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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 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 Communication Hub 2.2 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. Game dis un in un im
D 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. E 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 When/While When/While When when
EXTENSION After Speaking Task Exercise C, swap your stories with another group. Each group reads the new story and changes one key detail (e.g. the destination, a character, or the ending). Then retell the revised version to your original group. VOCABULARY GAME After Vocabulary Exercise C, students can do the Vocabulary Game. TEACHER ZONE For extra practice, use the Vocabulary Worksheet for this lesson in Teacher Zone.
(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?
F 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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VOCABULARY A Highlight that a prefix is a group of letters that you add to the beginning of a word to change the meaning. B If necessary, do the first sentence as an example. C Elicit example sentences using unlucky first. SPEAKING TASK Form groups with two pairs. Direct Students A and B to Communication Hub 2.2 at the back of the book. When they have created their stories redistribute students to form new groups of four.
D Remind students that while usually introduces the longer action and when introduces the shorter one. E Explain that mediation sometimes involves summarising something for someone else who hasn’t seen or heard it. Ask students to make notes first. Encourage them to use the grammar from the lesson. F Give students time to make notes using the questions. Monitor and help with grammar and vocabulary. Then, put them into small groups to share their stories. Encourage them to ask follow-up questions to get more information.
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