/OpenMind_1_TB_Unit_5

Unit 5

Here, There, and Everywhere!

The expression here, there, and everywhere means all over the world. You can say that someone has traveled here, there, and everywhere. It is also the title of a song by The Beatles.

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); giving advice (Section 6, life Skills); asking for and giving directions (Sections 7, 8, 9)

Unit objectives

Grammar: there is/there are with some, 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)

Recycling points countries ordinal numbers possessive’s asking for opinions months

Writing (Language use): writing an e-mail (Section 9) Speaking: repeating directions to check understanding (Section 8) lifeSkills: thinking and problem-solving: establishing priorities

Opener

Culture note

Lead-in» As 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 countries they suggest may have the same spelling as in their language, but the stress and pronunciation may be different.

The Chinese Dragon Boat Festival (Duanwu Festival in Mandarin Chinese) is a public holiday in China. The festival is on the fifth day of the fifth 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 world’s most prestigious film festivals. The festival is held every spring in Cannes, a town in France.

Alternative

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., Madrid—Spain). This is a good way of checking the students’ knowledge of the pronunciation of countries and cities in English.

Another way of checking the spelling of countries in English is to present a list of them with all the vowels taken out, e.g., Grmny for Germany, Jpn for Japan, and have the students work together to spell them correctly.

A

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• Have the students look at the pictures. Elicit guesses for where they think the events in the pictures are.

• Read the names of the events aloud. While marathon is likely to be a cognate, ensure that the students understand fair (an event where people or companies bring products for you to look at or buy).

• Ask the students what they think happens at each of the events and elicit several ideas from the class.

(Dragon Boat Festival: people decorate and race boats; marathon: runners have a race; film festival: movie stars and directors attend and watch new movies; book fair: people buy books, meet authors.)

• Nominate four students to read aloud the countries at the top of the page.

• Ask the students to work individually to complete the exercise.

• Give the students time to compare answers in pairs.

Then elicit some ideas from the class. Encourage them to explain what helped them choose the correct answer (e.g., The film festival is in Cannes, which is in France).

B • Before you ask the students to do this exercise, have them look briefly at Section 7 on p. 32. Elicit the questions for asking for others’ opinions, and write them on the board. Have the students repeat them chorally and individually, with the main stress in the correct place (e.g., What’s your opinion?).

• Put the students into pairs or small groups. Read the instructions aloud, and give the groups time to discuss their answers.

• Encourage the students to use the questions for asking for others’ opinions when they are discussing the pictures (e.g., A: I think the Dragon Boat Festival looks fun. What do you think? B: I agree).

• Elicit some ideas from the class.

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Unit 5

Here, There, and Everywhere!

A Match the places to the events. a) Colombia b) China c) France d) the U.S.

1

b

2

Dragon Boat Festival

d

3

c

film festival

4

a

B

marathon

book fair

Which events look fun to you?

Why?

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47

1

Language use: listening to a news report A

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

1 Buñol 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.

2 All the people go to … to have breakfast. a) the main square b) the park 3 At eleven o’clock, everyone … a) goes home. b) throws tomatoes.

4 The festival continues for … a) two weeks. b) two days.

C

2

c) Germany. c) their houses c) eats tomatoes. c) two hours.

Give your opinion. What do you think about the Tomatina festival?

Do you like festivals in general?

How to say it It sounds interesting/fun.

I love/hate festivals.

Grammar: there is/there are with some, any, several, a lot, many A Language in context Read about the Caribana festival. Answer the questions.

Helen asks “Are there any interesting festivals in Canada this year?

Is there one in eastern Canada? I live in New York.”

Jan answers “There is a cool festival in Toronto every year. It’s called Caribana and it’s 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. There’s a big picnic in the park and there are several calypso music competitions. There are also some other competitions, including a food competition. There aren’t many tickets for the festival left. It’s a good idea to buy them soon!”

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

Toronto (Canada)

in the afternoon

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

There is a cool festival in Toronto every year.

Affirmative

There are several calypso music competitions.

There are also some other competitions.

Negative Questions 48

There aren’t many tickets for the festival left.

Are there any interesting festivals in Canada this year?

Is there one in eastern Canada?

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1 Language use: listening to a news report

Lead-in»

B

Ask 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

• Read the instructions aloud. Ask the students if they have heard of the festival of La Tomatina. If they have heard about it, ask them what they know about it.

• Ask them to look at the picture and tell you what they think the festival is about.

• Tell the students that they will hear a radio interview.

The interviewer is named Mary Turner, and she is in Buñol at the festival. Make sure the students understand all the vocabulary in the sentences, especially throw.

• Give the students time to read through the sentences, and elicit some predictions from the class.

• Play the recording once, and have the students just listen. Then play it again, and have the students mark their answers.

• Ask the students to compare their answers in pairs.

Then check the answers with the class.

Culture note

Audio script

• Give the students time to read the sentences and options. Emphasize that they are listening for the name of the city and the month when the festival takes place.

• Remind them not to worry if they don’t understand every word they hear. Explain that they have worked on listening for specific information in earlier units, and that they should apply this same skill here.

• Play the recording once. Ask the students to compare their answers in pairs. Play the recording again, if necessary. Check the answers with the class.

CD 1, Track 27

Reporter: Now, everyone likes a food fight. In the town of Buñol, they have perhaps the biggest food fight in the world. Buñol is near Valencia in Spain. They have a tomato festival called La Tomatina. It happens in August and everyone in the town throws tomatoes.

About 30,000 people enjoy this festival every year.

CD 1, Track 28

Reporter: We sent our reporter, Mary Turner, to Buñol to learn more about the festival.

Mary: Right now, there are more than 30,000 people here in Buñol, with people from Britain, Germany, and other countries. That’s 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: I’m from Channel Ten news. Are you from Buñol?

Man: Yes. I live here.

Mary: What happens in La Tomatina?

Man: Well, everyone goes to the main square and has breakfast. At eleven o’clock, 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 don’t know! It’s just for fun!

The festival of La Tomatina is in honor of Buñol’s patron saints, St. Louis Bertrand and the Mare de Deu des Desemparats (Mother of God of the Defenceless), a title for the Virgin Mary. The tomato fight 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 fight, 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.

Audio script

CD 1, Track 28

C • Point out the How to say it box. Elicit additional adjectives to complete the first sentence and write the students’ ideas on the board (e.g., It sounds boring; It sounds stupid).

• Read the instructions aloud. Have a group discussion.

• Take a poll to find out what the majority think of the festival. Find out which students like festivals, and which ones they like.

2 Grammar: there is/there are with some, any, several, a lot, many A • Tell the students they are going to read about another festival. Ask them to look at the picture of the festival.

Ask them what part of the world this could be and what might happen at the festival.

• Nominate a student to read aloud the two questions after the text.

• Have the students read the text individually and answer the questions.

• When the students finish the task, check the answers with the class.

B • Have the students look back at the text in Ex. A and underline all of the examples of there is and there are in the text.

• Nominate students to read aloud the example sentences in the grammar table.

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• Give the students time to read the statements, and have them do the exercise individually.

• Have the students compare their answers in pairs before you check the answers with the class.

• Highlight that the pronunciation of th in there is/ð/.

Take some time going over the pronunciation, emphasizing that the tongue comes out slightly between the front teeth, and the sound is voiced (i.e., if they touch their throat while making the sound, they can feel their vocal cords vibrating).

• Elicit the negative forms (there isn’t/there aren’t) and the interrogative forms (Is there?/Are there?).

• Highlight that there is can be contracted to there’s, but there are does not normally contract.

• Ask the students to look at the Watch out! box, and remind them that people is plural, and so follows the plural form.

• Nominate students to say the answers, and elicit an example of each type of sentence from the class.

• Ask the students what helped them select the correct form of there is/there are (if the noun is singular use there is, and if it is plural use there are).

D • Read the instructions to the class, and nominate two students to read the example conversation aloud.

• Do another similar example with the class. Choose a local festival that the students will know—or use one of the festivals from earlier in this unit—and give a brief description, using there is and there are. Have the class guess the festival.

• Give the students time to think of a festival and make some notes about what happens during the festival.

Remind them to use there is and there are.

• Put the students into pairs to complete the task.

While pairs work, circulate and check the students are using the correct forms of the verb be with there.

months

Briefly review the months of the year in English. Have a spelling race. Divide the class into teams of five 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 first team to write the word correctly scores a point. Continue until every member of the team has had at least one turn.

C • Have the students read the statements.

• Ask the students to do this exercise individually, and then to compare their answers in pairs. Encourage the students to discuss any differences in their answers.

• Check the answers with the class. Remind the students that we use any in questions and negatives (#1, #2, and #5), and we never use any in affirmative sentences.

Workbook p. 28, Section 1

3 Vocabulary: places and attractions in a city A

CD 1, Track 29

B

• Ask the students to look at the picture, and elicit that the information is about a Chinese New Year festival.

• Have the students read the map. Use the icons to help with the meanings of unfamiliar vocabulary.

• Tell the students they will hear a guide for visitors to the festival. Explain that they should listen and circle the places on the map that the speaker mentions.

• Play the recording once, and check progress. Play the recording again, if necessary. Check the answers with the class.

Audio script

CD 1, Track 29

Hello and welcome to our phone guide for this year’s 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 …

• Read the instructions and the question in #1 aloud.

Nominate two students to read the model conversation.

• Put the students into pairs to answer the first question. Encourage the students to use both affirmative and negative forms of there is/there are when talking about their town, e.g., There is a park.

There aren’t any art galleries.

• When the students finish, elicit the answers from the class.

• Read the instructions for #2, and nominate two students to read the model conversation.

• Ask the students to work in pairs again and list as many other places in their town as possible.

Give them time to ask questions about unknown vocabulary. You can expect the students to mention cognates or loan words, such as bank, supermarket, hotel, and museum.

• Write new words on the board, marking the stress, and ask the students to copy the words into their notebooks.

Workbook p. 28, Section 2

T49

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1 2 3 4 5

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

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

We use some / any with Are there …? and There aren’t.

We use some / any with There are.

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

Watch out!

There are a lot of people.

There is a lot of people.

C Practice Circle the correct options.

1 2 3 4 5 6

D

There isn’t / aren’t any festivals in my country in November.

Is / Are there any food festivals in your town?

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

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

Are there any / a dance competitions during the festival?

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

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: It’s in August. There are musicians. There’s a parade.

B: The music festival!

3

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.

Chinese New Year festival and parade January 23 is the start of the Chinese New Year. Come and join the celebrations. The colorful dragon parade covers the following route this year: main square

zoo

science museum

fountain

chocolate factory end point *

* start

bus station

movie theater

art gallery

shopping mall

Work in pairs. Answer the questions.

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

A: There’s a zoo.

B: Yes, and there are several …

Un i t 5

B

central park

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

A: There are a lot of banks.

B: And there’s a history museum.

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4

Pronunciation: compound nouns A

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

museum—science museum

B

mall—shopping mall

theater—movie theater

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

1 history museum

2 train station museum

5

factory—chocolate factory

3 car factory station

factory

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

Emile

Melissa

”I live in a quiet area in Paris. I like living there because it’s very friendly and there are several stores and cafés. The only problem is that it’s a little boring sometimes because there aren’t any clubs.

There’s a good stadium, though. I often go to sports events.”

”I live in Singapore, in a very busy neighborhood.

I don’t like it because it’s noisy and there’s lots of traffic. There’s 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 don’t have time to go to them. There’s 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 aren’t many stores, but there’s a small art gallery, a movie theater, and a gym. Oh, and there are a lot of great restaurants.

I think it’s a fantastic place to live.”

B Read the texts in Exercise A again. Decide whether each person has a positive or negative opinion of 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 it’s small and …

50

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4 Pronunciation: compound nouns A

CD 1, Track 30

• See the student’s book page for the audio script .

• Explain that compound nouns are words with two parts—two nouns that together form one phrase.

Point out the examples.

• Play the recording once, and ask the students to repeat each word chorally. Contrast the stress pattern of the single nouns and the compound nouns.

Emphasize that in compound nouns, the stress falls on the first syllable in the first word.

• To reinforce the stress on the first noun in the compound, get the students to say the stressed syllable more loudly than the other syllables. Note the stressed syllables are: science museum, shopping mall, chocolate factory, movie theater.

• Put the students into pairs to think of new nouns using the prompts. Circulate while the students are working, and offer help as needed.

• To check answers, ask for volunteers to write their words on the board. Have the students copy any new words into their vocabulary notebooks.

Possible answers art museum, maritime museum; bus station, police station, 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 office, football stadium, swimming pool, sports center, taxi stand. Have the class repeat the words after you, making sure they place the stress on the first word in each pair.

B • Read the instructions to the class. Then nominate students to read the example compound nouns aloud. Correct the pronunciation as needed.

5 Reading: reading for the main idea • Ask the students to read the information in the skills box.

• Emphasize that when they are trying to identify the main topic of a text, they do not need to read and understand every word, but they can often run their eyes quickly over a text to find the main topic from key vocabulary items (both words and phrases) in the text.

Culture note

Santorini is a small, circular archipelago of volcanic islands in the Aegean Sea, about 200 km south-east of Greece’s mainland. The island’s official 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) in the world. Many people believe it is the most beautiful of the Greek islands, and its sunsets are said to be breathtaking.

A • Read the instructions and topic options to the class. Check that the students understand the word neighborhood (the area where you live, the area around your house).

• Have the students read the three texts as quickly as possible. Give them a time limit of no more than two minutes to read all three texts, and then ask them to close their books.

• Have the students discuss the answer in pairs. Then check the answer with the class.

B • Read the instructions to the class. Make sure the students understand that they need to decide if each person’s attitude toward their neighborhood is positive or negative. Explain that the people say both positive and negative things about where they live, but the students should try to understand the person’s general feeling about the place.

• This is an opportunity to practice reading for the main idea, so once again, give the students a time limit of one minute to complete the task.

• When the students finish, check the answers with the class.

• Ask the students what helped them decide whether the people had a positive or negative attitude toward their neighborhoods (e.g., key words like friendly, boring, busy, noisy, great, fantastic).

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 cafés, a stadium). Tell the students to give you their answers using there is and there are, and correct any mistakes in their use of these words.

C • Put the students into pairs. Read the instructions aloud, and give the students time to prepare for the task. Ask them to make a list of the places in their neighborhood, and what they like or dislike about it. Encourage them to use as many of the new words from this unit as they can.

• Circulate while the pairs work, giving help with spelling and vocabulary.

• When the students finish, nominate several students to share their ideas with the class.

Workbook p. 29, Section 3

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6 Grammar: should

Lead-in»

C

Elicit 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 of should (a good or positive action) and shouldn’t (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 shouldn’t do if they want to learn English well (e.g., You shouldn’t speak your language in class).

• Read the instructions to the class. Give the students time to read through the conversation before they begin the task. Elicit the general topic of the conversation (planning a trip to London).

• Have the students do the exercise individually. Tell them to use the examples in Ex. A and Ex. B to help them complete the exercise.

• Ask the students to compare their answers in pairs.

Then play the recording to check the answers.

Audio script

A • Have the students look at the three pictures and repeat the names of the places after you. Ask the students to look at the first picture, and elicit the meaning of the word castle. Explain that a department store is a large store, divided into separate sections, where each section sells a different type of item, e.g., shoes, clothing, kitchenware, jewelry.

• Read the instructions aloud, and tell the students to look at the three answer options. Check that they understand guidebook (a book for tourists).

• Give the students time to read the text and select the answer.

• When the students finish, check the answer with the class.

• Elicit that the answer is a guidebook, and explain that in this context, should and shouldn’t are used to give advice to travelers about what to do on vacation.

Culture note

Windsor Castle is the oldest and largest occupied castle in the world, and is one of the official residences of the British monarch, Queen Elizabeth II. Harrods is one of the world’s largest department stores, on a par with Macy’s, New York. It has over 330 departments.

Wembley stadium is located in London and hosts England’s home international soccer matches and other events.

B • Focus on the form of the modal verb should.

Nominate students to read the example sentences in the grammar table aloud.

• Some learners may have problems producing the sh sound in the initial position. If so, ask them to make the sound shhh for be quiet and to hold the sound for as long as possible. Then add the sounds for different endings, e.g., –ip (ship), –op (shop), –ould (should).

• Have the students work individually to answer the true/false questions. Encourage them to refer to the grammar table to help them find the answers.

• Draw the students’ attention to the language box.

Highlight the meaning of definitely (certainly, for sure) and its position in the sentence (between should and the main verb).

T51

CD 1, Track 31

CD 1, Track 31

Janet: Our trip to London is next week! I’m so excited! What should we do there?

Max: Well, I have a good guidebook here. It says we should see Windsor Castle, but we shouldn’t 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 definitely go to Harrod’s, too, and we really shouldn’t miss the food hall. I can’t wait!

conversation practice Put the students into pairs, and have them practice the conversation together, changing partners several times.

D • Read the instructions aloud, and give the students time to think of places they want to recommend. If the students all come from the same town or city, ask them to choose another town or city in their country that they know well. Encourage them to make some notes to help them.

• Put the students into pairs, and ask two students to read the model conversation for the class.

• Give the pairs time to complete the task, and encourage them to use should and shouldn’t in their discussion.

• Remind the students they can use there is/there are to say what there is to visit in their city, e.g., There’s a science museum. You should definitely visit it.

• When the students finish, nominate a few students to share their recommendations with the class.

homework Ask the students to write some advice for tourists visiting their country. Encourage them to use should and shouldn’t, and to write at least five tips for things visitors should do and things they shouldn’t do. 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

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6

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

Windsor Castle

Harrods department store

Wembley Stadium

The home of the Royal Family, just 40 minutes from London.

You shouldn’t visit on the weekends, though. It’s very crowded.

You should definitely go to Harrods.

Don’t miss the food hall!

You should visit this famous stadium. Go on the tour. It’s great.

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).

Affirmative

definitely = 100% really = 80% probably = 55%

You should definitely go to Harrods.

You should visit this famous stadium.

Negative

You shouldn’t visit on the weekends.

Adverbs of certainty (definitely, really, and probably) usually come after the modal verb should and before shouldn’t in statements:

Questions

What should you see in London?

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

You probably shouldn’t go to the zoo.

1 We use do in questions and negatives with should.

2 The contraction of should not is shouldn’t.

Practice Complete this conversation with should or shouldn’t. Then listen and check.

Janet: Max:

Our trip to London is next week! I’m so excited! What (1) Well, I have a good guidebook here. It says we (2) (3)

shouldn’t

Stadium. We (5) Janet:

Good idea! We (6) (7)

shouldn’t

should

visit the castle on the weekend. We (4)

should should

should

we do there?

see Windsor Castle, but we

should

also visit Wembley

probably go on the tour of the stadium. definitely go to Harrods, too, and we really

miss the food hall. I can’t wait!

Now you do it Student A, you are a visitor to Student B’s town or city. Ask Student B what places or attractions you should or shouldn’t see. Give reasons. Then switch roles.

U ni t 5

C

D

T F T F

A: What should I visit in your town?

B: I think you should definitely visit the art gallery. It’s really interesting. You shouldn’t visit the museum.

It’s small and very crowded.

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51

7

Vocabulary: locations and directions A Read and match the sentences to the pictures.

Take the second street on the left.

Make a U-turn.

It’s on Laurel Avenue.

It’s next to the museum.

Follow the signs for the zoo.

It’s across from the movie theater.

Turn left here.

1 2 3 4 5 6 7

8 9 10 11 12

Go over the bridge.

It’s between the bank and the school.

Go straight ahead.

Take the first right.

It’s on the corner of Mason Street and Laurel Avenue.

A 7

B 3

C 8

D 9

E 10

F 4

G 11

H 6

I 1

J 12

K 2

L 5

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.

That’s 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 ...

Cedar Street

central park

Lincoln Avenue

art gallery

Park Avenue

River Street

Main Street

Nelson Street

zoo

police station

Baker Street main square 52

fountain

café

museum

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bus station

7 Vocabulary: locations and directions

Lead-in»

definitions game

Check that the students understand the words left and right.

Ask questions such as, Who is sitting on Simona’s right?

Who is sitting on Damian’s left? This will also give you an opportunity to review possessive ’s.

A • Tell the students they are going to learn some useful language for getting around a new city.

• Read the instructions to the class. Clarify that they are matching the sentences to the pictures.

• Have the students work individually. Circulate while the students are working, offering help as needed.

• Ask the students to compare answers in pairs, explaining their choices. Then check the answers with the class.

• Highlight that we use expressions like the first street on the left, the second street on the right, etc. Briefly review some basic ordinal numbers (first, second, third, fourth, fifth).

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, define its meaning, give an opposite, or even give rhyming words (e.g., it sounds like night; it’s the opposite of left— right). The two students at the front then have to guess the word. The first 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

Alternative Have the students cover the sentences in their student’s 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.

B • Read the instructions to the class.

• Ask the students to look at the How to say it box.

Explain that these are polite ways of asking for directions. Have the students repeat the expressions, using words for places and attractions in a city (e.g., How do I get to the bus station?; Excuse me, where is the art gallery?; Is there a bank near here?; Turn left on 7th Avenue; Turn right on 22nd Street).

• Nominate two students to read the model conversation aloud.

• Highlight that we say, Take the first/second street …, and not *Go the first street …

• Put the students into pairs to complete the task.

Circulate and monitor while the students are working.

• When the pairs finish, listen to a few conversations from the class.

• Note any errors in the directions, and write them on the board. Ask the class to correct the mistakes.

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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8 Speaking: repeating directions to check understanding

Lead-in»

B

Ask the students a simple question about the school, such as: Teacher: Where is the school cafeteria?

Students: It’s next to the library.

Teacher: Next to the library. OK. Thanks.

Tell them that repeating key information like this, and adding OK, is a good way of checking the information.

• Nominate a student to read the information in the skills box.

• Emphasize that when we repeat information like this to check we have heard correctly, we often say it slowly to confirm understanding.

A

• Tell the students they will now practice asking for and giving directions to places in their own town or city.

• Read the instructions to the class, and ask two students to read the model conversation.

• Encourage the students to use Excuse me at the beginning of their conversation and How do I get to …? to ask for directions.

• Put the students into pairs to complete the task.

When both students have asked for and given directions, elicit a few examples from the class.

asking for and giving directions

CD 1, Track 32

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 repeat some of the directions to check understanding. When the pairs finish, elicit a few examples from the class.

• See the student’s book page for the audio script .

• Tell the students they are going to hear two conversations. In each conversation, people are asking for directions.

• Play the recording once, and have the students listen with their books closed.

• Have the students open their books. Read the instructions to the class.

• Play the recording again, and have the students underline the places where the speaker repeats the directions.

• Check the answers with the class.

• Put the students into pairs to practice the two conversations. Ask them to do this twice, swapping the roles of A and B, so that they get the maximum exposure to the language in the conversations.

Workbook p. 31, Section 6

9 Language use: writing an e-mail A

B

• Draw the students’ attention to the question, What does Avril need?

• Give the students time to read the text individually and look for the answer.

• Have the students compare their answers in pairs.

Then elicit the answer from the class.

• Ask the students to look at the How to say it box.

Point out that we use Hi in informal e-mails. The expression Don’t get lost! is friendly and informal.

Encourage the students to use as many of these expressions as they can in their e-mail responses.

• Circulate and monitor while the students are writing, giving help as needed.

• When the students finish writing, ask them to share their e-mails in small groups.

Answer Avril needs directions from the bus station to the art gallery.

Alternative You can give the writing task as homework and check it in the next class.

Workbook Over to you – p. 32

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Down Time – p. 33

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Speaking: repeating directions to check understanding

8

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.

1 A: Excuse me, how do I get to the main square?

B: You take the first right, and go straight ahead.

Then turn left on Post Street.

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

B: That’s right.

A: Thank you.

B: You’re welcome.

B

2 A: B: A: B: A: B: A:

Excuse me, is there a bank near here?

Yes, there’s one on Fort Street.

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

You go straight ahead, and take the third left.

Straight ahead, and take the second left.

No, not the second left, the third left.

Third left. OK, thanks.

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 … It’s on ...

Language use: writing an e-mail

9

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

Hi! Thanks for inviting me to the exhibition. I don’t know where the art gallery is, exactly. I need directions from the bus station to the gallery.

How do I get there?

Thanks a lot!

Avril

B Look at the map in Section 7 again.

Write an e-mail to Avril giving her directions in your notebook.

How to say it Hi, …

OK. Here are the directions to ...

From …

Then …

Don’t get lost!

U ni t 5

See you soon.

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lifeSkills

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.

Posted on: May 3 at 09:34 by Danny1992 Registered: 03/15/10

Subject: Where to go? Help!

I’m in the city for one day next week and I don’t know what to visit. I arrive at 7:00 in the morning and leave on the 8:00 p.m. bus. I don’t have much money—only $40. Does anyone have any ideas?? Thanks!

Replies: 0

Posts: 5

1 How much time does Danny have in your city?

one day

2 How much money does Danny have to spend?

$40

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.

How to say it I think you need … hours.

I agree. There’s also a …

How long do you need to visit …?

How much does the … cost?

I think it costs $ …

I think it’s free.

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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 first is to recycle and consolidate the target language of the unit, and the aim of the second is to expose the students to vital soft skills that will enable them to become more competitive and 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 skills developed in this section can be applied in contexts beyond the English classroom. However, if you prefer to teach the section without discussing the underlying soft skill, this is also possible. The section is designed to be engaging and successful either way.

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)

The following are some ideas for how to highlight the soft skill. You may choose to do one or several of these at the beginning of the lesson, at the end, or as you go through the exercises in the section. Your approach 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 the students understand all the vocabulary.

• Relate each exercise in the lifeSkills section to the relevant stage in the three-step strategy before you ask the students to begin the exercise (e.g., The aim of this exercise is to understand criteria. This is Step 1 in the three-step strategy.).

• When the students finish all the exercises, ask them to read the Reflect statement. Encourage them to tell you what they have learned or practiced in this section, and where and how they can apply the strategies outside the classroom. Emphasize the steps they’ve explored and practiced.

• Tell the students that this section of the unit will help them with organizing information by establishing priorities.

• Ask the students when they need to prioritize (put things in order of importance) in their lives. Elicit one or two ideas from them. Possible answers include When we have a lot of homework, but we also want to go out with friends, and so on.

A • Read the instructions to the class, and ask the students to read the two questions. Make sure they understand the meaning of spend (use money to pay for things).

• Have the students read the text and try to find the answers to the questions as quickly as possible.

Check the answers with the class.

• Emphasize that this e-mail has helped the students understand the criteria in the process of establishing priorities: Danny is in the city for one day and has $40 to spend.

B • Before you ask the students to work in pairs and discuss the questions, tell them to look at the expressions in the How to say it box. Check that they understand the meaning of free (you don’t pay anything for something that is free).

• Make sure the students are familiar with the local value of $40. If you are not sure, check in the newspaper or on the Internet.

• Put the students into pairs to complete the task.

Circulate while the students are working, and offer help with ideas as needed.

• Explain that this is the second important step when establishing criteria. After we have understood the criteria, we list the available options.

it’s free Have the class brainstorm a list of interesting things tourists can do for free in their city.

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C • Ask the students to work in the same pairs. Ask them to look at their list of attractions from Ex. B and decide on the five most suitable ones. Remind them that they have to conform to Danny’s criteria (money and time).

• When the students finish, ask them to rank the five attractions they have chosen in order of importance from 1 (most suitable) to 5 (least suitable). Emphasize that ordering the options according to Danny’s criteria is the last important step when establishing priorities.

D • Give the students time to write their responses. This exercise can either be done individually or in pairs as a collaborative writing task.

• Encourage the students to try to use all five suggestions from Ex. C and to write the reasons, too. Circulate and monitor while the students are working. Give help where needed, and point out any grammatical errors in their writing, especially in the use of should (e.g., inserting to between should and the main verb).

E • Put the students into groups of four or five.

• Have the students share their responses to Danny with their group and decide which ones make the best use of his budget and time.

• Nominate a few students to read their options to the class.

Reflect • Give the students time to read the Reflect statement • Encourage them to give you examples of situations in their lives where they need to establish priorities.

• Elicit the process the students used to develop and decide on their recommendations for Danny.

• Remind the students that the ability to prioritize can help them to organize their time when they have a lot of things to do.

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C

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

Gregg’s chocolate factory tour Reason: It’s cheap (only $12) and interesting

D Write a short response to Danny.

Re: Where to go? Help!

Posted on: May 4 at 14:21 Registered: 07/23/09 Posts: 12

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

You should definitely You should probably You should really

E

Read your options to your classmates.

Decide which ones make the best use of Danny’s $40 budget and time.

{

Reflect...

In what other situations do you need to establish priorities?

}

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Un it 5

Enjoy your stay!

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Language Wrap-up 1

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

art

theater

movie

science cafe museum

Park Street 1st Street

mall

park

3rd Street

fountain

Main Street

main square

bus station

bank

police

2nd Street

station

4th Street

gallery

shopping

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

turn left. Go straight ahead and the

the bridge, and

is in the park,

the café.

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.

8–10 correct: I can talk about places and attractions in a city and ask for and give directions.

0–7 correct: Look again at Sections 3 and 7 on pages 49 and 52.

2

SCORE:

/10

Grammar Read these contributions to a chat room. Circle the correct options. (10 points) In Granada, there (1) is / are a fantastic Moorish monument—the Alhambra Palace. You (2) should / shouldn’t visit in April or May. It’s nice, but not too hot. The food in Spain is excellent and there (3) is / are a lot of restaurants. But you (4) should / shouldn’t eat in restaurants near the Alhambra—they 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) find / go a hotel in the main square. You (7) should / shouldn’t travel in taxis in Antigua because it’s small, and it’s possible to walk everywhere.

Ko Samui is a fantastic island. There (8) isn’t / aren’t many cars and you can relax completely.

The restaurants and cafés are very friendly and there (9) is / isn’t a lot of good food. Sometimes there (10) is / are traditional dances.

8–10 correct: I can use there is, there are, and should to talk about places and to give advice.

0–7 correct: Look again at Sections 2 and 6 on pages 48 and 51.

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SCORE:

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/10

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

If you decide to do the exercises in class, you can approach the Wrap-up as a two-step reviewing procedure. 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 and discuss any differences. Self- and peer-correction are two excellent ways of developing your students as independent learners and for creating a cooperative learning environment. After completing the Vocabulary 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 lower than 8, direct them to the appropriate sections of the unit and encourage them to read them again for homework. After that, ask the students to complete the exercise(s) again at home.

1 Vocabulary A

B Answers art gallery, movie theater, shopping mall, police station

Answers 1 on, over, science museum, next to 2 police station, across from

2 Grammar

Culture note

The 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 Spain’s major tourist attractions and shows the country’s 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 Thailand’s third largest island, and it is known for its beautiful beaches and coral reefs.

Answers 1 is 2 should 3 are 4 shouldn’t 5 are 6 find 7 shouldn’t 8 aren’t 9 is 10 are

Common European Framework: unit map Unit 5

Competence developed

CEF Reference (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 are

3

Vocabulary

can describe places/attractions in a city

Table 1; Table 2; Section 4.4.1.1; Section 5.2.1.2 Table 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 understand should

7

Vocabulary

can give and understand directions

Table 1; Table 2; Section 4.4.1.1; Section 5.2.1.2 Table 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-mail

Table 2; Section 4.4.1.2; Section 4.4.3.4; Section 5.2.1.6

lifeSkills

can work with others to establish priorities

10

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