2 Travel

Unit Objectives
Grammar: past simple; present perfect and past simple
Vocabulary: travel expressions; phrasal verbs (1)
Scenario: discussing advantages and disadvantages, making suggestions; organising a study trip
Study Skills: making notes while listening
Writing Skills: a biographical profile

2.1 TOURISM AND LISTENING AND VOCABULARY:

travel expressions
TRAVELLING 1a Students do the activity individually and compare
IN THIS LESSON answers in pairs before you check with the class.

Lesson topic and staging 2 abroad 3 trip 4 package 5 journey

Students focus on vocabulary connected to travel 6 destinations 7 travel
which is contextualised in a listening text and discuss
different reasons for travelling. Next, they read about 1b Put students into pairs or small groups to
the difference between travel and tourism. Finally, ask/answer the questions. Encourage them to ask
students talk about and write a list of travel tips for each other follow-up questions.
someone visiting their country. • For feedback, ask students what was the most
interesting piece of information they heard.
Objectives Make this into a class survey by telling students to
By the end of the lesson students will have: talk to as many different people as possible.
• Then put students into pairs to compare the
• extended their travel and tourism vocabulary
information they collected and prepare to report to
• extracted specific information from a listening and
the class on the following:
reading text
- the student who has travelled the furthest
• focused on fluency and accuracy in speaking
- the number of students who have been abroad
Timings - the reasons people don’t like package holidays
If short of time, set Exercise 8 as homework. - the most popular destinations for people from
Possible lesson break: after Exercise 3c or 5b. two different countries (If all your students are
from the same country, leave this out.)
WARM-UP • Finally, ask each pair to report back to the class.
2a Tell students there are four people asking Nadia
This activity introduces the topic of travel and why questions, including some of the questions from
people travel. 1a. Play the recording without pausing.
 Write on the board: package holiday, all-inclusive,
1, 5, 6, 7
beach resort, ski resort, city break.
• Ask students if their favourite type of holiday is 2bBefore listening again, students discuss what they
on the board and if not, elicit other ideas. remember about Nadia’s answers.
• Students then work in pairs to describe their ideal  Tell students to write notes, not full sentences.
or typical holiday.  Put students back into pairs to compare their
Thomas Fuller quote: This quote argues that not answers before getting some ideas from the class.
everyone benefits from travel and although it is
hundreds of years old, the sense is still probably Audio script 2.1 and answer key to Exercise 2b
applicable today. Ask students whether they agree Nadia, Lisa, Armando, Jacques, Tom
with the quote, and in what ways travel might be L: Hi, Nadia, my name’s Lisa.
good for some people and bad for others. N: Hi, Lisa.

New Language Leader Intermediate Travel 1

 interested in learning a new language or at
L: Nadia, what’s the furthest you’ve travelled
least getting some knowledge of an Asian
from home?
language. Now, my friend, Joanne, she just
N: Mmm, let me think ... Well, I suppose the
wanted to earn some money while she was
answer is Indonesia.
abroad, to finance her studies. But there are
L: Indonesia? Did you enjoy it?
lots of other reasons why people travel.
N: Yeah, it was fascinating! I went with a friend
T: How do you mean, exactly?
and we got on really well. And she’s still a
N: Well, how can I put it, erm ... some people
good friend, I’m pleased to tell you. The
travel to, erm ... find themselves, I mean, to
country’s got thousands of islands and we
learn more about themselves, perhaps
visited quite a few of them. I must say, I’ll
become more independent, or maybe just
never forget Komodo – they have the largest
generally broaden their horizons. Other
lizards in the world there, Komodo Dragons,
people may choose to do that by travelling
and one of them chased us across the beach. It
abroad to study for a qualification. Sadly,
was absolutely terrifying, I can tell you!
some people may be forced to travel to look
L: Wow! What an experience!
for work, to escape poverty, which is not a
N: Mmm, not to be forgotten. Who’s next?
good reason for travel, but perhaps becoming
A: Hi, I’m Armando.
common. One thing’s for sure, Tom: if you
N: Hi, Armando.
travel a long way from home, for a long time,
A: What’s the longest journey you’ve been on?
you’re a different person when you return. It
N: You mean, in time?
makes you into a ...
A: Yeah, in time.
N: Well, I’ve travelled for four months, three 3a Give students three minutes to complete the gaps
times. During those trips, I visited, erm ... before they read the audioscript to check.
Mexico, Indonesia, India and many other  At the end, check they understand find themselves
south-eastern Asian countries like Thailand (discover more about your personality), get away
and Vietnam. I loved Vietnam – the people from it all (relax away from the problems of
were so friendly and the food was wonderful. modern life), and broaden their horizons (get more
But it was a bit noisy in the streets – you understanding of life and different cultures).
know, a lot of people travel on motorbikes 3b Critical thinking: inferring attitude can be an
and you hear them everywhere. important critical thinking skill, including in
J: Hi, I’m Jacques. Erm ... what are the most academic contexts. Often, it is shown by word
popular destinations for people from your choice, e.g. positive/negative adjectives/adverbs
country? and with intonation. Highlight some of these
N: Depends a lot on the group, Jacques, but I’d features in the script.
say older people, say the over-fifties, they like
to go to the Canary Islands, and young 3a/b (Possible answers for 3b)
people prefer Thailand, to really get away 1 get away from it all +/- 2 see new sights +
from it all. Next question? 3 explore new places + 4 meet new people +
T: Hello Nadia, I’m Tom. People say that people 5 experience different cultures + 6 learn new
travel to broaden their minds. Is that right? skills + 7 do voluntary work + 8 become
Do you think that travel broadens the mind? more self-confident + 9 learn a new language +
What are the reasons why people travel, in 10 earn money +/- 11 find themselves –
your opinion? 12 become more independent + 13 broaden
N: Hmm, interesting question, Tom. I suppose their horizons + 14 study for qualifications
there are lots of reasons. Some want to see abroad +/- 15 escape poverty -
new sights and explore new places, erm ...
meet new people and experience different 3c Tell students to explain their reasons and to
cultures. I certainly wanted to do all those agree/disagree with each other if necessary.
things. But I also wanted to learn new skills,
especially social skills, and to do some
voluntary work. I wanted to become more
self-confident. Oh, yes, and I was also

Travel 2
READING 2.2 EXPLORERS
4 Question 3 means: ‘Can you experience different
countries and cultures when you stay at home?’ IN THIS LESSON
5a Give students time to read and match. Tell them Lesson topic and staging
not to worry about unknown vocabulary.
Students begin by reading a text on one of three
famous explorers and share their information with
1b 2d 3a
other students. Next, they look at phrasal verbs
5bCheck students understand holiday resort (a place connected to travel and revise the past simple before
specially designed for holidays), tourist trap (a practising the pronunciation of -ed endings. Finally,
place with a lot of tourists), go off the beaten track students ask and answer questions about important
(go to places most other people don’t go). events in their lives.

Objectives
1 A traveller doesn’t stay in holiday resorts or
By the end of the lesson students will have:
go to tourist traps; a traveller goes for the
experience, longer and more challenging • learnt a set of phrasal verbs connected to travel
journeys, goes off the beaten track, discovers • revised the form and use of the past simple
new places. A tourist goes on holiday to relax • practised the pronunciation of -ed endings
for a short time. 2 Thomas Cook arranged the • extracted specific information from a reading text
first package tour in 1841: a 19-km trip for 500
Timings
people. 3 Many may have visited only a small
part of their own country. 4 Someone who If short of time, set Exercise 7 for homework.
visits other countries by watching TV and Possible lesson break: after Exercise 3c.
using the internet. 5 People visit different
places by watching documentaries, so some WARM-UP
argue there is no need to travel. 6 People may This activity gives you the opportunity to assess
use interactive computer programmes for students’ knowledge/use of the past simple.
virtual travel. 7 Students’ own answers.
 Tell students they are going to find out about
SPEAKING AND WRITING other students’ last holiday.
 Ask them to draw two columns in their notebooks.
6 Give students a few minutes to think about the  Write the following on the board for students to
questions. Then put them into pairs to discuss. copy the list into the left-hand column:
7 Students do the activity individually before stayed in this country
comparing answers in pairs. went to a different country
travelled by plane
1 Read 2 Be 3 insurance 4 vaccinations travelled by car
5 documents 6 Take 7 Find out 8 customs stayed in a hotel
9 Respect 10 accommodation went sightseeing
lay by the pool
8 If your students are from different countries, let had a bad time
them work with someone from the same country.  Elicit the questions they need to ask (e.g. Did you
Alternatively, tell them to write their travel tips stay in this country? Did you travel by plane?) and
individually and then compare with a partner. check they understand went sightseeing (visited
famous or interesting places).
HOMEWORK OPTIONS  Students move around the room talking to as
Students do the vocabulary and reading exercises for many people as possible. If the answer is ‘yes’,
this lesson in MyEnglishLab. they write that student’s name in the right-hand
column and ask follow-up questions (e.g. Why did
Students write their travel tips after the lesson and you stay in this country? Was the hotel nice?).
compare their ideas at the start of the next lesson.  Finally, ask students for the name of someone who
did each of the things in the list.

Travel 3
READING 1 Cousteau 2 Ibn Battuta 3 Tereshkova
4 Ibn Battuta 5 Cousteau 6 Tereshkova (here
1 If students don’t know or can’t guess what these
have a relationship means married/boyfriend/
people did, explain they are all explorers and ask
girlfriend) 7 Ibn Battuta and Cousteau
them to predict from the pictures and titles if they
8 Cousteau
explored similar places or very different ones.
2a Make sure students only read their chosen text 2d Critical thinking: Evaluating and justifying.
and not the texts of the others in their group. Always encouraging students to give reasons and
 Give students five minutes to read their text and justification is a good habit to establish. Many
complete their section of the chart. academic and exam tasks require students to do
2bMake sure students summarise and don’t simply this and it pushes them to use more language in
read the text aloud to the others in their group. class.
• As follow-up, ask students to discuss who they
think is the most interesting or important explorer. VOCABULARY: phrasal verbs (1)
There is a PTE-A writing task which requires
students to summarise a text in one sentence. If 3a Ask or tell students what a phrasal verb is (verb +
your students are preparing for the PTE-A, set this preposition with a meaning not obvious from its
as a follow-up task with a time limit of 10 minutes. form) and give examples. Give students time to
find and underline the verbs in the texts.
Ibn Battuta Cousteau Tereshkova
set out, stop off, carry on, get back, look
Nationality Moroccan French Russian
around, lift off
When born 1304 1910 1937
3b Before students do this, see if they can explain the
Job/work Islamic scholar, undersea textile plant
meaning of the phrasal verbs using the context of
explorer explorer, worker, the texts.
environmentalist cosmonaut
inventor, film- 1 set out 2 stop off 3 get back 4 look around
maker
5 carry on 6 lift off 7 check in 8 break down
Where through most the world’s space
3c Students do this individually and then compare
travelled to of the Islamic oceans
world, Spain, with a partner.
Russia, Turkey, Students have to decide if get back is in the
India, China infinitive or past simple. Tell them to look at the
grammar around the verb (i.e. didn’t + infinitive).
Length of 30 years not given 3 to 4 days
journey
1 set out 2 stopped off 3 carried on
Greatest considered one invented the first woman 4 looked around 5 get back
achievement of the greatest aqualung in space
travellers of all
time GRAMMAR: past simple
What they the traveller of not given Chaika
The past simple is one of the most common tenses
were called the age (seagull) in academic texts. It can be used in many ways,
but it is often used to discuss theories and research
When died 1369 1997 not given with a past context.
4 Give students a few minutes to find the past forms
2c Students read the questions first to identify which in the texts and identify if they are regular or
are connected to the text they read. They can irregular. Then ask students to put the verbs into
probably answer these without rereading the text. their infinitive form.
• Give students time to read the other texts. Some of the -ed endings are actually adjectives not
past simple verbs.
• Using the infinitive form, ask students to work out
some spelling rules for the past simple regular.

Travel 4
 For a full explanation, ask students to look at the Notes
Language reference on pages 128–129.  In verbs ending in -ted or -ded, the final -ed is
pronounced /ɪd/.
Ibn Battuta: Regular: travelled, visited,  In verbs ending in a voiced consonant, the final
stopped, carried, dictated, called, died; -d or -ed is pronounced /d/, which is also voiced,
Irregular: was, set, got, came e.g. travelled.
Cousteau: Regular: worked, allowed, invented,  In verbs ending in an unvoiced consonant, the
produced, introduced, started, received, died; final -d or -ed is pronounced /t/, which is also
Irregular: was, became, began, gave unvoiced, e.g. worked.
Tereshkova: Regular: parachuted, jumped, To demonstrate voiced/unvoiced to students, ask
worked, called, lifted, re-entered, married; them to put their hands to their throats and make
Irregular: led, was, took up, became, had, went the sound /s/ and then the sound /b/. With /b/
they should feel vibration, with /s/ they should
5 Students think about the statements individually feel no vibration. Students can use this rule to
and then compare with a partner. decide how the -ed or -d ending should be
pronounced.
Statement 2 is not true (see Warning! below). 6bPlay the recording again, pausing after each
Statement 6 is also not true. sentence for students to repeat the verb only.
 Listen carefully to what students produce and
Statement 2: all my life isn’t generally used with
correct if necessary.
the past simple. Never and ever are commonly used
Other words in these sentences will distract
with the past simple (e.g. ‘Did you ever get to Paris?’
students, so only ask them to repeat the verb.
‘No, I never got there.’). Yet can be used with the
7 Students have seen most of these verbs, so set a
past simple, but this is more common in American
short time limit. Check that students understand
and Australian English.
pilot (fly) before they begin.
• With students at intermediate level, it may be
better to restrict the information you give and
1 explored, photographed, flew 2 led, sailed
simply tell them that statement 2 is not true.
3 brought 4 did, find/discover 5 died, found/
• For a full explanation and further practice, ask
discovered (Note: refer students to the
students to look at the Language reference on
preposition in to explain why the answer is died.)
pages 128–129.
6 piloted, flew, hit 7 did not return 8 studied
PRONUNCIATION
SPEAKING
6a Before you play the recording, ask students if they
know how the -ed endings are pronounced. 8 Before students do this activity, ask them how to
 Play the recording and pause after each sentence form past simple questions (this has not been
so that students can compare with a partner. covered in the lesson previously). If students have
 If necessary, play the recording again. problems, write the form on the board, i.e. did +
you + infinitive (without to).
Audio script 2.2 and answer key  As an example, write the year you started teaching
1 Ibn Battuta travelled /d/ through most of the at your school on the board and get students to
Islamic world. ask questions (Did you start university in ...?).
2 He visited /ɪd/ all the Arab lands.  Give students a few minutes to think of six dates
3 He stopped /t/ off in Spain, Russia and or years. If they have problems, prompt with
Turkey. examples (e.g. when you started school/got your
4 In 1943, Cousteau and an engineer invented first job/left school/got your degree).
/ɪd/ the aqualung.  Elicit the pronunciation of did you /dɪd juː/ and
5 Cousteau produced /t/ many films and books. ask students to repeat.
6 As a teenager she worked /t/ in a textile plant.  Then put students into pairs to ask/answer
7 Tereshkova’s spacecraft lifted /ɪd/ off on 16 questions. Encourage them to ask follow-up
June 1963. questions.
 Monitor and note any common errors with the use
of the past simple.

Travel 5
 Then ask two or three students to tell the class
something interesting they found out.
2.3 THE EMPTY
 Finally, correct the important errors you noted
earlier.
QUARTER
IN THIS LESSON
HOMEWORK OPTIONS
Lesson topic and staging
Students do the reading, vocabulary, grammar and
Students read about an explorer and travel writer
pronunciation exercises for this lesson in
called Wilfred Thesiger, before discussing the topic
MyEnglishLab.
of travel writing. Next, students listen to a student
Students review the past simple in the Language describing his travel experiences and then focus on
reference on page 128 and do Exercise G1–1 on the pronunciation of contractions. They go on to
page 129. compare the present perfect and past simple and the
adverbs we use with them. Finally, students discuss
Students write sentences to explain the dates and whether they are suitable for four travel-related jobs.
years they wrote in Exercise 8.
Objectives
Students imagine they have a chance to interview
By the end of the lesson students will have:
one of the three explorers in the Reading exercises.
Ask them to write the questions they would like to  extracted specific information from reading and
ask, using the past simple and some of the phrasal listening texts
verbs they learnt in this lesson.  extended their knowledge of the form and use of
the present perfect and past simple
 practised the pronunciation of contractions in the
present perfect and past simple

Timings
If short of time, set Exercise 10b for homework.
Possible lesson break: after Exercise 5.

WARM-UP
 Write the following words on the board: a compass,
water, salt tablets, a good book, warm clothes, cool
clothes, food, a satellite navigator, sunglasses, boots, a
friend, a radio, a camel, a sun hat. Check students
understand compass, satellite navigator and camel.
 Ask students to look at the photo on page 20. Tell
them they have been left in the middle of a desert
and have to escape to safety. They can only have
three of the items from the list and they need to
choose which ones would be the most important
to keep. They need to think of reasons to justify
their choices.
 Put students into pairs to compare their choices
and agree on three items. The pairs then form
groups of four and repeat the procedure.
 Repeat the procedure until the whole class has
agreed on three items.

Travel 6
READING 5 Critical thinking: Reacting to the topic. Put
students into pairs or small groups to discuss the
1 Focus students’ attention on the name, title and questions. Ask them to give reasons, especially for
photo in the article. Ask why they think the phrase Question 3. Whey they have finished, ask each
Empty Quarter has been used (it refers to a desert). group for feedback on any interesting points.
 Put students into pairs to discuss the two
questions, then share their ideas with the class. LISTENING
6a This listening contextualises the present perfect
Students’ own answers.
and past simple.
2a Give students a maximum of one minute to read  Read through the introduction and check students
the text. Tell them not to worry about unknown can match places 1–4 with the photos.
vocabulary at this stage (e.g. urge and fierce), as  Ask students to tell you any information they
they will cover this later, in Exercise 4. know about each place.

He wanted to go somewhere other people had 1D 2B 3A 4C

not been. He enjoyed the ‘sense of space, the
6bPlay the recording for students to check answers.
silence, and the crisp clearness of the sand’. He
loved the Bedu.
Amazon – Brazil (also Guyana, Ecuador,
2bGive students a maximum of three minutes to do Venezuela, Bolivia, Colombia and Peru)
this activity. South Island – New Zealand
Himalayas – Nepal
1 one of the greatest 2 have won many Hoi Anh – Vietnam
literary prizes; his best known book 3 a vast,
waterless desert 4 the Bedu, the fierce Audio script 2.3
tribespeople living in the area 5 he learnt to Interviewer, Martin
love the Bedu and they learnt to respect him
I: Martin, thanks for coming in today.
3 To lead in, ask students the name of Thesiger’s M: It's a pleasure to be here and to be able to tell
best known book (they read this information in people about the Universities Explorers
Exercises 2a and b). programme.
 Pre-teach sunset (when the sun goes down), over I: So, Martin, could you tell us a bit about your
(finished) and ahead (in front of/in the future). last year?
 Give students time to answer the questions and M: Well, I've just returned from the forests of the
then compare with a partner. Amazon River Basin in Brazil and I’ve had
 Finally, ask students if the Uruq al Shaiba are the most amazing year. Last year in January, I
somewhere they’d like to visit. won a scholarship on the Universities
Explorers programme. Then I raised a large
1 F (‘we would go on again at sunset’) 2 T (‘the sum of money, with the help of some very
worst should be over now’) 3 T (‘the worst of generous friends. And then I started
the journey ... was still ahead’) 4 F (When they travelling. This year I’ve explored the ice-cut
stopped the second time, they were near the Uruq fjords of the South Island in New Zealand,
al Shaiba.) 5 F (Thesiger dreamt they were I’ve climbed the Himalayas in Nepal and I’ve
bigger than the Himalayas.) met Inuit people in Nunavut in Canada. I’ve
also helped with environmental projects near
4 If students struggle to find the words, give them Hoi Anh in Vietnam and I have to say it must
an extra hint by telling them which line each word be one of the most beautiful ancient cities in
is in. the world. I’ve never done so much in one
year before.
1 praised 2 vast 3 fierce 4 respect 5 urge
6 bordered 7 dune

Travel 7
7a Before you play this section, put students in pairs PRONUNCIATION
to think about the type of information they might
hear. For example, with ‘The Salween River’, 8a The aim of this activity is to show the difference in
students should expect to hear things like where it pronunciation between full forms and contracted
is, how long it is or where it starts and finishes. forms.
Practising contractions can help in both the PTE-A
Audio script 2.4 and IELTS exams. In the PTE-A students have to
repeat sentences and some of these may contain
I: That's incredible, Martin. What has been your
contractions. In IELTS it will help students sound
greatest travel experience?
more natural and fluent.
M: Well, in September, we travelled to the start
 Play the recording without pausing. Students
of the Salween River. We wanted to do the
compare answers before checking with the class.
same trip that Wong How Man, China’s
greatest living explorer, did. The river runs Audio script 2.5 and answer key
for almost 3,000 kilometres and it starts in
Tibet. When we got near it, I had to use a 1 I’ve just returned from the forests.
walking stick so as not to fall over. We 2 I’ve had the most amazing year.
climbed the last hill and saw the ice caves. At 3 Last year in January, I won a scholarship.
that moment it was the most beautiful sight 4 Then I raised a large sum of money.
in the world. On our return journey the 5 And then I started travelling.
weather was very bad. We survived because 6 I’ve climbed the Himalayas in Nepal.
we found a hut to shelter in. I’ve learnt a lot
8bPause the recording after each sentence and ask
about exploring since September.
students to repeat.
I: This programme sounds amazing. Would
you recommend it to other young adults? GRAMMAR :
M: Absolutely. I’m quite young and I’ve already
done six expeditions. The programme has
present perfect and past simple
given me and others a chance to experience 9a Elicit when students might use the past simple
nature and discover its beauty. We’ve learnt and when they might use the present perfect.
about the cultures and traditions of all the  Students do the activity individually before
places we’ve visited. I’ve had the best time of checking answers with a partner
my life. But the most difficult bit is having to
raise a lot of money at the start; and I haven’t 1 I’ve never driven before.
covered all my costs yet. 2 I left school when I was 16.
I: Thanks, Martin. I’m sure our readers will be 3 I have already visited a foreign country.
fascinated by your experience. 4 I haven’t finished my university studies yet.
5 I’ve known my best friend for the last ten
The Salween River: it runs for almost 3,000 years.
km; it starts in Tibet; journey done by China’s 6 I’ve never been on a plane.
greatest living explorer, Wong How Man
9bTell students to look at their answers in Exercise
Difficulties and dangers of the journey:
9a to help them with this activity.
needed to use a walking stick so as not to fall
 When you elicit the answers, ask students to give
over; very bad weather; found hut to shelter in
examples from Exercise 9a.
What Martin learnt from the travel
experience: experienced nature, discovered its
1 present perfect 2 past simple 3 present
beauty; learnt about the cultures and traditions
perfect
of the places he visited
Ask students to look again at the example
7b When students compare their notes, encourage
sentences in Exercise 9a and then elicit the form of
them to analyse the information they have noted
the present perfect to the board as follows:
down. Weaker listeners rely on information such
have/ has + past participle; questions: have/has +
as numbers as they are easier to hear.
subject + past participle.

Travel 8
10a At the end of this activity, refer students to pages
128–129 for further practice.
2.4 SCENARIO:
A STUDY TRIP
1 yet 2 before 3 at the end

10b After doing this task, ask students to write one

IN THIS LESSON
sentence about themselves using each adverb and Lesson topic and staging
time expression. This lesson focuses on language for discussing
 Students show their sentences to a partner and ask advantages and disadvantages and making
and answer questions about each statement. suggestions. Students are introduced to the scenario
of an overseas university study trip. They read about
1 already 2 this week 3 never 4 yet 5 before the problems on a previous trip, then listen to two
organisers discussing some of the problems and
SPEAKING focus on the Key language. This leads to the main
task in which students discuss the advantages and
11aCheck students understand field trip (a scientific disadvantages of suggestions for the next trip.
expedition to get information and examples) and
volunteer (someone who is not paid for this work). Objectives
 Give students five minutes to make notes. Monitor By the end of the lesson, students will have:
to check ideas and to help with vocabulary.
 extracted specific information from listening and
 In feedback, write the jobs on the board and list
reading texts
some of the students’ ideas under each one.
 learnt useful phrases for discussing advantages
and disadvantages and making suggestions
Students’ own answers.  used this language in a real-life situation to
11b Give students two minutes to read about their discuss different suggestions
jobs and check they understand enthusiastic (very  participated in extended speaking practice
willing and happy to do things) and that voluntary Timings
is the adjective of volunteer.
If short of time, omit Exercise 3 or 4b.
 Put students into A/B pairs and ask them to
Possible lesson break: after Exercise 4b.
summarise the jobs for each other.
 Students read the example questions and think
WARM-UP
about the questions they want to ask.
 Monitor to help with vocabulary and correct the  Ask students to look at the photos and ask if
use of the past simple and present perfect. anyone has been to Prague.
 Put them back into A/B pairs to ask/answer the  Then ask students to think about trips they went
questions. Monitor to note errors with form and on when they were at university or school (either
the pronunciation of weak I and I’ve. with the university/school or with their
 Ask students which job they think they (or their family/friends), where they went and why.
partner) are suitable for.  Put students into pairs to tell each other about one
 Finally, correct the errors you noted earlier. of these trips and any amusing incidents, or
something that went wrong.
HOMEWORK OPTIONS  Finally, ask students to tell the class the most
amusing or interesting thing they heard about.
Students do the grammar, pronunciation, reading
and listening exercises for this lesson in
SITUATION
MyEnglishLab.
1 Give students 30 seconds to read the situation and
Students do exercises G2–3 and G3–4 on page 129. then put them into pairs to discuss the question.
Students write a summary of why they think their
partner in Exercise 11 would/wouldn’t be suitable for Students’ own answers.
the job(s). They need to use the third person singular
and both the past simple and present perfect.

Travel 9
2a Give students two minutes to read the text and
D: Yeah, it’s true. That was a problem for us. But
compare the problems with the ones they
you know, what upset me the most was when
discussed in Exercise 1.
we talked to them after the trip.
2bCheck students understand theft (stealing
K: Oh?
something). Give them three minutes to reread
D: Well, they said we tried to do too much during
the text and then ask them to compare answers
the trip. They complained they didn’t have
with a partner.
enough free time. What do you think?
K: I think we talked about this before the trip.
1 information 2 organisation 3 climate There are arguments for and arguments
4 communication and organisation 5 information against, aren’t there? On the one hand, it’s
and organisation 6 information and organisation good to give them free time, they get a chance
7 misbehaviour 8 money 9 theft 10 organisation to explore places. On the other hand, if you
3 Encourage students to give reasons for their give them too much free time, they say we
ranking. Put two groups together to explain and haven’t organised enough trips for them. You
justify their choices and try to agree on a ranking. just can’t win.
D: True, and don’t forget, Karen, another
drawback of giving them a lot of free time is
Students’ own answers.
that they get into trouble. Remember what
4a Introduce the context and play the recording happened with the fire escape.
without pausing. K: How could I forget that! Actually, I’ve got a
few suggestions for this next trip.
problems 4, 7, 10 (6 and 1 also mentioned) D: Me too.
K: Good. Well, I think we should have more
meetings with students before they leave. The
Audio script 2.6 and answer key to Exercise 5
good thing about this is that they’d get to
Douglas, Karen
know each other better.
D: Let’s talk about the problems we had on the D: Yeah, that’s true. Also, it’d be a good idea to
last trip. What went wrong, Karen? give students maps of the cities we visit. I
K: Well, to start with, there was no team spirit in suggest contacting the tourist boards and
the group, was there? They didn’t get on well asking them to send us some.
with each other, and some of them ended up K: And how about showing the students some
hating each other, there’s no other word for it. restaurant menus before they leave? That’d be
D: Mmm, that was a big problem, I agree. It took a big bonus for them. They won’t get any
up a lot of our time to sort things out. The surprises about the food then, will they?
students were continually asking to change
rooms and when I said ‘no’, they got really 4bPlay the recording again and ask students to make
upset. You know, we’re going to have to notes on the other problems the organisers talk
review rooming arrangements for this trip. about, comparing their notes with a partner.
K: Well, how about this? I suggest we ask
students if they want to share a room or not. Student relations: no team spirit in the group;
And if they don’t, they’ll simply have to pay didn’t get on well with each other; continually
more. asking to change rooms; have more meetings
D: Mmm, yes, that’s worth considering. What with students before they leave, will help them
about hotels? I think we chose the right ones, get to know each other better Hotels: OK
don’t you? Student behaviour: late-night parties and
K: Yes, definitely, no one complained about them. general noise upset other guests Free time:
But, you know, the hotel manager wasn’t students said they didn’t get enough free time –
happy with the students, the way they but it’s a difficult balance between too much and
behaved. Seems there were too many too little free time
late-night, noisy parties in their rooms. Some
of the other guests were upset about it.

Travel 10
KEY LANGUAGE: discussing 2.5 STUDY AND
advantages and disadvantages,
making suggestions WRITING SKILLS
This language is useful for university students, IN THIS LESSON
e.g. for teamwork and seminars. In a university
context, ask students about the type of tasks they
Lesson topic and staging
do and how they could use this language. This lesson focuses on making notes while listening
5 Play the recording again. If necessary, pause after and writing a biographical profile. Students discuss
each section to give students time to write. strategies for note-taking and then make notes while
• Check answers (bold in audio script 2.6 above) watching a talk about explorer Thor Heyerdahl.
and refer students to the list of Key language on Next, they read a biography of aviator Amelia
page 128. Earhart and focus on text structure and time linkers
6 Students discuss their ideas in pairs. (before, while, etc.). Finally, students write a profile of
Thor Heyerdahl using the notes they made earlier.
TASK: organising a study trip
Study Skills video
7a Read through the situation. Give students three Watch the video to see a talk about the famous
minutes to think about their ideas individually. explorer Thor Heyerdahl.
Then put them into groups for the discussion.
 Monitor and note common or important mistakes,. Objectives
 Go through the mistakes and tell students they By the end of the lesson, students will have:
will practise the Key language in Exercises 7b  experimented with different ways of note-taking
and 7c. while listening and decided which works for them
7bStudents work in the same groups. Monitor use of  learnt about the use of time linkers
the Key language, prompt with ideas and ensure  written a short biographical profile
that all students write the suggestions down.
7c Put the groups together to form larger groups. Timings
 For each suggestion, the group should discuss the If short of time, set Exercise 8 or Exercise 11 for
advantages and disadvantages. homework.
 Note common mistakes with Key language. Possible lesson break: after Exercise 6.
• In feedback, compare the suggestions each group
agreed on and correct the mistakes you noted. WARM-UP
HOMEWORK OPTIONS • Ask students if they find taking notes while
listening difficult (the answer will be ‘yes’!).
Students do the Key language exercises for this • In pairs, students list and discuss their reasons.
lesson in MyEnglishLab.

Students write an email to the organisers of the

STUDY SKILLS: making notes
Westlake University study trip summarising the five while listening to a talk
best suggestions from Exercise 7 and using some of 1a Explain that students are going to discuss different
the Key language from page 23. ways of making notes while listening.
 Students read through the bullet points
individually before discussing in pairs.
 Monitor and help with vocabulary (e.g. structuring
language, word webs).

Students will probably agree with points 1, 2, 3,

5, 7, 8, 10, but accept all reasonable answers.

1bStudents discuss in pairs. Then put pairs together

in groups of four to share their ideas.

Travel 11
2 Set this as pairwork. Ask students to think of six success of the Kon-Tiki expedition, Heyerdahl
words or phrases to describe Thor Heyerdahl. continued to travel. He organised the Norwegian
Taking notes alongside a PowerPoint handout is a archaeological expedition to the Galapagos
common task at university. Ask students what Islands in 1952, before leading an expedition to
they typically add next to each slide. Often, they Easter Island from 1955 to 1956. In addition to
are examples or explanations of the bullet points. this, during 1969 and 1970 he sailed two more
3 Focus students on the notes under the slide and rafts, Ra 1 and Ra 2, across the Atlantic to try to
elicit predictions. Play the video for them to check. show that ancient Egyptians had contact with
South America.
Career and travels
5 When students compare, encourage them to look
in detail at the notes: analyse the style of note-
Study skills video 2.1 taking, the information recorded and the
Good morning. The subject of today’s talk is the grammatical form of the words. Students could
explorer Thor Heyerdahl. First of all, I’ll give you also compare their spelling with the transcript.
some background information, before going on to
look at his career, achievements and, finally, his Possible answers
main publications and awards. Slide 4: most people believe Kon-Tiki was most
Heyerdahl was born in Larvik in South Norway important work; all expeditions and ideas had
in 1914. He studied Zoology and Geography at great influence on anthropology & archaeology
the University of Oslo. Following his studies, he Slide 5: most famous publications: Kon-Tiki
made his first expedition to Polynesia from 1937 Expedition (1948), The Ra Expeditions (1970), The
to 1938. While he was staying in Polynesia, Tigris Expedition (1980); many awards: elected to
Heyerdahl became interested in how the islands Norwegian Academy of Sciences in 1958 &
were first inhabited. He had the idea that humans American Academy of Science in 1960; Kon-Tiki
came with the ocean currents from the west. He expedition film won documentary feature Oscar
spent most of his life away from Norway before
he died at the age of 87 at his home in Italy, in Study skills video 2.3
2002.
What will Heyerdahl be remembered for? Well,
With a strong group, you could make this stage most people believe his greatest achievement was
and Exercise 4 less scaffolded, by playing the the Kon-Tiki Expedition. However, all his
video for students to take notes with books closed. expeditions and ideas had a great influence on
 Once they have watched and taken notes ask them anthropology and archaeology.
to compare their notes with those in the book. Moving on to his publications, the most famous
4 Play the video without pausing. After students were The Kon-Tiki Expedition in 1948, The Ra
have compared answers, play the video again. Expeditions in 1970 and The Tigris Expedition in
1980.
1 1947 2 101 3 sailors 4 oceans Finally, I’d like to turn to his awards. He received
5 organised 6 1952 7 Island 8 sailed many awards during his lifetime – two of the
9 Atlantic 10 America most important were his election to the
Norwegian Academy of Sciences in 1958 and then
the American Academy of Science in 1960.
Study skills video 2.2
Furthermore, his film of the Kon-Tiki expedition
Now I’d like to look at his career. After giving up won an Oscar in 1951 for best documentary
his study of Geography, he set out to prove his feature.
theories. How did he attempt to test his theories?
Well, to begin with, in 1947, he built a raft named 6 Students work alone and then compare in pairs.
the Kon-Tiki. And then, with five companions,
crossed from Peru to Polynesia in 101 days. The 3 Travels in Polynesia 4 Greatest achievement
main idea he wanted to prove was that the 5 Publications and awards
cultures of the ancient world were linked by
sailors who could cross the oceans. After the

Travel 12
WRITING SKILLS: 10 This is a challenging activity, so ask students to
work in pairs.
a biographical profile
• Monitor and help students as necessary.
7 Focus students on the photo and title on page 25
and elicit or tell them that Amelia Earhart is a 1 b Heyerdahl received a number of awards
famous aviator/pilot (who died in the 1930s). during his lifetime.
 Give students three minutes to do the activity and 2 a Heyerdahl went to the Galapagos
tell them not to worry about vocabulary because Islands before leading an expedition to
they will look at this in Exercise 8. Easter Island.
3 c Heyerdahl became curious about how
a4 b1 c2 d5 e3 the islands were inhabited while he was
staying in Polynesia.
8 Students have seen some of this vocabulary 4 d He set out to prove his theories after
before, so give them two minutes to suggest any giving up his study of Geography.
verbs they can before reading the text.
• The verbs in the text are in the past simple, but the 11 Give students plenty of time to write their
definitions in Exercise 8 use infinitives. Accept biographical profiles.
either form as answers. Number 8 (be awarded) is in • Tell students to ask if they need help with
the passive voice in the text. vocabulary and walk round the room to spot
mistakes with time linkers.
1 fired 2 graduating 3 trained 4 attended • Ask students to read each other’s profiles and try
5 gave up 6 moved 7 published 8 was to correct mistakes.
awarded • Take the profiles in for marking, paying particular
attention to how well they have used the notes in
9 Students work individually and then compare Exercises 3, 4 and 5 and their use of time linkers.
their answers with a partner.
HOMEWORK OPTIONS
when (para 1 line 2) , after (para 1 line 3),
Students do the study skills, writing and academic
during (para 2 line 6), while (para 4 line 5),
collocations exercises for this lesson in
before (para 5 line 3)
MyEnglishLab. This is also a good time to do the
To challenge stronger students or groups, you MyEnglishLab video activities.
could ask them to analyse the structure that comes
Students listen to a text in English after the lesson
after each of the time linkers.
(e.g. a podcast, a radio report, a television report)
and practise taking notes. In the next lesson, students
when + noun + past simple, e.g. when her father
use their notes to tell a partner what they heard.
was fired (past simple passive voice)
after + -ing verb, e.g. after graduating, after
stopping; after + time phrase (noun), e.g. after a
year
during + time phrase (noun) + past simple,
e.g. during that time, she also wrote
while + past continuous e.g. while she was
crossing
before + noun + past simple, e.g. before her third
book was published (past simple passive voice)
(Note: the nouns following after and during are
time phrases (a year, that time) in these
examples. Other nouns can also be used, e.g.
after dinner, during summer.)

Tell students that before + -ing verb is a possible

structure as they will need this in Exercise 10.

Travel 13