Foundation IELTS Katy Simpson I UASS with Nick Thorner fot Ba CRE cacao OXFORDoverview 1g DVD information Education & learning Health & medicine Society & family Population & the environment Culture & entertainment Careers & success Nature & biology Producers & consumers Media & travel Science & progress ar File answer key ary File answer key Skills File answer key File answer key tice Test answer key Practice Test audioscript 22 35 49 61 72 85 7 108 119 130 132 135 136 136 141Course overview About Foundation IELTS Masterclass Foundation IETS Mastercass provides materials which give miidates at IELTS band 45-5 5 appropriate preparation and practice forthe IELTS exam. In addition to offering students extensive guidance and exam traning, it also contains intersting, ively, and informative materials that wil buld world knowledge and give students the confidence to discuss issues commonly deat with in the exam. About the exam ‘The IELTS exam consists of four papers: Listening Wing and Speaking, Candidates receive a score for each pape. The individual scores are averaged and rounded produce an Overall Band Score. Candidates receive scores on an Overall Band Score from 1 (Non User) 109 (Expert User adi Course components ‘The couse comprises + Student’ Book + Online Practice + Teache’s Book with Speaking DVD ‘The Student's Book ‘The Student's Book contains: + 10topic-based units, Each unit begins with an infographico image wah elated questions to engage students witht Unit topic and encourage them to think critically. There are four skls-based lessons ~ Speaking, Listening, Reading, an Witing focusing on skils development and exam practic for each of the four IELTS papers with and vacabulary-bullding activities. +n Exam challenge section at the end of each unit gives students further exam practice + Exam tip boxes alongside exam sls sections mmo File with exercises * Vocabulary File wth exercises + Study Skls Fle with exercises + Writing Fle with madel answers Overview of Bxam tps + Audioscript Each unit contains: Unit opener: This section presents the overall theme of the unit by engaging students interest in the new topic, activating ea knowledge, introducing related vocabulary, and 19 opportunities for both general fluency practice and specific exam practice for Speaking. 4 COURSEOVERVIEW ‘The use of graphics and statistics on these pages is designed to provide a direct, accessible route into the units themes and to generate quick discussion, without the need for lengthy textual input, Since litle language support is needed to engage with the content, students may also wish to discuss these pages before class starts o in preparation forthe lesson. The ‘pages, along with infographics on other pages, also provide ‘opportunities for describing numerical or vsual data, which teachers may find useful when helping students prepare for Writing Task 1 ‘Speaking: Each speaking section starts witha lead-in ( focus that engages students with the lesson topic by intreducing key concepts or sues, and activating existing knowledge. These sections include practice of one or several Part 1,2, and 3 tasks from the Speaking paper. Through the course students gain experience in oganizing their responses and in handling different types of discourse such as giving personal information, expressing opinions, describing cause and effect, extending responses, and varying language. The speaking lessons train students to consider all areas of the IELTS assessment, by developing the grammar, vocabulary, pronunciation, and fluency skls (exam skils) required to perform a specific exam task. Students then apply learning in all four areas ina final output task Several speaking sections include opportunities for students to listen to examples of candidates doing a speaking task and to compare their awn ideas with those ofthe candidates. Audioscripts ofthese recordings are located at the back ofthe Student's Book and in the Teacher's Book within the unit notes, Lstening: Each listening section starts with a lead-in (Top focus} that prepares students for exam practice either by activating existing knowledge or developing language and Skil, These sections focus on ane examination task type from the Listening paper and develop a range of listening sub-sils such as separating connected speech, Throughout the course, students listen toa wide range of texts and learn to complete tables, sentences, and notes label plans, maps, and diagrams and choose options froma sts in the exam, the recordings ate scripted and there sa variety of native speaker accents forthe exam practice tasks. Audioscrpts for all recordings are located atthe back of the Student's Book and in the Teachers Book within the unit notes. These sections finish with discussion ‘activities (hat do you thnk?) that enable students to react t0 the listening texts and activate the language covered in that section. After the listening section there isa Study sils section where students focus on a range of sills that will help them to prepare for the IELTS exam, Thiss expanded on in the Study Skil fle atthe back ofthe Student's Book wi ting section starts with a lead-in (Top that prepares students for exam practice ether by activating existing knowledge or developing language and skis These sections prepare stu the two tasks, For Task 1, studentsaged to view tasks according tothe thee language they are most commonly equied 0 perform. They to describe trend data, compare set of data, and processes Tianing on describing maps and plans is inthe Wrting fe For Task2, students are encouraged I witng 35a proces of response to task The 9 consecutively and requie student to analyse 3, rainstorm ideas, panther essay, structure and wie conclusions. This approach fs designed to = aay from a elance on learnt essay modes and thoughtful relevant responses. Further support can be the Wrtng file atthe back ofthe Student's Book Reading sections tart witha lead-in (opi focus that students fr exam practice ether by activating exsting 2 or developing language and sks, Each Reading fins stucents to deal with particular task rom the fer Through the course students develop the nd grammar needed for the Reading paper Exam 21@ cea labelled and ae usualy accompanied px ith advice on how to approach the task These finish wth discussion actives (Whar do you think?) students to react the reading texts and activate age covered in that section, 296 offer timulatng,thought provoking ideas ined to engage students and they elect a vatiety ee types including arguments, cussions, stor and informative tests get Fach unit ends with an Exam chalege. These designed to alow students to review the skis and veloped dung the unit and to rehearse them ‘authentic exam context During the lstening and js, students a directed todo spectic sections, ce test that comespond tothe sis they have been in doing so, students can familiarize themselves wth cs and procedures, and develop a habit of applying ing as they tackle exam paper. Inthe ead, and writing tasks, students are also encouraged vo do der the time constants they wl facen the exam. File: 4 ink tthe beginning of each grammar section ts tothe grammar reference section on pages lof the Students Book. This reference provides concise and further examples ofthe grammar points {each unit as well as practice exercises. Ths section ed for general revision purposes. File: ink tthe beginning of each vocabulary ides students tothe vocabulary reference section on 21-120 of the Student's Book This reference provides Bcabulary exercises. This section can be used for ision purposes. File: This section gives students an opportunity fon thelr learning, The activities encourage them to how they can improve thet learning of grammar and y and better develop ther reading, wring, speaking ening skills Students could be encouraged to work through the sections towards the beginning ofthe course so, that they can establish best study practice right atthe start Writing File: Tis file (pages 136-144) provides a model answer for each ofthe tasks in Part 1 and Part 2 ofthe writing paper with accompanying notes on how to approach each task type and how to structute a response, as well as further practice Exam tips: The Exam tps section (pages 145-148) includes the tips that accompany the exam skills sections in each unit, These tips provide guidance on haw to approach each ofthe task ‘ypesin the ELTS exam. IELTS Practice Test: Siudents are diected to specie questions Inthe Practice Tes from the Exam challenge sections atthe end cof each unit see above), At the end of the course, it might be helpful fr students to work through the Practice Test asa whole. ‘Audioscript: Audioscrips, excluding those forthe IELTS. Practice Test, on pages 164-173 enable students to follow the recordings or to note how specific language items are used in context. Note that the audioscript forthe IELTS Practice Test on| pages 149-163 ofthe Student’ Book is on pages 141-144 Online Practice If your students have purchased the Students Book with Online Practice Pack, they get a unique unlock code on the catdat the back oftheir book that gives access to Foundation IELTS Masterclass Onine Practice and an anline IELTS Academic practice tes. There ae over 50 exercises inthe Online Practice Which allow students to continue to develop the language, sil and sub-skls they need fr the IELTS exam outside of cass time. Thete are exercises to consolidate and extend the grammar and vocabulary work done inthe Student's Book, plus futher exam training for Speaking and Writing. and exam practice tasks for all four papers. The Online Practices also available separately. For information {0 10 worwoxfordenglshtesting com, Using the Online Practice The Online Practice can be: + teacher managed via a free Learning Management System (follow the instructions for Option 1 or Option 2 0n the card atthe back ofthe Student’ Book) on * sed by individual students for self-study (refer your students to the instructions for Option 3 on the card atthe back of the Student’ Book) Teacher-managed Online Practice If teaching with the Students Book in class, we recommend choosing ths option so you can assign exercises and tasks from the Online Practice and the online practice test via the free Learning Management Sytem (LMS), where is easy to: ‘© manage what exercises and tasks your students do and when they do them COURSEOVERVIEW 5‘see your students'resuitsn an online markbook so you can identify areas of class or individual weakness allowing you to focus on what students realy need to workon «read, comment on, and mark your students‘ extended writing tasks online with an option to return workto students for them to Improve and resubmit. A marking quide and sample answers ae provided: « listen to, comment an, and mark your students recorded responses to speaking tasks online. You can choose whether to assign the exercises and tasks in the Online Practice with'no help’ for assessment) or with help for supported learning). For exercises and tasks you set'with help, students are allowed to: ‘+ mark their answers, ty anything they got wrong again, see the correct answers with explanatory feedback * look up the meaning of words in questions and texts in the integrated online Oxford Advanced leamers Dictionary, 8th Edition; this saves time and helps students improve thet vocabulary + rad tips and strategies to help them prepare for the exam + see sample answers for the writing tasks, and audioscrpts and useful language forthe speaking tasks Ifyou assign exercises with’no help! these support features will be disabled, You could choose the sections or exercises ofthe Online Practice you wish students to do, and assign ther fist with ‘no heey ie. with all support features disabled. This wil alow you to assess how well prepared your students ae at any stage ofthe course. You can then assign any problematic exercises again ‘with help, ie. with all support features enabled, so that individual students can benefit from the earning support features. Youcan assign the whole Online Practice in one go, or {a unit ora selection of sections or exercises If you choose to use the LMS, we recommend following Instructions for Option 1 on the card in the Students Book. you would prefer to register students yoursel you will need to collect ther cards with unlock codes and follow the instructions ‘or Option 2 Self-study Online Practice ‘You may prefer your students to work through the material in the Online Practice and online IELTS practice test at their own pace, using the’self-study’option. Students will need an email ‘address t0 register. They will need to follow the instructions for Option 3 on the card in the Student’ Book For this option, students wil have access to al the earning support features (ee table below), but you will not be able to track their progress see ther results, or do any marking online. Note! Itis very important that you tell your students which ‘access option you want to use. For more information about ‘online practice, online practice tests and the LMS go to ‘wvewoxfordenglshtesting com, Students have 18 months to complete the Online Practice and online IELTS practice test from the time they register. 6 COURSEOVERVIEW Online Practice content ‘There ae six sections: Vocabulary: 10 exercises that review vocabulary from each Unit ofthe Students Book and 10 exercises that review key ‘academic vocabulary, (Grammar: 15 exercises that review core grammar structures ‘covered in the Students Book Listening: One recorded text foreach of the four sections of ‘the IELTS listening exam with 2-3 tasks per tex, asin the exam but ata lower level than the exam to build students'confidence. Reading: Three IELTS-type reading texts with three IELTS task types per text, asin the exam but ata lower level than the exam to build students’ confidence. Writing: Two exarr-slls practice exercises for each ofthe two IELTS writing tasks ‘Two IELTS-type tasks for each ofthe writing sections with sample answers, including commments on language and content. (See Teacher-managed Online Practice above) Speaking: Three exam-sils practice exercises. “Two tasks foreach section ofthe Speaking exam with speake and-record facility. Online IELTS practice test “The unlock code that students get for the Online Practice (when purchased with the Student's Book) also includes access to. complete orfordenglshtesting.com IELTS Academic practice test. Ifyou are using the LMS option, you can assign this test to your students as a whole test, or by paper or part using Test mode (='no help'/no key) so that you can assess how well prepared your students are, or in Practice mode (= “with elp/with key) for practice and fariliaization with the exam task types. Note that this tests not graded to the level ofthe Students Book - it reflects the level ofthe IELTS ‘exam, Additional online IELTS practice tests ae available For information go to oxfordenglishtesting.com. Teacher's Book ‘This Teacher's Book contains procedural notes and a full answer key including suggested answers for the activities in the Student's Book It also includes the audioscrips forthe listening Sections with answers highlighted, as wel as optional activities for classroom use Itincludes the answer key (pages 130-140) and audioscript (pages 141-144) forthe IELTS Practice Test atthe back ofthe Student’ Book. Website You will find additional resource materials to further support the Students Book online at oupcomveltexams.to use the DVD peaking DVD is designed to familiarize teachers and ts with the forrat and requirements ofthe Speaking “The material can be used alongside Foundation LTS prcass, but since it's not intrinsically tied to the course, it 23 useful complement to any IELTS course. gh the video does not show any actual exam situations, at ofthe testis scripted according to IELTS and ge English Language Assessment guidelines, and didates are real students who have either taken or are ing forthe IELTS exam in the UK Different students are doing different parts of the test, except in the complete ch features the same student throughout, Teachers gmake it clear to their students that ther Speaking test for examiners to mark the interlocutor does not smarking, Note that the'candidates shown on this OVD icover a range of IELTS scores for Speaking likely to be 40 and 60, can be used at any point during the course for g and wil make a useful revision too. Itis ecommended chers watch the complete video before showing all or it to thei students. They can then choose to show theit fsthe whole video, or individual sections. The suggested =5 below can be done individually or n small groups as “The interviews shown are not intended as model = students should be encouraged to suggest how emselves could have given a better answer‘n the same ‘and also identify what the candidates'shown in the p well dactivities ing the Introduction tothe Speaking paper, ask ons lke: long does the test as for? imany examiners are there and what do they do? Bs the examiner ellstudents how they have done at the Bofithe exam’, etc Eandidates the examples for each part and askifthe followed the advice that the examiner gives in the scomplete test but nt the Examiners commentary {to act as the examiner while they are watching, ithen watch the examiner’ commentary and compare nt ofthe candidates This will help students to at they need to improve in their own performances. peaking DVD information ‘The Speaking DVD contains the folowing videos: Introduction to the Speaking paper ‘An examiner explains the format of the test and timings. Part 1: Overview and tips + Example An examiner explains what happens in Part | and offers candidates some tips to help thelr performance. This followed byan example of areal student doing a Part | task. Part 2: Overview and tips + Example ‘An examiner explains what happens in Part 2 and offers, Candidates some tips to help their performance. This is followed by an example of areal student carrying out the relevant tasks, Part 3: Overview and tips + Example {An examiner explains what happens in Part 3 and offers candidates some advice to help their performance. This is followed by an example ofa eal student cartying out the relevant tasks How candidates are assessed ‘An examiner explains what the assessment criteria re, and these ae ilustrated with clips from footage of the’ mock exams. This section includes: + Overview of assessment criteria Fluency and coherence © Lexical resource + Grammatical range and accuracy * Pronunciation Complete test with commentary and analysis, ‘complete test showing a student caring out an unintertupted test. This followed by an examiners pat: by-part assessment oftheir performance according tothe assessment criteria and a final summary oftheir performance. Note: The sections can be viewed in any order. Teachers may for example ike to show students the complete test fist 10 centate them and then go back to each part separately as they are dealt within class For more information about the assessment criteria for speaking visit the IELTS website at wwvielto7 SPEAKING DVDINFORMATION 7UTS Introduction jer Featured topic vocabulary 8 "Nouns: literacy rate, ratio enrolment, decade, destination, earning potential Adverb: globally ‘Adjectives: giobal higher (education, tertiary primary, secondary, average Optional lead-in Before students open their books, you may lke to introduce the topics covered in the infographic by doing the following: 2 Write these questions on the board: * What percentage of young people aged 15-24 do you think can read and write (90%) + Which country do you thinks most popular fr Intemational students? (the USA) ‘+ How many schoolteachers do you think there ar 1e world? (about 60 milion) 'b Group students in fours and ask them to guess what the | answers are Write the aroups'guesses on the board | ¢ Ask students ro open their books and find which group guessed the closest answer. What do you think? Before speaking, students may require clarification of = sMeracy: the ability to read and write © enrolment officially recistering / joining a cours + decade: a petiod often years + eaming potentiatthe salary you might be able to get inthe future school, et See background note below for clarification oftypes of education, Ask students to discuss the questions in pars. Tell ther to give reasons for their answers and give examples when appropriate, Itneeds to become automatic for students to extend their answers inthe speaking part ofthe exam. To generate mare ideas, encourage students to think about the Wh- questions as they answer (ho, what, why, when, where, etc). Mter discussing, get feedback by nominating students to share their ideas with the class. Background note: «= pprimarys fist stage of compulso childs 5 /610 11/12 years of age ‘= secondary: the stage immediately af 11/12 to 16-18 years of age ‘education, usually whena primary; usually 8 UNITY EDUCATION & LEARNING eee m (Leal «+ tertiary: this third stage is often used to refer to university but includes a wide range of post-secondary institutions * higher education: refers to undergraduate and postoraduate studies Optional activity For homework, ask students to choose the sub-topic from the infographic that they are most interested in and research statistics related to thelr country For example, they may wish | toinvestigate how many teachers there are in their country. | Students might like to prepare their own infographic'to resent in class. SPEAKING Giving personal information jax EXAM FOCUS: PART 1 ability 10 give extended responses in “1 Develop students Speaking Part 2 Improve students accuracy using gerunds and infnitives Inspeaking, 3 Enable students to speak confidently on the topic of school and university subjects with a range of related NOES 4 Raise students’ awareness ofthe role of word stess in pronunciation. r PERERA g: University and school subjects:psycholoay geoloay chemist geography iterature, biology, medicine engineering, economics physics management history Verbs: enjoy prefer, would keto hope hate Nouns: pupil curculum rear, homework, xa ‘Adjectives: primary, secondary state, private, compulsory, academic vocational talented ne Topic focus 1 Thisexercise presents new vocabulary in context. Focus students attention on the picture and ask what the Situation s(a classroom) and how the student might fe (engaged /nterestd)f possible show students where Finland is on a world map, Ask students to work alone before comparing witha partner,ds in bold should not be pre-taught. After reading, Fike to get students to use their dictionary to check ing of the words in bold by allocating one word per Istudents to share the meaning oftheir word with the ck students understand the vocabulary by asking Whats another word for pupi? (student) Gan you be fat university? (No, pupil's for schoolchildren) school /secondary schoot Which one's for older secondary school ~ NB In the UK. children go ary school from around the age of § to 11, and dary school from 11 to 16, when they take their Es They can choose to go on to college from 1610 18, students in an academic stream normally sit thei 3) im: What subjects were part ofthe curiculum at your school private schook: Which one do you pay for? te school) Which one does the governement pay for? schoo)) Do you have both stateand private schoolsin ty? Can you choose todo.a compulsory subject or (ho) What subjects were compulsory at your school? stream / vocational stream:Can you think of s where vocational studies might be more useful emi stules? (possible answers: hairdresser, car i, plumber) et sito noun, verb, or adjective? (adjective, but fs may confuse itwith a verb because ofthe ed J) Ifyou are talented, do you normally get good grades jgrades? (good) Which verb goes with homework? (do, have. get) tse it with tmuch’or mony ? (much) isitcountable or (uncountable) What verbs go tagether with exan? (si, take, do, pass, ats exam’ short for? (examination) sto discuss in pairs before sharing ideas as a checks students’ understanding of the new ts begin, encourage them to use grammar clues ed the answer For example, anin question § means should be looking fora word beginning with a vowel. Bents to work alone before comparing with a partner. chool, secondary school 4 This exercise provides students with an opportunity to use the language in personal contexts Before speaking, encourage students to extend their responses with extra details or their opinion. You could do. this by modelling an exchange and follow-up questions yourself Tell students to discuss in paits before getting feedback as a whole class 5 This exercise expands students range of education vocabulary and prepares them for the pronunciation work in exercise 7. Tel students to work in pais. Monitor to check which words students have dificulty understanding. Clary the meaning ‘of any problematic words asa whole class, such a terature (studying written texts ke books and poetry) and geology (the scientific study ofthe Earth). Note: Answers refer to secondary schools in the UK up to ‘age 16, Some countries may have a broader curiculurn than Ux state schools so there may be more answers with U/. ANSW psychology U medicine U geology U engineering U chemistry US ‘economics U/S ‘geography U/S physics U/S literature U/S management U biology U/S history U/S Optional activity You may lke to take this opportunity to encourage students rouse a dictionary to look up the meaning of new words. To save time, allocate one word per pair to find in the dictionary. After checking the meanings in the dictionary, divide the | class into two groups, with one person from each pair per ‘group. Tell students to share ther information with their sr 6 © 1-1 This exercise prepares students forthe pronunciation task by exposing them to the phonetic forms ofthe target vocabulary. 1 biology, chemistry medicine 2 economics, management 3 psychology history, geography ‘Audioscript 1-1, 1-2 1 Atschool,| hated studying sciences especially biology and chemistry. However, now I ike to study medicine! 2 | prefer studying vocational subjects connected to my chosen care. hope to go into business, so economics and ‘management ae particulary important 3 enjoy studying psychology at university, but at schoo! didnt lke studying in general because most subjects we lear ike history and geography, were compulsory. 7 @ 12 This exercise raises students’ awareness ofthe variety (of word stress patterns in English, ‘UNIT? EDUCATION &:LEARNING — 9‘Ask students to copy the table into their notebooks before listening and completing the columns. fo help students Understand why correct word stressis important, give them an ‘example of a familiar word pronounced with incorrect word stress, for example, try saying computer, instead of computer. Highlight how muchit changes the listeners perception of the word. ature, management, chemistry, medicine psychology, geology geography, biology physics, history engineering, economics Teaching tip: Word stress isnot as predictable in English as some other languages. Although there ae some paters, students need to check word sess of new vocabulary their dictionary. Diling the pronunciation of new words can help students to become more aware of were the sess fas when they hear new words Make a habit of marking sess bubbles above new words on the board, and encourage students to copy these nto their vocabulary notebooks. ees Optional activity Show students how sess is shown inthe dictionary, and ask them to ook up some ofthe new words from exercise 110 | add them to ther able, for example, compulsory (column 2), } academic (column 4), and primary (column 1). | WOR student’ Book paetan Refer students to exercises 1-5 for more practice of wocabulary related to school and university subjects, ANSWERS ‘See page 1320f this book for answers. 8 Students are given the opportunity hereto personalize the vocabulary. You may wish to play recording 1-1 again and draw students attention to the way the answers are extended, before encouraging them to provide similar details in their discussions | Optional activity You might eto get students owt theiransiesin full befor pein end th low | a Askthem to daw ses bubbles above the most | important woras above te sessed lable nthe wor |b et students o practise her pronunciation n pis by | teasing ther serences lou focsing on the stess | mentite opt down ther papers and spe ieee STUDY SKILLS ILE Student's Book page 131 Refer students to this page fr activities that will help them to improve thelr vocabulary development. 10 UNITY EDUCATION & LEARNING Grammar 9 © 12 This exercise cafes the mening ofthe sentences and prepares students forthe grammar focus Check answers 35a whol class and lay any issues students might have with vocabulary or the use of efor thepast 1 Past 4 Future 2 Future 5 Present 3 Present 6 Past Audioscript 1-3, 1-4 1 ‘hated studying sciences 2 ldlike to study mecicine 3 | prefer studying vocational subjects, 4 [hope to go into business. 5 | enjoy studying psychology. 6 didn't like studying in general 10. 14 This dictation task craws studentsattention to tarnmar forms used in the model sentences ‘You may wish to show students how past, present, and future ae signalled: draw three colurnns onthe board for ast resent, and future and ask students which phrases should goin each column before writing them in the correct columns. Focus students attention on the forms which follow the chunks, by highlighting the «ing form or infinitive. Dil the ‘chunks and use substitution dil for example by replacing sciences witha diferent subject each time. 1 hated studying 4 hope togo 2 ‘dike study 5 enjoy studying 3 prefer studying 6 didnt lke studying EMME Stucent’s Book ens Refer students to this page for more explanation and practice of gerunds and infniives. See page 130 of this book for answers. 111 Here the fos used in exercise 10 are presented in a more structured way and students are given an opportunity to personalize the language. Draw students'attention to the example and the table. Clarify how the colour coding works by asking students if they should say ike gaing (wrong) or fdlke to go tight). ‘Ask what colour goes with the “ing form and what colour {goes with the infinitive. Tell students to work alone before comparing with a partner, Monitor and check for errors which you can write on the board and correct as a whole class. 12 Focus students attention on the speech bubbles with language for shawing interest. hese responses will not be Useful ia the exam, but using them in class may encourage other students to extend their responses and so you may find them a useful tool, Demonstrate the activity witha strongstudent and encourage students to extend their response, Group students in fours to speak sm skills I3 This exercise introduces students to the importance of ‘extending their responses before they practise an example in Speaking Part 1 Ask students to discuss in pairs before checking as a whole class. Candidate 25 response. t shows a greater range of ecabulary and grammar, such as adverbs (Well Actually) and forms (present simple, past simple, gerund after enjoy). © 15 Before students stn, ask hem to suggest psible answers tothe question and vt these on the Board they have ansivered the question refer student to page for more guidance on how to approach Speaking Part fy to add some additional information that gives the ner something more than the basic response. Speak for d 15 seconds each time. script 1-5 ding Part | lasts 4 105 minutes and the examiner asks you tions about a range of personal topics, such as your family, 5, work or education, and holidays. Listen carefully for ston word — where, when, wih, how, howaften ~ and nd ina conversational way.’ important that you gand the question, and give a ful response to show use a variety of language. Try to add some extra that gives the examiner something more than a Each response shoilld be about 15 seconds. se gives students an opportunity to practise thelr answers ina controlled way to prepare them ice Speaking Patt ing, encourage students to reflect on what earn this lesson by'teling them to turn back to 1-13. Ask students what they need to remember to gaking Part | and wit their ideas on the board, for range of relevant topic vocabulary Wh- question words in mind ssons, make compatisons talk about thet feelings, ain about how something has changed from the ‘of tenses and a variety of verbs, e.g, some that ‘the gerund and some that equite the infinitive. ing ask students iFthey followed their own advice rd. Exam practice 15 This exercise gives students a chance to put together ‘everything from this lesson and familiarizes them with the format of Speaking Part 1 Before students tum to the questions, seat them as they are Jinan exam with candidates sitting opposite examiner: Tell students role-playing the examiner to time their partner and to take notes about whether the answers were long enough, Encourage them to give feedback and suggestions on how their partner could extend their answer further. Optional activity You may like to encourage students to extend thir answers by doing te following 2 Group students in fours, with two teams per group b Tellstudents to time each other's ansivers tothe questions in exercise 3, and allocate a point for every 5 seconds | they are able to continue answering the question, toa maximum of four points (ie. 2 seconds) «Each person inthe group should answer two questions in total before the points ae aided up. Find out as a whole class who the winning teams are Ifthe technology's avaiable, students could record their responses and citique thei own performance by listening to themselves Direct students towards the marking citeria at wawicambridgeenglsh.org/exams/ielts so they Can assess their own strengths and weaknesses STUDY SKILLS FILE Student's Book page 132 Refer students to this page for activities that wil help them toimprove thelr speaking development. LISTENING Completing basic information js» EXAM FOCUS: SECTION 1 7 Enable students 0 vanscribe numbers and names “ecu. 2 Develop students ability to predict missing information by considering question words or each gap. 3 fxpand students range of vocabulary elated 1 st motivation s ahr 4 Encourage students to take responsibly for thei eerning “by setting personal eam objectives iy and UNIT EDUCATION LEARNING — 11‘Adjective + noun collocationst vate ruton, hard work "Noun + preposition collocations: standard of ambitions fo mpottance on, under pressure expectations of _ Nouns: range, success effort value, quality achievement _ Verbs attend receive Adjective: acitiona sessed _Aaiverts: respectively - : ‘Question words: how much how long when, where who. what Optional lead-in To introduce students to the topic of private tition, draw attention tothe photo and ask: + What do you think the relationships between the two people inthe photo? (tsa student anda teacher) + Huw the relationship between the people in the photo diferent from a normal teacher-stdent lationship? The teacher is giving the student a private lesson) + Why do you think people pey money fr ths type ofcass? | (Because students can benefit from the one-to-one | attention) | If necessary allow students to discuss the third question in | pais | Background note: ow much one-to-one attention do students get at school? inthe UK fr example, there are usually around 30 children in a state school lass sot can be dificult for the teacher to caterto everyone’ individual needs \What i diferent about the relationship ofthe people in the photo compared to anormal class? Aptvate tutor can: «tall classes to the student’ stenaths and weaknesses «+ respond tothe student’ interest ad individual earning syle + developa more persona elationship with the student «+ ake a more relaxed approach because behaviours ls likely tobe a problem \Why do you think people pay money for this? Private tuition is often expensive, but many parents fe! tis ‘worth itfor the one-to-one attention The student might * be struggling or faling behind ina particular subject + be particulary gifted or talented in one particular area and need to be more challenged + need help preparing for an exam. Topic focus 1 This exercise engages students inthe topic of private tuition Using their personal experiences ‘Group students in threes o fours to discuss thir responses Get feedback asa whole clas forthe second question only, comparing diferent counties 12 UNITY EDUCATION & LEARNING 2. This exercise develops students ability to transcribe number: and deals with subtle differences in word stress between some numbers. If necessary, remind students of the work on word stress in the Speaking lesson. Write the words sixty and skteen on the board, and say them aloud. Ask students ifthe stressed syllable s the same ordfferent. Underline the stressed syllable (daty and sixteen) and focus ther attention on the difference in length of the second sylable. ell students to complete the exercise in pais. Encourage them to say the words aloud to help them identify the stressed syllable. As you check answers asa class, drill each number by telling students to listen ta your pronunciation and then repeating ittogether. ana With the numbers ending in zero, the stress falls on the first syllable: sixty, twenty, seventy (stress on first syllable) sixty-five, twenty-one, seventeen, seventy-one, sixteen, ‘twenty-five, seventy-five (stress on the final syllable) 3 © 16 Thisexercise helps students understand numbers in context Check the meaning of ranges (eg. ask students what the age range isn their cass). Ply the recording more than once if necessary, but remind students they will hear it only once in the exam, After listening, tel students to check their answers in pairs Check answers as a class. 16,20, 25,70,71, 75 ‘There is only one range: 16-20% Audioscript 1-6, 1-7 Globally and on average, 25% of students attend additional ‘courses outside school. More than 75% of students in Colombsi Latvia, the Slovak Republic, the Philippines, and South Africa have private tuition in mathematics. in Japan and South Korea respectively, the figures are 71% and 64%, while in the UK, 20% ‘of students attend extra courses. In general, the levels of titior are especially high In East Asian countries, where aver 70% of students receive extra tuition at some point in their school caree's, Levels of tuition are lower in European countries, for example in Germany, where recent surveys indicate that aroun 16-208 of students receive tution, usually in mathematics. 4 @1-7 This exercise gives students practice filing gaps with ‘humbers, which isan important sil for Listening Part 1. Before listening, give students 3 minutes to read sentences: a-f.Check the meaning of attend (go regularly toa place, 9,8 school, addtional (extra), receive (get), respectively (the fst number matches the fist country, and the second number matches the second country, etc). After listening, a: students to compare their answers in pairs Check answers {8 lass. Clarify that nat all the gaps in Listening Section 1 require numbers, but they can expect at least one answer te bbe a number.420 70 116-20 ‘Ask students to discuss in pats before comparing the'r ideas '3 a class. Remind students of the importance of justifying their opinions to extend their responses, bulary This exercise checks students understand the sentences before focusing on the language used. I also rases ‘awareness of diferent views on education. Jskstudents to work alone. As you check answers asa class, clarify any vocabulary problems. Students may have difficulty ‘with ambitions (things you eally want to do or achieve in the future), Ask students what their ambitions are to clay the meaning, ‘This exercise expands students range of vocabulary by “encouraging them to use synonyms. Ask students to work alone before checking in pais. Check ‘answers asa whole class and clarify the meaning (see below), ‘pronunciation, and part of speech / word class of the new Yyocabulary (see key language on page 12 ofthis book for part of speech / word class).You may lke to claify meaning ‘by asking the questions below (note: you might want to ‘expand students vocabulary knowledge further by focusing ‘on the words in bold in the questions) “= unde pressure: Have you ever fle under pressure? Why? DO ‘you put yourself under pressure? "+ effor: Which subjects at school do /did you make the most effort in? valve: Did you place value on the same things when you were younger compared to now? What characteristics do you valve inyour fiends? (nate: here value is used as a verb) expectations of: What are your expectations ofthis course? Have your expectations been met? (ual: f something is good quality sit usualy expensive or Cheap? In what tuations s quay important? ‘achievernent: How is achievement often measured at school? ‘How do you feel fyou achieve your aims? What do you want to achieve this year? (note: achieve i the verb, whereas ‘achievement the noun) standard = quality “ambitions for = expectations of importance = value, success stressed = under pressure ing tip: Synonymy isa fundamental area of knowledge all papers ofthe exam, and itis essential to draw students n to synonyms throughout the course and to 1urage systematic recarding of synonyms. You may wish do this collectively asa clas, Certain websites allow you to ‘words and definitions tagether and to play games with .chieverent sk ifnames or numbers are required ... or both’ them. You could exploit such resources by entering synonyms In place of definitions 8 This exercise checks students understand the synonyms and helps them lear the vocabulary by personalizing it Focus on the example in the speech bubbles. Emphasize that they should not simply repeat the vocabulary used by their partner Monitor fr any interesting opinions to highiight in whole-class feedback. SRE (5 Sook pet Refer students to exercises 6 and 7 fr more practice using synoryins. See page 132 of ths book for answers TEENA © 1-8 Before students isten, ask them to suggest possible answers tothe question and write these on the board. After they have answered the question, refer students to page 146 for more quidance on how to approach Listening Section 1 on Read the instructions and look at the information carefully to find out if names or numbers are required, or both. Audioscript 1-8 In Listening Section 1, candidates often make mistakes writing teachers and ask students which (of the two options has this idea, 1 more useful than 2 don'tuse the internet 3. Learning naturally, makes children curious 4 used to learning, rarely do WEMEEREE © 1-12 Before students sen ask them to suggest possible answers othe question and write these onthe board After they have answered the question, refer students to page 148 fr more guidance on how to answer multiple-choice questions UNIT? EDUCATION &LEARNING 19‘They give you an idea of where to ook for the information in the passage. Audioscript 1-12 Mauttiple-choice questions with four options often feature in the Reading test. As you read the options, underline key words (or make a quick note next to any options which you think are possible answers OF course, you then have to decide which ‘option the passage actually agrees with, The'sters are useful because they give you an idea of where to look for the information inthe passage 5 This exercise develops students abilty to analyse stems in ‘multiple-choice questions to find the corresponding part of the text quickly. Sess that students should not underline too much because ‘then the important words will not stand out. Focus their attention on the stems only by telling them not to read the ‘options for now Ask students to compare their answers with 8 partner before checking as a whole class. Ask students what the underlined words in 1, 3, and 4 have in common (they are the main topic). Ask students why Sugata Mitra in 2 easy to find (because names have capital letters and so they stand ‘uD, Ask how question 5 is cifferent (asks students to think about the whole text. 1 reading 2 Sugata Mitra 3. computer games Teaching tip: One ofthe main issues students face in the Reading exam is completing everything within the time limit Itis vita therefore, to develop skis to read more efficiently. Sills such as quickly identifying the relevant part ofthe tex, liken exercise 5, help students to avoid wasting time looking repeatedly through the whole text. 4 language course, exam 5 main idea Exam practice 66 Remind students of the points they should keep in mind by referring them back to exercises 3 and 4, Ask students to work alone before comparing with a partner. Tall students o justify their answers to each other by refering tothe matching part of the text and explaining how it means the same as the option they chose, Ask students to also explain to each ther why the other options are incorrect. Check answers as a whole clas. 1B agirlimprovedherwrting so much herangry teacher ‘accused herofcopying = lines 22-24) As incorrect because the text says Studying online may hhavea similar effect (ines 26-27). Cisincorrect because the text says it wasn't important what books they read (line 13). Dis incorrect because in the case study which was successful the researcher gave students the books (line 18) 20° UNITY EDUCATION & LEARNING 2 B seelines 27-31) Options A, C, and D are not mentioned inthe text, and students should be careful not to presume any ofthese things based on outside knowledge. ‘(watching people play computer ames may help more than actually playing them ~ lines 43-44) Bisincomect because the text actually says the opposite (see lines 43-44 above) Cisincorrect because the text does not mention how lone Students again should be careful not to presume this. They may be misled bythe statement that using language repeatedly is essential, but tis refers to frequency not duration. Dis not mentioned but students may presume D is correc based onthe statement that watching people pay is better than paying because you have time to listen to or read the language inthe games lines 44-45), Students should be careful not to go too far beyond the text to take such leaps in logic. 4 Cifyouwantt0 take an exam in English, doing a course wll be as useful as reading for fun - lines 2-53) Ais incorrect because the text says This doesnot mean tha fanguage courses area waste oftime lines 50-51). Bis incorrect because it means the opposite of what the text says (ee lines 52-53 above). Dis not mentioned but students may be misled by the statement that doing both is clearly best ine 54), Students should beware of drawing incorrect conclusions such as presuming that both means’atthe same time 5 Cilines 4106 line 13 lines 38-39, and lines 49-50) Aisincorrect because the text states This does not mean that language courses are a wast oftime (ines 50-51). Bis incorrect because although the examples mentioned ate outside the classroom, the focus ofthe text isnot School contrasted with studying alone, but using languagy for fun contrasted with studying Disincorrect because the main ideais that any kindof activity that i enjoyable is useful. Students may be misled by the statement some kinds ofcontact may be more useful than others ines 40-41), but the words much more in option D makes this stronger than the tentative use of ma inline a1 Grammar 7 This exercise improves students understanding and use of the first conditional, You may lke to introduce the first conditional by writing the first sentence from exercise & on the board (fyoudo something you enjoy using English... Ask students for ideas {o finish the sentence and write their ideas on the board Ask what the key word is which helps them to know this is a conditional sentence (f), Then tel students to work alone to find similar sentences in the text. Check the answers by \fting the sentences on the board, Highlight the structure by drawing a box around wil earn and willbe in one colour and ifand have and want in another colourchildren will learn to navigate the web in foreign guages and also teach themselves academic subjects if. have access to the internet, Krashen also discovered that if you want to take an exam in alish, doing a course will be as useful as reading for fun. Student's Book sj jer students to this page for more explanation and practice of sconditionas. ‘page 131 ofthis book for answers. ‘sk students to work alone before compating sentences with ’ partnes Write some ofthe students examples on the board and highlight the form, Ifyou do something you enjoy using English, your English will improve quickly. 2 Ifyou choose your own reading materials, you will be more ‘motivated to read. Ifyou give children access to a computer, they will learn ‘many things by themselves. do you think? This exercise encourages students to think cially about the topic of education and leaming, and generates ideas they could use in Speaking Part 3 and Writing Task 2.I also ‘consolidates work on the fist conditional Focus on the example in the speech buible. Tell students to work in pairs and give them 5 minutes to think of as many reasons as possible. 0 at Join pairs into groups of four and appoint a scorer within feach pair who is responsible for nating down the points for the other pair. Monitor for good use ofthe first conditional ‘and write examples of correct sentences on the board, highlighting the form. IDY SKILLSFILE Student's Book page 135, Refer students to this page fr activities that will help them to improve theirreading development. EXAM CHALLENGE jes, on Speaking 182 Students'own answers Listening 1 See page 136 o this book for answers and page 141 for the audioscript. 2 Students‘own answers Reading 1 See page 138 ofthis book for answers. 2 Students own answers Writing 1 Students own answers 2 See page 111-112 ofthe Student’s Book for the model answer. UNIT EDUCATION &LEARNING 21UNIT 2 Crummy Introduction pe vecabulant. Gach Collocations: sense of humour, postive atitude, portion offood Nouns. mo stress Adjective: quiet Optional lead-in | Before students look at the infographic on page 17, you | might like them to try to guess the answers to the questions below. You could askther todo this in groups and write | | tees on the boa before they look he ographi tofind the answers. | + How old do you think the world oldest man and woman are? | » What counties do you think they come from? | + What do you tink the wore the secret toa long lfe? What do you think? ‘These questions aim to engage students with the topic, generate ideas, and activate their existing vocabulary knowledge Group students in threes to discuss their ideas In whole-class feedback, write on the board any useful vocabulary that students, Use in their responses. Background note: Women lve.on average, five years longer than men. [tis thought to be partly because the immune system ages lessin wornen, They are also less likely to dein fighting or in accidents. Optional activity | You can encourage students to engage further with this topic by asking them to discuss one ofthese questions in groups: * Wouldyou e past 100? Why / Why + How many advantages/ disadvantages of being old can ‘you think of? ot? Ol people sometimes cor Whar can be done to keep in they fee useless in society + How has the role of grandparents changed in your culture ‘over the past century? + How do you imagine yoursefat the age of 80? + Doyou know any old peaple? Wat are helthy ite? ir secrets fora 22 UNIT2 HEALTH & MEDICINE SPEAKING Extended speaking jew EXAM FOCUS: PART 2 Lesson aims 1 Prepare students for Speaking Part 2 by analysing prompt ‘and identifying strengths in a model answer. 2 Develop students ability to use time clauses to give more dtaled ansivers about when something happens, 3 Provide students witha variety of adjectives for evaluating activities and objects. 4 Improve students use of intonation to communicate more effectively, separate ‘Adjectives: convener demanding repetive eective dull expensive, beneficial, deal simple ‘Adverbs of time: as soon as, when everytime, whenever, while ‘Featuredtopic vocabulary ‘Activities: yoga, Plats jogging go running, goto the gym, goforawak Equipment: ercise bike Verbs: wear exercise. cycle bur (calories build (muscles, ‘measure (heart rate) Adjectives: ictve healthy "Nouns: muscle, exercise programme, colores hear rate Topic focus 1 This lead-in encourages students to engage with the topic ¢ sports and think of any related vocabulary they already kos Monitor for useful language, and write any examples of sports or sports equipment on the board. 2 © 1-13 This exercise introduces students tothe topic befor listening in more detail for exercise 5. It also provides a serie ‘of madels for extended speaking, though not yet in an exan ‘context. A cammon problem students have with Speaking Part 2s finishing too quickly because ofa lack of ideas. This ‘exercise shows students how they can expand descriptions, tohelp ther speak fr longer. Askstudents to check their answers in palts before checkine asacass,joscript 1-13 “Teas a Swiss doctor called Susanne Klen-Vogelbach who fist suggested that giant plastic balls could be used for Purposes and’Swiss balsas they became known, soon “Became very popular. Many people believe that sitting on a “Swiss balls an effective way of bulding your muscles. These {days youl see them used for genera fitness traning when you! {g0 0a gym, They're aso ideal for doing yoga and Plates. “The Wii Balance Board arrived with Nintendo’ Wit in 2007 “IfSa convenient way of exercising because you can use it never youre at home. I's also simple to use because “Itactually remembers your exercise programmes for you. Obviously, you need a Wi and the Wi Fit game to use the Balance Board, which are al quite expensive, bt its worth money. orts watches measure how far and how fast you walk or [Most can also measure your heart rate and how many calories you burn. They're really beneficial as they encourage people to be as active as possible. As soon as you turn the atch on. it starts working and can tell you how far youve jalked or run, You can wear it wherever you ae. Fr some geople, jogging can be abit dul, but witha sports watch you something to focus on. ercise bikes ae @ common sight in gyms everywhere and used by a wide range of people. Parents can even buy Ise bikes that rock a baby to sleep while they use them. have a varity of programmes to make the exercise as sy oF as demanding as you want and they tell you how far eu cycle as well as how many caloties you burn, However, e people find doing the same exercise programmes a de repetitive and they prefer to use a normal bke outside, = Persea bulary Jdeas run out, students often find themselves repeating uage in Speaking Part 2, especially evaluative phrases 85 I ealy good. This exercise enables students to show ry in their speaking by focusing on a range of language br this purpose. ile students are doing the exercise, draw two columns on ‘board with the headings postive’ and negative’ To check answers as a class, ask different students to come to the card and write one adjective each in the correct column, yyou are checking the answers, dil the pronunciation by delling it for the class and asking them to repeat together, (+}:convenient, effective, benefca, ideal, simple % ve (-): demanding, repetitive, dull, expensive Students Book iia 9 rstudents to exercises 1-2 for extra practice using these ives. Tere ae also additional adjectives to help students variety to their descriptions. page 132 ofthis book for answers. Teaching tip: Students should avoid relying on adjectives such {25 nice and good, which can make their speaking sound vague {and which ae very low-level ems, Encourage students to use more range and be more specific in their speaking by asking them to replace nice and good. 4 This exercise clarifies the meaning of vacabulary from ‘exercise 3 and helps students remember the adjectives by ‘working with them in context, Highlight that students should choose a or an in questions 1 and 3 depending on whether the adjective they choose begins with a vowel or not. Also point out that sometimes mote than one adjective is possible. Background note: yoga: a system of exercises for your body ‘and for controling your breathing, used by people who want to become fitter or relax Pltes a syster of exercises, sometimes using special apparatus, designed to improve physical strength, flexibility, ‘and posture, and enhance mental awareness 5 @ 1-14 This exercise provides students with an ‘opportunity to hear the pronunciation of the adjectives, and encourages them to listen in mote detal tothe example descriptions. It also provides an opportunity to clarify any misunderstandings about the vocabulary, (Only check answers which students are unsure of as they should be able to hear the correct answers and can copy the speliing from the box, and so do not need to see it on the board More than one answer may be possible. 1 effective (simple is also possible) 6 beneficial 2 ideal 7 dul 3 convenient 8 demanding 4 simple (convenient isalso possible) 9 repetitive 5 expensive Audioscript 1-14 1 Sitting on a Swiss bali an effective way of building your muscles. 2 They're also ideal for doing yoga and Pilates. 3 Ita convenient way of exercising because you can use it whenever youte at home. 4 |tS.also simple ro use because it actually eemembers your ‘exercise programme for you. 5 Youneed a Wii and the Wi Fir game to use the Balance Boar, which ae all quite expensive, 66 They're really beneficial as they encourage people to be as active as possible 7. For some people, jogging can be a bit dul. 18 They have a variety of programmes to make the exercise as ‘easy or as demanding as you want. 9 Some people find doing the same exercise programmes a litle repetitive ‘UNIT2 HEALTH & MEDICINE 236 This exercise encourages students to expand their answers by using adjectives to describe the activities. Focus students attention on the example, Suggest that even if their answer is No, they could stil expand by saying No, but imagine ts... Drill the phrase Have you ever tried... by modeling it and then asking students to repeat together. You might like to dill afew examples, ke Have you ever tried yoga /jogging/ Wi'Fit/a Swis bal Teaching tip: Don't worry if you feel your students are not familar with the present perfect structure Have you ever. After dling several examples with diferent sports, your students wil probably accept it as a'chunk (ike a phrase) If they ask you about the grammar, you can explain that we Use this to talk about life experiences. You may not want to go into too much detail at this point to avoid distracting from the aims ofthe lesson Grammar 7 Ths exerci helps students speakin longer sentences by using time clauses to Gescribe when something happens Tal students to work alone before checking asa class While going through the answers, you may keto check they Understand the words bold by asking + 05500n as: Which one happens fst running or getting up? {getting up} Does the running usualyhanpen along time ate getog up? (no) + when: Doesit mean beoreo afte'n this sentence? aftr + everytime: Does this mean ahvoys or Sometimes (avays) + whenever Des this mean Someties‘or anytime {anytime + while: Do these actives happen separotey or together? together Language note: ichight thatthe second half ofthe sentence isa new clause witha new subject (eg. jou they) and anew main verb (ego getup, ore hae). Te words in bold connect the two dauses and 30 these show the examiner te student can use more comple language Teaching tp: You can use this exercise again ater for evision basking students to cover ae onthe ight and ty 0 remember the ends, or Mish the sentences themselves, Th 2d 3e 4a sc 8 Ask students to complete this alone before checking with ‘a partner. Help them understand any incorrect answers by Using the questions in exercise 7. 4 assoonas 5 when 3 Whenever Language note: Students may have difficulty choosing ‘between when and whenever Highlight that often both are possible, but they have slightly different meanings. In sentence 2,for example, using when means oniy fit sit crowded’ but Using whenever suagests greater flequency and means every time it’ less cronded! 24 UNIT2 HEALTH & MEDICINE Optional activity Give students extra practice using time clauses by doing the folowing: 2 Group students in threes or fous. Give each groupa pile of sips of paper. b Students have 10 minutes to create the beginnings of Sentences using adverbs of time, ke the sentences in 1-Sin exercise, € Students pass theirincomplete sentences tothe gioup to their right. 4 The other group then has 5 minutes to complete the sentences in a way that makes sense. They then return all completed sentences to the group who sent them, €@ Tell students to mark the complete sentences and award points for each correct sentence. Groups can (and will) then discuss why points were withheld 9 © vis This cording demonstrates hw intonation con impact on communication by shaping’ sentence ina way that highights important information. Aer istening, ive students a chance to practise the intonation by saying the sentences fom exercise 8 aloud in pars copying the pronunciation nthe recording ‘The voice of Speaker A has relatively flat intonation; the voice of Speaker B has livelier intonation, rising on Interesting or important information and falling at the end of the sentences. Speaker 8 communicates more effectively because Speaker 8 uses intonation to keep the listeners attention. Audioscript 1-15 1A Illstento music while Im running, B | Isten to music whem cunning 2. go tothe gym after9 am. when it ess crowded. B | go tothe gym after 9am. when i less crowded 3A Whenever ican, try to do youa B Whenever cant t0.do yoga. 4.1 have a shower as soon as finish running B | have a shower as soon | finish running, 5 I dori exercise indoors when its warm and sunny. B dort exercise indoors when its warm and sun: