on time trunk
car
roof rack road trip on board
delay breakdown
brakes tracks
UNIT 7 T-80
LESSON 2 TALK ABOUT TRAVEL MEMORIES
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title. Ask, What is a memory?
(something you remember from the past) Ask, What is the earliest memory you have?
• Read the social media message aloud. Ask, Are you surprised to learn that the airplane is the safest form of transportation? Take a class vote.
OPTION Before reading the social media message aloud, ask Ss to list as many types of transportation as they can. Then give them Elena’s list that she provides in the social media message, but list them in alphabetical or random order. If necessary, project images of the types of transportation. Say, Rank these types of transportation from safest to the least safe or most dangerous. Then read the social media message aloud and ask if Ss are surprised to learn the order.
1 VOCABULARY
• Draw attention to the train and car travel terms.
• Tell Ss to listen to the pronunciation of the vocabulary items in 1A. Play the audio, and pause after the train travel terms are given. Explain that the rest of the audio is for car travel terms. Play the rest of the audio.
• Replay the audio. This time, remind Ss to listen and repeat.
EXTENSION Pair Ss and have them conduct an online image search to find a picture for each item in the list. Or, assign pairs different words or concepts and then let each pair share their images.
Alternatively, you could ask groups to discuss who has taken the longest road trip or train trip.
• Tell Ss they will hear speakers describe travel experiences. Encourage them to listen carefully and determine which term from 1A is being described.
• Play the audio. Repeat the audio if necessary. Check that Ss understand that a nap is a short sleep.
• To review, have Ss compare their answers with a partner. Then go over the answers with the whole class.
EXTENSION Ask Ss to answer questions about some of the experiences that are described, such as:
1. Have the trains you have been on always been on time?
2. What part of the train did you sit in? Was it comfortable?
3. Do you ever travel with your bike? How do you transport it?
4. Do you ever take a nap when you’re on the train or in the car?
5. Has your car ever broken down on the side of the road? What did you do?
• Put Ss in pairs to discuss the differences between train travel and a road trip. Draw a Venn diagram on the board.
Have Ss write the differences they can think of in the Venn diagram. If they can think of any similarities, have them write those in the space that both circles share.
2 GRAMMAR
• Ask Ss to close their books. To introduce the grammar, ask, What is a habit? (an action that someone does regularly) Give examples such as getting up at 5 a.m., eating cereal for breakfast, or studying after dinner.
Have Ss share some of their habits.
• Ask, What tense do we use to describe something we don’t do anymore? (past) Write on the board: I used to get up at 5 a.m. Now I get up at 6 a.m. Say, The
grammar form used to talks about a past habit that I don’t do anymore.
• Have Ss open their books and look at the grammar chart. Read the explanation at the top. Present the first part of the grammar chart.
• Draw attention to the first bullet point in the Notes section. Make sure Ss understand that would and used to are not completely interchangeable. Would can be used only for repeated past actions, not past situations.
Go over the examples.
• Read the second bullet point aloud. Say, If you can’t remember which to use, you can use used to for any
situation. It is also easier for the listener because used to always means something happened in the past.
• Draw attention to the third bullet point. Say, You cannot use the negative form or question form with would. This is another reason you might want to use used to more than would.
• Focus on the fourth bullet point. Say, Sometimes would is the better choice, though. Read the fourth bullet point aloud. Say, For repeated actions describing happy memories, you would use would more than used to.
• Present the fifth bullet point. Say, Use the past simple to describe an action that happened only one time in the past. Give an example: I went to Europe five years ago. Say, I have only been to Europe one time.
EXTENSION Have Ss write four sentences describing the following: 1. a repeated past action; 2. a past situation; 3. a repeated past action that is a happy memory; 4. a past event that happened only once.
Ask Ss to read their sentences aloud.
UNIT 7 T-81
3 CONVERSATION SKILL
• Say, Sometimes we need to let someone know that we agree with what they have said. Read the conversation skill aloud. Model the correct pronunciation and intonation of the example phrases. Have Ss repeat.
• Direct Ss’ attention to 3A. Tell them, Pay attention to the responses Person B gives. Play the audio.
• In pairs, have Ss practice the conversations. Time permitting, have them swap roles and practice again.
4 CONVERSATION
• Have Ss look at the video still. Ask, Do you remember who these people are from Lesson 2? (Elena and Gina) What are they doing? (talking on a break) Where are they? (at their office)
• Give Ss time to preview the question. Ask, What do you think Gina and Elena are going to talk about?
• Play the audio. Ask, Were your predictions correct?
• Draw attention to the questions.
• Have Ss listen or watch again and complete the exercise.
• Review answers as a class.
EXTENSION Ask additional comprehension questions about the audio:
1. Why is Elena going to Philadelphia? (for a conference)
2. Why does Gina prefer the train? (more relaxing, no traffic, reads or gets work done, reminds her of her childhood)
3. What did Gina’s family use to do after dinner on the train? (turn seats into beds and fall asleep)
4. What did Elena’s family use to do on the long road trips? (sing songs, look out the window)
5. What were not good memories for Elena? (she and her brothers argued, the car broke down)
• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation.
• Go over the answers. Have Ss practice the conversation in pairs.
• Read the questions in the Discuss sidebar aloud.
Have Ss discuss in small groups. Remind them to give reasons to explain their answers.
• Take a class survey to see if Ss agree with Gina that the train is the best way to travel. Ask, Would you travel by train or drive if you had to go to the same conference as Elena? Why?
5 TRY IT YOURSELF
• Draw a copy of the chart on the board. Complete it using an example of a trip you used to take.
Where would you go? Florida How would you get
there?
a car
What would you do? go to Disney World, go camping, go swimming What do you remember
the most?
singing with my family around the campfire and roasting marshmallows
• Tell Ss to take their own notes on a trip they used to take. Circulate to help.
• In pairs, have Ss take turns sharing travel stories.
• Remind Ss to use the conversation in 4C as a model and to use phrases from 3A as part of their conversation.
• For lower-level Ss, write a model conversation on the board with information from your model chart.
• Give Ss time to practice. Circulate to offer help as needed.
• Allow time for Ss to report back to the class. Ask them to share their partner’s travel story.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around and listen. Make sure Ss are correctly doing the following:
✓ using train and car travel terms
✓ describing past habits using would and used to
✓ showing strong agreement
EXIT TICKET Give Ss a blank card. Have them write about the last job they had. Write on the board: What was the job? What did you do at the job? What do you remember the most about the job? If Ss have not had a job, ask them to answer similar questions about a school they used to attend. As Ss leave, collect their cards to identify areas for review and additional practice.
5 TRY IT YOURSELF
THINK What is a trip you used to take? Complete the chart.
Where would you go?
How would you get there?
What would you do?
What do you remember the most?
PAIRS Student A: Share your travel story. Student B: Respond with an expression from 3A when you strongly agree with something. Use the conversation in 4C as an example.
REPORT Tell the class about your partner’s travel story. Whose story is the most interesting? Whose is the funniest?
3 CONVERSATION SKILL
07-09 Read the conversation skill. Listen.
Notice that Speaker B responds by showing strong agreement.
1. A: I heard you went to Vancouver last summer. That must have been fun.
B: Definitely! It’s one of my favorite cities in the world.
2. A: I love it when the train isn’t that crowded.
B: I couldn’t agree more. It’s much easier to get work done.
PAIRS Practice the conversations in 3A.
4 CONVERSATION
07-10 Listen or watch. What do Gina and Elena mainly talk about?
07-11 Listen or watch again. Answer the questions.
1. Where is Elena going next week?
2. What does Elena ask Gina?
3. What did Elena use to do every summer with her family in Peru?
4. What does Elena remember the most about her childhood trips?
07-12 FOCUS ON LANGUAGE Listen or watch. Complete the conversation.
Gina: When I was a kid, my family take the train to visit my grandparents in Chicago every year.
Elena: Whoa! From New York? That must have been a long trip!
Gina: ! It took about 24 hours each way. But it was a lot of fun. We’d play card games for hours. When we got hungry, we’d eat in the dining . Elena: That does sound fun.
Show strong agreement
You can show that you strongly agree with someone by using one of the following expressions:
More informal More formal
Definitely! I couldn’t agree more!
Totally! You’re absolutely right!
No question!
For sure!
Do you think Elena will decide to take the train or drive to Philadelphia?
Give reasons.
81 UNIT 7 I CAN TALK ABOUT TRAVEL MEMORIES.
Answers may vary. Possible answer: Gina and Elena mainly talk about trips they used to take with their families.
Elena is going to Philadelphia.
Elena asks Gina if she should take the train to Philadelphia or rent a car.
Elena remembers the things that went wrong on her childhood trips the most.
Elena used to take road trips in Peru with her family to visit relatives.
used to
Definitely
car
1 BEFORE YOU LISTEN
Think of science fi ction movies or TV shows you have seen. What kinds of technology do they predict there will be in the future?
07-13 VOCABULARY Listen. Then listen and repeat.
instantly: immediately
predict: to say what is going to happen before it happens
a prediction: a statement saying what is going to happen before it happens fascinate: to interest someone very much
unrealistic: not based on facts, not likely to happen
underestimate: to think something is smaller or less important than it really is urge: to try hard to persuade someone to do something
a fad: something that is popular for a short time
Complete the sentences with words from 1B.
1. When we were kids, my friend made a silly about the future, and this year it actually came true.
2. In the old days, it was hard for people to stay in touch, but now we can communicate .
3. We often don’t notice how fast things are changing, so we how different the future will be.
4. When there’s a new type of technology, it can be diffi cult to if it will last or if it’s just a(n) .
5. It would be fun to have fl ying cars, but the idea is still pretty .
6. The CEO held a meeting to his employees to work harder and come up with some new ideas.
7. Movies about space travel people of all ages.
2 GRAMMAR It + past passive
Use the past passive with it to describe past beliefs about the future.
It + past passive That Subject Would + verb
It was thought that we would have fl ying cars soon.
It was believed that planes would get faster and faster.
It was expected that the airship would be a major form of transportation.
Note: It + past passive is also used to describe beliefs in the past that are not about the future:
It was believed that train travel was dangerous.
It was thought that the plane had crashed.
>> FOR PRACTICE, GO TO PAGE 145
LESSON
82 UNIT 7
3
ELENA RUBIO
@ElenaR
Just watched a talk about the kinds of transportation people thought we’d be using by now. There were some pretty strange ideas!