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Extreme outdoors

Vocabulary

1[AimjTo introduce topic-related vocabulary

•Direct Ss' attention to the pictures (A-H).

•Read out the equipment descriptions (1-8) and explain/elicit the meanings of any unknown words.

•Elicit which equipment matches each picture.

•Play the recording for Ss to check their answers, and then ask various Ss to say a sentence about each extreme sport.

Suggested Answer Key

You need a Chinese frying pan, a helmet and ladles to go wok racing.

You need an ironing board and an iron to do extreme ironing.

You need an ice axe and boots with metal spikes to go ice climbing.

You need a four-wheeled motorbike and a helmet to go quad racing.

You need a board and protective clothing to go volcano surfing.

You need a surfboard connected to a kite to go kite surfing.

You need an elastic rope to go bungee jumping.

Reading

2a) (AimДо predict the content of a text and read for gist

•Direct Ss to the subtitles of the three texts and elicit what, if anything, Ss know about them and what is involved in them.

•Give Ss time to read the text and find out.

Suggested Answer Key

In volcano surfing, you use a board to surf down the side of a volcano. To go faster you have to sit down on your board.

In wok racing you speed down an icy track in a wok with ladles on your feet. To go faster, you warm the bottom of your wok before you start.

In river bugging, you use an inflatable armchair, webbed gloves and flippers to speed along a river. To go faster, you go backwards.

b) [Aim To read for lexico-grammatical correctness

•Explain the task and give Ss time to read the text and choose the correct word for each gap.

•Tell Ss to try each of the options before deciding on the one that fits best.

•Check Ss' answers. Ask Ss to justify their answers.

Answer Key

1 В (have to)

2D (perfect for sth)

3D (there is = exists)

4A (win a match/race/championship, beat an opponent, come first = win, earn money/reputation, admiration)

5D (want + to infinitive)

6A (what = the thing which)

•Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

weird (adj): strange and unusual craze (n): a popular activity

erupt (v): (of a volcano) to throw out rocks and lava ash (n): powder that is left after sth has burnt protective (adj): protecting you from harm

slope (n): side of a hill speed (v): to move fast

world championship (n): competition that is open to people around the world

competitor (n): person who enters a race or competition tip (n): hint

bottom (n): the lowest part of sth compete (v): to take part in a competition

melt (v): to change to liquid form because of heat rest (n): relaxation

rapids (n): fast flowing part of river control (v): to direct the action o f sth

webbed gloves (n): gloves that have the fingers joined together with material

backwards (adv): in reverse

3 (AimjTo consolidate new vocabulary

Give Ss time to complete the task, then check Ss' answers around the class.

Grammar

4(Aim ITO present types 0/1 conditionals

•Read the examples aloud and explain that we use type 0 conditional to talk about a fact of nature or a general truth.

•Explain that we form type 0 conditional with a when/if-dause and a main clause. Explain that we always use the present simple tense in type 0 conditional.

•Explain that we use type 1 conditional to talk about things that are likely to happen in the future.

•Explain that we form type 1 conditional with an if-dause and a main clause. Explain that we always use the present simple tense in the if-clause and the future simple tense/an imperative/can, may, should + base form of the verb in the main clause.

5AimjTo practise type 0 conditional

•Explain the task and read out the example.

•Then give Ss time to write type 0 conditional sentences.

•Check Ss' answers.

Answer Key

2If you do river bugging backwards, you go faster.

3If/When I exercise, I feel better.

4If you put an inflatable object in water, it floats.

5If/When you heat water, it boils.

6If we go out on a hot day without sunscreen, we get sunburnt.

6 A i m To practise type 1 conditional

•Explain the task.

•Then give Ss time to write type 1 conditional sentences.

•Check Ss' answers.

AimJTo practise 0/1 conditionals

•Explain the task and give Ss time to complete it.

•Check Ss' answers.

8 (Aim To practise 0/1 conditionals using personal examples

•Explain the task and give Ss time to complete it.

•Check Ss' answers.

Suggested Answer Key

1 Unless I watch what I eat, I will gain weight.

2If the weather gets cold, I will turn the heat up.

3If I study late in the evening, I will get tired.

4Unless my friends arrive in time, we will be late for the cinema.

5Snow melts when it gets hot.

Speaking & Writing

9(Aim To compare and contrast three sports

•Explain the task and play the recording. Give Ss five minutes to complete the task.

•Check Ss' answers by asking various Ss to tell the class.

Suggested Answer Key

Volcano surfing, river bugging and wok racing all involve travelling downwards. They all involve travelling in or on a piece of equipment and they all require protective clothing. Volcano surfing involves heat while the other two involve cold. Wok racing and river bugging are water sports, but volcano surfing takes place on dry land. None of them are activities that I would do because they are too dangerous./All of them are activities I would like to do because they are exciting.

Culture Corner

1I Aim !To predict the content of a text and listen and read for specific information

•Explain the task and ask Ss to read through the statements (1-5) and guess if they are true or false.

•Play the recording. Ss listen and read to find out the answers.

•Check Ss' answers and then ask various Ss to correct the false statements.

Answer Key

1 F (Only I in 4 people can make it all the way.)

2F (It runs through 14 states.)

3T

4T

5F (There are lots of campsites and shelters along the

trail.)

•Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

trail (n): a path or route through an area o f land that people follow

hike (v): to walk over fields and hills in the countryside stunning (adj): beautiful; amazing

scenery (n): natural landscape step (n): a stride

make it (phr): to get to the end of a journey footpath (n): a path that people can walk along run through (phr v): to traverse, cross an area natural beauty (n): the beauty of nature

rocky (adj): covered with rocks

deer (n): a forest animal with four legs and antlers moose (n): a large forest animal similar to a deer raccoon (n): a small grey forest animal

coyote (n): a wolf-like animal that lives in the mountains bobcat (n): a large cat-like animal that lives in the mountains

get lost (phr): to lose your way and not know how to get home

pile (n): a stack or a number of items on top of each other hut (n): a small wooden shelter

special offer (n): a product offered at a lower price than usual

2a) (AimJTO learn/consolidate new vocabulary

•Direct Ss' attention to the words/phrases in bold in the text and the list of words in the rubric.

•Give Ss time to match them, and then check Ss' answers around the class.

Answer Key

all the way: the whole distance incredible: amazing

avoid: keep away from harmless: not dangerous

getting lost: not finding your way piles: heaps

guide: show the way

b) Aim ITO identify animals/To consolidate new vocabulary

•Direct Ss' attention to each picture in turn, and elicit Ss' guesses as to what each animal is called.

•Point out that the animals' names are also in the Check these words box.

3Aim To consolidate new vocabulary

•Refer Ss to the Check these words box again for the words to complete the task.

•Check Ss' answers.

4[Aim ITO consolidate information in a text

•Refer Ss to the Check these words box again and give Ss time to tell their partners three things they remember from the text.

•Monitor the activity around the class and then ask various Ss to tell the class.

Suggested Answer Key

The Appalachian Trail is very long and runs through 14 states. You can see lots o f wild animals along the trail. Some are harmless, such as a moose or raccoon, but some are dangerous, such as a coyote or a bobcat. You can also camp at lots of places along the route and sometimes they have special offers.

5 (Aim ITO write about a beautiful area in your country

•Divide the class into small groups and explain the task.

•Tell Ss they can use the Internet, encyclopaedias, school textbooks or other sources of reference to find out information about an area of natural beauty in their country.

•Ss collect information under the headings and write a short web page, then present it to the class.

•Alternatively, assign the task as HW and check Ss' answers in the next lesson.

(Ss' own answers)

ЬД1 Everyday English

1[A im jTo present new vocabulary

•Play the recording with pauses for Ss to listen and repeat chorally or individually.

•Pay attention to Ss' intonation and pronunciation.

•Elicit which types of accommodation any Ss have stayed in and when and what they thought of them. Ask some Ss to tell the class.

Suggested Answer Key

I stayed at a hotel last year when I went on holiday with my parents. It was very nice. Last summer, I stayed at a youth hostel with my friends. I didn't like sharing a room or making my bed.

2 a) № To present situational language

•Play the recording. Ss listen and repeat chorally or individually.

•Pay attention to Ss' intonation and pronunciation.

b)A i m To listen and read for specific information

•Play the recording. Ss listen and follow the dialogue in their books and answer the questions (1-4).

•Check Ss' answers.

Answer Key

3 Aim To identify synonymous phrases in a dialogue

•Read out the phrases and give Ss time to find alternative phrases in the dialogue that have a similar meaning.

•Check Ss' answers.

Answer Key

May I help you? - How can I help you?

I want to make a reservation. - I'd like to book a room. Do you want a room for two people or for one person? - Do you want a double or a single room?

Intonation

4[Aim ITO practise stress in compound nouns

•Read the theory aloud and explain that a compound noun is a noun made up of two other words (e.g. blackboard, swimming pool) which can be either all one word or two words but has one meaning.

•Play the recording, with pauses for Ss to repeat chorally or individually.

•Pay attention to Ss' intonation.

Speaking

5(Aim)lo practise role playing

•Explain the situation.

•Tell Ss that they can use the sentences in Ex. 2a and the dialogue in Ex. 2b to help them complete the task.

•Ss complete the task in pairs using the plan.

•Monitor the activity around the class and then ask various pairs to act out their dialogues to the class.

SuggestedAnswer Key

A:Hello. Sea View Apartments. How can I help you?

B:Hello. I'd like to book an apartment, please.

A:Certainly. When for?

B:12th April for five nights.

A:Do you want one, two or three bedrooms?

B:I'd like three bedrooms, please.

Modu

A:Let me check what we have available ...Yes, we have one available.

B:Great. How much is it per night?

A:It's £140 per night.

B:OK. Can I book it then, please?

A:Certainly. What name, please?

B:Jane Smith.

A:Your confirmation number is 4823. We look forward to seeing you.

B:Thank you. Goodbye.

9 Climate change

Reading

1(Aim)To introduce the topic

•Direct Ss' attention to the diagram and ask them to read the definition.

•Elicit what Ss think causes high temperatures. Tell them to follow the logic of the diagram to explain the process.

SuggestedAnswer Key

Energy from the sun heats the Earth. The land and the sea radiate heat. Power plants, car exhausts and burning fossil fuels give off carbon dioxide. It goes into the atmosphere and traps heat, so temperatures get higher.

2 [Aim To predict the content of a text and read and listen for gist

•Direct Ss' attention to the pictures.

•Read the rubric aloud and elicit Ss' guesses to the questions.

•Play the recording. Ss listen and follow the text in their books and find out.

SuggestedAnswer Key

Life on the planet will be more difficult, as global warming can make the polar ice caps and mountain glaciers melt and sea levels rise. Animals are in danger of losing their habitats and may become extinct. The weather will be more unpredictable and extreme. To help, we can cycle or walk or take a bus instead of using a car, use energy-saving light bulbs, and put on more clothes to keep warm instead of turning up the heat.

3 [ A im To read for specific information

•Give Ss time to read the text again and mark the sentences accordingly.

•Check Ss' answers. Ss should justify their answers.

Answer Key

1 NS

2T - whole countries... vanish

3F (is melting three times faster than just a few years ago)

4NS

5T -a re in great danger

6T - When sea temperatures rise... atmosphere

•Refer Ss to the Check these words box and explain/ elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

global warming (n): rise in Earth's temperatures due to heat trapped in atmosphere

heat up (phr v): to get hotter fault (n): responsibility, blame

fossil fuel (n): a fuel such as coal, oil and gas that comes from under the ground after millions of years greenhouse gas (n): gas responsible for the greenhouse effect e.g. C02

surround (v): to be all around sth blanket (n): covering

trap (v): to stop sth escaping trouble (n): problem or difficulty

melt (v): to turn to liquid because of heat climate (n): the weather conditions in an area report (n): sth that gives information

polar ice caps (n): thick layer of ice covering areas in polar regions

vanish (v): to disappear

low-lying (adj): (of land) near or below sea level wave (n): raised mass of water on the surface of water coastal (adj): located near the sea

under threat (phr): in danger

cover (v): to make a layer over the surface serious (adj): important and worrying

in great danger (phr): at great risk starve (v): to suffer/die from lack of food drown (v): to die under the water

extinct (adj): (of a species) not existing any more drought (n): long period without rain

unpredictable (adj): impossible tojudge what may happen reduce (v): to lessen sth

energy-saving bulb (n): a light bulb that uses less energy than a usual one

turn up (phr v): to increase expert (n): specialist

4Aim To learn/consolidate new vocabulary

•Direct Ss' attention to the words in bold in the text and the list of words in the rubric.

•Give Ss time to match them, and then check Ss' answers around the class.

Answer Key

heating up: getting warmer surround: be all around sth traps: catches

vanish: disappear under threat: in danger starve: die from hunger become extinct: die out

frequently: often unpredictable: changeable reduce: make smaller

5[Aim To consolidate new vocabulary

•Explain the task.

•Refer Ss back to the Check these words box and give Ss some time to complete the text with these words.

•Check Ss' answers.

Speaking & Writing

6(Aim To consolidate information in a text

•Give Ss a three-minute time limit to write a few sentences about global warming.

•Ask various Ss to read their sentences to the class.

Suggested Answer Key

Global warming is a big problem for our world because the planet is in danger. The polar ice caps are melting and the sea levels are rising. Countries may be lost under water and animals like the arctic polar bear will become extinct if we do not do something to stop it. Also, sea temperatures affect the weather and make it more unpredictable and extreme.

7 [Aim To look at a topic from another point of view

•Read the rubric aloud.

•Give Ss a three-minute time limit to prepare their answers.

•Ask various Ss to tell the class.

Suggested Answer Key

I think they would tell us that they can no longer live in the places they need to because they are now flooded or dry. They would say that their waterholes have dried up and that the ice caps have melted. They would say that they don't have enough to eat because it’s too hot for the plants to survive. Other animals would say that their hunting grounds are underwater.

s (Aim To give a presentation on the effects of global warming

•Explain the task and divide the class into small groups.

•Tell Ss they can use the Internet, encyclopaedias, school textbooks or other sources of reference to find out information about other effects of global warming.

•Ss collect information and write a short text, then present it to the class.

•Alternatively, assign the task as HW and check Ss' answers in the next lesson.

Suggested Answer Key

Global warming and climate change can have a serious effect on the weather. There will be more forest fires because of the higher temperatures. There will be more cyclones and tornadoes because of the warmer air and the sea levels will also make more coastal flooding happen.

More rain in certain areas can cause soil erosion, and so some areas of land will become deserts, especially in Africa. In other areas, more rain will cause constant flooding.

Survivors

Vocabulary

1a) [Aim]To introduce the topic

•Direct Ss' attention to the pictures.

•Play the recording with pauses for Ss to listen and repeat chorally or individually.

b)AimjTo consolidate new vocabulary

•Explain the task and read out the example.

•Read through the uses in the rubric and elicit which object matches each one from various Ss around the class.

Answer Key

If there were lots of mosquitoes, you would need insect repellent.

If it was freezing cold, you would need a sleeping bag. If you wanted to light a fire, you would need a lighter. If it was boiling hot, you would need sunscreen.

If you wanted to go sailing, you would need a life jacket. If you got lost, you would need a map and a compass.

Reading

2 a) (Aim To predict the content of the text and read for gist

•Read the title of the text aloud and give Ss time to read the introduction and the words in the Check these words box.

•Elicit Ss' guesses as to what the text is about.

Suggested Answer Key

The text is about a trip in the wilderness that went wrong.

b)Aim To read for cohesion and coherence

•Allow Ss some time to read the text again and complete the task.

•Check Ss' answers. Ss should justify their answers.

Answer Key

1 A (river bounced, Blake, hit, head)

2E (get warm soon - made a shelter)

3В (problem - river, too wide)

4D (“You look..." Blake said - “You don't look..." Neil replied.)

•Refer Ss to the Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

wilderness (n): an area of natural land that is not used by people

rafting (n): travelling down a river in an inflatable raft terrifying (adj): very scary

set o ff (phr v): to start out on a journey horror (n): a feeling of great shock and fear crash into (v): to collide with sth

fast-flowing (adj): (of a body of water) moving fast

crawl (v): to move along on your hands and knees or stomach

suck (v): to draw sth towards it with a strong force sweep (v): (of the wind/sea, etc) to move sth quickly along bounce (v): to hit a surface and move upwards away from it surface (v): to come from underwater to the air

suffer (from) (v): to be badly affected by an illness or ailment shore (n): the place where a body of water meets the land shelter (n): a building/covering to protect people from bad weather

branch (n): a part of a tree which has leaves, flowers or fruit on

scare o ff (phr v): to make sth go away from fear alight (adj): on fire/burning

signal (n): a sign/message to sb overhead (adv): above

pilot (n): a person who flies an aircraft spot (v): to see from afar

rescue helicopter (n): an aircraft with a specialised crew that saves people from difficult situations

pick someone up (phr v): to collect sb from somewhere

А | т ) т о learn/consolidate new vocabulary

Direct Ss' attention to the words in bold and give them time to complete the task. Check Ss' answers.

Answer Key

set o ff - started, surfaced - arose, made their way - walked towards, scare o fffrighten, strength - physical energy, lack - shortage, overhead - in the sky, picked him up - collected him, replied - answered

4 A i m To consolidate new vocabulary

Give Ss time to complete the task. Then check Ss' answers.

Grammar

5 Aim To present conditional types 2 & 3 and wishes

•Read out the examples and explain that we

form the type 2 conditional with if+ past simple

+ would + bare infinitive and we use it to talk about imaginary situations in the present of future or to give advice.

•Explain that we form the type 3 conditional with if + past perfect + would have + past participle and we use it to talk about imaginary situations in the past.

•Explain that we use wish/ifonly + past simple to talk about sth we wish was true in the present and wish/ifonly + past perfect to talk about sth we regret/wish was different in the past.

•Elicit examples from the text in Ex. 2a.

Answer Key

If the water hadn't been so fast-flowing, they would have been able to crawl onto the ice ...

If he built a signal fire, any planes flying overhead would hopefully see him.

“If only I hadn't left my father!"

6(Aim)To practise conditionals

•Explain the task and give Ss time to complete the task.

•Check Ss' answers.

•Elicit what type of conditional each sentence is.

a)(Aim To practise wishes

•Explain the task and read out the example.

•Give Ss time to complete the task.

•Check Ss' answers.

Answer Key

2I wish/lf only I had brought my coat.

3I wish/ifonly I hadn't gone hiking in the rain, then I wouldn't have got ill.

4I wish/ifonly we had a lighter to light a fire.

5I wish/ifonly I hadn't eaten so much, I wouldn't have got stomachache.

6I wish/lf only I didn't have to work this weekend, I could go camping with my friends.

b)[Aim To practise wishes/regrets using

personal examples

Give Ss time to complete the task and then elicit answers from Ss around the class.

Suggested Answer Key

I wish I had a lot of money.

I wish I had a big house.

If only I hadn't failed my Maths test.

If only I hadn't lost my keys.

Speaking & Writing

8(AimjTo summarise a story

•Play the recording again while Ss listen and follow the text in their books.

•Give Ss time to use the words in the Check these words box and prepare their summary.

•Ask various Ss around the class to tell their summary to the class.

Suggested Answer Key

1Blake Stanfield and his father Neil went rafting in Alaska.

2They left on a warm day in June 2003.

3Unfortunately their raft crashed into a huge wall of ice.

4The two men fell into the water.

5Blake helped his dad out of the river and started a fire.

6Neil was suffering from hypothermia.

7Blake left his dad alone to find help.

8Blake lit a signal fire which helped a rescue helicopter to find him and his dad.

Aim To write how you would feel in an imaginary situation

•Explain the task and the situation and give Ss three minutes to prepare their answers.

•Ask various Ss around the class to share their answers with their partners or with the rest of the class.

Suggested Answer Key

I feel scared and alone. I wish we hadn't fallen into the river and lost all our supplies. I'm worried about Blake. I wish he hadn't left me here alone. I hope he finds help and comes back soon.

Skills

Vocabulary

1 a) Aim]To present new vocabulary and listen for confirmation

•Direct Ss' attention to the pictures and the phrases.

•Go through the pictures and elicit the appropriate verb for each gapped phrase.

•Play the recording. Ss listen and check. Play the recording again, with pauses for Ss to repeat chorally or individually.

Answer Key

b) (Aim To personalise the topic

Ask various Ss to answer the questions in the rubric and tell their partner.

Suggested Answer Key

I'd like to try paintballing and zip-lining. They look really exciting. I wouldn't like to try aqua aerobics or bird watching. They look boring.

Speaking

2(Aim)To complete a description

•Read the Study Skills box aloud and explain that this tip will help them to complete such a task successfully.

•Explain the task and go through the phrases in the list, explaining/eliciting the meanings of any unknown words.

•Give Ss time to complete the task, and then check Ss' answers.

Answer Key

3Aim ITO describe a picture

•Explain the task and give Ss time to take turns and describe the picture to their partner.

•Monitor the activity around the class and offer assistance as necessary.

•Ask some Ss to describe the picture to the class.

•Read the questions aloud and elicit answers from various Ss.

Suggested Answer Key

It is a warm sunny day and two girls are in the park. They are wearing shorts and T-shirts and are sitting on a blanket. They are smiling and playing cards. There are two boys behind them playing football. They look like they are relaxing and having fun. I think they feel happy.

1I think the friends are enjoying themselves because they like spending time together outside on a lovely

day in the park.

2It is very important for me to spend time relaxing with my friends because it's how I forget about school and any problems I have. It's nice to have fun. I feel less stressed.

3I tried paintballing in a forest. It was really good fun, we wore special clothes and goggles and carried guns that were full of paint. There were two teams and we fired paint at each other and tried to win the game. It was tiring, but I had a great time.

Listening

4(Aim ITO listen for specific information

•Explain the task and ask Ss to read the questions (1-5) and the possible answers.

•Play the recording. Ss listen and choose the correct answers.

•Check Ss' answers. Play the recording again with pauses for Ss to check their answers.

Answer Key

Writing

1 a) (Aim To analyse adverts

Direct Ss' attention to the adverts and elicit answers to the questions in the rubric.

Answer Key

Aadvertises an activity weekend in the forest. It includes the date, the activities, age limit and who to contact for more information.

Вadvertises a sailing weekend. It includes who to contact for more information.

b)(Aim ITO match phrases from different

writing styles

•Explain the task and give Ss time to match the informal and semi-formal phrases.

•Check Ss' answers by reading the phrases aloud and eliciting the correct matching phrase for each one from Ss.

Answer Key

A1 Dear Mr Smith,

В5 Kind regards

C 2 lam very interested injoining you on the trip.

D4 I look forward to hearing from you.

E3 What other activities will be available?

2 AimjTo identify examples of semi-formal style in an email

•Read the Writing tip aloud and draw Ss' attention to the example elements included.

•Direct Ss back to the email to find any similar elements.

•Check Ss' answers.

Answer Key

The email includes a polite greeting, (Dear Mr Smith), polite language and a respectful tone (I have just read, I would like to ask, etc), and full forms (I am, I would like, etc).

Writing

3 A im jTo write a semi-formal email asking for information

•Explain the task and give Ss time to write their email, using advert B, the prompts and the plan to help them.

•Write the phrases/sentences in the following Useful Language box on the board. Ask Ss to copy them in their notebooks and use them when they do the writing task.

•Refer Ss to Writing ВапкЗ for more information.

Useful language for semi-formal email asking for information

Opening remarks/Reason for writing

I read your advertisement for... .

I am interested in ....

Asking for information

Firstly, when/what/how...?

Also, how much...?

Secondly, what...?

I would like to know ...?

Could you please tell me ...?

Closing remarks

Thank you very much ....

I look forward to your reply/hearing from you.

•Remind Ss to use semi-formal style.

•Check Ss' answers.

•Alternatively, assign the task as HW and check Ss' answers in the next lesson.

Suggested Answer Key

Dear Mr Brown,

I read your advertisement for the sailing weekend and I am very interested in joining you on the trip. However, I would like to ask you a few questions about it.

Firstly, when exactly is the weekend going to take place? Also, how much does the weekend cost?

Secondly, your advert mentions that teaching will take place in small groups. I would like to know how many people will be in each group. Also, you mention comfortable accommodation, but can you tell me what type of accommodation we will stay in?

Thank you very much for your time. I look forward to hearing from you.

Kind regards, Katy Green

Curricular: G e o g ra p h y

1( A im jTo introduce the topic and listen and read for specific information

•Elicit what Ss know about caves.

•Elicit various questions about points that Ss would like to know, and write them on the board.

•Play the recording. Ss listen and follow the text in their books and see if they can answer their questions.

•Check Ss' answers on the board.

SuggestedAnswer Key

I know that caves form over thousands of years and you can usually see them in mountains or along coastlines. They are made of different types of rock.

1 What types of caves are there? (ice, sea, limestone, chalk, salt, lava)

2What sort of minerals can caves have? (calcite)

3What sorts of creatures live in caves? (fish, spiders, millipedes, crabs, scorpions, crayfish)

2[A im jTo read for specific information

•Ask Ss to read the headings (A-E) and then give them time to read the text again and complete the task.

•Check Ss' answers. Ss should justify their answers.

Answer Key

•Refer Ss to the Checkthese words box and explain/ elicit the meanings of the words or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

natural (adj): related to nature/not artificial hole (n): an opening

limestone (n): a type of rock chalk (n): a type of soft white rock

lava (n): the rock that comes from a volcano

acidic rain (n): rain with a low pH value that can erode soft rock

cliff (n): a vertical mass of rock

glacier (n): a large body of ice formed thousands/millions ofyears ago

formation (n): sth that is formed species (n): type (related to life forms) millipede (n): an insect with many legs

crab (n): a crustacean that lives in/near water

scorpion (n): an arthropod with pincers and a sting in its tail dark (adj): having no light

blind (adj): unable to see

crayfish (n): a crustacean like a small lobster crawl (v): to move on your hands and knees

abseil (v): to move down a rock or cliff face using a rope and harness

rafting (n): using a raft to travel along water

3 [ A im jTo learn/consolidate new vocabulary

•Direct Ss' attention to the words in bold in the text and the list of words in the rubric.

•Give Ss time to match them, and then check Ss' answers.

4A i m To categorise new vocabulary

•Explain the task, draw the word map on the board, and ask Ss to copy it into their notebooks.

•Give Ss time to go through the text again and complete their word maps.

•Ask Ss to compare answers with their partners, and then check Ss' answers on the board.

Answer Key

^ W a t e r \

5 (AimjTo imagine a scene and consolidate new vocabulary

•Explain the situation and ask Ss to use vocabulary and information from the reading text to help them write their sentences.

•Give Ss a three-minute time limit to complete the task, and then ask various Ss to read their sentences aloud.

Suggested Answer Key

It's very dark and wet. It smells strange, as if the air is old. I can hear water dripping from the stalactites. The stalactites and stalagmites are very beautiful. I feel calm and relaxed.

6(Aim)To give a presentation on caves

•Divide the class into small groups and explain the task.

•Tell Ss they can use the Internet, encyclopaedias, school textbooks or other sources of reference to find out information about caves.

•Ss collect information and write a short text, then present it to the class.

•Alternatively, assign the task as HW and check Ss' answers in the next lesson.

Suggested Answer Key

Exploring and studying caves is called speleology.

Most caves form when rock dissolves over many years. These caves are called solutional caves. Other caves form when the rock itself forms. These are called primary caves. Sea caves form when the sea erodes the coastal rocks. Glacier caves form inside glaciers when the ice melts in places. Some caves form when a soft layer of rock that is between two harder layers of rock dissolves. This is called a fracture cave. There are also talus caves, which aren't really caves but openings in piles of rocks that have fallen from a cliff or a mountain. Finally, there are anchialine caves, which you can find along the coast. They have a mixture of seawater and freshwater in them and often have many interesting and rare creatures living there.

Language in Use

1(Aim]To present and practise phrasal verbs

•Go through the list of phrasal verbs and their definitions and elicit an example for each one from various Ss around the class using their dictionaries to help them if necessary.

•Give Ss time to complete the task and then check Ss' answers.