‘UNIT CONTENTS © GRAMMAR = thevess/there are = Possessve pronouns and possessive S VOCABULARY laces in a city: opartment, bridge, building, co, centre, concert hal, meta station, park, police station, post office, restaurant, ver, sports conte, square, stadium, street, heat, sind Furniture: armchair, bookcase, chest ofcrawers cooker, ‘cypbourd, curt, ump, mtr, sink, sol, wurde, washing machine Linking ideas wit: ond, butand so Wordponer: Prepositions of place: atthe endo, behind, between inn rontot, nxtto,on, on the comerof,eppasite ® PRONUNCIATION + therein sentences = Sound and spelling /b/ and /p/ ' Sound and spelling: vowels beforer = Sentence stress © COMMUNICATION SKILLS Talking about where you live andthe things you liken youetonen or city 1 Asking ad answering yuetions abuut wie Unters in a town or city ‘Describing the furniture Inte ferent rooms in yourhome Using appropriate phrases to check what other people say [sing for and ping deections Asking and answering questions about your neighbourhood \Wrting a description of your neighbourhood GETTING STARTED @ oro on sar hons ett itservoato oe dosee tt Mh eure? you hy Wyma Hlye0 Stents ae ett theren, cen students wish theycan show each other pictures of their homes on thelr mobile phones ifthey have them. Ask students toopen their books andlookat the picture Aske Would you ike fave hore? and lct a short reaction fam the cass. 71 UNITS Places pees) ee 1 understand information, texts and conversations St ease! ry Decne eons in atown ed Peet eee ees Deane eer Ce een et en ears SR et te OR ee) & CB Give students one minute to read Uirouglh the ideas ‘unl decile wiih vey think are true before talking abuut the picture as a clas, Ifyou wish, give students information from the Culture notes below. & couture ores Thisplture was then tom the barks ofthe Oia eran Ine vorderbawcen sig andeosna anderen. Te tocnety Soyer However twasonluten pcre of itm pubis tort Geaep on 2012 hat Itbsamewel know oun word ands estan fertourasvitngnerea The house wos ogy bult byleal cient piace tosuronte, sand lnin nme: thas bem dstoyed oneaous cra deta foods bt et mites bent nde wcll eyeotonect the oral ules ow nts b Ca incerta, students answer the questions. Help {wih vocahulary as nerestry. Sidents she het eas in pais, smal geope or ateas. € (We Read through the questions and the ideas with the students and check they understand the vocabulary Pat students into pairs to discuss reasons wity this isa good or bad place fora home. Ask students for their ideas about what a ‘good home" is and to share any other ideas they have. Help with vocabulary and Drouuaiiaton, but dou’ interrupt ueney @ exeaacrury -akstudrs to dash ud and bad aspect fone {otc omes nescence ores ee hem crsicel posites obighesetresmal oe ein Sal goups todas a ease endbckas asse CRO nice restaurants @ ovriona enon Givestudens te cane Wo lee something none bout you. Put students into pars or smal groups to brainstorm things they would like to ask you about where you come from, e.g. Where do you come ramIsit@ good place fore home? Why /Why not as your townyeity got lots oF cots 9 sports centie/o theatre? What ae the bad things about where you ve, et. Monitor and point out errors for students to salf correct. Sudents take turns to ask you thee questions. Encourage them to ask additional questions it thay wish ERREADING 8 CW Discuss the question as a class and write students’ ideas on dhe board If you used te Optional lean, you ‘ight ike to ask students which picture Urey Unk soa like the place where you come from Don't check ‘answers ut Uns point, bb students read the text quickly and check their answers to 1a. Cheek the answer as a class. If you wish, sive students information from the Culture notes below. G& CULTURE NOTES ‘Thames Town stands. the banks ofthe Yangtze River inchina,andis one of nine ioternationa developments cxignally planned for the suburbs of Sangha, Opened in 2006, Thames Town has cobbled streets, statue of Winston {Churchill ana Princess bana and 3 local pub. The project planned to make each new commuter town distinctive wth tach one being roma dferent‘country The other towns that have been builtinelude Ue Dutch, Spanish, alan and ‘American towns. However, the projet was cancelled before completion athe tune fied ta encima penne 0 move € Tell students to sea the tex again in deta Individually, students answer the questions. Encourage students guess dhe meaning uf any new words from he context. Check saswers a cass newer 4 Yeung cine poopie aon go mero ko photo when hey Nee eae en Perret Sree ere eee erent? eer ce ee ier Erni eee ne cord Q exrraactiviry ‘ekestudents to read the tom again and answer questions ins {Daan Engi people vein Thames low? (8a, they don) 21s Thames Town very old (No, isn. They finished tin 2006) 2 Whar ractls Thomas Town? isn Sonaiang, 30 kmrom Shanghai) «Do late of people ve in Thomes Town? Why, Why nor? (No, they don’. Ws very expensive.) 51a feng way from Shag fo thames town? (Wo, itn" Yunean travel rom Shanghai to Thames Town in ess than anhavr) 4 Chin pairs, students talk about if they would like to Visitor live in Thames Town, Take feedback a elas, Enovurage students to justify their answers at far a posible EAVOCABULARY Places in a city 8 lict the fist two or three examples with the class. ‘Students then underline the places in the text and ‘identify the ones they can see in the pictures, Check answers as a elas. Drill each word rs bol artn the ples square, bulge isp tve centre apartment rile wind b D Cem students complete the exercises ia Vocabulary Focus 5A ou $B p.165, Play dhe vecus for students to cieck eis answers lo Exercise a aud ‘complete the Pronunciation activity. Monitor Exercise d ‘an chuck oUier answers as clas, Tell students 10 yo back wo 8B p51. Anewers (Vocabulary Foci 5A Mp. 165) fe cai 5 polee sa T polices bating on S ponte spnisunice € CB Students work in small groups brainstonmin more places in a city. Check answers by drawing diree columns ‘on the bourd and asking individual students to come up ‘and write their words om the board. Drill each word Answers 4 Chin pair, students tell each other about tree laces they like in hei own a ety. Monto, but don’t Intermptfueneyunles students make mistakes with the uoeiny foe ares ina ity. Ad some sents tell the elas sn the places they chow. rasrrwisaens Aska isha talk about acest they dn ken thitowmer cyan turtfte anaere aaa posible UNITS Places 75GRAMMAR there is / there are 2 Books closed. Write om Une board: Positive orragutive? Singular or plural? Read Ue complete first sentence 0 the class (There isn't w metro ston in de own.) and point to de wo questions on the bourd wo elicit that ies negative und singular. Suudents open their books. Individually, they complete the sentences in the book. ‘Check answers asa elas, Answers 2 There att bb Point tothe fist column in the table and say pastve, then point to the second column and elicit negative. Point ta the fist raw and say siglo, then pent tothe serond row and elet plural. Students complete the table. They. then compare answers in pairs. Cheek ansvers asa loss. ‘answers vowre | Theres cero the town, snereoresomeniecates, | ierearent any prs @ OM students read the information in Grammar Focus 5 on $B p.144. Play the ceording where {ndiated and ask students to listen and repeat. Students then complete the exereies, Cheek answers ‘sa class, making sure students are using contractions ‘whore npproprinte, andeing the words corey nd sistinguishing between singular and plural. Tell students to go back 15 p51 ‘Answers (Grammar Focus 5A SB p.145) 8.2 Tmoresrewccoles 4 Therein tastodum, 4 Tue atealecufshoys 3 Tha atelour pals 8 Thoreareebrage, 2 Hom aye at ne wor? Thee aes 4 veteran hopin the on? Yes tee ae att hops § Howey pl are stow? Tere ten po. G Isthereaachoolin the nn? ether but ee aren isthe 2iverinthetown Ves, theres 4 How many ges thet he town? Tere ae to ges ‘¢ Suen’ cum severe © ras sna ‘kts to wie inl sees boat ‘nga he om ng thereat ‘© Students match the questions withthe answers. ‘hey eompare in pairs. Check answers as a class. answers 1p ad d Individually, students complete the table. They compare “answers in pairs. Check answers as a class. Ask students: When do we use ‘here i? (positive, singular) and When do we use “there are? (positive, plural). Repeat with Une egative ovis. Thea ase How is Une word order of ‘questions with there is and ‘there are diferent from the word order of positive or negative sentences with ‘there is? ‘an ‘tere are’? (We put sor ‘ave ist). Yeynoguatios | Shaan ‘suse geodata | es,Meres | Ho, ee sa thetaon? ayyood | Ye eweare | Wo Leta, ‘There are various common student mistakes with there / there are. As students work through the Graramar Focus, ‘make sure they understand thatthe verb and the noun must slays agree eu, Theres tenony buildings (Correct form Tere aren’ many buildings), Mistakes with agreement are particularly common before uncountable nouns lke Information, eg, Fherearemareinermatians— (Corect Fon-=Thore's more information obout Thomes Tow hero), and with ist, Point out that we use a singular verb before alist the fst item is singular, 0g. Hheeareerver own square... (Correct form= There sive, a town square and lots feats) 76 UNITS Places £ @BED eronunciaon Pay the recording fr students ro answer the questions. Check they understand thatthe ‘contracted form hoes only aed in paste sentences 1 msantoners 29 tongsowel sound D Divide the class into pai and asign A and B roles, ‘Stet As rea he structions aul look atthe pieture ‘00 $B p.190 and Student Bs read the instructions and look al the picture on $B p.134 Students then ask and answer ‘questions to find Uw six diferenews, Monitor, but don't interrupt fueney unless students make mistakes with die ‘conten ofthis lesson. Tell students to go back 1 $B pI. EASPEAKING a © Point to the picture and ask students: Is Venice «a good place ro vise? Why / Why nor? individually, students complete the conversation, Play the recording for students to listen and check. Check answers as class, ‘Answers 2 meee 6 thereare 9 Thee are * practic the conversation in 4a asa salt lass choral dil Lovde the clas half down the centre and tell the group on youre tha they are"Tom’and the group on your ight tat they are‘Paolat ill Tom’ fst question with theefthand (group and Paola response with the right-hand group. Then put the two pieces together with the groupe asking and Ansenng the frst question asa chorus Repeat he process ‘nti students can pertorm the whale conversation witht youhaving to model the lines fr them. + Pay particular attention tothe pronunciation of thereis/ there are and the vocabulary fr placesin a town.b Cm pur smdents into pairs and then put pairs together fo make groups of fone Assign Pair A and Pair H roles [Ask each grotp to choose a town or city and to follow the instrtetions. Monitor and help as necessary. ¢ CQ in their groups of four, students role play the conversation. Monitor, but don't interrupt Huency unless students make mistakes withthe content ofthis lesson yuu wish, studeuts ean change vles al repeat Ube activity witha diferent town or city. Whose wardrobe MULE @ exreancrwie Tpewroidate konpa nay and ar bre areakatdeno produce wien coneraton ten Tana ands ane vl toy rove yor studs ove toy able Stents coul work ngaeané rots tna comeeatons Thenaer thon gngjosa ween sep hey ean ge jarenmdosingescaret [ADDITIONAL MATERIAL Dwiorkbook 5A - Photocopiable actives: Grammar 2.280, Vocabulary p87, Pronunciation p.19s Se ee eee eee ere tr + understand a conversation in which people talk about the furniture in their home Se ey ee cee ete a oy options Leaps Books closed. Oraw a simple floorplan afyourhome onthe board orf fictional housefapartmentif you prefer Drow Abedin the bedrooms), television in the living roar, a ‘howerin the bathroom, anda cooker inthe kitchen laving ‘orn to draw other imo arta in wach room ine below. Point the diferent rooms onthe lor plan and ask students: that rom sis? Elicit nd label the rooms. you sh elstuentsnlit ore about yourhorse a you lt thenameof each room, 26 cook ourmeas her. ely nice becouse there upurk outside od can tee heirs, ERVOCABULARY Purniture @ Cp students discuss the questions in pairs or small groups. Take feedback as a class. You may wish to teach the word flac.) 2s an alternative to the word apartment. In British English the two words are interchangeable, bb sradents wad the advertisement quickly and find ont who the store is for. Note thatthe words shap and tore are interchangeable, with the first being more common fn British English and the seeendl in Amerionn English You may wish to pre-teach the words in the Voeabulary support box. Check the answer asa class and ask students: you know any stores tke this? (7D) vocasutary suPPoRT lose (82) ~ something that people lke and which doesn't change overtime cry (42) ~ diferent, strange or unusual, inthis contest ina positive way ‘ual (6) ~ the way something Is made, It canbe ‘good! or bad’ € Indivicually, students match the words with the pictures. Check answers asa class. Dill each word, It {You used the Optional lead-in, you could now go back ‘and add the furniture in your home to the floorplan ve boas, wit labels Use diese / dese we tell students what you're drawing as you go along, e- Inthe living room, there's a sofa here and there are to ‘armchais there. Inthe kitchen, sere’ a sink here, et. bb cooker gmachine 4 cursing ton ose i chek of rome UNITS Places 77rasrrisners sakfas finishers brainstorm other thing that you ‘yplcallyfindina house, eg. bath corpet, dishwasher, 4 CIBER Pronunciation Pay the recording for sdent 0 Neten and decide ifthe marked letters have lng ae short soninds. Check answers asa elas. ‘© Answer the questions as a clas. Drill the words in 1d ‘nd fr, her and door. exrraactviry Wit these words onthe board: parent, xgentna bar ‘burger farmer jac mace, pack pat shar spaescentr,lrkey. Askstudent ta clasytheminto three groups, those which ave J Uke ad err (apart, rein, bat, farmer jar. atk, those which have she her and eureins (burger Turkey and those which have lke door and waite (roe, poe, short, spar eater) f Give students «few usiuules to prepare a wie uote bout the furniture inthe room they're ia now. Monitor and help as necessary. 8 CW pairs, students compare Une lists. Monitor ‘and eloch dey using dere is / dere are and te vocabulary from this lesson correctly. LISTENING @ CB Discuss the questions as u class, Encourage students to justify their ideas as far as possible, eg. My favourite room is my living room because tere’ @ comfortable sofa cand Te goa big TV there b @AEB Play the recording for students to listen for general meaning and identify which rooms Jim shows ‘Ruth, Cheek answers asa class ' tha lvngeom 4 the bana 78 UNITS Places Audioscript 4m Sowhatdoyouttinkoftis 4 Yes, well anyuay lets have ron? abo aster 00 $0 funn Mino Nice endbig love thissmyfvcuteroom of 4 YestSqute-toeesog, Levey See ange a0 BR tstyous? lc, 4 flee baes Hey 4 poditea gods fauna B ihsewardobel Wats five Tatwvinorcmethe, Manvand Dad? eth Mand Di? Yooh eth tors home 4 Wellyeyhitzeny Peeing They neem now i kutthat om thar boeroom, Well noe ceamestiom J They/ve gat anew one ryléraom.k eating, Soit lou parent frre Areyousute?| dottererber — inha? FRnyouricorn Wal ftom 9 Wall guess. smectit 1 Lutitcomesfion myoldroom mR Ae yousue? acme pee © @RRD saudents stem tothe recoding again fr specie dletsils and write dawn the furniture they talk aon tach room. Shdents compare im pis Check anmners as elas oom i: amehat mirot oom 3-warerobe bes ict the answer tothe question a8 lass | Answer ‘he thnk mast often e's EXGRAMMAR Possessive pronouns and possessive ’s 8 @HEA Books closed, Show the students your book and say: This & my book. Borrow a pen from a student, pit to hiner aud say wo ve las: Ti her pen. Finally, point to a bag and ask the student nearest toi Is this your bag? Write the three sentences on the board aud circle Ue possessive adjectives, Ask studeuts: What tre dhe other possessive ajetives? aud elicit i, ow, Uren. ‘Students open their books. Explain tat this setir about olter ways wo talk about possession, Students Uae Took atthe conversation ao complete it with words from the box. Play the recording for students to listen and check, Check unsvers asa cas, L yous 2 Mum anata 1b Individually, stdents decide which sentences ane correet, Cheek answers asa class. ‘answers $ vitamin 6 Ysa paan’ Nat* ner ooking a the sentences in 3, chock students fully Understand the various itferent uzes of sin Englizh ite sentences 1 4.onthe board: 1's very ald cagker _2She¥ got on enormous sofa. 3 That my dad's armchair “Fis ponents’ Metis in th entre of own Than wriwuses a-donthe board and ask students to match them tothe ‘aentences a possessive with singular noun; b possessive nth apluzal noun; ecantaction ois deantaction of ius'(Ansmers. 1, 2d, 3u, 40). Askstudents Which sunlences have got possessive $7 (sentenves 3 and 4, ‘Students look a the question and the example answers. “Then answer the questions as a clas. 1 Na,wedont. 2 bishete Elicit the fist answer from the class, Students then complete the sentences withthe words inthe box. Check answers asa clas, Ask students: Which possessive adjective in sentences 1-5 my’, your, ex.) the same as the possessive pronoun inthe ansiers? (his). Answers 1 mine 5 his © aver _Emphasse for students the importance of using possessive Adjectives especialy my, your) and possessive pronouns (especially mine, yours correctly. Pisieminehouse (Correct form= This ismy house; rhisyoursbedroom? (Correct form =i this your bearoom?) e-(Correct form = Lon ake that book. i's mine) Highlight that possessive scan eause problems even for naive speakers wer writing, Make sure students avoid Using the possessive $ whereit shouldn't be used. eg. + always goto thesport’s conte (Correct form =falays.g0 tothe sports centre an Saturdays) and don't useit instead of plurals, eg, There oreiotsoteoiesandestourant’s=— (Cowect form = There aro ots oFcafds ond restaurants hor). DB @HREEEA students read the information in Grammar Focus 58 on SB p.144. Play the recording Where Indicated and ask students to lsten and repeat. Students then complete the exercises. Check answers 15,0 clas, making sure students put apostrophes in the correct position and distinguish between possessive adjectives and possessive pronouns. After students complete the Grammar Foeus activities, ask them: Ix talking about possession easy or difcul? and elicit an Indication of their confidence level. rel students to 20 back to SB p.s Answers (Grammar Focus 58 SB .145) 2 2hos ster 11h > ous » yours B 2s 3 Ou 4 pas’ Siri 6 Mane T Anias A youe «€ WhatsiC-)Yourbrothe’s name Phen my class CI yale Paulas Thal ih (~ Paals otehal @ rasrrinisuers ok fat finishers lok around the classroom at other ‘objects and write sentences about them similar tothe sentences in Fxereisea, thar man's ag, Theyre her boat te 4 © individually, students complete Ure text about Jean Paul’ lat with the words i he box. Play dhe recording for students to listen and check, Check answers as a cls Anewert 3 eee you Q EXTRAACTIVITY Play nmemary game (se 9.173) ith students. Ask each student to choose one personal object fom their bag that {hey don't mind sharing with the class and lending you fora few minutes. They then take turns to gve you their objects. Say clearly what each person is giving you, eg Thisis Sara's ‘penci, hsis Hove's natebook and show io the lass Delors putting each object out of sight, eitharin a bag or aaboror simply behind your desk. Don't allow students to ‘make note at this point, When yous have rellected ane oject from each student, pit tents into pris and give them three minutes to ‘ite down the objects you've got, eg. Sar’s pencil, Pavel’ notebook Take feedback by aking students: What objects hhave got? or What objects ae inthe bag/bor? and clicing ‘answers with You've gor. or There. Asyou take ench ‘ject aut and return itt its owner, confirm whose itis by asking this yous? and, i Uhre are any objec students are Unsure about ask the class questons lke thls or isi hers? lor Whase shi? Pars win ane point fr every abject they remembered correctly. Ihe air with the most points wins EDSPEAKING 2 Give students a few minutes to write their sentences, using Jean Pauls words in 3f to help them Point out errors for students to selFcorrect. b CW Students work in pais, reading teit sentences (o ‘eae: other and trying to remember We information, Don't allow students to make notes ¢ CB Students try and remember what their partner said about their home. Monitor, but don't interrupt fluency unless students make mistakes with poseessive adjectives, possessive pronouns or. ADDITIONAL MATERIAL workbook ss P Photacopiabi activites: Grammar, Vocabulary pss UNITS Places 79aE mae) Is there a bank near here? © ovmiona exon Uonkal Utes of Dara Le i els ie new go hg ar ur an are super hie. nth boar Acute Miche fate? (he serene fate co sometmes estate gym ett werk) Dre the cess inal Tetlone al owt u/Fobe Sturt abot Load rear hatte Tuas Sateen about Dan, tudes on work np or sal fouputo we fhe tment Mtr apt ut ores Feataennt steamer Putstdentsinto pie sothaton student has sentences thout tw enone sent seot Da They ted i teances eshte and dele ey se to le EELISTENING 2 CW Road though the quostons and look at pictures a sdb with the elas let idea fom students and write thom onthe bard b GERD Pay Part 1 of the video or the me recorng for stents to chek their anuers toa, Check answers hey oon Video Aaudioseripe (Part 1) te Cie on, Thisnetigso What sheet owe mai late freyou cern 60 OK Idontundestand, Yes SOUSectc of Park una Rood Thing "Ballad Suet tot © Int beaten tis fonmyphoneitsayetPa Rose! rosting Canthavea lok st > Aeynusweitshae? Yyeurphane? has, © BRE Students watch oF stem again for specific details Play Part 1 ofthe video or the audio recording ‘again tor students to choose the correct answers. Chet iewers as a clase tna EACONVERSATION SKILLS Checking what other people say (@wA ividually, students read the sentences and answer te questions. They eieck i pais, Check ‘answers as clas, Dill Un questions as ney appear ia Use Student's Book snd Une dell Ur gain reversing sure an cerin. bb Hewantstochecks vthleo 80 UNITS Places At the end of tis lesson, students will be able to: pererrre ery eee! ee eer rer er ee See) Series ken aa keren erin Petes javersation in which they ask for and ELLISTENING 8 CW uividuatly, stuuets real Use ideas aud ese ‘what they usually do when they ae lost. Don't check answers at this point 1b GERD Play Part 2 ofthe video or the audio recording Turstudeats to check Uae answer to Sa. Check the answer a clans Stans cwm anaes Pan and La asksornanefr ep ad ‘Video /Audioseripe (Part 2) fat therapy shows thea bancon the comerevarkwoae snoSouth Set. Esc22 8, Beret et ereee ee ieee ect un bank! es, Ineo bonk down thee. about meres © GED students watch or listen again for specific details, Play Part 2 ofthe video oF the audio recording again for students ro dectde ifthe sentences are true ot false, When checking answers, ask students to correct the false sentence, 4 Qin pats, students ook at pleture © and guess what the problem is. Elli ideas from students and cheek they understand thar Dan and Len sill ea’ ind the bank. © @RED Piny Pare 3 ofthe video o he andi reeonting for students to answer the questions. Check answers a @ clas. | nce ‘Video/Audioseript (Part 3) tn Ae ys he i 1 tn ny suce? t= Thatsrght. Thong along King Tiemeria see ootSeuth see. 1 An so Park Road tether 1 So,wheres Sout sear along? 1 Soren Unsereps ew Thue about 10 neues verges Tur igtint Pack Rost 1 fare ‘Mog on pa Sth ets wow 1 onyeurlet. EU Canyostetuchowo getto Southstee? ‘again and onthe et? we South Sues. ssuie.Go—w Thal Saghton tumightatthe © Ghost thanks, Lats nt So,wetum ight and then ight£ HM students watch or listen again for specific details. Play Part 3 ofthe video or the audio recording again. for seudents to follow the woman's directions and wrte ‘South Strer on the map. Check the answer as a class. Answer el treet Oo i Q 2) | Sdocmahgt (Hote) Neg 7 age aE aT are int IEDUSEFUL LANGUAGE Asking for and giving directions 2 Indivienally, stents complete the questions with the ‘words in the box. They then compare in pairs, Check answers as a class Answers 2a * ume bb students change the marked words. Check they understand that the meaning may change when they change the words in bold for words in the box that it the sentences. Check answers as a clas. Ask students: Which sentence has the same meaning when you change the word? (sentence 1) 1 Gortnightsn 2 Thebans onyour le 3 Gowvaghvonunulyaucome woasupeunay Complete the exerese ns a class Ask shicents: When do we use at? (with a specific place) and When do we ise “int (ith the name of 9 road or see) 1b 2e 4 GAB individually, students complete the conversation. ‘They dhen check in pairs. Play dhe recording for students to listen and check, Check answers a cass newer Lea ele 2 at 6 tome sp tom © Cinta pai, sents ratte the conversation, aking turns bang A and B. Monitor and coret stents Dronunciaton es appropriate Q FAST FINISHERS Ask asses to change the place Ure steel thedlstance in Ue conversation and practise aga nes and EEPRONUNCIATION sentence stress 9 QHD play dhe recording snd highlight Uwe stressed words for students Answer the question as 2 cass | Anvwer 2 hem a pe Q exrraactiviy Give students some additonal practice in identitying stressed words in dtecLions Wi sunluiees 15.00 ie board (without the undertnin) and ask students to decide which word ae stressed: Gada the cto station 2 then tun et into Bark Kad 0 steight on unt you come to the upemorket. 4 The centre ofthe town isoboute hundred nev una 5G olong Sout See nd Ursus on your righ Check answers by askingindvidual studentsto come up and underine the stressed words onthe hoard € Clb In pairs, students ask for and give directions using Une conversation in 4d asa mode, Ue phrases from 4 ‘and ie map in 3, * Monitor Sc and note down mistakes students make with the phenses for asking fo nd giving directions. Also note down any pronunciation problems students ae having. ‘Mer the activity, write the mistakes onthe board for students to correct, and provide additional help with dificult pronunciation. Remind students that they should ‘avoid repeating the same mistakes inthe next exercise + in, monitor, but dont nterrupt laency. However, students repeat mistakes that you drew their attention to afer Sc, try to catch their eye discreetly so that they can correct theve stake SPEAKING 8D Divide the class into pairs and assign A and B roles. ‘Student As read the ftst card on SB p.13T and Student Bs read the frst card on SB p.133. Students then role play the conversation. Students then read the second ‘cad and role play the second situation, @ rst rmsnens ‘ok fat fnihers to use the map on $8 pS, Invent ‘adeitional situations like thoze onthe cards and practice them together ADDITIONAL MATERIAL DWorkbook 5c D Pliotoropisble auiiviies: Pronunciation p.199 Dunit Progress Test -rersonalsed online practice UNITS Places 81SES Cm Tateitg eS Neon ame ee eee coe ON © ovmiona tab n Bucks hed ie ts ldo. ead tnd outta negburood mars thoes orely ot pope er wok nr wo coum deren headed ere rod thee ut ders io puierstiyoupeto tink eon, Sonne sentrces beng ih Or reo ae Kavorotae poole, vey ios con Thee oreo cater eters ee entra poi out any evorinaeling rset tseloret [Check students ae only giving facts in tair sentences ane avert gving opinions about what makes a good or bad neighbourhood. feedback, ask students ( sare et ideas withthe elas and collate them an the board, ENSPEAKING AND LISTENING 2 Individually, students ik four things they think make a _gond neighbourhood b Cw in pairs or small groups, students compare their ideas in 1a, If you used the Optional lead-in, students «oul also discuss if they think any of the things on the boar are essential to a good neighbourhood. Take feedback asa class and ask students to share anyother ideas they have for what makes a good neighbourhood ¢ @BE Play the recording for students to listen for several mening and aswer the questous, Check aawers asa elas. ‘Anewers Audioweripe AronEUA Foxmertsver) Imporanctor3 neighbourhood whores ocala esau Thea ening Gert ees ae eee aed futand meeting myhends ta hvelstsofnewshopsnear Blo.leanoghbourtoed young, ny Wwehict ofpecplein my neignbouood mere rent nohbourreodie que Snyshope- there only pak ee eee eet ear hose, at aly aim ehnk go00 reo hood au So,oreanple,nocuteor resavins-otligthea- onlhovees My eghbourbons ff shopsand esau Ad house trea don tht thnk 200 neghbounood Tsanewene-newhouses andshops, abo ie regia dit Sve 4 © Students listen to te ecvrding ayn for specie details and write the places ia the Dox next to the people. They compare in paits. Check answers asa las. 82. UNITS Places Ree ee on be able to: pre ere a Pemeeeniey perrentcnc] cree ee pene ees etry eee ere eee ren To Pear answers Sa nase shag, shopping al atk © Canin pars, students ask and answer questions about their neighbourhoods. Monitor, bt don't interrupt ‘uency. @ rstrisiens Jokes tigers ak bout he bet eghbouroods nutnols ae al nr tne EAREADING {Tell students they should only vead Around the world online. They then work individually, answerig the ‘Questions. Check answers a8 a lass. ‘Answers 1 Nou canread abot erent eighboushoodsrom aun the ol. 1b Vell sdents to read tn my neighbourhood om Sip 87 cheek the answer as a clas. No.they don € Individually, students decide i Ue sentences are about ‘Anita or Ie. They compare in pairs. Check answers as a class. When checking answers, elicit which words oF ‘sentences in the texts helped students decide Q exrraacty ‘Ak students to read the complete text again and decide it spatences | 5 are trie false 1 The poser on the websit areal popular with tourists (F~ They are places tourists never yo to) 2 i's very dificult for iena to get to thecity centre. (F- Its casy because there'sa metro station near her house.) 2 enmishappy in hee neighhourhnod (1) {4 Anita often goes into th centre othe city (F~ She doesn't soinko the conte of the city very often} 5 Anita tives ina modem part ofthe iy. (F~ There are come beaut old buildings there)WRITING SKILLS Linking ideas with and, but and so ‘8 Books closed. Write sentences 1-3 on the board and sive students one minute to decide which word in each Sentence connects two ideas. Check answers a a clas. Ask students: Whau Kind of words are these? and elicit words to corvwe ideas. lneoduce te tern Unking words. zo Complete the niles ns elas. Show students howe and dds an extra iden by pointing tothe first part of the first sentence on the board an saying One idea. and then pointing tothe second part and saying An extra idea. Repeat the process with but (first part: One idea; second part different dea) and 30 (Birt par: One idea; second part: The resul of the idea) Tan? ae TT) Lancuace noes Linking words don't generally cause students any serious problems, However, some students might not be ccar about the diference between so and becouse Soisused to introduce a est, whereas becouseisused to inode ecause. Mos senitenes wit soca be rewrite with becouse and vie versa, eg, There aren't any restaurants ‘or barsin the arc saitsnice and quit. |i’ nice and quict cause there rent any restaurants ar basin the area, € ‘Students read In my neighbouhood again and underline ‘examples of and, bur and so. They then compare answers in palis. Check answers by eliciting the number of ‘example of eacl word i Use text (aad 4, bu 3, s0 5). exrraactivity Write gapped sentences 1-60 the board and ack students to.completethem wth ond ut andso:1Theresaca..0 resturontincurstret (and) ts vecyompenive bere. aft fhouse re empty. (so) 3 There erin my town, there ‘only one bridge. (but 4 My offs lose ty operomen ‘con walk to work (0 5 Thereare two cnemas here. ee ‘arta concer hal (bu) 6 Weve gt everthing here post tice, 0 supermarket... osports centre (and 4 Studeuts work individually, putting Ue linking words ia ‘he correct place in each sentence, They Une liek in Diary Check answers a clas, Answers 1 cntef tn ad hae ats 5. dumngtheday. bene ane que ears park andthe salle ry endy ssa ace loceto ve but sometimes Inmy neehbouroos, ut on Iecoflee so naver FAST FINISHERS Alas Finish to look for sentences that contain the linking words nthe conversation nf on SB pS. EAwriTiInG 2 Students work individually to plan their description, Monitor and help with vocabulary and give students ideas if necessary. students need more support or ideas, collate wards and ‘phrases forthe four categories in a onthe board ater Students havea a ew minutes to start making notes. They will then be able to borrow ideas from each other ‘and use wider range of vocabulary in their writing. AS you mronitar 4, notice fshdents think finteresting words cor phrases. Then, during a clas brainstorming sane, say things ike: Jo has @ very good word meaning ‘very big'=can you guess what ts lc ideas from the class ‘fore asking the student to share the word they arignally thought. + Take some of the ideas from the brainstorming stane and sk students to connect them with and, but and 0, For ‘example, point to city centre and expensive on the board land as students to cannect them, e.g. linalivesin the ity contre soit sexpenswe bb Students write about their neighhbuurliood, working individually. Read students to use and, but and 90 link ther ideas, If you're short of time, this exercise ca ‘be completed for homework, Students could thea bring their description wo the next elas. € In pairs, students swap descriptions and check their partner's work, Tell them to check their partner has used linking words correctly. They then give each other feedback, If they've made any mistakes withthe linking ‘words, o mistakes in other areas, they prepare a second ‘daft of thele deseription before giving It to you for correction, After correcting students’ work, ask them to make a ‘Bnal version to share with other students. Lispay the ‘descriptions around the classroom for other students to read and decide whieh neighbourhood is the most different from their ovin, Alternatively, if you and your students have the technology available, sct up a clans blog where students ean port their written work and ‘camment om each athens tests. ‘ADDITIONAL MATERIAL Deworkbook so UNITS Places 83UNIT 5 Review and extension GRAMMAR ividually studeuts complete the conversation. ‘Check answers a class sd elie students are ‘contractions where appropriate. Drill the conversation, Anewers 3 thereient 7 ore bb Highlight the example and complete the second item with the elas. Check students understand that they ean use pssssive pronouns or possessive 3. Monitor and help ‘as necessary. Point out errors for students to self correct. ‘Cheek answers as a cass. Answers ete Tm VOCABULARY 2 Students underline the correct words in each sentence. (Cheek answers asa class, 4 hoes 5 my betes 8 yous Answers 1 tac 4 pate 3 stauans;squae statin Students complete the sentences, working individually. ‘Check answers and spelling as class by asking students to write the correct answers on the board Anemos 3 arte 1 eapbowd a FAST FINISHERS Ask ast fnishers lo write sinilar sentences about tings you Findin a voor withthe other otabulary fram Lesson 38, ee armchair, bookcase, chest of drawers, curtains and lamp, EAWORDPOWER Prepositions of place ‘a Tell sents to elose thei honk. As stent t come to the front ofthe elas and help you Stand immediately behund your student and ask the class: Where am J’ and lies: Youre behind (student's name). Then change places ‘withthe student and asks Now where am 1? tli nfm of Stay n the same position and ask: Where (student name}? to eliet behind again. Stand alongside the stent ‘andl ask: Where am I now’? Yo let next fo. Thank the student and ask him/her to sit down. Sy behind, front ‘of ad next to and ashe What kind of worl are these? na ‘het prpostione of place Students then look at the map in their book and find the eatés. Check answers as a class ‘answers Id 2t de 4e 5b Ge 81 UNITS Places 'b Highlight the underlined examples in 3a. Then point DDelind you aud ask: What wus ths preposition? to elicit Dehn Repeat the provess wit infront of and nex to. Students undedine the other prepositions of place in 3a, ‘Check answers as class. 2 Qathescanect Newton Stat nd oven Steet Scar af theta 4. anGreen Sree, exon the rata an thelr 5 Hethegnd evton Sree appuata the ton, msimasmal street und the vex ner ¢ Individually, students add one word to wach sentence to make them correct. They then check in pairs. Check sansa ele cash machineat the end of. Iniontaf th bank Toole ot © corer Students often contse the prepositions of place in and on with the prepositions of movement into and ate Check Sudents understand that wen we use a prepesdon with a verb inating movement, we sual uve «preposition of movement eg. Tum ign king set. However, when the ‘eb doesn indeate movement, we usualy use preposton fplice eg The colts in rk od In 3 stdens are not bang ated to dacribe ovement only poidon nd should therfore ony beusing prepositions of place 4 Ch Deserbe one ofthe places youself as an example ‘before students workin pairs o desert and gues place Monitor and listen for eorret use ofthe prepositions of place. Point ot errors fr students to al comet. EXTRAACTIVITY Askstudents towockin par and stsign Aad B role ‘Sloot Ais our in Ue cy can Stadun ties inthe cityand knowsitwell Ask them to decid vac where the conversation takes place before they tar. Student A StopsStudent and askefordeectinnsto common Uoustdestnaion, ee museum, Student 8 en gives sdrecons. Students Uren change les and role playa send conversation DB Photocopiable aetvities: Wordpawer p19 PM ead ‘Students took back through the uit think about what they've studied and decide how well they dd, Students ‘work on weak areas by using the appropriate sections of the Workbook, the Phataeopinbe activities andthe Personalised online practic.