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Lead-inAs the focus of this unit is geography and travel, begin by

asking the students to tell you the names of any countries

they know in English. Ask them to work in pairs and write down

as many country names as they can in two minutes. Listen to

their suggestions as a class. Note that many of the countriesthey suggest may have the same spelling as in their language,

but the stress and pronunciation may be different.

AlternativeAnother way of checking the spelling of countries in English is to

present a list of them with all the vowels taken out, e.g., Grmnyfor

Germany, Jpn forJapan, and have the students work together to

spell them correctly.

A

Havethestudentslookatthepictures.Elicitguesses

forwheretheythinktheeventsinthepicturesare.Readthenamesoftheeventsaloud.Whilemarathon

islikelytobeacognate,ensurethatthestudentsunderstandair(aneventwherepeopleorcompaniesbringproductsforyoutolookatorbuy).

Askthestudentswhattheythinkhappensateachoftheeventsandelicitseveralideasfromtheclass.(DragonBoatFestival:peopledecorateandraceboats;marathon:runnershavearace;lmfestival:moviestarsanddirectorsattendandwatchnewmovies;bookfair:peoplebuybooks,meetauthors.)

Nominatefourstudentstoreadaloudthecountriesat

thetopofthepage.Askthestudentstoworkindividuallytocompletetheexercise.

Givethestudentstimetocompareanswersinpairs.Thenelicitsomeideasfromtheclass.Encouragethemtoexplainwhathelpedthemchoosethecorrectanswer(e.g.,The flm estival is in Cannes, which is in France).

Opener

Unit 5 Here, There, and Everywhere!The expression here, there, and everywhere means all over the world. You can say that someone hastraveled here, there, and everywhere. It is also the title of a song by The Beatles.

Unitobjectives

Functions:describing events and festivals (Sections 1, 2); talking about places and things

to do in a city (Sections 3, 5, lifeSkills); describing your neighborhood (Section 5); givingadvice (Section 6, life Skills); asking for and giving directions (Sections 7, 8, 9)

Grammar:there is/there are withsome, any, several, a lot, many(Section 2);

should (Section 6)

Vocabulary:places and attractions in a city (Section 3); locations and directions

(Section 7)

Pronunciation: compound nouns (Section 4)

Listening (Language use): listening to a news report (Section 1)

Reading: reading for the main idea (Section 5)

Writing (Language use): writing an e-mail (Section 9)

Speaking: repeating directions to check understanding (Section 8)

lifeSkills: thinking and problem-solving: establishing priorities

Culture noteThe Chinese Dragon Boat Festival (Duanwu Festival in

Mandarin Chinese) is a public holiday in China. The festival

is on the fth day of the fth month of the Chinese calendar.

The festival is in honor of Qu Yuan, a Chinese scholar and

minister to the King of Chu, who died in 278 BC.The Cannes International Film Festival began in 1946

and is one of the worlds most prestigious lm festivals. The

festival is held every spring in Cannes, a town in France.

team game

Divide the class into teams of four. Ask the teams to write

a list with the names of international capital cities. Put

two teams together, and ask each team to give the name

of a capital city, and the other team has to name the

corresponding country (e.g., MadridSpain). This is a good

way of checking the students knowledge of the pronunciation

of countries and cities in English.

B

Beforeyouaskthestudentstodothisexercise,havethemlookbrieyatSection7onp.32.Elicitthequestionsforaskingforothersopinions,andwritethemontheboard.Havethestudentsrepeatthemchorallyandindividually,withthemainstressinthecorrectplace(e.g.,Whats your opinion?).

Putthestudentsintopairsorsmallgroups.Readtheinstructionsaloud,andgivethegroupstimetodiscusstheiranswers.

Encouragethestudentstousethequestionsforaskingforothersopinionswhentheyarediscussingthepictures(e.g.,A:I think the Dragon Boat Festivallooks un. What do you think?B:I agree).

Elicitsomeideasfromtheclass.

Recycling points

countriesordinal numberspossessivesasking for opinionsmonths

This material is copyright and unauthorized copying is illegal.

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Unit 5Here, There, and

Everywhere!A Match the places to the events.

a) Colombia

b) China

c) France

d) the U.S.

B Which events look fun to you?Why?

3film festival

2marathon

1 Dragon Boat Festival

4book fair

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b d

c

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1

2

Language use: listening to a news report

A Listen to the start of a news report. Circle the correct options.

1 Buol is near the city of ...

a) Valencia. b) Murcia.

2 La Tomatina festival happens in ...

a) September. b) August.

B Listen to the rest of the report. Circle the correct options.

1 Mary speaks to a man from

a) Spain. b) Britain. c) Germany.

2 All the people go to to have breakfast.

a) the main square b) the park c) their houses

3 At eleven oclock, everyone

a) goes home. b) throws tomatoes. c) eats tomatoes.

4 The festival continues for

a) two weeks. b) two days. c) two hours.

C Give your opinion. What do you think about the Tomatina festival?Do you like festivals in general?

Grammar: there is/there are withsome, any,several, a lot, many

A Language in context Read about the Caribana festival. Answer the questions.

1 Where is the Caribana festival? 2 When does the parade start?

B Notice Read the examples from Exercise A in the table. Circle the correct options in thesentences on the next page.

Affirmative

There is a cool festival in Toronto every year.

There are several calypso music competitions.

There are also some other competitions.

Negative There arent many tickets for the festival left.

QuestionsAre there any interesting festivals in Canada this year?

Is there one in eastern Canada?

How to say it

It sounds interesting/fun.

I love/hate festivals.

Jan answers There is a cool festival in Toronto every year. Its called

Caribana and its all about Caribbean culture. There are a lot of visitors

to the city. They all come to dance, eat, and have fun! The carnival parade

starts in the afternoon in the main square. Theres a big picnic in the park

and there are several calypso music competitions. There are also some

other competitions, including a food competition. There arent manytickets for the festival left. Its a good idea to buy them soon!

Helen asks Are there any interesting festivals in Canada this year?Is there one in eastern Canada? I live in New York.

48

Toronto (Canada) in the afternoon


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CD 1, Track 28

CD 1, Track 27

T48

1 Languageuse: listening to a news report

B CD 1, Track 28

Tellthestudentsthattheywillheararadiointerview.TheinterviewerisnamedMaryTurner,andsheisinBuolatthefestival.Makesurethestudents

understandallthevocabularyinthesentences,especiallythrow.Givethestudentstimetoreadthroughthesentences,

andelicitsomepredictionsfromtheclass.Playtherecordingonce,andhavethestudentsjust

listen.Thenplayitagain,andhavethestudentsmarktheiranswers.

Askthestudentstocomparetheiranswersinpairs.Thenchecktheanswerswiththeclass.

Audio script

Reporter: We sent our reporter, Mary Turner, to Buol to learn

more about the festival.

Mary: Right now, there are more than 30,000 people herein Buol, with people from Britain, Germany, and

other countries. Thats because today is the day of

La Tomatina, the tomato festival. I want to ask local

people about the festival. Excuse me.

Man: Yes?

Mary: Im from Channel Ten news. Are you from Buol?

Man: Yes. I live here.

Mary: What happens in La Tomatina?

Man: Well, everyone goes to the main square and has

breakfast. At eleven oclock, everyone starts throwing

tomatoes at each other.

Mary: And how long does it last?Man: We throw the tomatoes for about two hours. The

whole town is red at the end!

Mary: And why do you do it?

Man: I dont know! Its just for fun!

C

PointouttheHow to say itbox.Elicitadditionaladjectivestocompletetherstsentenceandwritethestudentsideasontheboard(e.g.,It sounds boring; Itsounds stupid).

Readtheinstructionsaloud.Haveagroup

discussion.Takeapolltondoutwhatthemajoritythinkofthe

festival.Findoutwhichstudentslikefestivals,andwhichonestheylike.

Lead-inAsk the students for examples of famous festivals around

the world (e.g., Mardi Gras in New Orleans, Carnival in Rio,

etc.) Have the students work in pairs and discuss what festivals

take place in their town, city, or region. Elicit some ideas from the

class, and write the names of some of the festivals on the board.

A CD 1, Track 27

Readtheinstructionsaloud.AskthestudentsiftheyhaveheardofthefestivalofLaTomatina.Iftheyhaveheardaboutit,askthemwhattheyknowaboutit.

Askthemtolookatthepictureandtellyouwhattheythinkthefestivalisabout.

Culture noteThe festival of La Tomatina is in honor of Buols patron

saints, St. Louis Bertrand and the Mare de Deu desDesemparats (Mother of God of the Defenceless), a title for

the Virgin Mary. The tomato ght has been a tradition in the

town since the late 1940s, although no one is sure how it

began. There are theories that it began as a local food ght, or

as the result of an overturned truck carrying tomatoes, but the

most popular belief is that disgruntled townspeople attacked

city councilors with the vegetables during a celebration.

Givethestudentstimetoreadthesentencesandoptions.Emphasizethattheyarelisteningforthenameofthecityandthemonthwhenthefestivaltakesplace.

Remindthemnottoworryiftheydontunderstandeverywordtheyhear.Explainthattheyhaveworkedonlisteningforspecicinformationinearlierunits,andthattheyshouldapplythissameskillhere.

Playtherecordingonce.Askthestudentstocomparetheiranswersinpairs.Playtherecordingagain,ifnecessary.Checktheanswerswiththeclass.

Audio script

Reporter: Now, everyone likes a food ght. In the town of

Buol, they have perhaps the biggest food ght in

the world. Buol is near Valencia in Spain. They have

a tomato festival called La Tomatina. It happens inAugust and everyone in the town throws tomatoes.

About 30,000 people enjoy this festival every year.

A

Tellthestudentstheyaregoingtoreadaboutanotherfestival.Askthemtolookatthepictureofthefestival.Askthemwhatpartoftheworldthiscouldbeand

whatmighthappenatthefestival.Nominateastudenttoreadaloudthetwoquestions

afterthetext.Havethestudentsreadthetextindividuallyand

answerthequestions.

2 Grammar:there is/there are withsome, any, several, a lot, many

Whenthestudentsnishthetask,checktheanswerswiththeclass.

B

HavethestudentslookbackatthetextinEx.Aandunderlinealloftheexamplesofthere isandthere areinthetext.

Nominatestudentstoreadaloudtheexamplesentencesinthegrammartable.


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CD 1, Track 29

T49

Askthestudentswhathelpedthemselectthecorrectformofthere is/there are (ifthenounissingularusethere is, andifitispluralusethere are).

D

Readtheinstructionstotheclass,andnominatetwostudentstoreadtheexampleconversationaloud.

Doanothersimilarexamplewiththeclass.Choosealocalfestivalthatthestudentswillknoworuseoneofthefestivalsfromearlierinthisunitandgiveabriefdescription,usingthere isandthereare.Havetheclassguessthefestival.

Givethestudentstimetothinkofafestivalandmakesomenotesaboutwhathappensduringthefestival.Remindthemtousethere isandthere are.

Putthestudentsintopairstocompletethetask.Whilepairswork,circulateandcheckthestudentsareusingthecorrectformsoftheverbbewiththere.

months

Briey review the months of the year in English. Have a

spelling race. Divide the class into teams of ve or six

students. Call out one of the months of the year, and have

one person from each team come to the front of the class

and write the word on the board. The rst team to write the

word correctly scores a point. Continue until every member of

the team has had at least one turn.

Workbook p. 28, Section 1

Givethestudentstimetoreadthestatements,andhavethemdotheexerciseindividually.

Havethestudentscomparetheiranswersinpairsbeforeyouchecktheanswerswiththeclass.

Highlight thatthepronunciationofthinthereis//.Takesometimegoingoverthepronunciation,emphasizingthatthetonguecomesoutslightlybetweenthefrontteeth,andthesoundisvoiced(i.e.,

iftheytouchtheirthroatwhilemakingthesound,theycanfeeltheirvocalcordsvibrating).

Elicitthenegativeforms(there isnt/there arent)andtheinterrogativeforms(Is there?/Are there?).

Highlight thatthere iscanbecontractedtotheres,butthere aredoesnotnormallycontract.

AskthestudentstolookattheWatch out!box,andremindthemthatpeopleisplural,andsofollowsthepluralform.

Nominatestudentstosaytheanswers,andelicitanexampleofeachtypeofsentencefromtheclass.

C

Havethestudentsreadthestatements.Askthestudentstodothisexerciseindividually,and

thentocomparetheiranswersinpairs.Encouragethestudentstodiscussanydifferencesintheiranswers.

Checktheanswerswiththeclass.Remindthestudentsthatweuseany inquestionsandnegatives(#1,#2,and#5),andweneveruseanyinafrmativesentences.

A CD 1, Track 29

Askthestudentstolookatthepicture,andelicitthattheinformationisaboutaChineseNewYearfestival.

Havethestudentsreadthemap.Usetheiconstohelpwiththemeaningsofunfamiliarvocabulary.

Tellthestudentstheywillhearaguideforvisitorstothefestival.Explainthattheyshouldlistenandcircletheplacesonthemapthatthespeakermentions.

Playtherecordingonce,andcheckprogress.Playthe

recordingagain,ifnecessary.Checktheanswerswiththeclass.

Audio script

Hello and welcome to our phone guide for this years Chinese

New Year festival. There is a lot for everyone to enjoy. Between

January 23rd and 28th there is a special exhibition of Chinese

paintings at the art gallery on Park Street. There are special

events at the zoo for children under 10 and Chinese dancers

and musicians in the central park every day at 11 a.m. Chinese

food is available from special stalls at the shopping mall on

weekends. Please note that there are special buses which leave

hourly from

3 Vocabulary: places and attractions in a city

B

Readtheinstructionsandthequestionin#1aloud.Nominatetwostudentstoreadthemodelconversation.

Putthestudentsintopairstoanswertherstquestion.Encouragethestudentstousebothafrmativeandnegativeformsofthere is/there arewhentalkingabouttheirtown,e.g.,There is a park.There arent any art galleries.

Whenthestudentsnish,elicittheanswersfromtheclass.

Readtheinstructionsfor#2,andnominatetwostudentstoreadthemodelconversation.

Askthestudentstoworkinpairsagainandlistasmanyotherplacesintheirtownaspossible.Givethemtimetoaskquestionsaboutunknownvocabulary.Youcanexpectthestudentstomentioncognatesorloanwords,suchasbank,supermarket,hotel,andmuseum.

Writenewwordsontheboard,markingthestress,andaskthestudentstocopythewordsintotheirnotebooks.



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3

1 We use there is / there are to talk about one thing.

2 We use there is / there are to talk about more than one thing.

3 We use some / any withAre there ? and There arent.

4 We use some / any with There are.

5 We use several and many to talk about one thing / more than one thing.

CPractice

Circle the correct options.

1 There isnt / arent any festivals in my country in November.

2 Is / Are there any food festivals in your town?

3 In Mazatlan, there is / are a carnival in February.

4 There are several / any carnivals around the world every year.

5 Are there any / a dance competitions during the festival?

6 There is / are a lot of people in the parade.

D Now you do it Work in pairs. Choose a festival in your city or country.Describe it for your partner to guess. Then switch roles.

A: Its in August. There are musicians. Theres a parade.

B: The music festival!

Vocabulary: places and attractions in a city

A Listen to this automated message about the Chinese New Year festival.Circle the places on the map that the speaker mentions.

B Work in pairs. Answer the questions.

1 How many places on the map are also in your town?

A: Theres a zoo.

B: Yes, and there are several

2 How many other places in your town can you name in English?

A: There are a lot of banks.

B: And theres a history museum.

Watch out!

There are a lot of people.

There is a lot of people.

January 23 is the start of the Chinese NewYear. Come and join the celebrations. Thecolorful dragon parade covers thefollowing route this year:

zoo sciencemuseum chocolate

factory

mainsquare

fountain

busstation

movietheater art

gallery

centralpark

shoppingmall

endpoint *

* start

Chinese New Yearfestival and parade

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Un

it

5


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4

5

Pronunciation: compound nouns

A Listen and repeat. Notice that in compound nouns (noun + noun), the rst word is stressed.

museumscience museum mallshopping mall factorychocolate factory theatermovie theater

B Work in pairs. Make new compound nouns for places in your city. Then practice saying the words.

Reading: reading for the main idea

When you read a text, think about these questions. What is the general topic?

What is the writer saying about the topic?

A Read these texts quickly. Circle the main topic.a) neighborhoods b) festivals c) families

B Read the texts in Exercise A again. Decide whether each person has a positive or negative opinionof where they live.

Emile: positive/ negative

Melissa: positive/ negative

Kostas: positive/ negative

C Work in pairs. Talk about your neighborhood. Do you like it? Why or why not?

I like my neighborhood because its small and

1 history museum

museum

2 train station

station

3 car factory

factory

Emile

I live in a quiet area in Paris. I like living there

because its very friendly and there are several

stores and cafs. The only problem is that its a little

boring sometimes because there arent any clubs.

Theres a good stadium, though. I often go to

sports events.

Melissa

I live in Singapore, in a very busy neighborhood.I dont like it because its noisy and theres lots of

trafc. Theres a shopping mall near my house, and

I go there a lot. There are also museums and a movie

theater in the area, but I dont have time to go to

them. Theres a good food festival in April, though.

Kostas

I live in Oia on the island of Santorini. My

neighborhood is pretty big. A lot of my neighbors are

members of my family! There arent many stores,

but theres a small art gallery, a movie theater, anda gym. Oh, and there are a lot of great restaurants.

I think its a fantastic place to live.

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4 Pronunciation: compound nouns

Putthestudentsintopairstothinkofnewnounsusingtheprompts.Circulatewhilethestudentsareworking,andofferhelpasneeded.

Tocheckanswers,askforvolunteerstowritetheirwordsontheboard.Havethestudentscopyanynew

wordsintotheirvocabularynotebooks.

Possible answers

art museum, maritime museum; bus station, policestation, gas station; shoe factory, chocolate factory

more compound nouns

Elicit some other possible compound nouns related to towns

and cities which the students may suggest or ask you about:

post ofce, ootball stadium, swimming pool, sports center,

taxi stand. Have the class repeat the words after you, making

sure they place the stress on the rst word in each pair.

A CD 1, Track 30

Seethestudentsbookpageforthe audio script .Explainthatcompoundnounsarewordswithtwo

partstwonounsthattogetherformonephrase.Pointouttheexamples.

Playtherecordingonce,andaskthestudentstorepeateachwordchorally.Contrastthestresspatternofthesinglenounsandthecompoundnouns.Emphasizethatincompoundnouns,thestressfallsontherstsyllableintherstword.

Toreinforcethestressontherstnouninthecompound,getthestudentstosaythestressedsyllablemoreloudlythantheothersyllables.Notethestressedsyllablesare:science museum, shoppingmall, chocolate actory, movie theater.

B

Readtheinstructionstotheclass.Thennominatestudentstoreadtheexamplecompoundnounsaloud.Correctthepronunciationasneeded.

Askthestudentstoreadtheinformationintheskillsbox.

Emphasizethatwhentheyaretryingtoidentifythemaintopicofatext,theydonotneedtoreadandunderstandeveryword,buttheycanoftenruntheireyesquicklyoveratexttondthemaintopicfrom

keyvocabularyitems(bothwordsandphrases)inthetext.

A

Readtheinstructionsandtopicoptionstotheclass.Checkthatthestudentsunderstandthewordneighborhood (theareawhereyoulive,theareaaroundyourhouse).

Havethestudentsreadthethreetextsasquicklyaspossible.Givethematimelimitofnomorethantwominutestoreadallthreetexts,andthenaskthemtoclosetheirbooks.

Havethestudentsdiscusstheanswerinpairs.Thenchecktheanswerwiththeclass.

B

Readtheinstructionstotheclass.Makesurethestudentsunderstandthattheyneedtodecideifeachpersonsattitudetowardtheirneighborhoodispositiveornegative.Explainthatthepeoplesaybothpositiveandnegativethingsaboutwheretheylive,butthestudentsshouldtrytounderstandthepersonsgeneralfeelingabouttheplace.

Thisisanopportunitytopracticereadingforthemainidea,soonceagain,givethestudentsatimelimitofoneminutetocompletethetask.

Whenthestudentsnish,checktheanswerswiththeclass.

Askthestudentswhathelpedthemdecidewhetherthepeoplehadapositiveornegativeattitudetowardtheirneighborhoods(e.g.,keywordslikeriendly,boring, busy, noisy, great, antastic).

Culture noteSantorini is a small, circular archipelago of volcanic islands

in the Aegean Sea, about 200 km south-east of Greeces

mainland. The islands ofcial name is Thira, and its main

town, Fira, is also the capital of the Cyclades islands. Today,

Santorini is the only inhabited caldera (volcano cauldron) inthe world. Many people believe it is the most beautiful of the

Greek islands, and its sunsets are said to be breathtaking.

making a list

Ask the students to make a list of the things there are in each

of the three neighborhoods (e.g., Emile: several stores, several

cafs, a stadium). Tell the students to give you their answers

usingthere is and there are, and correct any mistakes in their

use of these words.

C

Putthestudentsintopairs.Readtheinstructionsaloud,andgivethestudentstimetoprepareforthetask.Askthemtomakealistoftheplacesintheirneighborhood,andwhattheylikeordislikeaboutit.Encouragethemtouseasmanyofthenewwordsfromthisunitastheycan.

Circulatewhilethepairswork,givinghelpwithspellingandvocabulary.

Whenthestudentsnish,nominateseveralstudentstosharetheirideaswiththeclass.


5 Reading: reading for the main idea


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CD 1, Track 31

T51

6 Grammar:should

C CD 1, Track 31

Readtheinstructionstotheclass.Givethestudentstimetoreadthroughtheconversationbeforetheybeginthetask.Elicitthegeneraltopicoftheconversation(planningatriptoLondon).

Havethestudentsdotheexerciseindividually.TellthemtousetheexamplesinEx.AandEx.Btohelpthemcompletetheexercise.

Askthestudentstocomparetheiranswersinpairs.Thenplaytherecordingtochecktheanswers.

Audio script

Janet: Our trip to London is next week! Im so excited! What

should we do there?

Max: Well, I have a good guidebook here. It says we should

see Windsor Castle, but we shouldnt visit the castle on

the weekend. We should also visit Wembley Stadium. We

should probably go on the tour of the stadium.Janet: Good idea! We should denitely go to Harrods, too, and

we really shouldnt miss the food hall. I cant wait!

conversation practice

Put the students into pairs, and have them practice the

conversation together, changing partners several times.

D

Readtheinstructionsaloud,andgivethestudents

timetothinkofplacestheywanttorecommend.Ifthestudentsallcomefromthesametownorcity,askthemtochooseanothertownorcityintheircountrythattheyknowwell.Encouragethemtomakesomenotestohelpthem.

Putthestudentsintopairs,andasktwostudentstoreadthemodelconversationfortheclass.

Givethepairstimetocompletethetask,andencouragethemtouseshouldandshouldntintheirdiscussion.

Remindthestudentstheycanusethere is/there aretosaywhatthereistovisitintheircity,e.g.,Theres ascience museum.You should defnitely visit it.

Whenthestudentsnish,nominateafewstudentstosharetheirrecommendationswiththeclass.

homework

Ask the students to write some advice for tourists visiting

their country. Encourage them to use shouldand shouldnt,

and to write at least ve tips for things visitors shoulddo and

things they shouldntdo. You can extend this to a project by

having the students create a mini-guidebook for visitors with

recommendations for hotels, restaurants, etc., and including

pictures of places around their city.


Lead-inElicit some positive things students can do if they want to

learn English well (e.g., speak only English in class, watch

English movies, do my homework), and write them on the

board. Introduce the idea ofshould(a good or positive

action) and shouldnt(a bad or negative action). Use the

examples on the board to make sentences with should(e.g.,

You should speak only English in class).Then ask them to tell

you things they shouldntdo if they want to learn English well

(e.g., You shouldnt speak your language in class).

A

Havethestudentslookatthethreepicturesandrepeatthenamesoftheplacesafteryou.Askthestudentstolookattherstpicture,andelicitthemeaningofthewordcastle.Explainthatadepartmentstoreisalargestore,dividedintoseparatesections,whereeachsectionsellsadifferenttypeofitem,e.g.,shoes,clothing,kitchenware,jewelry.

Readtheinstructionsaloud,andtellthestudentstolookatthethreeansweroptions.Checkthattheyunderstandguidebook(abookfortourists).

Givethestudentstimetoreadthetextandselecttheanswer.

Whenthestudentsnish,checktheanswerwiththeclass.

Elicitthattheanswerisa guidebook,andexplainthatinthiscontext,should and shouldntareusedtogiveadvicetotravelersaboutwhattodoonvacation.

Culture noteWindsor Castle is the oldest and largest occupied castle in

the world, and is one of the ofcial residences of the British

monarch, Queen Elizabeth II.

Harrods is one of the worlds largest department stores, on

a par with Macys, New York. It has over 330 departments.

Wembley stadium is located in London and hosts Englands

home international soccer matches and other events.

B

Focusontheformofthemodalverbshould.

Nominatestudentstoreadtheexamplesentencesinthegrammartablealoud.

Somelearnersmayhaveproblemsproducingtheshsoundintheinitialposition.Ifso,askthemtomakethesoundshhhforbe quietandtoholdthesoundforaslongaspossible.Thenaddthesoundsfordifferentendings,e.g.,ip(ship),op(shop),ould(should).

Havethestudentsworkindividuallytoanswerthetrue/falsequestions.Encouragethemtorefertothegrammartabletohelpthemndtheanswers.

Drawthestudentsattentiontothelanguagebox.Highlight themeaningofdefnitely(certainly,forsure)anditspositioninthesentence(betweenshouldand

themainverb).


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6Grammar: should

A Language in use Read this text. Circle where it is probably from.

The text is probably from

a) a newspaper. b) a guidebook. c) a magazine.

B Notice Read the examples from the text in the table. Circle true (T) or false (F).

1 We use do in questions and negatives with should. T F

2 The contraction ofshould not is shouldnt. T F

C PracticeComplete this conversation with should or shouldnt. Then listen and check.

Janet: Our trip to London is next week! Im so excited! What (1) we do there?

Max: Well, I have a good guidebook here. It says we (2) see Windsor Castle, but we

(3) visit the castle on the weekend. We (4) also visit Wembley

Stadium. We (5) probably go on the tour of the stadium.

Janet: Good idea! We (6) definitely go to Harrods, too, and we really

(7) miss the food hall. I cant wait!

D Now you do it Student A, you are a visitor to Student Bs town or city. Ask Student B whatplaces or attractions you should or shouldnt see. Give reasons. Then switch roles.

A: What should I visit in your town?

B: I think you should definitely visit the art gallery. Its really interesting. You shouldnt visit the museum.

Its small and very crowded.

AffirmativeYou should definitely go to Harrods.

You should visit this famous stadium.

Negative You shouldnt visit on the weekends.

Questions What should you see in London?

denitely= 100%

really= 80%

probably= 55%Adverbs of certainty (denitely, really, and

probably) usually come after the modal verb

shouldand before shouldntin statements:

e.g., You should probably visit the museum.

You probably shouldnt go to the zoo.

Windsor Castle

The home of the Royal Family,

just 40 minutes from London.

You shouldnt visit on the weekends,though. Its very crowded.

Harrods department store

You should denitely go to Harrods.

Dont miss the food hall!

Wembley Stadium

You should visit this famous

stadium. Go on the tour. Its great.

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should

should

shouldnt should

should

should

shouldnt


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7 Vocabulary: locations and directions

A Read and match the sentences to the pictures.

B Look at this street map. Student A, you are at the main square.Student B, you are at the art gallery. Ask each other for directions

to different places on the map.

A: How do I get to the zoo from here?

B: Go right on Main Street. Take the first street on the left.

Thats River Street. Then

How to say it

Excuse me, where is the ?

How do I get to ?

Is there a near here?

Turn left/right on ...

1 Take the second street on the left.

2 Make a U-turn.

3 Its on Laurel Avenue.

4 Its next to the museum.

5 Follow the signs for the zoo.

6 Its across from the movie theater.

7 Turn left here.

8 Go over the bridge.

9 Its between the bank and the school.

10 Go straight ahead.

11 Take the first right.

12 Its on the corner of Mason Street andLaurel Avenue.

A C

E G

I K L

main

squarefountain

museumbusstation

policestation

centralpark

art

gallery

zoo

caf

Baker Street

LincolnAvenue

ParkAvenue

Cedar Street

N

elsonStreet

RiverStreet

Main Street

B D

F H

J

52

7

10 11

121

3

4

8

2

9

6

5


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T52

7 Vocabulary: locations and directions

denitions game

Divide the class into two teams. Have one student from each

team come to the front of the classroom and sit with their

backs to the board. Write a word on the board behind them.

This can either be a word from this lesson, or a word from

earlier in the unit. Nominate one team to describe the word.They must not say the actual word, but can use synonyms,

dene its meaning, give an opposite, or even give rhyming

words (e.g., it sounds like night; its the opposite o let

right). The two students at the front then have to guess the

word. The rst student who guesses correctly wins the point

for his or her team. Have the other students on each team

take turns coming to the front, and alternate which team tries

to describe the word.


Lead-inCheck that the students understand the words letand right.

Ask questions such as, Who is sitting on Simonas right?

Who is sitting on Damians let?This will also give you an

opportunity to review possessive s.

A

Tellthestudentstheyaregoingtolearnsomeusefullanguageforgettingaroundanewcity.

Readtheinstructionstotheclass.Clarifythattheyarematchingthesentencestothepictures.

Havethestudentsworkindividually.Circulatewhilethestudentsareworking,offeringhelpasneeded.

Askthestudentstocompareanswersinpairs,explainingtheirchoices.Thenchecktheanswerswiththeclass.

Highlight thatweuseexpressionslikethe frststreet on the let, the second street on the right,etc.Brieyreviewsomebasicordinalnumbers(frst, second,third, ourth, fth).

AlternativeHave the students cover the sentences in their students book, and

tell them to just look at the pictures. Have them work in pairs or

as a whole class and try to write the accompanying sentences for

each picture. Then have them uncover the directions in the book

and match them.

BReadtheinstructionstotheclass.AskthestudentstolookattheHow to say itbox.

Explainthatthesearepolitewaysofaskingfordirections.Havethestudentsrepeattheexpressions,usingwordsforplacesandattractionsinacity(e.g.,How do I get to the bus station?;Excuse me, where is theart gallery?; Is there a bank near here?;Turn let on 7thAvenue; Turn right on 22nd Street).

Nominatetwostudentstoreadthemodelconversationaloud.

Highlight thatwesay,Takethe frst/second street,andnot*Gothe frst street

Putthestudentsintopairstocompletethetask.Circulateandmonitorwhilethestudentsareworking.

Whenthepairsnish,listentoafewconversationsfromtheclass.

Noteanyerrorsinthedirections,andwritethemontheboard.Asktheclasstocorrectthemistakes.

giving directions

Ask the students to work in pairs and tell each other how to

get from the school to their home. If they live a long way from

the school, they can include instructions like Take bus 47 to


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T53

8 Speaking: repeating directions to check understanding

B

Tellthestudentstheywillnowpracticeaskingforandgivingdirectionstoplacesintheirowntownorcity.

Readtheinstructionstotheclass,andasktwo

studentstoreadthemodelconversation.EncouragethestudentstouseExcuse meatthebeginningoftheirconversationandHow do I getto ?toaskfordirections.

Putthestudentsintopairstocompletethetask.Whenbothstudentshaveaskedforandgivendirections,elicitafewexamplesfromtheclass.

asking for and giving directions

Ask the students to look at the map in Section 7 and choose

a starting point and a destination (e.g., from the art gallery

to the zoo). Have the students work in pairs and take turns

asking for and giving directions. Encourage them to repeatsome of the directions to check understanding. When the

pairs nish, elicit a few examples from the class.


Lead-inAsk the students a simple question about the school, such as:

Teacher: Where is the school caeteria?

Students: Its next to the library.

Teacher: Next to the library. OK. Thanks.

Tell them that repeating key information like this, and adding

OK, isa good way of checking the information.

Nominateastudenttoreadtheinformationintheskillsbox.

Emphasizethatwhenwerepeatinformationlikethistocheckwehaveheardcorrectly,weoftensayitslowlytoconrmunderstanding.

A CD 1, Track 32

Seethestudentsbookpageforthe audio script .

Tellthestudentstheyaregoingtoheartwoconversations.Ineachconversation,peopleareaskingfordirections.

Playtherecordingonce,andhavethestudentslistenwiththeirbooksclosed.

Havethestudentsopentheirbooks.Readtheinstructionstotheclass.

Playtherecordingagain,andhavethestudentsunderlinetheplaceswherethespeakerrepeatsthedirections.

Checktheanswerswiththeclass.Putthestudentsintopairstopracticethetwo

conversations.Askthemtodothistwice,swapping

therolesofAandB,sothattheygetthemaximumexposuretothelanguageintheconversations.

A

Drawthestudentsattentiontothequestion,Whatdoes Avril need?

Givethestudentstimetoreadthetextindividuallyandlookfortheanswer.

Havethestudentscomparetheiranswersinpairs.Thenelicittheanswerfromtheclass.

Answer

Avril needs directions from the bus station to the artgallery.

9 Language use: writing an e-mail

B

AskthestudentstolookattheHow to say itbox.PointoutthatweuseHiininformale-mails.TheexpressionDont get lost!isfriendlyandinformal.Encouragethestudentstouseasmanyoftheseexpressionsastheycanintheire-mailresponses.

Circulateandmonitorwhilethestudentsarewriting,givinghelpasneeded.

Whenthestudentsnishwriting,askthemtosharetheire-mailsinsmallgroups.

AlternativeYou can give the writing task as homework and check it in the

next class.

Workbook

Over to you p. 32 Down Time p. 33


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8

9

Hi!

Thanks for inviting me to the exhibition. I dont know where the artgallery is, exactly. I need directions from the bus station to the gallery.How do I get there?

Thanks a lot!

Avril

Speaking: repeating directions to check understanding

When you ask for directions, listen carefully and repeat the essential information to check that you understand.

A Listen to the conversations below. Underline the information that Speaker A repeats.

B Work in pairs. Take turns asking for directions to places in your town.

A: Excuse me, how do I get from ... to ...?

B: You take the Its on ...

Language use: writing an e-mail

A Read this e-mail from a friend. What does Avril need?

B Look at the map in Section 7 again.Write an e-mail to Avril giving her

directions in your notebook.

1

A: Excuse me, how do I get to the main square?B: You take the rst right, and go straight ahead.

Then turn left on Post Street.

A: OK. First right, then left on Post Street.

B: Thats right.

A: Thank you.

B: Youre welcome.

2

A: Excuse me, is there a bank near here?B: Yes, theres one on Fort Street.

A: Fort Street. OK. And how do I get there?

B: You go straight ahead, and take the third left.

A: Straight ahead, and take the second left.

B: No, not the second left, the third left.

A: Third left. OK, thanks.

How to say it

Hi,

OK. Here are the

directions to ...

From

Then

Dont get lost!

See you soon.

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Thinking and problem-solving:establishing priorities

Understand the criteria.

List the options.

Order the options according to the criteria.

A You see this comment about your city on a Web site.

Read the comment and answer the questions.

1 How much time does Danny have in your city?

2 How much money does Danny have to spend?

B Work in pairs. In your notebook, make a list of the main attractions in your city. Write

down as many as you can. Then write the cost and the time you need to visit each one.

Subject: Where to go? Help!

Im in the city for one day next week and I dont know what to visit. I arrive at 7:00 in themorning and leave on the 8:00 p.m. bus. I dont have much moneyonly $40. Does anyonehave any ideas?? Thanks!

Replies: 0

Posted on:

May 3 at 09:34 by

Danny1992

Registered:

03/15/10

Posts: 5

How to say it

I think you need hours.

I agree. Theres also a

How long do you need to visit ?

How much does the cost?

I think it costs $

I think its free.

lifeSkills

54

one day

$40


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T54

Thinking and problem-solving: establishing priorities

The lifeSkills section has a two-tiered design which includes a linguistic focus and a soft skills focus.The aim of the rst is to recycle and consolidate the target language of the unit, and the aim of thesecond is to expose the students to vital soft skills that will enable them to become more competitiveand successful in their academic and professional lives.

When you teach the lifeSkills section, you may decide to draw attention to the bulleted steps at

the start of the section which break down the soft skill. It is important to remember that the skillsdeveloped in this section can be applied in contexts beyond the English classroom. However, if youprefer to teach the section without discussing the underlying soft skill, this is also possible. Thesection is designed to be engaging and successful either way.

The following are some ideas for how to highlight the soft skill. You may choose to do one or several ofthese at the beginning of the lesson, at the end, or as you go through the exercises in the section. Yourapproach to the lifeSkills section may vary depending on your class and the unit.

Read the target skill aloud and highlight the three-step strategy to develop the skill. Check that thestudents understand all the vocabulary.

Relate each exercise in the lifeSkills section to the relevant stage in the three-step strategy beforeyou ask the students to begin the exercise (e.g., The aim o this exercise is to understand criteria. Thisis Step 1 in the three-step strategy.).

When the students nish all the exercises, ask them to read the Refect statement. Encourage themto tell you what they have learned or practiced in this section, and where and how they can apply thestrategies outside the classroom. Emphasize the steps theyve explored and practiced.

Thinking and problem-solving: establishing priorities

Step 1 Understand the criteria. (Ex. A)

Step 2 List the options. (Ex. B, Ex. C)

Step 3 Order the options according to the criteria. (Ex. D, Ex. E)

Tellthestudentsthatthissectionoftheunitwillhelpthemwithorganizinginformationbyestablishingpriorities.

Askthestudentswhentheyneedtoprioritize(putthingsinorderofimportance)intheirlives.Elicitoneortwoideasfromthem.PossibleanswersincludeWhen we have a lot o homework, but we also want to goout with riends,andsoon.

A

Readtheinstructionstotheclass,andaskthestudentstoreadthetwoquestions.Makesuretheyunderstandthemeaningofspend (usemoneytopayforthings).

Havethestudentsreadthetextandtrytondtheanswerstothequestionsasquicklyaspossible.Checktheanswerswiththeclass.

Emphasizethatthise-mailhashelpedthestudentsunderstandthecriteriaintheprocessofestablishingpriorities:Dannyisinthecityforonedayandhas$40tospend.

B

Beforeyouaskthestudentstoworkinpairsanddiscussthequestions,tellthemtolookattheexpressionsintheHow to say itbox.Checkthattheyunderstandthemeaningofree(youdontpayanythingforsomethingthatisfree).

Makesurethestudentsarefamiliarwiththelocalvalueof$40.Ifyouarenotsure,checkinthenewspaperorontheInternet.

Putthestudentsintopairstocompletethetask.Circulatewhilethestudentsareworking,andofferhelpwithideasasneeded.

Explainthatthisisthesecondimportantstepwhenestablishingcriteria.Afterwehaveunderstoodthecriteria,welisttheavailableoptions.

its free

Have the class brainstorm a list of interesting things tourists

can do for free in their city.


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T55

C

Askthestudentstoworkinthesamepairs.AskthemtolookattheirlistofattractionsfromEx.Banddecideonthevemostsuitableones.RemindthemthattheyhavetoconformtoDannyscriteria(moneyandtime).

Whenthestudentsnish,askthemtoranktheve

attractionstheyhavechoseninorderofimportancefrom1(mostsuitable)to5(leastsuitable).EmphasizethatorderingtheoptionsaccordingtoDannyscriteriaisthelastimportantstepwhenestablishingpriorities.

D

Givethestudentstimetowritetheirresponses.Thisexercisecaneitherbedoneindividuallyorinpairsasacollaborativewritingtask.

EncouragethestudentstotrytouseallvesuggestionsfromEx.Candtowritethereasons,

too.Circulateandmonitorwhilethestudentsareworking.Givehelpwhereneeded,andpointoutanygrammaticalerrorsintheirwriting,especiallyintheuseofshould (e.g.,insertingtobetweenshould andthemainverb).

E

Putthestudentsintogroupsoffourorve.HavethestudentssharetheirresponsestoDanny

withtheirgroupanddecidewhichonesmakethebestuseofhisbudgetandtime.

Nominateafewstudentstoreadtheiroptionsto

theclass.

Refect

GivethestudentstimetoreadtheReectstatementEncouragethemtogiveyouexamplesofsituationsin

theirliveswheretheyneedtoestablishpriorities.Elicittheprocessthestudentsusedtodevelopand

decideontheirrecommendationsforDanny.Remindthestudentsthattheabilitytoprioritizecan

helpthemtoorganizetheirtimewhentheyhavealotofthingstodo.


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C Think about organizing your options from Exercise B. Complete thisTop 5 Things to Do! list for Danny with your partner. Decide why youthink Danny should see or do these things. Remember that he onlyhas $40 and 13 hours in your town/city.

Greggs chocolate factory tourReason: Its cheap (only $12) and interesting

D Write a short response to Danny.

E Read your options to your classmates.

Decide which ones make the best use ofDannys $40 budget and time.

{ }Reflect...In what other situationsdo you need to establish

priorities?

Posted on:

May 4 at 14:21

Registered:

07/23/09Posts: 12

Re: Where to go? Help!

Hello, Danny1992! There are lots of great things to do in my city.

You should denitely

You should probably

You should really

Enjoy your stay!

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2

1

810 correct: I can talk about places and attractions in a city and ask for and give directions.

07 correct: Look again at Sections 3 and 7 on pages 49 and 52. SCORE: /10

810 correct: I can use there is, there are, andshould to talk about places and to give advice.

07 correct: Look again at Sections 2 and 6 on pages 48 and 51. SCORE: /10

Vocabulary

A Look at this map. Complete the place names with words from the box. (4 points)

B Look at the map in Exercise A again and complete the sentences. (6 points)

1 You are at the bus station 1st Street. Take the second right, go the bridge, and

turn left. Go straight ahead and the is in the park, the caf.

2 You are in the main square. Turn right and go straight ahead. Then take the third left.

The is on the right the bank.

Grammar

Read these contributions to a chat room. Circle the correct options. (10 points)

In Granada, there (1) is / are a fantastic Moorish monumentthe Alhambra Palace. You (2) should /

shouldnt visit in April or May. Its nice, but not too hot. The food in Spain is excellent and there (3) is / are a lot

of restaurants. But you (4) should / shouldnt eat in restaurants near the Alhambrathey are very expensive.

Antigua is a beautiful city. There (5) is / are several pretty squares where you can have lunch or just drink

coffee. If possible, you should (6)nd /go a hotel in the main square. You (7) should / shouldnt travel in taxis in

Antigua because its small, and its possible to walk everywhere.

Ko Samui is a fantastic island. There (8) isnt / arent many cars and you can relax completely.

The restaurants and cafs are very friendly and there (9) is / isnt a lot of good food. Sometimes there

(10) is / are traditional dances.

gallery

station

mall

theater

mainsquare

art

fountain parksciencemuseum

police

shoppingbus

station

movie

cafe

bank

Main Street

Park Street

1stStreet

2nd

Street

3rd

Street

4th

Street

56

Language Wrap-up


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Students can do the Language Wrap-up exercises in class or for homework. If you give them forhomework, remember to check the exercises at the beginning of the next class or collect a few to markand identify any typical errors.

If you decide to do the exercises in class, you can approach the Wrap-up as a two-step reviewingprocedure. First, ask the students to do the Vocabulary section individually. When ready, encourage

the students to check their answers carefully and then put them in pairs to compare answers anddiscuss any differences. Self- and peer-correction are two excellent ways of developing your studentsas independent learners and for creating a cooperative learning environment. After completing theVocabulary section, you can apply the same procedure to the Grammar section.

At the end of each section, ensure the students write their score out of 10. If they have a score lowerthan 8, direct them to the appropriate sections of the unit and encourage them to read them again forhomework. After that, ask the students to complete the exercise(s) again at home.

Language Wrap-up

1 Vocabulary

A

Answersart gallery, movie theater, shopping mall, policestation

Common European Framework: unit map

Unit 5 Competence developed CEF Reerence (A1)

1 Language use can understand information in a news report Table 1; Table 2; Section 4.4.2.1

2 Grammar can use and understand there is/there areTable 1; Table 2; Section 4.4.1.1;

Section 5.2.1.2

3 Vocabulary can describe places/attractions in a cityTable 1; Table 2; Section 4.4.1.1;

Section 4.4.3.1; Section 5.2.1.1

4 Pronunciation can correctly stress compound nouns Section 5.2.1.4

5 Reading can identify the main topic in a text Table 2; Section 4.4.2.2

6 Grammar can use and understandshouldTable 1; Table 2; Section 4.4.1.1;

Section 5.2.1.2

7 Vocabulary can give and understand directionsTable 1; Table 2; Section 4.4.3.1;

Section 5.2.1.1

8 Speaking can ask for directions Table 1; Table 2; Section 4.4.3.1;Section 5.2.3.2

9 Language use can respond to and write a short e-mailTable 2; Section 4.4.1.2; Section 4.4.3.4;

Section 5.2.1.6

10 lifeSkills can work with others to establish priorities

Culture noteThe Alhambra, built in the 14th Century, is a palace and fortress in Granada, Spain.

The palace was once the residence of the Muslim rulers of Granada. Today, the Alhambra

is one of Spains major tourist attractions and shows the countrys most famous Islamic

architecture. Antigua is a city in central Guatemala. It is known for its beautiful Spanish

architecture, as well as the well-preserved ruins of several colonial churches.

Ko Samui is a tropical island in the south of Thailand. It is Thailands third largest

island, and it is known for its beautiful beaches and coral reefs.

2 Grammar

Answers

1 is 2 should 3 are4 shouldnt 5 are 6 nd7 shouldnt 8 arent

9 is 10 are

B

Answers1 on, over, science museum, next to2 police station, across from

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