OM_TE1_U5
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T47
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
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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
a
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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
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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.
Workbook p. 28, Section 2
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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
49
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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T50
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.
Workbook p. 29, Section 3
5 Reading: reading for the main idea
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CD 1, Track 31
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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.
Workbook p. 30, Section 4
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.
Workbook p. 31, Section 5
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.
Workbook p. 31, Section 6
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!
55
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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