Holidays and tourism

4
Map of resources 4A Vocabulary
4A Vocabulary
Getting away from it all
Student’s Book, pages 42–43; Workbook, page 40
LESSON SUMMARY
Photocopiable: 4A (Getting away from it all)
Vocabulary: Types of holidays and holiday accommodation;
4B Grammar holiday activities; describing places
Student’s Book, page 44; Workbook, page 41 Listening: People talking about different holidays
Photocopiable: 4B (Future continuous, future perfect and Grammar: Second conditional; I wish, If only
future perfect continuous)
Speaking: The pros and cons of different types of holiday
4C Listening
SHORTCUT
Student’s Book, page 45; Workbook, page 42
• To do the lesson in 30 minutes, keep the lead-in and
4D Grammar exercises 1, 4 and 8 brief, and omit exercise 10.
Student’s Book, page 46; Workbook, page 43
LEAD-IN 2–3 MINUTES
Photocopiable: 4D (Future time clauses)
• Write My dream holiday on the board and describe your
4E Word Skills dream holiday using target vocabulary from the lesson,
Student’s Book, page 47; Workbook, page 44 e.g. My dream holiday is an adventure holiday in New
Zealand.
4F Reading
• Ask a few students to describe their dream holiday.
Student’s Book, pages 48–49; Workbook, page 45
4G Speaking Exercise 1   page 42 
Student’s Book, page 50; Workbook, page 46
• In pairs, students describe the details of a holiday they
went on. Monitor and check the use of the past simple.
4H Writing • Ask a few students to tell the class about their partner’s
Student’s Book, page 51; Workbook, page 47 holiday.
Culture 4
Student’s Book, page 111
Culture note: Couch-surfing
Couch-surfing (or sofa-surfing) is staying in a series of other
DVD and DVD worksheet: Unit 4
people’s homes when on holiday rather than staying in
Classroom Presentation Tool Unit 4 a hotel. They might be the homes of family, friends and
acquaintances or strangers.
End of unit
Unit Review: Workbook, pages 48–49
Exercise 2   page 42 
Photocopiable: Grammar Review
Photocopiable: Vocabulary Review
• Focus attention on the words and ask students to decide
if they describe a type of holiday or accommodation.
Exam Skills Trainer 2: Workbook, pages 50–51
• Check answers as a class and practise the pronunciation,
Progress Test and Short Tests: Unit 4 especially B&B /ˌbi ən ˈbi/, couch /kaʊtʃ/ in couch-surfing,
  guest /ɡest/ in guest house, swap /swɒp/ in house swap,
package /ˈpækɪdʒ/ in package holiday, and youth hostel
/juːθ ˈhɒstl/. Check any unknown vocabulary. 
KEY
Holidays  adventure holiday, backpacking, beach holiday,
camping, city break, couch-surfing, cruise, cycling holiday,
ecotourism, house swap, package holiday, volunteering,
winter sports holiday
Holiday accommodation  B&B, beach house, cabin, camper
van, campsite, caravan, cottage, guest house, holiday
camp, holiday home, hotel, houseboat,
self-catering apartment, tent, time-share apartment,
villa, youth hostel

Unit 4 1
Exercise 3   page 42  For further practice of holiday idioms:
• Students describe the photos using the words in Vocabulary Builder 4A   page 119 
exercise 2.
1 1 had a whale of a time  
• Check answers as a class.
2  everything but the kitchen sink   ​
KEY 3  just what the doctor ordered   ​
(Possible answers) 4  home from home   ​
In photo A, there is a beautiful beach house with a roof 5  recharge my batteries   ​
made of grass or leaves. The house is on the beach, right 6  in the middle of nowhere   ​
in front of the sea. 7  a short break   ​
In photo B, there are some young people on a cycling 8  make a nice change
holiday. They have stopped at a river bank and one girl is
taking a photo of the scene.
Exercise 8   page 43 
In photo C, there are some large tents and camper vans at
a camping site. • Working individually, students think about the questions
In photo D, some people on a city break are enjoying the on the holiday finder and see which holiday it suggests
view of a city from a high place. for them.
• In pairs, students compare answers and comment on
Exercise 4   page 43  the result.
• Write I’d like to go on … and I’d like to go … on the board • Elicit a few answers and reactions from the class.
and ask students to complete them, e.g. I’d like to go on a
city break. I’d like to go camping. Exercise 9   page 43 
• In pairs, students choose the holidays in exercise 2 they • Go through the adjectives together and check meaning
would like to go on and give their reasons. and pronunciation, especially dingy /ˈdɪn(d)ʒi/, hospitable
• Elicit a few answers and reasons. /hɒˈspɪtəbəl/, unique /juːˈniːk/, unspoilt /ˌʌnˈspɔɪlt/
and vibrant /ˈvʌɪbrənt/.
Exercise 5   page 43  • Ask students to match the adjectives with the photos.
• Ask students to complete the holiday activities. With a • Check answers as a class.
weaker class, students could complete the phrases they
KEY
know first and then do the rest as a class.
(Possible answers)
• Check answers as a class and check the meaning of Photo A  breathtaking, remote, unique, unspoilt  
any unknown words or phrases. Make sure students Photo B  remote, unspoilt
understand get away from it all (have a short holiday in a Photo C dull, overcrowded  
place where you can really relax). Photo D  breathtaking, vibrant
KEY
1  see  ​2  take  ​3  eat  ​4  get away   ​5  broaden  ​ Exercise 10   page 43 
6  have  ​7  soak up   ​8  try  ​9  be  ​10  pamper  ​ • In pairs, students decide if the adjectives in exercise 9
11  hang out   ​12  enjoy  ​13  meet  ​14  recharge are positive or negative. Encourage them to add other
adjectives to the list.
Exercise 6   page 43  • Check answers as a class and write any good suggestions
• Go through the example together. In pairs, students on the board. Note: remote can be positive (somewhere to
choose the best holidays for each activity in exercise 5. get away from it all) or negative (inaccessible).
• Elicit a few ideas. KEY
Positive  breathtaking, hospitable, mind-blowing, remote,
Exercise 7   page 43 
unique, unspoilt, vibrant (Also: stunning, extraordinary,
• Focus attention on the holiday finder and ask students to tranquil, lively, sophisticated)
complete the questions with words from exercises 2 and 5. Negative  commercialised, dingy, dull, inaccessible,
• Check answers as a class. overcrowded, remote, run-down (Also: seedy, tacky, spoilt)
KEY
1  soaking up   ​2  physically  ​3  house  ​4  sights  ​ Extension
5  ecotourism  ​6  self-catering  ​7  local  ​8  volunteering  ​ • Write on the board: If people want to … , they should /
9  package  ​10  city break   ​11  cruise  ​12  couch-surfing ought to go to … because …
• Then write these activities: get away from it all, see the
sights, avoid overcrowded beaches, meet hospitable
people, eat out in unique places, enjoy the vibrant nightlife.
• In pairs, students recommend places for a visitor to
their country. Encourage them to give reasons and use
words and phrases from the lesson.

Unit 4 2
Exercise 11 $ 2.03    page 43  Exercise 12 $ 2.03    page 43 
• Tell students they will hear four dialogues about different • Go through the Recycle! box together. Demonstrate the
holidays. They must match adjectives in exercise 9 with tone of voice we usually use when we say I wish / If only.
each one. • Allow students time to read the questions before you play
• Play the recording for students. the recording again. See if a stronger class can answer
• Check answers as a class. any questions from memory before they listen again.
KEY
• Check answers as a class.
Holiday 1 remote KEY
Holiday 2  breathtaking, inaccessible 1 She wishes they were already on holiday.
Holiday 3  overcrowded, commercialised 2 He would be worried about meeting ghosts.
Holiday 4  dull, dingy 3 This wouldn’t be a great place to visit.
Transcript 4 She would be pleased.
1 Lilly  If only we were already on holiday! Transcript
Harry  Well, there are only a few weeks to go. See exercise 11.
Lilly  Have you checked out the route?
Harry  Yes. Most of it’s along country paths, so we won’t Exercise 13   page 43 
have to deal with traffic very often. In fact, there are • In pairs or small groups, students discuss the pros and
very few real roads that cross the area. If you wanted to cons of the holidays in exercise 2 and try to decide on the
escape from the world, this would be a great place to live best one for all of them.
because it’s really difficult to get to. • Monitor and help with grammar and vocabulary where
2 Sam  What are your plans for this summer? necessary.
Amy  My best friend and I have decided to help the
National Trust. Extra activity
Sam  Really? That sounds more like hard work than a holiday!
Ask students to write a postcard to a friend about a
Amy  Well, it depends on what you understand by the
fantastic or terrible holiday they are on. They should write
word ‘holiday’! I love visiting historic buildings, and the
about the accommodation, local people and activities.
National Trust looks after them and they organise Youth
They should also include a regret using I wish / If only.
Discovery holidays for young adults.
Sam  So where are you going and what are you doing?
Amy  We’re going to help do some conservation work at Lesson outcome
Lindisfarne Castle. It’s on a small island, just off the north- • If you are using the Classroom Presentation Tool, first do
east coast of England and the views are spectacular. the lesson closer to review what has been covered in this
Sam  A castle? If I spent a few nights there, I’d be worried lesson.
about meeting ghosts wandering around at night! • Ask students: What have you learned today? What can you
Amy  I hope we don’t because you can’t get off the island do now? and elicit answers: I can describe types of holiday
at times because of storms! and accommodation. I can talk about holiday activities.
3 Andy  So what was it like? I can use the second conditional to talk about imaginary
Ann  Disappointing, to be honest. I was expecting a quiet situations. I can use ‘I wish’ and ‘If only’ to talk about regrets.
seaside resort, but there were loads of people everywhere.
Andy  Was there any nightlife?
Ann  There was too much. The town was full of clubs, 4B Grammar
bars and restaurants, and the only shops were selling
souvenirs. Future continuous, future perfect and
Andy  It sounds awful! I’m glad I spoke to you because we future perfect continuous
were thinking of going there.
LESSON SUMMARY
Ann  Well, I wouldn’t go if you want to relax! Instead of
relaxing, we came back feeling stressed! Reading: An advert for a holiday company
4 Jack  My mum and dad are talking about booking a holiday Grammar: Future continuous, future perfect and future
in Spain at the same hotel that we went to last year, but I perfect continuous
wish they’d change their minds. I’d prefer to stay at home!
SHORTCUT
Chloe  Why? I’d be really pleased if I had the chance to go
to Spain! A nice hotel near the beach with everything • To do the lesson in 30 minutes, keep the lead-in brief and
organised – if only we stayed in places like that! set exercises 4 and 6 for homework.
Jack  Well, last year, we never went anywhere and spent LEAD-IN 2–3 MINUTES
all our time in the hotel complex, which was really
• Focus attention on the photo and ask students to speculate
boring. The hotel was quite old as well and hadn’t been
about who the people are (e.g. young people / students),
decorated in years. What did you do?
where they are (e.g. South America) and the type of holiday
Chloe  We stayed at home and went on day trips.
they are on (e.g. adventure holiday / backpacking).
Jack  At least you did different things. I wish we had done
different things in Spain!

Unit 4 3
Exercise 1   page 44  Extra activity: Fast finishers
• Ask students to read the text quickly and find answers to • Write on the board: What kind? Where? Who with? How?
the questions.
How long? Which places?
• Elicit the answers. If you have time, ask more
• Ask fast finishers to work in pairs to ask and answer
comprehension questions, e.g. What kind of holidays does
polite questions about a future holiday in summer, e.g.
Teen Trips organise? (educational, informative, fun)
A  What kind of holiday will you be going on this summer?
How do you receive a newsletter? (by registering online)
B  I’ll be going on a cycling holiday.
What can you win in their competition? (a free holiday)
A  Where will you be cycling?
KEY B  I’ll be cycling in the Alps.
It is a holiday company for young people. It has been
running for nine years. Exercise 5   page 44 
Exercise 2   page 44  • Go through the Look out! box together. Students can then
• Go through the Learn this! box together and ask students complete the dialogue.
to find examples for rules 2 and 3 in the text. • Check answers as a class.
KEY KEY
2 We’ll have sent; you’ll have received 1  ’ll have arrived   ​2  ’ll be lying   ​3  ’ll have found   ​
3 we’ll have been organising 4  ’ll have taken   ​5  will he be practising   ​6  ’ll have made

Exercise 3   page 44  Exercise 6   page 44 

• Ask students to complete the phrase. Ask weaker • Students read the sentences and correct the mistakes.
students to look at the time expression and the verb in Ask weaker students to look for any time phrases to help
each sentence. They should compare it with the itinerary them decide the correct tense. Also remind them to look
and decide if the action will be in progress (i.e. the future back at the rules in the Learn this! box in exercise 2.
continuous) or completed (i.e. the future perfect). • Check answers as a class.
• Check answers as a class. KEY
KEY 1 I’ll have been learning
1  won’t have left   ​2  will have been travelling   ​ 2 ’ll have been waiting
3  will be taking   ​4  will be sailing   ​5  will have arrived   ​ 3 Will, be entering
6  will be staying  4 ’ll be visiting
5 ’ll have saved
For further practice of the future continuous, 6 won’t have missed
7 won’t be going
future perfect and future perfect continuous:
Grammar Builder 4.1   page 131  Exercise 7   page 44 
1 1 will have been learning   ​2  will be catching   3  will • In pairs, students make true sentences using the future
have travelled   ​4  will have saved   ​5  will have been times and the correct future tense.
living  ​6  will have left   7  will be waiting • Monitor and help where necessary.
2 1 At / By 9 a.m. on Sunday, they’ll have finished
breakfast. Extra activity: Fast finishers
2 At 10 a.m. on Sunday, they’ll be waiting for the bus Ask fast finishers to write a short paragraph beginning:
to the beach. I can’t wait for this time tomorrow because … They should
3 At / By 11.30 a.m. on Monday, they’ll have been use the future continuous, future perfect and future
walking for two hours. perfect continuous. 
4 At / By 1 p.m. on Monday, they won’t have left
Rome.
5 At / By 2 p.m. on Monday, they’ll be travelling on Lesson outcome
the train to Venice. • If you are using the Classroom Presentation Tool, first do
6 At / By 6.30 p.m. on Monday, they’ll have arrived at the lesson closer to review what has been covered in this
the hostel. lesson.
• Ask students: What have you learned today? What can you
Exercise 4   page 44  do now? and elicit answers: I can use the future continuous,
the future perfect and future perfect continuous.
• Remind students of rule 1b in the Learn this! box and ask
them to rewrite the questions.
• Check answers as a class.
KEY
1 Will you be having a package holiday this year?
2 What time will you be getting to the airport?
3 Where will the cruise ship be visiting?
4 Who will be travelling with you to the States?
5 When will the restaurant be serving breakfast?

Unit 4 4
 4C Listening Transcript
1 A Hello?
B  Hi, darling. I just made the 4.55 after all!
Trip of a lifetime A  Oh, well done! You must have run to the station!
LESSON SUMMARY B  I did! Well, no … actually, I got a cab! Anyway, I should
Exam topic: Identifying the context of a conversation be back around the usual time.
A  That’s great. See you in a couple of hours. Safe journey.
Vocabulary: Travel collocations
2 A  Hey, John. Why are you carrying that huge rucksack
Listening: A dialogue about a holiday into class?
SHORTCUT B  I’m off to Dartmoor National Park very soon – straight
after the last lesson. There’s a group of us who camp up
• To do the lesson in 30 minutes, keep the lead-in and
there in the hills at weekends. It’s just amazing.
exercise 1 brief and set the preparation for the role-play
A  Wow, sounds great. But you don’t travel light, do you?!
in exercise 7 for homework. Students can role-play their
B  Well, I need it all. By this evening, I’ll have put up the
dialogues at the start of the next lesson.
tent in some remote spot and we’ll be lighting a campfire!
LEAD-IN 2–3 MINUTES A That’s a good way of getting away from it all!
• Write Antarctica on the board and brainstorm adjectives B You should join us one day.
to describe it. Encourage students to use words from A  Nah, don’t fancy sleeping rough! But have a great trip!
4A, e.g. breathtaking, mind-blowing, remote, inaccessible, 3 A  Hi. You’re Mandy, Erica’s cousin, aren’t you?
unspoilt, unique. Elicit the opposite of hospitable B  Yes, that’s right.
(inhospitable). A  Hi, I’m Ellen – a friend of Erica’s from school. I was just
walking past and saw you in here. I’m not interrupting
Exercise 1   page 45  anything, am I?
• Ask students to read the text quickly and check the B  Not at all. I’ve just ordered a coffee.
meaning of any unknown vocabulary. A  It’s just that Erica said you’d done some volunteer work
• In pairs, students discuss the pros and cons of a holiday to in South America.
Antarctica and decide if they would like to go there. B  Yes, I did, last year. Are you thinking of going?
A  I am. Did you have a good experience?
• Ask a few students for their answers and reasons.
B  Yes, it was wonderful.
Exercise 2   page 45  A  Could I just ask you some questions about it?
• Ask students to complete the travel collocations. B  Have you got a minute to join me for a coffee just now
and I’ll tell you about it? I don’t have to be anywhere till
• Check answers as a class and check the meaning of any one. The waiter will be back in a minute.
unknown vocabulary. Make sure students understand what
A  Yeah, that’d be great, thanks! I’m out shopping and have
travel light means (to take very little with you when you
plenty of time.
go on a trip) and what go off the beaten track means (visit
4 A  Good evening, sir. Can I help you?
places that are far away from other people, houses, etc.).
B  Yes, I have a reservation under the name of Black.
KEY A  Let me just have a look. Yes, here we are. Mr Black, a
1  light    2  taste  3  have  4  sleep  5  put up   single room for two nights. You’re in room 407, which has
6  help  7  get  8  travel  9  go  10  do a lovely view of the city. Can I get someone to help you
with your bags?
Exercise 3 $ 2.04    page 45  B  Thank you, but I just have this small one. Can you tell
• Go through the Listening Strategy together and tell me what time the restaurant is open?
students they will hear four different dialogues. A  At seven, in just over an hour’s time. We serve some
• Write Who? and Where? on the board. wonderful local dishes. Have you tasted any of the local food?
• Play the recording for students to answer the questions. B  No, I haven’t. I’m looking forward to it.
• Check answers as a class. Exercise 4 $ 2.04    page 45 
KEY • Play the recording again for students to answer the
1 a The speakers are husband and wife / boyfriend and questions. 
girlfriend. • Check answers as a class.
b  The man is on a train; the woman is at home.
2 a  The speakers are friends or classmates. KEY
b  They are at school. Dialogue 1
3 a  The speakers are acquaintances. 1 The speakers are husband and wife or boyfriend and
b  They are in a coffee shop. girlfriend. (Hi, darling.)
4 a The speakers are a hotel guest and the hotel 2 It is about five o’clock in the afternoon. (I just made the
receptionist. 4.55 after all!)
b  They are at the reception desk of a hotel. 3 The man is not going to be home late after all. (Anyway, I
should be back around the usual time.)

Unit 4 5
Dialogue 2 B  You’re suggesting this as a holiday?
1 The speakers are friends or classmates. (Hey, John. Why A  Absolutely. It’s just perfect. I’d love to do something like
are you carrying that huge rucksack into class?) that.
2 It is afternoon, near the end of school. (I’m off to Dartmoor B  Would you really? I had no idea you were into that sort of
National Park very soon – straight after the last lesson.) thing. Isn’t it extremely pricey?
3 One speaker asks why the other speaker is carrying a A  A bit. But look here. The cheapest trip is eleven days – it’s a
rucksack into class and the friends chat. cruise package. £3,700.
Dialogue 3 B  A cruise? A package trip? That’s not like you. We’ve always
1 The speakers hardly know each other. (Hi, you’re Mandy, avoided travel companies because you want to go off the
Erica’s cousin, aren’t you? Hi, I’m Ellen – a friend of Erica’s beaten track – without queues of tourists.
from school.) A  This is not quite the same thing! There are hardly going to
2 It is probably late morning or early afternoon. (I don’t be queues in Antarctica. It’s a package holiday, sort of, but
have to be anywhere till one.) with a difference! Groups are small, around ten people, and
3 The first speaker would like to find out some you travel in a little boat, not an ocean liner.
information from the second speaker. (Did you have B  I thought that trips to Antarctica weren’t supposed to be
a good experience? Could I just ask you some questions good for the environment. I read about that somewhere. Too
about it?) many tourist boats were breaking up the ice or something.
Dialogue 4 A  But it says here that the trip is completely environmentally
1 The speakers are a hotel guest and the hotel receptionist. friendly. The company has won awards for it.
(Good evening, sir. Can I help you? Yes, I have a reservation B  Well, OK. Maybe that one’s all right then … Anyway, I’ve
under the name of Black.) got to order some food, quickly. I’ve got to go soon, or I’ll be
2 It is just before six in the evening. (Can you tell me what late for work.
time the restaurant is open? At seven, in just over an hour’s A  Me too. I’ve got a meeting at 9.30. Anyway, look, the best
time.) time to go is between November and March.
3 The guest is checking in. B  Why’s that?
Transcript A  Because that’s when it’s warmest! That’s the Antarctic
See exercise 3. summer.
B  Really, well, how hot is it then?
Exercise 5   page 45  A  Hot … That’s funny. It’s maximum 2°C!
• Go through the Learn this! box together and ask students B  Lovely. So no swimming then.
to match the sentences with the uses. A  Hmm. I can see you’re taking the idea of this trip
seriously …
• Check answers as a class.
B  It’s not my cup of tea, I’m afraid. But, are you really serious
KEY about this?
A  2  ​B  3  ​C  4  ​D  1 A  Well, no. Not if you aren’t interested.
B  Why? You can go, if you want.
Exercise 6 $ 2.05    page 45  A  Well … I can’t go on our honeymoon on my own, can I?
• Tell students they will hear a dialogue between Simon B  What? Did you just say what I think you just said … ?
and Annie. Ask them to read the sentences and options
first. With a weaker class, make sure they know what to
Extra activity
listen for (e.g. 1 where they are).
• Write two, 9.30, ten, 11 and 3700 on the board and ask
• Play the recording for students.
what the numbers refer to in the dialogue.
• Check answers as a class. With a stronger class, ask
• Play the recording again for students to listen and
students what clues helped them. Explain the meaning of
answer or listen and check.
honeymoon if necessary (a holiday taken by two people
who have just got married). KEY
two  (degrees Celsius) the maximum temperature in an
KEY
Antarctic summer
1  F  ​2  NG  ​3  T  ​4  F  ​5  F  6  NG  7  T
9.30  the time of Simon’s meeting
Transcript ten  the number of people in the travel group
A  Hey, Annie, darling, how was the gym? 11  (days) the length of the cruise
B  Fine, but I’m starving now. You should have come, Simon! 3,700  (pounds) the cost of the package holiday
A  Nah, too busy. But look at this!
B  Just give me a minute – let me sit down and take my coat Exercise 7   page 45 
off! What are you having?
A  Oh, I’ve had toast … There’s a pot of tea here. Just help
• Students work in pairs. Give them time to prepare a
dialogue between a travel agent and a customer. Remind
yourself. Or you could order some more – the waiter’s just
them that we can use the future continuous for polite
over there. But look! Read this!
enquiries about the future, e.g. Will we be sleeping rough in
B  Antarctica, trip of a lifetime … cruise past towering crystal
the Amazon rainforest? Encourage them to use some travel
icebergs, encounter pods of whales … Uhuh … uhuh … OK.
collocations from exercise 2 and vocabulary from 2A.
And?
A  Doesn’t it sound fantastic? Don’t you think it would be an • Students role-play their dialogues. Monitor and help as
amazing holiday? A one-off experience? necessary.

Unit 4 6
 KEY
Extra activity 1  a  2  a  3  c  4  b  5  b
Prepare a pelmanism game to practise travel collocations.
Prepare twenty small pieces of paper and write a verb or Exercise 4   page 46 
phrase from exercise 2 on each one. Students play the game. • Go through the Learn this! box together. Ask students to
The person with the most pairs is the winner. Students can find two examples in the postcard.
practise the travel activities in 4A in the same way. • Check answers as a class and ask them to say the verb forms.
KEY
Lesson outcome … if I don’t slow down a bit, I’ll have run out of energy by
• If you are using the Classroom Presentation Tool, first do the end of the trip! (if + present simple, future perfect)
the lesson closer to review what has been covered in this If there are tickets left, I’ll buy some for us. (if + present
lesson. simple, will future)
• Ask students: What have you learned today? What can you
do now? and elicit answers: I can use travel collocations. Exercise 5   page 46 
I can identify the context of a conversation. I can role-play • Students complete the first conditional sentences.
a conversation with a travel agent. • Check answers as a class.
KEY
4D Grammar 1  haven’t arrived   ​2  ’ll phone   ​3  catch  
​4  ’ll get   5​   ’s raining   ​6  ’ll bring  
Future time clauses ​7  give  ​8  see  ​9  remind

LESSON SUMMARY
Extra activity: Fast finishers
Reading: A postcard Ask fast finishers to work in pairs and take turns to say if
Grammar: Future time clauses; first conditional sentences clauses that refer to the future for their partner to finish
SHORTCUT
appropriately, e.g.
A  If I’m hungry later, …
• To do the lesson in 30 minutes, keep the lead-in and B  … I’ll make a snack.
exercise 1 brief and set exercise 6 for homework.
LEAD-IN 2–3 MINUTES For further practice of first conditional sentences:
• Focus attention on the photo and ask if students know Grammar Builder 4.3   page 132 
which city it is (Amsterdam) and what it is famous for 1 1 b  ​2  a  ​3  b  ​4  c  ​5  b  ​6  c  ​7  a
(e.g. canals, bicycles, cheese).
• Ask anyone who has been to Amsterdam to talk about Exercise 6   page 46 
their trip.
• Ask students to rewrite the sentences. With a weaker
Exercise 1   page 46  class, do the first two together.
• Ask students to read the postcard quickly and find out the • Check answers as a class.
country where Josh is meeting Emma (France). KEY
1 By the time I get there, it’ll be dark. / It’ll be dark by the
Exercise 2   page 46  time I get there.
• Go through the Learn this! box together. 2 I’ll go tonight on condition that someone else drives.
• Students find examples for each rule in the postcard. 3 We won’t go out until Josh gets here.
• Check answers as a class. 4 If you book your flight by midnight, you’ll get a
discount!  / You’ll get a discount if you book your flight
KEY
by midnight!
1 by the time you read this
5 We’ll pay for the room when we arrive. / When we arrive,
2 as soon as I’ve arrived in Berlin
we’ll pay for the room.
3 while I’m relaxing on the boat!
6 I’m not going swimming if the sun doesn’t shine. / If the
sun doesn’t shine, I’m not going swimming.
For further practice of future time clauses: 7 He’ll email you after he’s talked to me. / After he’s talked
Grammar Builder 4.2   page 131  to me, he’ll email you.
1 1 I’ve got   ​2  he gets   ​3  we’re skiing   ​
4  you finish   ​5  it’s  ​6  we’ve tidied   ​7  you have Exercise 7   page 46 
• Working individually, students think of appropriate ways
2 1 am walking   ​2  get  ​3  feel  ​4  finds / has found   ​ to complete the sentences.
5  are visiting   ​6  takes  ​7  goes
• In pairs, students share their sentences with each other.
• Monitor and help where necessary.
Exercise 3   page 46 
• Students complete the sentences. Tell them to use the
Learn this! box to help them if necessary.
• Check answers as a class.

Unit 4 7
 KEY
Extra activity 1 weekly (budget) – adjective; (book) early – adverb
• Tell students to imagine they are going on a city break 2 (at a more) leisurely (pace) – adjective
to London. Write these sentences on the board for 3 (so think) hard – adverb; (You’re) hardly (going to
them to complete: need) – adverb
I’ll take my umbrella in case …
If I see the Queen, …
For further practice of adverbs and adverbial
I’ll order fish and chips when …
phrases: Grammar Builder 4.4   page 132 
The minute I get there, …
I’ll show you my photos as soon as … 1 1 a  ​2  b  ​3  b  ​4  a  ​5  a  ​6  a  ​7  a
• In pairs, students compare their sentences.
Exercise 3   page 47 
Lesson outcome • Students complete the text with the correct adverb or
• If you are using the Classroom Presentation Tool, first do adverbial phrase.
the lesson closer to review what has been covered in this • Check answers as a class.
lesson.
Ask students: What have you learned today? What KEY
can you do now? and elicit answers: I can use future time 1  early  ​2  daily  ​3  closely  ​4  lately  ​5  quickly  ​
clauses. I can use first conditional sentences to talk about the 6  friendly
future.
Extra activity: Fast finishers
4E Word Skills Ask fast finishers to use adverbs and adverbial phrases to
write three tips for travelling by train in their country.
Adverbs and adverbial phrases
LESSON SUMMARY
Exercise 4   page 47 
Reading: A blog about InterRailing
• Students choose the correct adverb in each sentence.
Grammar: Adverbs and adverbial phrases
• Check answers as a class.
KEY
SHORTCUT
1 a deep  b deeply  ​
• To do the lesson in 30 minutes, keep the lead-in brief and 2 a roughly  b rough  
set exercises 4 and 5 for homework. 3 a pretty  b prettily  ​
LEAD-IN 2–3 MINUTES
4 a near  b nearly  
​5 a direct  b directly  ​
• Focus attention on the photo and ask: What type of holiday 6 a widely  b wide  
do you associate with it? If no one suggests InterRailing, ​7 a flatly  b flat
pre-teach it (using a special railway ticket to travel by train
wherever you want in Europe for a certain period of time).
Language note: Different adverb forms
Exercise 1   page 47  • deep (into / under / below) = a long way inside or a
• Ask students to read the blog and then discuss the long way under the surface; deeply = very much
questions in pairs or small groups. • rough = using force or violence (e.g. play rough) or live /
• Elicit some students’ answers and their reasons. sleep rough (live / sleep outdoors because you have no
money or place to live); roughly = approximately
Language note: Position of adverbs and • pretty = quite; prettily = in a pretty way
adverbial phrases • near = at a short distance away; nearly = almost
• Adverbs or adverbial phrases usually go after the verb. • direct = without stopping or changing direction;
I walked fast. directly = immediately
• They usually go after a direct object. • wide = as far / fully as possible; widely = extensively
I packed my bag carefully. • flat = in a level position on another surface;
• When there are two or more adverbs, we usually put flatly = absolutely (e.g. flatly refuse / deny)
them in the following order: manner + place + time.
They chatted in a friendly way yesterday. Exercise 5   page 47 
I slept badly in the youth hostel last night.
• Students complete the sentences.
• Check answers as a class.
Exercise 2   page 47 
KEY
• Go through the Learn this! box together.
1  pretty  2  daily  3  for free   4  hard  
• Students read the blog again and find an example for 5  lately  6  flat  7  rough  8  monthly
each rule.
• Check answers as a class.

Unit 4 8
Exercise 6   page 47  KEY
• Give students a few minutes to think about the topics. A To travel the world on his motorbike.
B To travel from Europe, across Africa to the South Pole.
• In pairs, students discuss their experiences.
C To travel around eleven countries in 42 days with just
• Monitor and check that students are using the correct the things he could carry in his pockets.
adverbs and adverbial phrases. 
Exercise 4   page 48 
Lesson outcome
• Go through the Reading Strategy together and look at
• If you are using the Classroom Presentation Tool, first do the question 1 in exercise 5. Then ask students to follow steps
lesson closer to review what has been covered in this lesson. 1 and 2 in order to answer this question.
• Ask students: What have you learned today? What can you • Check the answers with the class.
do now? and elicit answers: I can use adverbs and adverbial
phrases. I understand the difference in meaning between KEY
adverbs that have a form with ‘-ly’ and one without. 1 The word blog appears in all three texts. Text A: … he
has shared his experiences on his blog … Furthermore, he
uses his blog to raise donations … Text B: … following her
4F Reading blog to write down their own dreams. Manon explained on
her blog … Text C: He was an experienced traveller who
Globetrotters wrote a blog …
2 Alex in text A.
LESSON SUMMARY
Reading: Texts about different travellers’ experiences Exercise 5   page 48 
Exam topic: Matching questions with different texts • Remind students to use the same strategy in exercise 4 to
Vocabulary: Phrasal verbs help them match the texts with the questions.
Speaking: The pros and cons of tourism • Check answers as a class.

SHORTCUT KEY
1  A  ​2  C  ​3  A  ​4  B  ​5  A  ​6  B
• To do the lesson in 30 minutes, keep the lead-in and
exercise 1 brief, omit exercise 7 and set exercise 8 for Exercise 6   page 48 
homework. • Students answer the questions using their own words
LEAD-IN 2–3 MINUTES where possible.
• Write globetrotter (/ˈɡləʊbtrɒtə(r)/) on the board and • Check answers as a class.
check the meaning (a person who travels in many KEY
countries all over the world). Elicit typical forms of (Possible answers)
transport that you associate with a globetrotter, e.g. plane, 1 He uses his blog to tell other people about his experiences
ship, car, motorbike. and show them the places he visits. He also asks people to
• Then ask students to suggest more unusual forms of donate money to a charity that works with orphans.
transport, e.g. bike, skateboard, tractor. Pre-teach tractor if 2 He will have been travelling for thirteen years.
no one says it. 3 She travelled slowly and had the chance to get to know
people, who were attracted to the tractor.
Exercise 1   page 48  4 She asked people to send her messages about their
• Ask students to look at the photos and choose the best dreams and put these messages into a time capsule which
method of travelling long distances. she left in a snowman that she made at the South Pole.
• Elicit some suggestions from the class. Ask stronger 5 Because he is an experienced traveller and he writes a
students to explain their choice. blog in which he gives advice about how to travel on a
limited budget.
KEY
6 Occasions which require special items of clothing or
(Possible answer)
equipment never happen.
The plane is the best method of travelling long distances
because it is the fastest and the most comfortable. Exercise 7   page 48 
Exercise 2   page 48  • Check the meaning of challenging (difficult and interesting
because it tests your abilities) and worthwhile (worth
• Go through the titles together and explain the task. Ask:
spending time, money or effort on). Then ask students to
How are you going to read the texts? (skim-read for gist)
discuss their opinions.
• Students skim-read each text and choose a title.
• Ask a few students for their opinions.
• Check answers as a class.
KEY Exercise 8   page 48 
C  1  ​A  2  ​B  4 • Students match the phrasal verbs with the definitions.
• Check answers as a class.
Exercise 3   page 48 
KEY
• Ask students to skim-read the texts again to find the
1  get back   2  pull up   3  go off   4  get around  
purpose of each trip.
5  set off   6  come across   7  take in   8  stop over
• Check answers as a class.

Unit 4 9
 • Ask: If you have a gap year, where will you go? What will you
Extension: Fast finishers
do there? If some students do not want to have a gap year,
Ask fast finishers to write a short paragraph describing ask them to explain why.
a journey (real or imaginary). Tell them to include four or
more of the phrasal verbs. Exercise 1   page 50 
• Go through the instructions together and make sure
Exercise 9   page 48  students understand what they have to do.
• Focus attention on the statement about tourism. Explain • Remind them to make brief notes and not to write the full
that in each pair there must be one student who is for the sentences.
statement and one who is against. • Circulate and monitor, helping where necessary.
• With a weaker class, ask: What phrases can you use to state • Ask a few pairs to report back to the class.
your opinion? Elicit phrases such as in my opinion, as far as
I’m concerned, in my view and to my mind. Exercise 2   page 50 
• Allow students time to prepare their arguments using the • Go through the instructions together.
ideas to help them or their own ideas. • Working in pairs, students name the three forms of
• Monitor and help with grammar and vocabulary where transport in the photos (coach, train, boat) and say which
necessary. they prefer and why.
• Ask a few students to share their ideas with the class.
Exercise 10   page 48 
• Go through the phrases to agree or disagree. Then ask Extension
students to start their discussion about tourism and the
Students could devise an itinerary for their dream trip. You
planet. Monitor and help where necessary.
could give a set of criteria: to last at least (two) months, to
visit at least (ten) countries, to use at least (three) methods
Extra activity of transport, etc.
Remind students that Manon Ossevoort had asked people
to write down their hopes and dreams for the future for Exercise 3   page 50 
her time capsule. Ask students to write their own hopes • Go through the task and the Speaking Strategy together.
and dreams for the future, beginning: In eighty years’ time, • With a weaker class, you could check the meaning of the
I hope that … . Elicit the tenses that they will use, words first.
e.g. future continuous, future perfect and future perfect
continuous.
• With a stronger class, you could ask students to make a
sentence with each of the words.
• Set a time limit for students to complete the task.
Lesson outcome
• Circulate and monitor, helping where necessary.
• If you are using the Classroom Presentation Tool, first do
the lesson closer to review what has been covered in this
• Ask a students to share their ideas with the class. You
could write them on the board.
lesson.
• Ask students: What have you learned today? What can you Exercise 4 $ 2.07    page 50 
do now? and elicit answers: I can understand a text about • Go through the instructions together.
different travellers’ experiences. I can understand phrasal
• Play the recording for students listen and answer the
verbs connected to travel. I can discuss the advantages and
questions.
disadvantages of tourism.
• Check answers as a class.

4G Speaking KEY
1 He chooses A, the luxury coach tour. The reasons he
gives are: it’s cheap and all costs are included, he’ll be
Interview and stimulus-based discussion able to see a lot from the coach windows, it’s more
LESSON SUMMARY convenient and less stressful to go on an organised
coach tour.
Exam topic: Giving reasons for choosing something
2 He rejects B, travelling by train, because he doesn’t
Listening: Planning a holiday abroad think it’s as safe. He doesn’t want to organise his own
Speaking: Planning a holiday abroad transport in strange places where he doesn’t know the
SHORTCUT
language. He doesn’t like big train stations very much
and finds them stressful.
• To do the lesson in 30 minutes, keep the lead-in and He rejects C, the cruise, because he doesn’t think there’ll
exercise 1 brief and omit exercises 6 and 9. be many young people on the ship. He gets sea-sick and
LEAD-IN 2–3 MINUTES it’s the most expensive.
• Write gap year on the board and elicit what it is (a year Transcript
that a young person spends working / travelling) and For travelling in my gap year, I think I’ll choose to travel by
when you have one (after leaving school and before coach, mainly because I won’t have a lot of money, and this
starting university). coach trip is cheap and all costs are covered. I’ll want to see
as much as possible; the best option would again be the
coach, as I think you see more from coach windows. That’s
Unit 4 10
because you travel through towns and villages, not just on KEY
the outskirts of a place. I also think it’s more convenient and (exercise 4)
less stressful to go on an organised coach tour because you 1 She chooses the Travel Europe Train Ticket because the
are always taken care of, your accommodation is sorted and train is the fastest and she’ll be able to see more in a
you can’t get lost! shorter time. She knows you can find student hostel
I wouldn’t go for the train ticket option for the reason that accommodation quite easily and cheaply in European
I don’t think that sort of trip is quite so safe. I worry a lot, so cities. She also likes the freedom and flexibility of
I wouldn’t feel comfortable organising my own transport choosing your own route and how long you can spend
in strange places where I didn’t know the language. I also in one place.
don’t like big train stations very much. I find them stressful. 2 She rejects the Luxury Coach Tour because she doesn’t
I wouldn’t go for the cruise for a number of reasons. First of like long coach journeys, and sometimes she gets
all, I don’t think there’ll be many young people on the ship. travel-sick. The coach is also much slower, and it’s more
Secondly, I get sea-sick so I’d spend most of the time lying in boring because you can’t get up and walk around
my cabin. And finally, I wouldn’t opt for that trip because it’s She rejects the Mediterranean Cruise because she’s not
the most expensive, and I won’t have much money. interested in ancient history and the places the cruise
visits. She doesn’t thing it will be comfortable.
Exercise 5   page 50  (exercise 5)
• Working individually or in pairs, students answer the The student follows the Speaking Strategy well. She gives
question. lots of reasons for choosing the train. She could have
• With a weaker class, you may need to play the recording given more reasons for rejecting the coach and cruise.
again and stop after each section. One of her reasons for rejecting the coach is the opposite
• Check answers as a class. of one of her reasons for choosing the train.

KEY Transcript
The student follows the Speaking Strategy well. He gives The best option would be the train because it’s the fastest. I
three reasons for choosing the coach. He gives more want to travel around Europe, so I’ll be able to see more in a
than one reason for rejecting the train and more than shorter time if I go by train. And I know you can find student
one reason for rejecting the cruise. One of his reasons for hostel accommodation quite easily and cheaply in European
rejecting the cruise is the opposite of one of his reasons cities. I also like the freedom and flexibility of choosing your
for choosing the coach. own route and how long you can spend in one place. I
would like to be able to say, ‘What shall we do today? Shall
Exercise 6   page 50  we go to Rome?’
• Go through the instructions together and make sure I wouldn’t pick the coach tour basically because I really don’t
students understand what they have to do. like long coach journeys, and I sometimes get travel-sick,
travelling by bus. The coach is also much slower, and it’s
• Check answers as a class.
more boring because you can’t get up and walk around.
• Encourage students to read out the key phrases and The reason I’m not choosing the cruise is that I’m not really
check pronunciation and intonation. interested in ancient history; the places we’d visit just don’t
KEY appeal to me. And I don’t think it’d be very comfortable on
1  think  2  opting  3  best  4  why  5  go  6  pick board a sailing ship.

Exercise 7 $ 2.07    page 50  Exercise 9   page 50 

• Play the recording again for students to identify the • Go through the tasks on page 143 together. Allow
phrases from exercise 6. students time to complete exercise 1.
• Check answers as a class. • For exercise 2, they decide which advert they would
KEY
choose, which they would reject, and their reasons.
I think I’ll choose to travel by coach , mainly because … Remind them to use the key phrases in exercise 6 when
The best option would (again) be the coach. explaining their choice.
That’s because you travel … • In pairs, students take turns to be the examiner and the
I wouldn’t go for the train ticket option … traveller.
… for the reason that I don’t think … • Monitor and help where necessary.
I wouldn’t go for the cruise for a number of reasons.
Lesson outcome
Transcript
See exercise 4.
• If you are using the Classroom Presentation Tool, first do
the lesson closer to review what has been covered in this
Exercise 8 $ 2.08    page 50  lesson.
• Focus students’ attention on the questions in exercises 4 • Ask students: What have you learned today? What can you
and 5 again. do now? and elicit answers: I can select an option and give
• Play the recording for students to repeat the activities but reasons for rejecting the others. I can interview someone
with a new student. about a topic and respond.
• Check answers as a class.

Unit 4 11
 4H Writing KEY
do not have problems – are not inconvenienced
got – received
A letter of complaint happen – arise
LESSON SUMMARY looked at – reviewed
really think – feel strongly
Exam topic: The correct format of a formal letter
said – maintained
Grammar: The subjunctive she didn’t say sorry – There was no apology at any point
Writing: A letter of complaint showed her – produced
SHORTCUT
• To do the lesson in 30 minutes, omit the lead-in, keep For further practice of word building patterns:
exercise 1 brief and set exercise 8 for homework. Vocabulary Builder 4H   page 119 
2 1 express  ​2  impression  ​3  organisation  ​
LEAD-IN 2–3 MINUTES
4  promoter  ​5  imaginative  6​  communication  
• Play hangman on the board with youth hostel. 7  suggestion
Exercise 1   page 51 
For further practice of the subjunctive:
• Have a discussion about youth hostels and elicit answers Grammar Builder 4.5   page 133 
to the questions.
1 1 that they refund   ​
KEY
2  that I practise   ​
(Possible answers) 3  that we all go   ​
Advantages  they are much cheaper than other types 4  that the government change   ​
of holiday accommodation; you can find them in 5  that we read  
most places; they are often in beautiful places and ​6  that we be
are sometimes off the beaten track; you can meet a
wide range of ages and nationalities in them, which is Exercise 6   page 51 
interesting; you can usually prepare your own food in the
kitchen.
• Go through the Learn this! box together and ask students
to find two examples in the letter.
Disadvantages  you have to share a room with strangers;
you don’t have any privacy; it might be noisy and difficult KEY
to sleep; you don’t get the standard of service that you Firstly, I suggest that your online booking system be
would in a hotel. reviewed …
And finally, I request that there be sufficient bedlinen …
Exercise 2   page 51 
• Go through the task together. Exercise 7   page 51 
• In pairs or groups, students think of reasons why someone • Go through the task and the reasons for the complaint
might be dissatisfied with their experience in a youth hostel. together. Allow students time to choose which problems
• Elicit some of their ideas. to complain about and to think of more ideas if they wish.
With a weaker class, brainstorm more problems together,
KEY e.g. didn’t have a lovely view, dingy / run-down toilets, not
(Possible answers) enough space to put up tents.
dingy accommodation; overcrowded rooms; too much
noise; bad service Extra activity: Fast finishers
Exercise 3   page 51  Ask fast finishers to write a request, demand or
• Students read the letter quickly to see if any of their ideas suggestion for the problems in exercise 7. Make sure they
are mentioned. use subjunctives, e.g. I demand that food be served in the
café. I suggest that you employ more staff.
• Check any unknown vocabulary.

Exercise 4   page 51  Exercise 8   page 51 

• Go through the Writing Strategy together and ask • Before students start writing, remind them to follow
students to find examples of the four points. the structure in the Writing Strategy and to use the
KEY subjunctive to make suggestions.
1 There are five clear paragraphs. • Students write their letter. Monitor and help with
2 I am writing to complain about our stay at your grammar and vocabulary where necessary.
youth hostel from 14–16 May. I feel we deserve some
compensation and I look forward to hearing from you.
Lesson outcome
3 There was no apology at any point. • If you are using the Classroom Presentation Tool, first do the
4 Dear Sir or Madam, Yours faithfully lesson closer to review what has been covered in this lesson.
• Ask students: What have you learned today? What can you
Exercise 5   page 51  do now? and elicit answers: I can write a formal letter of
• Students look at the highlighted words and phrases in the complaint. I can use the subjunctive correctly.
letter and match them with the correct informal ones.

Unit 4 12