UNIT

9
HOLIDAYS

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UNIT 9

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What are we going to eat?

Summary
Objectives

Basic competences

to introduce students to the formation and use

Mathematical competence Using numbers

of the future simple and be going to

to provide students with vocabulary related to
transport
to introduce students to the vocabulary used
for taking a train
to give students further practice in answering
questions based on visuals
to teach students the difference between
words which are easily confused

to interpret the information on train tickets

Knowledge and interaction with the physical

world Interacting with the physical world:
means of transport
Social and citizenship competence
Developing an understanding of codes of
conduct and appropriate behaviour when
going camping and asking for information
Competence for learning to learn Working
individually, in pairs or in groups to increase
learning efficiency

Warm-up

Reading

Ask students if any of them went camping last

summer, and if so, if they enjoyed it.

Play the Class Audio CD while students listen and

follow in their books.
Tell students to read the text again and check any
unknown vocabulary. Try to elicit explanations
from students where possible.

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1 Tell students to try to do the exercise without

looking at the text. Encourage them to skim the

text to check their answers.

Answer key
1 False 2 True 3 False 4 True
Reinforcement
Give two possible answers for each question and
tell students to choose the correct one.
1 a The children are going camping for six weeks.
b The children have not got school for six
weeks. (3)
2 a The campsite is in Wales. (3)
b The campsite is in Scotland.
3 a They will go to the beach every day.
b They wont go to the beach every day. (3)
4 a Roger isnt feeling well. (3)
b Roger is feeling great.
Extension
Tell students to copy the sentences in their
notebooks and correct the false statements.

Answer key
1 The children have not got school for six weeks.
2 3 3 They wont go to the beach every day. 4 3
Grammar
Write Will you go to the beach tomorrow? on the
board with will in a different colour. Tell students this
is the future simple and it is used to talk about the
future. Explain that the auxiliary verb is always will
and that the negative of will is wont. Put the following
sentence on the board and ask students for the
negative and interrogative forms.
Paul will walk to school. (Paul wont walk to school.
Will Paul walk to school?)
Tell students, Its my friends birthday on Saturday.
She is going to have a party. Write the sentences
on the board and explain that be going to + verb
can also be used to talk about the future, especially
for something that has been planned. Ask students
to put the sentence She is going to have a party.
into the other forms (I am ..., You are ..., etc.), then
give them the negative and interrogative forms (I
am not going to ..., Am I going to ...?, etc.).
Read through the examples in the grammar box
with students.
2 Students copy and complete the sentences with

the future simple and be going to.

Answer key
1a 2a 3b 4a 5b 6b

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Vocabulary expansion
3 Tell students to fill in the missing letters to

complete the names of the forms of transport.

Answer key
1 train 2 ferry 3 plane 4 helicopter
Everyday English
4 Ask students if they often travel by train.

Students work in pairs to fill in the missing

sentences to complete the dialogue.

Answer key
1b 2c 3a
Reinforcement
Students practise the dialogue in pairs. Tell
different pairs of students to read out the dialogue
to the rest of the class.
Extension
In pairs, students learn the dialogue by heart. Ask
some students to come to the front of the class to
act out the dialogue.
Speaking
5 Tell students to use the information on the train

ticket to answer the questions.

Answer key
1 Manchester 2 21st November 3 seat G26 4 56
Extra
Students work in pairs to act out a dialogue
between David and the ticket seller. Give help
where necessary. Ask some pairs to act out their
dialogues for the rest of the class.
Language awareness
6 The two pairs of words focused on here are

often confused by learners of English. Explain

the meaning of each word before students do
the exercise.

Answer key
1 a campsite b camping
2 a coach b bus
7 Tell students to complete the sentences with the

correct prepositions.

Answer key
1 by 2 in 3 by 4 on

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It will be great!
Summary
Objectives

Basic competences

to introduce students to the formation and use

Competence in linguistic communication

of the negative-interrogative
to give students further practice in locating
specific information in a leaflet
to expose students to language used when
phoning a hotel
to teach students the difference between
words which are easily confused

Developing the capacity for oral and written

communication
Knowledge and interaction with the physical
world Interacting with the physical world:
holidays destinations
Cultural and artistic competence Appreciating
and valuing the cultural heritage of other
countries
Autonomy and personal initiative Learning
how to plan, develop and evaluate ones work
with confidence and a critical sense

Warm-up

Listening

Revise the future simple and be going to with the

following drill:
1 teacher I / walk
student I will walk.
teacher she / go; we / stay; you / leave;

they / eat; he / dance, etc.
2 teacher I / not go / camping
student I wont go camping.
teacher he / not stay / at home; we / not visit /

a museum; they / not be / unhappy;

you / not cook / dinner, etc.
3 teacher you / go to school by bus?
student Will you go to school by bus?
teacher they / visit a museum?; we / arrive

early?; she / have a great time?, etc.

Tell the students they are going to hear a

conversation about people going on holiday. Play
the Class Audio CD while students listen.

Speaking
1 Tell students to work in pairs and describe the

pictures. Tell them to decide what is good and

bad about each type of holiday, giving reasons.
2 Students work in pairs to talk about their

preferences in holidays, giving reasons.

2.22

3 Tell students to listen to the recording again and

match the people with the holiday destination.

Instruct them to compare their answers with a
partner. Now play the Class Audio CD again for
students to check their answers.

Answer key
1c 2b 3d 4a
4 Tell students to copy the sentences in their

notebooks. Tell them to decide if the statements

are true or false. Elicit corrections from students
for the incorrect statements. Play the Class
Audio CD again for students to check their
answers.

Answer key
1 False (They did a lot of sports.) 2 True 3 False
(Hes going to stay with his grandparents.) 4 False
(He wants to ride a camel.) 5 False (Ben gets sick
on coaches.) 6 False (They are opening it soon.)

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Vocabulary check

Speaking

5 Tell students to copy the sentences and

9 Students should look at the information in the

complete them with the correct words. Play the

Class Audio CD (1.48) again for them to check
their answers.

Answer key

leaflet to answer the questions in pairs.

Answer key
1 the beach 2 swim, eat, dance and listen to
music, exercise and play games 3 150

1 fortnight 2 abroad 3 glad 4 agree

Grammar
Tell students that we use the negativeinterrogative form when we ask questions to
which we expect yes or no for an answer.
Read through the examples in the grammar box
for the negative-interrogative form with students.
Play special attention to the contracted form of
the verb.
Extra
Practice the formation of the negativeinterrogative with the following drill:
teacher Its cold today.
student Isnt it cold today?
teacher They went to the cinema.; He was at
home.; We have got a nice garden., etc.
6 Tell students to copy and match the two halves
of the sentences in the negative-interrogative
form.

Answer key
a: 1 b 2 c 3 a
b: 1 c 2 a 3 b
7 Tell students to copy and complete the

sentences using the verbs in the negativeinterrogative form.

Answer key
1 Dont 2 Havent 3 Isnt 4 Didnt 5 Wont
6 Cant 7 Doesnt
Language awareness
8 The two words focused on here are often

confused by learners of English. Explain the

meaning of the words before students do the
exercise.

Answer key
1 staying 2 live
Extra
Ask students to write their own sentences using
stay and live.

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UNIT 9

Everyday English
10 Students read through the sentences and

then put them in the correct order to form a

coherent dialogue.

Answer key
Good morning. Id like to reserve a room, please.
Of course. When is it for?
Saturday, 12th July.
We have some rooms then. Do you want a single
or a double?
A double, please. How much will it be?
72 with breakfast.
Reinforcement
Students practise the dialogue in pairs. Tell
different pairs of students to read out the dialogue
to the rest of the class. Ask students how well
they think each pair read out the dialogue
(pronunciation, intonation), giving reasons for their
choice.
Extension
In pairs, students learn the dialogue by heart. Then
ask different pairs to act out the dialogue for their
classmates. Ask students how well they think each
pair acted out the dialogue, giving reasons for
their choice.

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Yesterday, we visited the pyramids

Summary
Objectives

Key competences

to offer students an opportunity to talk about

Competence in linguistic communication

their holidays
to give students practice in writing a postcard
to give students further practice in listening for
specific information

Developing the capacity for oral and written

communication
Knowledge and interaction with the physical
world Interacting with the physical world:
holidays destinations
Cultural and artistic competence Appreciating
and valuing the cultural heritage of other
countries
Autonomy and personal initiative Learning
how to plan, develop and evaluate ones work
with confidence and a critical sense

Warm-up

Reading

Ask students where they usually go on holiday

and what they do when they are there. Ask them
what countries they would like to visit and why.

In pairs, students discuss what and where they

think the places in the postcards are.
Play the Class Audio CD while students listen and
follow in their books.

2.23

1 Tell students to match the six postcards with

who visited them and in what order they were

visited. They should refer to the texts to help
them.

Answer key
1 Amanda (1st) 2 Pete (2nd) 3 Kate (1st)
4 Kate (2nd) 5 Amanda (2nd) 6 Pete (1st)

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Speaking

Listening

2 In pairs, students ask and answer the questions.

5 Tell students that they will hear a man talking

Writing
3 Tell students to copy and complete Janes

postcard by putting the verbs into the correct

tense.

Answer key
1 Im having 2 Were staying 3 we went 4 It was
5 we are going / will go / are going to go 6 We
are going to see
Reinforcement
Write the postcard on the board. Tell students to
copy it in their notebooks and complete it with the
following phrases:
it was
we are going to see
were staying
we went
we are going
Im having
Extension
Write the postcard on the board. Tell students to
copy it in their notebooks and complete it with the
correct form of the following:
we / go (x2) it / be we / see we / stay I / have
4 Tell students they are going to write a postcard

similar to Janes. Read through the prompts to

ensure students understand what information
should be included and where it should go. They
should use Janes postcard or the ones on page
80 to help them.

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2.24

about his holiday. Tell them to choose the

correct answers based on what he says. Play
the Class Audio CD two times, once to choose
the correct answer and once to check their
answers.

Answer key
1 Africa 2 two 3 monkeys 4 tent

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Cross-cultural corner
Summary
Objectives

Basic competences

to give students further practice in responding

Knowledge and interaction with the physical

to visuals
to provide students with the opportunity to
develop their communicative skills through
pairwork
to draw students attention to commonly made
mistakes

world Interacting with the physical world:

holidays destinations
Social and citizenship competence Showing
a tolerant and respectful attitude towards
different countries and lifestyles around the
world
Competence for learning to learn Learning
to work together to achieve a common goal
and increase learning efficiency (project)
Autonomy and personal initiative Evaluating
ones own progress in the language learning
process, identifying mistakes and correcting
them

Warm-up

Reading

Ask students what they know about each of the

places shown in the pictures on page 82.

Play the Class Audio CD while students listen and

follow in their books.
Tell students to read the texts again and check
any unknown vocabulary. Try to elicit explanations
from students where possible.

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1 Tell students to close their books and then ask

them the questions. Tell students to skim the

text again to see if their answers were correct.

Answer key
1 Dubai 2 America 3 New Zealand 4 America
Speaking
Before students do this exercise, go through the
USEFUL VOCABULARY with them to make sure
they understand it all. Try to elicit the meaning
from students.
2 In pairs, students ask and answer the questions

about the pictures.

Vocabulary check
3 Students should skim the text to find the words.

Answer key

Project
Have a general class discussion about different
countries that the students find interesting.
Put students into pairs and decide which pair will
write about which of the countries discussed. They
should use the Internet and books to help them
with their posters.
Remind students to check each others written
work for mistakes before putting the whole thing
together. The completed projects should be
displayed on the classroom wall.
Language corner
Read this section with students. Ask if they often
make any of the mistakes focused on here. Tell
them to be particularly careful when using these
words.

1 terrifying 2 luxurious 3 market 4 ranch

Online resources for this unit

Grammar worksheet
Vocabulary worksheet
Pronunciation worksheet
Skills worksheet
CLIL worksheet
Test
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UNIT 9 173