M01 StartUp Student Book 3 9780134684161.indd 36 07/11/2018 16:17
T029_T040_StartUp_TE_L3_U3.indd 16 28/02/19 2:28 PM
frenglish.ru
1 BEFORE YOU READ
PAIRS Extreme sports are activities that are very dangerous and exciting, like skydiving.
Do you or does anyone you know do extreme sports?
My friend likes cave diving. She…
VOCABULARY 03-19 Listen. Then listen and repeat.
a risk-taker: a person who does something that involves danger or chance fl ight: the act of fl ying through the air
an adrenaline rush: a feeling that you have when you are excited, afraid, or in danger in control: able to make decisions and decide what should happen
out of control: not able to make something happen the way you want a fear: the feeling of being afraid or very worried
focus: to think about one thing only
2 READ
Read the Reading Skill. Scan the text for the unspoken words.
Underline them.
PREVIEW Look at the title and the photograph. What do you think the interview is about?
03-20 Listen. Read the interview.
READING SKILL Notice text structure: Interviews
Words that are not actually spoken during an interview are usually styled diff erently, such as in italics.
Why do some people jump out of airplanes? Or ski off cliffs? Are they bored? Or do they just love danger?
I recently interviewed Marta Hu—a BASE jumper who also happens to be a psychologist who studies the brain—to learn more about these risk-takers.
Dave Chin: Hi Marta, it’s great to talk with you.
(DC) Can you tell us what BASE jumping is?
Marta Hu: BASE jumping is a sport where people jump off of high places with only a special (MH) suit to help them fl y. BASE stands for building, antenna, span (or bridge), and Earth.
Each of these words represents a high object from which BASE jumpers start their fl ight.
DC: What can you tell us about people who do extreme sports, such as BASE jumping?
MH: Well, Dave, some people who do extreme sports can fi nd everyday life boring and need to do something unusual to feel an adrenaline rush. When people do extreme sports, their brains create something called dopamine, which makes them feel happy.
DC: So, they need to do something that extreme just to feel some excitement?
5
10
15
BASE jumping:
an extreme sport
Extreme Sports and the Brain
>> FOR PRACTICE, GO TO PAGE 155
LESSON
36 UNIT 3
4
ALBA PARDO
@AlbaP
Want to know what kind of person jumps out of airplanes?
You need to read this article.
READ ABOUT EXTREME SPORTS
M01 StartUp Student Book 3 9780134684161.indd 36 07/11/2018 16:17
UNIT 3 T-36
LESSON 4 READ ABOUT EXTREME SPORTS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title and social media message aloud. Ask, How does the idea of jumping
out of an airplane make you feel? Elicit reactions from Ss.
1 BEFORE YOU READ
• Read the definition of extreme sports aloud for the class. Take a class vote to find out if most Ss think extreme sports are dangerous or exciting.
• Elicit the names of other extreme sports from the class.
Write Ss’ ideas on the board. (motocross, surfing, scuba diving, cave diving, climbing)
• Arrange Ss in pairs. Have them share if they do extreme sports or if they know anyone who does. Give Ss about five minutes to share their experiences and knowledge.
• Bring the class back together. Have volunteers share their ideas with the class.
• Tell Ss to listen to the vocabulary and then listen again and repeat. Replay the audio if appropriate.
• Review the definitions as a class.
• For more vocabulary practice, have Ss turn to page 155.
EXTENSION Check Ss’ understanding of the vocabulary by asking questions. For example,
• Would you consider yourself a risk-taker? Why or why not?
• Have you ever been on a flight? What’s the longest flight you’ve been on?
• What is a time when you have felt an adrenaline rush?
• Do you like to be in control, or do you prefer to let others take control?
• What is a common fear many people have? (public speaking, crowded spaces)
• Do you find it difficult to focus on more than one task at a time?
2 READ
• Focus on the Reading Skill. Read the title aloud. Ask Ss, What text structures, or formats, did we see in the readings in Units 1 and 2? Give Ss hints if they don’t remember. Say, What kind of format was the text about the importance of friendships at work? (magazine article) What kind of format was the text published in a newspaper by the designer Elena Mays? (letter to the editor)
• Explain to Ss that information in a text is usually
structured according to a specific format. Say, Interviews are another type of format. They organize and present information differently than other formats we’ve seen.
• Read the Reading Skill aloud. Ask Ss comprehension questions to check for understanding. For example, What kinds of words are styled differently in an interview format? (words that are not spoken during the actual interview) How are they usually styled? (in italics) What is another use of italics in writing? (to show emphasis in spoken language)
• Direct Ss’ attention to the article. Ask them to scan the text for words in italics. Tell them to underline words in italics that represent unspoken information.
• Have Ss complete the task individually and then compare their answers in pairs. Review answers as a class. Point out that unspoken language is often at the beginning of an interview to provide context.
TEACHING TIP Teach Ss the difference between skimming and scanning. Skimming means quickly reading through a text in order to understand the main idea. Scanning means carefully reading through a text to find specific pieces of information.
• Read the title of the interview aloud. Ask, What do you think this interview will be about? (how extreme sports affect the brain)
• Direct Ss’ attention to the picture in the article. Ask Ss to cover the article with their hand or a piece of paper.
Read the caption aloud. Ask Ss questions about the photo, such as,
• What’s the first thing that gets your attention, and why?
• What else do you see? How would you describe what is happening?
• How does the image make you feel? Why?
• What questions do you have as you look at the photo?
• Have Ss discuss the questions in pairs. Then have them create a definition of BASE jumping based only on the information they see in the picture.
• Have Ss listen to and read the article. As they listen, ask them to underline the vocabulary words from 1B.
Suggest lower-level Ss follow along with a finger.
• Tell Ss to pay attention to the speaker’s pronunciation of the words in italics used to show emphasis.
Encourage them to also underline any adjectives that are used to express and describe feelings or emotions.
(boring, happy, smart, careful, relaxed, peaceful)
T029_T040_StartUp_TE_L3_U3.indd 17 28/02/19 2:28 PM
frenglish.ru
3 CHECK YOUR UNDERSTANDING
Which answer best describes the main idea of the interview?
People do extreme sports because . a. they are not afraid of anything b. they find them relaxing
c. they feel intensely happy as a result
Read the interview again. Circle the correct answers.
1. BASE jumping is .
a. jumping out of an airplane b. jumping without any equipment c. jumping from high objects
2. BASE jumpers are different than Dave expected because they .
a. are careful and plan their jumps b. love danger and like feeling afraid c. are bored with their lives
3. When BASE jumpers feel fear, they . a. decide not to jump because it is too
dangerous
b. choose an even more dangerous jump
c. focus and think about what they are doing
FOCUS ON LANGUAGE Reread lines 27–29 in the interview. Think about the phrases push past my fear and 100%. Circle the correct answers.
1. When Marta pushes past her fear, she . a. moves to a better place to jump from b. feels afraid but jumps anyway c. thinks about the last jump she made
2. The expression 100% means . a. a little
b. totally c. always
PAIRS What is the interview about? Retell the most important ideas in the interview.
Use your own words.
4 MAKE IT PERSONAL
PAIRS Do you want to try an extreme sport, such as rock climbing, skydiving, or BASE jumping? Share your reasons with your partner.
I’d like to try rock climbing because…
WALK AROUND Continue the conversation with your classmates. Report to the class.
How do your classmates feel about extreme sports?
Find out about other extreme sports.
MH: Well, they know that what they do is dangerous, so they don’t take risks. BASE jumpers, for example, learn everything they can about their equipment and the area where they will be jumping. They are actually very smart, careful people who like to be in control.
DC: How could jumping off a cliff give someone control? I would feel totally out of control!
MH: Well, they need to be in control of their equipment, but mainly they are controlling their fear. People have to focus and think very carefully about what they are doing. They describe feeling very relaxed and peaceful.
DC: How does BASE jumping make you feel?
MH: When I jump, I see the world in a way that I can’t on the ground. I push past my fear and I focus. The jump only lasts 35 or 40 seconds, but time slows down, so it feels much longer.
In that moment, I feel 100% free.
20
25
UNIT 3 37 I CAN READ ABOUT EXTREME SPORTS.
M01 StartUp Student Book 3 9780134684161.indd 37 07/11/2018 16:17
UNIT 3 T-37
3 CHECK YOUR UNDERSTANDING
• Ask, What is the main idea of this interview? Read the sentence and answer choices aloud. Have Ss discuss the answer to the question in pairs. Suggest they go back to the article and skim the text again if necessary.
• Review the answer as a class. Ask volunteers to share their answer and explain why the other answer choices are incorrect.
OPTION For guided-reading practice, play the audio again. Pause after each time Marta speaks, and ask questions to review main ideas in that section.
• Tell Ss to preview the exercise items, and answer the ones they can. Say, Read the article one more time to answer any questions you are not sure about.
• Have Ss compare answers in pairs.
• Call on Ss to read the completed sentences aloud.
• Ask Ss to find the phrases pushes past her fears and 100% in the article. Read the lines aloud.
• Then have Ss complete the exercise individually and compare answers in pairs.
EXTENSION Have Ss write two sentences including the phrases pushes past (her) fears and 100%.
Encourage them to make the sentences true for them.
Have Ss share their sentences in pairs and give each other feedback on correct word use.
• Give students a few moments to take notes on what they believe are the most important points in the interview. If necessary, have a brief discussion about the difference between main ideas and details. You
may want to define each and give an example on the board.
• Put students in pairs to retell the most important ideas in the interview, using their notes to help them.
Encourage them to give each other feedback on their summaries.
EXTENSION Have Ss reflect on how they felt about BASE jumping before and after they read the article.
Ask, Has your opinion about BASE jumping changed?
How? Why? Write on the board, Before I felt... / Now I feel... Have Ss discuss the questions in pairs or small groups.
EXTENSION Lead a class brainstorm about the advantages and disadvantages of being a risk-taker.
List Ss’ ideas in a pro/con chart on the board.
Have each S choose a side and debate. Remind them to give reasons to support their opinions. After five minutes, have Ss switch roles and debate the opposite side.
TEACHING TIP Explain how a discussion and a debate are different. A discussion is usually an informal conversation where speakers interrupt each other and respond more casually to each other’s ideas. A debate is a more formal interaction, where speakers argue for or against an idea or issue. One speaker presents his or her arguments first. Then the other speaker presents the opposing arguments.
4 MAKE IT PERSONAL
• Lead a class brainstorm about different extreme sports.
If possible, bring in or project images of extreme sports on the board. Show images one at a time. Ask what each sport is and write the name on the board.
Some common extreme sports are skateboarding, mountaineering, kitesurfing, white-water rafting, ski jumping, and hang gliding.
• Point to the board and say, I’d like to try skiing because I love the snow. Ask, What about you? Do you want to try one of these extreme sports? Have Ss discuss in pairs. Remind them to give reasons to support their opinions.
• Invite volunteers to share with the class which extreme sports they’d like to try, and why.
• Ask Ss to stand up and talk to three other classmates about extreme sports. If neither S is interested in extreme sports, suggest they talk about competitive sports, such as soccer, basketball, or tennis.
• After 10–15 minutes, invite volunteers to report back about their classmates.
OPTION To review, ask Ss to rate how they feel about extreme sports. Say, On a scale of 1 to 10, with 1 being the least interested and 10 being the most interested, how interested are you in trying an extreme sport?
Invite volunteers to say a number and one reason that explains their rating.
EXIT TICKET Write on the board, What are some benefits of extreme sports? Give Ss one minute to write down ideas in their notebooks. In small groups, have Ss go around the circle and say one benefit of extreme sports. Listen and take notes on areas for review and extra practice in later lessons.
T029_T040_StartUp_TE_L3_U3.indd 18 28/02/19 2:28 PM
frenglish.ru
3 CHECK YOUR UNDERSTANDING
Which answer best describes the main idea of the interview?
People do extreme sports because . a. they are not afraid of anything b. they find them relaxing
c. they feel intensely happy as a result
Read the interview again. Circle the correct answers.
1. BASE jumping is .
a. jumping out of an airplane b. jumping without any equipment c. jumping from high objects
2. BASE jumpers are different than Dave expected because they .
a. are careful and plan their jumps b. love danger and like feeling afraid c. are bored with their lives
3. When BASE jumpers feel fear, they . a. decide not to jump because it is too
dangerous
b. choose an even more dangerous jump
c. focus and think about what they are doing
FOCUS ON LANGUAGE Reread lines 27–29 in the interview. Think about the phrases push past my fear and 100%. Circle the correct answers.
1. When Marta pushes past her fear, she . a. moves to a better place to jump from b. feels afraid but jumps anyway c. thinks about the last jump she made
2. The expression 100% means . a. a little
b. totally c. always
PAIRS What is the interview about? Retell the most important ideas in the interview.
Use your own words.
4 MAKE IT PERSONAL
PAIRS Do you want to try an extreme sport, such as rock climbing, skydiving, or BASE jumping? Share your reasons with your partner.
I’d like to try rock climbing because…
WALK AROUND Continue the conversation with your classmates. Report to the class.
How do your classmates feel about extreme sports?
Find out about other extreme sports.
MH: Well, they know that what they do is dangerous, so they don’t take risks. BASE jumpers, for example, learn everything they can about their equipment and the area where they will be jumping. They are actually very smart, careful people who like to be in control.
DC: How could jumping off a cliff give someone control? I would feel totally out of control!
MH: Well, they need to be in control of their equipment, but mainly they are controlling their fear. People have to focus and think very carefully about what they are doing. They describe feeling very relaxed and peaceful.
DC: How does BASE jumping make you feel?
MH: When I jump, I see the world in a way that I can’t on the ground. I push past my fear and I focus. The jump only lasts 35 or 40 seconds, but time slows down, so it feels much longer.
In that moment, I feel 100% free.
20
25
UNIT 3 37 I CAN READ ABOUT EXTREME SPORTS.
M01 StartUp Student Book 3 9780134684161.indd 37 07/11/2018 16:17
Possible answer: The interview is about extreme sports and the reasons why people like to do them. People like to feel the adrenaline rush.
They feel happy. They feel in control. They feel very relaxed and peaceful. Marta sees the beauty of the world in a way that she can’t on the ground.
T029_T040_StartUp_TE_L3_U3.indd 19 28/02/19 2:28 PM
frenglish.ru
1 BEFORE YOU WRITE
Think about a recent day trip.
Where did you go? What did you see and do?
Read Alba’s blog post. How did she feel about her trip?
Read the post again. Complete the chart.
Who went on the trip?
Alba and her co-worker Where did they go?
How did they get there? Why did they go?
What did they do there? Other details I just got back from a fun trip to NY. I had a great time and saw a lot of amazing things. I also went on a day trip while I was there.
My co-worker, Laura, invited me to visit her hometown, Cold Spring, a small town on the river, north of the city. I haven’t been to many places in the U.S., and it sounded nice. So, I decided to go there for the day.
We traveled to Cold Spring by train. The trip took a little over an hour, but the ride was nice and relaxing. The train went along the Hudson River, and the views were lovely. I was excited to explore somewhere new. We walked along the sparkling river and around the town. It was so charming! There were interesting shops and a large farmer’s market with fresh fruits and vegetables.
We bought lunch at a local bakery and ate our sandwiches by the river. We watched the small boats go by, and I felt so calm.
Then we went shopping, and I bought a beautiful book about fl owers. We weren’t able to do everything we wanted before we had to leave. But we had a great day, and I was happy to visit a new place.
A day trip
Blog | About | Destinations | Contact
Comment
Search
About About RSS Feed RSS Feed Social Media Social Media Recent Posts Recent Posts Archives Archives Email
LESSON
38 UNIT 3
5
ALBA PARDO
@AlbaP
While I was away, I took a day trip to the small town of Cold Spring. Check out my post!