Sunteți pe pagina 1din 20

12 TALES TR AVELER S’ OBJECTIVES

FUNCTIONS: talking about travel and


transportation; talking about life
experiences
GRAMMAR: present perfect; present
perfect with ever / never; present
perfect vs. simple past
VOCABULARY: transportation and
travel; travel verbs

A
B C

READING
1 Match the words with the photos. Write 1–6 in
the boxes.
1 bicycle | 2 bus | 3 boat | 4 car | 5 plane | 6 train

2 Name other kinds of transportation in English.


D
3 SPEAKING Work in pairs. Ask and answer the
questions.
How do you travel …
● to school? to the movie theater?
● to stores? when you go on vacation?

I usually Sometimes I take the E F


go by bike. bus. Sometimes I walk.
7 Read the blog again. Correct the information in
4 SPEAKING Work in pairs or small groups. Read these sentences.
about these people. For each one, say how you 1 Nora Dunn wanted to travel the world when she
think they could travel. got old.
1 An American family – a couple with two children –
want to go to the UK on vacation. 2 Nora gets her money from some rich friends.
2 A student living in London wants to go to Paris.
3 A businesswoman who works in a city is going to 3 Sometimes she writes home to ask for some money.
a meeting on the other side of the city.
4 Three teenagers in a city want to go to a party at 4 She does the same job everywhere she goes.
a house that is five kilometers away.
5 She traveled by boat to the Caribbean.
5 Look at the photos and the title of the blog on
page 111. What do you think the blog is about? 6 She has appeared on television in every country
Choose one of the following. she’s visited.
1 Someone who travels to many different places.
2 Different ways to travel. 7 Life is always easy for her when she travels.
3 Different places to travel in the world.
8 She has a website to tell people how to spend a lot
6 2.39Read and listen to the blog and check of money traveling.
your ideas.

110
12
5 Your space
TR AVELER S’
TALES
5.1

READING and ask one or two students to give reasons for their
1 Focus students on the photos and cover the rest of choices. Don’t give away correct answers.
the page. If you’re using an interactive whiteboard 6 2.39 Play the audio for students to read, listen,
(IWB), do this as a whole-class activity with books and check their predictions.
closed. Point to A and ask: What’s this? (A plane.)
Students continue naming means of transportation Answers
in pairs before opening their books (or uncovering 1
the rest of the page) and completing the matching
exercise. Check answers with the whole class. 7 Ask students to read the statements first and
underline key words. Do number one together as
Answers a class to check comprehension of the task and to
A 5 B 2 C 6 D 4 E 1 F 3 demonstrate underlining or highlighting the text in
the blog that gives students the answer. Students find
2 You could do this as a contest. Put students in pairs. the answers to 2–8, underlining the key information
Each pair should choose one person to be the list- in the blog that supports their choices. During
keeper. Set a time limit of two minutes. The pair with feedback, ask students to justify their answers by
the most words wins. Ask the winning pair to read referring to the text. Students could even underline it
their list aloud while the rest of the class listens and on the IWB.
checks the ones they also have – then elicit more
words from the rest of the class. Write any useful Answers
transportation vocabulary that comes up on the 1 Nora Dunn wanted to travel the world before she got old.
board for students to copy into their notebooks and 2 Nora gets her money from working.
for students to refer to in Exercise 3. 3 Sometimes she writes to earn some money.
4 She does a lot of different jobs everywhere she goes.
3 SPEAKING Put students in pairs. Give them four 5 She lived on a boat in the Caribbean.
to five minutes to ask and answer the questions. So 6 She has appeared on television in three countries she’s
that their discussions have a communicative purpose, visited.
ask students to find two or three things they have in 7 Life isn’t always easy for her when she travels.
common regarding travel. Monitor students’ use of 8 She has a website to tell people how to travel without
the simple present and adverbs of frequency, making spending a lot of money.
a note of any mistakes impeding communication to
go over at the end of the activity. You might like to Fast finishers
put pairs together to form groups of four and ask Students write two more sentences with one factual error in
them to find something they all have in common or each. They later read their sentences aloud to another fast
something where all four of them use different means finisher or to the rest of the class for them to correct.
of transportation. Ask one or two students to report
back on what they learned about their partner(s).
4 SPEAKING Model the activity by doing number
one as a whole class. Ask: How could they travel?
Encourage some discussion on this by eliciting two or
three different possibilities as well as the advantages
and disadvantages of each. Ask: Which would be the
best way? Promote a debate. In pairs, students do
the same for situations 2–4. Conduct feedback by
taking suggestions from one or two pairs and inviting
reactions from the rest of the class.
5 If you’re using an IWB, display the photos and title
onscreen, and do this prediction task as a whole-class
activity with books closed. Students discuss their
choice in pairs prior to whole-class feedback. Ask for
a quick show of hands for each of the three options

X T-110
Travel broadens the mind
1 Ask students to quickly read the four comments and
underline any difficult words or phrases. Cyclone is
likely to be new to students, but it may be a cognate
in their L1. Clarify tricky vocabulary with the class
by eliciting examples, explanations, or translations
from the students themselves. Give students a minute
or two to match the comments with the values (a–d).
Students compare answers in pairs before you check
with the whole class.

Answers
1 d 2 b 3 a 4 c

2 SPEAKING Ask students to rank the four values


individually. Next, ask them to think about
how they’re going to explain their ranking to
their partner. Give them a minute or so for this,
encouraging them to make notes. You could even ask
them to rehearse in their heads. Monitor, inputting
any vocabulary students need. Once they’re ready,
students take turns explaining their rankings and
commenting on what their partner said. Again,
monitor, and make a note of any interesting ideas.
As the main focus of the activity is on fluency rather
than accuracy, keep error correction to a minimum,
unless mistakes hinder comprehension. During
feedback ask students whose ideas you’d noted to
share these ideas with the class.

Optional activity
Ask pairs or small groups to think of another positive value
connected to traveling. Possible ideas students could come
up with: learning a new language, learning to be more
independent, making new friends. Invite pairs/groups to
share their values with the rest of the class during whole-
class feedback, and write these on the board. You could then
repeat the ranking activity, as above, based on the new list
that includes the values students came up with. Next, ask
students to think about what they do in their own lives, or
what they could do, that relates to each of their top three
values. Give students time to think by themselves before
putting them in pairs or groups to share their thoughts
and ideas.

T-111
12 TR AV ELER S’ TA LES

Ted’s Travel Blog


HOME ABOUT NEWS CONTACT

The non-stop
traveler Canada
England
Hello to all my readers. This Switzerland
Portugal
week, I’ve decided to write Spain
Burma
about travel. Perhaps, like Hawaii
Caribbean
Grenada
Thailand
Vietnam
me, you’ve always thought
that traveling is something
for rich people. Well, now
I think I’ve been wrong all
Australia
this time. Why? Because
I’ve discovered Nora Dunn. New Zealand

Nora is one of a new kind of traveler – a professional


world traveler. She travels all the time. Nora is from Toronto,
Canada, and until she was 30, she had a business there.
But then she made a big decision. Her dream was to travel
the world – and to do it before she got old! So she sold her
business and got rid of her belongings. And off she went.
journey. She’s lived on a boat in the Caribbean, and she’s
Nora doesn’t have rich parents or anyone who gives her
worked for her accommodations in Hawaii, Australia, New
money. And she doesn’t have a high-paying job. But she’s
Zealand, Spain, England, Grenada, and Switzerland and a
learned how to travel without spending lots of money.
number of other places, too. And she’s been on television
Nora goes to a place and stays there for some time. She shows in three countries. She’s had a lot of fantastic
works to earn enough money to have a good time and to adventures, and she hasn’t stopped finding new things!
save a bit, then she moves on to another place. She prefers
Some of her experiences have not been easy ones. In 2008
simple forms of transportation like trains or buses, but of
she helped people in Thailand and Burma after a cyclone
course, there are times when planes are a necessity. And
hit their countries. And in 2009 she helped fight forest fires
she writes from wherever she is, which earns her some
in Australia.
money, too. She’s done a lot of different jobs, including
working in hotels and in restaurants. And she’s learned So she’s seen a lot so far. She’s learned that full-time
things like cooking and meditation. travel doesn’t have to be expensive, and she knows
now that there are plenty of ways to do it – so many
So, where has Nora been? Everywhere! She’s been to five
ways, in fact, that she’s started a website to tell other
continents, and she’s traveled to over thirty countries. All
people about them. It’s
in six years! She’s taken a train across Canada, and she’s
theprofessionalhobo.com.
traveled by train from Portugal to Vietnam – an incredible
I’ve seen lots of travel
sites, and this is one of
the best. Take a look.
Perhaps you’ll be the next
“world traveler”!
Travel broadens the mind See you next week.
1 Read what people said about Nora Dunn.
Match the comments 1–4 with the values a–d.
1 She’s seen so many different countries, a helping other people
so she probably understands all kinds b self-improvement
of people. c not worrying about money
2 She’s probably a better person now because d learning about other cultures
she’s learned so many things.
3 I think it’s wonderful what she did in Burma 2 SPEAKING How important are the values in
with the cyclone and in Australia with the fire. Exercise 1 for you? Put them in order from 1–4.
4 It’s great that she’s living her life without Compare your ideas in class. Say why you think
thinking about money all the time. the values are important or not.

111

X
GRAMMAR
Present perfect
1 Complete the sentences from the blog on page 111. Then complete the rule.
1 Perhaps, like me, you always that traveling is something for rich people.
2 Now, I think I wrong all this time.
3 She a lot of different jobs. RULE: Use the present perfect to talk about actions
4 So where Nora ? that happened some time in your life up to now.
5 Some of her experiences easy ones. Form the present perfect with the simple present form
of + past participle.
2 Underline other examples of the present perfect
in the blog on page 111.

3 Complete the table.


Affirmative Negative Questions Short answers
I/You/We/They ’ve I/You/We/They haven’t 4 I/you/we/ Yes, I/you/we/they 6 .
(1 ) worked. (have not) worked. they worked? No, I/you/we/they haven’t.
He/She/It ’s He/She/It hasn’t 5 he/she/it Yes, he/she/it has.
(2 ) worked. (3 ) worked. worked? No, he/she/it 7 .

4 Complete the chart. Use the irregular verbs list 5 Jack and Diane are 25 years old. When they
on page 128 of the Workbook to help you. were teenagers, they wanted to do many things –
base past base past
and they have done some of them but not all
form participle form participle of them. Look at the table. Complete the
sentences about them.
0 be been 6 speak
work in make
1 do 7 eat learn visit write a
New a lot of
French Paris book
2 go 8 take York money
Diane     
3 see 9 fly
Jack     
4 write 10 swim

5 meet 11 win 0 Jack and Diane have learned French.


1 Diane Paris.
2 Diane a book.
3 Jack Paris.
4 Jack in New York.
5 They a lot of money.

6 Look at the information about Sue and Harry.


Write sentences in your notebook.

visit take a
1 fly in swim in touch a
another driving
a plane the sea snake
country test
Sue     
Harry     
2
7 SPEAKING Work in pairs. Say things about

LOOK! yourself and people you know.


1 She has gone to New York. = She is not here Remember: Don’t say when in the past.
now – she is in New York.
My mother has lived in Africa.
2 She has been to New York. = She went to New
York and came back (at some time in the past).
I’ve won two tennis competitions.
Workbook page 108

112
GRAMMAR Answers
Present perfect 1 done 2 gone 3 seen 4 written 5 met
6 spoken 7 eaten 8 taken 9 flown 10 swum
1 Students try to complete the sentences from memory 11 won
then refer back to the blog to check their answers.
With weaker classes, conduct whole-class feedback
on the sentence completion task and elicit the base Fast finishers
forms of the past participles (think, be, do, go / be, be) Students extend the list of base forms and past participles
before students complete the rule. Students compare in Exercise 4 with verbs from the Reading text on page 111.
answers in pairs before you check with the whole
class. To check that students have understood the use 5 Ask students to read the instructions. Check
of the present perfect, ask: Did these things happen in comprehension and demonstrate the task. Ask:
the past or the present? (The past.) Do we know exactly Are Jack and Diane teenagers? (No.) How old are
when in the past? (No.) they? (25.) What did they want to do when they were
younger? (Learn French, visit Paris, write a book, work
Answers in New York, make a lot of money.) Have they learned
1 ’ve; thought 2 ’ve been 3 has done 4 has; been French? (Yes.) If necessary, do number one with the
5 have not been whole class.
Rule Ask: Have they visited Paris? (Diane – no; Jack – yes.)
have
Students complete the exercise then compare answers
in pairs before you check with the whole class.
2 Give students two minutes to underline other
Answers
examples. Then ask them to compare their answers
in pairs before you check with the class. If you’re 1 hasn’t visited 2 has written 3 has visited
using an IWB, display the blog text onscreen, and 4 hasn’t worked 5 haven’t made
choose students to come up to the front and highlight
6 Check/clarify: snake (by asking a volunteer to draw
examples onscreen.
one on the board); driving test (by asking why people
Examples take this and, typically, at what age in the students’
country). Using the sentences in Exercise 5 as models,
I’ve decided to write; I’ve discovered Nora Dunn; she’s
learned things like cooking and meditation; she’s been to
students work individually to write at least six
all five continents; she’s traveled to over thirty countries; similar sentences about Sue and Harry. If you’re short
she’s taken a train across Canada; she’s traveled by on time, assign this exercise for homework. Students
train from Portugal to Vietnam; she’s worked for her check each other’s answers in pairs, correcting
accommodations; she’s been on television shows; she’s factual as well as grammatical mistakes.
had a lot of fantastic adventures; she hasn’t stopped
finding things; she’s seen a lot so far; she’s learned that … Suggested answers
travel doesn’t have to be expensive; she’s started a website
Sue and Harry have visited another country.
to tell other people about them; I’ve seen lots of travel sites
Sue hasn’t flown in a plane.
Harry has flown in a plane.
3 Students refer to the examples and rule to complete Sue and Harry haven’t swum in the sea.
the table. During feedback, highlight the use of Sue hasn’t touched a snake.
contractions with pronouns, making it clear that Harry has touched a snake.
these contractions aren’t used in questions or short Sue has taken a driving test.
answers. Harry hasn’t taken a driving test.

Answers 7 SPEAKING To give students a reason to listen, ask


1 have 2 has 3 has not 4 Have 5 Has them to take turns saying two truths and two lies
6 have 7 hasn’t and trying to guess which are the lies. Give them a
minute or so to prepare before they begin speaking.
4 Students try to complete the table in pairs then go to Monitor, making a note of any errors in the use of the
page 128 in the Workbook to check. During whole- present perfect to go over at the end of the activity.
class feedback, choose students to write each verb Write incorrect sentences on the board, give students
pair (base form and past participle) on the board, and two minutes to try to correct them in pairs, then
ask the rest of the class to check and correct spelling elicit corrections from the class. Make sure students
as necessary. If you’re using an IWB, you could ask only copy the corrected version into their notebooks.
students to complete the table onscreen instead.
Encourage students to get into the habit of recording Mixed-ability idea
all three forms for new irregular verbs (base, simple Give weaker students/groups longer to prepare their
past, and past participle), even where the simple sentences. You could even encourage them to write them
past and the past participle are identical. Also down and read them to their partners. If you do this, tell
draw students’ attention to the LOOK! box for the them not to look at each other’s books as they speak (if
necessary, ask them to sit back-to-back).
difference in use between gone and been. Ask them
to match sentences 1 and 2 to the correct picture (1
Workbook page 108
goes with the top picture, and 2, the bottom).

X T-112
LISTENING Answers
1 2.40 Ask students to read the introduction. Check 1 A ever B have
understanding. Ask: Where’s Steve? (At a school.) Is 2 A been B No
he a student there? (No.) Why is he there? (To talk 3 A played B Yes
about his travels.) Ask students to read the statements 4 A eaten B never
and underline key words. Play the audio, twice if
necessary, for students to mark the statements true or Workbook page 109
false. Students compare answers in pairs then check
answers as a class.
FUNCTIONS
Answers Talking about life experiences
To demonstrate the task, choose a strong student to
1 F 2 T 3 F
ask you number one. Answer with lots of details to
2 2.41 Make sure students understand they are
encourage students to do likewise. Students take turns
going to hear a different part of the talk for this
asking and answering questions in pairs based on the
exercise and the next one. Before you play the audio,
prompts provided. Monitor students’ use of the present
encourage students to make predictions in pairs.
perfect, but avoid on-the-spot error correction unless
Prediction motivates students to listen to see if they’re
mistakes hinder comprehension. The main focus of the
right. Students compare their answers in pairs before
activity is on personalization and fluency. You could,
you check as a whole class.
however, make a note of any persistent grammar errors
Answers to review after the activity. Ask one or two students to
share something interesting they learned about their
1 c 2 a 3 b
partners.
3 2.41 Before you play the audio again, give
students the opportunity to answer the questions with SPEAKING
the details they remember from the first listening and
Put students in pairs and ask them to think of a famous
discuss ideas in pairs. Students listen again to check
person. Focus their attention on the verbs and ask them
their answers and compare with a partner. During
to write, say, five questions for the person they’ve
feedback, make sure students understand that when
chosen and imagine, but not write, their answers.
Steve says he nearly had an accident, in number 3, he
Encourage students to be creative in their answers, the
means he was in a dangerous situation, but he didn’t
sillier the better. After a few minutes, put pairs together
have an accident. Encourage some reaction to the text
to form groups of four. Pairs swap questions so one pair
by writing these questions on the board for students
asks about the famous person of the other pair. Students
to discuss in pairs or small groups: What’s the most
should write down the answers. Monitor students’
interesting place you’ve ever been to? Have you ever eaten
use of the present perfect, but avoid on-the-spot error
anything really horrible? What was it? Erase these from
correction unless mistakes hinder comprehension. After
the board before moving on to Grammar.
the activity, put some of the incorrect forms you heard
Answers on the board together with a correct example, and ask
students to identify which forms are wrong.
1 No, he hasn’t.
2 Yes, he did. He thought it was really good.
Mixed-ability idea
3 No, only nearly.
4 Tourists take suitcases; travelers take backpacks. To challenge stronger students/groups, ask them to make
wh- questions instead of yes/no questions, for example:
Where have you traveled in the world? What’s the best place
you’ve ever stayed in?
GRAMMAR
Present perfect with ever / never
1 Give students a few moments to complete the
sentences. Then elicit the missing words from the class
before students complete the rule. During feedback, Exploring differences
check comprehension of the grammar by asking: 1 SPEAKING Put students in pairs or small groups
Which word do we use to talk about things we have NOT to discuss and make notes. You could specify that
done? (Never.) When do we use ever? (In¬questions.) students should find at least three similarities and
three differences for each pair. Write some useful
Answers structures on the board: Both a car and a taxi …;
1 never 2 ever A¬car … but a taxi …; Neither a car, nor a taxi …
Rule 2 SPEAKING Put pairs together to make groups of
1 never 2 ever four, and ask students to compare their ideas.

2 Students refer to the examples and rule to help them


complete the dialogues individually. Students compare Pronunciation 2.42 2.43
answers in pairs before you check with the class. To practice sentence stress, go to page 121.

T-113
12 TR AV ELER S’ TA LES

LISTENING FUNCTIONS
1 2.40 Steve Anderson is at his old school giving Talking about life experiences
a talk about his travels. Listen to the end of Steve’s Work in pairs. Ask and answer the questions
talk. Mark the statements T (true) or F (false).
1 ever / see / a snake?
1 He wants to get married and start a family. 2 ever / eat / something horrible?
2 When he was younger, he didn’t like 3 ever / be / on television?
staying at home. 4 ever / speak / to someone from Australia?
3 He’s going to stop traveling soon. 5 ever / win / a prize?
6 ever / visit / another country?
2 2.41 Now the children ask Steve questions.
Listen and match the events with the places.
Have you ever Yes I have. It was a
1 The most interesting place he’s been to. seen a snake? python at the zoo.
2 The place where he ate a cooked spider.
3 The place where he was sick. No, I haven’t.
a Africa b India c Mexico

3 2.41 Listen again and answer the questions.


SPEAKING
1 Has he ever eaten a snake? Work in pairs. Think of a famous person. Ask about
things that the famous person has done in their life,
2 Did he like the spider that he ate?
and imagine the answers. Use some of the verbs in
3 Has he had any accidents in a minibus or taxi? the list.
4 What do tourists and travelers take with them?
travel | stay | play | win | eat | see | drive | write

GRAMMAR Mr. President – have you


Present perfect with ever / never ever eaten fried spiders?
1 Complete the sentences with ever or never Yes, I have. I eat them all the time.
and complete the rule.
1 I’ve eaten a snake.
2 Have you eaten anything really horrible?
Exploring differences
RULE: When we use the present perfect to talk
about experiences and we want to say
1 SPEAKING Work in small groups. Look at the
pairs of things. Answer the questions.
● “at no time in (my) life,” we use the word 1

● “at any time in (your) life,” we use the word 2 a What is the same?
The words ever and never usually come between b What is different?
have and the past participle. 1 A car and a taxi
2 A train and a plane
3 A vacation and a journey
2 Complete the mini dialogues with the words
in the list. 4 A tourist and a traveler

been | yes | eaten | have


The same: a car and a taxi have wheels /
never | no | ever | played doors / a driver.
Different: you drive your car but a taxi driver
1 A Have you seen a silent movie?
drives the taxi. In a taxi, you have to pay.
B Yes, I .
2 A Have you ever to the Olympic games? 2 SPEAKING Compare your ideas with others in
B , I’ve never been to them. the class.
3 A Have you ever tennis?
B , I have. Pronunciation
4 A Have you ever really hot chili? Sentence stress
B No, I’ve tried chili. Go to page 121.
Workbook page 109

113

X
READING
1 Read the interview. Put the four questions in the correct places.
a Have you ever had any famous passengers? c What’s the worst part of your job?
b Have passengers ever left anything in your taxi? d When did you start?

THE TAXI DRIVER


Meredith McIntyre is a taxi driver in New
York City. She tells us about her work
and some of her experiences.

1
I’ve been a taxi driver for about five years. Before
that I was a tour bus driver, and I enjoyed it, but I
wanted to be more independent. So I changed and
started driving a taxi.
2
Oh, yes. I’ve had movie stars, politicians, you know, 3
lots of famous people. About a year ago, a really
Oh, yes! People have left all kinds of things in here –
famous actor got into my taxi. I took him to the
a suitcase, a hat, cell phones of course, even a dog
airport. There was a lot of traffic, and it took a long
once! Years ago, a woman left a pair of shoes on
time to get there, so he missed his plane. It wasn’t
the back seat. And one time a passenger left his
my fault, but when he got out of the taxi, he said
teeth here! Not real teeth, of course – false teeth.
some things that weren’t very polite. I said to him,
“Next time, take a bus!” People have also asked me to do some strange
jobs. Once a doctor stopped me outside a hospital
and asked me to take a skeleton to another hospital.
And I did. But I asked the doctor to pay first – the
skeleton couldn’t pay, after all!
4
Good question. I’ve always enjoyed being a taxi
driver and I don’t want to change. But of course,
sometimes it’s not great. I don’t like driving around
without a passenger, but it’s better than just waiting
at the airport or train station. I think that’s the worst
part – waiting.

2 SPEAKING Look at the photos. Say how each 4 SPEAKING Work in two groups. Group A: you are
picture is connected to the article. bus drivers. Group B: you are flight attendants. In
your group, think of answers to these questions.
There’s a picture of a tour bus. She was a 1 When did you start your job?
bus driver before she became a taxi driver.
2 Tell us about an accident you’ve had.
3 Tell us about a funny moment you’ve had.
3 Read the interview again and answer the
4 Do you like your job or do you want to change?
questions.
1 Why did she stop being a tour bus driver? 5 SPEAKING Work in pairs – one student from
2 Why was the famous actor angry when he got out Group A with one student from Group B. Ask
of the taxi? and answer the questions.
3 Why did she ask the doctor to pay first when she
6 SPEAKING Decide whose answers were best:
took the skeleton?
the bus driver’s or the flight attendant’s.
4 What two things does she not like about her job?

114
READING their partner’s responses. Monitor, encouraging
1 With books closed, ask students: What are the best and students to expand on and develop their answers.
worst things about being a taxi driver? Elicit one or two Allow about five minutes for A to interview B,
ideas, and ask students to make a list in pairs. Give then switch.
students a minute or two for this before choosing 6 SPEAKING Elicit from the class the most humorous
pairs to share their ideas with the class. Put three or responses students heard. Have a class vote on whose
four of their ideas on the board for students to refer answers were best: the bus driver’s or the flight
to later on. Draw students’ attention to the photos on attendant’s.
page 114, or display them on the IWB. Elicit possible
answers to questions a–d. Accept all suggestions.
Students read the text quickly to match each question
to a paragraph. Students compare answers in pairs
before you check with the whole class.

Answers
1 d 2 a 3 b 4 c

2 SPEAKING Review/introduce: false teeth and a


skeleton by pointing to the relevant photos and
eliciting or inputting the words. Give students a
minute or two to consider their answers. Students
compare their ideas in pairs or small groups. Choose
pairs/groups to share their ideas with the class, and
invite comments from the rest of the class.

Suggested answers
a line of taxis: She doesn’t like waiting for a passenger.
false teeth: One time a passenger left his false teeth on the
back seat.
a skeleton: Once a doctor asked Meredith to take a
skeleton to another hospital.

3 Students read the questions and underline key words.


They should try to answer from memory before
reading the interview again and finding the answers,
underlining key text that supports their answers.
Students compare answers in pairs before you check
with the whole class.

Answers
1 She wanted to be more independent.
2 Because he missed his plane.
3 Because the skeleton couldn’t pay.
4 Driving without a passenger and waiting.

Optional activity
Encourage students to react to the text by asking them if
there’s anything they could add to their lists from the start
of the class – the best and worst things about being a taxi
driver. Refer them to what’s written on the board and ask:
Did Meredith mention any of these things? Which other things
did she mention? Also ask students if their opinions have
changed now that they’ve read about the experiences of a
real taxi driver.

4 SPEAKING Tell half the class that they’re A and


half that they’re B. Make small groups of As and
small groups of Bs. Groups brainstorm answers
to the questions. All students should take notes.
Monitor, helping with any unfamiliar vocabulary and
encouraging students to be imaginative and creative
in their responses. Praise those who come up with
humorous ideas. Allow up to eight minutes for this.
5 SPEAKING Put students in AB pairs. So that they
have a reason to listen, ask students to write down

X T-114
GRAMMAR
Present perfect vs. simple past Be aware of common errors related to the present
1 Students complete the sentences from memory then perfect. Go to Get it right! on page 126.
refer back to the text to check. Check answers with  
the whole class. Then ask students to complete
the rule in pairs, and check answers again. Check VOCABULARY
understanding by asking students to identify and
underline any past time expressions in the sentences. Transportation and travel
Elicit these in whole-class feedback: a year ago (2); 1 2.44 If you’re using an IWB, do this as a whole-
one time (4); and once (6). Ask: Which tense do we use class activity with books closed. Give students a
with 2, 4, and 6, the present perfect or the simple past? couple of minutes to discuss answers in pairs, and
(Simple past.) Which tense is used in 3 and 5? (The choose students to label the photos onscreen. Don’t
present perfect.) confirm any answers at this stage. Play the audio for
students to listen and check.
Answers
1 has had 2 had 3 have left 4 left 5 have asked Answers
6 asked 1 a subway 2 a motorcycle 3 a tram
Rule 4 a helicopter 5 a scooter
1 simple past 2 present perfect
Travel verbs
2 Students look through the text to find additional 2 Explain that collocations are combinations of words
examples. Give them two or three minutes for this that we frequently use together. Students complete
and then check answers as a class. If you’re short on the sentences individually then compare answers
time, you could assign this for homework. in pairs before you check with the class. Make sure
students understand that catch and miss are verbs
Examples with opposite meanings. Encourage students to
Simple past: was, enjoyed, wanted, changed, started, got, notice that we ride a motorcycle but we drive a car.
took, missed, got out, said, left, stopped, asked Also clarify that while a professional taxi driver, like
Present perfect: ’ve been, ’ve had, have left, have asked,
’ve enjoyed
Meredith, drives a taxi, a passenger takes it – both
verbs collocate with taxi but have very different
3 Ask students to read the text quickly and answer meanings.
these questions: Why does Michael travel so much?
Mixed-ability idea
Does his wife like traveling? What cool thing did he do
last month? With weaker groups/students, break this exercise down
into two stages. First students choose the verb and write it
next to each sentence. Then students put the verb into the
Answers appropriate form.
He travels a lot for work.
Yes.
He went by bus through the Andes. Answers
1 catch 2 flown 3 ride / drive 4 drove 5 took
Do number 1 as a whole class to model the task.
Ask students: In number 1, is Michael talking about a
specific time in his life or about his life in general? (His Optional activity
life in general.) Present perfect or simple past? (Present To expand the vocabulary set, ask students to work in pairs
perfect.) I’ve been or I was? (I’ve been.) Students and come up with more nouns that collocate with the verbs
complete the exercise individually. Encourage them in Exercise 2. Give them a few minutes to do this. Write the
to underline any time expressions in the text that verbs on the board, and elicit suggestions from the class.
help them decide. They compare answers in pairs
then check with the class. For each answer ask: Do Possible answers
we know when the event happened? catch / miss: a plane, a train, a tram, the subway, a bus
fly (in): a plane
Answers ride: a bicycle, a scooter
1 ’ve been 2 ’ve lived 3 I lived (from 2012 to 2014) drive: a car (professionally also: a taxi, a bus, etc.)
4 I got (two years ago) 5 we’ve seen 6 we saw (last take: a train, a tram, the subway, a bus
year) 7 I’ve done 8 I went (last month) 9 It was (last
month) 3 SPEAKING Before they begin speaking, ask students
to write down their Have you ever … ? questions. This
will make it easier for them to incorporate the new
Fast finishers
vocabulary. Remind them to use the present perfect
to talk about life experiences in general time and
Students write three things they’ve never done and three
things they did last year or last month.
the simple past when they’re referring to a specific
time. Monitor their use of the two tenses – they
Workbook page 109 will inevitably make mistakes here – and the verb
collocations. Go over errors after the activity.

T-115
12 TR AV ELER S’ TA LES

GRAMMAR
Present perfect vs. simple past
1 Complete the sentences about the article on page 2 Find more examples of verbs in the simple
114. Complete the rule with the names of the tenses. past and present perfect in the article on
page 114.
1 Meredith a lot of famous people
in her taxi. 3 Circle the correct forms.
2 A year ago, she a really famous
My name’s Michael Edwards and I’m 26.
actor in her taxi. 1I’ve been / I was very lucky in my life because
3 People all kinds of things. I have a good job and I travel a lot for work.
4 One time, a passenger a pair of 2I’ve lived / I lived in three countries: Colombia,
false teeth. Ecuador, and Peru. 3I’ve lived / I lived in Ecuador
5 People her to do strange jobs. from 2012 to 2014. I live in Colombia now.
6 Once, a doctor her to take a 4I’ve got / I got married two years ago. My
skeleton to a hospital. wife and I travel a lot together, and
5we’ve seen / we saw some wonderful places.

Last year 6we’ve seen / we saw Machu Picchu


RULE: Use the 1 to talk about
situations or actions at a particular time in the past. in Peru.
7I’ve done / I did some cool things in my life, but
Use the 2 to talk about situations
or actions in the past when we don’t say when they the coolest was last month – 8I’ve gone / I went
happened. by bus through the Andes. 9It’s been / It was
really beautiful!
Workbook page 109

VOCABULARY
Transportation and travel Travel verbs
1 2.44Write the words under the photos. 2 Complete the sentences with the correct
Listen and check. form of the verbs in the list.
a minibus | a helicopter | a tram | a motorcycle miss | fly | catch | take | ride | drive
a scooter | a subway 0 I had to walk home because I missed
the bus.
1 I ran very fast, but I didn’t
the train.
2 I have never in a helicopter.
3 My brother has a motorcycle, and now he’s
learning to it.
4 We got in the car and we
to Canada.
5 The rain was terrible, so we
a taxi.
0 a minibus 1 2 3 SPEAKING Work in pairs. Ask each other
questions. Use the verbs in Exercise 2 and
the forms of transportation from this unit.

Have you ever flown in a helicopter?


No, I haven’t. Have you ever taken a tram?
Yes, I took a tram in Toronto
when I was on vacation.
Workbook page 110
3 4 5

115

X
Culture
1 Look at the photos and answer the questions. Then say what you think the article is going to be about.
In which photo can you see
● a student riding to school on a donkey? 1
● children walking to school along some train tracks? 2

● schoolchildren crossing an old bridge? 3

2 2.45 Read and listen to the article and say which country each photo is from.

Hard journeys for schoolchildren


“How do you get to school?” This question often gets an answer like “By bus” or “I walk”
or “My parents take me by car.” But not always – there are children in many different
parts of the world who, every day, have to go on a difficult journey in order to get to their
classes. They travel for kilometers on foot, or by boat, bicycle, donkey, or train. They cross
deserts, mountains, rivers, snow, and ice.
These children in Indonesia have to cross a
bridge ten meters above a dangerous river to
get to their class on time . (The bridge fell
down in 2001 after a very heavy rain.) Then
they walk many more kilometers through the
forest to their school in Banten village.
A pupil at Gulu Village Primary School, China,
rides a donkey as his grandfather walks
beside him. Gulu is a mountain village in a
national park. The school is far away from
the village. It is halfway up a mountain, so it
takes five hours to climb from the bottom of A
the mountain to the school. The children have
a dangerous journey: the path is only
45 centimeters wide in some places.
In Sri Lanka, some children have to walk
across a piece of wood that connects two walls
of an old castle. Their teacher watches them
carefully. But in Sri Lanka, many girls don’t
go to school – they have to go to work or get
married young. So girls are happy to take a
risk in order to get to school.

In winter, the children of the tiny Iñupiat


community in Alaska have to travel to school
in extremely cold temperatures. They go to B
school and come back again in the dark.
These poor children live on Chetla Road in Delhi,
India. Their homes are near dangerous train
lines. Every morning they walk along the
tracks to get to their school, 40 minutes away.
So, why do the children do this? It’s because
for them going to school means a better future.
They hope to get a job and money so they can
help their families and their neighbors . And
this is why rivers, deserts, or danger won’t stop
them from going to school.

C
116
Workbook page 110

Culture
Hard journeys for schoolchildren
1 Books closed. As an optional lead-in, ask students:
How do you get to school? Elicit a few different
answers from the class. Put students into groups of
five to six and ask them to talk together to find out
who has the shortest / longest / most interesting /
easiest / hardest journey to school. Give them up to
five minutes to do this before you conduct whole-
class feedback, choosing groups to share their
findings with the class. Ask students to open their
books and look at the photos. If you’re using an IWB,
do this as a whole-class activity, with books closed.
Students answer the questions in pairs and predict
the theme of the article. Elicit students’ ideas in class.

Answers
a student riding to school on a donkey: B
children walking to school along some train tracks: C
schoolchildren crossing an old bridge: A

2 2.45 Before students read the article carefully,


ask them to read the text quickly to find the five
countries mentioned (Indonesia, China, Sri Lanka, the
U.S. [Alaska], and India). Play the audio for students
to listen, read, and identify the country shown in
each photo. Ask students to compare answers in
pairs before you check answers with the whole class.
During feedback, ask students to quote the text that
supports their answers.

Answers
A Indonesia B China C India

X T-116
3 Ask students to read the questions and to try to Answers
answer them from memory. Students read again to 1 in 1980, in 2014 2 in July (next year) 3 in Halifax
check their answers, underlining the key information 4 in Canada, in Cambodia
that supports their choices. During feedback, ask
students to justify their answers by referring to 3 Students match and then check answers in pairs
the text. before you check with the class. Help students notice
that a well-structured piece of writing organizes
Answers different topics into separate paragraphs. Each
1 They have to cross a bridge ten meters above a paragraph is about one or two key things at most.
dangerous river. When a new key point is introduced, we start a new
2 They have to climb up a mountain for five hours to get paragraph for it.
to school.
3 They have to walk along a piece of wood between two Answers
walls.
4 In winter, they go and return from school in the dark in 1 c 2 a 3 d 4 b
extremely cold temperatures.
5 They walk along train tracks. 4 Ask students to read the instructions, and make sure
they all understand the task. Give them five or six
4 VOCABULARY In pairs, students work out the minutes to make notes for each point (reminding
meanings of the highlighted words from the text. them that the second bullet point asks about four
Check answers as a class. different pieces of information) about the person.
If they are writing about a famous person, they can
Mixed-ability idea use the Internet to find more information. If they are
Stronger students just use the context provided by the article writing about a real person, perhaps suggest they
to try to figure out meaning. They then look at the definitions include a photo, as in the model. Monitor to check
in the exercise to check their ideas. Weaker students work in that everyone has a person in mind or to help them
pairs to match the definitions to words from the article.
think of one.
Before they begin writing their essays, put students
Answers in pairs or small groups to read and comment on
1 take a risk 2 neighbors 3 journey 4 village each other’s notes. They could consider, for example,
5 tracks 6 tiny 7 on time if all points are relevant and if anything is missing.
Monitor, making sure the comments are positive
5 SPEAKING Put students in small groups to compare and helpful.
ideas while you monitor, encouraging them to 5 Assign the essay writing for homework. When
expand on their opinions. Then ask for feedback from students have completed their essays, ask them to
each group at the end. Encourage students to give exchange their writing with a partner and check
reasons. Ask the rest of the class to say if they agree each other’s work for: 1) task completion: Have
or disagree. Finally, have a quick show of hands for they included all of the information in Exercise 4?
which journey the class thinks is the least appealing. 2) language: Have they used the simple past and
present perfect correctly? Have they used prepositions
WRITING and time expressions correctly? and 3) structure:
Is each paragraph about a new key point? When
Someone I admire correcting their essays, give feedback on the strengths
1 Students read the questions and underline the of the writing as well as on things that could be
answers in the essay. Ask students to compare improved. Feedback should be positive overall and
answers in pairs before you check with the constructive. Avoid focusing too much on accuracy,
whole class. as a heavily marked piece of writing is more likely
to demotivate learners than to make them try harder
Answers next time.
1 He was in born in 1980, in Halifax, in Canada.
2 He lives in Cambodia, and he moved there in 2014.
3 He usually rides a small motorcycle, but sometimes he
goes in a very small plane.
4 He wants to teach Cambodian people to be doctors.
5 Because he is helping other people and is happy doing
that, and because he has learned a lot about another
culture

2 To promote noticing, lead in by writing these


sentences on the board and eliciting the missing
preposition: I was born __ 1976; I was born __ New
York. Highlight the fact that in can be used with both
times and places. Students underline examples in
the essay then compare answers in pairs before you
check with the whole class.

T-117
12 TR AV ELER S’ TA LES

3 Read the article again. What difficulties do


children in these places face to get to school?
1 the children who go to the school in Banten,
Indonesia
2 the children who go to the Gulu Village Primary
School, China
3 the children who go to school in Sri Lanka
4 the children of the Iñupiat community in Alaska
5 the children who live on Chetla Road in Delhi,
India

4 VOCABULARY There are eight highlighted


words in the article. Match the words with
these meanings. Write the words.
0 from one side to the other wide
Someone I admire
1 do something that can be dangerous (1) My unc le Tim is a rea lly gre
at guy. He was bor n in
2 people living in houses near you Can ada in 198 0, in a city call
ed Hal ifax, but now he
3 a trip live s and wor ks in Cam bod ia. He
wen t to Cam bod ia
4 a group of houses usually in the in 2 014.
countryside
(2) My unc le is a doc tor, and he
5 the things that trains move on wor ked at a hos pita l
in Toro nto for a few yea rs. But
6 very, very small in 201 4 he dec ided
to go and wor k in sma ll villa ges
7 not late in Cam bod ia
bec ause he hea rd that they nee
ded doc tors . He
travels from villa ge to villa ge to
5 SPEAKING Which journey is the one you would help peo ple. He has
a sma ll motorc ycle that he use
least like to have to do? Compare with others in s. Som etim es, tho ugh ,
he goe s in a ver y sma ll plan e bec
the class. aus e the roa ds
are n’t goo d en oug h.

(3) Unc le Tim say s that he wan


ts to stay there
bec ause there is a lot of wor k
WRITING met a wom an there – he told
to do. He has also
me in an ema il that
Someone I admire they are gett ing mar ried nex t
July. Unc le Tim hop es
that he can teac h more peo ple
1 Read Mariana’s essay about someone she there to bec ome
doc tors . He has lear ned a lot
admires. Answer the questions. of the lang uag e – that
can’t be eas y!
1 When and where was her uncle Tim born?
2 Where does he live now, and when did he (4) I thin k my unc le is a gre at
guy bec ause he is
move there? help ing oth er peo ple and is hap
py doin g that and
bec ause he has lear ned a lot
3 How does he travel in his work? abo ut ano ther culture .
4 What does he want to do in the future?
5 Why does Mariana admire her uncle?

2 Find examples in the essay of the word in with 4 Think of someone who you admire: a famous
these things. person, someone you know in your own life,
1 a year 3 a city or someone you invent.
2 a month 4 a country For the person, think about:
3 Look at the four paragraphs of Mariana’s essay ● facts about their life (when they were born, etc.)
about her uncle. Match the paragraphs with the ● what they do, where and how, when they started
contents. ● what they want to do in the future
Paragraph 1 a what he does, and how ● why you admire them
Paragraph 2 b why she admires him
5 Write an essay called “Someone I admire” in
Paragraph 3 c when and where he was born about 150 words. Use the example essay and
Paragraph 4 d why he does these things language above to help you.

117

X
C A M BRIDGE ENGLISH: Key

READING AND WRITING


Part 5: Multiple-choice cloze Workbook page 53

1 Read the travel blog. Choose the best word


(A, B, or C) for each space.

I love (0) . I spend all my vacation visiting other 0 A traveling B travel C to traveling
countries. I never stay at home. So far I’ve (1) to 1 A gone B been C went
56 different countries, and this year, if I (2) the 2 A had B will have C have
money, I’ll visit three more: Cambodia, Vietnam, and Laos. It’s 3 A ever B always C never
a part of Asia I’ve (3) been to, so I’m really excited 4 A taking B riding C going
about this trip. I want to make the whole journey without 5 A travel B miss C take
(4) a plane. I plan to get to Thailand by boat and 6 A on B by C in
then (5) buses to visit these countries. On the way 7 A isn’t B won’t C will
home, I’ll travel (6) train through China and India,
8 A will B is C can
and then through Europe. It (7) be a short trip – it
(8) probably take about four months. I hope my
boss doesn’t mind me taking some time off work!

Part 8: Information transfer Workbook page 107


Dear Gina,
2 Read the information about the school trip.
Complete Gina’s notes. Problems with the trains to
Boston on
Saturday. We will now be trav
eling by bus.
It leaves half an hour earlier.

SCHOOL TRIPn
Please now meet
at the bus station 15 minute
s before the bus
leaves.
Everything else is the same.
to
Museum of Fine Arts, Bos Best,

Saturday August 4th Mr. O’Brien


lot
• Meet in station parking
Train leaves at 10:15 a.m.
$14 per person LISTENING
Part 2: Matching Workbook page 61

3 2.46 Listen to Jack talking to a friend


about his transportation project. How does
e Arts, each person get to school? For questions 1–5,
Sch ool trip to the Mu seum of Fin write a letter (A–H) next to each person.
Boston
0 Jack F A bike
Date 1
2 1 Olivia B boat
Traveling by C taxi
3 2 Mateo
Leaving at D bus
Meet at the
4 about 9:30 a.m. 3 Brandon
n
E car
4 Lauren
Cost 5$ F on foot
5 Adam G scooter
H train

118
CAMBRIDGE ENGLISH: Key

READING AND WRITING


Part 5: Multiple-choice cloze
1

Answers
1 B 2 C 3 C 4 A 5 C 6 B 7 B 8 A

Workbook page 53

Part 8: Information transfer


2

Answers
1 August 4th 2 bus 3 9:45 a.m. 4 bus station
5 14 (per person)

Workbook page 107

LISTENING
Part 2: Matching
3 2.46

Answers
1 D 2 E 3 C 4 B 5 H

Workbook page 61

X T-118
TEST YOURSELF UNITS 11 & 12
VOCABULARY
1

Answers
1 helicopter 2 stomachache 3 missed 4 tongue
5 ride 6 lip 7 scooter 8 flew 9 back 10 trams

GRAMMAR
2

Answers
1 I’ll call you when I get home.
2 If I miss the train, I’ll take a taxi.
3 Have you ever been to Europe?
4 She’s never seen the ocean.
5 They’ve lived in five different countries.
6 Life won’t be easy for our grandchildren.

Answers
1 ’s played 2 will be are (late) 3 ever never 4 gone
been 5 has took OR took taken 6 will living live OR will
be living

FUNCTIONAL LANGUAGE
4

Answers
1 A matter B hurts
2 A have B hear
3 A ever B haven’t
4 A will B sure

T-119
TEST YOUR SELF U N ITS 11 & 12

VOCABULARY
1 Complete the sentences with the words in the list. There are two extra words.
neck | trams | ride | scooter | helicopter | tongue | caught | back | stomachache | missed | lip | flew
1 He’s really rich. He goes to work by , and he lands on the roof of his office building.
2 I have a . I think it was something I ate.
3 We the last train home, so we had to sleep in the station.
4 Open your mouth. I want to take a look at your .
5 I can’t a motorcycle, and I don’t want to learn. I think they’re dangerous.
6 I fell on my face, and now my top is bleeding.
7 My dad rides his to work. It’s quicker than going by car and a lot cheaper.
8 We over the mountains in a small plane. The views were fantastic!
9 I always sleep on my .
10 Many cities are now using to get people to and from work. /10

GRAMMAR
2 Put the words in order to make sentences.
1 call / I’ll / home / you / get / when / I
2 taxi / I / train, / miss / If / the / take / a / I’ll
3 ever / Have / Europe / you / been / to / ?
4 seen / She’s / ocean / never / the
5 different / five / lived / countries / in / They’ve
6 grandchildren / be / easy / for / won’t / our / Life

3 Find and correct the mistake in each sentence.


1 She’s played soccer yesterday.
2 If we will be late, the teacher will be angry.
3 I have ever broken an arm or a leg.
4 I’ve never gone to the US.
5 She has took a lot of photos on vacation.
6 One day in the future people will living on the moon. /12

FUNCTIONAL LANGUAGE
4 Write the missing words.
1 A What’s the ?
B My leg a lot.
2 A I a headache.
B I’m sorry to that. Can I get you an aspirin?
3 A Have you been to Canada?
B No, I .
4 A Do you think it rain tomorrow? /8
B I don’t know. I’m not .

MY SCORE /30
22 – 30
10 – 21
0–9 119

S-ar putea să vă placă și