Topic holidays, travel and adventure

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TOPIC Holidays, travel and adventure
VOCABULARY Holiday activities
AND LISTENING A conversation about an adventure holiday
GRAMMAR Present continuous for future
PRONUNCIATION Sentence stress: present continuous
READING Brecon Beacons adventure weekend
VOCABULARY Things to take on an adventure holiday
LISTENING A talk about an adventure holiday
SPEAKING Talking about an adventure holiday
WORKBOOK: pages 28–31
PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 7;
Vocabulary worksheet Unit 7
TEST GENERATOR: Unit test 7; Term test 1
Put students into large groups. Tell them that they are
going on an adventure holiday. You choose a pattern for
things students can take with them, for example things
beginning with D, things that are the same colour, things
that have been in Units 1–6. One student begins, for
example, (if the pattern is words beginning with D), I’m
taking my dog. The next student continues, I’m taking a
dictionary. The other students can challenge the student
if they think the thing is not relevant to an adventure
holiday and ask them to explain, for example: Why are you
taking a dictionary? The holiday is in a different country.
If students can’t answer the challenge or think of a thing
they are out of the game. Students continue until there is
a winner.
You can begin the class and introduce the topic of the unit
by showing the video and asking students to complete the
video worksheet. Then, read the questions in the About you
box and students exchange ideas in pairs.

Holiday activities

1 Tell students to look at the photos and see if they can
name any of the activities before the matching task.
Check as a class. Concept-check some of the vocabulary,
for example: ‘Walking in hills and the country’ (hiking).
Ask students if they have ever done any of these
The answers are recorded for students to check and then
A horse riding B camping C kite surfing D mountain biking
E diving F sailing G waterskiing H paddle boarding
I zip wiring J hiking
2 Play the recording and have students tick the activities as
they hear them mentioned. Then ask them to identify the
activities not mentioned.
diving, waterskiing
3 Play the recording again and tell students to fill in the
plan. Remind them that they will not hear the days of
the week in order. Check answers as a class. Ask some
general comprehension questions after the students
fill in the table, for example, ‘Where is the holiday?’ (in
the Pyrenees) and ‘Who is taking a musical instrument?’
(Tara, a guitar)
Monday: hiking
Tuesday: sailing, horse riding
Wednesday: zip wiring
Thursday: mountain biking, paddle boarding
Friday: kite surfing
For weaker students, pause the recording after each
activity and ask: ‘What is that activity?’ and ‘When is it?’.
4 Ask students what phrases they know with get (for
example, get on/off and get married are A2). Have
students complete the sentences. Check as a class.
1 getting to 2 get back 3 getting on 4 getting up 5 get lost
5 Have students discuss the questions in pairs. Ask
students to report back to the class about their partners.
As a variation, write the questions on the board (or
dictate them) with gaps for the get phrases. Students fill
in the gaps then answer the questions.

6 Tell students to listen to each question carefully and give

a full answer. Even if the question is a yes/no question,
like Do you think going camping is boring?, students need
to answer in detail. Teach students polite phrases for
asking for repetition, for example, Sorry, could you repeat
that please?.
Put students into pairs to discuss what they like and
don’t like about each activity. Share ideas as a class.
7 Tell students to take turns asking and answering the
questions in pairs. Share ideas as a class.
8 Have students discuss the questions in pairs. For extra
practice, have students then repeat the activity in
different pairs. Monitor and collect examples of mistakes
and good use of language for feedback.
GRAMMAR Present continuous for future
1 Ask, ‘Are the examples referring to the past, present
or future?’ (future) and ‘Are they about making plans
or just thinking what to do?’ (making plans). Ask
students to do the analysis task. Make sure that in
the example sentence, When are we going mountain
biking … , students do not confuse be going to and the
present continuous for the future. If necessary explain,
that the present continuous for the future is used for
definite arrangements which are going to happen in the
foreseeable future. If it is a long-term plan, we use the be
going to future form: One day I am living am going to live
in a castle. At this level it is too early to teach students
the difference between the two future forms.
1 now and the future 2 the future 3 usually
2 Ask students, ‘What do you call a book where you write
down your plans?’ (a diary), ‘Who are Bella’s friends?’
(Gina and Anna) and ‘How is she getting to Anna’s party?’
(by train). Tell students to write down Bella’s plans.
Check answers as a class. Then tell students to cover
up the diary, ask questions and see if students can
remember what Bella is doing. For example: ‘Silvia, is
Bella going mountain biking with her father?’ (No, she’s
going mountain biking with her mother.)
On Saturday she’s going diving with Gina at 10.30. She isn’t
going home for lunch at 12.30. She’s riding her new bike to
her grandpa’s at 3 pm. She’s catching the train to Anna’s party
at 6.30 pm.
On Sunday she’s going mountain biking with her mum at
9 am. She’s doing her homework at 11 o’clock. She isn’t
cleaning her bedroom at 2 pm. She’s watching the football
game at 2 pm.
3 Books closed, write these two questions on the board
and ask students what the difference is. What time do you
get up? (everyday routine) What time are you getting up?
(a plan for one time in the future) Books open, students
correct the sentences. Check answers as a class.
1 Taylor Swift is singing at the football stadium next
2 We’re meeting at 3 pm tomorrow at the bus station.
3 I’m very excited that you’re coming to visit next summer.
4 Are you bringing any money with you this evening?
5 I’m not visiting my grandparents this weekend.
Fast finishers write down a reason to explain what is
happening in each sentence. For example: 1 Taylor needs
a stadium because she has a lot of fans.
Sentence stress: present continuous
4 Tell students to read the sentences and predict which
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