11
Being somewhere else
Unit objectives
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Reading and Use of English Part 5: skimming and inferring to answer multiple-choice questions Writing Part 2: writing a review; discussing possible plans; linking sentences and paragraphs; descriptive adjectives Reading and Use of English Part 2: skimming, choosing the best word Listening Part 1: listening for opinion and global meaning Speaking Part 1: using conditional forms, expressing enthusiasm, avoiding repeating the words of the questions Grammar: conditionals: form, meanings and functions Vocabulary: phrasal verbs count on, sign up, etc.; at, in and on to express location
Starting off 1 As a warmer Ask students to work in small groups and brainstorm different types of travel experiences people can make. Start them off by suggesting language exchange trips and travel experiences of exploration. Ask them to say what sorts of travel experiences they enjoy most and which journeys they would rather avoid making. For Exercise 1, tell students they should try to think of vocabulary which is not too obvious. You can elicit other words for photo 1, e.g. paddle, shore, cataract, etc. Possible answers Photo 2: traditional market, stalls, sellers, bargainhunting, souvenir-hunting, haggle, traditional craftwork, local products Photo 3: Artic/Antartic, cruise ship, ice floes, icebergs, melting ice, global warming Photo 4: jungle trail, deep in the jungle, thick vegetation, heavy undergrowth, easy to get lost, exhaustion, dangerous animals, sounds of birds and monkeys, off the beaten track Photo 5: mountain track, steep slope, high peaks, remote region, long trek, rough path, heavy backpacks, rugged landscape Photo 6: using local transport, crowded decks, stifling heat, off the beaten track, away from other tourists, seeing how people live, meeting local people
Extension idea Print and photocopy the wordlist for this unit from the Teacher’s Resources CD-ROM. Ask students which words and phrases on the list they could use with the photos. 2 Draw attention to the type of question that is being asked in the example, i.e. a statement followed by an opinion question. Ask: What part of the Speaking paper is likely to contain questions like this? (Answer: Speaking Part 4.) Ask students to work in pairs and write similar questions, using some of the vocabulary they thought of in Exercise 1. 3 If possible, ask students to stand up and walk around the class. They should talk to three or four other students in turn. Remind them that they should answer with their opinions and, where possible, give reasons and examples to support their opinions. Give them five or ten minutes for this activity. 4 Extension ideas 1 As an opportunity for students to practise reported speech (which was studied in Unit 8), when they have finished comparing answers ask them to report their findings back to the whole class. Give them this example, using the sample question in Exercise 2: We asked people if they thought you could learn a lot from undertaking a journey involving hardship and several people said they thought you could understand your own character better and you could gain selfconfidence. Other people thought … You will need to give students a little time to prepare what they are going to say. 2 As practice for Speaking Part 2, read out this instruction: I’d like you to compare two of the photos and say why people make this sort of journey and what they find hard about it. In pairs, students take turns to talk about two of the photos for one minute.
Listening | Part 1 1 As a warmer Tell students they are going to do a Listening Part 1 task. With books closed, ask them to work in small groups and brainstorm what Part 1 involves. They then check their ideas by doing the Exam round-up. 79
