Routes through the material. >- Short of time: give some exercises for homework, e.g

>- Short of time: give some exercises for homework, e.g. Exercises 1 and 2 and/or Exercises 5 and 6.

>- Plenty of time: do the Options.

>- 2 classes for this lesson: break after Exercise 4.

Before you starl Exercise 1

■ Students look at the pictures and read the questions. Then, students scan the texts quickly to find the answers to the questions.

Answers

lb 2a 3c

Exercise 2

■ Students refer back to the texts to find which person would give each answer.

Answers

IB 2 С 3C 4 С 5 С

Option

■ Point out that Christina is described as a traveller and Benedict as an explorer. Encourage students to discuss the differences in meaning, considering such issues as how often 'outsiders' have visited the area, the difficulty of the journey and terrain.

■ Ask students if they have travelled in any of the same ways as Christina and Benedict. Which of these ways would they like to travel? Which of the countries would they like to visit? Encourage them to give reasons.

Presentation

Exercise 3

■ Students work individually or in pairs if you wish. First, students identify the tenses in the underlined sentences in the text. Check these answers before students match them with the uses (a-g).

Answers

a... she often makes... b Benedict doesn't like... с She has been a traveller... d His TV programmes and books have made... e He has crossed... f He's waiting for me... g She is now working...

■ Students then look back at the texts to find more examples of the three tenses and identify their uses. Tell them to make a note of the examples they find.

■ In turn, students read out an example to the class, say which verb form it is and identify the use.

Practice

Exercise 4

■ Point out that the instructions ask which people could not say the sentences and why they could not say them.

■ Students can discuss the answers in small groups of three or four or alternatively do the exercise as a whole-class activity.

■ When checking answers, elicit suggestions for what the people could say instead of the given sentence.

Answers

la 2a 3c

Exercise 5

■ Advise students to read through the whole text quickly first before they start filling in the gaps. Encourage them to guess the meaning of new words, e.g. botanist, orchid, rare, rheumatism, properties, and to check the meaning in the Mini-dictionary.

■ Check students' answers by asking them to read the text aloud.

Answers

1 have worked 2 teach 3 spend 4 have had 5 have just discovered б am studying 7 uses 8 am collecting 9 have examined 10 believe

Exercise 6

■ Read the first set of notes and the example sentences with the class.

■ If you are short of time, divide the class into four groups and ask each group to write sentences for one of the remaining four verbs. Encourage students to check the meaning and pronunciation of new words, e.g. ethnographer, in the Mini-dictionary.

■ The groups then read their sentences to the class.

Answers

2 I'm a traveller and a scientist. I've been interested in Australia all my life.

3 I've worked as a scientist since 1991.1 work at Lancaster University as an ethnographer. I'm working on a book about Australian food and drink.

4 I've written more than twenty articles about Australia. I've written books on Australian customs. I'm writing/I've written a book on the life of Australian Aborigines.

Answers
	Have you ever travelled abroad?
	Have you ever lived abroad?
	How many countries have you been to?
	Do you like travelling?
	Are you planning a trip or a holiday anywhere at the
	moment?
	How many languages do/can you speak?
	What languages are you learning at the moment?
	Are you interested in any country/culture?

■ Students work in pairs, asking and answering the questions and making a note of their partner's answers. Tell students they need not tell the truth - they can invent information about themselves and their lives. ■ Students then tell the class about their partner.

5 I live in Lancaster. I've lived in the UK for twenty years. I'm living among Australian Aborigines in order to do research for the book.

Option

■ Write phrases on the board for students to use in sentences about themselves and their own lives: live do be

interested in for (three years) since Give some example sentences, e.g. My brother has lived in New York for two years/I do a lot of sport in my free time.

ш Give students time to think of and write their own sentences. Monitor and help students correct any errors.

■ In small groups or as a whole class, students read out their sentences.

Exercise 7

■ Students work individually to write the questions. Tell them to add one or two more questions if they wish, e.g. Have you ever travelled by camel?

я Check the question forms before students go on to ask and answer the questions.

Exercise 8

■ Read the example text with the class. Check comprehension and check pronunciation of archaeology /'a:ki'Dled3i/.

■ Each student thinks of a person and writes four or five sentences about the person, using the three verb forms (Present Simple, Present Continuous and Present Perfect). Monitor and point out any serious language errors for students to correct.

■ Students then read their sentences to their partner.

■ Some of the students can read their texts to the class.

Pronunciation: Contractions О Exercise 9

■ Ask students when's is used and elicit examples from them, e.g. John's book (possession), He's here (contraction).

■ Students study sentences 1-6 and decide if's stands for has or is.

ш Check students' answers by asking them to read out the sentences with the full verb form.

Answers

1 has 2 has 3 is 4 has 5 is 6 is

■ Students look at the phonetic symbols and say the two sounds.

■ If some students have problems discriminating between the two sounds, they may find it helpful to think of the unvoiced /s/ as sounding like a snake and the voiced /г/ as sounding like a bee. Choose a pair of words (e.g. bus/buzz or Sue/zoo) and say the two words in a random sequence for students to listen and identify the sounds.

■ Play the recording two or three times for students to listen to the pronunciation of's.

AdwtUH Present Simple, Present Continuous and Present Perfect--------------

Answers

1/z/ 2/z/ З/z/ 4/s/ 5/s/ 6/s/

■ Students then listen to the recording again and repeat the sentences.

M-odah!

3 Extreme Sports------------

Objectives

■ To use the vocabulary of extreme sports.

■ To practise listening strategies for preparing to listen to a text.

■ To listen to a TV programme for specific information.

■ To practise expressing preferences.

■ To use multi-part verbs.

■ To practise using correct intonation in questions. Resource used

Cassette/CD. Troubleshooting

Some students may not know much about extreme sports and so have less knowledge to use when preparing for the listening text.

Some students may have difficulty distinguishing intonation patterns (see Exercise 9). Short, regular practice exercises should help, e.g. after recording- based exercises, play a short section of the recording to identify falling and rising intonation patterns.

Background

Extreme sports have grown rapidly in importance in the last few years and the Extreme Games attract growing numbers of participants. Other extreme sports include: street lugeing (going down a street very fast on a board with wheels), underwater hockey (played underwater in a swimming pool).

Bungee jumping originated from the Vanuatu group of islands in the Pacific. The men in the tribe built wooden towers hundreds of feet high and jumped off, with jungle vines around their ankles.

You may find the following websites useful (but it is advisable to check that the website is still current and that the content is appropriate for your students):

http://www.allextremesports.com,

http://www.extremists.com.au,

http://www.xtsports.com

The quote is by G. K. Chesterton (1874-1936), an English essayist, novelist and poet, who also wrote studies of Charles Dickens and Robert Browning.

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