1 3.36 6 Decide whether you are going to use the video or simply play the audio. Ask students to say one or two things that they already know about Jack and Laura. Ask:
Where have we seen them before? What did they do? Ask students to describe the two photos and say what is happening. Teach / Elicit ticket clerk, single ticket and return ticket.
Give students time to read the conversation and predict the missing words. Play the video or audio for students to check their answers.
Write the answers on the board.
Answers
1 tickets 2 return 3 much 4 both 5 money 6 far 7 Book
Transcript
JACK Two tickets to Edinburgh, please.
TICKET CLERK Single or return?
JACK Um, return. How much is that?
TICKET CLERK Just a moment – that’s £173.
JACK For both of us?
TICKET CLERK No, each. All together, that’s … £346.
JACK Really? That’s a lot of money.
How far is it?
TICKET CLERK It’s a long way! But do you want some advice?
JACK What?
TICKET CLERK Book your tickets online – it’s a lot cheaper!
Extra ideas: Put students in pairs and ask them to find five differences between the photos.
2 Ask two students to model the first four lines of the conversation. Then ask which words can be replaced (destination = Edinburgh, number of tickets = two, type of tickets = return, cost
= £173). Model the example exchange with one or two students, changing the destination each time. Then tell students to work on new conversations in pairs (making sure they only do the first four lines). Ask volunteers to present their conversations to the class.
Extra practice: If you brought in train or bus information, use it in class so that students can practise longer conversations.
De-stress!
When we’re late and have to rush, we tend to get very stressed. To avoid this happening, wherever you’re going, start your journey a little earlier than you need to. Remember, of course, that being late is regarded differently in different cultures. Ask:
Are you often late or are you usually on time? Is it OK to be late in your culture? If you have to be on time, how do you make sure you are?
Explore
This is an opportunity for students to do research outside the classroom and tell the class about their findings in the next lesson. If you have a world map, use it to locate Timbuktu. Ask students for some recommended travel websites which could help them find out the information they need.
3 3.37 6 Give students time to guess the numbers that are missing. Then play the video or audio for them to check their answers.
Play it again, if necessary, pausing after each number.
Answers
1 71.20 2 nine 3 Nine 4 four 5 Eleven Transcript
JACK How much is a return ticket to Edinburgh, please?
TICKET CLERK £71.20.
JACK Oh, that’s not too bad. How long does it take?
TICKET CLERK Just under nine hours.
JACK Nine hours! The train only takes four.
TICKET CLERK Yes, but it’s very expensive. The bus is much cheaper.
JACK What time does it leave?
TICKET CLERK Eleven o’clock at night. It’s overnight.
4 Act out the conversation with a strong student. Then students act out the conversation in pairs.
MA Stronger students can do this as a memory exercise.
Alternatively, students can use the karaoke function on e-zone. They start the video and watch the conversation. Then they select the role they want to play, click on the play button and speak their part when they see the highlighted words on the screen.
182 Unit 11
5 For this exercise, students will have to work out the answers – they aren’t actually given them on the video or in the audio. Also note that the questions refer to both conversations – so you may need to play both of them again. Tell students to work in pairs to try and work out the answers, then compare answers as a class.
Answers
1 a) £101.80 b) £203.60 2 8am
3 10.30
6 Brainstorm adjectives you could use to describe travel by train and bus, eg cheap, expensive, fast, slow, safe, dangerous, comfortable, convenient. Remind students to use
comparative forms when they are making a comparison between two things. Give students time to discuss the question in groups, then ask students to give feedback to the class.
Find out which is the more popular form of transport – train or bus.
Extra idea: Discuss rail and bus services in your local area. Ask: Are they good or bad?
Why?
we don’t say … / we say …
This section focuses on the following errors:
• incorrect word choice – travel (verb) trip (noun)
• incorrect preposition
• incorrect phrase (by car, by train, etc but on foot)
• incorrect past participle choice (been v gone)
Ask students to cover the green we say … side and to see if they can correct the mistakes themselves before they look and check.
Unit 12 183
12
12 Extremes
GRAMMAR: superlatives; could; had to; review of tenses
VOCABULARY: hotel facilities
FUNCTIONS: talking about places to stay; checking in; solving problems
Lesson 1 The most expensive city in the world? pp106–107
Aims
The focus of this lesson is to introduce superlatives for comparing more than one thing and to use adjectives to describe cities around the world.
Note: It may be useful to have a world map available for this lesson.
You first!
Brainstorm ideas for where these cities are (Ulan Bator and Tokyo). Ask: What do you know about them? Brainstorm adjectives to describe them, eg big, crowded, dirty, noisy, dangerous, polluted, exciting, interesting, expensive. Don’t give detailed descriptions at this point – just a general first impression.
Speaking
1 Model the example sentences with one or two students. Point out the use of both and on the right and review the word order with both. You could also elicit on the left. Give students time to discuss the questions. Brainstorm as many answers as possible and write them on the board. Find out which city students think looks more interesting and ask for their reasons.
Suggested answers
both big cities, lots of buildings, more tall buildings in the city on the right
2 Check the meaning of capital city and population. Tell students to do the quiz in pairs. Ask for their answers (but don’t confirm if they are correct or not) and ask about the country where each capital city is located.
3 3.38 Play the audio so that students can check their answers. Play it again, if necessary, in case any parts are unclear. Find out how many students got all the answers correct.
Answers
1c 2b 3a 4b 5a 6c
Transcript
MAN Well, 1 is easy. That’s Tokyo.
WOMAN Are you sure? Things are changing all the time. Some cities are growing really fast. I think it’s Seoul.
MAN No, I’m absolutely sure it’s Tokyo. I read something about it recently.
WOMAN Oh. OK, then.
MAN And 2 is definitely La Paz.
WOMAN Yes, I agree. And I’ve read that the coldest city is Ulan Bator, in
Mongolia.
MAN Really? That’s interesting.
WOMAN And I think 4 is Oslo.
MAN I don’t agree. I think it’s Tokyo again. I read about that recently, too.
WOMAN All right, then. Tokyo. What about question 5?
MAN No idea!
WOMAN Well, it isn’t Taipei and it isn’t Beijing.
MAN So it’s Ulan Bator again!
WOMAN Yes. And I know number 6 because I was there in the summer.
MAN What is it, then?
WOMAN Helsinki!
4 Use this exercise to review the present
perfect and the contrast with the past simple.
Students discuss the questions in small
groups. If you have a world map available, ask students to point to the places on the map.
Invite volunteers to tell the class about their experiences.
Answers
1 Seoul (South Korea), Jakarta (Indonesia), Tokyo (Japan), Mexico City (Mexico), La Paz (Bolivia), Addis Ababa (Ethiopia), Ulan Bator (Mongolia), Helsinki (Finland), Moscow (Russia), Oslo (Norway), Caracas (Venezuela), Beijing (China), Taipei (Taiwan), Stockholm (Sweden), Ottawa (Canada)
5 P 3.39 Give students time to practise first, then play the audio. Play it again so students can say the sentences along with the audio at
UNIT
FOCUS
184 Unit 12
the same speed. Ask: Which sound is repeated most often in these sentences? (st).
Note: /st/ is a consonant cluster that can be quite difficult to pronounce, especially at the beginning or end of a word. Model the pronunciation by exaggerating each sound slightly, and then running them together. You may want to contrast words with /st/ and words with /s/ or /t/, eg stop / top, steam / seam, stand / sand.
Transcript
MAN What’s the best place for tourists to stay in Stockholm?
WOMAN A five-star hotel! But it isn’t the cheapest.