LISTEN IN BOOK 2

LISTEN IN BOOK 2LISTEN IN BOOK 2 Luyện kỹ năng Nghe, Nói và Phát âm tiếng Anh Second Edition Tác giả: David Nunan Giới thiệu: NGUYỄN THÀNH YẾN Lời giới thiệu Bộ tài liệu Luyện kỹ năng Ng

LISTEN IN BOOK 2

LISTEN IN BOOK 2 Luyện kỹ năng Nghe, Nói và Phát âm tiếng Anh

(Second Edition)

Tác giả: David Nunan Giới thiệu: NGUYỄN THÀNH YẾN

Lời giới thiệu

Bộ tài liệu Luyện kỹ năng Nghe, Nói và Phát âm Listen In có ba tậpdành cho người học tiếng Anh trình độ từ sơ cấp đến nâng cao Bộ tài liệunày được tác giả bản ngữ David Nunan - một giảng viên nhiều kinh nghiệm vàcũng là một chuyên gia và tác giả của nhiều đầu sách về lý thuyết dạy và họcngoại ngữ - biên soạn rất công phu và khoa học Nội dung từng tập sách nêubật các nguyên tắc cơ bản trong phương pháp dạy và học kỹ năng nghe hiểukết hợp nhuần nhuyễn với kỹ năng nói qua các hoat động thích hợp trong mỗibài Mỗi tập sách có 20 bài theo chủ đề với mức độ ngôn ngữ và kỹ năngđược xây dựng từ dễ đến khó dần, từ đơn giản đến phức tạp hơn Được thiết

kế theo phương pháp dựa trên các hoạt động luyện tập trong lớp và đặtngười học là trọng tâm, Listen In cho người học có cơ hội phát triển kỹ năngnghe, nói và phát âm chuẩn qua đa dạng các tình huống thực tế Từng tậpsách trong bộ tài liệu này có các đặc điểm sau đây:

1 Nhiều bài tập phù hợp giúp người học nhanh chóng cải thiện khảnăng nghe thông qua:

- Ngữ liệu được chọn lọc từ các tình huống trong cuộc sống thật

- Bài học đầu tiên ở mỗi tập sách giúp người sử dụng nó có kiến thứcnền về kỹ năng và trình độ nghe hiểu của bản thân

- Ngoài băng/đĩa CD có nội dung của 20 bài chính, người học còn đượccung cấp thêm một băng/đĩa CD để luyện tập thêm ở nhà (Self-StudyPractice) với đầy đủ nội dung bài tập, lời ghi băng và đáp án ở cuối sách.

2 Người học được cung cấp ngôn ngữ và kiến thức cần thiết làm cơ sở

để phát triển kỹ năng giao tiếp thể hiện qua:

- Cấu trúc từng bài được biên soạn lôgic và nhiều thông tin giúp hìnhthành kiến thức và lượng từ đủ để chuyển sang luyện tập kỹ năng nói

- Các hoạt động theo cặp/nhóm cuối mỗi bài mở rộng bài học và pháthuy tính cá nhân hóa của người học, giúp họ có cơ hội luyện tập giao tiếp tự

Tất cả các bài trong mỗi tập Listen In đều được biên soạn theo dạngthức tương tự, cụ thể như sau:

• Mục tiêu (Goals) toàn bài được ghi rõ ở đầu mỗi bài, giúp người sửdụng tập tài liệu này ý thức được mục tiêu cần đạt được sau khi hoàn thànhbài đó

• Vài hoạt động khởi động ở đầu mỗi bài cung cấp vốn từ và thành ngữcần thiết để tạo dễ dàng cho người học tiếp cận với các bài tập tiếp theo

• Các bài tập nghe được thiết kế rất khoa học và vừa sức Mỗi bài tậpchỉ đưa ra một hay hai yêu cầu cho người học và họ có cơ hội nghe lại đểthực hiện yêu cầu khó hơn sau đó Các bài tập này không đòi hỏi người họcphải đọc hay viết nhiều

• Mỗi bài đều có một hay hai bài tập luyện phát âm, trọng âm và ngữđiệu làm cơ sở vững chắc cho kỹ năng nói.

• Cuối mỗi bài có một câu hỏi cho người nghe có cơ hội trả lời theo ýriêng của mình, nhờ đó họ cảm thấy hứng thú trong học tập và cảm nhậnđược mức tiếp thu và mức độ đạt được mục tiêu đã được đề ra ở đầu mỗibài

• Mục Listen for It xuất hiện khi cần thiết trong bài để giải thích một cáchđơn giản ý nghĩa và cách đùng các thành ngữ đặc biệt và hữu ích mà ngườibản ngữ thường dùng

• Mục Your Turn ở trang cuối của mỗi bài là phần chuyển từ kỹ năngnghe sang kỹ năng nói Các bài tập hoạt động theo cặp/nhóm kèm với bài đốithoại mẫu và các thành ngữ cần thiết giúp người học hoàn thành tốt bài tậpđược cho Mục In Focus là dịp để người học thảo luận chủ đề của bài sâurộng hơn, đồng thời cũng giúp họ hiểu biết thêm về kiến thức văn hóa của cácnơi trên thế giới

Với các đặc điểm và đề mục nêu trên, Listen In được xem là giáo trìnhchính rất phù hợp để dạy môn Nghe-Nói cho học viên trình độ từ sơ cấp đếnnâng cao Ngoài ra, học viên còn có thể tận dụng phần Self-Study Practicevới băng/đĩa CD kèm theo để tự luyện tập thêm ở nhà Các bạn tự học cũngtìm thấy bộ tài liệu này rất hữu ích trong việc phát triển kỹ năng nghe Và cácgiảng viên phụ trách môn Nghe-Nói có lẽ sẽ hài lòng vì có được nguồn tài liệuphong phú phù hợp cho mục đích giảng dạy hoặc biên soạn đề thi Nghe-Nói.Phần ghi băng, đáp án của bài học chính và phần Self-Study cùng bảng kêchỉ số trên đĩa CD được cung cấp đầy đủ và rất tiện lợi cho người sử dụng

Trân trọng giới thiệu cùng bạn đọc và hy vọng bộ tài liệu này sẽ hỗ trợthiết thực cho các bạn trong quá trình dạy và học tiếng Anh là một ngoại ngữ

NGUYỄN THÀNH YẾN Giảng viên Khoa Anh Trường ĐHSP - TP HCM

Classroom Language

Could you repeat that, please?

Could you play it again, please?

Could you turn up the volume, please?

How do you say in English?

What does mean? (How do you spell ?

I'm not sure

Sorry, I don’t understand

What did you get question number one?

What's your answer number two?

Unit Starter Listening for meaning

Goals:

- Identifying types of listening

- Identifying ways to improve listening skills

1 Before you listen, it’s a good idea to think about the TYPE of

listening that you will do Here are some of the types of listening you will do intheir course

A/ Which of the following do you think are the most difficult to

understand in English? Which are less difficult? Rank them in order (1 = mostdifficult) Then share your opinions with a partner

Types of listening

[] Public announcements [] Radio and TV programs [] News reports

[] English-language movies

[] Academic lectures[] Casual conversations[] Formal conversations/interviews [] Medical consultations

[] Voice mail messages [] Telephone conversations [] Conversations in stores[] Tour guide commentaries

an announcement)? Why was it difficult? Note details below. 

2 Sometimes we listen for gist, or to get the main idea of what we are hearing.

You will hear four types of listening Listen and number the pictures 4)

(1-a The woman is calling about travel plans / work

b The dress is too expensive / the wrong size

c This is a history lecture / an English

d The man had a good day / a bad day lecture

B/ Listen again for the main ideas Circle the correct words under each

picture

3 Some information is not stated directly but can be inferred.

A/ Listen to three people talk about movies they have seen What did

each person think about the movie? Circle good, OK, or poor for each

B/ Listen again and write the key words that helped you decide.

4 Some words can have different meanings depending on how they are spoken.

A/ Listen to the examples.

Example 1 Sorry? (asking for clarification) Example 2 Sorry, (apologizing)

Listen Is each person asking for clarification (C) or apologizing (A)?

B/ Listen again and check your answers.

C/ Work with a partner What other expressions can you use when you

need to ask for clarification or repetition? Make a list (Some examples are onpage 7.) 

5 As well as listening for gist or for inference, we can also listen for specific information

A/ Four students are talking about how they practice listening outside

the classroom Listen and number the people (1-4)

a _uses English listening sites on the Web

_downloads English songs from the Web

_records and listens to her own voice

b _listens 10 English language news reports

_watches music TV in English

_watches English language movies on TV

c _chats with English speakers

_goes to an English-speaking club

_ travels to English-speaking countries

d _downloads English songs from the Web

_practices English songs at home

_uses English listening sites on the Web

B/ What do the people do to improve their listening ability? Listen again

and check (x) two methods for each person

Which method(s) do you think would work best for you?

6 In interactive types of listening, such as conversations, surveys, and interviews, people typically respond to what they hear.

Listen and circle the answers that are right for you

1 Announcements and messages

TV programs and movies

Conversations

2 Understand TV and radio

Talk with English speakers

Understand lectures

3 To pass an exam or get a job

To communicate with English speakersFor fun

Your Turn!

Talking about reasons for studying English

• Why are you studying English?

• What’s the main reason you’re studying English?

I’m studying it so I can get a job

So I can talk with English speakers I want to use English when I travelabroad

• Are you studying English to pass an exam?

Yes, I need it to pass a university entrance exam

No, I'm just studying it for fun

• How do you think studying English will help you?

I’ll be able to use my English skills to get a job

Reasons for studying English

[] Pass an exam[] Get a job using English[] Talk with English speakers[] Travel easily overseas[] Understand movies/TV[] Understand news reports[] Understand lectures[] Understand/sing English songs[] Live in English-speaking country [] …

Try this… What are the main reasons you are studying English? Rank

the reasons listed above in order (1 = most important reason) You can addother reasons to the list Tell your partner and ask about his/her reasons

In Focus: Learning to listen

People sometimes think that listening is not as important as speaking,reading, and writing It is like a baby sister that no one pays attention to This

is because more attention has been paid to its three “elder sisters” - speaking,reading, and writing For many people, being able to use a foreign languagemeans being able to speak and write die language, or being able read foreign-language books or newspapers In recent years, however, more and moreattention has been paid to the importance of listening People who argue infavor of teaching listening say that learners cannot start using anotherlanguage effectively until they have heard lots of authentic, comprehensibleexamples of die language Why is listening important to you? What listeningskills do you want to develop during the course?

When you’re traveling, you need to be able to listen well so you canunderstand what people are saying to you

I’m hoping to overseas one day I need to improve my listening skills soI’ll be able to understand lectures in English

I can understand OK when people speak slowly, but I need to be able tounderstand when they talk fast

Unit 1 Can I ask you some questions?

Goals:

- Understanding personal information questions

- Understanding airport announcements

(1)

A/ What are these parts of an airport called? Use the words in the box

to label the photos Two are extra

baggage claim area immigration counter duty-free shop check-in counter security checkpoint

departure lounge

a ………

b ………

c ………

d ………

B/In which of the places above might you see or hear the following words? Write a least one word under each photo boarding pass passport carry-on bag boarding call credit card gate carousel luggage C/ Brainstorm! Work with a partner Imagine you've arrived at a U.S. airport What questions might you be asked at Immigration? Make a list (2) A/ Listen and number the pictures (1-4) a ………

A/ Listen and fill in the arrival card

There you go is used when a person hands something to someone.Other expression with similar meaning are there you are, here you are, andhere you go

B/ Listen again and check your answers

(4)

A/ Imagine you are at Immigration in the United States Listen and circle

the best response

1)

Sure There you go

No, I’m sorryYes, I had one issued recently2)

Yes, I’ve been here before

At the Downtown Hotel4)

In the United StatesFor five days

At the Downtown Hotel5)

Yes, I do Here it is

On the 16th

Here’s my passport6)

My next stop is MontrealI’m not sure

I’m attending a conference

B/ Listen again and practice

(5)

A/ Oliver is answering questions about the services at an airport Listen

to Part 1 of the conversation What does the airport official ask about? Check(x) the boxes

You’re telling me, with stress on me, is used to agree strongly withsomething another person says

[] Name[] Age[] Address[] Nationality[] Where from

B/ Listen to Part 2 of the conversation Is Oliver happy with the items on

the list? Check (x) Yes or No and note his comments

1 Reduced / Not reduced

2 Reduced / Not reduced

3 Reduced / Not reduced

4 Reduced / Not reduced

5 Reduced / Not reduced

6 Reduced / Not reduced

B/ Listen again and check your answers

(7) Listen and circle the answers that are right for you.

I like it

I’ve never flown

I don’t like it

3

Yes, I am

No, I’m not

No, I haven’t bought any

Yes, I’ve bought some

I’m not sure

Your Turn!

Asking and answering personal information questions

- What’s your name?

Jill, My last name is Davis

- Can you tell me your nationality?

- Where do you come from?

I’m from Canada

I’m Canadian

- Where do you live?

- Do you still live in Canada?

Yes, I live in Montreal

No, I live in Hong Kong

- Where are you planning to staying the United State?

I’m staying at the San Francisco Marriott It’s on 4th Street

Try this

Imagine you are an airline passenger You’ve lost your glasses andcan’t read the arrival card Ask your partner to fill it in for you

In Focus: The future of travel

To some people, taking a “dream vacation” might mean suntanning onthe beach in Bali, trekking through the Himalayas or skiing in the Swiss Alps.But how about spending a relaxing week at the bottom of the ocean orblasting off for a fun-filled trip into outer space? Sound impossible? Manyexperts predict that vacations like these could be widely available within aslittle as 20 years - albeit at a very high price What's your vision of the future oftravel? What sorts of vacations will people be taking 20, 50, or 100 years fromnow?

In a few years, it’ll be possible to travel really long distances in less than

- Understanding personal descriptions

- Identifying personal preferences

(1).

A/ How would you describe the people below? Use the words in the box

or your own ideas

slim/slendermuscular heavyset handsomepretty average-looking bearded

clean-shaven(un)healthy Longhairedshorthairedbalding/bald

B/ Now use the words below to describe what you think each person is

creative/intelligent/funny/energetickind / interesting / boring / shyserious / talkative / quiet / gentle

C/ Brainstorm! Work with a partner Think of three people you both

know Make a list of ways you could describe each one

(2).

A/ Listen and number the pictures (1-3)

a ………

b ………

c ………

d ………

B/ Listen again How do the women describe the men? Circle the words

you hear in each conversation

1

interestingintelligent creative shy gentle

2

smart kind funny nice boring

3

interestingintelligent handsome talkative strange

(3) Listen and circle the words that are stressed.

1 Are any members of your family shy?

2 Would you describe yourself as slender?

3 Are you an energetic type of person?

4 Do you think you’ll ever be bald?

5 Do you like to meet people who are talkative?

B/ Listen again and practice

Person looking for:

Shares same interests? Yes – No – Doesn’t matter

Personal qualities: ………

Appearance: important – not important

B/Listen again and check your answers

(5).

A/ Listen to the descriptions and write what each person likes

Geoff

Tony

Mick

B/ Listen again and write what each person doesn’t like Who do you

think is the best person for Megan to go out with? Why?

Describing people

- What does the person look like?

He kind of average-looking

- Does he have a beard or mustache?

Yes, he has both And he wears glasses

- Is he tall?

Not really He’s average height

- What is he like?

Well, he's intelligent, and he’s very talented

- How old is he?

I guess he’s in his early fifties

- Is it Steven Spielberg?

Yes, that’s right It is

No, keep trying!

Try this

Think of someone famous in your country Your partner will ask youquestions about the person and try to guess who it is Ask your partner abouthis/her famous person and make notes Try to guess whom your partner isdescribing

In Focus: Celebrity lookalikes

When someone witnesses a crime, police generally ask for adescription of the criminal age, height, hair color, visible scars Sometimes apolice artist draws a picture based on the description that is sent out to otherpolice departments and the media In a science fiction novel by WilliamGibson, police get descriptions of criminals by asking what a famous starsthey look like Witnesses might say someone looks like “Mick Jagger with a

young Frank Sinatra.” Does anyone in your class look like a celebrity? Howwould you describe yourself, your best friend, or someone in your family?

Unit 3 That's the bride's mother.

Goals:

- Identifying people at an event

- Identifying family relationships

(1)

A/ Look at the invitations and use the words in the box to complete

them

anniversarybirthdayreunionwedding

1 Mr and Mrs John Lee request the pleasure of your company atthe _ of their daughter Jenifer to Albert Goldsmith on Saturday, September 8

at 4:30pm, at St Lawrence Church

2 Peggy is turning 40!

Come celebrate her _

Date: Sunday, March 5th

Time: 7-1 pmPlace: Michael’s on the Thames RSVP by February 20th

3 Class of ‘84

The E.J Beale High School Class of 1984 will hold its 20th annual onSaturday, October 25th If you’re from our class, please make plans to bethere!

B/ Look at these relationship words Write M (for Male), F (for Female),

or B (for Both) next to each

_parent-in-law _grandchild _uncle _spouse _aunt _cousin _niece _sibling _stepson _nephew

C/ Brainstorm! Work with a partner What are some other words

associated with weddings? Make a list. 

(2)

A/ Listen Where are the speakers? Check (x) the correct event

[] family reunion [] wedding [] birthday party [] office party

B/ Listen again Circle the names you hear.

Paul Tommy Roger Betsy Bobby Mark

(3)

A/ Listen to the conversations at a wedding reception, When does each

person live now? Match the people with the places One place is extra

Aunt Gertrude Cousin Emily Uncle Morty Aunt Jean BermudaChicagoAtlantic CityNew YorkBoston

B/ Lister again Draw lines from the names to the correct people

Cousin EmilyAunt GertrudeAunt JeanUncle Morty

(4)

A/ You can use intonation to mean the opposite of what you say Listen

to the examples

Example 1

A: How was the wedding?

B: Great! (The wedding was great.)

Example 2

A: How was the wedding?

B: Great! (The wedding wasn’t great.)Now listen and circle the correct meaning

1 The reception was great / wasn’t great

2 The band was talented / wasn’t talented

3 The food was good / wasn’t good

4 The bride’s mother was excited / wasn’t excited

5 In general, it was fun / wasn’t fun

B/ Listen again and practice

(5)

A/ Corey is at her cousin's wedding Who do you think is talking to her?

Listen and circle the correct answer

1 Mother / Aunt / Friend

2 Mother / Aunt / Friend

3 Mother / Aunt / Friend

To get out of here is an informal expression meaning to leave the placeyou are in

B/ Listen again Write the words that helped you decide

1 ………

2 ………

3 ………

(6) Listen and circle the answers that are right for you

1 Sure, they’re great

Not really

I’ve never been to one

I don’t celebrate it

5 Yes, I really enjoy it

It’s OK

No, not particularly

Your Turn!

Asking and talking about special events

- Have you been to a family event recently?

Yes, I went to my cousin’s wedding

- What was the reception like?

Well, the food was really good

- How many people turned up?

I guess around two Hundred It was really crowded

- Did anything funny happen?

No, not really It was really serious

Yeah, my uncle gave a really funny speech,

- So, was it fun?

Yes, everyone enjoyed it

No, It was pretty boring actually

Try this

Think of a family event you attended Write three good and three good things about it Tell a partner about the event Ask about your partner'sevent

not-so-In Focus: Crying in the chapel

Is marriage obsolete? Since the 1950s, declining numbers of marriedcouples and growing divorce rates have led some to believe that it is Buthuge numbers of people continue to value marriage as an important life goal,and the vast majority will marry at least once in their lifetime One reasonpeople regard marriage so highly is that it can provide people with a source ofemotional support, mutual trust, and lasting commitment What is the attitudetoward marriage among young people in your country? Do you think marriagehas a future?

Most people my age want to get married but they also want successfulcareers

People will always want to get married, but wedding will become a lotless formal

I think marriage as a long-term commitment will disappear It’s an fashioned idea

old-Unit 4 I'm pretty good at math.

Goals:

- Identifying school subjects

- Identifying abilities

A/ In which of these school subjects would you use the items below?

Write the number(s) next to each item

B/ How difficult is each of the subjects in Task A for you? Write the

numbers (1-8) on the scale Then rank them from most interesting to leastinteresting Compare with a partner

Very difficult - OK - Very easy

Least interesting - OK - Most interesting

C/ Brainstorm! Work with a partner Think of at least five other subjects

that people study in college/university Add them to the list

EngineeringArchitectural designBusiness studies…

(2)

A/ Listen to the lessons Which subjects are being taught? Number the

subjects (1-3)

[] Home Economics [] Mathematics

[] History [] English[] Geography [] Computer Science [] Science

1 OK, • Just stop asking me!

2 OK… • I’ll see you there on Monday night

3 OK! • Good Let’s move to the next question

4 OK? • If you’re sure that’s what you want

B/ Listen and check your answers Then practice saying the sentences

using the correct intonation. 

(5)

A/ Listen to the descriptions of classes offered at Stamford Junior

College Write the correct class names in the chart One is extra

A high-flying career means a very successful careerEnglish Proficiency

Architectural Design Computer ProgrammingMusic Composition Sports MedicineClass name:

Instructor: Matt Harper Ellen Carter Carol Warren Ben Keating

Class time: Tue-Fri 9 am

- I 12:30 pm

Mon-Thu 9am- 3 pm

Wednesdays1-5 pm

B/ Listen again and fill in the missing information in the chart Which

classes would be suitable for the people in Task 3?

Jenny Tan: _

Julie Morris: _

(6) Listen and circle the answers that are right for you.

1 Yes, I’m pretty good

Kind of

No, not really

2 Yes, I’m very good

I’m OK

No, I’m not very good.

5 It’s very important

It’s kind of important

It’s not really important

Your Turn

Asking and talking about school subjects

- were your best subjects in high school?

My best subjects were math and science

I was really keen on languages

- Are you more interested in sciences or arts?

Oh definitely sciences

I guess I prefer arts

- Which types of subjects interest you now?

I really enjoy computer science

- What sort of career are you interested in?

I’d like to be a computer programmer

- Have you thought about working for a big software company?

Yes, I’d love to,

No, I’d prefer to work for a smaller company.

Try this

Imagine you're a career counselor for students Interview your partner.Take notes on his/her strengths, weaknesses, favorite school subjects, andfuture career plans Then, recommend some possible career choices

In Focus: Back to school

For generations in the United States, a nineteenth century inventionknown as the public school system was seen as die best way to give studentsdie knowledge and skills to become productive citizens Around the 1960s,experts began, questioning the system, citing the need for new types ofschools to meet the changing demands of the twentieth century Thesereformers eventually won for parents a much broader range of educationalchoices - including religious, alternative, and charter schools and homeschooling - but they also sparked a debate on teaching and learning that stilldivides experts to this day How do you feel about the state of education inyour country? What (if anything) would you do to change or improve theschool system?

I’d like to change the system so that there’s less emphasis on rotelearning

I think schools should focus more on real-world subjects like politics andeconomics

Schools could attract more qualified teachers by paying higher salaries

Unit 5 Where in the world is it?

Goals:

- Identifying geographical information

- Understanding travel ads

(1)

A/ How much do you know about the world around you? Try this quiz,

then compare your answers with a partner's

c Tokyo

$50,000: Q6 Which is the world's highest waterfall?

a Angel Falls, Venezuela

b Victoria Fall, Zimbabwe

c Niagara Falls, United States/Canada

$100,000: Q7 Which skyscraper became the world's tallest building in1998?

a Sears Tower, Chicago

b Petronas Towers, Kuala Lumpur

c Bank of China Tower, Hong Kong

$250,000: Q8 The area near Tienhsiang in Taiwan is famous for whichnatural feature?

B/ Brainstorm! Work with a partner What are some well-known natural

features in your country? How about man-made features? Make a list of thetop ten Rank them (1 = most impressive). 

(2)

A/ Listen to the quiz program and check your answers in Task 1.

How much money could you have won?

$

B/ Listen again and complete the sentences

1 The world’s highest mountain is _ meters high

2 The Great Pyramid is _ years old

3 The world’s longest river is _ kilometers long

4 Horyuji Tempe is _ years old

5 The total length of the Mammoth Cave system is _ kilometers

B/ How does the speaker describe the places? Listen again and circle

the adjectives you hear

incredible

spectacular amazingawe-inspiring stunningindescribable unbelievablephenomenal

B/ Listen again and check your answers Then practice saying the

sentences using the correct stress. 

(5)

A/ Listen and check the correct statement.

This is

_ a weather report for Australia

_ a news report about Australia

_ a travel ad for Australia

_ a documentary about Australia.

_ a quiz show about Australia

B/ Listen again and complete the statements.

Australia is the continent and the _ island on earth It’s also the _country The Great Barrier Reef is the _ reef in the world Uluru, or Ayer’sRock, is the world's _ monolith

(6)

A/ Listen and trace Ed's route on the map.

Great Barrier ReefKakadu National ParkSydney

The PinnaclesUluru

Melbourne

B/ Listen again Which of the places Ed visited was

1 the most fun?

2 the most beautiful?

3 the most exciting?

4 the most unusual?

(7) Listen and circle the answers that are right for you.

1 Several A few I haven’t

2 Natural Man-made Either

3 Africa Antarctica Europe

4 Alone With friends In a group. 

Your Turn!

Asking and talking about a trip

- So where did you go?

We took a trip to South America

- How long did you go for?

We went for two weeks

For a fortnight

- What countries did you visit?

We traveled through Brazil and Argentina

- What did you do in Brazil?

We went to Rio first, then went on a tour of the Amazon

- How about in Argentina?

We visisted Iguazu Falls, and then traveled to Buenos Aires

- So, what was the most exciting thing you did?

Going up the Amazon was the highlight of

Try this

Work with a partner Imagine you've just come back from a trip Decidewhere you went and what each place was like Describe your trip to anotherpair Ask questions and makes notes about their trip

In Focus: The World Heritage List

The World Heritage List is a list of the most important natural andcultural sites around the world, compiled and updated annually by the UnitedNations Educational, Scientific, and Cultural Organization (UNESCO) In

2002, a total of 730 sites were featured on the list, including the Statue ofLiberty in the United States, Iguazu National Park in Argentina, the GreatBarrier Reef in Australia, the Great Wall of China and the Acropolis in Athens,Greece, Many of these sites are threatened by tourism and pollution

UNESCO works for the protection of each of the sites on the list to ensure thatfuture generations may experience the natural and cultural treasures we enjoytoday What are the most impressive natural or man-made places in yourcountry? Which deserve to be on the UNESCO World Heritage List? Why?

Hemeji Castle is probably the most important historical building inJapan, and it’s also the most beautiful

The Grand Canyon should be top of any list of sites in the United States– it’s spectacular and there’s nothing like it

Stonehenge deserves its place on the list, because it was built so longago

[] historical sites [] prices

[] transport [] skyscrapers [] festivals n accommodation [] climate

B/ Listen again Circle the words used to describe each place.

incredible indescribable phenomenal awe-inspiring beautiful uniqueunbelievable unusual awesome

amazing spectacular stunning

(4)

A/ Listen to the conversation Which of the cities in Task 3 is each

person from? Write the city next to the person's name

Bob Price _

Nancy Jordan _

Steve Maglieri _

B/ Listen again and find the three people described Label each one

with the correct name

(5) Listen and circle the answers that are right for you.

1 A few times a year

Not very often

I never have

2 Yes, I think so

It depends on the situation

No, not at all

3 Yes, I do

I don't mind them

I try to avoid them

4 Yes, I think it is

I'm not sure No,

I don't think it is.