f ' ade tl places. i: Bag 2 wee prscuss NOM station, Jud zemeo i Places and How to Get There il i Talk about locations y PH VOCABULARY * Places in the neighborhood Read and listen. Then listen _ \ ay | at 3 a pharmacy 4 aschool 5 anewsstand 2 PANS LISTENING COMPREHENSION Listen. Write the places you hear. 1 3 2 4 3 PAIR WORK Say the name of a place. Your partner writes the word. * 4 EP VOCABULARY + Locations Read and listen. Then listen a id repeat. fe a8 ci) es 4 on the left o <= Vocws 2 down 3 around ie 6 next to the bank lwzen th bookstore thenteet “thesteet —" TeCOMe? Son ne ght the 20 uxITaGRAMMAR + ‘Where's the restaurant? A181) PRONUNCIATION « Where Read and listen eu 1 Where is it? 2 Where’s the bank? 1 P82 CONVERSATION MODEL Read and listen. A: Excuse me, Where's the bank? B: The bank? It’s around the corner. A: Thankit B: You're welcome, 2 ese rTM & “TOMATION Listen again and repeat. Then practice the Conversation | Model with a partner, 3 CONVERSATION row With a partner, change the conversation. find the people on the map. Talk about the location of the places. Then change roles A: Ease me. Where's the «ou? Riera ie ONT STOP! 1 Youre welcome, At# ABOU another location Be: Questions with Where / Subject pronoun it Ask questions with Where for locations, Where > Where's Use it to replace the names of places. W's down the street. (= the restaurant) Falling intonation for questions with |. Then listen again and repeat. =m 3 Where’s the school? 4 Where's the newsstand? CETEID) tats about tocations I NEWS Ask about other locations 7 GRAMMAR PRACTICE Read the sentences. Write questions and answers. Answer with It's, 1 The pharmacy is across the street. A: .. Where's the pharmacy z B: It} across the street 2 Billy's Restaurant is around the corner. a . A ? B . 3 The newsstand is on the lett. Ai oat ? B: F i 4 The bookstore is neat to the school A B ows 21Affirmative imperatives Drive [to the bank, Take the bus [to the pharmacy). VOCABULARY / GRAMMAR PRACTICE Follow the directions. Partner A: Read a direction. Partner B: Say the letter of the correct picture. 1 Walk to the bookstore. 2 Don’t drive to the restaurant. 3 Take the bus to the bank. 4. Don't walk to the pharmacy. 5. Drive down the street. Partner B: Read a direction. Partner 6 Take the bus down the street. 7 Don’t take the bus to the bank. 8 Walk to the bank. 9 Take a taxito the restaurant. Pod arbi 10. Drive to the pharmacy. 22 uNIT3 : Say the letter of the correct picture.3 A 4 Str Discuss how to get places SIN (eB CONVERSATION MODEL Read and listen, ‘A: Can | walk to the bookstore? B: The bookstore? Sure. ‘A: And what about the school? B: The school? Don’t walk. Drive. A: OK. Thanks! HIS# RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. e With a partner, change the conversation, using the photos. Ask how to get to places in the neighborhood. Then change roles. A: Can | walk to the (ON Listen. Write the directions, Use an affirmative and a negative imperative: s oR B: The ? Sure. ‘DONT STOP! ‘A: And what about the 7 Talk about locations B: The 2 Don’t walk. A: OK. Thanks! aE = 4 CHANGE PARTNERS Ask about more places. ergyat | {EE 1 HE VOCABULARY + Means of transportation Read and sten. Then Isten 2987 and reve 3 amoped ‘Also remember: abus atrain atax 5 amotorcycle 4 a subway 2 PAIR WORK Take turns. Spell a vocabulary word aloud. Your partner writes the word. 3. GRAMMAR « By to express means aie at by taxi by bicycle by motorcycle ‘4 (BSH LISTENING COMPREHENSION Listen. Circle the means of transportation you hear. oe 1 oe js 4 sot 3 j m% UNITSFE > em vocanuiany « Destinations Read and listen. Then listen again and repeat 1 go to work 3 goto school 6 RINE LISTENING COMPREHENSION Listen, Use a by phrase to write the means of transportation, Then check the box for work, home, or school. IDE BETTI oiscuss transportation 1 Silla CONVERSATION MODEL Read and listen. ‘A: How do you go to school? By subway. What about you? ‘A: Me? | walk, 2 RAMME RHYTHM AND INTONATION Usten again and repeat. Then practice the Conversation Mode! with a partner. 3) CONVERSATION ACTIVATOR: ‘With a partner, personalize the conversation. Ask about work, school, and home. Then change roles. ‘A: How do you go .....? B: _... What about you? MP. (CHANGE PARTNERS PersonalizeB/t 1 HRE READING Read about how people go to work and school Oe ark ackson ‘man architect. My office is down, the street from my home, | can walk to work. I'm lucky! V'm Matt Carson, and this is my teacher, Mr. Green. My school is right around the comer from my hor 50 | walk to school with my friends, We walk ho: together, too. I'm a manager ofa bank. My name is Laura Blake. Igo to work by car with 'm Min Park, and my neighbor Vm a doctor from from across the Miami. 1 go to work [@) 1'm Art Green. 'm Mat street, Brad Lane. by train. | take the teacher. Can | walk to We're colleagues train home, too. school? No way! My hon at the bank. is not around the corner from the school. | take th bus to and from school. 2 PAIR WORK Ask and answer the questions. ha ret oo ae 1 Is Mark Jackson a doctor? J 46 No, she’s not. She's a doctor. 1 2 Is Brad Lane Laura Blake's friend or her colleague? | 3 Is Mr, Lane Ms. Blake's neighbor? 4 Is Matt Carson a student? 5 What is Matt’s teacher’s name? 6 Is Dr. Park from Miami? 7 Where is Mark Jackson's office? eal — 8 Your own question: ? 3 GROUP WORK On the board, make a map of places near your school. Write the names of the places. Then ESL take turns describing the locations of the places. ‘Walk Don't [drive it's. Go by (bus) Can | [walk] to the [restaurant]? Don't go by (train) Take / Don't take the [bus]. s t Unit 3 review «p.137 | 26 UNITS 15 pact Cempecrr ag Dito—— a | 2 PAIR WORK Po 3 Ser LISTENING COMPREHENSION L O08 BO we ga 08 eh = ounTs4 GRAMMAR * Be: questions with Who ne? da“) Who are they? (They're Daw rene ey ar) Who are Na ad Jo? (eye my dughers)contactone enemas HO WS are Mowe NOT Whee 5 GRAMMAR PRACTICE Write questions. Use Who's or Who are and he, she, oF they. ? 1 & hot he ? Te B: He's my grandfather. B: They're Pat's grandparents. 2a ? SA ? B: She's my mother. B: She Eds wile 3A ? 6x ? oT Hes Me. Fines grandson. B: They e my brother and sister. BBCI) tcetity peopte in your family 1 SRB CONVERSATION MODEL Read and listen, ‘A: Who's that? B: That's my father. ‘A: And who are they? B: They're my sisters, Mindy and jen 2. RRBE RHYYTHM AND INTONATION Listen again and repeat. Then practice the Conversation ‘Model with a partner. 3. CONVERSATION ACTIVATOR Bring in photos of the people in your family (OR write their names). With a partner, personalize the conversation, Then change roles. ‘A: Who's that? B: That's Ae And? DONTSTOP! be Talk about occupations ak more esto 2 He's / She's fan engineer) ‘They/re (architects. What's his / her name? ‘What are their names? How do you spell that? 4 CHANGE PARTWERS Personalize the conversation again. Mls ras Sari ue Si ia canta taper it ig | SAME VOCABULARY « Adjectives to describe people Read and listen. Then listen again and repeat. ‘More adiectves 5 pretty 6 handsome ¥ ~ Eve ep. 127 us T short 2 tall Bold 4 young 7 good-looking al 2 GRAMMAR + Be with adjectives / Adverbs very and so 3 PAIR WORK Use the Vocabulary to describe people in your class. Describe people with a form of be and an adjective. Gina and Debora} They're good-looking. are very prety Your children are cute, ——_— The adverbs very and so make adjectives stronger. - They're very good-looking. She's so pretty. very =! He's very handsome. Your children are so cute. 4 (GIBB LISTENING COMPREHENSION Listen to the conversations. Circle the adjective that describes each person. 1 Her husband is (handsome / tall / old). 2 His daughter is (tall / good-looking / cute). 3 Her brothers are (tall / good-looking / young). 4 His son is (tall / good-looking / short) 5 Her father i (tall / old / short. 6 His sisters are (tall / good-looking / short) 5 VOCABULARY / GRAMMAR PRACTICE Look at the photos. Complete each sentence with a form of be and an adjective 1 Your sisters 2 Your daughter 3 Our grandfather so 50. nti very we JS medio6 Her brother 4 Her boyfriend 5 His wife so ! very very 6 VOCABULARY / GRAMMAR PRACTICE Write three sentences about people in your family. Use adjectives and the adverbs very or so to describe the people. 1 2 | my moth tall f |_ my mother is very ta CITE vescribe your relatives 1 8808 CONVERSATION MODEL Read and listen. A: Tell me about your father. B: Well, he’s a doctor. And he’s very tall. AA: And how about your mother? B: She's an engineer. She's very pretty. 2. 2208 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3. CONVERSATION ACTIVATOR With a partner, personalize the conversation. Describe your relatives. Then change roles. A: Tell me about your B: Well, ....... And ‘A: And how about your 2 Brae DONT STOP! ‘Ask about other people in your partner's family. 4 CHANGE PARTNERS Ask about other classmates’ relatives.1 GRAMMAR + Verb have / has: affirmative statements | 1 i Yat have a brother. Gf, has three sisters. | They i 2 GRAMMAR PRACTICE Complete the sentences. Use have or has. Then complete the sentence about your own family. a 1 Mark two brothers. 5 Carl and Anna two children. 2 Mrs. Stevens five grandsons, 6 She five sisters. j =z 3 They a granddaughter. 7 They no brothers or sisters. : 4 We twelve grandchildren, TD. | FE > PW VOCABULARY Numbers 21-101 Read and listen. Then listen again and repeat 4 (ABH PRONUNCIATION * Numbers Listen 5 PAIR WORK Take turns saying a number from the and repeat. Then practice saying the chart. Your partner circles the number. numbers on your own. twenty-one 17+70 18+ 80 19-906 GRAMMAR * Be questions with How old (How old are you? ae ne \ ow old ate yo (Fin thvee.) he? (He's nineteen 4 How old is she? (She' mitythree | oe your sister? (She's twenty.) How old are they? (They're twenty-nine.) ‘your parents? (They're fifty and fifty two.) 7 GRAMMAR PRACTICE Complete the questions. Use How old is or How old are. 1 your sister? 4 ‘Helen's husband? a ed Mat’s parents? her children? mm: your grandfather? 6 his son? BTID tas about your tamity (ea CONVERSATION MODEL Read and listen. 1 ‘A: Ihave one brother and two sisters. Really? How old is your brother? ‘A: Twenty. B: And your sisters? Eighteen and twenty-two. 2. SRN RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. CONVERSATION ACTIVATOR With 2 ‘ partner, personalize the conversation. Talk about your own family. Then change roles. ‘A: Ihave . B: Really? How old ?1 SBME READING Read about some famous actors and their tamiiey anid [Hers Hf Bakote Fanning i a move sek} Her younger stelle, nalo an_| actorin movies, They ae rom the United States, an they are bath very pretty. Their tather, Steven | Fanning, isa salesman, and their | they are both || miother, Heather Joy, san athlete. | Taiwan. Hee Chinese name is Kun | Dakota and Elle are also students, | Lng, She fs vey young ane prety Kee : 2 READING COMPREHENSION Read about the people again, Complete the sentences. 4 Elle Fanning is Heather Joy's 5 Mr Chou's Is good: looking. 1 Gael Garcia Bernal is Diego Luna's 2 Patricia Bernal, José Angel Garcia, and Diego Luna are all eet 3 Heather Joy is Steven Fanning’s 3. PAIR WORK interview your partner. Complete the notepad with information about your partner’ family 6 Jay Chou’s parents have one FReatwe'sname | Relatomsnip | Age | Occupation | eerpton Doug brother student _| Nek very all Occupation Description Relative's name Relationship Age . I GRANNAR BOOSTER] Unit 4 review + p17 4 GROUP WORK Now tell your classmates about Te naTEH UME «ys» 180 “Tel Me Al About I ur partner's family. ones 44 Doug is Laura brother. yy He's 4 MOUNTS % Fs