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

>- Short of time: give some exercises for homework, e.g. Speaking Exercise 1, Writing Exercise 1, Writing Stages 1-2; shorten the Talkback stage in the Speaking Workshop.

>• Plenty of time: do the Options.

>■ 2 classes for this lesson: break after Speaking Talkback.

Speaking

Before you start Exercise 1

■ Read through the questions with the class. Students scan the adverts to find the answers.

Answers

1 White Water Experience 2 Patagonian /paeta'gaunian/ Adventure 3 Eco-tourism /eksu'tuanzam/ in Sri Lanka /Jn 'laenka/ 4 Wildlife Safari

О Exercise 2

H-Mt t 4 Communication Workshops

■ Students read the questions. Tell them not to worry about understanding every word as they listen to the recording. At this stage they only need to listen for the answers to the questions. If necessary, play the recording twice.

Answer

1 White Water Experience 2 good weather, guest houses, visit Istanbul

Tapescript

Girl: Which holiday would you like to go on, Ricky? Boy: I don't know... they all look interesting... and the prices are reasonable, aren't they? Er... I don't know... I think I'd like to go on the wildlife safari. Girl: Really?

Boy: Yeah, I prefer hot places, you know. South Africa sounds good.

Girl: Mm. I think the trip to Patagonia sounds the most exciting, though. Boy: Yes? You do?

Girl: I mean, you can really explore somewhere, you know, which isn't full of tourists. It'd be great, 'cause you can go skiing and mountaineering as well. Boy: True.

Girl: I wouldn't like to go on the safari, actually. You know, sitting around watching giraffes, (laughs) You can see them in the zoo, can't you?

Boy: Yeah, but isn't the weather bad in Patagonia? Ifs really windy, isn't it? Ifs worse than the weather here! Girl: Yeah, thafs true.

Boy: And that Patagonia trip sounds a bit, you know, uncomfortable.

Girl: Maybe. But they give you everything you need. Tents, four-wheel-drive cars... ifd be a real adventure, wouldn't it? Boy: No, not really. Not for me. I don't like cold places. I'd really prefer to go to Africa.

Girl: Well... not me. Lefs have a look at one of the others. What about rafting in Northern Turkey? That sounds quite good, doesn't it?

Boy: Mm right. But I wouldn't like to go rafting. I think ifs really dangerous.

Girt: Oh, come on, Ricky. You'd love it in Turkey. Ifs hot there

in the summer as well. You can't complain about that!

Boy: No, I suppose not. And at least they've got guest houses.

I hate camping.

Girt: Yeah... I know!

Boy: And maybe I should try rafting.

Girt: Right, great. And we could go to Istanbul on the way

back. I've heard ifs an amazing place.

Boy: OK... right, lefs go there!

Option

■ Write a table on the board for students to copy into their notebooks:

Advantages and Disadvantages WildLife Safari Patagonian Adventure

Shutah Ricky

ш Play the recording two or three times for students to listen and make notes of the advantages and disadvantages of the two holidays for each speaker.

■ Check answers. Check understanding of any new vocabulary and play sections of the recording again if necessary.

■ After checking answers, ask students what impressions they have got of Ricky and Shulah.

Answers

Safari: Ricky likes hot weather; Shulah doesn't want to sit

around watching animals

Patagonia: Ricky - bad weather, uncomfortable; Shulah -

exciting adventure, skiing, mountaineering

О Exercise 3

■ Students listen to the extracts from the dialogue. Draw

their attention to the intonation of the expressions.

ш Students listen again and repeat the words and sounds.

Choosing a Holiday Stage I

KEYWORDS: Opinions ⁴

boring, changeable, cold, comfortable, dangerous, difficult, educational, exciting, expensive, good value for money, interesting, lots of variety, luxurious, no privacy, rainy, ^ reasonably priced, safe, sunny, tiring, uncomfortable

■ Give students time to read through the Key Words and check meaning and pronunciation in the Mini-dictionary.

■ Go through the example notes with the class.

■ Students make their own notes about a trip they'd like to go on and one they wouldn't. Remind them not to write in full sentences. Help with vocabulary if necessary.

Stage 2

я Look back at the Function File on page 15 with the class and elicit some example sentences from the students.

■ Students rehearse privately what they are going to say. Monitor and help where necessary.

Stage 3

я Read through the Strategies and look back at Exercise 3 with the class.

■ Elicit what Student A and Student В could say as they suggest different holidays and try to agree.

■ Students work in pairs, using their notes and making conversations to choose a holiday. Monitor and make a note of any general language difficulties to go over afterwards with the class.

Talkback

я The pairs report back to the class and students find out which are the most popular and least popular holidays.

Listening

Before you start Exercise I

■ As a whole class, students discuss how polar expeditions now are different from those in Captain Scotfs time. Students might suggest the following answers:

- clothing is better (warmer, lighter, more protective)

- equipment is more sophisticated (better tents, cooking equipment)

- transport is more modern, unless the explorer chooses to use more traditional means (snow scooters, motorised sledges)

- communication has improved (radios, screen contact)

- more possibilities of rescue (helicopters).

A Radio Programme / Exercise 2

■ Read through the questions with the class. Encourage students to guess the answers.

■ Students then listen to the recording and answer the questions.

■ Check students' answers by playing the recording again and pausing after each answer.

Answers

lb 2c 3a 4c 5b

Option

■ Write two questions on the board for students to answer as they listen to the recording again:

1 Why did Marek call two of his expeditions 'Poles to the Pole' and 'A Pole to the Poles'?

2 Why is Marek not a 'typical' explorer? Answers

1 In the first, two Polish explorers got to the North Pole; in the other, one Polish explorer (Marek) got to the other (South) Pole 2 He has many interests (philosophy, languages, reading, writing).

Exercise 3

Students work in small groups, discussing the statements. Encourage them to think of examples to illustrate the statements, e.g. people from history and the present day, famous people and ordinary people known to the student(s) who have overcome disabilities or setbacks in early life to achieve their ambitions and dreams.

Writing

Before you start Exercise 1

■ Read through the topics (a-f) with the class. Ask students to predict which topic will be first and which will be last in the letter.

■ Students read the letter and match the parts with the topics.

Answers

Tapescript See page 145.

lb 2 f 3 e 4c 5a 6d

Exercise 2

■ As a whole-class activity, go through the letter and elicit examples of informal style.

■ Ask students what similar expressions they use in their own language when writing informally to a friend.

A Personal Letter (1) Stages 1-3

я Read through the three stages with the class so that students understand what to do.

■ Elicit suggestions of adventure holidays from the class and write a list on the board for students to refer to. If you wish, weaker students can work in pairs rather than individually.

■ Students make notes about their holiday using the headings in Stage 1.

■ Refer students to Writing Help 1 on page 140 and read through it with the class if you have time.

■ Students plan their paragraphs and draft their letter. Remind them to use informal style in greetings, goodbyes, linking words at the beginnings of sentences and contractions. Monitor and check the draft letters before students write their final letters.

■ Students check their letters, paying particular attention to style and verb tenses.

Talkback

fiimtwt

я Students work in groups, reading each other's letters and discussing which holiday sounds the most interesting. Encourage them to use peer correction and help each other correct any mistakes in the letters.

This Language Problem Solving deals with state and activity verbs. State verbs are verbs like know, believe, understand, realise, own, want, love, hate, etc. which describe mental states and processes. They aren't usually used in continuous tenses. However, there are state verbs like have, look, think, smell, taste, see which appear in the continuous form but with a different meaning, e.g. You look great (look is a state verb); I'm looking at you (look is an activity verb). Activity verbs, which denote actions and processes, can be used in any tense.

In Exercise 2 be aware that verbs have, think, feel from the text fit both columns. Also enjoy is a tricky one as it refers to feelings but technically/grammatically it is an activity verb.

Background

A growing number of adventure holidays are organised in the Himalayas. These even include trips up to the top of Everest. However, the number of expeditions has resulted in environmental damage and an increase in accidents as inexperienced mountaineers make the climb.

Mini-grammar: 14.1

Exercise 1

■ Students read the advert and say if they would like to go on the holiday, giving their reasons.

■ Encourage students to guess the meaning of any new words from the context and to refer to the Mini- dictionary.

Exercise 2

■ Read the instructions. Use the example verbs in the table (realise, carry) to check students' understanding of 'states/feelings' and 'activities'.

■ If you wish, do the first verb in the advert (understand) with the class.

■ Students then work individually or in pairs, completing the table.

■ When checking students' answers, build up the complete table on the board. See Grammar notes above about verbs which fit both columns of the table.

Answers

States/feelings: understand, know, taste, mean, don't want, like, prefer

Activities: prepare, costs

■ In pairs, students add more verbs from the text to each column.

■ Students then feed back to the class and add verbs to the table on the board. For example: states/feelings - feel, think, have; activities - dream, come, organise.

Exercise 3

■ Read aloud the instructions and check that students understand what to do. Students read the postcard to find which verbs are used in the continuous tenses.

Language Problem Solving 1

■ When checking answers, ask students to read aloud examples of the verbs in continuous tenses. Explain that look can be either a state (Mount Everest looks stunning) or an activity (I'm looking at Mount Everest), depending on the meaning.

Answer

activity verbs

■ Students then complete the rule

Answer

activity, state

Option

■ Give students twenty seconds to read the postcard again.

■ Students cover the text. Ask: What's Chris doing? How does he feel? Why is he amazed? What are Pat and Jim doing? Check use of verb forms in students' replies.

Exercise 4

■ As a whole class, students translate the verbs in blue in the sentences and discuss if the verb means the same in both sentences.

Exercise 5

■ Students work in pairs, discussing whether the sentences can be changed into the Present Continuous.

■ When checking answers, ask students to say the sentences (b, e) which can be used in the Present Continuous and to explain the difference in meaning.

Answers

a, c, d

Exercise 6

■ Advise students to read the complete text quickly before filling in the gaps.

■ Students compare their answers in pairs and practise reading the dialogue aloud before checking answers as a class.

Answers

1 Do you like 2 love 3 enjoy 4 do you think 5 come 6 don't know 7 want 8 am working 9 understand 10 are enjoying 11 means 12 do the tourists differ 13 smell 14 eat 15 don't dress 16 drink 17 doesn't taste 18 love

Exercise 7

■ Students put the expressions into two lists: expressions that can be used in both the Present Continuous and Simple; expressions that can be used only in the Present Simple.

Answers

Present Continuous and Simple: play football, think about, look awful, look at, have a shower Present Simple: want, have a pet, like

я Read the example pair of sentences with the class and elicit two sentences for one of the other expressions, e.g think about.

■ Students then work in pairs, using the verbs to write sentences. Monitor and help where necessary.

State and activity verbs

■ Some of the students read aloud their sentences to the class.

Resources used

lassette/CD; reference sources such as the Internet and rncyclopaedias.

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