_students look at pictures of extreme sports then answering the questions.Read through the Key Words with students and give them time 'to check the meaning and pronunciation in the Mini-dictionary. Students identify the sports in the photos (skysurfing; extreme skiing; white water rafting; ice diving). - Students answer questions 1 and 2, saying what is happening in each photo and how they think the people feel (e.g. excited, happy, nervous). a In small groups, students discuss questions 3, 4 and 5. Monitor but do not interrupt students' fluency. The ' groups then report back to the class. - Students say whether any of the Key Words are similar in their language.

2_a Read through the Strategies with the class. - Ask students what clues they get about the content of the next listening text from the title of this lesson, the pictures and their own knowledge of the world 3 _Students read through the questions and guess the answers, using the Strategies.

Play the recording for students to listen and check their guesses. If necessary, play the recording a second time. Answers Ia 2b 3c 4a 5b 6b 7c 8c (option) write on the board : bungee jumping ,sky surfing ,snow rafting ,white water rafting and ice diving.divide the class into five groups and allocate each group one of the sports on the board . tell the students to listen to Michelle description of their sports and her opinion of it ,play the recording two or three times if necessary. in turn each group reports back to the class.

Exordso4 - Read the entries in the table with the class. Check that students understand that would like to means that the person has not yet done the sport. _ Play the recording for students to complete the table. - Check students’ answers by asking them to make sentences about Carol and Jonathan. Answers Carol : bungee jumping ,tennis ,skysurfing and snowrafting Jonathan: skiing and snowboarding , sailing, ice diving and bungee jumping exercise 5 : - Give students time to read through the list of verbs and the sentences in the Function File. Ask students if they can remember any of the expressions from the recording. a Play the recording Students complete the sentences. Answers 1 like 2 ’d love 3 wouldn't like 4 hate '5 'd prefer 6 prefer 7 love 8 quite like 9 can't stand 10 'd quite like

Exercise9 - Give students time to read through the questions before they listen to the recording and predict which questions are said with the intonation going up at the end. - Students listen to the recording to identify whether the intonation goes up at the end of each question. If necessary, play the recording several times. If some students find it difficult to hear whether the intonation goes up or down, they may find it helps their concentration if they close their eyes while they listen. Answers The intonation goes up at the end of sentences 2, 3, 4 (first question), 5 and 8. - Encourage students to work out the ’rule' about intonation in questions: the rising intonation is used in questions that can be answered by yes/no; the falling intonation is used in question-word questions, i.e. beginning with Wh-. :- Play the recording again for students to repeat the questions.

__Multi -part verbs__: Exercise 7 - Tell students to try and do the exercise first before referring to the Mini-dictionary. - Check students' answers by asking them to read out the text. Answers 1 start doing 2 love 3 arrived 4 not to do it 5 do it as planned 6 wear 7 organise 8 explain Exercise 8 - Students use the verbs from the text in Exercise 7 to complete this exercise. Answers 1 turn up 2 are into 3 taken up 4 set up 5 backed out 6 go through with Exercise 10 - Ask two students to read aloud the example question and answer. - Students work in pairs, asking and answering the questions about sports. Monitor, paying particular attention to intonation patterns in the questions. - Each student then tells the class how keen their partner is on sport and how interested they are in extreme sports.

Exercises 2&3 (language Powerbook )