4a _ Travellers’ Tales Lead-in 4. a. Tell the class as many types of holidays (package holiday, beach holiday, sailing, etc) as you can in one minute. b. Look at the adverts on p. 41. What types of holidays do they advertise? Listening 2. |, , listen to a radio advert. What types of ys are advertised? + aseven-day hiking holiday (in the Scottish Highlands) * an action-packed winter break (at a ski resort) Reading (StupySkiuus) Reading for specific information (multiple matching) Underline the key words in the descriptions and questions. Read the text(s) and try to find sentences! phrases that match the underlined key words. The matching sentences/phrases are usvally rephrased. 3 _ The people in pictures 1-4 lve in the USA and are all trying to choose a holiday. + Read the texts and underline the key words * Then, read the adverts and underline anything that matches up with what the people want. * In pais, decide which of the holidays (A-F) is the most suitable for the people (1-4). Danny and Lisa have meen rated for en Eric wants to g0 years and are planning a | special SSeaL ERE They bok | to celebrate his 0th We exotic places and birthday this year. wildlife photography, | Hes interestedin ‘They are looking for sei basa He unforgettable holiday full | outa like to 20 of surprises. | senda bat tie’ tettfied of fying! TE - 2IF Listen and read. Explain the words in bold. Then, in pairs, ask and answer comprehension questions ‘A: Howmany nights isthe holiday in St Petersburg? B: Three. Where...? Speaking a. Match the verbs to the prompts. enjoy, see, stay in, visit, go on, experience * luxurious hotels ¢ local cuisine * beachfront hotels « tropical rainforests * guided tours + traditional food * stunning wildlife * famous landmarks * great museums * white-water rafting + rare birds * rich history b. Look at the adverts on p. 41. Which holiday would you choose to go on? Use the phrases in Ex. Sa to discuss in pairs. ‘A: The Aftican safari seems the most exciting to me because you can see stunning wildife. What about you? B: Fdgofor... ‘Write your own holiday advertisement for an interesting place in your country. Write: ‘* name of place type of holiday « length of stay * activities * prices * contact number Julia isa busy architect and has to 3 beach ot work ‘withing web. She's Nick is 26 and he looking ai likes his holidays to # organised holidas be action-zacked with he chance a see He's very fitand some beautiful active and loves the eos ‘outdoors. He dreams: of visiting exotic locations. ala(Objectives) Reading: matching; reading for gist and specific information; scanning for specific information and detailed comprehension Vocabulary: types of holidays; climate and weather; means of transport; adjectives expressing feelings Grammar: Past Simple; Past Continuous; linkers; defiite/indefinite article; used toAwould; prepositions; phrasal verb -come Listening: listening for specific information; gap-fll Speaking: talking about holidays; talking about the ‘weather and climates; expressing feelings; narrating holiday experiences; giving travel information expressing (dis)approval; complaining and apologising; describing pictures Intonation: expressing annoyance Writing/Project: a holiday advertiserent; a weather forecast; a short factual text; a story 1 a. [Focus >] brainstorming for types of holidays Read out the title of the unit and elicit its meaning (interesting, exciting or dramatic travel storie). Elicit answers around the class and write them on the board. Suggested Answer Key Walking holiday, sking holiday, surfing holiday, cultural holiday, watersports holiday, adventure holiday, camping holiday, cycling holiday, safari (holiday), etc b, [Focus >] reading for gist Tell Ss they are going to look at ads from a travel brochure. Elicit what a travel brochure is (a magazine that gives you information about holidays). ‘Ask Ss to look at the ads one at a time, focusing on the title and picture and quickly scanning the text for helpful information. Explain that they do not need to understand every word at this point. Elicivexplain any unknown vocabulary in the titles where necessary and ask 5s to underline the words that help them find the answer. Do ad A as an example, then allow Ss a few minutes to do ads BF Check Ss’ answers around the class. ‘Answer Key (See overprinted answers) 2 [Focus >] listening up for specific information Explain the task. Play the audio cassette/CD twice if necessary. $s listen and take notes. Check Ss! answers Answer Key (See overprinted answers) 3. [Focus >] scanning for specific information ‘Ask $s to scan the texts in Ex 3, say what they are and guess what they have to do (texts 1-4 give some information about the people in the pictures and what they like to do; from the ttle and subheadings; | suppose texts A-F are ads for different holidays; the task is probably to decide which holiday s the most suitable for the people). Check Ss’ answers. Read out the study skils tip and elicivexplain anything Ss may not, understand. Allow Ss 6-8 minutes to read the rubric, follow the instructions and complete the ‘task in pairs. Point out that quick matches based on. ‘wordspotting’ should be avoided and that Ss should look for rephrased information. Suggested Answer Key (See overprinted answers) Focus >] checking comprehension of the text through phrases, individual words and pair discussion Remind $s to practise reading aloud using the S's CDicassette. Play the cassette/CD. Ss listen to the text and follow the lines. Ss listen again with pauses, then read out from the text. Help Ss to explain the words in bold by giving ‘examples or synonyms, Alternatively, Ss can look Up the words in their dictionaries. See p. 41(7). Write the following question words on the board: How many; Where; How much; Which; What; and allow Ss.a few minutes to go through the text and think of questions for each holiday. Ss then ask and answer in pairs. Monitor $s’ performance around the class. Ask some pairs to report back to the class. See p. 41(1) a. [Focus >] building up vocabulary and practising collocations Write on the board: /uxurious hotels. Elicit its meaning and explain that it is 2 compound noun/collocation (the way that some words occur regularly together). Point out that one cannot say ‘tropical hotels’ for example. Present the collocations and explain any unknown words. Go through the verbs and elicit what kind of * nouns might collocate with these verbs. by asking What kind of things can you enjoy/see/do? etc. Ss can make spidergrams in their notebooks for each verb and list the collocations that go with them. Walk around, monitoring the task and checking Ss’ answers. Suggested Answer Key enjoy: local cuisine, traditional food, white-water rafting see: stunning wildlife, famous landmarks, rare birds stay in: uxurious hotels, beachfront hotels: visit: tropical rainforests, famous landmarks, great ‘museums goon: guided tours ‘experience: white-water rafting, rich history 40(n)Suggested Answer Key professionally (adv): done by qualified people Jandmarks (n): well-known sights/buildings/statues, etc, ofan area breaks (n):short holidays beachfront (adi): facing the beach facilities (n): equipment, services, rooms, etc, provided fora particular purpose trekking (n): difficult journey on foot thrill (n): feeling of pleasure sometimes mixed with a litle fear ‘excitement (n): such a feeling of happiness and enthusiasm about th that you cannot relax ‘adventure (n):sth new, unusual and often dangerous setting (n):location/background adventurous (adj): people who enjoy exciting/risky activities ‘accommodation (n):places where people live bird watching enthusiasts (n phrase: people who are very interested in observing the behaviour of birds early risers (adj - n phrase): people who get up early in the morning catch a glimpse (of) (phi): see very briefly, just able to notice sth/sb ‘unusual (adj): out ofthe ordinary stunning (ad): sth so impressive that you cannot find words to describe it spectacular (ad): very impressive or dramatic ‘natural habitat (adj phrase): the environment where sth usually lives culture (n): traditions, beliefs and activities that are ‘ypical ofa country traditional (adj) sth that has existed for a long time ina country/place without changing incredible (ad): very impressive, briliant, unbelievable experience (v): feel or be affected by sth in style (adv phrase): in a smartand elegant way once-in-a-lifetime (adj): unique (experience) Suggested Answer Key B: Where can you do watersports? A: At the Coral Beach Resort in Marbella, Spain. Where an you see animals in their natural habitat? B: At the Babiogorski, National Park in Poland and on the African safari. suppose you would see animals in their natural habitat in the Amazon, too. ‘A: Yes, Im sure you're right. B: Which isthe shortest holiday? A: Historical Mexico. Its only five days B: Noitisnt. ‘A: Oh. You'e right. Its sightseeing in St. Petersburg. That's only three nights. b. $sdo the task in pairs. Remind Ss to justify their choices. Monitor Ss’ performance around the class, then ask some pairs to report back to the cass. (Ss‘ own answers) ann) Writing Focus >] writing a holiday ad Portfolio: Ask Ss to read rubric and underline the key words. Ask students questions to check comprehension e.g. T; What do you have to write? S: An ad. T: What for? S: For a holiday. Draw students attention to the ads on p. 41 and ask them to describe what a holiday ad should look. like (a holiday ad usually has an eye-catching heading and impressive photos. Ask Ss whether all the prompts in the rubric are mentioned in the ads. Brainstorm for ideas and write them on the board Ss open the writing section of their notebooks and copy ideas. Ss complete the task in class. Walk around, "monitoring the task. Make notes of any difficulties Ss may have. Write them on the board and ask Ss to explain and correct them. Ss check their work again and copy the completed task into their composition books. Alternatively, you can assign the task as HW. Collect Ss work in the next lesson and mark their mistakes. Hand Ss back their work for them to correct themselves. Suggested Answer Key Greek Island Paradise Come to the beautiful island of Santorini. Relax on the beach and swim in the clear blue sea. Try the delicious food in local tavernas and enjoy the great nightlite. We can arrange 1, 2 and 3-week holidays in comfortable ‘apartments or in small hotels. From €200 per person, including flights. Contact us today! Santorini Sun Tours: 22860-25688. Extension: Ss can illustrate their advertisements with pictures from local travel brochures, the Internet, etc. Advertisements can be displayed on the class noticeboard. Extension: Divide the class into groups and ask them to prepare a holiday radio commercial. Ss can choose from the adverts they wrote for their portfolios or create new ones. Give tips to Ss on how to make their commercials effective (tone of voice, music, sound effects, jokes, puns, etc). You can photocopy the tapescript for Ex. 2, p. 40 and Give copies to Ss and play the piece again for Ss to get ideas. Ss work in groups in class if there are enough cassette players, or each group can take whatever equipment they need and go to a different classroom to record their commercial one at a time. Alternatively, the groups can get together after schoo! to complete the project. Play each commercial and ask Ss to vote for the best one. Ss cannot vote for their own groups.Looking for the IDEAL getaway? sightseeing holiday Sightseeing in St Petersburg (a ‘Three nights at the juxurious Astoria hotel. Russian culture and professionally quided tours. Don't miss the ‘chance to visit this city's most famous landmarks 4 and some of the world's greatest museums. 2 $1,460 er person (all inclusive) adventure/camping/trekking holiday Amazon Adventure c Would you enjoy camping and j, 3 trekking in tropical 1, 3 rainforests? How about the thrill and excitement of white-water rafting? If 1, 3 you are looking for ‘action and adventure, }, this is definitely the holiday for you! $1,700 per person (6 days incl. tights) African Safari Fabulous 12-day jeep safari in Kenya. See Africa's stunning wildlife 1 ints lar natural + habitat, Get a taste of real African culture with its traditional food, and enjoy the incredible 1 sunsets. $6,130 per person (incl. fights) beach holiday Mediterranean Fun 3 ‘The Coral Beach Resort in Marbella, Spain offers relaxing 2-week breaks for all the family. Beachfront hotels with swimming pools, cafés, restaurants, 3 watersports facilities and great nightlife! Sun and fun for everyone! Adults $2,500 Children $1,600 (14 nights, incl. fights) birdwatching hola. Natural Poland BP) Babiogorski National Park offers a dramatic setting 1 for @ fantastic holiday for the less adventurous! Family-style accommodation. Bird- watching enthusiasts won't be disappointed — there are about 120 species of birds | here and early risers are sure to catch a glimpse of something unusual $1,170 per person (7 nights all inclusive) cultural holiday Historical Mexico Experience the rich history 2 of the Yucatan Peninsula in style aboard the Expreso Maya Luxury 4 2 Train. Visit Chichen Itza and the Adiving 2, 4 Pyramid on this 5-day.4 once-in-avlifetime trip. $1,250 per person Try these holiday suggestions from Vesta Travel Co. Tel: 0626-555-0708 41Vocabulary Practice Packing suitcase) 2 Ghoulder bag) ree, edad) ‘a ‘maps and guide books 4 Look at the items in the pictures. Which would you put in your suitcase? shoulder bag? sandals C_facket_ > Reading 2. Doyou think you pack smartly? Listen and read to find out. 3. Read again. Which of the items in the pictures are mentioned in the text? Take comfortable, easy-to-clean clothes. Don't take too much — for 2 week you should take 2-3 shirts and pairs of trousers, 1-2 pairs of shoes (hiking boots for a walking holiday and sandals for 2 beach holiday), a jacket or a jumper, a swimming costume and lots of underwear. 2 Don't forget the necessities. Take toothpaste, sunscreen, insect repellent and a small first-aid kit. 3 Put your shoes in plastic bags inside your suitcase so they don't dirty your clothes 4 Keep your passport with you at all times. 5. Do not carry any sharp objects such as penknives, nailfles or scissors in your hand luggage. Put them in your suitcase. 6 Put any breakable items such as cameras or binoculars in your hand luggage. enkife passport j fist-aid kit A Cshirt Weather 4 Whats the weather like in your country in each season? Tell the dass. $Pring “™mmer autumn winter swarm * hot © dry cold * mild * rainy * snowy * cool * windy * sunny * wet * foggy Pere kes but * (eg. summer is (often usually) + it's /it isn’t often very (eg. dry) in * it rarely (eg.snows) .. in it’s usually ‘Autumn in my country is always wet ‘and foggy but spring is usually mild. > Listening 5, |...’ listen to the weather forecast r Mexico City for tomorrow. What is the weather going to be like?Focus >] building up vocabulary related to holidays and packing Read the rubric and explain the task. Elicivexplain any unknown words in the pictures. Ss in pairs look at the items and answer the question, They can make spidergrams in the vocabulary section of their notebooks for each case to help them remember the items more easily. Suggested Answer Key Pe To! ee a suitcase ‘@ shoulder bag 7 7 toothpaste toothpaste scissors compass compass camera ‘mapsand guidebooks ‘maps and guide books hiking boots passport Jumper sunscreen jacket creditcard sandals torch first aid kit binoculars soap Tshirt Focus >] predicting content Elicit what packing smartly might involve from various Ss around the class. Brainstorm for ideas and write them on the board. Play the audio cassette/CD. Ss read and listen to the text to check their answers. Alternatively, ask Ss to close their books for this exercise and just listen to check their answers. (Ss'own answers) [Focus >] reading for specific information Explain the task. Allow Ss some time to study the pictures and then read the text silently. Ss note down the items mentioned. Check Ss’ answers around the class. Answer Key shirt sunscreen camera hiking boots first-aid kit binoculars sandals suitcase hand luagage Jacket passport suitcase Jumper penknife toothpaste scissors Extension: Ss in pairs or teams think of any five items to put in their hand luggage and write them down on a piece of paper. The other pairs or teams have ten guesses in order to find out what their ‘opponents have packed in their hand luggage. Ss are not limited to the items in the book. You can play the role of judge in the event of disagreement. NB Ss can even bring in items to class to make the activity more realistic. [Focus >] building up vocabulary related to the climate/weather in a speaking activity Explain the task, go through the prompts and the language in the table. Read out the example and stress the adverbs of frequency. Ss talk in pairs. Monitor Ss’ performance around the class and choose some pairs to report back to the class Suggested Answer Key Its usually mild and pleasant in spring, but it often rains in autumn, [Focus >| listening for gist and specific information Brainstorm for words that could be heard in a weather forecast and write them on the board. Play the cassette/CD once so that Ss can listen for gist. Explain/Elicit any unknown words. Then play tthe cassette/CD again and ask Ss to make notes to help them answer the question. Ask a S to report back to class. Elicit feedback from the rest of the lass. Check Ss’ answers. Suggested Answer Key The weather is going to be sunny and dry with a nice summer breeze. Later in the day, it will be cloudy and there may be some light showers. 42(1)[Focus >] vocabulary on means of transport Explain the task. Elicit what these verbs have in common (they all refer to means of transport and travel). Elicit which are (in)regular. Ss do the task ‘Answer Key (See overprinted answers) a, [Focus >] practising prepositional phrases Ss fil in the gaps. Check answers. ‘Answer Key (See overprinted answers) b. Read out the questions and examples. In pairs Ss complete the task. Monitor Ss’ performance. ‘Ask some pairs to report back to the class. Suggested Answer Key | usually go to my grandparents’ house in the county. 1 always travel by train. J usually go to italy. always travel by car a. [Focus >] practising present and past participles, Read out the rules for present and past participles. Elicit examples from Ss (Ss’ own answers) bb. Explain the task and read out the prompts and the participles. Elicivfxplain any unknown words. Use the example to act out a dialogue with a S. Then, in pairs, complete the task. Monitor Ss’ performance. Ask several pairs to report back to the class, Suggested Answer Key ‘A: How was your trip? B: Itwas fascinating. ‘A: How did you feel about the service atthe hotel? B: Ifelt disappointed. etc Focus >] building up vocabulary, simulating ‘real-life’ situations; practising intonation Read out the subheading and the Study Skills ti. Explain the task. Go through the adjectives and prompts and elicitfexplain any unknown words. Allow Ss 5 minutes to practise their dialogues. Ask individual pairs to record their dialogues for their language portfolios (see introduction for further details) Suggested Answer Key 3 A: Youlookangry. am. The hotel has ust overcharged me. Oh dear. You look disappointed. lam. ve just found out there’sno running water. Oh dear See Ree 43(T) You look exhausted. ‘lam. Ive just finished packing my suitcases. Oh dear. You look pleased. Jam. The airline has found my missing luggage! That’ great, You look upset. Jam. can’t et the best room in the hotel. Imsonry. You look fed up. Jam. Ive lost my passport. Oh, dear. PPR POR POR RED Writing Focus >] writing a weather forecast Portfolio: Read out the task and ask a S to explain what the class has to do. Check 5° answer. ‘Ask Ss to look at Ex 4 and their notes for Ex. 5. Recycle any language related to the weather and the climate they have seen by brainstorming and prompting Ss. Play the audio cassette/CD with pauses for Ss to make notes of language features and ideas they may find useful. ElcivEsplain any unknown words or structures. If possible, make photocopies of the tapescript for Ex 5 to give Ss a general idea of what a weather forecast should look like or bring a recording of a TWradio weather forecast on Video/cassette. Allow $s 10 minutes to write their forecasts. Monitor the task. Check Ss’ answers Alternatively, you can assign the task as HAW provided you have gone through it orally in class. Extension: Ss pretend they are on TV and act out their weather forecasts in front of the class. They can prepare @ map of their city or of certain regions of their country and pin it up on the blackboard. Instruct Ss to draw and cut out clouds, suns, lightening, snow, tc, and stick their cuttings on the map with Blue Tack 2s they present their weather forecasts. Tel Ss that it is important to use their arms and facial expression to make their presentations livelier. Hold a class vote for the best weather forecast Suggested Answer Key In London tomorrow, there will be light rain in the ‘morning which will give way to sunshine in the afternoon. Strong winds will make it feel rather cold. Overall its going to be sunny and dry but cold with temperatures of around 14°C.Means of transport ', Use appropriate participles and the prompts to talk about travel experiences. Think about: 6 Fillin: catch, drive, miss, get, take trip, flight, service/hotel, local people, museums, nightlife, etc ot ridein the correct form. amused — amusing interested — interesting 1 He got held up in traffic, and re i ae " as a result he missed his plane! pea, ear eae ae 2 He caught the 8 o'clock train satbtled ~ satisfying ttle thea to Liverpool and met Steve abet bl = disappointing there. 3) He rode Wis bike: 26: Setioa! ‘A: How was..2/What was the... ke? B: Itwas... when he was a child. ? 4 He always drives his wife to 3 Moved ya feel about wo 5 He took the Tube as it was re fester than driving Expressing feelings (STwpYSKiLLs) 6 He helped the old lady (to) get 9 Portfolio: Use the ‘on the bus. adjectives and prompts to act out dialogues, as in the example. Record your dialogues. Intonation Use suitable intonation to show your feelings.This helps the listener to understand you better. Prepositional phrases 7 a. Fillin: on, inor by. 4 1 travel by bike/motorcycle/ bus/ eset caritaxi/boavfiory/plane a & 2 goon foot * a 3 travel on a busiplaneftrain’ (3 ie) coach/ship/boat 4 get ina taxicarMelicopter ti Ry b. Where do you usually go on ‘ holiday? How do you travel? Tell your partner. usually spend my holidays abroad, {never travelby plane, 1. book / holiday 5. finish / packing suitcases 2 someone /steal my purse 6 airline find / my missing luggage 5 3 hotel/overcharge me 7 get / best room in hotel FFE Rese Earcicipes 4 find out/norunning 8 lose / passport 8 a. Study the table. water A: You lookexcited. ‘A: Whats wrong? You look upset. + We use -ed participles to describe B: 1 am. I've booked my | B: lam, Someone's just stolen my how we teal holiday! purse ‘felt excited when we landed in Rome. A: Thats good/great. A: Oh dear./t'm sorry. + We use -ing participles to describe what something/somebody is like ZB Writing. i fy Flying to Madrid was exciting. Portfolio: Listen to the weather forecast in Ex. 5 again. Then, write a short weather forecast for your city for tomorrow. 43Gr Tula em ets =3 Past simple and past continuous zs Grammar Reference 4 Read the text. Identify the tenses (1-8). Find examples of: We 1) reached the hotel at 11:30 last. night. It 2)was raining heavily at the time and we were tired, so we 3)checked in and 4) went straight to our room. It was past midnight. My sister 5) was having a shower while | 6) was unpacking my suitcase. | 7) was putting my clothes in the wardrobe, when suddenly, | 8)heard someone trying to unlock our door. ‘a_ actions which happened immediately one after the other in the past ban action which happened in the past an action which was in progress at a stated time in the past d_an action which was in progress when another action interrupted it @ two simultaneous actions in the past which were in progress, 2 Put the verbs in brackets into the ast simple or past continuous. =A: Where 1) were you (your be) at 5 o'clock yesterday? B: 12) was cooking (cook) dinner while Tony 3)was working (work) in the garden. © A: When 4) did you see (yous see) Sue? 8: While 1 5) was waiting (wait) at the bus stop yesterday morning + A: What 6) happened (happen) to Rob? B: He 7) crashed (crash) his car while he 8) was driving (drive) to work 44 er Linkers -«‘StupwSiciues) Grammar Reference 3> Join the columns 1 It was a really busy but a year for Tim -_ 2 On the big day, he | got up very early | Decause -b 3 He packed his | suitease, had | ein 1° breakfast and 4 He reached the | airport 2 hours Ss ang J before his flight a 5. There was plenty of time before he Linking ideas & sentences ‘Avoid writing short sentences Use appropriate linkers to join ‘wo sentences together. It makes your writing more interesting. he felt a bit anxious about missing his, flight. he was looking forward to his holiday in Malta when he was about to check in, he realised he didn't have his passport. he reached home. ‘Would he be able to find it? would board the he heard the phone plane _ fing, 6 His heart was beating fhe drove to the aiport fast g he decided to drive 7 He was opening the front 2S home and get the door passport > Speaking 4. Talk about a bad experience you had while on holiday A 8 where? ———> = name of place how / get there? «—————— «means of transport how long? = # daysniecks who with? ——> « friends/family/alone what / like? =: HK but what happened? > + problem Whatdid yous? <= ——— = explain 5 _ Use the prompts to make sentences about yourself. « yesterday «last month in 2000 « last Monday ‘two days ago * so * when * while * then on Play in pairs. You narrate a story, your partner mimes it. The class votes for the best story and mime. | was walking down the stret when Islipped on a banana skin, (partner pretends to be walking, then slipping.)Focus >] practising the past simplecontinuous Elicit the past simple and past continuous tense forms. in order to revise the past simple say verbs in the infinitive. Ss report back with their respective past simple forms. Use both regular and irregular verbs. eg. T swim Si: swam) T walk 52: walked, etc ‘Ss read the text. Elicit the meaning of any unknown words. Do item 1 with Ss in pairs Ss do the exercise Answer Key 1b past simple — it is used to describe an action finished in the past 2 ¢ past continuous - it is used to describe an action in progress 3&4 a pastsimple- itis used to describe actions that happen one after the other 5&6 e pastcontinuous — it is used to describe actions in progress at the same time 7 past continuous ~ it is used to describe an action which was in progress when another action interrupted it 8 past simple ~ iti used to describe an action finished n the past Explain the task, Ss do the exercise. Monitor Ss’ work, Make notes of any difficulties Ss may have (e.g. #6 happened is not 2 transitive verb). Write them on the board and elicit feedback/ explanations from Ss. Ask some Ss to act out the dialogues in pairs. Suggested Answer Key (See overprinted answers) Extension: Write the following sentences on the board and ask several Ss to explain the different structures: Helen saw the famous actor. Who did Helen see? (we want tofind out about the object of the sentence, i. the famous actor) Who saw the famous actor? (we want to find out about the subject ofthe sentence, ie, Helen) Elicit similar sentences from Ss around the class. Focus >] practising using linkers Present the Study Skills tip. Explain the task and tead out the first sentence. Elicit the function of and in the sentence (it connects both parts of the sentence in a logical way, adding something). Check Ss! understanding of the other linkers. Refer 5s to the Grammar Reference Section for more detail. Ss Complete the task. Check Ss‘ answers by asking various Ss to read out the story. Answer Key 2 because-a 3 then-f 4 but— 5 50-9 6 as-d 7 when-e Then Ss think of an ending to the story, Tell Ss they should add no more than 5 or 6 sentences. Check Ss’ answers around the class Suggested Answer Key Tim answered the phone. It was his colleague, Sarah. She ‘was phoning from the office. She told him he had left his passport at work and offered to bring it to the airport. Tim couldn't believe his luck! He thanked her and drove quickly back to the airport. Focus >] consolidating tense usage through personalisation Explain the task and go through the prompts. Point ut that Ss will have to use the appropriate tense(s). Ss complete the task in pairs. Ask some pairs to act out their dialogues in front of the class. Suggested Answer Key Where did you go? | went to Rome? How did you get there? ‘went by plane, How long did you go for? went fora week. Who did you go with? went with my friend, Jane, Did you enjoy it? Yes it was OK, but hada problem. What happened? ost my luggage on the way there. What did you do? I had to borrow my friend’ clothes until | got my luggage back. ‘A: Oh dear.'m sorry to hear that. BRPRORSRSR ROR Read out the prompts and elicit what tenses these time expressions are used with. Ss make sentences about themselves. Some Ss report back to the class. (Ss! own answers) Game ASk Ss to use as many action verbs (slip, fall over, etc) a possible so that the story can be mimed. Ask individual pairs to present their mimes. Class votes for the best presentation. 44(T)Focus >] reading for gist ‘Ask Ss to skim the text and say whether the information given is personal or factual Answer Key (See overprinted answer) b. [Focus >] practising definite/indefinite articles Explain the task. Revise the use of the, by calling out a variety of names. Ss, in teams, add the where necessary. ‘Suggested list: Europe, Nile, John, High Street, Himalayas, Pacific, France, Earth, United States, etc Europe OK T Nile Team B $1: the Nile Refer Ss to the Grammar Reference section for further detail Do item 1 with Ss. Ss then complete the task. Check 5s’ answers by asking various $s to read from the text. Answer Key (See overprinted answers) cc. [Focus >| listening and reading for gist Play the audio cassette/CD. $s listen and read. Then ask Ss to close their books and to say as many things as they can remember. (Ss'own answers) 7. [Focus] distinguishing between a past habit and a state (used to/would) Elicivexplain the meaning of a past habit (a routine we had in the past) and past state (a past situation/ condition not an action). Read out the two sentences. Check answers. Ask Ss to say in which sentence used to can be replaced by would. Both used to and would are used for habitual actions in the past. ‘Answer Key (See overprinted answers) Extension: Write the following on the board: When Iwas younger... Then, Ss write four true sentences about themselves, using this beginning. Two should be past states and two past habits. Elicit and check answers from Ss. Ba. [toning for détalled comprehension and specific information Explain the task. Go through the list of activities and elicitfexplain any unknown vocabulary. Play the audio cassette/CD. Ss do the task. 45(T) 10 ‘Answer Key (See overprinted answers) Kate used to/would go swimming with her three sisters. Kate used to/would have picnics on the beach. Kate used to/would make sandcastes. b. Elicivexplain how the interrogative and negative of used to is formed. Point out that would is not used in these forms to express a past habit. Explain the task and read out the example. Ss can use the phrases in the exercise as well as their own ideas. Monitor Ss” Performance. Ask some pairs to report back to the class. Suggested Answer Key B: ...gotothe beach. A: Did you use to go swimming when you were six? B: Yes, | did. | used to/would go swimming with my brothers. etc [Focus >] practising sentence transformations Read out the rubric and explain task. Do item 1 with the Ss. Ss, in pairs, complete the task ‘Answer Key (See overprinted answers) Focus >| practising phrasal verbs (come) Elicit the meanings of the phrasal verbs by giving ‘examples, synonyms or miming, ‘Ss work in pairs and complete the exercise. Ask Ss to write sentences of their own for each phrasal verb. Suggested Answer Key ‘come round: vist (where the speaker lives/is) ‘come across: meet/ discover by accident come into: inherit come out: be published/released come up: arise Answer Key (See overprinted answers) Writing Portfolio: Assign the task 2s HAV provided you have gone through it orally in class. Ss can use encyclopaedias and the Internet as resources Suggested Answer Key ‘Mexico is in the south of North America. The country ‘borders the Caribbean Sea, the Gulf of Mexico, the North Pacific Ocean, Belize, Guatemala and the USA. Mexico Gityis the capital and itis the largest city in the world. The official language is Spanish. in 1821 Mexico became an independent country. Land: Mexico wide in north, narrow in south Products: Country produces coffee, cotton and fruit People: Mexico has a population of 104 million people. ‘About a quarter of them live in Mexico City.Definite/Indefinite articles Grammar Reference > Reading a. Skim the text. Does it give personal or factual information? factual information b. Read the text and fill in a, an or the where necessary. How do we use articles? Argentina is 1) the second largest country in 2) ~ South America. 3) The Atlantic Ocean lies east of Argentina. 4)The | . Listen and read, then tell your country is bordered by Bolivia, Brazil, Chile, Paraguay and Uruguay. partner as many things about 5) — Buenos Aires is 6) the capital. It lies along 7) the Rio de la Argentina as you can Plata, which means ‘silver river’.The official language is 8) — Spanish. remember. In 1816 Argentina became 9) an independent country. Land: Argentina is shaped a lot like 10) a long triangle. It is wide in Used to/would }) the north and narrow in 12) the south. 13) The Andes Grammar Reference Mountains run all the way down Argentina's long western border. Which sentence expresses: a past Products: 14)The country produces beef, corn and wheat. habit? a poststate? Where can People: Argentina has 15) a population of 35 milion people. welige woidd? ‘About 16) third of them live in Buenos Aires. 1. | used to live in the country when | was young. past state Sentence transformations 2. In summer they used to hire a boat and go fishing.past habit? Q — Complete the second sentence so that it means the same as mess the first, using the word in bold > Listening 1 We haven't stayed at a hotel for years. since It’s years since we stayed at a hotel. ) Kate is talking about her 2 There were two swimming pools at the hotel had summerholays nen she The hotel had two swimming pools. Wes a, Lista tick 3 John had an accident on his way to the office had the things she used to do. ‘Then make sentences. John was on his way to the office when he had an accident 4 The hotel room was too small for Tom’s family. enough TY) 90 bird-watching The hotel room wasn't big enough for Tom's family [21] lie on beach Ej E 0 swimming Phrasal verbs Vi 47 | have picnics on the beach eT naked 10. Explain the phrasal verbs, then yg, oe ID ~ into eH he cs fill in the correct particles 1 out ‘While in Prague, he came across some great shops His last book came out last month Don’t call ~ just come round at about 10:00. ‘She came into a fortune when her aunt died, A: Did you use to go bird-watching Bis, prliahah pweiting 8: (No Ididn’. used ta/woutd... Portfolio: Write a short factfile about your country like the one in Ex. 6, 45 Kate used to/would go bird-watching with her father. awne b. In pairs, ask and answer.Listening & Speaking skills Checking in > Reading Where are the people in the picture? What are they doing? 2. Which of these sentences may be said by a receptionist? 1. How may help you? 2 I'mataid | cant find the booking. 3 Iddemand 10 see the manager. 4. Justamoment sic 5 Youmnean there’ absolutely nowhere to stay? A: Good evening, sir. How may | help you? B: My name is Peter Martin. My wife and | have a 3 a. Read the dialogue and complete sentences reservation for a double room for tonight. 1-5. Then read out the dialogue in pairs. A: Just a moment, sir. 'm afraid 1 can't find the booking, sir. When did you reserve the room? 1. The dialogue is between Mr Martin and the B: It. was booked through my travel agent two receptionist months ago. 2. There’s no room available for the Martins, A: I'm afraid there's no record of a booking and the 3A travel agent made the booking two hotel is completely full, Theres a festival on in ‘months ago the town and there are no rooms available 4 There are no vacancies in the hotel because anywhere, B: You mean there's absolutely nowhere to stay? What are we going to do? ‘A: Well, | could try ringing around a few other places, but I don't think theres much hope What do you think happened next? Listen B: Look here! My wife and | have Fea unelssed and check. In pairs, think of a different Se eee ending manager there is a festival on in the town 5. Mr Martin is very angry and exhausted Complaining and apologising Listen and read. Underline the phrases which suggest apology. * A’ I'dlike to complain about the TV. It's not working, B:_Imso sorry sir. Il get someone to see to it immediately. I'd like @ room for the night, please. © A: Excuse me, | think you gave me the wrong change. 8: Oh dear. Lda apologise, sir Yes, but I'm engaged Ys. Single. sir? to be married. b. Portfolio: Work in pairs. Imagine you are at a hotel and you are having some problems. Use the table and your own ideas to act out similar exchanges. Record your dialogues nian ear *# Id like to complain about * I'm sovterribly sorry (For) * Excuse me, but * | (do) apologise for * room not clean * no hot water * room service slow + no towels 46Focus >] setting the scene ‘Ask $s to look at the picture and elicit answers to the questions, Suggested Answer Key The people are in a hotel. The man and woman could be checking in or checking out. The receptionist is listening towhat the man is saying. Focus >] identifying register Go through the sentences and explain any unknown words. Elicit answers around. the class, then ask Ss to speculate about the problem. Check Ss! answers. Suggested Answer Key 1, 2.and 4 could be said by a receptionist. It seems that the receptionist can’t find a booking. a. [Focus] reading for specific information; summarising the text Explain the task. Go through items 1-5 and elicivexplain any unknown words. Ss read the dialogue and complete the task. Check Ss’ answers. Elicit/xplain any unknown words in the dialogue. Ss read out the dialogue in pairs. Monitor Ss’ performance, checking intonation and pronunciation. Choose some pairs to act out the dialogue in front of the class Suggested Answer Key (See overprinted answers) b. [Focus >] predicting the outcome of the event; listening for confirmation; improvising and providing different ending for the situation Elicit quesses from Ss around the class. Ss listen and check. Allow Ss one minute to think of a different ending in pairs. Invite some pairs to act out their dialogues. Elicit feedback from the rest of the class as to their performance. Suggested Answer Key ‘Maybe the receptionist was able to find them a raom at ‘another hotel n the town. Perhaps the receptionist found them a room at that hotel, afterall ‘Mr Martin might have had a big argument with the ‘manager, and then walked out. ‘Maybe Mr Martin was very angry with the manager and refused toleave the hotel until they found him a hotel ‘Answer Key tHe found the booking after all. Somebody had inversed Peter Martins’ name by mistake. (Ss'own answers) Extension: Ask Ss how they would feel in a similar situation and what action they would take. Invite a class discussion about typical problems that tourists might face in their country(ies). Ss can recount personal experiences. Ss in groups could prepare sketches and act out the funniest stories. a. [Focus >] listening and reading in order to identify register and tone Play the audio cassette/CD. Ss listen and read, then do the task. Check $s’ answers, ‘Answer Key (See overprinted answers) b. [Focus >] developing speaking skills (register & tone of voice) Read out the rubric and explain the task. Go through the language in the table and the prompts, and elicit/explain any unknown words 9. T: I'd like to complain about the room. It hasn't been cleaned.ft’s dirtyft’s not dean. $1: Oh dear. Ido apologise, madam. I'l get someone to attend to it immediately Explain to Ss that they can use the examples in Ex. 4a as models. Do the first item with a S. Brainstorm for solutions to each of the prompts and elicit words/phrases such as: to attend to sth straight away to get sb to do sth immediately to see tosth right away, etc ‘Ss work in pairs and practise their dialogues. Ask individual pairs to come up to the front of the lass and record their dialogues (see introduction for further details). Suggested Answer Key ‘A: 'dlike to complain about my room. its not clean. B: Ido apologise, madam. (li get someone to attend to itimmediately. A: I'd like to complain about the room service. Its very slow. B: Imo sorry sit Il speak tothe staffimmediately. Excuse me, but there's no hot water do apologise, madam. I'l get someone to fix it immediately. ‘A: Excuse me, but there are no towels in my room. B: I'm terribly sorry, sic il send some up right away. 2 46(T)a. [Focus >] predicting information before listening Elicit the meaning of holiday rep (someone who represents g holiday company) and explain that rep is short for representative. Read out the Study Skills box. Explain the task. Brainstorm ideas (5s'own answers) b. [Focus >] listening in order to understand and interpret information Explain the task. Ask Ss to read the itinerary and ‘guess what kind of information is missing (7 name ‘ofa room, 2 number 3 person place, 4 adjective, 5 time, ‘6noun). Elci/Explain any unknown words. Explain that this is a note-taking exercise and that Ss need to listen carefully for the key points. Play the audio cassette/CD. $s listen and filin the gaps. Check $s’ answers. identify, ‘Answer Key (See overprinted answers) Focus >] preparing and giving a short speech Explain the situation and the task. Brainstorm useful information for each of the points and write them on the board (times of meals, time and destination of day tris, etc). Take the role of holiday rep and briefly introduce yourself. Then model the first point. Ask a S to continue with the second point, another S with the third point and so on. Allow Ss some time to prepare their monologues, Choose some Ss to present them in front of the class. Elicit feedback from the rest of the class about each S's performance. 5s can use the tapescript of Ex. 5 as a model. (Ss'own answers) Focus >] simulating ‘realife’ situations Read out the heading and the rubric and allow Ss some time to look at the spidergram, the useful language and the example. Ask Ss to explain what they have to do and what they think a hotel assessment form is (if possible bring one in and pass it around the class. ‘Ask several $s to read out the words in the spideraram and the useful language and elicivexplain their meaningsstructures. Act out the model dialogue with a S. Ss work in pairs and act out their dialogues. Monitor Ss' performance around the class. Ask some pairs to act out their dialogues in front of the class. Suggested Answer Key ‘A: How's the swimming pool? B: ItSvery good. 8: How do you find the tennis court? ‘A: Its mot very good. [Focus >] listening for intonation; simulating ‘real- life’ situations Read out the rubric and explain the task. Play the audio cassette/CD with pauses for Ss to listen and repeat chorally. Monitor $s’ performance, paying 471) special attention to intonation, Ask some Ss to repeat individually. If necessary, play the audio cassette/CD again. Act out the dialogue with a S. Ss work in pairs and make up short exchanges for the remaining sentences. Monitor Ss’ performance and offer help where necessary, Check Ss’ answers by asking some pairs to report back to the class. Elicit feedback from the rest of the class as to each pair's syllable stress, intonation and speed. Suggested Answer Key You were wrong to let John take the car this evening! What are you talking about? > {fm afraid the hotel restaurant is closed this evening, sic This is outrageous! 1 think you shoutd pay for all ofus. You'rejoking! That’ £50, please. You're kidding! Se PR Be w Focus >] describing a picture Explain to Ss that when describing a picture, we first summarise what the picture is about before describing the most important details. Point out though that it is not natural to talk about very small and unimportant details. ‘Ask aS to read out the rubric and the prompts. Brainstorm Ss for ideas (e.g. at a fishing port, sailing boats in the background, on an island, at a summer resort, bright/colourful summer clothes, taking a stro, woman pulling a rope, probably tying up their boat, enjoying their holiday feeling relaxed/hapoy, etc) Ss work in pairs and describe the pictures. Monitor Ss’ performance around the class. Suggested Answer Key Its summertime. A family of four people are by the water, It looks lke @ harbour ora fishing port. They must be on holiday. They are wearing brightly-coloured summer clothes and they've all got ‘ans. The mother and itle boy might be fishing or tying up their boat. The father and daughter are watching. They look very happy. ‘Ask individual Ss to come up to the front of the class and record their monologues for their language portfolios. b. [Focus >] revising and consolidating vocabulary ina speaking activity Ss talk in pairs about their favourite type of holiday and justify their choice. Monitor Ss° performance, then choose some Ss to report back to the class. Suggested Answer Key My favourite type of holiday is a beach holiday. Ths is because | love swimming and sunbathing and walking along the beach, Ilove having picnics on the beach, too!Giving travel > Listening 5 a. Youare going to listen to a holiday rep talking to some new guests at their hotel. What might she tell them? Predicting Before you listen, think about the topic. Predict words! phrases related to the topic. ‘This improves your listening listen and fill inthe compnheeaee missing information. x 9 , Name: Jane Clarkson Company: Sun Tours Meals: Breakfast: 7:30-9:30am — in 1) the dining room-ground floor Lunch: 12:00-2:00pm restaurant -— 2) (on the) Ist floor packed lunches available ~ order 3) (from waitress) 5 by7 [before 7 the day before Dinner: _ 7:30-9:30pm restaurant - variety of 4) international dishes Pool Opening hours: Zam - 5) 7pm. Sunbeds available Snack bar - 6) (serves) dishes and snacks 6 _ Imagine you are a holiday rep. Tell the guests how they can spend the day. Talk about: + meals * day trips available * shopping * beaches * evening entertainment # where to go for help/advice Expressing (dis)approval 7 Imagine you are filling in a hotel assessment form. In pairs, use the spidergram and the useful language to ask and answer, as in the example. tennis court sports centre laundry service dry-cleaning service Emory * It's fine/excellent. * It’s (not) good/very good (indeed). * It’s poor/disappointing/awful * What do you think of * How do you find ...? + Howis...? ‘A: What do you think of the room service? B: Oh; it very good indeed. Don't you think so? Expressing annoyance > Intonation \, y Listen and repeat. In pairs, ‘make up short exchanges. 11 How dare you speak to me like that? What are you talking about? This is outrageous! You're joking! You're kidding! Linsist that you leave now. How dare you speak tome like that? Pe wewn Describing a picture a. Portfolio: Describe the picture to your partner. Think about: * where the people are © what they are wearing * what they are doing + why they are there + how they feel Record your monologue. b. What is your favourite type of holiday? Why? Tell your partner. 47(1st person narrat Getting started 4 What can a story be about (adventure, mystery, etc)? What tenses can you mostly use? Let’s look closer 2a A local magazine has asked its readers to send in short stories with the title ‘A Trip to Remember. The best story wins a two-week holiday to Thailand Read the rubric, What can your story be about? by Listen to the sounds. Can you guess the story? Read and check, 2 twas very windy when I set off for the airport last Monday moming, The sky was full of dark clouds and soon it started raining heavily. What a great way to start a holiday! ‘While | was driving to the airport, the storm got worse. Suddenly, a huge flash of lightning struck a tree. It came crashing down just metres in front of ‘my car The fallen tree completely blocked the road, so I was stuck. | tried to call the emergency services on my mobile, bt the line was dead | was positive that 'd miss my plane, I turned on the radio and tried to get used to the idea. Soon there was a loud knock at the window. To my surprise it was a young man in leather clothes, "Need a ride” he said. My plane was leaving in an hour so | didn't think twice. 1 grabbed my bags, climbed carefully onto the motorcycle and shouted urgently, “To the airport please!” It was my first time on a motorcycle so | was terrified. The young man drove so fast that 1 kept my eyes tightly shut all the way. Suddenly, the ‘motorcycle came toa halt. “We're here!” he said. | looked at my watch and ‘aw that I was just in time for my fight. The young man wished me a nice trip, then quickly sped away. ‘As soon as my plane took off, | breathed a huge sigh of relief. | could now relax and enjoy my holiday. 3 Read the story and put the events in the order they happened, 4. |tumed on the radio. 6 Hedrove me tothe airport. 5 1 set off for the airport. 7 The plane took off. 3 Lightning struck a tree A man knocked at the window. A tree blocked the road. Linkers/Time Expressions 4. Which of the words in bold: ~join similar ideas? — refer to time? — Join contrasting ideas? ~ show consequence? Use them to make sentences of your own, 48 Adjectives & adverbs 5 Underline the adjectives in the story. Replace them with synonyms. 6 Complete the phrases 1-6 with the adverbs used in the story How are they formed? Make sentences using the phrases (1-6). completely blocked climbed carefully shouted urgently drove fast tightly shut quickly sped away auaWwNe Your turn 7 Underline the key words in the rubric. Answer the questions in the plan, then, write your story. $A travellers’ magazine has asked its readers to send in short stories entitled ” "The Most Exciting Holiday of MyLife” (80-100 words) TuDYSKiI Ls) ‘Sequence of events { w When writing a story, present the ‘events in the order they happened. This helps readers follow the story easily. Introduction (Pata) When/Where di the story happen? Who waswere the main characters? Main Body (Paras23) What happened? (events in sequence and the climax event) Conclusion (Paras) What happened in the end? How did you feel?Focus >] determining specific features related to stories ‘Ask Ss to think of all the stories they have read as part of their extensive reading tasks and identify their types. To prompt Ss hold up various books from the classroom literature comer and elicit their types. Read out a passage to elicit what tenses are mainly used Suggested Answer Key romance, horror history true story, etc ‘Answer Key We mainly use the past simple and past continuous. The past perfect simple and continuous are less frequently used. a. [Focus >] analysing the rubric and brainstorming for ideas: Read out the rubric and ask Ss to underline the key words (a local magazine, short stories, ‘A Trip to Remember). Check Ss’ answers. Elicit what the title may refer to (an exciting joumey). Brainstorm ideas from Ss around the class. (5s'own answers) b. [Focus >] listening to sounds to predict a story Explain the task. Play the audio cassette/CD. Ss listen and identify the sounds. Elicit a number of possible storylines from Ss around the class. Ss then read the story and see if their guesses were correct. (Ss’own answers) [Focus >] ordering events chronologically Allow Ss some time to read the story carefully and the list of events. Ss complete the task. Check Ss’ answers around the class, by asking them to summarise the story, ‘Answer Key (See overprinted answers) Explain/Elicit the meaning of any unknown vocabulary in the story by giving examples, synonyms/ antonyms or by miming, Focus >] identifying and practising linking words and time expressions Explain the task. $s work in pairs. Check Ss’ answers. Ss make sentences of their own. ‘Answer Key Join similar ideas: and time expressions: when, while, until, then, as soon as contrasting ideas: but show consequence: s0 [Focus >] building up vocabulary Explain the task. Do the first item with Ss (windy > stormy/empestuous, etc). Ss in pairs, scan the story, underline all the adjectives and complete the task. Check Ss’ answers. Suggested Answer Key windy ~ stormy; dark - black/grey; great ~ fantastic huge ~ big/enormous; fallen - uprooted; dead - out of ‘order; positive ~ certain; loud ~ sharp; young - youthful; leather ~ denim; terrified - petrified/(very) scared; nice ~ pleasant; huge~deep Focus >] identifying and practising adverbs Allow Ss some time to find the verbs in the story and fill in the sentences with the correct adverbs. Write them on the board and elicit/explain how they are formed. Ask Ss to think of more examples for each case. complete + ly —* completely; extremely (but possible -* possibly), etc careful +ly + carefully; beautifully; usually, etc fast (irregular; other irregular adverbs: well, hard, early, late, etc) Check Ss’ answers, then Ss make sentences. Ask individual Ss to present their sentences to the class. ‘Answer Key (See overprinted answers) [Focus >] analysing the rubric; brainstorming for ideas; writing a story (1st person narrative) Read out the rubric. Help Ss to identify the key words and underline them. Present the Study Skills tip. Read out the questions in the plan and elicit answers from $s. Brainstorm for ideas. ‘Ss complete the task in class. Alternatively, you can assign the task as HW provided that you have gone through it orally in dass. Suggested Answer Key (See overprinted answers) The Most Exciting Holiday of My Life Last summer my parents took me to visit my aunt and uncle in Toronto, Canada. The flight took 7 hours. When we arrived, my aunt and uncle were there to meet us. It was wonderful to see them again. The next morning my uncle said that he was going to take us to see Niagara Falls, one of the biggest waterfalls in the world. It was amazing. | was taking pictures with my new camera when all of a sudden | saw a boat heading towards the falls. 1 watched in horror as it disappeared into the mist under the falls. told my uncle toget help. was sure that the boat was going to sink. ‘My uncle laughed and told me that the boat trip was for tourists and it was perfectly safe. Then he pulled five tickets out of his pockets. " Come on," he Said "we're on the next boat.” Amazing Facts! Read out the sentence and explain any unknown words. Then ask Ss if they know aniy other amazing facts connected with travel. 48(T)1. Ask $s to look at the picture and the title and say if they know the book. If so, ask those Ss to summarise the main points of the plot. Focus >] reading for gist; multiple-matching Read out the questions. Allow Ss some time to read ‘the background information and answer the questions. Elicit/Explain unknown vocabulary. Check Ss’ answers. Suggested Answer Key (See overprinted answers) 2 a. [Focus >] reading for detailed meaning and for continuity Ask a S to read out the rubric and explain the task. Prompt him/her if necessary. Read out sentences A-E with appropriate intonation, adding drama, and ask Ss to underline key words, and picture the settings. Allow Ss some time to read through the extract and complete the task. Check Ss’ answers, ‘Answer Key (See overprinted answers) Help Ss explain the words in bold, Alternatively, ‘$s can look up any unknown words in their dictionaries. Check Ss’ answers. b. Play the audio cassette/CD. Ss listen and follow the lines. Allow Ss a few minutes to go through the text and think of comprehension questions. ‘Ss work in pairs and ask and answer. Monitor $s! performance around the class and help them if necessary. Ask some pairs to report back to the class. Suggested Answer Key ‘A: When do the events take place? B: On 5th November. A: What time of years it? B: Thebeginning of summer. etc 3. [Focus >] predicting an outcome; improvising a dialogue; listening for confirmation Explain the task. Help Ss by asking the following questions = What do you think isthe fist thing that Gulliver says when he sees the Liliputian standing on his chest? — Whereare they? ~ What do you think they'll ask each other about their sizes? = What explanation do you think the Liliputian has for standing on Gulliver’ chest? etc Allow Ss some time to make up dialogues in pairs Then ask Ss to act them out. Monitor Ss’ performance around the class. Choose pairs to act, out their dialogue in front of the class. 49(T) Suggested Answer Key G Who are you? And where am I? L tmatilliputian and you're in Liliput. G: Lilliput? Where’ that? L; Itsan island in the middle ofthe sea. G: Why are you so small? Lm not small. Everyone here is this size. Why are you so big? : Where 1 come from, everyone is my size. What happened? L: Well, we felt the ground shaking and heard a loud noise, and when we arrived here, we saw a giant ying on the ground. G: Agiant?Oh, you mean me? Yes, and then we got ropes and ladders and tools. We wanted to tie you down, you see, because we were afraid you would hurt us. We're still afraid. G: Hurt you?! don’t want to hurt you. Maybe not, but if you take just one step, you could squash us under your feet. And anyway, you're very frightening to look at. G: So, what are you going todo to me? Extension: Take the class into the art room and ask them to paint a scene from the extract. IF Ss have read the book, they can paint any scene they wish Help Ss with their paintings. Ss may display their paintings and describe them if they feel confident enough. However, do not pressure Ss who might be self-conscious about their painting skillsJonathan Swift (1667-1745) was Dean YOLLT TER'S TRA TELS ‘of St Patrick's Cathedral, Dublin, but he is GULL VERS T AVELS aod apart oe of the Gp, Sth November, which was the beginning of summer in inst satirists in tre Erelion SPE those parts, the seamen suddenly saw a rock close to the ship: His works include A Tale ofa Tub (1704) but the wind was so strong that we were pushed onto it, Six of and A Modest Proposal (1729), but the erew, including myself, let down the boat into the sea and Gullvers Travels (1726) is Swifts tried to get away from the ship and the rock c|] in masterpiece. in this satre, Swift makes bout half an hour the boat was overturned by « sudden fon ee oa Ee ne —— strong wind from the north, What happened to the men in the SE ne isfour parts oat, aswell as those who escaped on the rock, or were left in verse tn ods Up shipwrecked m2 theship, Teannot but I imagine they were all lost. SE od ms Pat Ove, culver is 2A Toften let my legs drop, and could not feel the thrown into the sea during a: storm. He bottom; but when I was able to struggle ‘no more, I found verehes dey Tand in Uiliput where be myself in shallow waters; and by this time the storm was se a iwi much calmer. I walked for nearly a mile before 1 got to the shore, which I guessed was at about eight o'clock in the evening. I then walked on for another bi not find any sign alfa mile, but could ‘of houses or people. I was extremely tired, ‘and with the heat of the weather I needed to sleep. B | I slept better than I remembered ever having done in my life, and when T awoke, it was just daylight. I tried to get up, but was not able to for, as 1 was laid on my back, 1 found my arms and legs were strongly fastened on each side to the ground; and my hair, which was long and thick, tied down in the same way. I could only look upw: began to grow hot, and the light hurt my eyes. In a little time I felt something alive moving on my left leg, which, moving gently forward over my chest, came almost up to my chin; looking downwards as much as I could, 1 realised it was 2 human creature not six inches high, with & bow and arrow in his hands. ¢ sun a. Read the extract and match the sentences (A-E) to the gaps (1-4). There is one extra sentence which does not match any > Reading & Listening 41. ‘Yherdeyorloow abou gap. Then, explain the words in bold. Cidtverthovel? Read the AAs for me, | swam, and was pushed forward by the wind and tide. ‘iforationi On the left, tier B [lay down on the grass, which was very short and soft. answer these questions. We rowed about nine miles, till we were able to row no more. » metundor nets 8 Puzzled, | tried to discover what this strange sound might be Gullivers Travels? satire How many parts has it got? four parts © Who is the main ( characte? Lemuel Gulnver > | heard noise around me; but in the position | was in, | could see nothing but the sky. b. Listen and read. In pairs, ask and answer comprehension questions. ‘What do you think will happen next? In pairs, make up a logue between Gulliver and the Lilliputian standing on his chest. Listen and see if your guesses were correct. 49