Routes through the material

>- Short of time: give some exercises for homework, e.g. Exercises 7 and 8, omit Exercise 6.

»- Plenty of time: do the Options.

>• 2 classes for this lesson: break after Exercise 6.

Before you start Exercise 1

f KEY WORDS: Extreme Sports bungee jumping, extreme mountain biking, extreme skiing, ice-canyoning, ice diving, skysurfing, ^ snowboarding, snowrafting, white water rafting_____________

■ Read through the Key Words with students and give them time to check the meaning and pronunciation in the Mini-dictionary. Students identify the sports in the photos (skysurfing; extreme skiing; white water rafting; ice diving).

■ Students answer questions 1 and 2, saying what is

----------- Skills Focus

happening in each photo and how they think the people feel (e.g. excited, happy, nervous).

■ In small groups, students discuss questions 3, 4 and 5. Monitor but do not interrupt students' fluency. The groups then report back to the class.

■ Students say whether any of the Key Words are similar in their language.

Listening

Exercise 2

■ Read through the Strategies with the class.

■ Ask students what clues they get about the content of the next listening text from the title of this lesson, the pictures and their own knowledge of the world.

О Exercise 3

■ Students read through the questions and guess the answers, using the Strategies.

■ Play the recording for students to listen and check their guesses. If necessary, play the recording a second time.

Answers

la 2b 3c 4a 5b 6b 7c 8c

Tapescript

Presenter:... and now we're going to take a look at extreme sports. More and more people are taking them up, but what exactly are they? How dangerous are they? What makes people risk their lives to do them? Michelle is going to tell us all about them.

Michelle: Speed, excitement, danger. You can find all these in the various extreme sports that have become popular in the last ten years or so. Take bungee jumping. You jump off a high bridge, like this one I'm standing on now, and you fall and fall, and then, just before you hit the ground or water, an elastic rope pulls you back. No way! There's no way I'd go through with that, I'm telling you! And other extreme sports appear just as crazy. Look at this video. In skysurfing you jump out of an aeroplane and use a board to 'surf the air, doing gymnastics in mid-air! Amazing, isn't it? And extreme sports on land can be just as dangerous. Winter sports have always had an element of danger. I'm into skiing myself and I've had a couple of nasty falls. But new sports tike snowboarding, extreme skiing are much more dangerous. Probably the most dangerous of the new winter sports is snowrafting. It's difficult to get across just how dangerous it is but imagine - you sit in a rubber boat and 'sail' down a mountain at great speed - and you can't control the boat! Crazy, isn't it? Of course, water sports have always been fun. In white water rafting you sit in a small inflatable raft and go down a river at great speed. Fast flowing mountain rivers are the best. Then there are sports like ice-canyoning and ice diving, for those people who are absolutely crazy. Ice diving is not easy to set up because you need good diving equipment and a frozen lake. First you break the ice and then you get into the water. Sounds fun, doesn't it? And, if that's not enough, you then try to walk upside down on the ice! Mm, I feel cold just watching it...

Option

■ Write on the board:

bungee jumping skysurfing snowrafting white water rafting ice diving Divide the class into five groups and allocate each group one of the sports on the board. Tell students to listen for Michelle's description of 'their' sport and her opinion of it. Play the recording two or three times if necessary.

■ In turn, each group reports back to the class.

, Exercise 4

■ Read the entries in the table with the class. Check that students understand that would like to means that the person has not yet done the sport.

■ Play the recording for students to complete the table.

■ Check students' answers by asking them to make sentences about Carol and Jonathan.

Answers
Carol	Jonathan
bungee jumping	skiing and snowboarding
tennis	sailing
skysurfing	ice diving
snowrafting	bungee jumping

Tapescript

Interviewer: So tell me, Carol, what sort of extreme sports do you do?

Carol: I like bungee jumping. Its great, really exciting. Interviewer: But what makes you do bungee jumping? Carol: Well, I get nervous, you know. But when I'm jumping, I feel great. Ifs like being a bird. Interviewer: Really? What about other extreme sports? Carol: Mm, I'd love to try skysurfing, but ifs very expensive, you know.

Interviewer: Right. Are there any sports you wouldn't try? Carol: I'm pretty adventurous but even I wouldn't like to do snowrafting. There've been some terrible accidents. I hate doing boring sports. Like tennis. Personally, I'd prefer to stay at home.

Interviewer: Oh, it's not that bad! Thank you very much, Carol. And now we have another 'extreme' sports fan, Jonathan. Jonathan, what extreme sports do you do? Jonathan: Well, I prefer winter sports. There's something about snow... I love going skiing. And I quite like snowboarding. It's really cool. Interviewer: So, why do you do it? Jonathan: Well, as I said, I'm a snow fanatic. And I love sports where there's speed. I can't stand slow sports, you know, like sailing.

Interviewer: What other sports would you like to try? Jonathan: I'd quite like to go ice diving - it sounds crazy! Interviewer: Are there any sports you wouldn't like to try? Jonathan: Oh yeah. I can't stand heights. I'd hate to do bungee jumping. It looks absolutely terrifying. Interviewer: It certainly does. Right, Jonathan, thank you very much.

, Exercise 5

■ Give students time to read through the list of verbs and the sentences in the Function File. Ask students if they can remember any of the expressions from the recording.

■ Play the recording. Students complete the sentences.

Answers

1 like 2'd love 3 wouldn't like 4 hate 5'd prefer 6 prefer 7 love 8 quite like 9 can't stand 10'd quite like

Exercise 6

■ Read through the words and examples with the class.

■ Students write six to eight sentences about their preferences. Monitor and check students' writing.

■ Students choose one or two of their sentences to read aloud to the class.

Vocabulary: Multi-part Verbs (1) Exercise 7

■ Tell students to try and do the exercise first before referring to the Mini-dictionary.

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

Answers

1 start doing 2 love 3 arrived 4 not to do it 5 do it as planned 6 wear 7 organise 8 explain

Exercise 8

■ Students use the verbs from the text in Exercise 7 to complete this exercise.

Answers

1 turn up 2 are... into 3 taken up 4 set up 5 backed out 6 go through with

Option

■ Students work in pairs or individually, writing three or four sentences using some of the multi-part verbs. Give an example sentence e.g. She missed the bus and turned up late for the exam. Monitor and point out any errors for students to correct.

■ Some of the students can read out their sentences to the class.

О Exercise 9

■ Give students time to read through the questions before they listen to the recording and predict which questions are said with the intonation going up at the end.

■ Students listen to the recording to identify whether the intonation goes up at the end of each question. If necessary, play the recording several times. If some students find it difficult to hear whether the intonation goes up or down, they may find it helps their concentration if they close their eyes while they listen.

Answers

The intonation goes up at the end of sentences 2, 3, 4 (first question), 5 and 8.

■ Encourage students to work out the 'rule' about intonation in questions: the rising intonation is used in questions that can be answered by yes/no; the falling intonation is used in question-word questions, i.e. beginning with Wh-.

* Play the recording again for students to repeat the questions.

Speaking

Exercise 10

■ Ask two students to read aloud the example question and answer.

■ Students work in pairs, asking and answering the questions about sports. Monitor, paying particular attention to intonation patterns in the questions.

■ Each student then tells the class how keen their partner is on sport and how interested they are in extreme sports.

QUOTE... ОЖЮОТЕ

■ Read aloud the quote to the class. Elicit other suggestions from the students for what is the 'champagne of life' for them or for other people they know.

Mmtm

■ Ask students to suggest what is the 'water of life' (e.g. good friends, a home, money).

Objectives

■ To read and understand holiday adverts.

■ To listen to a conversation and extract the main information.

■ To practise showing interest when interacting orally.

■ To speak about a chosen holiday and give opinions.

■ To match paragraphs and topics in a letter.

■ To write a personal letter and use informal linking words.

■ To listen to a radio programme and extract the main information.

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