Key reading and listening strategies are discussed and developed through a wide range of question-types. Students are familiarized with all the exercise-types for Paper 3, gradually increasing in level of difficulty. The main writing formats required for Paper 2 are introduced and practiced, and speaking skills are encouraged through frequent student-centred activities. | Unit 12 63 Unit 12 Living Dangerously 7 food what they eat 8 fear afraid 9 risk ing their lives I taking risks doing dangerous things Quotation Horace Smith was an English author. You could introduce the topic of the unit before students open their books by asking them to define courage. and then comparing their definitions with the one given. Check the word families n courage adj courageous v en dis-courage-. n coward - person cowardice - quality adj cowardly. Lead-in Continue the theme of the quotation by having a brief discussion about what makes people act courageously and what the difference in meaning is between courageous adventurous and reckless. Key 1 d person or action reckless foolhardy daredevil rash person only hot-headed action only chancy b daredevil 2 1 hands 2 depth 3 den 4 ground 5 death 6 fire 7 ice 8 corner Focus on Listening 1 Why do people take risks Give students time to read the instructions and the questions. Remind them how useful it is to think about the type of information that is needed in each space and to try to guess answers where possible. Give students a few moments to do this. Vocabulary you may want to focus on from the recording includes to pick up obtain infml . speeding tickets to get one s kicks from get excitement from infml whiteknuckle activities the buzz - excitement infml to boast a feat scary frightening infml . Key 1 a quarter of a million A million 2 the tallest highest 3 driving a car 4 in his 70s seventies 5 brave they ve been I they are 6 safe to sleep Text 1 1 Hopefully students will see the warning notices as the kind of instructions for using products which are so obvious as to be completely unnecessary. Ask if they can think of any other examples and if they think the consumer can be over-protected. 2 Ask students to read the Exam Tip on page 199 which summarises the training they ve received for the gapped text before they tackle the exam task. 3 This exercise reinforces the .
