unit 18 holidays with a difference4egyteachers.weebly.com/uploads/2/7/9/0/27901687/18.pdf · 2019....

UNIT18H o l i d a y s w i t h a d i f f e r e n c e

289

SB page 111 WB page 103

Before using the book:

Write the word holiday on the board and ask the students to brainstorm all the words that they associate with holidays. Write up their suggestions as they call them out.

UNIT 18 HOLIDAYS WITH A DIFFERENCE

18 Holidays with a difference

UNIT

Listening

ObjectivesGrammar Use reported questions

Listening Listen for specific information

Reading Read for gist and detailed information

Critical thinking Respect other cultures and

ways of life

Writing An e-mail applying for an expedition

111

Look at the advertisements for adventure holidays, then discuss these questions in pairs.

a Which of the three holidays would you prefer to go on? Why?

b Are there any you would not like to go on? Why?

1 Look and discuss

Guess the meaning of the words in bold. Check in your ActiveStudy Dictionary.

a I went abroad for the first time last year. I went to Turkey.

. . . . . . . . . . . . . . . . . . . . . . .

b My parents are trying to arrange our next summer holiday.

. . . . . . . . . . . . . . . . . . . . . . .

c We usually go away for a fortnight in the summer.

One week is too short. . . . . . . . . . . . . . . . . . . . . . . .

d I belong to a conservation society that helps protect

Egyptian wildlife. . . . . . . . . . . . . . . . . . . . . . . .

2 Check your vocabulary

4 Listen and answerListen again. Are these sentences True or False?

a James is going to Egypt with friends.

b He’s going diving for a week.

c After that, he’s staying with relatives for two weeks.

d His aunt and uncle have two children older than James.

e Helen is going to India for two months.

f For part of her holiday, she’s going to work with teenagers.

g Helen’s going with her sister.

Listen to the conversation and choose the correct answer.

a James is going to go sailing/diving this summer.

b James’s uncle works for a conservation/children’s society.

c Helen is going to help her older brother/old people or children.

3 Listen and choose

5 DiscussDiscuss these questions in pairs.

a Have you ever been on an adventure or activity holiday?

b Have you ever spent part of a holiday helping other people?

See dolphins in the wild

Diving for beginners

Try it now!

Pharaohs Rally

Join the week-long race across the Sahara

F

SB pages 111-115 WB pages 103-106

LESSON 1

Objectives

GrammarUse reported questions

ListeningListen for specific information

ReadingRead for gist and detailed information

Critical thinkingRespect other cultures and ways of life

WritingAn e-mail applying for an expedition

290

UNIT18 H o l i d a y s w i t h a d i f f e r e n c e

1 Look and discuss

1 Focus attention on the holiday advertisements. Ask the students to look at them and answer any questions they have about what they see.

2 Put the students into pairs and ask them to discuss the questions. Encourage them to report back to the class on what they talked about.

Students’ own answers


1 Tell the students that the words in bold in these sentences are ones that they will need in this unit. Read the sentences aloud or ask several students to read them.

2 Give the students a few minutes to think about the words, look at the context in which they occur and decide what they think they might mean. Ask several students for their guesses before allowing them to check in their dictionary.

3 Check answers with the class.

Answers:a abroad: in or to a foreign countryb arrange: to make plans for something to happenc fortnight: two weeksd conservation: the protection of natural things such as

wild animals, forests, or beaches

3 Listen and choose

1 Go through the questions with the class before you play the recording so that they know what information they should listen out for.

2 Play the recording or read the tapescript, pausing occasionally if necessary so that the students have time to make notes.


Answers:b conservation c old people or children

T A P E S C R I P T

Helen: Are you going away this summer, James?James: Yes, I’m going to Egypt with my family.Helen: That sounds exciting. Where are you going?

Helen: Wow! Fantastic!James: Then we’re staying with my aunt and uncle

for a fortnight. They work for a dolphinconservation society in Greece, and they’ve gottwo boys about the same age as me.

Helen: So, you’ll be able to go out with them?James: Yes, I’m really looking forward to seeing the

dolphins in the wild. Are you going on holidaysoon, Helen?

Helen: Yes, and I’m really excited, too. I’m going toIndia for a month with an organisation calledGlobal Challenge.

James: That sounds interesting. What is it?Helen: They arrange adventure holidays abroad. For

part of the time you do something useful.James: What kind of thing?Helen: You help old people or work with children.James: That sounds great. Who are you going with?Helen: My older brother, David.James: Well, good luck. I’ll see you in September!Helen: OK. Bye.

4 Listen and answer

1 Go through the statements with the class and make sure that everyone understands them. Play the recording or read the tapescript again, pausing after each speaker and ask the students to mark the statements T for true or F for false.

2 Check answers with the class and ask the students if they can correct the false statements.

Answers:a F (given). He’s going with his family.

c Td F. The two boys are about the same age as James.e F. She’s going for one month.f F. She’s going to work with old people or children.g F. She’s going with her brother.

5 Discuss

1 Go through the questions with the class to make sure that everyone understands. Then put the students into pairs and ask them to discuss the questions.

2 Go round, monitoring and helping with vocabulary and ideas.

3 Ask the pairs to report back to the class on their discussion.


Listening


291

WORKBOOK page 103

1 Complete these sentences with the correct prepositions

1 Ask the students to work individually to choose the correct prepositions.

2 Allow them to compare their sentences in pairs before checking answers with the class. When checking answers, ask the students to read the completed sentences aloud so that they hear the prepositions in context. Then play the recording

Answers:b with; inc ond fore forf withg in

T A P E S C R I P T

b He is staying with his aunt and uncle,who live in Greece.

c Helen is also going on holiday soon.d She is going for a month.e She is going to do something useful for

part of the time.f Helen is going to work with old people or

children.g Helen and James will see each other

again in September.

2 Complete the conversation with these sentences

1 Ask the students to work individually to choose the correct sentences to complete the conversation.

2 Allow them to compare their answers in pairs before checking with the class. When checking answers, ask the students to read the completed conversation aloud.

Answers:b Are you planning to visit Petra?c I’d really love to go to Petra.d What are you going to do at Wadi Rum?e That sounds exciting!

UNIT

103

Holidays with a difference1818

1 Complete these sentences with the correct prepositions

a James is going diving in the Red Sea.

b He is staying his aunt and uncle, who live Greece.

c Helen is also going holiday soon.

d She is going a month.

e She is going to do something useful part of the time.

f Helen is going to work old people or children.

g Helen and James will see each other again September.

Listen to check your answers.

2 Complete the conversation with these sentences

What are you going to do at

Wadi Rum?

Are you going away this

summer, Samia?

I’d really love to go to Petra.

That sounds exciting!

Are you planning to visit

Petra?

Azza a Are you going away this summer, Samia?

Samia Yes, I’m going to Jordan with my family.

Azza Wow, that sounds great! b

Samia Yes, we’re spending three days there before we go to Wadi Rum.

Azza c . We learnt about it in geography.

Samia Me too. I’d like to take some good photos.

Azza d

Samia We’re going camel riding.

Azza e

Samia Yes, it’ll be a great adventure. I’ve never ridden a camel before!

292


LESSON 2

Language focus

1 Make sentences

1 Go through the example with the class and then ask the students to reorder the remaining words correctly to make questions.


Answers:b Where are you going?c Are you looking forward to your holiday?d Are you going on holiday soon, Helen?e Who are you going with?

2 Listen and write

1 Remind the students that they studied reported speech in Unit 12. They learnt there that tenses move back one step in time, and pronouns and time and place expressions may also change. Read the example aloud to the class.

2 Ask the students to listen to the questions from Exercise 1 being reported and to write down what they hear. Check answers with the class, getting different students to read the reported questions back to the class.

Answers:b She asked him where he was going.c She asked him if he was looking forward

to his holiday.d James asked Helen if she was going on holiday soon.e He asked her who she was going with.

T A P E S C R I P T

a Helen asked James if he was going away thissummer.

b She asked him where he was going.c She asked him if he was looking forward to his

holiday.d James asked Helen if she was going on holiday

soon.e He asked her who she was going with.

3 Discuss

1 Read through the questions with the class and make sure everyone understands them. Put the students in pairs to discuss the questions.

2 Call everyone together for a class discussion to check the answers. Elicit or explain that reported questions follow much the same rules as reported speech. If the students aren’t able to identify the differences, point out that you need to add if to the reported question when it is a yes/nosentence to the change from are going away to was going away and the change of pronoun

Reported questionsLanguage focus

112

1 Make sentences

Listen to someone reporting the questions in Exercise 1 and write what you hear in your notebook.

2 Listen and write

Grammar rev p135

18UNIT

Write these questions from the listening text in the correct order.

a you/are/away/going/James/this summer,/?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b you/going/where/are/? .. . . . . . . . . . . . . . . . . . . . . .

c your/holiday/looking/forward/are/to/you/? .. . . . . . . . . . . . . . . . . . . . . .

d Helen/on/holiday/soon,/are/you/going/? .. . . . . . . . . . . . . . . . . . . . . .

e are/going/you/with/who/? .. . . . . . . . . . . . . . . . . . . . . .

3 DiscussDiscuss these questions in pairs.

a How are the reported questions different

from Helen’s and James’s words? Think

about these points:

Hassan asked Ali about his holidays. Report his questions.

a Where are you going for your holiday?

... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b When are you leaving? .. . . . . . . . . . .

c How are you travelling? .. . . . . . . . . . . . . . . . . . . . . .

d Where are you staying? .. . . . . . . . . . . . . . . . . . . . . .

e Are you going with your family? .. . . . . . . . . . . . . . . . . . . . . .

f How long will you be away for? .. . . . . . . . . . . . . . . . . . . . . .

g Do you enjoy holidays? .. . . . . . . . . . . . . . . . . . . . . .

h What’s your favourite kind of holiday?

.. . . . . . . . . . . . . . . . . . . . . .

4 Report these questions

Ar}e yo®@u go®@i<n<g a<w>a<y t<h<i<@@@μ[ s@u<m<mÿ©r, Ja<mÿ§ μ[?

• verb tenses • word order

• pronouns • punctuation

Example: He©lÿ©n a<@@@ μ[@kÿ©d Ja<mÿ§μ[ i<f hÿ w>a<@@@μ[ go®@i<n<g a<w>a<y this summer.

Are you going away this summer, James?

b What word is added when we report

Yes/No questions?

How old are you?

Ha<@@@ μ[@s@a<n a<@@@ μ[@kÿ©d Al<i w#hÿ©r}e hÿ w>a<@@@μ[ go®@i<n<g _@›o®@@@@r h<i<@@@ μ[ h<oßl<i<d<a<y.

Ask, answer and report these questions, like the example.

a How old are you?

b Where do you live?

c What do you do?

d Do you play any sports?

e Where do you go on holiday?

f What do you enjoy doing on holiday?

5 Work in threes

I’m 16.

What did you ask him?

I asked him how old he was.

What did he reply?

He said he was 16.

Reported questions

SB page 112 WB page 104


293

from you to he. There is more on reported questions in the Grammar Review on page 134.

Answers:a Verb tenses move back one step in time; word order

changes from question order to statement order, so there is no inversion of subject and verb; pronouns

youto she; there is no use of inverted commas; the question becomes a statement, so the question mark is replaced by a full stop.

b if

4 Report these questions

1 This exercise gives the students the chance to practise reporting questions. Go through the example with the class. Point out that the original question is not a yes/no question, so if is not added in the reported version. Ask the students to work individually to report the remaining questions.

2 Go round, monitoring and giving extra help where needed.

3 Check answers with the class. Draw their attention to the word order in item h.

Answers:b Hassan asked Ali when he was leaving.c He asked him how he was travelling.d He asked him where he was staying.e He asked him if he was going with his family.f He asked him how long he would be away for.g He asked him if he enjoyed holidays.h He asked him what his favourite kind of holiday

was.

5 Work in threes

1 This exercise gives the students the chance to practise reporting questions and answers of their own. Ask three students to read the example conversation aloud. Then ask the same students to perform the conversation again, using information that is correct for them.

2 Put the students into threes and ask them to make conversations with the remaining questions. As they work, go round offering help and encouragement.

3 Get several groups to perform their conversations for the class.


294


WORKBOOK page 104

1 Report the questions Azza asks Samia

1 Go through the example with the class, then ask the students to work individually to complete the exercise.

2 Check answers with the class. Point out the use of the previous year rather than last

Answers:b Azza asked Samia if she was going to

stay in a hotel.c Azza asked Samia if she was planning to

visit Petra.d Azza asked Samia if she would take some

photos of Petra for her.e Azza asked Samia if she had ever ridden a

camel.f Azza asked Samia where she had gone for

her holiday the previous year.

2 Write the conversation after their holidays

1 Go through the example with the class and then ask the students to write the conversation from the remaining prompts.

2 Allow the students to compare their conversations in pairs. Then check answers by asking several pairs to read the conversation aloud.

Answers:b Yes, I had a great time.c Did you visit Petra?d Yes, but we only spent two days there.e Did you take any good photographs?f No, because I lost my camera.

3 Complete the three questions to ask a partner, then report your conversation, like this

1 Go through the example with the class, then ask

the students to work individually to write threemore questions.

2 Put the students into pairs to ask their questions and ask them to make notes of the answers. Then ask them to complete the table by reporting the answers they got to their questions.

3 Check answers by asking several students to read their reports aloud.


104

UNIT18181 Report the questions Azza asks Samia

a What are you going to do at Wadi Rum?

Azza asked Samia what she was going to do at Wadi Rum.

b Are you going to stay in a hotel?

c Are you planning to visit Petra?

d Will you take some photos of Petra for me?

e Have you ever ridden a camel?

f Where did you go for your holiday last year?

2 Write the conversation after their holidays

a Azza asked Samia if she’d enjoyed her

holiday in Jordan.

b Samia said she had had a great time.

c Azza asked her if she had visited Petra.

d Samia said they had only spent two

days there.

e Azza asked Samia if she had taken

any good photographs.

f Samia said she hadn’t because she

had lost her camera.

3 Complete the three questions to ask a partner, then report yourconversation, like this

Questions to your partner Report

What’s your favourite school subject? I asked Leila what her favourite school subject was.She said it was English.

1 Where

2 When

3 Who

Azza Did you enjoy your holiday in Jordan, Samia?

Samia Yes, Azza

Samia

Azza

Samia


295

Reading


1 Tell the students that they are going to read an article about adventure holidays later. Explain that the words in the box in this exercise will occur in the article. Ask them to guess the meanings of the vocabulary and then use their dictionaries to check.


Answers:climate: the typical weather conditions in an areacoast: the land next to the seacommunity: a small area or town and the people who

live in it

expedition: a long and carefully organised journey

experience: something that happens to you and has an effect on how you

feel or what you thinkinstructor: someone who teaches a

particular subject, sport etc.meal: a time when you eat food, or the

food that is eaten thenrare: very unusual or uncommon

2 Read and answer

1 Go through the instructions with the class and ask them to read quickly

number of countries. Set a time limit if necessary.


Answer:It organises expeditions to 30 countries.

3 Read and answer

1 Go through the questions with the class so that they know what information they are looking for, then give them time to read the article


Answers:b The friendly instructors will train them.c Because there is no television and there is

a strange language.d He helps in a home for children with

disabilities.e Because it is very rare and people are

building on many of the places where it usually lives.

them to live in.

4 Reading between the lines

1 Read through the questions with the class and answer any questions from the students about vocabulary or meaning. Make sure that everyone understands the questions. You can also explain that reading between the linesmeans understanding or working out the meaning behind the words. The exact answers

Reading 18UNIT

2 Read and answerRead about Global Challenge and find out how many countries it organises expeditions to.

. . . . . . . . . . . . . . . . . . . . . . .

3 Read and answerRead the article again and answer these questions.

a Are these holidays different from ordinary

holidays? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b What happens before young people go on Global

Challenge holidays? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c Why did James think living in the Indian village

would be difficult? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d How does James help in the local community?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

e Why does the Egyptian tortoise need help?

... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

f What has Olivia done to help the tortoises?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1 Check your vocabularyCheck the meaning of these words in your dictionary.

113

climate coast community expedition experience instructor meal rare

4 Reading between the linesDiscuss these questions with a partner.

a What kind of training would James and Olivia

need before they went to India and Egypt?

b How do you think the Global Challenge

instructors help the young people during the

expeditions?

c What differences would James notice between

life in an Indian village and life in Australia?

d What do you think James’s and Olivia’s

experiences will teach them about themselves

and about life?

Yes, t<h<e<y a<r¬e a<d<v}e=n<t<u<r¬e h<oål<i<d<a<{s t<h<a<t a<l<s=o h<e=l<p c=oåm<m<u<n<i<t<i<es.

Global Challenge will give you an adventure holiday – and you will give something to the community you join. Our expeditions last for a month. Our friendly instructors will train you before you leave and will help you all the time you are away. Global Challenge arranges expeditions to 30 countries. Here are two people’s experiences:

James Hammond, from Australia, is in India. This is what he says about his experience:

Before I came, I thought life in a small village with no television and a strange language

meals with

Olivia Owen, from London, is in Egypt. This is what she says:

coastand has a wonderful climate

rarest

the tortoises usually live, so we are

homes for them to

safe homes for them

Global Challenge Holidays

LESSON 3 SB page 113 WB page 105

296


may not be found in the text but can be deduced or worked out.

2 Put the students in pairs, ask them to discuss the questions and make notes of their answers. Go round, helping and encouraging as they discuss.

3 Ask pairs to report back to the class with their answers and encourage whole class discussion as appropriate.

Suggested answers: a James would need to learn how to help

children with disabilities. Olivia would have to learn how to help tortoises. They would also need to learn how to adapt to their new cultures.

b They probably check that they are happy and healthy and help them with any questions or worries they may have.

c In India he would not have the comforts and modern conveniences of Australia – there would be no television, maybe no electricity, etc.

d They will probably learn that people live very different lives, that animals and people need help and protection, and that helping people and animals can be rewarding.

WORKBOOK page 105

1 Complete the puzzle

1 Ask the students to solve the puzzle

boxes.


Answers:a coast (given) b tortoise c meald climate e busy f dolphing experience h instructor i cityWord in boxes: community

2 Write a sentence using the new word you have made

1 Make sure that everyone knows the word they need to use is community. Ask them to write a sentence using it. Go round as they do this, offering help and encouragement.

2 Ask several students to read out their sentences.


3 Write descriptions. Compare what you have written with a partner

1 Read through the items with the class and elicit example sentences for each one. Make sure that the students know they are expected to write descriptions, i.e., using complete sentences, not lists or brief notes.

2 The writing part of this exercise could be set for homework, with students discussing their descriptions in pairs in the next lesson.


UNIT1818

105

1 Complete the puzzle

a Land next to the sea

b A very slow animal which can live for many years

c Breakfast and lunch are examples of this

d The weather of a country or area

e You are always doing something.

You’re very

f A clever, friendly animal that lives in the sea

g Something that you do, or something that

happens to you

h Someone who teaches you how to do something

i Cairo and London are examples of this

2 Write a sentence using the new word you have made

3 Write descriptions.Compare what you havewritten with a partner

a Describe your favourite meals.

b Describe the climate of Egypt for someone who knows nothing about your country.

c Describe the community you and your family live in.

d Describe an exciting experience you have had.

__ __ __ __

__ __ __ __ __ __ __

__ __ __

__ __ __ __ __ __

__ __ __

__ __ __ __ __ __

__ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __

__ __ __

a

b

c

d

e

f

g

h

i

oc sa t


297

Critical thinking

1 Read and answer

1 Read through the quotation, or ask a student to read it to the class. Then go through each question with the class.

2 Encourage as many different students as possible to contribute their ideas to a class discussion

Possible answers:

other forms of entertainment and information.

b Probably because the village people were very friendly, so they were able to

c He could have taught them or entertained them, or taken them on outings or helped to feed and dress them.

2 Read and answer

1 Ask the students to look at the photo in the article. Can they identify the people? (Prince Charles and his wifeCamilla) Have them note the way they are dressed. Can they guess where they are? What kind of place is it? (The prince is wearing a hat andlight-coloured clothes. Camilla hassunglasses and an umbrella. They arein a hot place outdoors. It is not aformal place or a formal occasion.)

2 Give the students a few minutes to read the article. Go round the room helping as needed.

3 Go through the questions with the class and make sure everyone understands them. Ask the students to work individually to write their answers to four of the questions.Draw students’ attention to the fact

factual. Their answers can be found in the reading text. The last three questions are opinion questions about the people in the text.

4 Allow students to compare their answers in pairs or small groups before checking with the whole class.

5 Check answers by calling on students to read their answers to the class. Open discussion if there is a difference of opinion.

Answers:

b It had no electricity. It is environmentally friendly. It serves locally-grown food.

c To keep cool. He was in Siwa.

d–f Students’ own answers

LESSON 4

Critical thinking18UNIT

114

1 Read and answerRead this quotation from “Global Challenge Holidays” and answer the questions.

Before I came, I thought life in a small village with no television and a strange language

a Do you think life would be difficult in a

small village with no television?

b Why do you think the language was not a

problem for James?

c How do you think James helped in the

home for children with disabilities?

2 Read and answerRead this article about a visit to Siwa andanswer four of the following questions.

a Did Prince Charles and Camilla visit Egypt

only in 2006?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b Why was their hotel unusual?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

c Why did Prince Charles stay out of the

sun? Where was he?

... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

d Do you think Prince Charles and Camilla

enjoyed staying in the hotel? Why?/Why

not?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

e Why do you think Prince Charles found it

so hot in Siwa?

... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

f What do you think Prince Charles and

Camilla enjoyed most about their visit to

Egypt?

.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

No, t<h<e=y w}e=n<t t<o oåt<h<e=r c=oåu<n<t<r¬i<e=s i<n t<h<e Mi<d<d<l<e Ea<s=t.

Unusual hotel for Prince Charles and Camilla When the British queen's son, Prince Charles, and his wife Camilla came to Egypt in March 2006, they spent a night in an unusual hotel on the edge of the Sahara Desert. The Adrere Amellal Ecolodge is an environmentally friendly hotel that has no electricity. People who stay there are given locally-grown food.

The day before, Prince Charles had visited the oasis town of Siwa close to Libya. With Siwa having a midday temperature of 35 degrees, he did everything he could to keep cool, wearing a hat and staying out of the sun. Camilla spent time talking to a group of local women and then looked round the market.

Prince Charles and Camilla were in Egypt as part of a tour of the Middle East. On their visit, they also went to an animal hospital in Cairo, which looks after horses injured in road accidents, and they visited Al-Azhar University, one of the oldest universities in the world.

SB page 114

298


Communication

1 Prepare to speak

1 Go through the instructions and read about the three Global Challenge expeditions with the class. Ask the students to work individually to make notes to complete the table for each challenge.

2 As they work, go round, monitoring, helping and encouraging as appropriate.

2 Discuss

1 Ask the students to work individually to choose one of the expeditions from Exercise 1 and to think of reasons why they would like to join it. Encourage them to make notes of their reasons.

2 Put the students into pairs and ask them to take turns talking about which expedition they have chosen and why. They should also report to each other the questions they asked about their chosen expedition in Exercise 1. Go round as they do this, giving help where needed.


Communication 18UNIT

One month’s work helping with nature conservation on the coast.

Five weeks working with children who have learning difficulties.

One month helping to look after young children in a small community.

1 Prepare to speakYou are going to choose an expedition. First, do the following.

a Read about three Global Challenge expeditions. Read and make notes about the

possible advantages and disadvantages of each one.

b Now note down any questions you want to have answered about the expedition,

e.g. where it is, what training you need, etc.

1 2 3Advantages

Disadvantages

Questions

2 DiscussDiscuss the following in pairs.

a Tell each other which expedition you have chosen and why.

b Tell each other what questions you asked. 115115

1 2 3

I asked what training I would need.

LESSON 5SB page 115 WB page 106


299

WORKBOOK page 106

1 Order the sentences in the e-mail 1–8

1 Ask the students to work individually to read the sentences and decide which order they should go in.


Answers:5, 7, 6, 4, 1 (given), 3, 8, 21 I have just been on your website and read about your

exciting expeditions. (given)2 I am writing because I would like to join your

expedition to Egypt this year.

3 I have a friend who is Egyptian so I speak some Arabic.

4 I also have some experience of conservation work.

5 I helped my community open a nature reserve in the nearest park last year.

6 The conservation of the Egyptian Tortoise is very important and I would like to help with this project.

7 Please send me a form to the e-mail address above, so that I can apply to join this expedition.

8 Yours, David Wells

2 Plan your application e-mail to Global Challenge

1 Remind the students of the expedition that they chose in Exercise 2 in the Student’s Book. Go through the paragraph plan with the class.

2 Ask the students to think about the information they will put in each paragraph when they apply to go on their chosen expedition. They can make short notes if they wish.


3 Write your e-mail

1 Go through the instructions with the class and remind the students that they can use the e-mail in Exercise 1 as a model.

drafts, go round, offering help and encouragement. Encourage them to check their work thoroughly and

classroom.


106

UNIT18181 Order the sentences in the e-mail 1–8

Dear Global Challenge,

I helped my community open a nature area in the nearest park last year.

Please send me a form to the e-mail address above, so that I can apply to join this expedition.

The conservation of the Egyptian Tortoise is very important and I would like to help with this project.

I also have some experience in conservation work.

I have just been on your website and read about your exciting expeditions.

I have a friend who is Egyptian so I speak some Arabic.

Yours, David Wells

I am writing because I would like to join your expedition to Egypt this year.

Send Attach Address Reply Delete

To:

Fr:

Subject:

2 Plan your application e-mail to Global Challenge

Write a short paragraph plan, like this:

Paragraph 1 Say where you heard about Global Challenge.

Paragraph 2 Say something about yourself and which expedition you are interesting in joining

– 1, 2 or 3.

Give a reason why you have chosen this expedition and what experience you

have, if any.

Paragraph 3 Tell the organisation where to send the form.

3 Write your e-mail

a Write your first draft quickly in 100–120 words.

b Read what you have written very carefully. Look for grammar and spelling mistakes.

Check the correct spelling in your dictionary.

c Correct the mistakes, then write the final e-mail.

1

Global [email protected]

David [email protected]

Expeditions

300


Assessment

Target element: reported questions and vocabulary from the unit

Use SB page 111, the listening text. First, write these answers on the board. Tell students they will hear Helen and James speaking again. Then play the cassette or read the tapescript. Students listen for these questions and then write the reported question. Pause the cassette after each sentence below so that students can write their answers (shown in brackets).

1 Are you going away this summer, James? (She/Helen asked him/James if he was going

away this/that summer.)2 Where are you going? (She asked him where he was going.)3 So, you’ll be able to go out with them? (She asked if he would be able to go out with them/his cousins.)4 What is it? (He asked her what it/Global Challenge was.)

Target element: vocabulary from the unitUse SB page 113, the reading text. Write the following sentences on the board. Students say if they are true or false (answers in brackets below):

1 Global Challenge expeditions last for about four weeks. (True)

2 You are trained when you are away. (False, you are trained before you leave.)

3 James Hammond has eaten with people in the village. (True)

4 Olivia stayed near the sea. (True)

5 She is working with a history society. (False. She is working with a conservation society.)

6 The tortoises are in danger because people are building on where they usually live. (True)

7 They are moving people’s homes away from where the tortoises live. (False. They are

moving the tortoises.)

Target element: reported questions and vocabulary from the unitUse SB page 111, Ex. 1. First, ask students to choose one of the holidays in the advertisements. They then think of three questions they want to ask about the holiday and write these down, e.g. for the advertisement at the top: Where is the holiday?How often can you see dolphins? Can you doanything else on this holiday?

Now put students into groups of three. One student asks a partner their questions. The second student then reports their question to the third student, for example: He/She asked me where the holiday was.He/She asked how often you could see dolphins.He/She asked if you could do anything else on thisholiday. They then swap roles.

Go round and monitor their work and get a few groups to demonstrate their work to the class at the end.

Listening and Writing Task

Reading Task

Writing and Speaking Task

unit 18 holidays with a difference4egyteachers.weebly.com/uploads/2/7/9/0/27901687/18.pdf · 2019....

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