Unit 7 Different lives Unit 7

Different lives
Warm-up
Using words: reviewing
colors, months, days, and
countries
Divide the class into pairs to
play Write 7. Write colors on the
board. Tell pairs to write down
seven color words and shout
Stop! when they are done. The
winners are the pair that finish
first with all words spelled
correctly. Repeat with months,
The festival of colors—the Holi festival—in Kolkata, India
days, and countries.
Photo by Dibyangshu Sarkar

1 Ask students to look at the

F E AT U R E S 1 Look at the photo and the caption. Answer the questions.
photo. Ask: What colors do you see?
1 Where are the people? Kolkata, India
82 The Sami people 2 What is the celebration? the Holi Festival
How do the people feel? Are they
Life with reindeer happy? What country are they in?
2 51 Work in pairs. Listen to information about the Holi
festival. Choose the correct option. Then ask them to read the caption
84 School life
1 The Holi festival is in December / March.
and answer the questions.
An unusual school in Kenya
2 It’s a celebration of new life / family life.
86 A year in British 3 The festival is one or two days / weeks. 2 Give students a moment to read
Columbia 3 The Holi festival is a celebration of spring. Look at these words for
through the sentences. Then play
Seasons of the year the four seasons. Listen and repeat them after your instructor. the audio. Ask students to listen
and choose the correct option.
90 The people of the
reindeer
A video about the Sami
Vocabulary and pronunciation
people notes
Note the stress and
spring summer fall/autumn winter
pronunciation: summer, winter,
4 Work in pairs. Which months are the seasons in your country? autumn.
I’m from Peru. Winter is June, July, and August. Point out that fall is a synonym
for autumn.
Unlike days and months, seasons
don’t take a capital letter.

Unit 7 Different lives 81

4 Divide the class into pairs or
groups of four or five to say which
months are in the different seasons
in their countries. If you have a
Extra activity range of nationalities in your class,
Get students to think about the fact pair students from different parts
that seasons are different in different of the world.
parts of the world. Put a world map
up. Point to a country and say a month;
have students respond with a season.
Point to a country in the opposite
hemisphere (north or south) and say the
same month; have students volunteer
the season.

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 7a 7a The Sami people
Reading 3 Read the article about the Sami people. Find:
The Sami people 1 Look at the two photos. What season is it? winter 1 four countries
2 an animal
2 Look at the photos and read the captions. Find: 3 a language

Warm-up snow a sledge reindeer

Introducing the theme

Write the Arctic on the board a Henrik Gaup and one of his reindeer
and have students brainstorm
related words, e.g., cold, snow,
north, winter, North Pole, etc.

Reading
Background notes
The Sami people number
between 80,000 and 135,000 and
traditionally live in the far north
of Sweden, Norway, Finland, and
the Kola Peninsula of Russia.
Their ancestral lands cover a large
area of the far north. They live in

a traditional way by fur trapping,
sheep herding, and reindeer
herding.
3 AnsWERs
1 Norway, Sweden, Finland, Russia
2 reindeer
3 Sami
4 Point out that the words are all
verbs.
5 Model the activity by reading
aloud sentences about yourself
(I live in the US, I speak English,
I have two children, etc.). Then
ask students to write their own
sentences. Monitor and help with
82
ideas, vocabulary, and spelling.
Sami
The
people b Sami people at a winter camp
By Jessica Benko
Photos by Franz Aberham
Henrik Gaup and his family are Sami.
The Sami people live in Norway,
Sweden, Finland, and Russia. They are
the “people of the reindeer.” Henrik
Gaup is a traditional Sami. “I have five
children,” he says. “I teach my children
about the reindeer. They don’t study
with books.” Henrik and his family
speak Sami, but many Sami children
don’t understand it. Reindeer are very
important to the Sami people. In the
Sami language the word for “a group
of reindeer” is eallu and the word for
“life” is eallin.

Extra activity
Ask students to prepare three
sentences about themselves,
two true and one false. They
read aloud their sentences to
their partner, who must guess
which sentence is incorrect. Have
them share the true and false
sentences about themselves with
the class.
Grammar notes
In Unit 6, students were introduced to the
simple present with the verb like.
Students may be pleasantly surprised
to learn that there is no change in the
singular I and you forms, and the plural
they, you, and we forms. English does
not differentiate between singular or
plural you.
After I, you, we, and they, English uses a
form of the verb that is identical to the
infinitive. To make the negative, English
adds the negative form of the auxiliary
verb do before the verb.
Watch out for common errors such as I
am live… and They not have…

Grammar
6 Point out that students have
already used the simple present
with the verb like. Elicit the
affirmative and negative form of
the verb.

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 4 Underline these words in the article. Then complete the sentences 8 Pronunciation don’t
with two of the words.
a 52 Listen and repeat four
live have teach speak sentences.

live in Norway, Sweden, Finland, and b Are you different from the
1 The Sami people
traditional Sami? Write three 7 Ask students to look at the
Russia.
2 They speak the Sami language.
sentences with don’t. Read your picture and use it to pre-teach
sentences to your partner.
traditional, home, and tent.
5 Use words from the box to write two sentences about yourself. Read I don’t live in Sweden.
your sentences to your partner. They don’t speak Spanish.
Pronunciation
Grammar simple present I/you/we/they 9 Are these sentences true for you? 8b Model the activity by referring
Change them so they are true.
6 Look at the grammar box. Then look at this sentence. Choose students to the text about Sami
1 I don’t live in a house.
the correct option. What is the negative form of the simple
2 I don’t have three children. lifestyles and eliciting a negative
present?
3 I speak four languages. sentence, e.g., I don’t live in a tent.
Many Sami children understand / don’t understand Sami. 4 I don’t understand French.
5 I teach English. Ask students to write their own
SIMPLE PRESENT I/you/we/you/they 6 I study with books. negative sentences and then
live in Sweden.
I/You/We/You/They read them aloud to a partner.
don’t study with books.
Speaking and writing Tell them to pay attention to the
For more information and practice, see page 165.
10 Work in pairs. Find three things pronunciation of don’t.
7 Read about the Sami people. Choose the correct option. you have in common. Write
Check your answers with your instructor. sentences with We. You can use
these verbs. Pronunciation notes
have live speak study Note that don’t is strongly
teach understand stressed. In spoken English we
always use the shortened form
I live in a house. don’t.
I live in an apartment.
9 Model changing the sentences
I speak English. in different ways, e.g., item 1 can
I speak English too.
change to I live in a house or I don’t
live in a tent. Check by asking
students to read aloud sentences
We both speak English.
for the class.

Extra activity
Ask students to write five
The traditional Sami 1 live / understand reindeer. In the summer, they 2 have / live sentences about their partner,
in traditional tents. They 3 have / study tractors. Today many young Sami e.g., I think you speak French.
4
live / teach in modern homes. They 5 have / speak television and the
Internet. They 6 don’t speak / don’t understand traditional Sami life.
Students read aloud the
sentences to their partner,
who confirms or denies the
a tent /tent/ a tractor /ˈtræktə/ information.

speaking and writing

Unit 7 Different lives 83
HOMEWORK Ask students to write a Extra activity
profile of a famous person. As another
Ask students to write a short personal
option, tell them not to mention the profile. Collect the profiles and read
name of the person in the description; them aloud, without revealing the
you can post the descriptions around names. The rest of the class must guess
the class for students to guess the who it is.
identities.
10 Model the activity by saying
sentences about yourself, e.g., I
have a sister, I speak French, I live in
an apartment, etc. Prompt a student
to respond. Then divide the class
into pairs. Tell them to make only
affirmative sentences. Monitor
students’ use of the simple
present.

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 7b 7b School life
Vocabulary education 2 Work in pairs. Look at the photo. Use
School life 1 Match seven of these words with things and people
in the photo.
some words from Exercise 1 to make
sentences.

Warm-up
Using words: school
Divide the class into pairs. Ask
students to write down as many
words as they can think of to
describe things in the room.
It isn’t a university.
board book classmate classroom college pen No, it’s a school.
pencil school student teacher university
Maasai (n) /mɑˈsaɪ/ people from a part of East Africa
Kakenya Ntaiya is from Kenya. unusual (adj) /ʌnˈjuʒuəl/ different, not usual
village (n) /ˈvɪlɪdʒ/ a very small town
She’s a Maasai. She is an unusual Maasai woman.
She has a PhD from an American university. Now Kakenya is back

Kenya
After two minutes, find out in Kenya. She’s a teacher. This is her school.
which pair has the longest list.
Possible words include: books,
pens, pencils, board, desks,
tables, chairs, dictionaries,
School life in
pictures, windows, etc.

Vocabulary

1 AnsWERs
The picture shows board, book,
classmate, classroom, school,
student, teacher

Vocabulary notes
The stress is on the first syllable
of all these words except
university.
Note that school usually connotes
a place where people under 18
study; college (or a university)
is where students study for a
degree.

Reading and listening

Background notes
Kakenya Ntaiya was able to
persuade a tribal elder to help
pay for her education in the US.
She has founded an academy for
girls and is attempting to provide
good primary education for girls
in Kenya.
4 Ask students to correct the false
information.
84
5 Ask students to read through the
AnsWERs
questions and answers. Elicit the
answer to question 1 as a class. Then ask 1 Do you work
2 Do boys study
students to match the other questions
3 Do the girls live
and answers. Play the audio. Students 4 Do they go home
listen and check. 5 Do the girls learn

AnsWERs
1 No, she’s a Maasai from Kenya.
2 No, she’s a teacher.
3 No, she’s a woman.
Grammar
7 Read through the grammar box with
the class. Ask students to underline the
question forms in Exercise 5. Underline
the verb forms in question 1 as a class.
Refer students to page 165 for more
information and practice.

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 3 Use words from Exercise 1 to make true sentences.
1 I like my … 2 I have of lot of …
3 I study / don’t study at a …
Reading and listening
4 Work in pairs. Read about Kakenya Ntaiya.
Answer the questions.
1 Is she from America? No 2 Is she a girl?
3 Is she a student? No
5 53 Listen to the interview with a teacher at the
school. Match the questions (1–5) with the answers
(a–e). Then listen again and check.
1 Do you work at Kakenya’s school? e
2 Do boys study at the school? a
3 Do the girls live with their families? b
4 Do they go home in the summer? c
5 Do the girls learn English at the school?
a No, they don’t. The school is for girls.
b No, they don’t. They live at the school.
c Yes, they do. They go home to their villages.
d Yes, they do. And in the summer we teach extra
classes in English too.
e Yes, I do. I teach there. We have five teachers.
6 Work in pairs. Do you think this school is unusual?
Why? / Why not?
Grammar simple present
questions I/you/we/they
7 Look at the grammar box. Then look at the
questions in Exercise 5. Underline the question
forms.
SIMPLE PRESENT QUESTIONS I/you/we/
you/they
Do I/you/we/you/they study English?
Yes, do.
No,
I/you/we/you/they
don’t.
For more information and practice, see page 165.
8 54 Put the words in order to make questions.
Then listen to an interview with a student and
check. Write (✓) or (✗) for his answers.
1 study / you / at a college / do / ?
2 classes / do / have / you / every day / ?
3 like / you / do / your classes / ?
4 you / do / live / near your university / ?
5 do / with your family / live / you / ?
6 you / go home / for the summer / do / ?
9 Pronunciation intonation in questions
55 Listen to the questions from Exercise 8.
Work in pairs.
Student A: You are the interviewer. 8 Point out that, in item 2, every
Student B: You are Carl. day goes at the end of the sentence.
Ask and answer the questions. Take turns.
No
AnsWERs
Writing and speaking
1 Do you study at a college? ✗
10 Prepare questions for a survey. Use these verbs.
Choose an option for each question.
2 Do you have classes every day? ✗
3 Do you like your classes? ✓
have like live study 4 Do you live near your university? ✓
1 with friends? / with classmates? 5 Do you live with your family? ✗
2 classes in the morning? / classes 6 Do you go home for the summer? ✓
in the afternoon? / classes in the evening?
d 3 near your school? / near your
college?
4 your book? / your classroom? Pronunciation
11 In pairs, ask and answer your questions.
9 Students can use the audioscript
Do you live with friends? on page 172 of the Student Book
No, I don’t. I live
with my family. first, then practice with only the
questions as prompts. The student
playing Carl must remember his
answers.
Pronunciation notes
In these questions, Do you is
weakly stressed. The strong stress
in the sentences is on the main
verb and on the noun, e.g., Do
you study at a college?
In yes/no questions, the
intonation tends to rise at the
end. Make sure students are
attempting weak stress and rising
intonation.
Extra activity
Ask students to close their books.
Write these prompts on the board
and ask students to improvise the
conversation with Carl:

Unit 7 Different lives 85 study / have / classes / every

college day
like / live / family
classes
Writing and speaking HOMEWORK Ask students to write a live / near home / summer
10 Ask students to complete the summary of their survey results. university
questions using do you 1 a verb from
the box. Then have pairs repeat the
conversation, giving their own
personal information in the
AnsWERs answers.
1 Do you study
2 Do you have
3 Do you live
4 Do you like

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 7c 7c A year in British Columbia
Vocabulary weather 9 Word focus go

A year in British 1 Repeat these words after your instructor. a Look at these expressions with go. Find four of them in
the article on page 87.

Columbia go to the beach

go swimming
go to work
go for walks
go home

Warm-up cloudy rainy snowy

b Underline the option that is true for you.
1 I go / don’t go to the beach in the summer.
Using words: reviewing 2 I go / don’t go swimming in the winter.
question forms 3 I go / don’t go home in the evening.
4 I go / don’t go to work every day.
Divide the class into pairs and 5 I go / don’t go for walks with my family.
tell them they must find out
sunny windy
five new things about you. Have Grammar simple present with
them write questions using Do 2 56 Listen to people from four places. Write
the number (1–4) next to the weather word. question words
you, e.g., Do you live near the
town center? Do you like the 3 56 Listen again. Match the speaker with the 10 Look at the grammar box. Then look at the article. Find
country and the season. three of the question words from the grammar box in
color red? Have pairs take turns the article.
asking you questions. You may Country Season
SIMPLE PRESENT WITH QUESTION WORDS
want to answer Yes, I do or No, I 1 Australia autumn (fall)
What do?
don’t, or add extra information. 2 Canada spring
Where go?
3 Great Britain summer Who do I/you/we/you/they/people go with?
4 South Africa winter Why go to the beach?
When eat?
Vocabulary 4 Work in pairs. Describe the weather for seasons For more information and practice, see page 165.
in your country.

2 AnsWERs I’m from India. Winter is the 11 Complete the questions with question words.
dry season. It’s hot and sunny.
1 Where do you go in the summer?
1 snowy 2 What do you do in the fall?
2 sunny 3 When do flowers open?
3 rainy Reading 4 Who do you go cycling with?
5 Why do you like winter?
4 cloudy / windy 5 Look at the photos on page 87 and find:
flowers ice leaves trees Speaking
Pronunciation notes 6 Read the article on page 87. Match the 12 Work in pairs. Ask and answer questions like these.
paragraphs with the photos (a–d). Why / like … ? Where / go?
Note that these adjectives are ● ●

What / do? Who / go with?

stressed on the first syllable: 7 Underline the things people do in each season.
● ●

sunny. You could point out that
they all derive from nouns (snow,
sun, etc.).
● When / do … ?
8 Do people in your country do the things in the
Why do you like winter?
article? Tell your partner.
We don’t go skiing in the winter.
I like cold weather.

Extra activity
Write the names of different
countries on the board. Ask
86
students to say or guess what the
current weather is like in those
countries, e.g., I think it’s hot and
sunny in Brazil.
Background notes AnsWERs
British Columbia (BC) is Canada’s Summer: People go to the beach.
Reading westernmost province. Its capital is Fall: Children go to school. Students go to
Victoria, but its largest city is Vancouver. college. People go to work.
5 Pre-teach ice, leaves, flowers, and Winter: A lot of people stay at home. They
BC is famous for its natural beauty and
trees by drawing pictures on the watch TV, read books, and cook winter food.
the mild climate along its coast.
board. Ask students to look at the Spring: People go cycling and running. They
photos and find the four items. go for walks.
7 The article contains a lot of vocabulary
6 AnsWERs
that may be new to students. Use
gestures to check comprehension. Vocabulary notes
a winter
b fall Point out that when describing
c spring sporting activities we use go 1 -ing: go
d summer swimming, go skiing, go climbing.

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 a
b
c With other places, we use the
d
speaking
12 Tell students to choose a season
and prepare questions and answers.
They can look back at the text to find
sentences to describe things they do.
Then divide the class into pairs to ask
and answer questions.
56583_07_U07_p081-092_ptg01.indd 87
A y e A R I N
B R I T I S H
Co lu m B I A
By Chuck Spender
S u m m e r
Where do people go in the summer?
Summer is a great time for a vacation
here. The weather is hot and sunny.
People go to the beach. I go to Vancouver
Island with my family. We play summer
sports and we go swimming in the lakes
and rivers.
F A L L
What do people do in the fall?
In autumn, classes start. Children go to
school. Students go to college. People go
to work. It’s cloudy and rainy. Trees change
color from green to brown. I think it’s a
beautiful season.
W i n t e r
Where do people go in winter?
In winter, it’s cold, rainy, and snowy, too.
A lot of people stay at home. They watch
TV, read books, and cook winter food.
Winter is my favorite season. I like winter
sports. I go to the mountains. I go skiing
and climbing. It’s very cold!
S p r i n g
Why do people like spring?
For a lot of people, spring is their favorite
season. It’s cloudy and rainy, but it isn’t
cold. Flowers open, birds sing, and trees
are green. People go cycling and running.
They go for walks. I play golf with my
friends.
Unit 7 Different lives
HOMEWORK Ask students to write
a description about one season in
their country. Tell them to include
information about what other people
do and what they do.
Extra activity
Ask students to close their books.
Check that they remember the
verb 1 noun collocations in the
text. Write verbs on the board
(e.g., go, play, change, watch,
read, cook) and ask students to
say what nouns they go with.
Word focus
Grammar notes
In English we omit the article
with certain places: go to school,
go to work (and also go to
college / church / prison / bed).
article: go to the park, go to the
beach, go to the shopping mall.
Uniquely, we also omit to with
home: go home.
With activities, we use -ing: go
swimming / skiing / shopping.
9b Ask students to compare their
sentences in pairs or small groups.
Grammar
10 Read through the grammar
box with the class. Ask students to
find question words in the article.
Let them compare their answers in
pairs. Refer students to page 165
for more information and practice.
Grammar notes
In English, we use these question
87
words:
What (to ask about things,
activities, events, etc.)
Where (to ask about places)
Who (to ask about people)
Why (to ask for a reason)
When (to ask about time)
In questions we use the following
order:
Question word 1 auxiliary verb do
1 I / you / we / they 1 verb
Where do you go?
Unit 7 Different lives 87
07/08/14 4:05 PM
 7d
What’s the
matter?
Warm-up
Using words: feelings and
activities
Divide the class into pairs. Write
I’m bored on the board. Tell
students that they have one
minute to make a list of things
to do. Ask the pair with the
most suggestions to read them
aloud. Write the suggestions on
the board. Possible activities:
read a book, watch TV, go
swimming, do your homework,
take photos, write an email, etc.
Vocabulary
1 Ask students to look at the
pictures without looking at the
words. Ask: How do they feel? Elicit
words that students already know.
Then play the audio.
Pronunciation notes
Note the strong stress and
difficult pronunciation of some
of these words: thirsty, hungry,
tired, bored.
Extra activity
Act out the adjectives, e.g., wipe
your forehead and look hot. Ask
students to say how you feel.
Then, in pairs, students take
turns acting out the adjectives
for their partners to guess.
Real life
4 Point out the meaning, use, and
form of What’s the matter? and Why
don’t you…?
Vocabulary notes
What’s the matter? is a way of
asking What’s the problem?
In English, we use Why don’t
you…? to make a suggestion or
give advice.
Note the form: Why don’t you 1
verb. Although don’t is a negative
word, it is used here to make a
positive suggestion.
88
56583_07_U07_p081-092_ptg01.indd 88
7d What’s the matter?
A bad vacation
Vocabulary problems Real life problems
1 57 Look at the pictures and listen to seven people. 3 58 Listen to the conversation. Write the
Write the number (1–7) next to the picture. names (F = father, P = Paul, A = Anna).
b cold 1 1 F is thirsty.
6 c hot 4 2 P doesn’t feel well.
a bored
3 P is cold and wet.
4 A is bored.
4 58 Listen again. Complete the mother’s
suggestions.
1 Why don’t you have a cup of coffee ?
2 Why don’t you eat a sandwich ?
3 Why don’t you go to the beach ?
d hungry 7
PROBLEMS
What’s the matter?
I’m hungry/thirsty/cold/tired/hot/wet/bored.
e thirsty 3 It’s cold/wet/hot.
I don’t feel well.
I don’t like swimming.
I don’t understand.
Why don’t you have a cup of coffee?
5 Pronunciation sentence stress
f tired 2
59 Listen and repeat three sentences. Is
don’t stressed or unstressed?
6 Work in pairs. Look at the expressions for
talking about PROBLEMS. Take turns to talk
about problems and make suggestions.
What’s the matter?
I’m bored.
5 g wet
2 Work in pairs. Say how you feel right now. Why don’t you read a book?
I’m hungry!
88
Pronunciation With weaker classes, ask pairs to write a
conversation and act it out for the class.
5 Discuss the question as a class.
With stronger classes, ask them to play
different roles in their conversations,
AnsWER
e.g., a mother and child, two friends, etc.
The word don’t is stressed in the sentences
but not in the question.
HOMEWORK Write this message on
the board:
6 Divide the class into pairs. Read
I’m bored in the evenings at home. I
aloud the model with a student. Then
don’t know what to do.
ask students to role-play conversations.
Monitor carefully and make sure Dan
students are using the forms and Tell students to write a response to Dan,
stressing don’t correctly. suggesting what to do.
07/08/14 4:05 PM
 7e Photography club members 7e
Writing a profile
1 Read Omar’s profile. Are the
sentences true (T) or false (F)?
OMAR
Photography
1 Omar is a student. F
2 He’s married. T
club members
3 He’s in a photography club. T

2 Writing skill paragraphs Warm-up

a Read Omar’s profile again. Introducing the theme:
Write the number of the photography
paragraph.
Bring in some of your own
a interests: 3
b profession: 1
c family/friends: 2
PLT Photography club members photos. Describe them or ask
students to say what they see.
1 I’m an engineer. I work at PLT Engineering. Then ask: Do you take photos?
b Read the profile information
for Jenna. Number the 2 I’m married and I have three children. We live in a small town. Are you in a photography club?
paragraphs (a–c) in the correct 3 I like photography. I’m in the PLT photography club. In the winter, Who and what do you take
order (1–3). we meet on Sundays. We go out and take photos. In the summer, photos of?
I go on vacation with my family. I take a lot of photos of my
c Read the notes for Luther. children and the places we go to.
Organize them into three
paragraphs. Then write
sentences with them. Writing skill
JennA 2b Ask students to read
Luther Jenna’s profile and number the
animals paragraphs so the information is
a teacher in the same order as in Omar’s
engineering profile. Let them compare their
my wife and children answers in pairs before discussing
photos
as a class.

3 Make notes about yourself for Extra activity

a profile.
● professional information Ask some questions to check the
● family / friends content of Jenna’s profile, e.g.,
● interests / organizations Where does she work? What
4 Use your notes and write three does she study? Where does she
paragraphs. live? What does she like doing?
5 Check your profile. Check the PLT Photography club members With stronger classes, ask
paragraph order, the spelling, them to close their books and
and the punctuation.
a I live with three classmates. We live near our college. 2
b I like sports and photography. I take photos of sports people. 3 remember the information in the
6 Work in pairs. Exchange c I’m a student. I study engineering. In the summer, I work at PLT profile.
profiles. Find two things you Engineering. 1
and your partner have in
common. 2c Tell students to organize
the notes into the same three
Unit 7 Different lives 89
paragraphs as in Omar’s profile.
Review the paragraph sequence
as a class, and then have students
3 Ask students if they are in a club. write the sentences.
Extra activity
Elicit answers, and help students work
out how to write in English the name of Collect the profiles and post them
around the classroom. Students sAMPlE AnsWER
the club or organization that they are in.
circulate and read each others’ profiles. I’m a teacher. I teach engineering at
Tell students to prepare notes for their City College.
Tell them to write a comment at the
profile. Circulate and help students with bottom of the profiles they read. I’m married and I live with my wife and
ideas and vocabulary. Alternatively, ask students to find one children near the college.
thing that they have in common with I like animals and photography. I take
6 Check by having pairs tell the class photos of animals.
each profile that they read.
the things they have in common. At
this stage, you could also have students
peer-edit each other’s profiles.
HOMEWORK Ask students to write
a profile about a friend or family
member.

Unit 7 Different lives 89

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 7f Video ?? The
7f Section Head
people of the reindeer
Video

The people of
the reindeer
Videoscript
Narrator: The Sami people’s A Sami man with his reindeer
reindeer move in spring. The Sami
people go with them.
These are Nils Peder Gaup’s
reindeer.
On the journey, the people live in
tents.
These Sami people have
traditional lives.
The children travel with the
reindeer, too.
This snow is hard.
After snowy weather, it is soft.
Soft snow is good for the reindeer.
Well, that’s all.
It’s time to sleep.

90

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 Before you watch
1 Work in pairs. Look at the photo on page 90.
Answer the questions.
1 What kind of animals are they?
2 Who are the “people of the reindeer”?
3 Where are they from?
2 Work in pairs. What can you remember about the
Sami people’s lives? Are these sentences true (T)
or false (F)?
1 They live in big cities. F
2 They speak a traditional language.
3 They have modern homes. F
While you watch
3 Watch the video and check your ideas from
Exercise 1.
4 These things are in the video. Watch the video
again and put the pictures in order.
a b
a cup of coffee a dog
c d
a fire snow 1
e f
a tent a woman
g h
a young child a young couple
56583_07_U07_p081-092_ptg01.indd 91
5 Read these sentences about the Sami. Mark (✓) the
things you can see in the video.
1 The Sami travel on tractors.
2 When they travel with the reindeer, the Sami ✓
cook their food on a fire.
3 Some young people wear traditional clothes. ✓ Before you watch
4 Reindeer meat is a traditional Sami food. ✓
5 Reindeer eat food under the snow. 1 Write The people of the reindeer on
6 The Sami people have dogs. ✓ the board. Remind students about
the topic of 7a and ask them what
After you watch they remember about it.
T 6 Complete the paragraph with verbs. You can use
the same verb more than once.
AnsWERs
The Sami 1 live in Norway, Sweden, Finland,
and Russia. The reindeer 2 move in spring. The 1 reindeer
Sami people go
3
with them. On the journey, 2 the Sami people
the people 4 live in tents. These Sami people
5 have traditional lives. 3 Norway, Sweden, Finland, Russia
7 Work in pairs. Ask and answer questions with
when, where, what, who, and why about Sami life. 2 Give students some time to read
Take turns. the sentences and decide if they
Student A: You are from a Sami family. Choose are true or false. Check answers.
your age—young or old.
Encourage students to correct the
Student B: You are a journalist.
false information.
While you watch
3 Students watch the video and
a couple (n)
sleep (v) /slip/ check their ideas from Exercise 1.
/ˈkʌpəl/
Have a few students share their
answers with the class.
a fire (n) /faɪər/ snow (n) /snoʊ/
4 Play the video again. Students
put the pictures in order. Check
hard (adj) /hɑrd/ soft (adj) /sɔft/
answers as a class.
a journey (n) /ˈʤɜrni/ a trip travel (v) /ˈtrævəl/ to go
from place A to place B from place A to place B AnsWERs
a 5 f 4
b 8 g 7
c 3 h 6
e 2
5 Give students a moment to look
at the sentences. Students mark
the correct ones.
Unit 7 Different lives 91
After you watch
6 Give students some time to
read the paragraph. Students then
complete the paragraph with the
correct verbs. Play the video again
for the students to check their
answers.
7 Give students time to prepare
for their roles.
Unit 7 Different lives 91
07/08/14 4:05 PM
 UnIT 7 REVIEW UNIT 7 REVIEW 5 Complete the sentences with these verbs.
have like live speak study

Grammar 1 My friends engineering in college.

Grammar 1 Read about Cathy Gulpilil. Underline two places 2
3
I
Do you
in a small town.
Arabic?
and circle two languages in the article.
1 Students read the text and 4 My parents don’t a TV.
5 I summer.
underline two places and circle
two languages in the article. 6 Complete the sentences with weather words.
1 It’s in Panama City.
2 Students write the questions.
2 It’s in Dubai.
AnsWERs
1 Where do Cathy and Albert live?
3 It’s in Stockholm.
2 Do they have children?
3 Where do they teach?
4 Do they speak their parents’ 4 It’s in Kyoto.
language?
5 Do their children speak Yirram? 5 It’s in Shanghai.
Cathy Gulpilil and her husband Albert are from the
Northern Territory of Australia. Now they live in
3 In pairs, students prepare and Sydney. They have two children. Cathy and Albert I CAN
teach at a college. They speak English and Yirram— talk about education
roleplay the conversation. Point their parents’ language. Cathy’s and Albert’s parents talk about people’s lives
out that they must change their live in the Northern Territory. Cathy and Albert’s talk about the weather
questions from they to you. children understand Yirram, but they don’t speak it.

Real life
2 Write the questions.
Vocabulary 1 where / Cathy and Albert / live?
7 Match words in A and B to make sentences. Then
put the sentences in order to make a conversation.
4 Students complete the words 2 they / have / children?
A B
3 where / they / teach?
about education. 4 they / speak / their parents’ language? 1 I’m No thanks, cold. 4
5 their children /speak Yirram? 2 it’s the matter? 1
3 What’s eat this pizza? 3
AnsWERs 3 Work in pairs. Take turns. 4 Why don’t you hungry. 2
1 student, teacher Student A: You are Cathy or Albert Gulpilil.
I CAN
2 university, school, classroom Student B: Interview your partner. Use you and the talk about problems
3 book, pen questions in Exercise 2.
make suggestions
I CAN
describe permanent states (simple present)
Speaking
5 Students complete the sentences ask and answer questions about habits (simple present)
with the verbs. 8 Work in pairs. Write a conversation with these
ideas. Take turns to start.
Vocabulary
1 thirsty / cup of coffee
AnsWERs 4 Complete the words about education. 2 hot / drink of water
1 People: classmate, st _ _ _ _ _ , te _ _ _ _ _ 3 don’t understand / use a dictionary
1 study 4 bored / go for a walk
2 Places: college, un _ _ _ _ _ _ _ _ , sc _ _ _ _ ,
2 live cl _ _ _ _ _ _ _
3 speak 3 Things: board, bo _ _ , pe _
4 have
5 like 92

6 Students complete the sentences

with weather words. Real life speaking
7 First, ask students to match the words 8 Read through the items as a class.
AnsWERs in A to the words in B to make sentences. Point out that each prompt contains a
1 cloudy Then ask them to put the sentences in problem and a suggestion. Have pairs
2 sunny order to make a conversation. write and role-play the conversations.
3 snowy
4 windy
5 rainy

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