A great place to be. Lesson 1: Around town, page 28. warm up. start up. Listening

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1 UniT A great place to be UniT objectives: Lesson : Around town, page 8 students will learn there is, there are comparatives and superlatives places in a city adjectives for describing places and they will practise giving directions students will learn and practise there is, there are places in a city giving directions Elicit or teach turn right/left, go straight on, go past the..., on the right/left. Then choose a well-known building near the school and give directions (e.g. Turn left and go straight on. Go past the supermarket and turn right. It s on the left). When someone has guessed the building correctly, ask students to work in pairs and take turns giving directions to other wellknown buildings. start up Give the students a few minutes to find the places on the map, then check the answers. bus station park post office restaurant pharmacy tourist information centre 7 taxi rank 8 bank Listening. To demonstrate the level of information needed, play the first conversation twice, and allow the students to discuss their answers in pairs before you give them the answer. Play the remaining three conversations twice, then allow discussion before checking the answers. Where? restaurant Why? take an important client out for dinner Where? pharmacy Why? need some contact lens solution Where? phone shop Why? need a SIM card Where? taxi ran Why? get to the airport quickly. D = Diana, r = receptionist D: Hi, could you tell me, is there a good restaurant near here? r: There are lots of good restaurants. We re on Rua da Quitanda here on this map. If you go out of the hotel and turn right, go straight on until the crossroads and then turn right, you ll be on Rua Sete de Setembro. There are lots of good restaurants along there. D: Are there any Mexican restaurants there? r: I don t think there are any Mexican restaurants. There s a Japanese restaurant on the right. Opposite there s a Brazilian restaurant and next to that, there s an Italian restaurant. D: Which is the best one? I m taking an important client out for dinner. r: The Brazilian restaurant is really good and very popular. D: Great, thank you. L = Leandro, D = Diana L: So, is everything OK with your trip? D: Excellent, thank you. Our meetings have been really productive. L: Is there anything you need at all? D: Actually, is there a pharmacy near here? I need to buy some contact lens solution. L: There isn t one near here, but there is one very near your hotel. When you go out of your hotel, turn left and go straight on. After 00 metres, there s a small pharmacy on your left. D = Diana, P = person in the street D: Hi, sorry, is there a phone shop near here? P: There s one next to the old cathedral. Keep going straight along here until the end of the street. At the junction, turn left and go straight on for three or four minutes. The cathedral is in front of you and on the left is a phone shop. D: Great, thank you. Do they sell SIM cards I can put in my American phone? P: I think so, but there s also another shop behind the cathedral so you can also try there. D = Diana, P = person in the street D: Is there a taxi rank near here? P: There isn t a taxi rank, but there are lots of taxis on Avenida Rodrigues Alves. Go left here and go straight on until you get to the traffic lights. Turn right and go straight on and it s the road at the end of the street. D: Is it far? I need to get to the airport quickly my flight leaves in two hours! P: Take this bus. It goes to the airport and gets there in fifteen minutes. D: Really? Brilliant! Thank you.

2 Grammar Read the Grammar box with the class. Draw the students attention to how questions are formed by inverting there is and there are. Ask the students if the equivalent expression in their language makes a difference between singular and plural in the same way. Look at the grammar reference section on page 0 together. Return to page 9 and give the students a few minutes to do the exercise. Don t check the answers at this stage.. Play conversations and again for the students to check their answers in. is there There are Are there there are Is there There isn t Give the students a few minutes to do the exercise, then check the answers. There is Is there There are Are there There isn t Students can find more activities at reading Give the students a few minutes to read the s and to answer the questions. Allow them time to compare answers in pairs, then check the answers with the class. the bank and the pharmacy Ana Docas 7 Ask the students to read the s in again and to circle the correct options. Check the answers. get get out left straight get on 7 between 8 until 9 next 8 Write block, traffic lights and crossroads on the board and elicit their meaning. Elicit the phrases they are used in and write them on the board, then model for the students to repeat: Go straight on for two/three blocks. Go straight on until you get to the traffic lights/ crossroads. Turn left/right at the traffic lights/crossroads. Divide the students into A and B pairs. Give them time to work out the directions they have to give. Students practise their conversations in pairs, then ask a few pairs to stand up and act out their conversation. extra activity Give the students a map (printed or on computer screen) of a famous English- city, e.g. New York, Sydney, London. Choose a starting point on the map and give students directions to a mystery place. Ask Where am I? to see if they followed the directions accurately. Ask the students to do the same in pairs. Lesson : Extreme cities, page 0 students will learn and practise adjectives for describing places comparatives and superlatives describing a city Write My favourite city is because on the board. Demonstrate the activity by talking about your own favourite city and encourage questions and opinions from the class. Ask the students to finish the sentence in their own way, then exchange opinions in pairs or small groups. start up Ask the students to match the opposites using their dictionaries to help them. Check the answers, then model the pronunciation for the students to repeat. slow small clean safe old-fashioned unfriendly 7 boring 8 noisy 9 expensive 0 beautiful / pretty Give the students 0 minutes to discuss the topics in pairs. Encourage them to ask about details. Take feedback from the class and write any new vocabulary on the board. Focus on the photos and ask students to cover the descriptions underneath. Ask the students to work in pairs and discuss what they know about each city. Stop the activity when one or two pairs have finished talking and take feedback from the class. Write any new vocabulary on the board and check pronunciation. reading Ask the students to read through the descriptions quickly and write the names of the cities. Pre-teach survey, gold mine, nineteenth century, business centre and shipbuilding. Check the answers. a Johannesburg b Paris c Tokyo d Beihai

3 A great place to be Give the students time to read the descriptions again and answer the questions. Let them compare answers in pairs before checking as a class. Beihai Beihai, Paris Tokyo Johannesburg Johannesburg Grammar 7 Write syllable, vowel and consonant on the board and elicit or explain their meaning. Read the Grammar box with the class and look at the grammar reference section on page 0 together. Write the adjectives lucky, slim, nice and interesting on the board and ask students to work in pairs and write the comparative and superlative forms (answer = lucky, luckier, the luckiest; slim, slimmer, the slimmest; nice, nicer, nicest; interesting, more interesting, the most interesting). Return to page and ask the students to complete the descriptions in with the correct form of the adjectives in the boxes. Don t check the answers at this stage.. Play the audio for the students to check their answers in. the biggest the cheapest the most beautiful the biggest smaller the biggest 7 the best 8 the fastest 9 prettier. Johannesburg is one of the biggest cities in South Africa. The city is famous for its gold mines and because it s the home of Nelson Mandela, the former South African president. According to a recent survey, it s the cheapest city in the world for foreigners to live in, because food and housing aren t expensive. Many people think that Paris is one of the most beautiful and most romantic cities in the world and, with 0 0 million visitors a year, it s the most visited. Until the nineteenth century, this city was the biggest in Europe, but today with a population of. million, it s smaller than Berlin or London. With a population of over million, Tokyo is the biggest city in the world. It s an important global business centre. It s also one of the best places in the world to go shopping or eat out. There are more top-class restaurants in this city than Paris or New York. This sea port in south-west China is the fastest growing city in the world. With its beautiful beaches and green parks, Beihai is prettier than Beijing or Shanghai and has more tourists. But it s also an important centre for trade and industry, including shipbuilding. 8 Ask the students to complete the sentences, then check the answers. smaller noisiest quieter prettiest most exciting dirtier, worse 7 safer 8 oldest 9 Give students 0 minutes to discuss the topic in pairs. Encourage them to ask for details. If students are from the same city, tell them to talk about another city they know well. Take feedback from the class and write any new vocabulary on the board and model its pronunciation. extra activity Write the following adjectives and phrases on the board: friendly, dangerous, crowded, beautiful, hard to park, cheap, expensive, lively, nice place to live, good for shopping, dangerous. Demonstrate the activity by making a superlative sentence about your country using the first adjective, e.g. The friendliest city in [my country] is [name of city]. Then add a couple of sentences explaining why you think this, and encourage questions and comments. If students are all from the same place, you could talk about the city you are in, or the capital city. Ask the students to work in pairs and do the same with the other adjectives and phrases. Take feedback from the class and write any new vocabulary on the board. Lesson : Hotels, page students will learn and practise describing hotel facilities describing needs and wants saying dates booking a hotel Write the names of three hotels on the board: a the Hotel Ronda b the Casa Sant Jordi c the Mirador Tell the students that they are going to read about these three hotels, which are in Barcelona. Dictate the following questions: Which hotels have a gym? Which hotel is near restaurants? Which hotel is in the middle of Barcelona? Which hotel has live music? In which hotel can you swim at night? Explain that it is a race to find the answers in the text on page. When you say Now, the students should start to read. The first student to show you the correct answers is the winner (answers = a, c b b c a). start up Ask the students to match the pictures with the words in the box. Check the answers and model the words for the students to repeat. Students can find more activities at

4 a shower b bath c minibar d room service e iron / ironing board f tea- / coffee-making facilities g Wi-Fi access h air conditioning i hairdryer j swimming pool k restaurant l business centre m fitness centre Give the students time to discuss the question in pairs. When one or two pairs have finished, take feedback from the class and write any new vocabulary on the board. Check pronunciation. Reading Give students time to complete the texts with the facilities from, then check the answers. Wi-Fi access business centre restaurants fitness centre air conditioning minibar 7 room service 8 swimming pool Listening. Give the students time to read through the gapped texts and check any unknown words. Play the audio once or twice for them to complete the texts, then check the answers. If students find it difficult, play the audio again while they follow the audioscript on page 9. cheap city centre a gym a pool wireless internet connection a business centre 7 airport 8 parking 9 a swimming pool 0 room service beach. Cristiano I don t have much money so I need a cheap room. I don t have a car so I want to be near the city centre, where the conference is. In the evenings, I like to relax and read a book. I don t need for there to be a restaurant in the hotel. I m happy to eat anywhere that isn t too expensive. Vera I work long hours and my job is stressful so I need a good hotel with all the facilities. I get up early and work out for an hour, so I want a good gym with a pool. It s important that there s a good wireless internet connection so I can read my s, and a business centre would be useful. I want a hotel with excellent restaurants so I can entertain my clients. Oh, and the hotel must be near the airport so I don t have to worry about catching my flight. Simon and Laura We ve got small children so we need a family-friendly hotel preferably with parking so we don t have to carry the baby everywhere. We d like to be near the beach, but also want the hotel to have a good swimming pool as well in case the weather isn t good. Although we love good food, we can t go out to eat in the evening because of the baby s bedtime, so we need decent room service. Ask the students to work in pairs and decide on the best hotel for each person or family, then take feedback from the class. the Hotel Ronda Vera the Casa Sant Jordi Cristiano the Mirador Simon Vocabulary. Write January on the board and elicit the stressed syllable (January). Play the audio for the students to mark the stress on the months. It might also be useful to point out the tricky pronunciation of January (/ˈdʒænjuəri/) and February (/ˈfebruəri/). Check the answers by getting students to clap on the stressed syllable as they say the month. Play the audio again for them to repeat. January February March April May June July August September October November December. See for audioscript Play the audio for the students to repeat the ordinal numbers.. Read the Help box with the class and model the two spoken forms of the date for the students to repeat. Play the audio for the students to write the dates. Ask students to check their answers in pairs, reading the dates in full. If there is uncertainty, give them the correct answer. 7th August 8th September rd January 9th July. See for audioscript. 9 Demonstrate the activity by dictating a date to the students that is important to you. Tell them why it s important and encourage them to ask for more details. Give the students time to write down dates and to discuss them in pairs. When one or two pairs have finished, take feedback from the class and write up any new vocabulary on the board. Check pronunciation. Students can find more activities at Listening q.7 To remind students, ask what Cristiano and Laura s jobs are (answers = charity worker, engineer). Pre-teach reserve, book a room. Play the audio for them to write the dates, then check the answers.

5 A great place to be Cristiano The receptionist should have said Friday the eighth of February not Thursday. Arrival date: th February Departure date: 8th February Laura Arrival date: th August Departure date: st August.7 r = receptionist, C = Cristiano r: Good afternoon, Hotel Ronda. Julia. How can I help? C: I d like to make a reservation for four nights from the fourth of February, please. r: Certainly. That s from Monday the fourth to Thursday the eighth of February. Is that right? C: Yes. r: And what kind of room would you like? C: I d like a single room. r: OK Let me see. Yes, that s no problem. C: Could you tell me the room rate, please? r: That s a night for a single room, including breakfast. r = receptionist, L = Laura r: Good morning, the Mirador Hotel. Maria, how can I help? L: Hello, I d like to reserve a double room for six nights from the th August. r: Certainly, madam. Could you wait a moment please while I check availability? All our standard double rooms are taken, but we do have a premium double room available for those dates. L: Could you tell me the room rate, please? r: Our premium rooms are 0 per night, plus VAT. L: And does that include breakfast? r: Yes, it does. L: OK, we ll take it. r: Certainly, madam. So that s a premium double room from th to st August w.7 Play the audio again for the students to complete the phrases, then check the answers. Conversation reservation single room Conversation double breakfast take e Divide students into A and B pairs. Ask As to look at page 97 and Bs at page 99. Give them time to read the two scenarios and to note down any key words. Students role play the conversations in pairs using only their notes. Monitor as they do this and note down any language points to deal with later. When most pairs have finished, ask a confident pair to perform each situation for the class. extra activity Play audio.7 again for one of the conversations as a dictation, stopping at the end of each sentence, for students to write down everything, or as much as they can. If necessary, play it again with fewer pauses for students to complete any gaps. Then tell them to check what they have written against the audioscript on page 0. scenario: Which hotel? page students will practise comparing hotel facilities writing an explain a decision Write the following gapped sentences on the board: In a hotel I like it if there is a good because I. I don t so I don t need a. Demonstrate the activity by finishing the sentences using the facilities mentioned in lesson (page ) and talking about them. Then ask the students to finish the sentences in their own way and discuss them in pairs or small groups. With books closed, write to-do list on the board and elicit or explain the meaning. Ask the class if they use to-do lists. If so, do they use their phone / software / a notepad / post-its / something else? When do they check their lists? Allow the students time to read the and to complete Colin s to-do list. Check the answers. Speak to: Paula Possible problem: Bruce can be difficult.8 Give the students time to read the gapped notes. Then play the audio once or twice for them to complete the notes. Check the answers. Ayman Lawati, Head of Marketing at ITS Shan Wang, Finance Manager at the Washington office Bruce Darling, the new CEO.8 C = Colin, P = Paula C: So we need to book rooms for three people, then? P: That s right: Ayman, Shan and Bruce. C: What are their full names? P: There s Ayman Lawati. C: How do you spell that? P: A-Y-M-A-N L-A-W-A-T-I. He s the Head of Marketing at ITS, our software partners in Bangalore. C: Who s next? 7

6 P: Shan, that s S-H-A-N, Wang W-A-N-G. She s the Finance Manager at the Washington office. C: OK. So who s the last person again? P: It s Bruce Darling. C: Oh, yes, our new CEO. P: That s right. He s the one we all have to impress. C: So, can I leave it with you to book their rooms? P: I ll need their arrival times and how long they re staying. C: I ll just check my s and let you know..9 Give the students time to read the gapped texts. Then play the audio twice for them to complete the texts. Check the answers. If students find it difficult, play the audio again while they follow the audioscript on page 0. too expensive internet access breakfast important quality comfortable 7 swim 8 pool 9 average 0 at least four customer service view.9 Ayman Hi there. It s Ayman from ITS in Bangalore. I m just calling about my hotel booking. I need to ask you to book something that isn t too expensive. I ve already had five trips this month so there isn t much money in my travel budget. I must have internet access in the room and there must be breakfast included. The other meals are not important as I think you ll take us out, won t you? Shan Hi Colin, it s Shan here. Just calling to talk about my visit next week. Thank you for offering to book my hotel. The price isn t important, but it must be excellent. You know I like high quality so make sure it is good. The rooms need to be very comfortable. I have a long flight and we have a lot of work to do so I must sleep well. I have to swim every morning so make sure there s a pool. Bruce Colin, it s Bruce. How are you? Hope you are well. Thank you for organising this trip. I m really busy at the moment so it helps a lot. For the hotel, could you book something that s average cost? I like to get good quality, but for a good price like in business! Make sure the hotel has at least four stars. Try to book somewhere you know well, maybe somewhere you eat sometimes. Then you ll know what the customer service is like. I can stay in an average hotel when the customer service is excellent. I love a good view of the city so the higher the floor, the better! Give the students time to read the s and to add brief notes to the information in, then check the answers. Shan: needs parking, would like to see some reviews Ayman: needs a swimming pool or gym, needs to see costs before booking Bruce: needs a swimming pool Divide the students into A and B pairs. Ask As to read the descriptions on page and Bs to read the reviews and look at the map on page 00. Tell them to underline the key features of each hotel, so that they are easy to refer to in the discussion. Give them a five-minute time limit for this. Give students ten minutes to share information in pairs and decide on the best hotel for each visitor. Tell them that they have to justify their opinions using because or so. Monitor as they do this, and note down any language points to deal with later. Possible answers It's impossible to find a hotel which covers all the requests of all the visitors. The best options are: Shan: World Hotel it s a high quality hotel with very comfortable rooms, good restaurants and a swimming pool. Although it s 8km from the company office, Shan has a car and can drive. Ayman: Hathaway Hotel It s not too expensive and the price includes internet access and breakfast. It s very close to the company office, but it doesn t have a swimming pool or gym. Bruce: Sherwood Hotel It has four stars and excellent views of the city. The customer service is award-winning and it s good value for money. It doesn t have a swimming pool, but it does have a gym. Ask the students to work in pairs and complete the to one of the visitors. Take feedback from the class so that you hear at least one to each visitor. Extra activity Ask students to look back through the unit individually and choose two useful words or phrases from each lesson and write them down, so they have eight in total. Ask students to compare lists in pairs and decide on the ten most useful words and phrases. Then students write a dialogue including all ten words and phrases. Each pair performs their dialogue. The other students listen and write down the ten words or phrases they think were included. The pair who performed the dialogue read out the ten words and phrases they chose. Students score a point for each one they guessed correctly. Writing s Go to Writing s on page 7 and do the exercises. Teacher s Book reference page 8