main ideas, reading -'betiveen the jines! 40-50 miriutes: KEY LANGUAGE dish, equipment, gril, ingredients, pan, oven, recipe PREPARATION ‘One photocopy for ‘each group of three students — cut into six parts (the texts and the photos) Unit 3 Daily activities Men who cook Warm up 1. Explain that you ae going to discuss some words from the text. Deal wth the words in ke, languege. Wt the word son the boar. Explain that a dish is both shalow conto ct ‘or food and a type of food prepared in a particular way. Give examples ofa dish, e.g ella, beef stroganoff. Then give examples of ingredients for these dishes. Continue with the equipment, eg a pan, and then talk about where you would cook the dish Main activity 1 Give each group of thre students the texts. Ask them to check the topic ofthe text. Ta them hat these tents are based onan atc rom a lsh cookery magarine 2 Ask-tudents to ead the texts and wor out the wre are men or women Encourage ftlenas look uae et ach 3 iussthe answers th he cass, but do ot cont wheter students arses acon Answer key . allthree speakers are men: top, my vif, midsle, women lke the fact that cook, my sitiriend, the real reason why boys ike cooking; bottom, no clues i 4. Give each group of students the three photos. Ask them to match the photos with the texts. Get them to suggest a tite for the magazine article 5 Make statements about each writer, e.g a) He lived ina flat last year, b) He Bought himself a special panto cook kis speciality, c) He tals to his wife while he's cooking Ask students to raise their hand if the statement is about the writer of ther text. ‘Answer key a} Chiistonher b)Alex G)Andrew | ss oon Wit the questions inthe chart in Answer key below on the board Tell students to copy the questions and complete. chart about the three men. Again, encourage them to look a one ox each, ut to show their partners the formation they have found, Students wino ae looking a the same text can work together, and then ren back to their group. Pont ut that each writer may aot answer all the questions stuceege should read “between the lines’ and suggest thir probaale answer: 8 Check the answers withthe class. Get indvidual students to answer a question each answer key seen are Tehstopher is Then nd why dhe [avers mon vin ca Toot Fan aaa Ter ane Sea tore ear [iene cee ite ee ‘Who does hi cbok tor? | wife, wi loves food - "= | other patie: est year, finends andrmum: also for] ‘rete poplebay oS lEacmederse || Sees sour? sarreta ere | yey gal cor HSE sls eothactar | bara ee hnce Sed Space ee es [When daes he cook? ~] Goes all the cooking: doesttaay 7 [akneckends are (¢ [ioe aah | BiGesvemer iy does he elven Snes res akg | rr ag cookin Jechivement-tees || estunandheps nite. | ex patnge ay Sores Ree eer arenas Setokng [wnat does he say about | Pty. [counkry = nothing to do: nobody ta da things wa i ‘Foal early buses te and from Nottingham =~ © 1 ety = witbe able t go out wth trends inthe evening | 2 [ronthovetogetupsoewy 7. Ask students a) Who talked about where they used to live? b) Who liked it? ‘Answer key a) Patrick, Neda ‘by Patrick Follow up ‘© Tell students to imagine that a year has passed. Alice and Jake have both moved. ButWhere would you prefer to live? Write and tell us about your experiences. Pairick: The best tng about traveling by tran . ie that you get back to London at the end of #! Ive just been to the Cobsuolds for a week,.and T couldn't get back to the cy fast enough. The vilage vhere | was staying was terribly quiet. There were’ no shops, no restaurants and, # seems, hardly any pecple. Perhaps the houses were all holiday homes, and the Owners were having @ bad season. 1. on't kyou = I never fourd anypne to ask. 1 don't want to cock every evening uhen I'm on holiday = but the nearest restaurant was a ZO-mude drive. That's not 400 far, ou might cay, but 1 'd gone. by train. Perhaps there uns a Cinema and a theatre text 10 the restawant —I never found those either Lene bed alae ie eet Af bce: 1 work as an architect. I went 10 LG university in Exeter and then just stayed on afterwards. I've been here for tan years now, but I don’t really like the noise and dirt of city life. So, 'm selling my flat, and moving to the Lake District. When I waa child, T used to visit my grandparents in the Lake District and I loved it. My grandfather and I went walling every day, and my grandmother taught me to swim in one of the lakes. My goodness, the water was cold! Three years ago, I met two other architects - at my grendfather’s funeral, in fact, We got talling and soon became friends. I started visiting them at weekends, then they suggested thet, I move up there and start, working with them, What an opportunity! The air is so fresh, and the views, are out of this world, I can't wait to sell my fist. Neda: Un an axtdca pareuits wétructr and 2 share x cottoae | with three oF my cdleagies in Snowdonia. Durng the day, 2 teach carnirg, nourtain-bking and. rock-dinbing. 1 love bang axtade. Attar ‘nork my Friends ard 2 ake Yutrs to cick a meal = we rau all or ‘an veactablés — ard then we play carde or uatds “V, weVe got everyting ie reed ihere:~ 11's true, there lant a pub’ restantant Far miles, but wate all easmable cocks and there aré eupermatkcts in the nearest taun. 2 ased to wink n'a sotcter's office, but Z Thad to wear aut and Tgsts evay: day. ted: mo Hock oF Fists naar the conire of Brrongham. 1 hated my oh We. 2 don't fons a2 pty Take: Ton wightoon years old and T live tn a small La village in the Peak District, not far from Nottingham. 1 live with my parents, and younger brother and sister. T grew up in. this village, so I know everyone here. That's not the problem — the problem is that there's nothing 10 do, and nobody of my age to do ‘it with! At the moment I travel into Nottingham every day to the ‘shop where I work — there's a bus at 7.30-in the morning and the last bus back in the evening is at 5.30. From September, hotvever, Tim going to stay in Nottingham with my aunt and uncle when ‘may cousin goes into the Navy. can use his room. I'm really "looking jorivard to living in Nontingham ~ Pll be able to go out with my frends he sortie ed Ton hae a marly nthe orangKEY LANGUAGE - Past simple, going to and present ‘continuous for the future; expressions of time PREPARATION One photocopy for each pair of students — Cut into twelve parts (six e-mails and six photos); map of New Zealand Unit 6 Travel and tourism Keeping in touch Warm up 1. Explain to students that they are going to read about and discuss a trip to New Zealand They are going toread a set of eral’ and work out tne writers itinerary 2 Askii anyone has been to New Zealand. What did they do there? Ask other students what they know about New Zealand. Can they name any towns and cities? Exalain that Auckland (on the North Island} is the largest city, but Christchurch (on the South Island) is the ‘capital. Use the map, from the website mentioned in the Follow up, to show the location of these places Main activity 1 Divi the class into pairs. Gwe each pai of students a set of emais anda set of pictures, Expiain that someone callec Jane sent these e-mails to her riends back home in Engl There was a photo of Jane attached to each e-mail, Students have to match the Photos with the emails 2 Check te answers with the class. The pictures on the worksheet are correctly matched wth the eras The eral ar also ie the correct order, but read out tir opeMINgS, © We didn’t go up in the helicopter yesterday, in randam order and get students t0 Mold up the corresponding pictures, 3. Get students in their pairs to identify past events and future events in one of the e-mails For exemple, We didnt go up i the helicopter yesterday, i was to windy, we Wem fora cualkon the glacier are inthe past, while we're spending tonight and Suanday nights We're going to walk the Routeburn Track are n the future. 4 Explain to students that they now have to put the e-mails into the correct order. Encourage them to identily the past and future events in each email, Ask one student to ‘ead out the verb phrases which are about the past and the other to read out tne vero phrases which are about the future. 5 While students are working, copy the dates in the chart below onto the board. Write ARRIVAL and DEPARTURE next to the first and last dates in the chart 6 Check the order of the e-mails wth the class. Then ask students to copy and complete the chart with the names of the places where Jane stayed, 7 Check the answers with the class. Use the map to confirm Jane's itinerary. Answers z ey oe Monday 1st] ARRIVAL Auckland | [Thursday 11th | Queenstown | Tuesday 2nd | Auckland Friday. 12th | Routebarn ‘Wedriesday 3rd_| Rotorua | Seturday 13th. | Routepun thursday ath. «| Rotorua Sunday fain | Queenstown Friday 5th ‘Wellington Monday. 15th Queenstaowe» | Saturday coh | wellington Tuesday 16th | Dunedin Suniday 78h Nelson, Wednesday 17th | Duredie ‘Monday sth | Nelson Thursday 18th | Christchurch | Tuesday 9th | Franeloser | [ Friday 1th Fonristehurch ‘Wednesday 10th) Frana Joset Saturday 20th | DEPARTURE Follow up ‘© Stucients read the emails again and find the main activities of each day. Encourage students to in further information about New Zeland onthe website, woven.NZ.com, They can also research specific places, The website forthe International Antarctic Centre is wwwwviceherg.co.nz, for example.