3 TRAVEL
OBJECTIVES talk about journeys and transport tell a story about a journey
SPEAK Work in pairs. Discuss the questions. 1 Look at the picture. What is more important to you when you travel – the destination or the journey? Why? 2 Where would you love to travel to? Why? 3 Look at the idioms. What do they mean? Do you have similar phrases in your language?
talk about the kind of holidays you like talk about the impact of tourism where you live write an email about a travel experience
home comforts
travel light
itchy feet
off the beaten track
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MICROADVENTURES
Talk about journeys and transport 3.1
G all / some / most / no / none
V types of transport
P /p/ , /b/ , /v/
Adaptive Practice
One day, 24-year-old Alastair Humphreys set off on a journey around the world by bike. 1 But somehow he managed to cycle the length of Europe, Africa, the Americas, Asia and Europe (again) to complete his four-year journey. He had some challenges along the way, but most of them were in his mind: missing his friends and family and being alone for so long. 2 Since his round-the-world trip, Alastair has kept moving. Some of his other adventures involved rowing a boat across the Atlantic and crossing India on foot. 3 Alastair invented the idea of a microadventure – an adventure you can complete close to your own home. For example, why not walk around your whole city and take a beautiful photo in every street? 4 Alternatively, you might find a (fairly) wild place close to your home and spend the night under the stars. So grab your rucksack and go on a microadventure today. What are you waiting for? THE ADVENTURES OF ALASTAIR HUMPHREYS
GLOSSARY
set off (v) start a journey or adventure the length of from one end of something to the other end your neighbourhood (n) the area around your home alternatively (adv) or rucksack (n) a bag that you carry on your back, a backpack
READING A SKIM Read The adventures of Alastair Humphreys quickly. In what order does it mention the following? Write 1–4. a What was the hardest part? b Ideas for microadventures c Alastair’s route d Alastair’s other adventures B READ FOR COHESION Read again. Complete the text with four of the sentences below. There are two extra sentences. a But if you think these trips aren’t for you, think again. b You don’t need to take a car, you can go by bus. c Or how about climbing all the hills in your neighbourhood? d None of his friends believed his plans were possible, and even Alastair had serious doubts. e He had to travel there by ship because he didn’t want to take a plane. f Amazing adventures and beautiful views are less fun when you have no other people with you. C SPEAK Work in pairs. Discuss the questions. 1 What adjectives would you use to describe Alastair? Why? 2 Would you like to do a similar journey around the world? Why/Why not? 3 What do you think are the advantages and disadvantages of travelling alone? 4 What other problems do you think Alastair has when he’s travelling? 5 Where is a good place for an adventure in your country?
GRAMMAR all / some / most / no / none A WORK IT OUT Read the underlined sentences from The adventures of Alastair Humphreys and Reading Exercise B. Use them to complete the rules below. all / some / most / no / none 1 We use all , some and most and no (without of ) before a noun ( ) or an adjective + noun ( ). 2 We use all, some, most and none + of before … • a pronoun ( ); • the/this/that/these/those/possessive + (adjective +) noun ( , ) 3 We often leave out of between all and the/this/that/ these/those/possessive ( ). Don’t leave it out between all and a pronoun ( all of us ). some challenges B Choose the correct words to complete the text. my amazing microadventure Last weekend I went on a microadventure with 1 some / some of my friends. We spent the night in a forest about 20km from our city. It was a new experience for 2 all / all of us. We took 3 some / some of warm clothes, but 4 no / none of those clothes were warm enough. It was absolutely freezing. I had some warm soup in a flask, but my friend Luis drank 5 most / most of it. As it got dark, we heard a strange noise in the forest. There are 6 no / none dangerous animals here, but we were still scared. Just then, I noticed 7 all / some the stars in the sky. 8 Most / Most of the time in the city, there are no stars to see. We all just sat in silence and looked at the amazing view.
C SPEAK Work in pairs. Go to the Communication Hub at the back of the book.
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3.1
VOCABULARY Types of transport A Find six types of transport in The adventures of Alastair Humphreys . Write them in the correct place. Then add the words in the box. cab coach ferry helicopter minibus tram van
PRONUNCIATION A
3.1 Listen and repeat.
1 /p/ plane
2 /b/ boat
3 /v/ visa
B
3.2 Listen and write the words in the correct place. / p / / b / / v / bus
Travel by air
Travel over land Travel by sea bike
C 3.2 Listen, check and repeat the words. D SPEAK Work in pairs. Practise saying the sentences. Your partner has to decide if you’re saying a or b. 1 a Put some oil in the van. b Put some oil in the pan. 2 a I’ll give you my vote. b I’ll give you my boat. 3 a Where are all the peas? b Where are all the bees? 4 a Your best isn’t good enough. b Your vest isn’t good enough. 5 a Let’s take a cab. b Let’s take a cap. SPEAKING TASK A PLAN Work with a partner to plan a microadventure. Plan: • where to go • how to get there, using a range of types of transport • what to do during your microadventure B SPEAK Tell a new partner about your plans. Discuss: • things that might go wrong • advice to make your microadventure better C PRESENT Work with your original partner again and work out your final plans. Then tell the class.
Game
B Add (+) or remove (–) one word to make each sentence correct. Use the Transport collocations box in Exercise A to help you. 1 I go to work by a bus every day. (–) 2 It’s not far so you can go foot. (+) 3 I took taxi home last Saturday night. (+) 4 I usually get to my English lessons by a tram. (–) C Replace each verb in bold with a phrase. 1 I walked . I went . 2 We flew . We travelled . 3 They cycle to work. They go to work . 4 She drove . She took . 5 You should sail . You should go . D SPEAK Work in pairs. Talk about: • the forms of transport that you always/often/never use. • your favourite/least favourite ways of travelling. on foot Transport collocations With all the transport nouns in Exercise A, we can use the verbs go or travel + by . We don’t use a/an before the noun. We can also use take or get + a/an . • He had to travel there by ship because he didn’t want to take a plane . • You don’t need to take a car , you can go by bus . When somebody doesn’t use transport, we can use go (or another verb) + on foot . • … and crossing India on foot .
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LOST AT SEA Tell a story about a journey 3.2
G past continuous and past simple
V prefixes
Adaptive Practice
1 3.4 LISTEN FOR DETAIL Listen and number the events in the order they happened (1–6). The Robertsons got help. One of the Robertsons’ children made an unusual suggestion. The Robertsons had no more food. The Robertsons left their old life behind. There was a serious accident. The Robertsons made it back to land. D 3.4 LISTEN FOR OPINIONS Listen again and choose the correct words to complete the summary. LISTENING A SPEAK What famous stories or films do you know that involve seas, oceans and islands? What happens? B PREDICT Work in pairs. You are going to listen to a podcast about the Robertson family. Look at the pictures. What do you think happened? brave (adj) a brave decision, action or choice is one that you make even though it involves risk and may cause problems for you life raft (n) a small boat used for saving people in emergencies survival expert (n) a person who knows how to stay alive in emergencies if you are far away from help survive (v) to stay alive, especially in a difficult or dangerous situation, for example, injury, illness, war GLOSSARY C 1 Chloe thinks the story is amazing / frightening . 2 Matt thinks their decision was brave / sensible . 3 When he saw the whales, Douglas felt excited / scared . 4 On The Ednamair, the family felt positive / hopeless . 5 Douglas thinks the adventure was enjoyable / terrible . E SPEAK Work in pairs. Discuss the questions. 1 Do you think the Robertsons’ decision to sail around the world was a good one? Why/Why not? 2 Why do some people do dangerous things? 3 Do you ever do dangerous things, or do you prefer to avoid danger? Give examples.
GRAMMAR Past continuous and past simple A WORK IT OUT Read the rules and complete the examples with the words in the box.
bought noticed sold started (x2) was passing were living were sailing
B Choose the best form to complete the sentences. 1 We decided / were deciding not to go on foot because it rained / was raining . 2 First, I bought / was buying a ticket, then I got / was getting on the bus. 3 Do you like our new bike? We bought / were buying it last week. 4 I hurt / was hurting my head when I fell / was falling off my bike because I didn’t wear / wasn’t wearing a helmet. 5 We use when (not while ) before the past simple. They were sailing out into the Pacific Ocean when things to go wrong. Past continuous and past simple 1 We use the past continuous ( was/were + verb + - ing ) for actions or situations that were in progress at a particular time. In 1970, Dougal and Lyn Robertson and their four children on a farm in northern England. 2 We use the past simple for finished actions or situations, and things that happened one after another. They their business, a boat and on 27th January 1971, their journey across the Atlantic. 3 When we use them together in the same sentence, the past continuous describes a long action and the past simple describes a shorter action. Their boat the Galapagos Islands when they something large in the water behind them. 4 We can also use when or while before the past continuous. When/While they out into the Pacific Ocean, things started to go very wrong.
Adventures
Amazing
How it ended
How it started
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3.2
Game C SPEAK Work in pairs. Think of other examples of things or people that you can describe with the adjectives with prefixes in Exercises A and B. SPEAKING TASK A SPEAK Work in groups and describe a journey. Go to the Communication Hub at the back of the book. B SPEAK Work in pairs. Take turns telling your story to your group. C SPEAK Work in groups. Look at all eight pictures and think of a new story that uses them all. Then tell your story to another group. VOCABULARY Prefixes A Read the sentences from Amazing Adventures . Choose the correct words to complete the rules. I mean, they were very un lucky, weren’t they, Luis? It sounds like an im possible situation. 1 We use prefixes before adjectives / pronouns to change their meanings. 2 Prefixes like un-, im-, dis - and in- give the original words a(n) opposite / stronger meaning. B Complete the words with the correct prefix, un- , im- , dis- or in- . 1 I don’t believe anything he says. I think he’s honest . 2 Living on rainwater and turtles sounds very healthy to me. 3 I failed the test; a lot of my answers were correct . 4 Not many people go to the Galapagos Islands. It’s a/an usual holiday destination. 5 He doesn’t like waiting – he’s very patient .
C Complete the sentences with when or while . In which sentences are both words possible? 1 I checked my emails I was waiting for my tram. 2 I woke up and left the tent, the sun was rising. 3 I was crossing the bridge, I looked down and felt scared. 4 Sam was driving home I phoned her, so she didn’t answer. D MEDIATION Imagine your friend asks you about an interesting podcast you have listened to. You decide to tell them about the Robertson family’s adventure. 1 Plan what you’ll say. Start by thinking about the main events in the story (what happened?). Then think about the background to those events
(what was happening around the time?) 2 Work in pairs to roleplay the situation. Then swap roles.
I heard an interesting podcast the other day.
Really? What was it about?
E SPEAK Think of an interesting or unusual thing that happened to you on a journey or holiday. Make notes using the questions below. Then work in groups and tell your story. 1 Where and when was the journey or holiday? 2 Who did you go with? 3 What happened that was interesting or unusual? 4 What were you doing when this thing happened? When I was a teenager, I went camping with my family in Spain. One morning, we were walking to the beach when I found a wallet full of money on the path …
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TOO GOOD TO BE TRUE
Talk about the kind of holidays you like 3.3
G verb + -ing and to + infinitive
V accommodation and facilities
S identifying tone
Adaptive Practice
You’re planning to go on holiday and you’ve decided to try somewhere new. You could consider using a travel agent, but it’s easy to organise your own holiday online these days. All you need to do is visit a travel review site, spend time reading travellers’ comments and then choose the accommodation with the best reviews. Simple! Or is it? How do you know that what you are reading is genuine? Research shows that some hotels and holiday resorts pay people to write fake reviews. Of course, the websites manage to find and delete some of them, but they aren’t always successful. So, before you choose to spend your holiday budget on that ‘amazing five-star hotel’ or cruise ship that scored ten out of ten, read our tips and learn to spot a fake review. fake review READING A SPEAK Work in pairs. Discuss the questions. 1 Imagine you are planning a holiday. How do you choose where to stay? 2 Do you find online reviews helpful or not? Why? B SKIM Read How to spot a fake review quickly. Which of these sentences best describes the main purpose of the article? 1 To explain why you should never trust online travel reviews. 2 To teach readers how to spot fake online reviews when booking holidays. 3 To advertise a website that has reliable hotel reviews. C READ FOR DETAIL Read the text again. Do the statements refer to genuine reviews (G) or fake reviews (F)? 1 Some people write them for money. G / F 2 Reviewers frequently post a lot of them. G / F 3 They’re a mix of positives and negatives. G / F 4 They use a lot of exclamation marks. G / F 5 They may mention how big the rooms are. G / F
TIP ONE: Review the reviewers. Click on the reviewers’ profiles to see what else they’ve reviewed and when. Have they posted thousands of long reviews? Do they seem to post reviews every day? If so, congratulations! You’ve found a bot! TIP TWO: Nowhere is perfect – fact! Most genuine reviewers like to include a mix of positive and negative comments, so a review that’s 100% positive or negative is more likely to be fake. If you want to know what a hostel is really like, don’t read the very best and very worst reviews. Look at the ones in the middle. TIP THREE: FANTASTIC!!!!!!!! Fake reviewers like using capital letters, exclamation marks (!) and lots of extreme adjectives like ‘wonderful’, ‘amazing’ and ‘fantastic’. It can feel like you are being SHOUTED AT! Genuine reviewers usually avoid using so much extreme language. Instead, they often include helpful details like room size or prices. budget (n) the money you plan to spend on something extreme (adj) very strong / different from normal fake (adj) made to look like something real in order to trick people genuine (adj) real, rather than pretend or false spot (v) see and recognise travel agent (n) a person or company that arranges holidays GLOSSARY D READ FOR TONE Read the Identifying tone box . Then read the text again and choose the best answers. Identifying tone The tone of a text can help you understand the author’s opinion on the topic. • Look at the author’s choice of adjectives and adverbs. • Does the punctuation give you any clues? For example, exclamation marks, brackets or capital letters. • Look at the pronouns. Do they mainly refer to people (e.g. you ) or ideas (e.g. it, this )? 1 The writer uses ‘you’ in the first paragraphs to make the story feel more personal / serious . 2 The writer asks, ‘Or is it?’ to make the text feel more like a lecture / conversation . 3 The writer mentions research to show that the text is just for fun / has a serious message . 4 In Tip One, the writer presents the advice as a positive challenge / a negative warning . 5 In Tip Two, the writer uses an exclamation mark to show something is important / make a serious paragraph feel lighter . 6 The writer uses capital letters in Tip Three in order to make us smile / read carefully . E SPEAK Work in groups. Discuss the questions. 1 What other kinds of online reviews do you read or write, for example, films, books, games, etc.? 2 Do people rely too much on online reviews? Why?
30
3.3
GRAMMAR verb + -ing and to + infinitive A WORK IT OUT Look at the underlined verb patterns from some online reviews. Then complete the rules with the verbs in bold. I love to travel, but I can’t afford to stay in five-star hotels. I hope to return to Hotel Jasmine soon, even if it involves travelling there on foot. I love going shopping and the hotel is in the city centre! I will definitely go on using this hotel – in fact, I refuse to stay anywhere else! verb + -ing and to + infinitive 1 We use to + infinitive after these verbs: agree, would like, would prefer, , , , 2 We use verb + -ing after these verbs: (don’t) mind, enjoy, , 3 We can use both patterns after these verbs (there is little change in meaning): hate, prefer, can’t stand, . B Look at the verbs in bold in How to spot a fake review again. Then choose the correct pattern. One verb works with both. 1 plan to do / doing 2 decide to do / doing 3 consider to do / doing 4 need to do / doing 5 spend time to do / doing 6 manage to do / doing C Complete the review with suitable forms of the verbs in brackets. Sometimes both forms are possible. 1 0 like to do / doing 1 1 want to do / doing 1 2 avoid to do / doing 7 choose to do / doing 8 learn to do / doing 9 seem to do / doing The Serene Hotel I decided 1 (book) this hotel it because in the photos on the website it seemed 2 (be) very quiet and family friendly. I certainly didn’t expect 3 (find) a 24-hour party zone when I arrived. Personally, I don’t mind 4 (listen) to dance music while I’m on holiday, but I can’t stand 5 (hear) it at full volume when I’m trying to sleep. At first, the receptionists refused 6 (move) us to a quieter room, but after a few days they managed 7 (find) a family suite for us, a long way from the party room. If you want to avoid 8 (have) the same problems as us, then please consider 9 (book) a family suite. We definitely preferred 10 (spend) our holiday in that part of the hotel.
VOCABULARY Accommodation and facilities A Match some of the words in the box to the definitions. campsite chalet cruise ship five-star hotel guest house holiday resort homestay hostel short-term rental 1 Accommodation where you stay in the owner’s home 2 A small hotel with just a few rooms to stay in 3 A large area for tourists to stay, swim, play, eat, etc. 4 A place where people rent beds in a shared room 5 A small house for tourists (typically made of wood and in the mountains or countryside) 6 A room or building that you can rent from the owner for a few days B SPEAK Which types of accommodation from Exercise A are included in How to spot a fake review? Where would you like to stay? C SPEAK Work in pairs. What do the words in bold mean? Explain them. 1 Reception is open 24 hours. 2 We don’t have any double or twin rooms but there are two single rooms available. 3 Does this hostel only have shared dorms or is it possible to book a private room? 4 All our rooms have safes where you can keep your passport and other valuables, quiet air con and balconies with beautiful sea views . 5 Hello, is that room service ? I’d like to order some food, please. It’s room 442. 6 If you’d like to exercise or relax, our gym , pool and spa are on the fourth floor. 7 We’re checking out tomorrow and we’d like to book an airport transfer for 10 am, please. 8 You have booked a self-catering apartment, but there is a restaurant by the pool. D Decide who would say each sentence. Write guest (G) or receptionist (R). SPEAKING TASK A SPEAK Work in groups. You are going on holiday together to Barcelona for two nights. Together, you have a budget of 600 euros for accommodation and spending money. Answer the questions: 1 What kind of accommodation would you like to stay in? 2 Which facilities are most important to your group? B PREPARE Read about holiday accommodation in Barcelona. Work in groups of three. Go to the Communication Hub to read about Hotel Rambla Park, Gaudi House Hostel and Olympic Apartments. C PRESENT Describe the accommodation you read about to your group. Decide where you will stay. How much spending money will you have left? Game
D SPEAK Work in pairs. Tell your partner about the best and worst places you have stayed on holiday. Try to use as many verb patterns from this lesson as possible.
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3.4 ARE CRUISE SHIPS ECO-FRIENDLY? Talk about the impact of tourism where you live REAL WORLD AUTHENTIC VIDEO A SPEAK Work in pairs. Look at the photo and the title. Discuss the questions. 1 Do you think cruise ships are more or less eco-friendly than other ways of travelling (e.g. flying)? Why? 2 Why do you think people like going on cruises? B WATCH FOR MAIN MESSAGE Watch the video. What is the main message? 1 Cruise ships aren’t as eco-friendly as many people imagine. 2 Going on a cruise is a great way of seeing the world without destroying the planet. 3 Cruise ships were bad for the environment, but they are getting better. C
WATCH FOR DETAIL Watch again and choose the correct option. Sometimes both options are correct. 1 The speaker says that cruises … a are only for rich people. b are becoming more popular. 2 Which of these things go into the sea from cruise ships? a oil and sewage b plastics 3 Light emissions from cruise ships are bad for fish and … a their predators. b other animals in the sea. 4 The speaker says that cruise ships should … a use electrical connections in ports. b travel more slowly. 5 Which city’s environment does the speaker say has improved after they banned cruise ships? a Barcelona b Venice D SPEAK Work in pairs. Discuss the questions. 1 Do you think cruise companies should take more responsibility for protecting the environment? Why/Why not? 2 Should cities limit or ban cruise ships? Why? 3 Do you think people who go on cruises know about the environmental effects? How can we make them aware?
GLOSSARY
ban (v) make something illegal dump (v) drop waste/rubbish somewhere emissions (n) things that are emitted from a process, such as harmful chemicals and light mainstream (adj) normal for all people, not extreme predators (n) animals that hunt and eat other animals sewage (n) waste from toilets
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AROUND THE WORLD A SCAN Read the questions and two people’s answers. Match questions 1–2 with answers a–d. 1 In your country, what is the general opinion about cruises? Is it positive or negative? 2 Are there any positive or negative impacts of tourism on the community in your city or region?
C Complete the Speaking skills box with words from Duygu’s and Karen’s answers. Speaking skills Different sides of an argument Talking about one side One important benefit is that … On the positive 1 , … The positive 2 are that … The negative 3 is that … One of the biggest problems is that … Talking about both sides On the one hand, … but on the other hand, … It’s more positive 4 negative because … I can understand why people might prefer … . D SPEAK Work in pairs. Use the Speaking skills phrases to talk about some positive and negative sides of cruise ships. MY WORLD A PLAN Think about the impact of travel and tourism on the place where you live. Make notes about the different sides of these three topics. • the environmental impact • the economic impact • other impacts on the local community However, it’s important to remember … Many people see it as … but there are 5 about ...
Duygu, Türkiye
a On the positive side, tourism encourages cultural exchange and supports local businesses. However, it can also lead to rising living costs, overcrowding, and environmental problems, making daily life more challenging for residents. b In Türkiye, opinions about cruise tourism are mixed. Many people see it as a positive contributor to the economy, especially in coastal cities, but there are concerns about environmental damage and overcrowding in popular destinations. Also, it is a very expensive type of holiday for most of the locals.
Karen, Mexico
B Read the Critical thinking box. Which of Duygu’s and Karen’s answers (a–d) include both sides of an argument? more about our culture and people who work in museums and tourism in general have work all year round. d It’s more positive than negative because it helps boost the economy. It’s the main source of income for areas where cruises go. c Yes, the negative impact is that some areas have become very expensive to live in. I would say that the positive aspects are that people get to know Critical thinking Considering both sides of an argument When we talk about an important topic, people often have different opinions. Some may agree, while others disagree. It is important to consider both sides of an argument before making a decision. First, understanding both sides helps us learn new ideas. If we only listen to one side, we might miss important information. Second, it makes us better problem solvers. When we see different opinions, we can find fair solutions that help everyone.
B SPEAK Work in pairs. Student A: Tell your partner about the different sides of one of the topics. Use the Speaking skills phrases to show that you’ve considered both sides of the argument. Student B: Listen to your partner’s comments and ask questions to find out more. • What do you mean by …? • Can you give me an example? • Can you explain what you mean? • Why do you think that? C SPEAK Swap roles. Continue the discussion for all three topics.
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CAFÉ HUB Have a conversation in a train station 3.5
F ask for travel information and check understanding
VIDEO COMPREHENSION A SPEAK Work in pairs. Are you usually early or late for things? Give examples. B Work in pairs. Number the pictures in order (1–6) to describe a morning when Gaby overslept. Then watch the video and check your answers.
a
c
b
e
d
f
C SPEAK What does the ticket officer find? What do you think will happen next?
FUNCTIONAL LANGUAGE A Look at a conversation between a customer and a ticket officer. Underline five responses that are different from the video. Ask for travel information – trains Customer: Could I have a ticket to St Albans? Ticket officer: Of course. Would you like a single or a return? Customer: A single, please. Ticket officer: No problem. Customer: Do I have to change trains? Ticket officer: Yes, you need to change at Watford. Customer: What time’s the next train? Ticket officer: The next train’s in about ten minutes The next train leaves from platform 4B. Customer: What time does the train arrive in St Albans? Ticket officer: At 9.13.
SPEAKING A Work in pairs. Student A is the customer. Student B is the ticket officer. Write a conversation. Use these ideas to help you. Student A: Ask for information about trains to a place on the departure board. Student B: Answer Student A’s questions. Student A: Ask for directions to the correct platform. Student B: Give directions. Student A: Check understanding. B SPEAK Practise your conversation. Take turns to be the customer and the ticket officer. Then perform it for the rest of the class.
B
Watch the video again and check your answers to Exercise A. Write the correct information.
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WE’RE BACK! Write an email about a travel experience 3.6
W ordering events
D Complete the sentences with the words in the box. Use the information in the box to help you. Ordering events When you write about an experience, use sequencing words like ‘first’, ‘then’ and ‘finally’ to help readers follow the order of events. after finally first hours morning next then 1 First , we missed the coach, so we had to take a taxi. 2 The following , I got the correct visa and crossed the border on foot. 3 The day, we woke up early. 4 We drove for four hours, and stopped for some lunch. After that, we got back in the car. Five later, we arrived! 5 It was a long journey. First, we took a bus to the airport. Then we took a three-hour flight. , we took a taxi to our hotel. 6 a quick lunch, we set off walking again in the rain. E SPEAK Work in pairs. Tell your partner about your day/week so far. Use sequencing words. WRITING TASK A PLAN You are going to write an email to a friend about a good or bad travel experience. Think about the following: 1 Was it a good experience or a bad experience? 2 Where were you and who were you with? 3 What happened? 4 How did it end? B WRITE Write an email to a friend. When you finish, complete the checklist.
WRITING A SPEAK What kind of problems do people have on holiday? B SKIM Read Amal’s email. How many things went wrong? How many good things happened? To: Cleo Subject: We’re back! Hi Cleo, How are you? Thanks for feeding the cat. We’re home, but we had some problems on our holiday. First, bad weather delayed our flight. We arrived at the chalet in the middle of the night, so the next morning we were really tired. After breakfast, we went to the ski lifts, but they were closed because it was too windy. The following day, it wasn’t so windy and we had a great time on the slopes in the morning. Then, we stopped for some lunch, but when I wanted to pay I couldn’t find my wallet! Luckily, a kind person found it on the ski slope that evening and handed it in. Two days later, the real disaster happened. We were skiing down a busy slope when Scott fell over and broke his leg. In the end, we had to fly to the local hospital in a helicopter. At least we enjoyed the amazing views from the helicopter! But poor Scott’s leg is in plaster for the next six weeks. I’ll call you tomorrow. Amal C READ FOR DETAIL Read again and number the events in the order they happened (1–6). Scott had an accident. The family took a flight from the mountain. The flight left the airport late. It wasn’t possible to ride up the mountain. Amal realised something was missing. The weather was better. 1
I started with an informal greeting and finished with an informal sign-off
I used sequencing words and phrases to order the events
I checked my spelling, vocabulary and grammar
C REVIEW Work in pairs. Read your partner’s email and ask questions about his/her experience.
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REVIEW
3
VOCABULARY A Label the pictures with the correct forms of transport. coach ferry helicopter minibus plane tram
GRAMMAR A Choose the correct words to complete the sentences. 1 Most / Most of the people I know want to visit other countries. 2 Some / Some of countries are difficult to get into. 3 No / None type of transport is completely safe.
4 All the / All my money was in my jacket. 5 All of the people / people were shouting.
6 I met some / some of nice people on my holiday. B Complete the article with the past continuous or past simple forms of the verbs in brackets. Lucky to be alive! Today, we bring you the story of surfer Mick Fanning. World champion surfer Mick Fanning is lucky to be alive. In 2015, he 1 (surf) in a competition in South Africa when a shark 2 (attack) him. Thousands of people 3 (watch) on live television when the attack 4 (happen) . Mick 5 (sit) on his surf board when he 6 (notice) the shark next to him. The giant fish tried to pull him under the water, but Mick 7 (hit) it on the back, and it 8 (swim) away. A rescue boat 9 (wait) and it brought Mick and another surfer safely back to land.
1
2
3
4
5
6
B Write the words in the box in the correct place. Some words can go in more than one place. accurate happy kind likely organised polite un- im- dis- in-
C Label the pictures with the words in the box. campsite chalet cruise ship five-star hotel guest house holiday resort hostel short-term rental
C Complete the messages with the correct forms of the verbs in brackets.
1
2
Sam: I would like 1 (stay) somewhere fun for a weekend trip. Any ideas?
Elena: What about a campsite?
3
4
Sam: I can’t stand 2 (sleep) outdoors. Maybe a hostel or a guest house?
(go) to
Elena: I don’t mind 3
either. Which would you prefer?
5
6
(stay) at a hostel.
Sam: I’d prefer 4 Does that sound OK?
(meet) new people.
Elena: Yes, I enjoy 5
(spend)
Sam: Great! I can’t afford 6
7
8
much money.
Elena: Then a hostel is a good choice – they usually have low prices.
WB
QUIZ
WORKBOOK
ASSESSMENT
LONG READ
MEDIATION
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