Vocabulary Landscapes 1 can describe landscapes. Petia) SPEAKING Look at the photos (A-E}. Would you enjoy these activities? Why? /Why not? 2 GREED vocasutary Match two or more of the nouns below with each photo (A-E). Then listen tothe descriptions and check your answers. Landscapesfeatures cave cliff desert forest hill lake mountain ‘ocean river rocks shore stream valley volcano waterfall e A o Unit map 8 E c sturesandadetves Hl 3 VocaButany Check the meanings ofthe adjectives below. Find thee Extreme adjectives pairs of opposites. ment Landscape: adjectives dark deep icy low narrow Dutdoor activites rocky shallow steep tall wide wierd skits Word building 4 Workin pairs. Match each adjective in exercise 3 with two of more nouns from exercise 2, © Grammar Past continuous Past simple and past continuous @uistening Acrenaline junkies @ speaking Photo description iting An invitation autre? Robinson Crusoe (© Vocabulary Builder page 18 © Grammar Suilder page 126 © rammarReference page 27 HERD v2 Adventure5. GRID Listen to four adverts. Match three of them with photos A-E, 1 2 3 4 6 GRIND Listen again. complete the extracts (1-8) from the adverts using the prepositions below, nouns from exercise Zand adjectives from exercise hind beside down inside ar throu 1 Kayak acroos icy lates and shallow vers. 2 Your journey mountains and deep 3 Explore the caves the coastof Mexico, the caves, the boat 5 Stand Lake Pinatubo, a lake a 6A lake formed, which soon became 7 Kayak narrow rivers 8 Finddark Thereisand There are We use There's. for singular countable nouns and uncountable nouns. We use There are. for plural nouns. There st. Thereare trees. Ther some) snow. 7 Read the Recycle! box. Complete the sentences below with There's ot There are and match them with photos A-E. Thereis one extra photo. 1 clear, blue water all around, 2 grassin the valley and also some trees 3 10s and bushes on both sides of the 4 snow on the tops of the mountain 8 SPEAKING Work in pairs. Describe atypical landscape in ‘your country, Use as much vocabulary from this lesson at you can, and remember to use There’ / There are correctly. Your partner guesses the landscape you are describing. ‘There's atall mountainGrammar Past continuous 1 can use the past continuous. 1 Read the opening paragraph ofa story. Why does the narrator notice the tall man? With my backpackin my hands steppe offthe train onto the crowded platform. was 730 inthe evening, People were hhurying home. A mother and hertwo young children were siting on a bench. The mother was talking tothe bo, but he ‘wasrit looking athe. The git was singing quietly an playing ‘with a toy. Around them travelers were shouting reetins, waving goodbye, carrying heavy bags or running to catch trans. Avery all man was standing completely sil near the cei Why was he wearing surmmer clothes in this weather? ‘And why was heocking straight ate? 2 Read the Learn this! box. Then find all the examples of the past continuous in the text in exercise. LEARN THIS! Past continuous GG We often use the past continuous to st the scene Iewas snowing Two men were waking towards the b We us the past continuous to tak aboutan action that was in progress ata particular ime At midnight, wae deing my homework. «¢ When we use the past continuous with twoor ‘more actions, we dont need to repeat the subject (we, etc) or was /were ifthe subjects the same. We were iting on the sofa and eating plaza, ‘B+ Grammar Bulder28 page 120 3 Complete the paragraph below with the past continuous form of the verbs in brackets, Do not repeat the subject or was / were if they are not necessary. Heft the hotel early the next morning, Already, the sun . (shine) brightly and the temperature {ise).In the square, café owners % (carry) tables outside. A dog* (ie) on the pavernent nearby, butit® Two teenage girls (sit) on a bench " (share) headphones. What® [they /listen) to? Unit Adventure (not sleep) 4 SPEAKING Work in pats. Ak and answer questions about ‘the people in the texts in exercises Tand 3, What were they doing? 1 the mother 5 thetall man 2 the boy 6 the café owners 3 thegid 7 the dog 4 theothertravellers 8 the teenage girs ‘What was the mother doing? Shewas.. 5 Imagine that yesterday you arrived in the centre of a new city, Write sentences in the past continuous to describe the scene, Use the words below ot your own ideas. Acoust reading book. atourist stand/sit some birds ‘twotaxi drivers stave / Aut take photos a street vendor fat | rok a police officer aoe towatiidren __takon the phone 2 re fee (ove laugh / smile /sing pare woken walk /run /ridea bike ‘some shoppers 6 Work n pars. wap the sentences you wrate in exercise, Choose three of your partner's sentences and write a question about each one using the past continuous. A tourist was reading a book What book was the tour reading? T SPEAKING Ask and answer the questions you wrote Inexercse 6. ‘What book was the tourist reading? Atravel guide tothe city. 8 Write the opening paragraph of a story. Use your ideas from exercise Sand include the extra information from exercise 7. 9 SPEAKING Read your paragraph to the class. The class decides which s the best opening and why.Listening Adrenaline junkies I can listen for key words and antonyms. ‘VOCABULARY Put the adjectives below into three groups: describing a) people, b) extreme sports and c landscapes. ‘Some adjectives can go into more than one group. Adjectives to describe adventure athletic brave impressive remote tisky spectacular strong terrifying thrling ‘SPEAKING Describe the photo above. Where are the people? What are they doing? What kind of people do you think they are? Use adjectives from exercise 1and words from lesson 2A on page 18. Listening Strategy The information that you need to understand in the recorded text may be expressed differently in the task «Listen out for synonyms of key word in the task. Key ‘words are content words such as adjectives, nouns and verbs, * Usten out, too, for waysin which words with the ‘opposite meaning, or negative verbs, correspond with ey words inthe task. Ito rather cold today.» Ibieritvery warm today. Wevon the match, 9) We didritlose the match GEIB Read the Listening strategy. Then listen to six people talking about BASE jumping. Write the synonyms ‘or words with the opposite meaning that they use for the underlined words. 1 Fred loves being in wild, faraway places. remote 2 Saly says BASE jumpingisn’t popular with older people 23 Chris doesn’t consider himself a courageous person, 4 Celina ays people who aren't strong and fit shouldr't try BASE jumping. 5 For shelley the appeal of BASE jumping is the breathtaking landscapes where you doit 6 Martin really did't enjoy BASE jumping 4 Read the sentences. Can you think of synonyms for any of the underlined words? Write them in your notebook. 1 Tanya likes extreme sports because they're dangerous 2 Afriend told Tarya to try BASE jumping 3 Tanya didnt enjoy her fitst experience of BASE jumping 4 Theclifs in Tonsai, Thailand are the perfect venue for BASE Jumping, ia Tanyas opinion, 5 Tanya thinks the dangers of BASE jumping make women unveiling to try it. 6 in Tanyas opinion, Roberta Mancino isa great sportswoman, 5. EBIEED Listen. are the sentences in exercise 4 true or false? Waite Tor. 6 EEIEED Listen again. Did you hear any of the synonyms you wrote down in exercise 4? How did they help you to do the tase 7 SPEAKING Work in pairs. xplain why you would or would not like to try BASE jumping, Give three reasons. Use the adjectives in exercise 1and ideas from exercise 3 to help you. 8 INTERNET RESEARCH Use the internettofind out about another extreme sport. Research ‘© when and where it began. ‘© where you can do it and what equipment you need. ‘© whether there are competitions. Unite Adventure CIGrammar Contrast: past simple and past continuous I can distinguish the use of the past simple and the past continuous. y was bowing and large dark oud were theboat wos rising and falling wih the waves. fen tpokef hisjacket and his jeans and put hem behind a + eck ‘Thenhe cimbed down into the wate and begon ‘Gow, As he was geting near the bot. he heard a Shout ¢He eld is breath and dved under the woes 1 Reada short extract from a story. Where is Harry at the start of the paragraph? Where she at the end? LEARN THIS! Contrast: past simple and past continuous GG a We use the past simple fora sequence ofevents in the past. The events happened one after another, Wehad rch. Then we put on our coats and left b We use the past continuous to describe a scene in the past. The events were in progress atthe same time. owas raining People were wearing raincoat and carrying umbrellas «€ Weuse the past simple and the past continuous together fora single event that interrupted a longer event in the past ‘As lwas getting dressed. my friend phoned longer event interuption 2 Read the Loar this! box. Match sentences 1-6 from the ‘extract in exercise with rules ac. 1 2 3 4 5 6 3 Complete the sentences. Use the past continuous or past ‘simple form ofthe verbs in brackets. a Whitehe {isten to their argument, the boat's engines (tart Someone (Fall into the water Hary (alse) wn it was and ump) into. € Stillunderwater he {ewim) close tothe boat, then (come) up silently. Three people (argue loudly 4 Theboat (begin to move away As he (decide) what todo, he (heat € Before it started moving. Harry quickly (cimb) ont the back the boat and (tide. TERED Unita Adventure 4 GBIBDD Put the sentences from exercise 3 in the correct order to continue the story. Then listen and check. 16.2 ‘Bs Grammar Buller 20 page 126 | LOOK our! When a single event interrupts a longer event, we can, useeither while /as with the past continuous, or when with the past simple. While As was walking along the beach, found a gold coin. Iwas waking along ths beach when founda gold coin 5 Read the Look out! box. Then find al the sentences in exercises and 3 which begin with While or As. Rewrite them using when before the past simple. He wae gettingnear the boat when 6 Choosean interruption from box 8 fr each activity in box A. Then write five sentences using the past simple and past continuous. Use while / as or when, Ao thay were fighting Harry heard aheceptor A activities fight cimbbackontothe boat help hide putondryclothes swimtotheshore talk B interruptions callforhelp feelill findanote sea shark findacase of money hear gunshots remember something important hear /see a helicopter 7. SPEAKING Workin pars. What do you think happened next in Harry's story? Discuss your ideas and make notes. Use the questions below and yoursentences from exercise 6 to help you. 1 Did Harry know the person who fell into the water? 2 Did they fight or help each other? 3 What happened tothe boat? 4 Did Harry return to the shore or get on the boat? 5 What happened next? & SPEAKING In pairs, writ five or six more sentences of ‘the story using your notes from exercise 7. Then read your sentences to the class. The class votes for the best ideas. 9. EDD ister tothe end ofthe story. Compare it with your ideas from exercise 8. How sit ferent? Inmyending... but inthe actual story‘Word Skills Word building | can understand parts of speech and dictionary entries. 1 Read the text. Find the name ofthe person in the photo. Doyou agree with the theory atthe end? Why? / Why not? Crea G] Yesterday siteen-yearold Hector Tumer began his attempt to becerne the youngest Briton to complete 2242 km ‘ulra-marathon’ across the Sahara Desert. On the same ay, Coorde Stowart, 3 ‘wenty-year-old univers student, set off For Everest, He wanted tobe the youngest Bron to achieve the ‘Saven Summits’ chalenge -cimbing te highest meuntan on leach continent Last year, Mike Pernam cicumnavigated the world alone by boatat the age of seventeen \Why do today's teenagers feel this need for exploration and adventure? Why do they want co have wild experiences? Mike Perham has theory. ‘kids dream more than act, 2 Complete the table with words from the textin exercise, " attempt completion 2 achievement. P : need : explore ‘ [ experience ream cL 3. Read the Learn this! box. Which different noun suffixes can you find inthe text in exercise 12 Which nouns do nat have ‘suffix? LEARN THIS! Related verbs and nouns fa Some nouns ae formed by adding a suffix (eg.-(ation -ment, ure) toa verb. Other speling changes may be necessary. argue ()~argumert (a) fai) failure (n) translate) ~ translation (n) b Some nouns and vers are identical thunder()~thunder(n)_ fll) ~fol(n) Indictionares related nouns and verbs sometimes appear under the same entry 4 DICTIONARY WORK Study the dictionary entries. Then answer the questions. attempt /stempt/ verb totry » attempt nour} circumnavigate {ssikom/nievigett/ verb to go around something circumnavigate the globeworld > circumnavigation now ‘thunder* /Oands(%/ noun [U] the loud noise inthe sky that you can hear when there isa storm a claplcrash/ rollofthunder » noteatstorm » lookat lightning ‘thunder® Oando(ry verb 1 [used with it] to makea loud noise in the sky during a storm: The rain poured ‘down and it started to thunder. 2to makea loud deep noise like thunder: Trafic thundered across the bridge. 1 Which noun is spelled differently from the verb but is Under the same entry? 2 Are the noun and verb forms of thunder pronounced differently or the same? 3 Which entry does net contain any examples? 4 Which noun is marked as countable? Which is marked as uncountable? Which is not marked? 5 DICTIONARY WORK Work in pairs. Using a dictionary find the nouns related to the verbs below. Check t entertain motivate erupt relax 6 Complete sentence b in each pair withthe correct noun formed from the underlined verb in sentence a, Use a itionary to help you if necessary. 1 a Teenagers who go.on adventures should be proud of what they accomplish, bb Teenagers who go.on adventures should be proud of their 2 a Companies will want to employ them, bb Companies will want to offer them 3 a Preparing forthe trips isthe most difficult part b The most difficult part ofthe trips isthe 4 a Teenagers shouldn't be allowed torisk ther lives. b Teenagers shouldn't be allowed to put their lives at 5 a These tips area great way to develop personal sil b These trips are great forthe of personal kil 6 a Young people want to goon these adventures because they arent able to imagine the dangers. b Young people want to goon these adventures because they don’t have enough tounderstand the dangers. 7a Most teenagers dream of becoming famous. b The ‘of most teenagers i to become famous. 7 SPEAKING Check your answers to exercise 6 in pairs. Then ss whether you agree or disagree with the sentences. Unt2 Adventure CEReading Lost at sea Ican understand a survival story. Reading Strategy 1 Look at the photos. What do you think the text is about? pei Ye aye ase MT Wo eerie 2 a ipobrt dhe photo wher devon ¥ text lookcorefly atthe sentence before ech gap and eae aoe F thinkaboutwhats ikely to happen next Then look at 2 TOURISTS’ FISHING TRIP DISASTER ‘the options and see which of the sentences matches your teas. Final check thatthe text reads smoothly ‘with yourchosen sentence in place + How creatures 3 Read the Reading Strategy. Then ead the text, focusing on 2 Read the frst paragraph ofthe text Did you choose each gapandtnkngsbut wat might happen ert. correctly in exercise 1 How do you know? TANS reared in the sky, but the water Hours passed os Aplane and a helicopter 2p "A cream hoy tumed into nightraefor™ pod ow Danan Kate an American brother and sister called Dan and and night came. The Suskis swam for fourteen hours. Kate Suski. They were enjoying afishing vip Then. in the moonlight, they saw some cfs = tet lobes new the HURRIG lad of They were only fee metres fom land! 5 St Lucia, when their boat sank. leaving them ag 3_The waves were breaking against sharp rocks; it and their captain to fight for their Ives was too dangerous. So Kate and Dan swam past the “iby now they were BABS Evertal.they reached sandy beach. “The fishing trip began well enough. The weather wasn't Big but Oan wasn't nate hd oHRR sh ons line! Then they start to fok ora town or wilage Cn The eeeeeragte pulioniotheboatard ss yy, they pcked and ate green bananas, Dan sd f isle fater that it was the worst ~ and best ~ food [ter three houts, they met a young farm worker. them some He news: the captain was Kate was helping him. But then, the captain realised there was 0 problem. Water was coming into the cabin and the! inking fst. The captain used eee wesenda message frhelp.Then he g9Dan and Kate Susi spent few daysin hosp shouted tothe Susks Sump out! lump out! Their story appeared in news programmes around 1 _They were about 15 km from lan. the world. And there was one final piece cf SSRGRIBEIN news: the capiain also survived. A rescue boat He alo gev lostat sea ‘The captain told the Suskis to wait with im in the water. Help was coming. The weather was they were wearing life jackets. 20 now Sf, but = une timater2 ours ‘Mer an hour, the captain and the Suski in the water! teach other, and there was no sign of rescue. 2 They were both thinking the same fig thought sharks!4 Match sentences A-G with gaps 1-5 in the text. There are two extra sentences. Do any of the sentences ‘match your ideas from exercise 3? ‘A Sa Dan and Kate started to swim as fastas they ‘ould towards land, 8B The captain helped them as they climbed onto dryland. '5 Explain why the extra sentences in exercise 4 ‘donot make sense in any of the gaps. 6 Read the text again, Are the sentences true or false? Write Tork. 11 When Dan and Kate were fishing the weather was brillant, —_ 2. Danwas the first person to see that there was.a problem He gave them water and food, and stayed with ther withthe boat unt the police arrived 3 The beat sank before Dan and Kate ould jump into the 1D So they did, and a few minutes later, the boat water, _ —————— fantastc=very" tiny=very* b Very common adjectives often have more than one extreme equivalent enormous, massive, gigantic giant, immense = very big 7 Read the Learn ths! box and complete it withthe adjectives below. small good hungry dirty 8 VOCABULARY Match the extreme adjectives highlighted in the text with the simpler adjectives below, Extreme adjectives 1 very bad 5 very suprising 2 very goed 6 verysad 3 very beautiful 7 very tightening 4 verybig 8 verytired ‘9 Explain this sentence from the text in your own words. Try to include two ‘extreme adjectives from the Learn this! box in your explanation. Dan ssi later thatit was the worst ~and best —food ofhislife! SPEAKING Workin pairs Prepare anit Student A: You are the interviewer. Write six questions using the prompts below and /oryour own ideas Student B: You are Dan or Kate. Prepare your answers to Student A's questions. Use as much information from the text as you can 1 what /weather /lke/that day? 4 why /you / start / swimming? 2 what /you /doing? 5 how /you /fee? 3 what /happened /boat? 6 how / you /reach safety? T1 SPEAKING Workin pairs. Act out your interview. view with Dan orkate. ‘What was the weather ike that day? Unt Adventure CEESpeaking I a Photo desc! | can describe and speculate about a photo. 1 VOCABULARY Match two or more of the pieces of, equipment below with each photo (AC). Sports equipment bocts helmet dinghy life jack ddles poles rope rucksack safety har A 8 c ‘>> Vocabulary Bullder Sports clothing and equipment: page 18 Speaking Strategy ‘Make sure your photo description hasa simple structure. Start by saying what the photo shows in general (Who? What? Where? Then mention interesting details. You can finish with a personal comment or some speculation. 2 CHIE Read the Speaking Strategy. Then listen to two Students deseibing photos Aand 8 Who fellows the strategy beter inyour opinion?” 3 GEIEBD keev prinases complete the phrases for describinga photo with the words below. You need to use some words more than once. The listen again and check. tin looks on Describing a pl The photo ‘te foreground / background p the top left comer / bottom right corner ‘ the top / bottom . the left/right . the centre 3 lke a ce asifthey're She® tobe HED trit2 Advertuxe advice in the Spea exercise 3 5 KEV PHRASES Work in pairs. How do you think the people in photos A and Bare feeling? Use the words below or other adjectives from lesson 1A on page 8. scared shocked Speculting about feelings She's probably feeling . and lexpectthey'e feeling. but maybe abit Audglng by her expression, fd say Tome they looks fthey'e feeling 6 EEIEBD ister to the second student answering the teacher's questions about photo B. Which adjectives from exercise 5 does she use? 7 Listen again, Complete the phrases atthe beginning of extracts 1-6. Then translate the phrases you can seeitin their faces. no, Iwouldn't, "the worst thing would be that couldn't stop. ‘went ona bike ride with a friend of mine, ‘itwasa really good day out ‘that’s the last time Idid an outdoor activity 8 SPEAKING Describe photo C using words and phrases from ‘this lesson, Then ask and answer these questions. 1 Doyou think the persons enjoying himself? Why do you think that? 2 Would you like to try this activity? Why? / Why not? 3 Can you tel me about the last time you did an outdoor activity?writing An invitation Ican write an invitation and a reply. 1 VOCABULARY Match two of the words below with the photos. Then describe the photos. Outdoor activities abseling jet-sking kayaking mountain biking orienteering paintballing quadbiking rockclimbing kitesurfing A 8 ‘Be Vocabulary Builder Outdoor activities: page 18 2 Answer the questions about the activities in exercise. 1 Which outdoor activities from the ist would you lke to do? Wye 2. Which would you disike? Why? 3. Read two invitations and a reply. Which invitation does the teply match? Write the missing names. To: harryemalcom Dear Hay, t's my birthday atte er of August and Im planing a party at an outdoor atiity centre I offers lots ofacities (e.g. rock cimbing, ebsling ee The party ison Saturday 26 August. Were meeting sty house {8:90 arm. and eeving tthe ect cate in ¢ nbs ‘really hope you can make it, but don't worry re if yu cant. Alot of people are enay or busy that weekend Paddy SVP by tox or email To: besser com Hi Bess, the end of term Tmbuin a party onthe beac to cae ies on Sunday 20 Jl and starts a 3 p.m. Inthe aftrnoan, we'e otng to try two diferent watersports jet-sking end kite surfing. rs going tobe oat of uk having @ BBG on the beach, with leds of Inte evening, wer se food and music too, Plase let me kaw if yo Usa PS My dads ding the BBO, s you dort have to bring anything — Dear ‘Thank you so much fr your tation It sounds tke a great way taccelebrate the start of the schoo! holidays, Unfortunatly cart make ithecause Im going tobe in France with ry rents, We et back on 27 Jui, It would be nice to mest up some time, Why dont we go to the crema Lape you enjoy the part @ Haveyou 4 KEYPHRASES Lookat the phrases below. Find two more in the reply in exercise 3. Making suggestions halle (do something)? Lets (do something) Doyyou fancy (doing something)? How / What about (doing something)? We could always (do something) 5 SPEAKING Work in pairs. Take turns to be A and 8. Use different expressions from exercise 4 to make suggestions Student A: Suggest doing one ofthe activities from the lst below. Student B: Say I'd rather not! and then suggest a different activity, do homework go or. bike tide goshopping goswimming have lunch ina café play tennis. watch a OVD £ Writing Strategy } Inaninformal text you can use common abbreviations 4 lke eg and ete You should use short forms litem and dont, not fll forms (am and do not 6 Read the Writing Strategy Find these abbreviations in the invitations in exercise 3. What do they mean? Do you know any other common abbreviations? am, B6Q pm. eg. etc 7 Write an invitation toa party that includes outdoor activities. Remember to include: «the reason forthe party (birthday, end of exams, et). «the date, ime and place of the party + any instructions (what the person should bring, wear etc) 8 Work in pais. Swap your invitations from exercise 7.Then vwritea reply. n your reply, you should * thankyour partner forthe invitation «© say why you cannat come to the party. + suggest doing something another time, ‘CHECK YOUR WORK ‘ covered all the points in exercises 7 and 8? * used short forms rather than full forms? + used a phrase from exercise 4 in your reply? * checked the speling ané grammar? unt Adventure CE