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Fiona Mauchline !00 Voices 3 TB 001-002.indd 1

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Unit objectives • Vocabulary: to introduce or revise prepositions of movement and extreme adjectives • Language Focus: to revise and practise will and might; be going to; the first conditional • Skills: to read an article about a hotel in space, to read a leaflet about Antarctic cruise, to listen to a conversation about a trip, to talk about future plans and intentions (holidays), to book a room in a hotel, to write an informal letter – a description of a place • CLIL: to learn about chemical elements and the periodic table • Culture: to learn about adventure tourism • Exam: to build language awareness, to recognise and use linguistic resources, task type: word formation cloze, partial translation

146 !06 Voices 3 TB 146-167.indd 146

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Final frontiers

6

Aim To meet and practise prepositions of movement in preparation for the reading text.

extra warmer Set a time limit of four minutes. Ask students to brainstorm names for geographical terms and places inside a city, eg mountain, road, lake, and building, church, hotel, etc. Compare words as a class and find out who has found the most. Write all the words on the board and allow students time to write down any new vocabulary in their notebooks.

GUESS Ask students to read the quiz questions. Give them about two minutes to think about and discuss their ideas in pairs. Elicit answers from the class. Ask: Are you interested in geography? Which part of the world would you be most interested to learn about?

Cultural note 1 The Caspian Sea in Asia (surface area 371,000 km2) is usually classed as the biggest lake in the world, though geologically it is a small ocean. The second biggest lake is MichiganHouron (surface area 117,702 km2) in Canada/ USA. In this classification the third biggest lake is Lake Superior in Canada/USA (surface area 82,414 km2) and the fourth – Lake Victoria, the biggest lake in Africa (69,485 km2). 2 Mercury is the closest planet to the Sun and is the smallest planet in the Solar System (5.5% of the Earth’s mass). Mercury is dry and extremely hot (the temperature may reach over 400 degrees Celsius during the day but at night it may drop below -170 degrees Celsius). The sunlight on Mercury’s surface is 6.5 times more intense than it is on Earth due its closeness to the sun.  RECYCLE Ask students to look at the types of transport in the box and write a true sentence for each one. Compare sentences as a class.

Vocabulary 1 Prepositions of movement 1 Tell students to look at the list of prepositions.

Elicit how they would mime the prepositions or draw them on the board. Check the difference in meaning between through, across and over. (eg through the mountains/across the desert/over the fence). Then students match the prepositions with the pictures.

2 2.07 Play the recording for students to listen, check and repeat. 2.07

Audioscript Exercise 2

1 towards 2 away from 3 out of 4 into 5 over 6 across

7 along 8 under 9 round 10 through 11 down 12 up

3 Ask students to read the descriptions and fill in the gaps with the correct prepositions. Ask them to compare their answers in pairs. Check their answers as a class.

Pronunciation: /u:/ /aʊ/ /ɒ/ /əʊ/ 4a 2.08 Play the recording for students to listen and repeat. Draw their attention to the different vowel sounds. 2.08

/uː/ into

Audioscript Exercise 4a /aʊ/ down

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/ǝʊ/ over

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round

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Your voice Ask students to read the questions and think about the answers. Put them in pairs and ask them to take turns asking and answering the questions. Monitor and help whenever necessary. Discuss answers as a class.

Homework Workbook p56 and Workbook Vocabulary plus p121 extra homework Ask students to write five more questions using the prepositions from exercise 1. Tell them to use the questions from exercise 5 as a model, eg Have you ever travelled across a sea? Can you jump into the swimming pool/lake? to ask their classmates.

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Exercise 4

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1 According to director, Xavier Claramunt, the Galactic Suite hotel is going to open soon. 2 This will be the most expensive hotel in the Galaxy. 3 They will go round the Earth every 80 minutes. 4 They’ll wear special Velcro suits. 5 The price includes an eight-week training course on a tropical island. 6 British and American companies are also planning to offer space tourism.

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Aim To read and answer true-false questions about a holiday in space, meeting will and might in context.

Reading From Spain to outer space! extra warmer Ask students to work in pairs and test each other on prepositions from Vocabulary 1 section. They then take turns drawing pictures which illustrate selected prepositions. Alternatively, they can ask each other to choose the best preposition for a phrase, eg ______the mountains, _______ the river, etc. For this option, however, you must allow for a variety of possible answers, eg in/through/over/up/down the mountains, etc. 1

Tell students to read and listen to the text. Play the recording and ask students to choose the best alternative title for the text. Compare opinions as a class.

5

Your voice Put students in pairs to take turns asking and answering the questions. With weaker groups, ask them to read the questions and write their answers before speaking with a partner. Monitor and help if necessary. Ask students to report back to the class about their partner. Compare ideas as a class.

CLIL: Science Across the curriculum: Science If you want to develop this topic further, then go to Workbook p144, with worksheets in the Teacher’s Resource File.

2.10

2.10 Audioscript Exercise 1 See Student’s Book p75.

extra homework Ask students to write three more questions about world geography using superlatives (the largest ocean, the longest river, the biggest city, the biggest island, etc) to ask classmates.

2 Words in context Ask students to find the seven words/phrases in the text and use the context to help them match the words/phrases with their definitions. Check their answers as a class. Additionally, you can ask students to translate the words/phrases into Polish. Ask them to compare their answers with a partner. Check answers as a class. extra follow-up Ask students to cover the book and write down the words/phrases from exercise 2 from memory. Tell them to compare their answers in pairs. 3 Ask students to read the text again and put the events in the correct order. Allow them to compare their answers. Check answers as a class. 4 Ask students to cover the text and read the sentences. Check that they understand the meaning. Ask students if they can decide if the sentences are true or false from memory. Ask them to compare their answers with a partner. Then tell them to read the text again and find evidence in the text. Check answers as a class.

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Exercise 2 will/won’t might/might not -s

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1 He’s going to open the hotel soon. 2 He isn’t going to work there. 3 Is he going to stay there? 4 Yes, he is. No, he isn’t.

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Congratulations! You’ve won a holiday at the Galactic Suite hotel for you and a friend.

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Exercise 6 1 are you going to go 2 are you going to take 3 ’m going to ask 4 are you going to stay 5 ’m going to spend 6 ’re going to prepare

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6

Aim To introduce/review and practise will and be going to.

Language Focus 1 will and might extra warmer If you have chosen to do extra homework, ask selected students to present their questions to classmates.

Lead-in On the board write: What are you doing tonight? What are you doing this weekend? Ask these questions to selected students. Elicit when we can use the present continuous to talk about the future (to talk about future arrangements). 1 Tell students they are going to introduce/revise other ways of talking about the future. Ask students to read the puzzle and put the words in the correct order to make sentences. Check answers as a class.

Speaking 7 Tell students to look at the pictures and imagine they’ve won one of the holidays. Ask them to write questions using the correct form of be going to and the prompts. Check questions as a class. Then ask students to think about their answers to the questions for their imaginary holiday. Put students in pairs to take turns asking and answering the questions. Ask students to report back to the class about their partner’s plans for their holiday.

Homework Workbook p57 and Workbook Grammar bank pp108-109 extra homework Ask students to write their partner’s plans for their imaginary holiday in exercise 7.

2 Students read the examples from exercise 1 and complete the rules. Check their answers as a class. Tell students that these verbs are modal verbs. Check their level of understanding by asking them to choose the best modal for It ... be very hot at this time of year in Africa and I … go abroad for holidays this summer. Discuss or explain the difference between the two sentences. 3 Tell students to read the sentences. Check that they understand the meaning. Ask students to complete the sentences with modal verbs and the verbs in brackets. Check ideas as a class. 4

Your voice Ask students to look at the words in A, B and C. Then tell them to write at least five sentences using these words and will, won’t, might or might not. Put students in pairs to compare, and then compare as a class.

be going to 5 Ask students to read the rule and the examples. Students write he forms of the sentences. Ask students to choose the correct ending of the rule below. Elicit whether the two sentences: I am learning to dive this summer/I’m going to learn to dive this summer are the same (no – the first sentence is about an arranged activity, the second – about a plan or intention). 6 Ask students to look at the short text and the dialogue, and elicit why Tom is so excited. Then tell them to complete the gaps in the dialogue with the correct form of be going to and the verbs in brackets. Put students in pairs to compare, and then check answers as a class.

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Exercise 6 1 Yes, it is. It’s freezing! 2 Yes, it is. It’s boiling! 3 Yes, it is. It’s huge! 4 Yes, it is. It’s tiny! 5 Yes, they are. They’re amazing! 6 Yes, it was. It was fascinating!

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6

Aim To listen to Chris talking about a school trip. To introduce and practise extreme adjectives.

Listening extra warmer

2

2.11 Ask students to read the sentences below. Check that they understand the meaning. Ask students to check whether they are able to answer any questions now and decide which of the sentences are true and which are false. Play the recording for them to check their answers. If necessary, play the recording again. Check answers as a class.

3

Your voice Put students in pairs to take turns

Ask students to complete these lines to write a rap/poem: When I’m old, I’m going to …, I’m not going to … and I’m going to … ; I might … but I’ll never …, no, I think I’ll never … when I’m old. Students practise their rap/poem for two minutes then perform for the class. 1

Tell students they are going to listen to Chris talking to his mum about a school trip. Ask them to complete the information. Play the recording for students to listen and complete the task. Ask students to compare their answers. Play the recording again, if necessary. Check their answers as a class. 2.11

2.11

Audioscript Exercise 1

C = Chris M = Mum C: Mum, there’s going to be a school trip to Scotland – can I go? M: Where to, exactly? C: Erm … they’re going to take us to Aviemore, in the mountains. We’re going to go skiing! M: Skiing? And where are you going to stay? C: Well, Mr O’Connor says we’ll stay at a youth hostel – it’s near the village, apparently … M: Mr O’Connor? Is he going, then? C: Yeah … M: And will there be any other teachers there? C: Yeah, Mrs Reilly will be there too, and one other teacher I think … M: And how many students will there be? C: Oh, about 20. Richard’s going to go, and Pete, I think … M: Hmm. How much will it cost? Have they told you? C: Yeah, here’s the letter. It’ll be £120 for the transport and accommodation and the food and everything. Then there’s just pocket money and optional excursions M: Excursions? Where to? C: Well, one day they’re going to go to the ‘Ice Factor’ – it’s this place where you can do indoor ice climbing … M: Ice climbing? C: Yeah, and then another day I think there’s going to be a trip to Glasgow … So, can I go then? M: OK – it’ll be amazing! Skiing in Scotland! When is it, did you say? What will the weather be like? C: It’s in January, so it’ll be cold – well, I guess it’ll be freezing! That’s why we’re going to stay at the youth hostel, and we aren’t going to go camping! M: Yeah, good job! You’ll need a new coat, then. And some thermals!! When do you need the money? C: We need to give Mr O’Connor a £30 deposit next week. M: OK. Well, I hope nothing terrible happens! You aren’t going to fall over and break your leg, are you? C: Nah, ’course not. I’ll be fine! Thanks, Mum …

asking and answering the questions. Ask students to report back about their partner. Alternatively, if students have all been on the same school trips, ask them to make up their answers. When they report back, vote for the most imaginative school trip.

Vocabulary 2 Extreme adjectives 4

Ask students to match the normal adjectives with the extreme adjectives. Tell them to use a dictionary to look up the meaning of any unknown words. Match the first pair as a class (hot – boiling). Elicit why some adjectives are called extreme (they represent extreme, ultimate meaning) and whether they can have a comparative or superlative form (no).

5

Play the recording for students to listen, check and repeat. 2.12

2.12

Audioscript Exercise 5

awful – bad tiny – small huge – big freezing – cold fascinating – interesting

boiling – hot amazing – nice

6 Students read the example then answer the questions using suitable extreme adjectives. Discuss answers as a class. 7 Tell students to read and copy the postcard Chris sent to his mother, replacing the numbered adjectives with extreme adjectives. 8

Your voice Put students in pairs to take turns

asking and answering the questions. Monitor and help if necessary. Ask students to report back to the class about their partner. Compare ideas as a class.

Homework

Workbook p58

extra homework Tell students to write an imaginary postcard from their school trip (see exercise 3), including at least three extreme adjectives.

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Exercise 1 2 It isn’t ice like in the Arctic, but it’s 98% covered by ice.

6

Adventure tourism quiz 1 Antarctica is … a) an ocean. b) a continent. c) a country.

&XOWXUH 7RGD\ ADVENTURE TRIPS

Antarctic cruise • see huge icebergs

2 What percentage of Antarctica is ice? a) 50% b) 85% c) 98%

3 Antarctica is in the … a) north. b) south. c) east.

Did you know …?

• watch penguins and whales

Join us on a fascinating trip to the world’s most remote continent. We’ll travel on a special ship called the Polar Star. First, your guide will meet you at the airport in Buenos Aires. 1 c The Polar Star has got a gym, restaurant and shop. It carries about 100 passengers, so you’ll make lots of new friends.

â—† Antarctica is becoming a new tourist destination! In the 2009 to 2010 tourist season, over 37,000 people visited the world’s coldest continent.

During your journey to the South Pole, you’ll see some amazing scenery. If you’re lucky, you’ll also see whales, seals and sea birds. If you’ve got any questions, our team of experts will be there to help you. Every day we’ll go on excursions if the weather isn’t too bad. 2 b You’ll see the tiny penguin chicks if you visit in February. You can also spend an afternoon at the boiling hot springs of Pendulum Cove. 3 a There’s lots of time to enjoy the trip because it’s light for 20 hours a day during the Antarctic summer. If you choose this holiday, you won’t be disappointed. It’s a unique opportunity to visit the Earth’s final frontier, and a once-in-a-lifetime experience for lovers of adventure!

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6

Aim To read and listen to a leaflet with information about an Antarctic cruise. To answer questions about the reading text and to find logical connections between different text parts. To talk about the ethics of visiting the Antarctic.

Culture Today Antarctic cruise extra warmer Tell students to look at the pictures on pp78 and 79 and brainstorm as many words as possible related to what they can see, eg iceberg, freezing. Compare ideas as a class, and write the words on the board. 1

Audioscript Exercise 1

Adventure tourism quiz 1 Antarctica is … a) an ocean. b) a continent. c) a country. b – a continent 2 What percentage of Antarctica is ice? a) 50% b) 85% c) 98% c – 98% 3 Antarctica is in the … a) north. b) south. c) east. b – south

2 Ask students to read the text to choose the best option. Check answers as a class.

extra follow-up

Tell students they are going to do the quiz and choose the correct answers. Allow students to compare their answers in pairs. Play the recording for students to listen and check their answers. Check answers as a class. 2.13

2.13

3

4 Words in context Ask students to find the six words/phrases in the text and use the context to help them match the words/phrases with their definitions. Check their answers as a class. Additionally, you can ask students to translate the words/phrases into Polish. Ask them to compare their answers with a partner. Check answers as a class.

2.14 Ask students to read the text again and do the matching task. Explain that in this task, three sentences (a-c) have been removed from the text and students have to decide where each sentence fits (1-3). Students compare their answers with a partner. Play the recording for them to check their answers. Then check as a class.

Ask fast finishers to write three questions about the text to ask the rest of the class after the answers to exercise 4 have been checked. 5

Your voice Tell students to read the opinions and the questions, and think about their answers. Put them in groups and tell them to compare and discuss their answers. Ask groups to report back about their discussion. Alternatively, if your class has difficulty giving personal opinions, put students in pairs. Tell half of the pairs (A) to prepare arguments in favour of the first opinion given. Tell the other half (B) to prepare arguments in favour of the second opinion given. Then put pairs together (A+B) to try and convince each other that they are correct. Ask one member of each group to report back about their group’s discussion.

… the BIG DEBATE: Should we prohibit to protect? If you want to develop the topic of tourism and the environment further and have a class debate, then go to Workbook p130, with worksheets in the Teacher’s Resource File. extra homework Ask students to write a summary of their discussion in exercise 5 and to add their own personal opinion.

Audioscript Exercise 3 See Student’s Book p78. 2.14

extra follow-up Ask fast finishers to write one or two more statements with two options for a partner to solve.

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Exercise 2

tarctica is in the … north. south. east.

LOOK!

1 No, it isn’t. 2 The present simple. 3 The future simple. 4 No. We use a comma if the first part of the sentence contains if.

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1 Unless you go on this trip 2 Unless he comes on time

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Surviving in the mountains Touching the Void is a true story about two friends called Joe and Simon. They (1) ’re / ’s going to climb a huge mountain in Peru. Joe and Simon reach the top of the mountain, but then Joe has an accident and breaks his leg. They (2) don’t / won’t survive (3) if / unless they get down quickly. They might (4) die / to die in the mountains. The two friends decide to stay together and they hold the same rope. Then, something terrible happens. Joe falls and pulls the rope. Simon must make a rapid decision. If he cuts the rope, Joe (5) falls / will fall further. If he (6) doesn’t / won’t cut the rope, they will both fall. Simon cuts the rope and he returns to the camp alone. He feels terrible. A couple of days later, he (7) ’s / ’m going to leave the camp when he sees a figure in the distance. Will Joe (8) return / to return? 2

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Touching the Void by Joe Simpson 79

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6

Aim To intoduce and practise the first conditional. To review the grammar from unit 6, working with a text about Touching the Void.

Language Focus 2 First conditional

4

extra warmer Tell students they are going to revise adjectives from Vocabulary 2 section. One student has his/ her book closed. He/she has to give an extreme adjective corresponding to a normal adjective given by his/her partner. The students then swap roles.

Lead-in On the board write: I might and three ways to finish this sentence eg go to Hel, learn windsurfing, go to a concert. Tell students to write three sentences like that about their summer holidays. Put them in pairs to share their sentences. Ask them to add some questions, eg When would you like to go? What concert would you like to go to? etc. Elicit from students when we use might (to talk about speculations concerning the future). 1 Tell students they are going to talk about possible future situations and their possible consequences. Ask them to match the situations in the box with the consequences in the table to make sentences. Tell them to check the answers with the text on p78. 2 Ask students to read the sentences from exercise 1 again and answer the questions. Compare answers as a class. Elicit from students how the first conditional sentences can be translated into Polish. Remind them that although in Polish we have the future form after if, in English present simple is used. Elicit some answers to the examples you or students gave in the Lead-in, eg If I go to Hel …, If I learn windsurfing …, etc. 3 Ask students to choose the correct alternatives. Put students in pairs to check their answers. Check their answers as a class.

Your voice Tell students to copy and complete the sentences with their own ideas. Put students in pairs to compare ideas, and then compare as a class.

Unit grammar check 1 Ask students to read the text very quickly and tell you who the story is about and what happens. Then ask them to read it again and choose the correct answers. 2

2.15 Play the recording for students to listen and check their answers to exercise 1.

2.15

Audioscript Exercise 2

Surviving in the mountains Touching the Void is a true story about two friends called Joe and Simon. They’re going to climb a huge mountain in Peru. Joe and Simon reach the top of the mountain, but then Joe has an accident and breaks his leg. They won’t survive unless they get down quickly. They might die in the mountains. The two friends decide to stay together, and they hold the same rope. Then, something terrible happens. Joe falls and pulls the rope. Simon must make a rapid decision. If he cuts the rope, Joe will fall further. If he doesn’t cut the rope, they will both fall. Simon cuts the rope, and he returns to the camp alone. He feels terrible. A couple of days later, he’s going to leave the camp when he sees a figure in the distance. Will Joe return?

Homework Workbook p59 and Workbook Grammar bank pp108-109

Book corner Touching the Void is the incredible, true story of Joe Simpson and Simon Yates’ nightmare attempt to climb Siula Grande in the Andes, in 1985, during which Yates had to cut the rope from which Simpson was suspended over a crevasse. An award-winning documentary of the climb was made in 2003.

extra activity

extra homework

Ask students to write the first half of three sentences beginning If … Tell students to exchange sentences with a partner and complete them with their own ideas. Then ask students to read out their complete sentences and vote for the most original, the funniest, etc.

Ask students to find more information about the film that was based on Touching the Void: who directed it, who starred in it, why it was special and whether it was successful to share with the classmates.

LOOK Ask students to read the information in the LOOK box. Ask them to read the rule and rewrite the sentences with unless. Point out that unless never goes with not. Check answers as a class.

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Exercise 2 1 Zakopane hasn’t got an airport, so all visitors arrive by train or car. 2 The beaches in Lanzarote in Spain are black because the island is volcanic. 3 It’s boiling in Greece in summer, so you’ll need a sun hat and sun cream. 4 It’s like a desert in Malta in summer because it hardly ever rains. 5 You can ski in the Alps in winter because it’s freezing.

6

([DP :ULWLQJ $Q LQIRUPDObOHWWHU Äź D GHVFULSWLRQ RI D SODFH Dear Uncle William, As this is my last letter from the holiday in the USA, I’d like to write about the most amazing place I’ve seen so far. of This place is Death Valley, and it is a national park in the states California and Nevada. It’s the (1) hottest / coldest place in the USA. The scenery there is amazing! it isn’t The best time to visit Death Valley is in spring or autumn because was ure temperat recorded highest the – boiling it’s too hot. In summer can (2) 34°C / 54°C! There is a road that goes through the park, so you drive or cycle there. in The most famous place to see is Badwater. That’s the lowest point to down / up (3) go you If level. sea below 86m it’s – country whole the is There r. Badwate of view great a the top of Dante’s View, you’ll have a hotel in the village of Furnace Creek, where I stayed for the night. home. I’ll show you a lot of pictures of Death Valley when I see you back Kisses to Aunt Susan, Daniel

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6

Aim To write an informal letter – a description of a place, after reading a model and practising linking devices of reason and result (because, so).

Exam Writing An informal letter – a description of a place extra warmer Ask students to come to the board and write down the names of 1-2 most amazing places on Earth they can think of. Put them in pairs and tell them to choose the names from the board and talk about those places. You can write down model question on the board, eg Do you think New Zealand is special? Why do you think so? Would you like to go there? What would you like to see there? Discuss the opinions as a class. You can choose top 3 most amazing places on Earth. 1 Tell students to look at the picture and ask if they know exactly where Death Valley is. Ask a student to imagine they’re going on a day trip to Death Valley, and elicit what they’ll need to take. Set a time limit of one minute. Tell students to read the text to find which states Death Valley is in and what they’ll need if they go there (California and Nevada; sunhat, suncream, water and camera). Elicit answers. Then ask them to read the text again and guess the correct words for 1–3. Check ideas as a class.

LOOK Ask students to read the information in the LOOK box. Tell students to read the letter again and underline all the sentences with because and so in the letter. Ask them to complete the rules below. Ask students how they say because and so in Polish. 2 Ask students to read the pairs of sentences then copy and join them with because or so. With weaker groups, do the first one together on the board. Check answers as a class.

Fast finishers

Workbook p62, exercise 1

3 Ask students to think about an amazing place they have visited. Tell them to read the questions and think about the answers, trying to recall as many details as possible. (Alternatively, you can ask students to close their eyes and you can read the questions slowly to allow time for their memories to work better). Put students in pairs and ask them to take turns asking and answering the questions.

Writing Plan 1 Tell students they are going to write an informal letter that includes a description of a place. Ask them to read the exam task. Tell students that in order to complete the task, they have to complete all the three points. 2 Ask students to plan an informal letter they are going to write. Tell them to use the model from exercise 1 and the questions from exercise 3 to help them. 3 Students write the first draft of their letter, including the answers to all the questions. When they have written their letters, ask them to look at the checklist and use the points to proofread their texts and improve the content. Explain that they should check if they have written three paragraphs. They should use linking devices because and so. They should also use at least one example of the first conditional in their informal letter.     TIP Go through the TIP box with students. Explain that when they are describing a place, they should give a lot of details about this place and explain why they have chosen to describe this particular place. Do the same for writing a description of an event or a person.

Homework

Workbook p60

extra homework Ask students to imagine that they have visited one of the most amazing places in Poland or the world which they have always wanted to visit. Write a second informal letter describing this place, following the steps in the Writing Plan. Tell them they might need to search the Internet for information about the place and include a picture of it.

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Exercise 6 Exercise 3 Exercise 1 1 C 2 B 3 A

1 two twin rooms 2 40 pounds per person 3 Yes, all the rooms are en suite – they have a bathroom. 4 Yes, breakfast is included in the price.

1 a twin room 2 for a weekend 3 28 pounds per night per person 4 Yes, he can as there is a kitchen there. 5 Edinburgh Youth Hostel

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Exercise 4 1 How can I help you? 2 book a twin 3 for a weekend 4 Friday August 19th to Sunday August 21st 5 a private room B9RLFHVB6% B3/B8 LQGG 6 28 pounds per night per person 7 make a reservation

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6

Aim To listen to a recording of Luis booking a room in a hotel, before practising a similar dialogue with a partner.

Language in Action Booking a room in a hotel extra warmer Ask students to work in groups of 5-6. On the board write: If I go to the cinema on Sunday evening, I will ... Tell them that their task is to continue talking about this situation until they run out of ideas (or set a time limit). The first person must finish the sentence on the board, eg … I will come back home very late. Then the second person must start with the same clause but used as a condition: If I come back home very late, I will not have the time to do homework. The third person continues, and so on. 1 Ask students to look at the pictures and say what they can see in them. Discuss suggestions as a class. Ask them to match the pictures with the descriptions.

Cultural note

B&B (Bed and Breakfast) is typically a private home where tourists can stay overnight and have breakfast in the morning, but it does not offer any other meals. Most B&Bs are quite small and may only have 2, 3 rooms for visitors, while the owners prepare breakfast themselves. Some other are more like small hotels with professional staff.

2 Tell students that below they will find some of the vocabulary used in exercise 1. Ask them to match the words and phrases 1-7 with their Polish equivalents a-g. Ask students to compare their answers in pairs. Check their answers as a class. 3

Tell students they are going to listen to Luis who wants to spend a weekend in Edinburgh with his cousin Matt. He is phoning one of the hotels to book a room. Tell students to cover the dialogue in the book. Ask them to listen to the dialogue and answer the questions below. Play the recording for students to listen and make notes. Allow them to compare their answers in pairs.

HR: OK, that’s a twin room, and the name is Luis Domínguez ... Thanks for calling and we look forward to your visit. L: Thanks a lot. Bye!

4

2.16 Ask students to look at the dialogue. Play the recording again for students to fill the gaps. Ask them to check their answers in pairs. If necessary, play the recording again. Check answers as a class.

5 Ask students to work in pairs and practise the dialogue. Tell them to swap roles and practise the dialogue again. Ask selected pairs to act it out for the class. 6

2.17 Tell students they are going to listen to Amy booking a room in Alfa House. Ask them to answer the questions below. Play the recording for them to listen and make notes. Ask students to compare their answers in pairs. If necessary, play the recording again. Check answers as a class.

2.17

Audioscript Exercise 6

R: = Receptionist A = Amy R: Alpha House, may I help you? A: I’d like to book a room for four people for a weekend, from August 26th to 28th, please. R: We have two twin rooms available at that time. A: How much would that be? R: A twin room is 80 pounds per night. A: Do the rooms have bathrooms? R: Yes, all our rooms are en suite. A: How about breakfast? R: Breakfast is included in the price, of course. A: OK. I’d like to make a reservation, then. My name is ...

2.16

2.16

Audioscript Exercise 3

HR = Hotel receptionist L = Luis HR: Good morning. How can I help you? L: Good morning. I’d like to book a twin room. HR: When would you like to stay? L: Oh, I’d like to stay for a weekend, from Friday August 19th to Sunday August 21st. HR: Would you like a twin room or two beds in a dormitory? L: I’d prefer a private room if that’s possible. HR: OK, hang on a minute. I’ll just check it for you ... Yes, we have a room that you’d like. It will be 28 pounds per night per person. L: Right. Have you got a place where we could cook something? HR: Yes, we have a kitchen and a dining area. L: Great, can I make a reservation, then? My name is Luis Domínguez and my phone number is +34 792 876 334

7 Ask students to translate the highlighted phrases into English. Ask them to compare their answers in pairs. Check answers as a class. 8 Ask students to work in pairs. Tell them to imagine that one of them is a guest who wants to book a room while the other is a receptionist. Tell them to use the words and phrases from exercises 2 and 7, and the dialogue from exercise 3. Monitor the activity. Ask selected pairs of students to act out the dialogues to the class.

Homework

Workbook p61

extra homework Ask students to search the Internet or local tourist information for information on local hotels and other types of accommodation. Tell them to prepare a leaflet with three different types of accommodation in your area similar to those from exercise 1. Tell students they might use pictures. Hang the leaflets on the class wall.

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Exercise 2

Exercise 4

1 We stayed at a huge hotel. 2 Our room was tiny. 3 The views were amazing. 4 The food was awful. 5 It was freezing at night. 6 It was boiling in the afternoon.

1 I’m going to visit London. 2 We aren’t going to study. 3 Are you going to speak English? 4 I’m not going to stay in a hotel. 5 It’s going to be cold. 6 Is it going to rain?

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GENERAL GUIDELINES ON HOW TO WORK WITH THE SELF CHECK SECTION Depending on the group you are teaching, you can approach this section in two ways. If you are working with a weaker or not well-disciplined class, follow the procedure for the Self Check described below, i.e. treat each exercise separately, follow it with feedback and interweave with extra activities. With a class of students who work well autonomously and are self-reliant, set a time limit of about 20 minutes for the students to complete all the exercises. In both cases, after checking the answers, ask the students to count the points for each activity in this section according to the criteria described in the teaching notes. Refer them to the self-assessment box at the bottom of the page to assess their results. Fair and poor grades mean that students need to revise the material again to pass the test, a good grade means satisfactory performance and requires further work on problematic areas only, while very good and excellent grades mean that students have mastered the material from the unit.

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Aim To review the language in unit 6 and earlier by completing simple language exercises.

6

To allow students to self-assess their progress and reflect on their own learning.

Self Check extra warmer Prepare a short quiz for students, eg with three statements and three answer options, and ask them to decide which answer option is correct for each statement. Example: • Which of these planets is the smallest? a. Mercury b. Venus c. Saturn • A three-day holiday in the Galactic Suite hotel will cost … a. 4 million dollars b. 4 million pounds c. 4million euros • Freezing means the same as … a. a bit warm b. a bit cold c. very cold Ask students to think of one more quiz question in pairs. Refer them to the previous lessons from the book to look for ideas. Give them 2 minutes to formulate the statements. Then ask pairs to read out their quiz questions to the rest of the class to discuss. (Answers: 1a, 2a, 3c)

Prepositions of movement 1 Ask students to match the pictures with the prepositions. Set a time limit of 1 minute. Check answers as a class. Ask students to count their correct answers and to write down their points (1 point for each correct answer) in the box.

Extreme adjectives 2 Ask students to rewrite the sentences with the extreme adjectives from the box. Set a time limit of 3 minutes. Check answers as a class. Ask students to count their correct answers and to write down their points (1 point for each correct answer) in the box.

First conditional 5 Ask students to correct the sentences. Tell them to look at the example. After 3 minutes check answers as a class. Ask students to count their correct answers and to write down their points (1 point for each correct answer) in the box.

Cumulative grammar 6 This cumulative grammar exercise is marked with an asterisk, which means it is more demanding and complex than the remaining ones in the Self Check section. Encourage all students, not just the best ones, to do it and pay special attention to explaining all their doubts after the activity. Ask students to read the text. Then ask students to choose the correct answers, working individually and then comparing their answers in pairs. Give students a time limit of 4-5 minutes. Check answers as a class. Ask students to count their correct answers and to write down their points (1 point for each correct answer) in the box.

Homework

Workbook pp62-63

extra homework Ask students to make up two review exercises of their own for their classmates to complete. Compile their exercises to make simple studentmade review worksheets for future use.

will and might 3 Tell students to circle the correct alternatives. Give students 2-3 minutes. Check answers as a class. Ask students to count their correct answers and to write down their points (1 point for each correct answer) in the box.

be going to 4 Students order the words to make complete sentences. Give students 3 minutes to finish the task. Check answers as a class. Ask students to count their correct answers and to write down their points (1 point for each correct answer) in the box.

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Exercise 1 largest (adj) nearest (adj) disappointed (adj) carries (verb) national (adj) tourism (noun)

→ large → near → disappoint → carry → nation → tourist/tour

highest (adj) freezing (adj) skiing (noun) lucky (adj) decision (noun) sunrises (noun pl)

→ high → freeze → ski → luck → decide → sunrise

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Aim To build language awareness (to recognise and use language resources). Task type: word

6

formation close (uzupełnianie luk podanymi wyrazami w odpowiedniej formie), partial translation (częściowe tłumaczenie).

Exam Builder Znajomość środków językowych

Exam task 2

1 Elicit from students whether they know the following parts of speech: adjective, noun and verb. Elicit a few examples to check understanding. Ask them to look at the words in the table and decide what part of speech they are. Then ask students to put these words in their base form as in the example. Check answers as a class.

TIP Explain that in a partial translation task, students sometimes have to use a different English grammar structure from the one which is used in the Polish part of the original sentence. Point out that students should not expect that the number of words in English to be the same as in Polish – in fact, it may be different for the two languages.

2 Ask students to change the base forms of the words below into the required part of speech as in the example. Allow them to compare their answers in pairs. Check answers as a class.

Exam task 1     TIP Go through the TIP box with the students. Explain that when students complete a text with gaps, they must always make sure that each word they are going to put into a gap must be used in the correct grammatical form (check noun for number, adjectives – comparative and superlative forms, verbs – number, person, tense, etc).

Explain that for each point in the task, students are have to translate the part of the English sentence given in Polish. They should translate the Polish part in such a way that it grammatically and logically fits the rest of the sentence. Tell students that they should not use more than 4 words to complete each sentence. The missing parts must be grammatically correct and spelled correctly. Give students 6 minutes to work on the exam task. Check answers as a class.

Homework

Workbook pp64-65

Explain that students are going to read a short text with five gaps (1-5). They have to complete the text with the words from the box in the correct form. Explain that the words must match the text grammatically and must be spelled correctly as well. Inform students that there is one extra word which should not be used. Give students 5 minutes to work on the exam task. Check answers as a class.

3 Ask students to read the sentences 1-7. Students decide which of the two options is the correct English translation of the underlined parts. 4 Students work in pairs. Ask them to compare their answers in exercise 3 and explain which answer is correct and why. Discuss and explain the answers as a class. Elicit why the other option is not correct.

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Most people agree that nowadays Burj Al-Arab hotel in Dubai is the (1) _ hotel in the world. If you decide to come here, you’ll find a Jacuzzi in every room and a Rolls-Royce to drive you around the city. Enjoy the (2) _ opportunity of having lunch at a height of 200 meters in Al Muntaha restaurant and admire the wonderful views. You won’t be (3) _!

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Exercise 2 1 According to 2 won’t be disappointed 3 sunrise 4 insists 5 most luxurious 6 contender

For the (4) _ experience of hot (5) _ and amazing scenery, visit the Blue Lagoon Icelandic Spa. (6) _ to tourists, soaking in the warm sea water of about 37°C is like being on another planet with little or zero (7) _. The wild scenery and clean air will make you feel relaxed and happy.

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Do you feel like getting away from everything? (8) _ a plane and come to Bali! The atmosphere on this (9) _ island will help you relax and have a good time. Stay in your own private villa, and enjoy dinner under the stars and a beautiful (10) _ in the morning.

Exercise 3

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6 According 7 gravity 8 Board 9 remote/unique/beautiful/sunny/amazing etc. 10 sunrise

GENERAL GUIDELINES ON HOW TO WORK WITH THE EXTENSION SECTION The Extension section is a selection of complementary activities devoted to further practice of language from reading texts. Depending on the group you are teaching, you can approach this section in various ways. It may be used as a regular sequence of exercises for a lesson, to additionally revise the lexical material from the unit in an attractive, more creative way, or it may be only used with more ambitious students or fast-finishers. In both cases, follow the teacher’s notes, though it should be remembered that, in the latter case, monitoring and providing feedback after the exercises should be done in an individualized way. It is also possible that only some of the exercises in this section will be selected for use, to suit the individual needs of students in a group.

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6

Aim To further practise the material from unit 6, including the more advanced language points. To involve students in project work – presentation about amazing places to stay in Poland.

Extension extra warmer Ask each student to think of two words or phrases they have learned from unit 6. Encourage them to choose words/phrases which were quite difficult, mainly those which appeared in reading texts. On separate pieces of paper students write a Polish equivalent of each word and the word itself upside down at the bottom of each piece of paper. They then fold the pieces of paper and give them to the teacher. Read out the collected words to the whole class. Ask them to guess the words and phrases/look for them in the unit. To add an element of competition, group students and give points for each correctly guessed word. 1 Students match words 1-7 with words a-g to make correct expressions. Tell them to translate the expressions into Polish. Ask students to check the answers in pairs. Check answers as a class. 2 Ask students to translate the Polish words and phrases in brackets into English. Tell them to compare their answers in pairs. Check answers as a class. extra activity Ask students to work in groups of three and write one sentence with as many words from exercises 1 and 2 as possible. Set a time limit of 3 minutes. Elicit the sentences from the groups. Write them on the board. The group who uses most words in a grammatically correct, logical sentence is the winner. 3 Students read the advertisements for different hotels. Check that they understand the meaning. Ask students to complete the texts with the correct forms of the words from exercises 1 and 2. Remind them that the words need to be grammatically correct. They also need to be spelled correctly. Ask students to work in pairs. Check answers as a class.

extra follow-up Ask students to prepare a gap fill exercise for their classmates. Tell them to search the Internet and to find a short leaflet or brochure advertising an interesting hotel similar to those in exercise 3. Tell them to rewrite the text and leave five gaps for their classmates to fill in. They must also give the five words in their basic form and explain any difficult new words their classmates might not know. You can collect their exercises, copy them and do them together later.

Project 1 Students are going to prepare a project – a presentation about an amazing hotel or another place to stay in Poland. Ask them to search the Internet or media to look for information about such a place. Remind the that they should collect the information in English. 2 Students are going to make a Power Point presentation or a poster for their project. Encourage them to make their presentation more attractive with pictures or videos, as appropriate. They should also discuss the advantages of the place and the most interesting things about it. Remind students that it is important to include the sources where the information in their project has come from, as they should not present this information as their own. They may also be encouraged to prepare a short quiz (up to 5 questions) for their colleagues, based on the information from their project. 3 Students present their project to the class during the next lesson and follow their presentation with the quiz questions. Hold a class vote to decide which hotel would be the most interesting to visit. Allow the rest of the class to provide feedback on the projects. Homework Ask students to work on their projects and bring them to the next class.

4 Put students in pairs. Ask them to discuss which of the places in exercise 3 they would like to visit and why. Compare their answers as a class.

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