soak in a hot spring take a boat to a waterfall raft on the rapids
paddleboard along the shore
snorkel along a coral reef
ride horseback on the beach
bike along mountain cliffs zipline through a rain forest
UNIT 4 T-44
LESSON 2 TALK ABOUT OUTDOOR ACTIVITIES
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title. Then have Ss close their books.
Draw a T-chart on the board. At the top of the left column, write Outdoor activities. On the right side, write Indoor activities. Ask, What are some things we can put in each column? Write go hiking in the left column and watch television in the right column. Say, Going hiking is something I do outdoors, but watching television is an indoor activity. Put Ss in groups to list as
many activities as they can. Have a volunteer from each group write their lists on a T-chart on the board. Ask, Do you prefer outdoor or indoor activities?
• Read the social media message aloud. Ask, Do you know anyone who takes adventurous vacations?
Do you want to make more time for adventure?
Encourage Ss to share why they do or do not like adventurous vacations.
1 VOCABULARY
• Draw attention to the pictures of outdoor activities.
For each picture say, Raise your hand if you have ever [soaked in a hot spring]. Take a tally and write the totals on the board.
• Invite volunteers to say where they did these things or if they enjoyed them. Give an example for yourself:
I have taken a boat to a waterfall. It was at Niagara Falls.
I really loved it!
• Tell Ss to listen to the pronunciation of the vocabulary items in 1A. Play the audio.
• Replay the audio. This time, remind Ss to listen and repeat.
• To review, have Ss close their books. Pair Ss. Project the images one at a time on the screen and ask the pairs to say which outdoor activity is pictured. Check that they understand the meaning of the rapids. (the fast-flowing parts of a river)
• Tell Ss to listen to the speakers describing outdoor activities. Remind them to use the words from 1A.
• Have Ss compare answers with a partner.
• To check answers, play the audio, stopping after each item and asking a volunteer to give the answer.
OPTION Have Ss work with a partner for this activity, especially lower-level Ss who might need more time.
EXTENSION Go back to the T-chart that the class created at the beginning of this lesson. Have Ss work with a partner or small group to write an activity description like those in the audio. Have each pair or group read their description for the other Ss to guess which activity is being described.
• Pair Ss. Ask them to discuss the questions, giving reasons for their answers.
• Have pairs compare answers with another pair.
• Solicit volunteers to summarize what the pairs said.
2 GRAMMAR
• Ask Ss to close their books. To introduce the grammar, hold up or project an image of this month’s calendar.
Mark an X on today’s date to indicate the present. Say, Anything that happened before this X happened in the past. Anything that happens after this X will happen in the future.
• Say, Sometimes there is an action that will start at a specific time in the future and continue for a period of time. Write on the board: I will be flying to Rio next Tuesday. Point to these weeks and days as you explain.
Say, I will not start this activity until next Tuesday, but it will last for many hours. Say, Activities like this use the future continuous tense. Underline will be flying in the sentence on the board.
• Have Ss open their books and look at the grammar chart. Read the example statements in the first part of the grammar chart. Explain that speakers can use will (affirmative) or won’t (negative) when using the future continuous.
• Read the example questions in the grammar chart.
Point out this is the format to ask someone what they will be doing at some specific point in the future.
• Draw attention to the Notes. Make sure Ss understand that this grammar form is used to talk about future
plans and future intentions. Stress that the speaker believes it to be true, even if it never happens.
• Read the second Note aloud. Read the list of action verbs that are listed. Compare those to the list of non- action verbs. Have Ss make a list of other examples of action verbs. Write the list on the board.
LANGUAGE NOTE Verbs that do not show action are called stative verbs. Stative verbs express a state rather than an action. A partial list of non-action or stative verbs includes: agree, appear, appreciate, be, believe, belong, contain, deserve, dislike, feel, hate, have, hear, imagine, include, involve, know, like, look, love, mean, mind, need, own, promise, remember, see, seem, smell, sound, suppose, surprise, taste, think, understand, want, wish. Note that some of these verbs can be used to express a state or an action.
EXTENSION Have Ss write two sentences using the future continuous, one with will and one with won’t.
Then have Ss write one question using this grammar form. Ask volunteers to write their sentences on the board.
UNIT 4 T-45
3 CONVERSATION SKILL
• Read the conversation skill aloud. Write examples of yes/no questions and information questions (also called wh- questions) on the board:
1. Are you going to soak in a hot spring?
2. Have you taken a boat to a waterfall?
3. What are you going to do in New York?
4. Who are you going to New York with?
5. When will you be going to New York?
6. Where will you be staying in New York?
7. Why are you going to New York?
8. How will you be getting to New York?
• Direct Ss’ attention to 3A. Tell them, Pay attention to the ways Speaker B keeps the conversation going. Play the audio.
• Have Ss read the conversations aloud with a partner.
EXTENSION Arrange Ss in same-level pairs. Tell them to write two more lines for each conversation.
Higher-level Ss can make longer conversations or change the details. Have volunteers role-play their conversations in front of the class.
• Tell Ss they will hear two more conversations. Read the instructions. Have Ss circle the question they hear.
4 CONVERSATION
• Have Ss look at the video still. Ask, Do you remember who these people are from Lesson 2? (Oscar and Elena) Where are they? (in the hallway at their office) Can you tell how Elena is feeling from her facial expression? (excited)
• Ask, What do you think Elena is telling Oscar about?
• Play the audio. Ask, Were your predictions correct?
• Have Ss listen or watch again and complete the exercise. Review answers.
EXTENSION Ask additional comprehension questions about the audio:
1. How does Elena describe her friends?
(adventurous)
2. Where will they NOT hang out? (at the hotel) 3. Where will they go hiking? (rain forest)
4. What does Elena want to see on the hike? (wildlife, specifically howler monkeys and sloths)
5. Where can they see wild crocodiles? (from the bridge)
• 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 how many Ss would like to travel with Elena and how many would prefer to travel with someone less adventurous.
5 TRY IT YOURSELF
• Draw a copy of the chart on the board. Model note- taking as you complete each item. For example:
Where I’ll be going Disneyland
What I’ll be doing riding on roller coasters, eating at Cinderella’s Castle, taking pictures
• Tell Ss to take their own notes on any vacation they hope to take. Circulate to help.
• In pairs, have Ss take turns telling each other about their vacation plans and asking their partner questions to maintain the conversation.
• Remind Ss to use the conversation in 4C as a model.
• Allow time for Ss to report back to the class. Tell them to include the plans and some of the details their partners shared. Take a vote to see who Ss think is planning the most interesting vacation.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around and listen. Make sure Ss are correctly doing the following:
✓ using the vocabulary to talk about activities
✓ using the future continuous
✓ maintaining a conversation by asking questions EXIT TICKET Have Ss write the name of their favorite outdoor activity and when they plan to do it again on an index card or piece of paper. For higher-level Ss, tell them the activity does not need to be included in the book. Collect the cards. Take notes on areas for review and extra practice in later lessons.
5 TRY IT YOURSELF
THINK Imagine you are taking a vacation next month. Complete the chart.
Where I’ll be going What I’ll be doing
PAIRS Student A: Talk about your vacation plans. Student B: Maintain the conversation by asking questions. Use the conversation in 4C as an example.
REPORT Tell the class about your partner’s plans. Who is planning the most interesting vacation?
3 CONVERSATION SKILL
04-10 Read the conversation skill.
Listen. Notice how Speaker B keeps the conversation going by asking a question.
Maintain a conversation by asking questions You can keep a conversation going by asking yes/no questions and information questions to make the speaker give more details. Information questions often ask who, what, when, where, why, or how.
04-11 Listen. Circle the question you hear.
1. a. Where are you going?
b. Will you be going to Machu Picchu?
2. a. Are you excited?
b. Where are they going to take you?
4 CONVERSATION
04-12 Listen or watch. What does Elena tell Oscar about?
04-13 Listen or watch again. Answer the questions.
1. How long will Elena be in Costa Rica?
2. Who is Elena going to Costa Rica with?
3. What will Elena be doing during her vacation?
4. What do Elena and Oscar agree about at the end of the conversation?
04-14 FOCUS ON LANGUAGE Listen or watch. Complete the conversation.
Oscar: I saw your email about taking some time off. Are you going anywhere special?
Elena: Haven’t you heard? By this time next week, my friends and I will be through the rain forest, or maybe snorkeling along a(n) . Oscar: Whoa, are you going to do all those things?
Elena: Costa Rica. We’re flying in to the capital and then driving out to the coast.
Oscar: Cool!
1. A: I’m thinking about taking a long trip next year.
B: Where do you want to go?
2. A: We hiked up to the top of the volcano.
B: Did it take a long time?
Does Elena sound like a fun person to travel with? Why or why not?
45 UNIT 4 I CAN TALK ABOUT OUTDOOR ACTIVITIES.
Answers may vary. Possible answer: Elena tells Oscar about her vacation plans in Costa Rica.
Elena will be in Costa Rica for two weeks.
She is going to Costa Rica with some friends.
She will be ziplining, snorkeling, hiking, seeing wildlife, rafting, relaxing, and walking along the beach.
They agree that sometimes the best things in life are unplanned.
ziplining coral reef
where
1 BEFORE YOU LISTEN