D


Remind students of the key point about passive sentences – the original object becomes the new subject. A second point is that the original subject is often obvious and not important, so we don’t always need it in the passive sentence.


Work through a couple of examples. Set for individual work. Feed back, getting the target sentences on the board.


Answers


2. Resources A lot of food is wasted by the centre’s café. Thirty-six per cent of the food is thrown away. Consumables are not recycled by the centre. A lot of extra waste is created. Paper, glass and plastic aren’t recycled by them. Solar or wind energy isn’t used by the medical centre.


E


Work through the two pie charts. Make sure students understand what they say. Ask checking questions, e.g., What percentage of patients are brought by bus? What percentage of workers are driven by a colleague?


Set for individual work. Remind students that they should refer to the graphs in their text. Elicit ways of doing this, for instance: Figure 1 shows …; As you can see in Figure 2, …; … (Figure 1).


Model answers


As you can see in Figure 1, 4% of patients are brought to the centre by taxi. Twenty-six per cent are brought by bus. Only 3% cycle and 25% walk from the railway station. Forty-two per cent drive to the medical centre. As you can see in Figure 2, 44% of workers drive to the medical centre in their own car. Only 5% are driven by a colleague. Sixteen per cent cycle to work and only 2% walk. Thirty-three per cent of workers are brought to the centre by bus.


Language note When we are looking at a sentence with words that indicate portions (per cent, fraction, some, etc.), to choose the correct subject-verb agreement, we simply have to look at the noun after of. For example: 4% of patients are brought to the centre by taxi. The noun is patients – a countable noun, and it is plural; therefore the verb should be plural as well. In the example, 26% are brought by bus, the implied subject is still patients, so the plural is used.


F


Quickly brainstorm with students all the ideas for reducing carbon footprint, waste, etc., from the unit. Set for group work. Monitor and assist.


Set the final section – Recommendations – for individual work, in class or at home. Remind students of words such as should to give recommendations.


Answers Students’ own answers.


Over to you! For procedural notes and suggestions for how to use the ‘Over to you!’ section, see the Introduction, page 6.


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