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Pgina 4

Travel the world

Tune in to Vocabulary and

Grammar (page 6)

Tune in to Reading (page 7)

1
1

This exercise reviews the Vocabulary box on

page 5 of the Students Book.

ANSWER KEY
1
2 Laura told us a story about her trip to
Thailand.
3 Did you know that Louise is four months
pregnant?
4 In todays chemistry class, we will be carrying
out an experiment.
5
6 You must be very quiet in the library.

This exercise reviews the Vocabulary box on

page 9 of the Students Book.

a crater
b edge

ANSWER KEY
1 use to
2 used to
3 got used to

4 used to
5 am used
6 didnt use to

This exercise reviews the Grammar box on page

7 of the Students Book.

ANSWER KEY
1
2
3
4

5
4

travelling
to get
Learning
to remind

5
6
7
8

windsurfing
hiking
flying
to see

This exercise reviews the Grammar box on page

7 of the Students Book.

ANSWER KEY
1 to have
2 regretted
3 seeing

4 running
5 to inform
6 to give

c slope
d path

If students are aware of the overall structure of a

text, they can get a good picture of the general
context. This in turn will help them deal with the
detailed questions.

ANSWER KEY
a paragraph 3
b paragraph 1
c paragraph 2

4 energetic
5 delicious
6 humid

This exercise reviews the Grammar box on page

6 of the Students Book.

Students should understand that the function

of pictures accompanying a text is normally to
make it easier to grasp ideas or terminology
used in the text. In this case, the picture should
aid the students to deal with the complicated
vocabulary describing the geography of Mount
Bromo.

ANSWER KEY

ANSWER KEY
1 handsome
2 tasty
3 changeable

KEY

Practically any text students have to read will

require guessing the meaning of new words.
Remind them that the position of the word
in the sentence is often an important clue.

ANSWER KEY
1 bare
2 steep
3 broke through

4 as if
5 while

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Pgina 5

Tune in to Writing (page 8)

Tune in to Culture (page 9)

This reviews the Writing section on pages 10-11

of the Students Book. It further develops the skill
of writing an informal letter.

This Tune in to Culture page, A trip to London,

expands on the theme of travel by focusing on the
most famous tourist sites in London. It highlights the
language of suggestions and preferences. These
exponents are useful for the students to discuss
which sites they would most like to visit.

Students match the words in the box to the

words in bold. These are words with similar
meanings that they have already seen in the
unit. Tell students not to worry about letters
a-i in the text at this stage.

ANSWER KEY
1
2
3
4

lively
busy
delicious
nice

5
6
7
8

amusing
good-looking
outgoing
trendy

Students find expressions in the letter that

match the functions. It is an important part
of the writing process that students can clearly
communicate the purpose of the letter.

ANSWER KEY

ANSWER KEY
An invitation
An apology
A suggestion

A warning

A request

Come and stay with me during

the Christmas holidays
Sorry I havent been in touch
before
Why dont you speak to your
mum and dad and see what
they say?
Dont forget to ask your
parents about coming to visit
or Ill be really annoyed!
Could you send me some of
the photos you took?

Students classify the kinds of mistakes that

have been made. This is a useful skill which
can be used to develop their own checking skills
in the final exam. Students often need guidance
as to what kind of errors they make in their own
writing work.

ANSWER KEY
a
b
c
d

Point out the expressions at the top of the page

and explain that the expressions have two main
functions, to make a suggestion or to give an
alternative suggestion. Students categorise the
expressions by writing them in the table. You
may want to point out to the students that some
expressions are followed by the infinitive (I think
it would be better; Id prefer), some by the
infinitive without to (Why dont we?; Lets;
Maybe we could; Id rather) and some by
the gerund (How about?; Do you fancy?).
They could categorise these expressions by
grammar in their notebooks.

Sp, writing
G, having
P, Spanish
Wo, fascinating
too

e
f
g
h
i

Sp, friends
G, eating
Wo, it is
P, dont
Wo, They all

Making
a suggestion

Giving alternative
suggestions

Why dont we?

Id rather

How about?
Maybe we could

I think it would
be better...

Do you fancy?

Id prefer

Lets

Ask students which sites in London they would

most like to see. Tell them to imagine they have
a two-day trip to London. They only have time
to visit four sites and they all have to agree
to visit the same sites together. They use the
language of suggestions to discuss and decide
which four sights they will go to visit. To ensure
that students have a discussion, you could
introduce a preliminary stage where students
work individually to rank the sites. Wander round
the class while the students work to get an idea
of how they have completed the rankings.
Then place the students in groups of four,
making sure they have ranked the sites
differently. Students will now have to reach
a compromise about which sites they want
to visit.