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GENERAL ENGLISH · PRACTICAL ENGLISH · PRE-INTERMEDIATE (A2-B1)

NORTHERN
LIGHTS

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1 Warm up

Match the words and pictures.

iceberg puffin glacier hot spring

waterfall volcano Northern lights whale

1 2 3 4

5 6 7 8

1. Which country do these photos relate to?

2. Have you visited / Would you like to visit this country?
3. What did you / What would you like to see or do there?

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2 Listening

Adam and Jenny are going on a guided tour of Iceland with Jenny’s sister Helen and her husband
Angus. Listen to their conversation about the tour and complete the information with words from
the Warm up.

morning afternoon evening

Day 1 (Monday) --- arrive in Reykjavik dinner with Angus

and Helen
1 2 3
Day 2 (Tuesday)

8
Day 3 (Wednesday) boat trip: ---
4
,
5
,
6
,
7

Choose the correct verb form to complete these sentences from the dialogue. Listen again to check.

1. It says here that the flight lands / is landing at two o’clock on Monday.
2. So, we’ve already agreed that we have / ’re having an early dinner with Helen and Angus that
evening.
3. The coach leaves / is leaving at 8 o’clock to take us to see a waterfall.
4. We sit / ’re sitting together on the coach so we can catch up on all the family news.
5. The coach arrives / is arriving at the next hotel at around 6 o’clock.
6. What time does the boat trip start / is the boat trip starting?
7. Angus and I have already decided: we go / ’re going on the boat trip.
8. Do you and Helen come / Are you and Helen coming with us?
9. Helen and I go / are going to the hot spring.
10. The coach to the hot spring doesn’t leave / isn’t leaving until after lunch.

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3 Language point

We use different verb forms to talk about the future. Study the sentences and answer the questions.

• It says here that the flight lands at two o’clock on Monday.

• The coach leaves at 8 o’clock to take us to see a waterfall.
• The coach arrives at the next hotel at around 6 o’clock.

1. What verb form is used in these sentences?

2. What other information is included in all of these sentences?
3. Do these sentences refer to personal plans or to the organised tour?
4. Do we see these events as certain or uncertain?

• So, we’ve already agreed that we’re having an early dinner with Helen and Angus that
evening.
• ...Helen and I have made a plan. We’re sitting together on the coach so we can catch up
on all the family news.
• Angus and I have already decided: we’re going on the boat trip.

1. What verb form is used in these sentences?

2. Do these sentences refer to personal plans or to the organised tour?
3. Do these sentences refer to one person or several people?
4. Do we see these events as certain or uncertain?

• What time does the boat trip start?

• Are you and Helen coming with us?

1. How do we make questions with present simple?

2. How do we make questions with present continuous?

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When we speak, we link final consonant sounds with the beginning vowel sounds of the next word
so that they sound like one word. Practise the present simple sentences using linking. Build up each
sentence like this.

• lands at
• lands at two o’clock
• the flight lands at two o’clock
• the flight lands at two o’clock on Monday.
• It says here that the flight lands at two o’clock on Monday.

Practice all the present continuous sentences too.

4 Practice

Put these verbs into the correct forms to complete the sentences.

arrive / finish / fly / have / leave / meet / start / stay / try / visit

1. we lunch together after the tour?

2. The coach for the airport right after breakfast tomorrow.
3. He his brother for a coffee later today.
4. She’s really tired. They in tonight.
5. The guided tour of the harbour early, at 7:30.
6. They some traditional foods for dinner this evening. Do you want to join them?
7. When the performance ?
8. This afternoon, we the hotel gift shop to look for a present for my dad.
9. What time we at the hotel on Friday?
10. We home on Saturday in the afternoon.

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5 Speaking

Work in A/B pairs. You and your partner are travelling together on the same organised tour of Iceland
as Adam and Jenny.

Read about some of the plans for the last three days of the tour. For each event, circle the option you
would like to try.

Student A

morning afternoon evening

Day 4 (Thursday) 9:00-12:00 Jeep tour 7:00-midnight

of mountains and traditional storytelling
fjords: do the easy or evening at the hotel:
difficult level? meet early for drinks or
go straight to dinner?

Day 5 (Friday) 1:30-4:30 museum

visit: Fishing Museum
or National History
Museum?

Day 6 (Saturday) 9:30-11:30 shopping: *Example 6:00 plane

art gallery or traditional lands: train or taxi
sweaters? home from the airport?

Speak to your partner. Use present simple or present continuous to find out the information that’s
missing on your table. Explain your choices to your partner.

Example:

• A: What do we do on Saturday evening?

• B: The plane lands at 6:00. We’re taking a taxi home from the airport. It’s expensive but
it’s faster than the train.

1. Do you agree with the options your partner chose?

2. Are there any other activities you’d like to do while you’re in Iceland?

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Work in A/B pairs. You and your partner are on the same organised tour of Iceland as Adam and
Jenny.

Read about some of the plans for the last three days of the tour. For each event, circle the option you
would like to try.

Student B

morning afternoon evening

Day 4 (Thursday) 12:00-4:00 lunch and

farm tour: horse-riding
or feed the sheep?

Day 5 (Friday) 10:00-11:30 visit site 6:30-11:00 opera

of the oldest house - dinner and
parliament in the performance: fish,
world: tour with a meat or vegetarian
guide or recorded tour option?
with headphones?

Day 6 (Saturday) 2:00 coach to airport *Example 6:00 plane

and fly home: window lands: train or taxi
or aisle seat? home from the airport?

Speak to your partner. Use present simple or present continuous to find out the information that’s
missing on your table. Explain your choices to your partner.

Example:

• A: What do we do on Saturday evening?

• B: The plane lands at 6:00. We’re taking a taxi home from the airport. It’s expensive but
it’s faster than the train.

1. Do you agree with the options your partner chose?

2. Are there any other activities you’d like to do while you’re in Iceland?

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6 Extra practice/homework
Write the questions for the answers, or the answers for the questions. Write full sentences and use
present simple or present continuous. Invent any times or other details that you need to.

1. Where does the tour finish? .

2. I’m having breakfast with my girlfriend.
3. When do we arrive back at the hotel?
4. Are you visiting the museum or the gallery?
5. We’re meeting at 4:30.
6. Where are you sitting on the coach today?
7. No, it starts at 2:30.
8. The coach leaves at 7:00.

7 Optional extension
Read this short text about a famous Icelandic product and find words in the text with these meanings.

1. a light brown colour

2. the normal weather conditions in an area
3. relating to something that has not changed for a long time
4. the hair on a sheep
5. a pattern that looks like a row of letter Zs

Something that tourists always notice when they visit Iceland are the traditional sweaters,
called lopapeysa, that everyone is wearing. These are made of wool from a local type of
sheep that has lived in Iceland for more than 1000 years. The wool keeps the sheep, and
the people who wear the sweaters, warm and dry in the cold northern climate.

The traditional sweaters use only natural colours like black, white, brown, grey and beige
in zig-zag patterns. Making a sweater by hand takes a lot of time, so they can be
expensive. But they’re beautiful and they really keep you warm.

Surprisingly, this sweater design only dates back to the mid-20th century, although
people have used the special wool in other ways for hundreds of years.

Answer the questions.

1. Is there anything that surprised you in this article?

2. Would you like to have one of these sweaters? When/where would you wear it?
3. Does your country have a similar type of traditional clothing?

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Transcripts

2. Listening

Jenny: Let’s go over our plans for the holiday again. Have you printed all the information?

Adam: Yes. It says here that the flight lands at two o’clock on Monday. We meet the guide and
the other members of the group at the airport and go on to the hotel in Reykjavik. The
rest of the day is free.

Jenny: But we have to wake up early the next day. So, we’ve already agreed that we’re having an
early dinner with Helen and Angus that evening.

Adam: That sounds great.

Jenny: What happens on Tuesday?

Adam: It’s a busy day! The coach leaves at 8 o’clock to take us to see a waterfall. After lunch, we
visit a beach with black sand that comes from a nearby volcano.

Jenny: That sounds like a very long day, but Helen and I have made a plan. We’re sitting together
on the coach so we can catch up on all the family news.

Adam: OK. I’m happy to sit with Angus. The coach arrives at the next hotel at around 6 o’clock.
I hope we can see the Northern Lights there!

Jenny: So do I! What about the next day?

Adam: Wednesday... It says here that we can choose between a boat trip in the morning or a visit
to a hot spring.

Jenny: What time does the boat trip start?

Adam: Half-past eight. It takes four to five hours. It says people usually see puffins and whales.
They also go past a glacier so sometimes there are icebergs. Angus and I have already
decided: we’re going on the boat trip. Are you and Helen coming with us?

Jenny: Absolutely not! Helen and I are going to the hot spring. There’s no way I’m getting up
early to sit on a boat for hours looking for puffins. The coach to the hot spring doesn’t
leave until after lunch. If we go to the hot spring, we can stay in bed longer and then have
a lovely, warm, relaxing time.

Adam: Good point, but I still want to see the puffins.

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Key

1. Warm up

5 mins.
Work with the class to match the words and pictures and check pronunciation. Be careful with glacier /’glæs.i.@(r)/.
Then elicit that the photos relate to Iceland. Give students a minute or so to chat in pairs about the last two follow-
up questions and elicit a range of brief answers.

1 glacier; 2 whale; 3 puffin; 4 volcano; 5 hot spring; 6 iceberg; 7 waterfall; 8 Northern lights

Which country do these photos relate to?

Iceland

2. Listening

10 mins.
Go over the introduction with the class and the instructions for the first listening activity. In the first activity,
students are listening for vocabulary from the Warm up. Play the recording and then check answers.
For the second listening activity, students will recover more detailed information from the recording. Give students
a minute to work in pairs and recall/predict the correct forms. Then play the recording again for them to check.
They can listen twice if they need to.
If you have time, students could read the transcript out loud in pairs; this will help to prepare them for the Language
point which follows.

1. waterfall
2. volcano
3. Northern lights
4. puffins
5. whales
6. icebergs
7. glacier
8. hot spring
Listening part 2

1. lands 2. ’re having

3. leaves 4. ‘re sitting
5. arrives 6. does the boat trip start
7. ’re going 8. Are you and Helen coming
9. are going 10. doesn’t leave

3. Language point

10 mins.
Students will have encountered both present simple and present continuous before. Here they compare the use
of these forms for future events in three stages. Work with the whole class to go over the examples and questions

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to help students formulate the rules and remind themselves of the question forms. Present simple is typically used
to talk about events which have a fixed or published timetable, often in an organisational or institutional setting,
including transport. Present continuous typically involves an arrangement with another person.
Drill all the present simple sentences using the chain drill technique for present simple. The linking point will help
students remember to include the final -s on third person singular forms, which they often forget. Drill the present
continuous sentences as well.
Part 1

1. Present simple. 2. A time reference.

3. The organised tour. 4. Certain - they’re a timetable.
Part 2

1. Present continuous. 2. Personal plans.

3. Several people. 4. Certain - they’ve already decided to do these things.
Part 3

1. We use the auxiliary verb do/does.

2. We change the word order: (question word) + am/is/are + subject + verb with -ing.

4. Practice

10 mins.
Go over the instructions. Students work alone and check answers in pairs, and then with the whole class. Ask
them to justify their choice of verb form, with reference to the rules.
NOTE: If students are finding this difficult, skip the speaking stage and do the extra practice/homework exercises
in class for additional support.

1. Arewehaving 2. leaves 3. ’s meeting

4. ’re staying 5. starts 6. ’re trying
7. does the performance finish 8. ’re visiting 9. dowearrive
10. fly

5. Speaking

13 mins.
In this stage, students will activate the language from the lesson in an information gap activity. Make sure students
understand the aim of the activity is to practise grammar from the lesson.
Set up A/B pairs and go over the instructions with the class. Check that students are looking at the correct page
of the worksheet. Give students a couple of minutes to look through their information and choose one option
that they like for each event. Be ready to help with vocabulary questions: a fjord is a long strip of sea between
two steep hills and parliament is a group of people who have been elected to make laws for their country.
Set up pairs and go over the example dialogue, pointing out the use of present simple and continuous. Give
students a few minutes to speak and monitor and support as necessary. Students should write the missing
information in their table.
Early finishers can extend the activity by discussing whether they agree with the options that their partner chose
and discussing other possible activities to try. Round off the activity with feedback and error correction, including
pronunciation.

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6. Extra practice/homework

2 mins to explain.
These exercises can be assigned for homework or used instead of the speaking activity if the class needs more
support. If you use these for homework, make sure that you mark the exercises in a future class, or collect them
from students and mark them yourself outside class. If you prefer, you can make the answers available to students
and they can check their own answers.
Note: the instructions indicate that students can invent times and other details, so accept any sensible answers.

1. It finishes outside the hotel

2. Who are you having breakfast with?
3. We arrive back at the hotel at 6:00.
4. We’re visiting the gallery/museum.
5. When/What time are we meeting after the tour of the town centre?
6. I’m sitting with Alice/at the front/back.
7. Does the film start at 3:00?
8. What time/When does the coach leave?

7. Optional extension

10 mins.
These exercises are designed as a cooler activity if you have time in your lesson. In this activity, students read
about the Icelandic jumpers which are pictured in the header image. Give students a few minutes to read the text.
Check answers and pronunciation of beige /beIZ/ and climate. Then set students up in pairs or small groups to
answer the follow-up questions. /­klaI.m@t/.
source: https://www.icelandtravel.is/blog/lopapeysa-icelandic-wool-sweater/

1. beige 2. climate 3. traditional 4. wool 5. zig-zag

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