7 BE

Smart
PLANET
7
●●

verbs
 

Unit Contents
Smart Planet
Vocabulary Materials; eco-construction

●● Grammar Simple present passive;

infinitives of purpose; simple past passive

●● Listening Tour of a museum EcoHouse

●● Reading Houses Made of Garbage;

Volunteers Clean Valley Nature Reserve;

Under the Australian Sun
●● Conversation Apologizing

●● Writing A newspaper article about

an event

About the Unit

Communication Objectives
●● Identify materials used to
make things
●● Talk about how people recycle

and reuse materials

●● Talk about eco-construction

●● Apologize

●● Discuss solar energy and

sun safety

Before students open their books, ask: What is a planet? (a

large object that moves around the sun) If possible, show
Answers
Unit Videos
7.1  Where Does It
All Go?
7.2  Real Talk: What kind
of volunteer work do
you do?
7.3  Build It Better
7.4  CLIL: Driving into the
Future

1. Possible answer: tall buildings, old buildings, brick

buildings, a garden, trees, flowers
students a picture of our planet or hold up a globe. Ask: 2. Possible answers: It makes me feel happy to see
What is the name of our planet? (Earth) a garden in the city. / It makes me sad to see so
Where Does It
many tall buildings.
All Go? Tell students that Earth is a beautiful place. Ask: What
3. The plants and trees are natural. The buildings
natural places make Earth beautiful? (lakes, oceans,
are man-made.
mountains, forests, etc.) Then ask: What are some beautiful
places made by people? (a park, city gardens, special
Draw students’ attention to the pictures of the videos
buildings like museums, or even houses in their own
they will watch in this unit. Have a volunteer read aloud
neighborhood, etc.) Ask students for examples.
the title of each video and describe what he or she sees
What kind of Explain to students that in order to keep these places in the picture. Ask other students to predict what the
volunteer work do
you do? beautiful, we need to take care of them. Then ask students video will be about. The following are example answers
how we should take care of our planet and its beautiful and predictions:
places. (by cleaning up, making less pollution, not wasting
7.1: Where Does It All Go? I see a lot of trash on a beach.
water, reusing things that have been thrown away, etc.)
Maybe we will learn where it came from and how we
Ask students what they personally do to take care of their
can stop this problem.
town, city, or neighborhood.
7.2: What kind of volunteer work do you do? I see a boy
Build It Better Explain to students that more people today try to take
talking. I think he is talking about what he does to
better care of our planet. Say that they are more careful
help others.
about the things they use and throw away. Tell them that
when constructing new buildings, people think about 7.3: Build It Better I see people fixing a house with no
how they will affect our planet. Say: This is very smart. roof. We might learn about how they are making the
Write smart on the board and explain its meaning (very house better.
intelligent; the opposite of stupid).
Driving into the 7.4: Driving into the Future I see lots of cars on a road.
Future Cars pollute the air. I think we will learn about
Unit Opener Questions making better cars that don’t pollute.
Have students open their books to page 64 and ask a
1. Describe what you see in this picture. volunteer to read the title. Ask students what they think it
means. (people doing things in an intelligent way to take
care of the planet)
2. How does this picture make you feel?
Direct students’ attention to the picture. Have volunteers
read the unit opener questions aloud. Check students’
understanding of man-made (something that people built
3. Which things in the picture are natural and which are man-made? or made). Then ask students to answer the questions.

UNIT CONTENTS
Vocabulary Materials; eco-construction verbs
Grammar Simple present passive; infinitives of purpose; simple past passive
Listening Tour of a museum EcoHouse Unit 7  Smart Planet  T-64
64 | Unit 7
 Vocabulary: Materials 3 Vocabulary: Materials 1. g bricks
■■ Read the directions. Provide an example by completing
1 item 1 as a class. Ask students to work individually. 1. Match the words with the correct pictures. 2. j plastic
■■ Have students open their books. Read the Vocabulary Then have students check their answers with a partner. d 3. k metal
a c b
section title aloud, and have students repeat after you. Check answers as a class. 4. glass
Tell students to scan the pictures. Tell them to think b 5. f water
Optional Have students work in groups to make a collage
about what the pictures have in common. Ask: What 6. c cotton
of items that are made from the various materials. The
does materials mean? (things that other things can be
collage can include photos of items or actual items. 7. d paper
made from)
All items should be labeled. Display the collages in 8. i cement
■■ Read aloud the list of vocabulary words. Have students the classroom. 9. a rubber
repeat each one after you.
10. e wood
■■ Walk around the room and touch various objects
made from the materials. Ask students to name each
Speaking: What’s in your f
11. h plants
material. Review words students may have difficulty house? e j
understanding, for example: cement (mixture of sand
Objective: to talk about materials used in objects in g
and water often used to glue bricks together).
your house

Vocabulary h
4 i
bricks plants
YOUR TURN   Have a student read the Speaking section
cement plastic
cotton rubber title aloud. Then read the directions. Direct students’
glass water attention to the chart. Ask them to complete their
charts individually.
metal wood k
paper
5
■■ Ask a volunteer to read the exercise directions. ■■ Read the directions. Ask a student to read the example 2. Listen, check, and repeat.
7.01
Then have students work individually to complete speech balloon aloud. Have students work with
the exercise. a partner. 3. Write the materials.
■■ Ask students to share with new partners. Then have 1. We often use this material to make furniture like chairs and tables. wood
2 CD2, TRACK 18 volunteers give examples to the class.
7.01 2. This material is very common for making T-shirts. cotton
■■ Tell students to listen to the audio and check their Workbook rubber
3. We make tires for cars with this material.
answers. Play the audio again and have students repeat. Students complete the exercises on Workbook
Listen for pronunciation and correct any mistakes. page 44 in class or for homework. See Teacher’s Book 4. We use this material to make books and magazines. paper
Optional Have students work in small groups. Each page T-131 for Workbook answer key. metal
5. We usually use this material to make knives, forks, and spoons.
student names one item made from each material. Suggest
that they name things they have seen or personally know, 6. This material is often gray, and we use it to build bridges and buildings.
for example: My house is made of bricks. Have students cement
write down their examples. Then ask students to compare
their list with another group’s. Have volunteers share Speaking: What’s in your house?
examples with the class. 4. YOUR TURN Think about your house or apartment. Write as many objects as you can
think of for each material below.

Cotton Glass Wood Paper Rubber Plastic Metal

5. Work with a partner. Talk about the things in your house.

My family has a beautiful glass vase in the living room and . . .

Workbook, p. 44

Reading Houses Made of Garbage; Volunteers Clean Valley Nature Reserve;

Under the Australian Sun
Conversation Apologizing
T-65  Unit 7  Smart Planet
Writing A newspaper article about an event
Unit 7 | 65
 A WAR Against WASTE
HOUSES Mike Reynolds builds houses from recycled
materials. These houses are a symbol of his war against
waste. Mike’s houses are built using the things that other people
Made of throw away. His Earthships (as his houses are called) are beautiful
buildings. They are shaped and colored to reflect the landscape
around them. He uses bottles to create beautiful walls full of light.
GARBAGE There are plants everywhere, inside and out. But the plants and the
bottles, like everything else in the Earthships, are not only there
for decoration.
Every single material in an Earthship is carefully chosen. Old car
tires are used to build strong external walls. The rubber protects the
houses from the cold northern winds in winter. These walls are built
at the back of the house. The external walls at the front of the house
are built from metal cans or glass bottles, instead of bricks. They’re
held together with earth from the ground around them. No cement
is used at all.
The beautiful bottle walls are built to the south to give light
during the day. The larger front windows heat the house. They
also create perfect conditions for growing all kinds of fruits and
vegetables because the plants are protected against the bad weather.
When you live in an Earthship, you don’t need anything from the
outside world. You grow your own food, you get electricity from the
sun and wind, and you get water from the rain and snow.
Mike and the Earthship organization use their ability and
experience to help people all over the world. In 2010, they visited
victims of the earthquake in Haiti. They taught them how to build
safe, new homes quickly and cheaply from materials that they could
find around them. Mike points out that trash only exists because we
humans create it – but we can also learn to recycle it.
DID YOU
Reading: A magazine article KNOW . . .?
Recycled car
1. Look at the picture. Work with a partner. Ask and answer tires are used to
the questions. build roads and
sidewalks.
1. What are the people building?
2. What materials are they using?
3. Why are they using them?
7.02
2. Read and listen to an article about Mike Reynolds. What kind
of houses does he build?
3. Read the article again. Answer the questions.
1. How does Mike protect his Earthships from the cold?
2. How does he provide light during the day?
3. Why does he grow his plants in the front of the house?
4. How does he get energy and water?
5. How did he and his organization help other people?
6. What is Mike’s main message to the world?
4. YOUR TURN Work with a partner. Ask and answer the questions.
1. Are the materials that Mike Reynolds uses for his Earthships
available where you live? What other recycled materials from
your area could be used for an Earthship?
2. Are Earthships practical or possible where you live?
3. What is your opinion of Earthships? Would you like to live in
an Earthship? What would your ideal Earthship look like?
66 | Unit 7
Reading: A magazine article
Objective: to read an article about houses made from
recycled materials
■■ Have a volunteer read the title at the top of page 66:
“A War Against Waste.” Ask: What is a war? (a fight
or conflict to change something, especially between
different people or ideas) Explain the meaning of the
word waste (things people throw away; garbage;
trash). Have volunteers explain the meaning of
the title. (working hard to change what people do
with their garbage)
1 Answers
■■ Tell students that they will read a magazine article
about garbage. Direct students’ attention to the article
and have a volunteer read the title aloud. Ask: Have you
ever seen a house made of garbage?
■■ Before students read, explain words in the reading
they might have difficulty understanding, for example:
recycled (something used that has been made into a
new product), symbol (a thing that represents or stands
for something else, such as characters, marks, or ideas),
reflect (to give the same image, such as in a mirror),
decoration (something added to make a thing more
beautiful), external (outside), Haiti (a small Caribbean
country), etc.
■■ Read the exercise directions. Have students look at the
picture and describe what they see.
■■ Ask three students to read the questions aloud. Then
ask partners to discuss answers together.
Answers
1. a house
2. garbage / waste
3. Possible answer: to show how to use recycled
materials
Did You Know . . .?
Have a volunteer read the information aloud while
students read silently. Share these additional facts
with students:
More than 70 percent of all newspapers are recycled.
Thirty-three percent of this is used to make new
newspapers, and the rest is used to make things like
toilet paper and poster board.
With each thing you recycle, you save trees, water, oil,
and energy, and you lessen air pollution.
2 7.02
CD2, Track 19
■■ Read the directions and ask the question. Then ask
students to skim the article.
■■ Play the audio while students listen and read along
silently. Ask volunteers for the answer to the question.
Answer
He builds houses from recycled materials.
3
■■ Read the directions. Ask volunteers to read each
question. Then have volunteers reread the article aloud
or have students reread the article silently. Ask students
to answer the questions individually. Check and discuss
answers as a class.
1. He uses old car tires for walls. They protect
against the cold.
2. He builds walls made of bottles. They are to the
south.
3. There are large front windows that create perfect
conditions for growing all kinds of fruits and
vegetables.
4. He gets electricity from the sun and wind, and
water from the rain and snow.
5. In 2010, they visited victims of the earthquake
in Haiti. They taught them how to build safe, new
homes quickly and cheaply from materials that
they could find around them.
6. Mike says that trash exists because humans
create it, but we can also learn to recycle it.
Optional Ask students to write a message to the world
about recycling. Explain that the message can be a tip
for recycling, for example: Don’t throw away old T-shirts.
Use them to as rags to clean the floor. Have students work
in pairs to write their message on a large piece of paper.
Suggest that they illustrate their message with a picture to
get more attention. Ask students to share their messages.
Discuss the messages as a class.
4
YOUR TURN   Read the directions. Circulate and listen to
the discussions.
■■ Have each pair join another pair to form a small group.
Ask students to take turns asking and answering the
questions. Have a representative from each group share
their answers with the class.
Optional Ask students to work in pairs to draw their own
Earthship. Provide poster board or large paper for their
drawings. Suggest that they scan the article for the types of
materials Mike Reynolds used. Ask groups to present their
Earthships to the class, telling what materials they used
and why. Then display the drawings around the classroom.
Unit 7  Smart Planet  T-66
 Grammar: Simple present
passive
Objective: to use the simple present passive when it is
not important who does an action or when we do not
know who does an action
■● Ask students to close their books. Tell them that they
will learn when to use the simple present passive.
Explain that the word passive is the opposite of active.
■● Write the following sentences from the “Houses Made
of Garbage” article from page 66 on the board and
read them:
Mike Reynolds builds houses from recycled materials.
These walls are built at the back of the house.
■● Tell students that one of the sentences is written in the
simple present active and one is written in the simple
present passive. Have students choose which one is
which and explain their reason.
■● Explain to students how to make a sentence (or
verb) passive. Write the form on the board: be (is/
are) + past participle. Then underline are built in the
second sentence.
5 building to the class. Have the class decide whose new
■● Have students open their books and look at the chart.
Have a volunteer read the rule aloud. Then have other
volunteers read the Active examples out loud.
■● Have students work individually to complete the Passive
sentences in the chart. Then ask volunteers to read their
completed sentences aloud. Check as a class.
Optional Ask students to scan the magazine article on
page 66 for examples of sentences written in the simple
present passive. Have students underline or circle the
examples. Then ask them to check with a partner. Check
answers as a class.
Grammar support
For further grammar presentation support and practice,
see Teacher’s Book page T-112. See Student’s Book
page 112 for the complete grammar chart.
6
■● Read the directions. Review how to form the past
participle of each verb.
■● Have students work individually. Ask volunteers to
write their sentences on the board. Then check as
a class.
7 beautiful chandeliers
■● Direct students’ attention to the Infinitives of purpose
box. Have a volunteer read the information aloud.
Then ask volunteers to provide examples using their
own information, for example: I recycle paper to help
the planet.
T-67 Unit 7 Smart Planet
■● Explain the exercise directions. If necessary, review Grammar: Simple present passive
how to form the past participle of the verbs. Then have
students work individually. Ask volunteers to write
5. Complete the chart.
their completed sentences on the board for the class Use the passive when it is not important who does the action, or when you don’t know who does it.
to check. To form the simple present passive, use is/are + past participle.
Active Passive
Speaking: Plan a building! Affirmative
They make this wall of bottles. This wall is made of bottles.
Objective: to plan a building
People use car tires to build strong walls. Car tires are used to build strong walls.
Negative
8
made
YOUR TURN Have a student read the Speaking section They don’t make that bottle of plastic. That bottle isn’t of plastic.
title aloud. Tell students they will plan a building. People don’t build the houses with bricks. The houses aren’t built with bricks.
■● Read the directions. Have a student read the different
Check your answers: Grammar reference, p. 112
categories of materials aloud. Point out the examples in
the chart and suggest that students be creative.
6. Complete the sentences with the simple present passive forms of the verbs.
■● Have pairs complete the chart to plan their building.
1. The house is made (make) of bottles and cans.
Circulate and help as necessary.
2. Rubber tires aren’t recycled (not recycle) in some areas.
9
■● Read the directions. Have two students read the 3. The water from the kitchen is reused (reuse) in the yard.
example speech balloons aloud. Then have pairs join
4. The recycling bins aren’t cleaned (not clean) every week.
other pairs to talk about their buildings.
■● Ask a representative from each pair to present their 5. A lot of energy is consumed (consume) in most houses.
6. This wall isn’t decorated (not decorate) with colored bottles.
building makes the best use of recycled materials.
7. Write simple present passive sentences. Use infinitives of purpose.
Optional Have students make an inventory of materials in Infinitives of purpose
their home that can be recycled and how. Ask them to list 1. wood / use / build / houses in this neighborhood / .
only old things that might be thrown away. Tell students Wood is used to build houses in this neighborhood. Use infinitives of purpose to say why
to complete their lists with as much detail as possible, for something is done.
example: one pair of black jeans – give to my little cousin. 2. these plants / grow / provide / people with food / .
Then have students compare their lists in small groups. I recycle my bottles to help the
These plants are grown to provide people with food. environment.
Video 3. walls / design / protect / people from extreme temperatures / .
Plants are used to prevent flooding.
7.1 Where Does It All Go? Our oceans are under
The walls are designed to protect people from extreme temperatures.
serious threat from something we produce every
day: trash. Scientist Bill Nye explains how our trash 4. heat from the sun / use / give / power to the house / .
habits are affecting our once-beautiful oceans and
their fragile marine life. He tells us in detail about The heat from the sun is used to give power to the house.
an experiment with the North Pacific Gyre that
proved how trash travels all over the world and 5. cans / recycle / create / walls / .
never disappears. The cans are recycled to create walls.
Students complete the video worksheet on
Workbook page 84. See Teacher’s Book Speaking: Plan a building!
page T-139 for Video answer key.
8. YOUR TURN Work with a partner. Plan a new building that is made
from recycled materials. What can you do with the materials below?
Answer Write your ideas and add other materials and uses. Be creative!
Nearly a quarter of a million kilos of garbage are
thrown into the ocean every day. Glass bottles Car or bike tires Newspapers Soda cans Old clothes
Workbook
Find out about the trash in our
Students complete the exercises on Workbook 9. Join another pair. Tell them about your new building.
page 45 in class or for homework. See Teacher’s Book BE oceans. How many kilos of trash
In our building, glass bottles are used to make do we throw in the oceans every
page T-131 for Workbook answer key.
beautiful chandeliers and lamps. day? (Workbook, p. 84)
And newspapers are used . . .
7.1 WHERE DOES IT ALL GO?
Workbook, p. 45 Unit 7 | 67
New Challenges, Listening: Tour of a museum Answers

NEW SOLUTIONS
EcoHouse 1. It has been open since 1985.
2. There are more than 10 appliances.
Objective: to listen to a tour of a museum EcoHouse 3. It uses the EcoHouse to help answer important
questions.
1 4. The heater and the air conditioner use the most
energy.
Listening: Tour of a museum EcoHouse ■■ Direct students’ attention to the title at the top of
page 68. Have a student read it aloud. Explain the 5. The experiment showed the difference in energy
1. Look at the picture. How is the room similar to and different from meaning of challenge (something difficult) and solutions when the heater was set lower.
the living room in your home? (answers to a problem). 6. The student wants to turn down the heat at
school.
2. Listen to a guide explaining the living room. It’s part of an exhibit.
■■ Ask students what they think the title “New Challenges,
7.03 New Solutions” means. (Today, we have difficult
What kind of living room is it?
a. A historical living room
situations on our planet, but we also have new ways to Vocabulary: Eco-construction
solve them.)
b. A living room of the future ■■ Read the Listening section title. Explain to students
verbs
c. A typical modern living room that they will take a tour of a museum EcoHouse.
Explain the meaning of eco- (something related to the 4 CD2, TRACK 21
7.04
3. Listen again. Answer the questions. environment). Ask: What is an EcoHouse? (a house
7.03
that doesn’t harm the environment; a house built with ■■ Tell students they will learn vocabulary about eco-
1. How long has the EcoHouse been open? materials that don’t harm the environment) construction. Ask students what they think eco-
2. How many appliances are there in the living room? ■■ Read the exercise directions and ask the question. Have construction means. (building something that doesn’t
students give their opinions after looking at the picture. harm the environment)
3. What does the museum use the EcoHouse for? ■■ Read the exercise directions. Then read each verb aloud
4. Which appliances use the most energy? Answer and ask students to repeat after you. Explain any words
Possible answer: The living room looks similar that students might have difficulty understanding,
5. What did the experiment show? because it has the same furniture, but the furniture is such as: install (put something in place so that it’s ready
6. What does one student want to do at school? more modern. to be used), design (make a plan before something is
built), etc.

Vocabulary: Eco-construction verbs 2 CD2, TRACK 20

7.03 Vocabulary
7.04
4. Match the words with the definitions. Then listen and check ■■ Tell students that they will now listen to a museum tour build discover
your answers. guide. Read the directions and ask the question. Then change install
1. d install a. to make something by putting bricks or read the possible answers. consume reduce
other materials together ■■ Play the audio. Have students share their answer design save
after listening and explain why they chose that Ask students to complete the activity individually. Play
2. a build b. to stop someone or something from ■■
particular answer. the audio for students to listen and check their answers.
being killed or destroyed
Optional Ask students to look at the answer options in Optional Have students work in pairs. Assign each pair
3. h design c. to find information, especially for the Exercise 2 (a–c) and to describe what they imagine each a vocabulary word in secret. (Write the word on a piece
first time room to be like. Have students brainstorm about what of folded paper.) Explain that each pair will act out its
4. f reduce d. to put a piece of equipment somewhere types of objects might or might not be seen in each living vocabulary word. The class will guess and call out what
and make it ready to use room. Then suggest that they imagine what materials word each pair is acting out.
might be used, as well.
5. c discover e. to use something such as a product, See Audioscript p. T-148. 5
energy, or fuel YOUR TURN   Read the directions aloud. Then have
6. g change f. to make something less 3 CD2, TRACK 20 volunteers read the questions aloud.
7.03
■■ Ask students to share and discuss answers in pairs.
7. b save g. to make or become different ■■ Read the directions aloud. Then have a student read the Have volunteers share answers with the class.
questions aloud.
8. e consume h. to draw or plan something, like clothes
or buildings
■■ Have students work individually to complete the
exercise. Check answers as a class.
5. YOUR TURN Work with a partner. Ask and answer the questions.
1. What is one thing you could do to reduce trash at school and in
your home?
2. What do you think is going to be important when architects
design new buildings in the future?
3. Are architects the only ones who can discover new building
techniques? Who else can participate in the process? Unit 7  Smart Planet  T-68
68 | Unit 7
 Grammar: Simple past passive
Objective: to use the simple past passive when it is not
important who did an action or when we do not know
who did an action
6 ■■
■■ Ask students if they remember how to form the simple
present passive. Have them look back at the grammar
chart on page 67. Write the form on the board: be (is/
are) + past participle. Then write an example sentence
underlining the form: These walls are built at the back
of the house.
■■ Read aloud the Grammar section title. Explain that the
simple past passive is formed in almost the same way as
the simple present passive. Write the simple past passive
form on the board: be (was/were) + past participle.
■■ Have one student read the first grammar rule at the top
of the chart aloud. Have other students read the Active
Affirmative and Negative examples. Then have the class
work individually to fill in the Passive examples.
■■ Tell students that there is a way to say who did the
action in the simple past passive. Ask volunteers to read
the second grammar rule and the example sentences in
the chart aloud.
■■ Point out the question and answer sentences. Have
students complete the question sentences individually.
Then have pairs of students read each question/answer
set aloud.
Grammar support
For further grammar presentation support and practice,
see Teacher’s Book page T-112. See Student’s Book
page 112 for the complete grammar chart.
Optional Tell students that the simple past passive is often
used in the news to report something that happened.
Write the following news headline on the board and have
a student read it aloud: The city was flooded by a big storm
last night. Ask students to report on a past news event in
their own city or country. Help them create their news
headline by suggesting the following topics: Teenagers,
Museums, Weather, Recycling, School, etc. Tell students
that the headline can be affirmative or negative, such
as: Students weren’t allowed to go to school this morning.
Then have students share with the class by writing their
headlines on the board.
7 pages 46–47 in class or for homework. See Teacher’s
■■ Read the directions aloud. Review the past participles
of the verbs in parentheses. Ask students to work on the
paragraph individually.
■■ Check answers as a class by having a volunteer read the
paragraph aloud.
T-69  Unit 7  Smart Planet
Optional Ask students to work in pairs to write their own Grammar: Simple past passive
paragraphs using the simple past passive. Suggest that
6. Complete the chart.
students write approximately 50 words and five to six
sentences. Allow students time to plan and write. Then
Use the passive when it is not important who did the action, or when you don’t know who did it.
have students share their paragraphs with other pairs.
To form the simple past passive, use was/were + past participle.
8 Active Passive
Read the directions aloud and have volunteers read Affirmative
each sentence aloud. Then have students look at the
We built the EcoHouse in 1985. The EcoHouse was built in 1985.
Get it Right! box.
We updated the appliances two months ago. The appliances were updated two months ago.
■■ Ask students to work individually to complete the
Negative
exercise. Have volunteers write their answers on the
installed until last year.
board. Then check as a class. We didn’t install a recycling bin until last year. A recycling bin wasn’t
They didn’t install solar panels 60 years ago. Solar panels weren’t installed 60 years ago.
Get it Right!
Use by with the passive to show who did the action.
Have a student read the information aloud. Suggest
that students use this information to check their work. The EcoHouse was designed by the museum.
The most energy was consumed by the heater.
Optional Ask students to research an interesting
invention. Tell them to gather important facts like dates Questions and answers with the passive
and the name of the inventor. Have students report back to When was the EcoHouse built? It was built in 1985.
mid-sized groups. Ask each group to list all the inventions Was the EcoHouse built in 1985? Yes, it was.
on a large poster board or sheet of paper. Suggest that they
check that all sentences are written using the simple past Were the old apartments destroyed this year? No, they weren’t.
passive and by. Display students’ work in the class.
Check your answers: Grammar reference, p. 112
Speaking: Test your 7. Complete the paragraph with the simple past passive forms of the verbs.
knowledge! The building 1 was completed (complete) in 1985. It 2 was built (build)
on a large piece of land outside the city. The air conditioners 3 were installed
Objective: to use the simple past passive in sentences to
(install) 10 years ago. They 4 weren’t put (not put) in the bedrooms.
test your knowledge
The kitchen 5 was redesigned (redesign) two years ago.
9 8. Rewrite the sentences using the simple past passive and by.
■■ Have a student read aloud the Speaking section title.
Ask: What is knowledge? (facts or information that 1. The Spanish soccer team won the World Cup for the first time in 2010.
you know) The World Cup was won by the Spanish soccer team for the first time in 2010.
■■ Read the directions. Have students work individually to
write the questions. 2. The Chinese found dinosaur bones over 2,000 years ago in Sichuan.
Dinosaur bones were discovered by the Chinese in Sichuan over 2,000 years ago.
10
YOUR TURN 3. Ray Tomlinson sent the first email in 1971.
  Read the directions aloud. Have a volunteer
read the example speech balloon. Have students work The first email was sent by Ray Tomlinson in 1971.
individually to write four questions before working with a
partner. Then have students work in pairs. Circulate and
Speaking: Test your knowledge!
help as needed.
9. Put the words in the correct order to make questions.
Get it RIGHT!
Workbook 1. by J. K. Rowling / written / Romeo and Juliet / Was / ? Remember to include was or were in
Students complete the exercises on Workbook
Was Romeo and Juliet written by J. K. Rowling? past passive sentences.
The building was built in 1985.
Book page T-132 for Workbook answer key. NOT: The building built in 1985.
2. the first The Hunger Games movie / was / When / released / ? People were taught to build homes
When was the first The Hunger Games movie released? quickly. NOT: People taught to build
homes quickly.
YOUR TURN
10. Write four more questions of your own. Use the simple
past passive. Then work with a partner. Ask and answer the questions
in Exercise 9 and your own questions. Who knows the most answers?
When was the first cell phone call made?
Workbook, pp. 46–47 Unit 7 | 69
 REAL TALK
7.2 WHAT KIND OF
VOLUNTEER WORK Be part of the Conversation: What kind of Optional Ask students to work in small groups and
brainstorm a list of six more volunteer jobs. Then have

SOLUTION.
CAN YOU DO IN YOUR volunteer work can you do in them discuss in their groups how they would rank the jobs
SCHOOL OR TOWN?
your school or town? from 1–6 as they did in Exercise 1.

Objective: to practice listening to people who do 2

volunteer work YOUR TURN Read the directions aloud. Ask students

Conversation: What kind of volunteer work can to work with a partner. Circulate to monitor the
conversations. Then discuss the questions as a class.
you do in your school or town? Video
7.2 Real Talk: What kind of volunteer work can
7.05
1. REAL TALK Watch or listen to the teenagers. Which ideas for volunteer you do in your school or town? Six speakers 3 CD2, TRACK 23
7.06
work would you like to do? Write 1–6 next to them; 1 is answer the question: What kind of volunteer work
your favorite idea, and 6 is your least favorite idea. can you do in your school or town?
■● Tell students they will hear a conversation between
James and Natalie. Draw students’ attention to the
join after-school clubs clean up trash Useful language box and say that these expressions are
■● Read the title at the top of page 70. Explain that to be
read to older people babysit part of something means to participate with others or for apologizing. Have volunteers read the expressions
help older people with help in the school garden to join in an activity. Ask: What are you part of? (the aloud. Explain any difficult vocabulary, such as fault
their animals soccer team, the drama club, a rock band) (something you do wrong that you are responsible for).
■● Play the audio and have students complete the
2. YOUR TURN Do you do volunteer work? What do you do, and why do 1 CD2, TRACK 22 conversation. Play the audio again for better
7.05
you do it? If not, why not? Tell your partner. comprehension. Check answers as a class.
REAL TALK Read the Conversation section title aloud.
3. Listen to James talking to Natalie. Complete the conversation. Tell students that they will watch a video (or listen to the
7.06 Say it Right! 7.07 CD2, TRACK 24
audio version) about volunteer work (doing something
USEFUL LANGUAGE: Apologizing without pay or money to help others). Draw students’ attention to the information in the
box. Play the audio for students to listen. Then play
I didn’t mean to I’m really sorry. It was my fault. ✓ My apologies. ■● Read the directions aloud. Have a volunteer read the six
the audio again for students to practice repeating the
ideas aloud. stress in each sentence.
■● Play the video or audio and have students rank the Have students listen to the conversation in Exercise 3
ideas individually. Go over answers as a class. for examples of the speaker stressing the adjectives.
James: Hey, Natalie. What happened to you yesterday? Ask them which adjectives they hear. (pretty mad,
Interviewer: What kind of volunteer work can you do in really bad)
Natalie: Yesterday? What do you mean? your school or town?
7.07 Say it RIGHT! James: Don’t you remember? We agreed to go to the park and clean up Eleanor: Well, you can help in after-school clubs.
To make adjectives stronger, you trash? A whole bunch of us were there. You said you wanted to do it. I help in my little sister’s school. I love 4
can use words like really, very, doing projects with her and her friends. ■● Have students practice the conversation from Exercise 3
Natalie: Oh, no! 1 My apologies. I forgot about that. with a partner. Challenge students to try to say as much
and extremely. Put extra stress on Allie: I don’t know of any specific programs.
these words. Listen and repeat the James: Natalie, I sent you a text to remind you! But my friend reads to older people at the as they can from memory rather than just reading their
sentences. Natalie: I know. 2 It was my fault. I didn’t set my alarm clock. community center once a month. I want to lines. Then have volunteers model the conversation in
I’m really sorry. go with her some time. front of the class.
They were very noisy. James: You were supposed to bring trash bags. We were counting on you.
Callum: I’m not sure, but I know you can help
We’re extremely excited! Natalie: 3 I’m really sorry. What did you do? Optional Have students work with a partner to write a
older people with their animals. I do that
sometimes. I take my neighbor’s dogs for short conversation using the Useful language expressions.
James: I had to call my dad and ask him to bring us trash bags. He was Ask students to use their own names and other personal
a walk.
pretty mad because he was busy with something else. information. Remind students to use stress adjectives
Chris: I know about one program. You can pick
Natalie: I didn’t mean to forget. I feel really bad about that.
4
up litter in the park with the scouts. You as presented in the Say it Right! box. Then allow time
go every month for a morning and work for for students to practice. Have students act out their
James: It’s OK. We’re doing it again next month. Can we count on you?
three or four hours. It’s not easy work, but conversation with other pairs. Then ask volunteers to act
Natalie: Yes! I’ll be there. I promise. it’s not bad if you go with your friends. out their conversations in front of the class.
Freddie: I have no idea. Is babysitting voluntary
4. Practice the conversation with a partner. work? I babysit for my little brother all the
5
time, and I don’t get any money for it. YOUR TURN Explain the exercise. Direct students’
5. YOUR TURN Work with a partner. Take turns apologizing to a friend and
Jada: I don’t know about in my town, but in my attention to the situations. Have a volunteer read each one
explaining what the problem was. Use the situations below. school, you can help in the garden, doing aloud. Circulate and help partners get started. Then have
things like watering plants, planting seeds, students demonstrate apologizing and explaining in front
Situation A Situation B
picking vegetables. I usually volunteer to of the class.
You forgot to help your friend read books You didn’t help your friend prepare a help about once a week. It’s really fun!
to children at a library. Your friend had to presentation for class about recycling.
do it alone. Your friend was up really late working on it. Interviewer: What kind of volunteer work can you do
in your school or town?

Unit 7 Smart Planet T-70

70 | Unit 7
 Reading to write: Cleaning Be part of the
SOLUTION.
up a river
Objective: to read an article about volunteers cleaning
up a river
6 Ask students to work in pairs to think of a synonym for
■■ Ask a student to read the article title aloud. Explain
the meaning of nature reserve (an area of land that is
protected in order to keep the animals and plants safe).
■■ Explain other words that students might have difficulty
understanding, for example: Valley Conservation Society
(an organization that protects the valley from changes
that damage it), disgusting (very unpleasant, sickening),
species (types of plants or animals), biodiversity (the
variety of plants and animals that live in an area).
■■ Read the exercise directions and ask the question. Tell
students to read silently and scan the article for the
answer. Check the answer as a class.
Answer
They found plastic bottles, plastic bags, and
metal cans.
Focus on Content
Explain that newspaper articles need to include a lot
of important information. This information typically
includes answers to Wh- questions. Ask what kind of
information each Wh- question requires; for example,
when requires a time (year, month, day, or hour).
7 possible events for them to choose from. Suggest that
■■ Read the directions. Suggest that students reread the
questions in the Focus on Content box one at a time
and then scan the article for each answer.
■■ Check answers as a class. Have students say what
information they underlined.
Answers
Students should underline:
What was the event? clean up the river
When was it? Last Sunday
Where was it? The Valley Nature Reserve
Who was involved? 100 people
What did they do? picked up hundreds of plastic
bottles, plastic bags, and metal cans / cut down kudzu
What were the results? the river looked great
What will happen next? planning next year’s event / It’ll
be in April
T-71  Unit 7  Smart Planet
Focus on Language
Review the information in the box. Note that the different
words can be rephrases, synonyms, or pronouns.
Optional Write the following words on the board and
have students read them aloud: dirty, produce, garbage,
job, natural, save, build, information, recycle, solution.
each: dirty (unclean), produce (make), garbage (trash),
job (work), natural (real), save (keep), build (construct),
information (news), recycle (reuse), solution (answer).
8 in the river. This year, I was one of them.
■■ Explain the exercise. Ask students to read the five
phrases and then scan the article for each phrase. Have
students complete the activity individually. Check
answers as a class.
Workbook
Students complete the exercises on Workbook
pages 48–49 before beginning the Plan, Write,
and Check writing activities. See Teacher’s Book
page T-132 for Workbook answer key.
Writing: A newspaper article
about an event
Objective: to write a newspaper article about an event
Plan
■■ Explain to students that they will write a newspaper
article about an event. As a class, brainstorm a list of
they review the Focus on Content box to help them
write their notes.
Write
■■ Have students use the article on page 71 as a guide
to write their own articles. Remind them to write
approximately 120 words and use complete sentences.
Encourage them to use simple present passive and
simple past passive grammar forms.
Check
■■ Read the questions aloud. Have students check their
newspaper articles individually. Then have them
exchange articles with a partner and check each other’s
work and offer suggestions. Encourage several students
to share their articles with the class.
Volunteers Clean Valley
Nature Reserve by Chris Davies
Last Sunday, about 100 people went to non-native plants from the land near the
the Valley Nature Reserve to clean up the river. These plants kill off native species
river. The event was organized by the Valley and affect biodiversity. At the Valley
Conservation Society, which helps to Nature Reserve, we cut down kudzu, a
protect the environment. Every year, local pretty, but dangerous, plant. The cleanup
volunteers clean up trash that is thrown was hard work, but it was fun. And the river
looked great! Why not join us next time?
We picked up hundreds of plastic bottles, We’re already planning next year’s event.
plastic bags, and metal cans. That stuff It’ll be in April. For more information, go to
was disgusting! The Society also removes the Valley Nature Reserve website. ■
Reading to write: Cleaning up a river
6. Look at the photo. What kind of trash did the volunteers find? Read the article
and check.
Focus on CONTENT
When you write a newspaper article, ask yourself
these questions before you begin:
- What was the event?
- When was it?
- Where was it?
- Who was involved?
- What did they do?
- What were the results?
- What will happen next?
7. Underline the answers to the Focus on Context box
Writing: A newspaper
questions in the article. article about an event
Focus on LANGUAGE PLAN
Don’t repeat the same word or words too much when Plan your newspaper article about an
you write. Use different words to refer to something event. Use the list in the Focus on
you wrote about before. Content box and make notes.
The event = the Valley Nature Reserve cleanup
I was one of them = one of the volunteers WRITE
Write your article. Use your notes to
help you. Write about 120 words.
8. Write what the words from the article refer to.
CHECK
1. These plants kill off native species: non-native plants
hundreds of plastic bottles, plastic bags, Can you say “yes” to these questions?
2. That stuff was disgusting: and metal cans
• Is the information from the Focus
3. . . . but it was fun: the cleanup on Content box in your article?
4. It’ll be in April: next year’s event • Did you answer the questions from
5. a pretty but dangerous plant: kudzu the Focus on Content box?
Workbook, pp. 48–49 Unit 7 | 71
 UNDER THE Culture: Good sunshine, bad 3

AUSTRALIAN SUN
Ask volunteers to read the directions and each question
sunshine ■●

aloud. Have students complete the exercise individually.

Objective: to read and talk about the dangers of too Check and discuss answers as a class.
much sunshine

A
ustralia is one of the sunniest countries on the planet, and sun is an important Answers
part of Australia’s traditional outdoor lifestyle. Barbecues are held in sunny 1. Australians have barbecues, go surfing, and one
1 in four homes has a swimming pool.
backyards 12 months a year. People spend days on end surfing at beautiful ■● Have a student read the Culture section title aloud. Ask: 2. Australia gets more than 3,500 hours of sunlight
golden beaches. One in four homes has a swimming pool in the yard. You don’t believe
How can sunshine be good? (It gives you vitamin D.) a year.
me? Look out the airplane window when you land at Sydney Airport. But there’s more to
How can sunshine be bad? (It can be bad for the skin.) 3. Rays from the sun can be very dangerous.
sun than fun!
■● Read the exercise directions. Ask students to first 4. You should slip on special clothing, slop on
Australia gets more than 3,500 hours of sunlight a year – that’s 10 hours a day – and describe each photo individually. Write the description sunblock, and slap on a big hat.
solar energy is big business. Australia has invested enormously in solar energy. Solar words on the board. Then ask them to see which words
panels provide energy to houses, schools, businesses, and factories all over the country. are the same and answer the question: What connects Optional Have students work in small groups and design
They have reduced the country’s energy bills and had a very positive environmental a the two photos? an ad for a new sunscreen, sun hat, or another product to
impact. protect them from the sun. Ask students to present their
However, there’s a price to pay for so much sunshine. Rays from the sun can be very Answers ads to the class.
dangerous. The risk of skin cancer is high, so ads everywhere tell people to Slip! Slop! Possible answers: solar panels, sky; sunbathers,
Slap! This very successful three-step approach was invented by experts to remind us sun, sand, towels, umbrellas 4
what to use to protect our skin. Possible answer: sun YOUR TURN Read the directions aloud. Ask volunteers
to read the questions aloud. Have partners discuss their
First, slip on some special clothing. Clothes with special sun filters were answers. Then discuss as a class.
invented by Australians and are really popular. 2 CD2, TRACK 25
7.08 Optional Have students work in pairs. Tell them to take
Next, slop on some powerful sunscreen – even if you’re only going out for 10 ■● Read the directions and ask the question. Then have one of the questions from Exercise 4 and research more
minutes. Use sunscreens with a sun protection factor (SPF) of at least 30+. students read silently while they listen to the audio. information. Ask them to prepare a paragraph of 100
b words to present to the class. Students could also show
Finally, slap on a big hat. Find a big hat that is designed so the sun doesn’t hit ■● Play the audio again for students to focus on
your head or neck. pronunciation and intonation. Then discuss the answer visuals to accompany their presentations.
to the question as a class.
So remember, it’s great to have fun in the sun, but wherever Video
you are, and whatever you’re doing – having a barbecue, ■● Ask students what their own attitude is about the sun.
7.3 Build it Better Tornadoes can do massive
chilling out at the pool, or surfing at the beach – don’t forget to SLIP, SLOP, SLAP! Ask them if it is positive or negative. Discuss as a class. damage to towns and businesses, like the tornado
that hit Greensburg, Kansas, in 2007. When the
DiD YOU KNOW . . .? people of this US town rebuilt, they decided to
DID YOU Have a volunteer read the information aloud while build “green” and opted for solar energy in their
Culture: Good sunshine, bad sunshine KNOW . . .? students read silently. Provide additional information buildings. We see up close how the crew puts the
Eighty percent about Australia: solar panels together and then watch how they
1. Look at photos a and b. What can you see in each photo? of Australians Two out of three Australians will discover that they actually function with graphic representations.
What connects the two photos? live within have skin cancer before they are 70 years old. Students complete the video worksheet on
50 kilometers School children in Australia must wear hats for Workbook page 85. See Teacher’s Book page T-139
2. Read and listen to the article. Is the Australian attitude of the coast. for Video answer key.
7.08 protection against the sun.
toward the sun mainly positive or mainly negative?
Australians experience summer when the Earth is
3. Read the article again. Answer the questions. about 3 million miles closer to the sun. Therefore,
Answer
1. How does the sun influence the Australian way of life? sunlight can be much stronger there.
The buildings in Greensburg used sustainable energy,
like solar tubes and solar panels.
2. Why are solar panels successful in Australia?
3. Why is the sun a problem in Australia?
4. What are the three things you should slip on, slop on,
and slap on?

4. YOUR TURN Work with a partner. Ask and answer the

questions.
Find out about a natural
1. Would you like to visit Australia? Why? / Why not? disaster in a town in Kansas,
BE in the United States. How
2. What’s the sunniest place in your country?
was the town different after it
3. Is solar energy common in your country? was rebuilt? (Workbook, p. 85)

4. How do you protect yourself from the sun?

7.3 BUILD IT BETTER Unit 7 Smart Planet T-72

72 | Unit 7
 Unit 7 Review UNIT 7 REVIEW
Vocabulary 3. Complete the questions and answers with the
Vocabulary Useful language simple past passive forms of the verbs.
1. Write the name of each material.
■● Explain that Exercise 1 will review the materials ■● Explain that Exercise 4 will review the useful language build discover ✓ make
vocabulary that students have learned in this unit. Allow that students have learned in this unit. Remind them 1 2
destroy grow
them time to review the vocabulary exercises on page 65. that the useful language presented in the unit was
■● Remind students that on page 68 they also learned eco- expressions for apologizing. Ask students to turn to 1. When was the first talking movie made ?
construction verbs. Tell them to review this vocabulary, page 70 to see how the expressions were used in the
It was made in 1927.
as well. conversation. 3 4
2. When was tea first grown in China?
1 4
Have students read the directions and the expressions Tea was grown 4,000 years ago.
■● Read the directions aloud. Point out that the first letter ■●

of each word is already given. Have students complete in the box aloud. Then explain that they will complete 3. Where was gold discovered in the 1800s?
the exercise individually. Check answers as a class. the conversation with apologies. Ask students to work 5 6
individually. Then check answers as a class by having Gold was discovered in California in the 1800s.
Optional Have students work in pairs. Ask them to two volunteers act out the conversation.
describe each picture using the vocabulary from pages 65 4. When was Pompeii destroyed by a
and 68. For example: You can save used glass bottles for Optional Have students work with a partner to create an volcanic eruption?
recycling. Circulate to monitor conversations. exchange between a parent and his/her child. Ask students 1. G L A S S was
to recall their own personal experiences and use the Pompeii destroyed by a volcanic eruption in 79 CE.
Grammar conversation as a model. Then have volunteers act out the 2. B R I C K S
5. Where were the first public railways
■● Explain that Exercises 2 and 3 will review the grammar exchange in front of the class. 3. W A T E R built ?
points that students have covered in this unit. Before
students begin the exercises, allow them time to review
Progress Check 4. P L A S T I C The first public railways were built in England
both grammar pages in the unit. Have volunteers tell ■● Review the Progress Check items with students. in the 1800s.
5. P L A N T S
you when the simple present passive and the simple ■● In pairs, students take turns giving examples or
past passive are used. explanations for each of the Progress Check items. 6. M E T A L Useful language
Students complete the Progress Check by checking the
2
■●

items they know and leaving blank those they are not
Grammar 4. Complete the conversation.
■● Have a student read the directions. Then ask students confident about. 2. Rewrite the sentences. Use the simple really sorry I didn’t mean to apologies was my fault
to work individually. Have students check their answers present passive.
■● Identify the class’s problem areas and review or reteach
with a partner. Then have students write their sentences Mom: Kevin, don’t throw out the soda cans
them as needed. Help individual students as required. 1. They recycle these metal cans.
on the board. Check answers as a class. and newspapers with the trash! We
Optional Write the following questions on the board: These metal cans are recycled. recycle those.
■● To review Vocabulary, refer students to Student’s
What is it used for? What is it made of? Who is it used by? Book pages 65 and 68 and Workbook pages 44 2. They make these sweaters from plastic Kevin: Oh, yeah. I’m 1 really sorry . I totally forgot.
Tell students to choose an object in the classroom or in and 46.
bottles. Mom: But we talked about this last month.
their possession, such as: a shirt, a shoe, or a book. Ask ■● To review Grammar, refer students to Student’s
them to answer each question for the object they chose. Book pages 67 and 69 and Workbook pages 45 These sweaters are made from plastic bottles. Everyone in the house was going to help
and 47. recycle. Remember?
3 ■● To review Useful language, refer students to
3. They use corn to make heating oil. Kevin: Yeah. My 2 apologies . I’ll try to do better.
■● Ask volunteers to read the directions and the words in Student’s Book page 70 and Workbook page 48. Heating oil is made from corn. Mom: Thank you. Also, you have to clean the
the chart. Point out that they will use the simple past
passive in their answers. Have students complete the 4. They produce electricity from this water. kitchen after you make snacks. Last
exercise individually. Then check answers as a class by CLIL Project night, it was a mess!
having volunteers write their sentences on the board. Electricity is produced from this water.
See Teacher’s Book page T-119 for notes and ideas Kevin: Yeah, that 3 was my fault . I made a snack
for the CLIL/Project lesson. 5. They build these houses from organic and then went to bed. I was too tired to
Optional Tell students that they will talk about their
past. Write the following verbs on the board: teach, tell, materials. clean it up.
show, help, frighten. Have students complete the phrase Video These houses are built from organic materials. Mom: Kevin, come on.
I didn’t
When I was young, . . . with the simple past passive and 7.4 Driving into the Future What will be the car of Kevin: Sorry, Mom. 4 mean to make you mad.
information that is true for them. Write an example on the the future? Experts say it will need to be one that It won’t happen again.
board: When I was young, I was frightened by a big dog. uses more renewable energy. Several countries
Ask students to discuss their answers in groups. Then have have already taken the lead at producing more PROGRESS CHECK: Now I can . . .
students share their information with the class. fuel-efficient cars, including electric cars. We ■ identify materials.
get the chance to experience one of these cars
firsthand and then visit a battery factory to see ■ talk about how people recycle and reuse materials.
what makes these cars run. ■ talk about eco-construction.
■ apologize. CLIL PROJECT
■ write a newspaper article. 7.4 DRIVING INTO
■ discuss solar energy and sun safety. THE FUTURE, p. 119
T-73 Unit 7 Smart Planet
Unit 7 | 73