Unit 3 Places

PlacesWarm-up Assess before you teach: times

Write the following digital times on the board: 7:00, 11:30, 4:15, 8:40. Ask students in pairs to think of ways of saying the times. Elicit suggestions and find out how well students can use times.

1 Ask students to look at the photo. Ask the questions and elicit responses. Students will check their answers in Exercise 2.

2 Ask students to read through the questions and predict what’s in the listening. Check that students know the words for the seasons. Then play the audio. Ask students to listen and answer the questions. Have students compare their answers in pairs.

3 Students complete the times. Then play the audio again. Students listen and check. Play the audio again for students to repeat the times.

Vocabulary notesNote that we can say either It’s a quarter past three with a or It’s quarter past three without a.

Midnight is 12 o’clock at night. Noon is 12 o’clock in the middle of the day.

4 Students work in pairs to ask and answer questions. Elicit feedback from the whole class.

33

3

1 Look at the photo and caption. Where is it? Is it day or night?

2 12 Listen to part of a TV program about restaurants in different places. Answer the questions.

1 What time is it?2 Where is the TV presenter?3 Why is the restaurant popular?4 How many hours a day is the restaurant open in

the summer?

3 13 Complete the times. Then listen, check, and repeat.

thirty nine o’clock past to twelve

F E A T U R E S34 Car-free zones

Some cities are quieter because they don’t have cars

36 Working underwaterMeet a woman who works underwater

38 Places and languagesMany places in the world have more than one language

42 Barcelona Street LifeLearn about Las Ramblas, Barcelona’s most famous street

1 It’s six  . 4 It’s quarter four.2 It’s three . 5 It’s five minutes two.3 It’s twenty-five. 6 It’s two minutes to .

4 Work in pairs. Ask and answer questions. What time is …

● it now? ● noon?● sunrise and sunset? ● your English class?

1 2 3 4 5 6

The Midnight Sun restaurant, NorwayPhoto by Marvin E. Newman

Unit 3 Places

33Unit 3 Places

Unit

Midnight Sun restaurant, NorwayMidnight

The food is great.

24 hours a day

o’clock.thirty

nine

topast

twelve

56590_03_U3_p033-044_ptg01.indd 33 30/07/14 6:44 PM

Car-free zonesWarm-up Using words: describing cities

Write the names of the four cities that are featured in this section on the board: London, Tokyo, Bogotá, Melbourne.

Ask students in pairs to think of facts and opinions about some or all of the cities, e.g., Bogotá is the capital of Colombia (fact); It’s a very exciting city (opinion).

After one minute, match each pair with another pair and ask them to share ideas. Then have students share their ideas as a class. You could list the facts and opinions about the cities on the board.

Reading1 Ask students to look at the photos. Ask: What do you see? Elicit ideas and vocabulary. Ask students to read the article and match the cities to the photos.

2 Students read the article again and answer the questions. Have them compare their answers in pairs before discussing the answers as a class.

Background notes London is the capital of the UK, and Tokyo is the capital of Japan. Bogotá is the capital of Colombia. Melbourne is Australia’s second-largest city. It’s on the southern coast of the country.

Vocabulary3 Ask students to underline the adjectives in the text. Have students compare their answers in pairs. Then ask students to work in pairs to match the adjectives to the definitions and opposites.

Pronunciation notesPoint out the strong stress in these words: crowded, polluted, popular, noisy, beautiful, expensive.

34

Extra activity Before doing Exercise 4, brainstorm parts or features of your city, or cities in general, that students can use to complete the activity.

4 Divide the class into pairs. Ask pairs to decide on a city that they both know about. Then give them two minutes to think of how to describe the city and the different places in it, using the adjectives provided. Ask a few pairs to describe their cities to the class.

Grammar5 Ask students to look at the sentences and discuss the questions as a class. Read the grammar box with the students.

Grammar note With I, you, we, and they, the verb in the simple present is identical in form to the base form.

6 Ask students to make true sentences about themselves. Then ask them to work in pairs to compare their sentences about themselves. As a class, ask students to share things they have in common with their partner. Encourage them to use we.

3a

Vocabulary adjectives about cities3 Underline all the adjectives in the article in Exercise 1.

Which adjective means:1 doesn’t cost money 2 lots of people? 3 has bad air? 4 many people like it? 5 very good?

Which adjective means the opposite of:6 quiet 7 ugly 8 dirty

9 cheap 10 big 11 old

4 Work in pairs. Which places in a city you know are:

● free or cheap?● small and crowded?● polluted and noisy?

● modern and popular?● beautiful and relaxing?

Reading 1 Read the article and match the cities

with the photos (1–4).

2 Answer the questions.

1 What is a problem in many cities?2 Why is it a problem?3 How many people live in

downtown London?4 What is beautiful in downtown

London?5 What are popular in Tokyo?6 How many people take the bus to

work in Bogotá?7 Why is Bourke Street popular?

Many people have cars in the city. But pollution is a problem because of the traffic. Nowadays some downtown areas around the world don’t have cars. These car-free zones are areas for people, bicycles, and public transportation only.

1

4

LondonEight million people live in the center of London and another two million people go to work there every day. The downtown area is very noisy with hundreds of cars, buses, and taxis, but there are also a lot of beautiful parks with free music concerts. At lunchtime and after work, many people go there for a break.

TokyoParts of Tokyo are always crowded with hundreds of people—but no cars! These modern car-free zones are very popular and people like shopping there.

Bogotá In the past, Bogotá was polluted because there were lots of cars and traffic. Now the downtown area is a car-free zone and the air is clean! Many people don’t have a car and half a million people take the bus to work.

Melbourne In many cities, people don’t like to shop downtown. But in Melbourne, Bourke Street is popular because there are lots of great stores and no cars. It’s expensive, but lots of people eat lunch in the small cafés.

2 3

C a r - f r e e Z O N e S

3a Car-free zones

34

freecrowdedpollutedpopulargreat

noisybeautifulclean

expensivesmallmodern

pollution

traffic

8 million

parks car-freezones

half a million

lots of great stores, no cars

2

3

4

1

56590_03_U3_p033-044_ptg01.indd 34 30/07/14 6:44 PM

35Unit 3 Places

9 14 Match the reporter’s questions with the student’s answers. Then listen again and check.

1 Do you have a car in New York? b2 Where do you live? 3 Do you like art? 4 What do you do? 5 What time do you get off work?

a I’m a student and I work in a restaurant at lunchtime.

b No, I don’t. I go everywhere by bike. c At about three o’clock.d Yes, I do. And I like the theater. e Downtown, in Manhattan.

Grammar simple present questions 10 Answer these questions about items 1–5 in

Exercise 9.

1 What is the main verb in each question?2 What extra verb do you add?3 Which questions have yes/no answers?

SIMPLE PRESENT QUESTIONS (i/YOU/We/THeY)

Do you like shopping? Yes, I do. / No, I don’t.Do they live in New York? Yes, they do. / No, they don’t.

What do you do? Where do you live? What time do we have lunch?

For more information and practice, see pages 159 and 160.

11 Write do in the correct place in these questions.

1 What you do?2 Where you live?3 You like shopping?4 What time you get off work?5 You have a car?6 You eat in cafés at lunchtime?

Speaking 12 Work in pairs. Ask and answer the questions in

Exercise 11.

What do you do?

I’m a website designer.

Grammar simple present (i/you/we/they)5 Look at the two sentences from the article. What

is the main verb? What verb do you add for a negative sentence?

Many people have cars.Some downtown areas around the world don’t have cars.

SIMPLE PRESENT (i/YOU/We/THeY)

I live in Tokyo. You don’t live in London.

We eat in cafés.They don’t take the bus to work.

For more information and practice, see page 159.

6 Choose the correct form to make these sentences true for you.

1 I live / don’t live downtown.2 I have / don’t have a car.3 I take / don’t take the bus to work. 4 I meet / don’t meet friends downtown after work.5 I like / don’t like shopping downtown.

7 Make more sentences about life in the city with these phrases.

eat lunch go to work have a car like shopping live work

Most people work downtown. They have cars, but they don’t drive to work.

Listening 8 14 Listen to a reporter interview a student

about living in New York City. Complete his notes with adjectives.

DOWNTOWN LIVING- The stores are 1  .- There are lots of 2 places like art

galleries and museums. - The city has 3 theaters.- The restaurant is 4 with tourists

and is 5 at lunchtime.- Central Park is beautiful and 6  .

35Unit 3 Places

11 Ask students to complete the questions. Have students compare their answers in pairs.

Speaking12 Divide the class into pairs to ask and answer the questions from Exercise 11. Model the activity first by asking one or two questions to the class.

Extra activity Make this an interview activity. Ask students to stand up, walk around, and talk to different students. They must ask three questions of each student before moving on to another student. Then have students share what they discovered about their classmates.

7 Ask students to make sentences about city life, true or imagined. Begin by referring to the example or by eliciting one or two sentences beginning with Most people ... . Then have students share sentences with the class.

Extra activity When students have made their sentences, have a class discussion. Ask for sentences from students and ask the rest of the class for their opinions. If your students are all from the same city, this will lead to a discussion about whether they agree or not. If students are from different places, this will lead to a discussion about whether life in their cities is similar or not.

Listening 8 Begin by asking: What is life like in Tokyo? Elicit ideas from students. Refer them to their facts and opinions if students did the suggested warm-up at the start of this section. They can also refer back to the information in the article in Exercise 1.

Ask students to read the information on the notepad and predict what the student will talk about in the listening.

Play the audio. Students listen and complete the notes.

9 Ask students to read through the questions and answers first, and see if they can match any from memory. Play the audio again. Students listen and match questions to answers.

Grammar10 Ask students to look at the questions from the interview, and answer the grammar questions. Then read the grammar box with the students.

AnSWERS

1 have, live, like, do, get off2 do3 Questions starting with do

ed

ac

expensivefree

greatpopular

crowdedquiet

Do you have a car?

What do you do?Where do you live?

Do you like shopping?What time do you get

off work?

have

Do you eat in cafés at lunchtime?

56590_03_U3_p033-044_ptg01.indd 35 30/07/14 6:44 PM

Working underwater

Warm-up Introducing the theme and using words: jobs and work

Write the first five letters of the alphabet on the board (A, B, C, D, E) and ask students to give you a job for each letter (e.g., artist, baker, chemist, doctor, engineer). Then divide the class into groups of three or four. Tell them to continue thinking of jobs for each letter of the alphabet. As a class, have students tell which letters they couldn’t think of a job for.

Vocabulary1 Ask students to match the jobs to the workplaces. Have students compare their answers in pairs.

Extra activity Ask students to give you other jobs in each of the workplaces, e.g., nurse (hospital), cook (restaurant), artist (studio), secretary (office).

2 Begin by telling students about your job, e.g., I’m a teacher. I work in a school. Elicit the jobs or studies of students in your class and help them to think of how to say the jobs in a simple way.

Students take turns telling their partner about their job.

Listening3 Discuss the questions about Frank Richards as a class.

4 Give students a moment to read through the questions and predict the answers.

Play the audio. Students listen and number the questions in the correct order.

5 Play the audio again. Students listen and choose the correct words. Have them compare their answers in pairs before discussing as a class.

36

Extra activity Divide the class into A and B pairs. Tell student Bs to close their books. Student As ask the questions in Exercise 4 in the correct order. Student Bs answer with Frank’s answers from memory.

Word focus6 Ask students to complete the sentences. Then review when for and with are used (see Vocabulary notes).

Vocabulary noteswork for + a company or an employer (a person or company that gives you a job and pays you)

work with + people (colleagues, other workers)

7 Students write their own personalized sentences and then read them to their partner. Have students share their answers with the class. Ask: Who do you work for? Who do you work with?

3b 3b Working underwaterVocabulary workplaces1 Match these jobs with the workplace (1–8).

a doctor a photographer a pilot a sailor a student a teacher a waiter an accountant

1 in an office2 on a ship or a boat3 in a studio4 on a plane

5 in a hospital6 in a restaurant7 in a classroom8 in a university

2 Where do you work or study? Tell your partner.

Listening 3 Look at the photo and caption. What does

Frank Richards do? Where does he work?

4 15 Listen to an interview with Frank Richards. Number the questions in the correct order (1–5).

a Do you work late? b Where do you work? c What do you do? 1d Do you have a family? e What time do you start work?

5 15 Listen again and choose the correct words to complete the sentences.

1 I study places on land / under the sea. 2 I work / don’t work in an office very often.3 On the boat, I get up just after five / six o’clock.4 I meet my team for breakfast at about seven / six.5 I finish / don’t finish work late when I’m at home.6 I live with my wife and my son / children.

Word focus work6 Complete the sentences from the interview with

Frank with for or with.

1 I work National Geographic.2 I work a team of marine biologists.

7 Work in pairs. Make the sentences in Exercise 6 true about you. Tell your partner.

36

1 an accountant2 a sailor3 a photographer4 a pilot

5 a doctor6 a waiter7 a teacher8 a student

He is a marine archaeologist on a ship.

42

53

forwith

1

1

56590_03_U3_p033-044_ptg01.indd 36 30/07/14 6:44 PM

37Unit 3 Places

students repeat after you to practice the pronunciation of the words or play the audio again so that students can listen and repeat.

Pronunciation notesWe use /s / after verbs that end with unvoiced consonants (p, f, t, k, th), and /z / after verbs that end with voiced consonants (b, v, d, g, l ) and vowels, which are always voiced.

We only use /ɪz / after -sh, -ch, -s, -z, and -x.

11 Ask students to match the questions to the answers. Do the first item as an example. Play the audio so that students

can listen and check. Read the grammar box with the students.

Speaking12 Start the activity by asking students to look at the picture. Ask: What does he do? Where does he work?

Divide the class into pairs. Students decide who is A and who is B and then they read their information on pages 153 and 154.

Tell students to prepare their questions first and then take turns asking and answering questions to complete the fact files.

Grammar8 Ask students to read the text quickly, and ask one or two focus questions to check understanding, Where does Frank work? How many children does he have?

Students underline the verbs. Discuss the questions as a class. Read the grammar box with the students.

Grammar notes In the third person (he, she, it) forms, we usually add -s. After -s, -z, -ch, -sh, or -x, we add -es (washes, watches, etc.). Go and do also add -es. If a verb ends with a consonant + -y, the -y changes to -i before adding -es.

Note that the auxiliary verb doesn’t takes the third person ending (-es), so the main verb does not take an ending. Watch out for errors such as He don’t works … and He doesn’t works.

9 Ask students to complete the text. Have them compare their answers in pairs before discussing as a class.

AnSWERS

1 comes2 studies3 speaks4 has5 prefers6 doesn’t have7 travels8 doesn’t get

Extra activity Ask students to imagine that they are James and to rewrite the text using the pronoun I. Then ask students what they notice about the do/does and verb endings.

Pronunciation10 Play the audio. Students listen and write the phonemic symbol next to each verb to show the sound they hear. Do the first three with the students. Have students compare their answers in pairs before discussing as a class. Have

SIMPLE PRESENT (He/sHe/iT)

He works in an office.She goes to work every day.He studies archaeology at a university.

She doesn’t work in an office.

For more information and practice, see page 160.

9 Complete the text about another archaeologist with the simple present form of the verbs.

Dr. James E. Campbell 1 (come) from England and he’s an archaeologist. He 2 (study) the ancient pyramids in Egypt. James 3 (speak) three languages. He 4 (have) an office, but he 5 (prefer) to work in the pyramids. He 6 (not / have) much free time because he 7 (travel) all over the world. He 8 (not / get) bored in his job!

10 Pronunciation -s endings

16 Listen to the third person form of the verbs. Do you hear the sound /s/, /z/ or /ɪz/? Listen again and repeat.

1 works /s/2 lives /z/3 finishes /ɪz/4 studies5 gets6 meets

7 starts8 loves9 speaks 10 teaches 11 goes 12 travels

11 17 Match these questions about Frank and James with the answers.

1 What does Frank do?2 Where does James come from?3 When does Frank start work?4 Does James have an office?5 Does Frank finish work early?

a Yes, he does.b No, he doesn’t.c After breakfast.d He’s a marine archaeologist.e England.

SIMPLE PRESENT QUESTIONS (He/sHe/iT)

What does he do? He’s a doctor.Does she have children? Yes, she does. / No, she doesn’t.

For more information and practice, see page 160.

Speaking 12 Work in pairs. Exchange information to complete

a fact file about Joel Sartore, pictured below.

Student A: Turn to page 153. Student B: Turn to page 154.

Grammar simple present (he/she/it)8 Underline all the verbs in this text about Frank.

Then answer the questions.

1 In affirmative sentences, how does the verb change for he/she/it forms?

2 In negative sentences, what verb do you add?

Frank Richards studies places under water. He has an office, but he doesn’t work there very often. He’s usually on a boat or under the sea. On the boat, he gets up early and he meets his team for breakfast. He starts work after breakfast and he finishes late. At home, he doesn’t finish work late. He lives with his wife and son.

37Unit 3 Places

he/she/it adds an sdo

/s//z/

/s/

/s//z//s//ɪz/

/z//z/

de

ca

b

56590_03_U3_p033-044_ptg01.indd 37 30/07/14 6:44 PM

3c Places and languagesCritical thinking making connections6 Read the article again. Add these sentences (a–d)

to the end of each paragraph.

Paragraph 1: Paragraph 2: Paragraph 3: Paragraph 4:

a English is the world’s biggest second language.b That’s one point five languages for every

island.c When he dies, his language dies.d Many people there speak Spanish as their first

language.

Vocabulary cardinal and ordinal numbers7 Look at these two sentences from the article.

Which says how many and which says the order?

1 In first place is China. 2 There are over one billion speakers of

Mandarin Chinese.

8 Work in pairs. Complete the sequence of numbers. Then tell your partner the numbers. Check your answers with your instructor.

1 1 3 7

2 21 41 51 71

3 21st 31st 41st 51st

4 3rd 5th 6th 7th

9 Pronunciation saying numbers

18 Listen and check your answers in Exercise 8. Then listen again and repeat.

Speaking 10 Write down three favorite numbers. Tell your

partner why they’re your favorites.

Reading and vocabulary1 How many languages do you speak? Which

language(s) do you speak in different places (e.g., at home, at school, at work)?

2 Read the article. What is it about? Choose the correct answer (a–c).

a The languages people speak in different placesb Places with new languagesc Why English is important in different places

3 Read the article again. What do these numbers refer to?

1 over 190 countries in the world2 about 7,000 3 over 1 billion and

4 380 million 5 400 million 6 80% 7 65 8 109 9 1

4 Find these words in the article and match them with the definitions (1–4).

ancient first official second 

1 the language you learn after your first language2 the main language that people in a place speak 3 the language of the government4 a very old language

WORDBUILDING collocations

We use certain words together. These are called collocations. Many nouns have adjective and noun collocations: first language, official language.

5 Discuss these questions as a class.

1 What is your first language? Is English your second language?

2 Does your country have an official language?3 What languages do people normally learn at

school? Why do they learn these languages?

My birthday is on June third.

38

Places and languages

Warm-up Using words: numbers

Practice numbers by playing buzz. Students count around the class, but they cannot say three or five or multiples of three or five. Instead, they must say “buzz.” So, the first student says one, the second student says two, but the third student must say buzz. The fourth student says four, but the fifth and sixth students must both say buzz. The seventh student says seven. Then eight. Then the ninth and tenth students must both say buzz. The eleventh student says one and the count starts again. If a student makes a mistake, he or she is “out.” Continue the game until there is a winner or the students get so good that they stop making mistakes.

Reading and vocabulary1 Discuss the questions as a class. Encourage students who speak more than one language to share their experiences with the class.

2 Ask students to read the article and choose the correct answer. Have them compare their answer in pairs.

3 Ask students to read the article again and find what the numbers refer to. Look at the example together. Have them compare their answers in pairs.

AnSWERS

2 languages in the world3 native Mandarin second-language

English speakers4 native English speakers5 Spanish speakers6 speak Mandarin, Hindi, Spanish,

English7 islands in Vanuatu8 languages in Vanuatu9 speaker of Amurdag

38

4 Students match the words to the definitions. Encourage students to guess the meaning from the context in the article. Read through the information in the Wordbuilding box with the class.

5 Ask these questions of the class and encourage a class discussion.

Critical thinking6 Read through the sentences with the class. Then ask students to look back at the text and decide which sentence goes at the end of which paragraph. Have students compare their answers in pairs.

Extra activity After students have completed Exercise 6, ask what helped them find the answers. For example, c talks about the last speaker of a language (Charlie Muldunga), and in d, the word Spanish must refer to the paragraph that is about Spanish-speaking countries.

3c

adabc

11 31 61

5 9 11 13

61st 71st 81st

1st 2nd 4th

4 2 3 1

order

how many

56590_03_U3_p033-044_ptg01.indd 38 30/07/14 6:44 PM

39Unit 3 Places

Vocabulary7 Ask students to look at the examples and answer the questions. Have them compare their answers with a partner before discussing as a class.

8 Students work in pairs to complete the sequences of numbers.

Pronunciation9 Play the audio. Students listen and check their answers to Exercise 8. Then play the audio again so that students can listen and repeat.

Vocabulary and pronunciation notesNote that with ordinal numbers, one becomes first, two becomes second, three becomes third, but the other numbers simply add -th with some slight variations in spelling.

Pronouncing ordinal numbers can be difficult, particularly because of the use of the unvoiced th sound at the end of many ordinal numbers. If students find this hard, tell them to place a finger in front of their mouth, put their tongue out to touch the finger, then try to say the th sound.

Extra activity Write these more demanding number puzzles on the board and ask students to say the missing numbers:

First place and first languagesThere are over one hundred and ninety countries in the world and about seven thousand languages. In first place is china. Over one billion people speak Mandarin chinese as a first language. In second place is India with speakers of Hindi. And in third place is Spanish. Spain isn’t a big country, but there are over four hundred million Spanish speakers around the world, especially in latin America.

English as a global languageAs a first language, English is in fourth place. About three hundred and eighty million people are native English speakers. But English is in first place as a second language. Over a billion people speak English for doing business, reading the news, or studying science and medicine. In some countries, English is not the native language but it is the official language for the government and in schools.

The other 6,996 languageschinese, Hindi, Spanish, and English are the “big” languages. About eighty percent of the world’s population speak them. But what about the other 6,996 languages? Many countries have lots of different languages. For example, the sixty-five islands of Vanuatu in the South Pacific Ocean have one hundred and nine different languages!

The last speakersFinally, there are some languages with only one speaker. They are old people and they speak the language of their parents and grandparents. For example, charlie Muldunga lives in Australia. He speaks English but his native language is Amurdag. It’s an ancient Aboriginal language and he is its last speaker.

PlacEslanguagEsan

d

ancient (adj) /’eɪnʃənt/ very oldlast (adj) /læst/ finalover (adv) /’oʊvər/ more thanabout (adv) /əˈbaʊt/ approximately

39Unit 3 Places

Speaking10 Model the activity first (e.g., My favorite number is 30 because I’m 30 years old now).

Divide the class into pairs. Students take turns telling each other about their favorite numbers.

Extra activity Do a number quiz. Read aloud the following and ask students to write the numbers (add other questions to the list). Then ask students for the answers and the correct pronunciation of the numbers.

1 players on a soccer team (11)

2 seasons (4)

3 months (12)

4 Olympic silver medalist (2nd)

5 days in a week (7)

6 New Years Day (1st)

3 6 9 __ 15 18 (12 – add 3 to each number)

3 6 7 __ 11 14 (10 – add 3 then 1, 3 then 1)

31st 28th 31st 30th __ 30th (31st – days in each month from January to June)

56590_03_U3_p033-044_ptg01.indd 39 30/07/14 6:44 PM

3d The city of Atlanta

3 19 Look at the expressions for giving directions. Listen again and complete the conversation at the visitors’ center.

T = Tourist, G = GuideT: Hi, we’d like to go to the aquarium.

Is it 1  ?G: It’s 2 fifteen minutes  ,

but you go past some interesting places on the way. Here’s a map. Go 3 Decatur Street and continue on Marietta Street. 4 Spring Street and 5

 Centennial Olympic Park Drive. The park is on your left. It’s very nice. Go 6 the top of the park and on the right there’s the World of Coca-Cola.

T: Oh, that sounds interesting.G: Yes, it is. Go past it and the

aquarium is opposite.T: Great. Thanks a lot.

DIRECTIONS

Asking for directionsWhere is…?How do I get to…? Is it near here?

Giving directionsIt’s near here. / It’s about ten minutes away.

Go past the…

Cross…

Go straight on…

Turn left on... /Go left at...

Turn right on... /Go right at...

4 Work in pairs. Ask for and give directions to different places on the map of Atlanta.

Vocabulary places in a city1 Look at the map of Atlanta. Where do you do these things?

1 get tourist information2 learn about history3 relax outside4 see a play or a musical5 park your car

6 read a book7 meet clients and

colleagues8 look at marine life

Real life giving and getting directions2 19 Listen to a conversation at the visitors’ center. What

places on the map do they talk about?

40

The city of Atlanta

Warm-up Using words: places in a city

If your students come from the same city, or are studying in the same city, ask them to make a list of the five most interesting places in the city. After one minute, elicit lists from the class and write any interesting words on the board. Agree on a class list of the five most interesting places in the city.

Introducing the theme: Atlanta

Alternatively, if you think your students have enough general knowledge to talk about Atlanta, put them in pairs to think of five things they know about Atlanta. Elicit ideas from the class (e.g., it’s a city in the state of Georgia, the 1996 Olympics were in Atlanta, it’s the home city of Coca-Cola®).

Vocabulary1 Ask students to look at the map. Ask: What places can you see? Ask students to match places on the map to the activities. Have students check their answers in pairs.

Background notes Atlanta is the capital of the state of Georgia, which is in the southeastern United States. It has a population of 450,000 people and is a major transportation hub. It is economically successful, with major industries in logistics, and professional and business services. It is best known as the headquarters of Coca-Cola® and CNN, and as the host city of the 1996 Olympics.

Real life2 Give students a moment to look at the map and locate the visitors’ center.

Play the audio. Students listen and note the places mentioned. Have

40

students compare their answers in pairs before discussing as a class.

3 Divide the class into pairs. Ask them to complete the conversation with the expressions. Play the audio again for students to check.

4 Divide the class into pairs. Tell them to create a conversation using the expressions from the language box. Model an example, and help students as needed. Monitor carefully to make sure students are using good intonation patterns when asking the questions.

Extra activity Bring in tourist maps of the city you are in. Hand them out in pairs or small groups and ask students to take turns playing the tourist and the local. Tell them to ask for directions from the school or from a well-known place in the city to different places.

HOMEWORK Ask students to write directions for a friend, describing how to get from the school to their home.

3d

1 Visitors' center2 University3 Centennial Olympic Park4 Theater

5 Parking6 Library7 Business District and Offices8 Aquarium

1

near hereabout away

straight on

Cross turn

left at

right on

1

2

3

4

5

6

7

8

Aquarium, Centennial

Olympic Park,

World of Coca-Cola;

Decatur Street,

Marietta Street,

Spring Street,

Centennial Olympic

Park Drive

2

56590_03_U3_p033-044_ptg01.indd 40 30/07/14 6:44 PM

41Unit 3 Places

2 Writing skill capital letters

a Read the website in Exercise 1 again. Which one of these things 1–7 does not have a capital letter?

1 the word at the beginning of a sentence2 the pronoun I3 names of people, cities, or places4 countries, nationalities, or languages5 days and months6 seasons and parts of the day7 streets, roads, parks, and squares

b Rewrite this description with capital letters.

Writing a travel website1 Bella Potachouck writes for a travel website. Read about

her favorite city. Mark the items she describes (1–6).

1 the name of her city2 good places to visit3 her favorite time of day, month, or season 4 places to meet friends 5 her favorite cafés and restaurants6 good ways to travel around the city

3 Write a description of your favorite town or city for a website.

4 Display the descriptions around the classroom. Read each other’s descriptions and check the capital letters.

i’m from australia and i love sydney! there are over four million people here, but it’s never crowded. that’s because there’s the harbor with the famous sydney opera house and there are beautiful beaches. my favorite season is summer because of the surfing. lots of people go to bondi beach, but on saturdays i go with my friends to narabeen beach. it’s quiet and relaxed. afterwards we go downtown. there are over 3,000 restaurants with every type of food, from japanese to lebanese.Moscow

why i loveMy favorite place in Russia is Red Square in Moscow because there are interesting museums and art galleries. But I also like other parts of Moscow. Krasnaya Presnya Park is great. On Saturdays in the summer, I meet friends there in the afternoon. We relax and play sports. Summer is between May and September, but I love winter. December is my favorite month because the snow is beautiful and we go ice-skating.

3e Describing a place

41Unit 3 Places

Describing a place

Warm-up Using words: days, months, seasons, and places

Write the following categories on the board: seasons, months, days, places in a city.

Ask students in pairs to write four things for each category. Monitor and note whether students are using capital letters appropriately.

Writing1 Read through Bella’s checklist with students and ask focus questions. Ask: What are good places to visit in a city? What are good ways to travel around a city? Elicit ideas.

Ask students to read the text and mark the items she describes.

Extra activity Ask students to find two famous places, two types of buildings, two seasons, three months, one time of day, and one sport in the text.

Writing skill2a Students read the website again and find the item that is not written with a capital letter. Have them compare their answer in pairs before discussing as a class.

Grammar notesIn English we always use a capital letter at the start of a sentence. Many proper nouns, notably names of people, cities, countries, states, and continents, begin with a capital letter.

2b Ask students to look at the picture. Ask, What do you see? Which city is the blog about? Students read the description quickly to check their prediction.

Ask students to rewrite the description. Have them compare their answers with a partner before discussing as a class.

3e

3 Start by eliciting favorite towns or cities on the board. Ask students why they like the cities they mention. Then brainstorm information students could include in their description. Tell them to look back at the texts about Sydney and Moscow as examples.

Create a list like this one: location, population, famous buildings and places, places to meet friends, favorite season, favorite month, favorite time of the day, things to do, places to eat.

Ask students to decide which information they want to include and in what order. Then tell students to write their descriptions.

4 Collect the descriptions and put them on the walls around the classroom. Ask students to walk around and read each other’s descriptions. Tell them to mark any errors with capital letters on the descriptions as they read them.

✓

✓

✓✓

✓

56590_03_U3_p033-044_ptg01.indd 41 30/07/14 6:44 PM

3f Barcelona Street LifeVideo

Las Ramblas in Barcelona, Spain.

42

Barcelona Street Life VideoscriptMan with glasses: That’s something very special about Barcelona, like, anytime you go out of your house there’s always something going on. You’ll always find a friend on the street. It’s where living is. You’re not in your place, you’re on the street.

Italian man: Yah, that you can go out in the street at night and it’s always lively. It’s never…nobody in the Ramblas, for example, always every hour of day, there’s life. I came here I felt somehow better than in Amsterdam. More alive, more vitale. Vital? That makes it very enjoyable for me. Inspiring, too.

Musician with glasses: It’s a very nice place because, uh, in the Ramblas you can find, I don’t know, theater, music from Argentina, from Spain, from Africa, from all the world.

(Music)

Musician with long hair: Things on the street will never happen in a theater. For example, like, we play and like, ten, fifteen people start to dance at one time, for example, you think like, yah, this is … this is beautiful.

The Ramblas is the street in Barcelona. And, I think in Europe, and maybe in the world, that, like, you’re going to be entertained. No matter how, I mean if you walk, past by the flower shops, I mean the way they build it up is beautiful. Even the street is decorated. I mean you get entertained. It’s worth coming to Barcelona.

42

Street mime: It’s a way of life. Ramblas is…you have everything. You have traffic of people, you have tourists, you have thieves, you have performers. Ramblas is everything. It’s a vibrant life. Yah, it’s a way of life. Truly, truly a way of life. I love it.

3f Video

56590_03_U3_p033-044_ptg01.indd 42 30/07/14 6:44 PM

43Unit 3 Places

Before you watch1 Look at the photo and read the caption. With

a partner, describe what you see using the appropriate words from the list.

noisy modernpolluted smallbeautiful quietcrowded bigugly relaxing

2 In the video, people talk about the Ramblas, an important street in Barcelona, Spain. Look at the list of words in Exercise 1. Which words do you think describe the Ramblas?

3 Look at the word box below. Listen and repeat the words after your instructor.

While you watch4 As you watch the video, check the people and

things that you see.

hospital musicians people dancing singers people sleeping buses flowers people in costumes museum trees performers outdoor café books paintings

5 Watch the video again. Complete the quotes with the missing words.

friend livinglively inspiringmusic entertainedstreet way

a “There is always something going on. You can always find a on the street. It’s where

is.”b “You can go out in the street at night. It’s

always .”c “I felt somehow better than in Amsterdam,

more alive… vital. That makes it very enjoyable… , too.”

d “In the Ramblas you can find theater, from Argentina, from Spain, from Africa…”

e “The Ramblas is the street in Barcelona, in Europe, and I think, in the world, that you’re going to be .”

f “Even the is decorated.”g “It’s a of life.”

6 Match the quotes from Exercise 5 with the person. Two of the people have two quotes.

1

2

3

4

5

After you watch7 Work with a partner. Compare the Ramblas to a

street in your city or town.

The Ramblas is crowded…

8 Your friend is traveling to Spain. Write an email to your friend. Explain why he/she should visit the Ramblas when he/she is there. Be sure to mention:

● where it is ● when to visit● things to buy ● where to eat● things to see or do

during the day ● things to see or do at

night

When you are in Spain, you can visit Barcelona. There is a very interesting street there …

decorate (v) /ˈdekəˌreɪt/ to make an object attractive by putting something on it

enjoyable (adj) /enˈʤɔɪəbəl/ something that is fun, nice, or pleasant

entertain (v) /ˌentərˈteɪn/ to amuse someone by singing, dancing, etc.

inspiring (adj) /ɪnˈspaɪərɪŋ/ causing people to want to do or make something

lively (adj) /ˈlaɪvli/ with a lot of movement and activityperformer (n) /pərˈfɔrmər/ a person who acts, sings,

dances, etc., for a crowdvital (adj) /ˈvaɪt(ə)l/ with a lot of energyway of life (n) /ˈweɪ əv ˈlaɪf/ the habits and customs of a

person or group of people

43Unit 3 Places

Before you watch1 Ask students to look at the photo. Ask, What city is it? Where is it? Assign partners to describe the photo using the appropriate words from the list.

2 Draw students’ attention to the photo again, and read the caption. Students should choose words from the list to describe the Ramblas. Students can compare answers with a partner.

3 Read the list of words with students repeating after you.

While you watch4 Play the video. Students watch and check the things and people in the video.

5 Students watch the video again and complete the quotes form the video with the words in the box.

6 Students match a photo of the person from the video with the quote or quotes that person said. Students can check their answers with a partner’s. 

After you watch7 Assign partners to make comparisons between the Ramblas and a street in their city or town. Model one or two examples for the class using the prompt provided. The Ramblas is crowded.

8 Read through the bulleted list of things to write about in the email. Students should include information they learned in the video to give examples of the things in the list.

d

b, c

a

g

e, f

✓

✓

✓

✓

✓

✓

✓

✓

✓

a friendliving

lively

Inspiringmusic

entertainedstreet

way

56590_03_U3_p033-044_ptg01.indd 43 30/07/14 6:44 PM

Grammar1 Complete the sentences with these verbs.

eat have like live take work

1 I with my family in Dubai.2 We in a restaurant near my house.3 I don’t to shop downtown.4 They in an office.5 I don’t a car so I the bus to work.

2 Complete the conversation with do or don’t.

A: Where 1 you live?B: In New York.A: 2 you like it?B: Yes, it’s great. There are lots of places to go.A: 3 you have a car?B: No, I 4 . And I 5 take public

transportation because I have a bike.

3 Choose the correct option to complete the sentences.

1 I come / comes from Egypt.2 He live / lives in Santo Domingo.3 My friend speak / speaks four languages!4 We don’t / doesn’t have much free time.5 She don’t / doesn’t work in an office.6 What do / does your husband do?

I CAN

talk about my daily life

ask people about their lives

Vocabulary4 Say these times.

1 5:562 7:15

3 11:454 1:03

5 Match the words with the sentences.

parking lot hospital hotel library museum office park restaurant

1 There are waiters here. 2 People read books here. 3 Doctors work in this place. 4 People stay the night here. 5 An accountant works here. 6 People relax here at lunchtime. 7 You park your car here. 8 You can learn about history here.

UNIT 3 REVIEW 6 Complete the adjectives in the article.

Bangkok, Thailand

Bangkok in Thailand is a 1 b_g city with about 10 million people. It’s also a 2 p_p_l_r city with tourists, so it’s often 3 c_o_d_d. The city is an interesting mix of 4 b_a_t_f_l, old houses and 5 m_d_r_ office buildings. There’s also a lot of traffic so sometimes the air is 6 p_l_u_e_. For 7 c_e_n air and 8 q_i_t places, go to the parks and to the river.

I CAN

say the time

describe a town or city

talk about places of work

Real life7 Complete the word in each sentence.

1 W is the museum?2 Is it n here?3 It’s about ten minutes a .4 C this street because it’s on the other side

of the road.5 T right then go straight.

I CAN

ask for places in a city

give directions

Speaking8 Work in pairs. Describe six actions in your normal

day and what time you do each action.

I get up at six o’clock.

44

Grammar 1 Ask students to complete the sentences with the verbs from the box.

2 Ask students to complete the conversation with do or don’t.

3 Ask students to read the sentences and choose the correct option to complete them.

Vocabulary4 Ask students to say the times aloud.

5 Students match the places to the descriptions.

6 Ask students to read the article and complete the adjectives.

AnSWERS

1 big 5 modern2 popular 6 polluted3 crowded 7 clean4 beautiful 8 quiet

Real life 7 Students complete the missing word in each sentence about directions.

Speaking 8 Students work in pairs to describe six actions from their normal day, and say when they do them.

44

UnIT 3 REVIEW

Do

Do

liveeat

likework

have take

do

don’tdon’t

hereear

wayross

urn

restaurantlibrary

hospitalhoteloffice

parkparking lot

museum

56590_03_U3_p033-044_ptg01.indd 44 30/07/14 6:44 PM