airport near the reserve?

2 Is there illegal hunting in this area? I can see armed men near those trees!

3 There’s dangerous animal behind that tree. Be careful!

/ 5 points

5 Circle the correct options.

1 There’s a lot of / many illegal hunting in some parts of the world.

2 How many / time do we have? I want to take a photo of that elephant family.

3 We don’t have many / much information about rhinos. Unfortunately, there

are not much / many in the world.

4 How much / many endangered species live in this reserve?

/ 5 points

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6 Look at the photo and complete the sentences with much, some or a lot of.

1 There are ________ trees.

2 There are ________ elephants.

3 There isn’t ________ water.

4 There aren’t ________ baby elephants.

5 There’s ________ food for the elephants.

/ 5 points

Total Score: / 30 points

Reflect and share! 

✓ What did you already know about
the topic of this unit?

✓ What did you learn by working on

this unit?

✓ What questions do you still have?

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