C Pronunciation: Syllables and stress Listen and repeat.

14

C 14 ´
1. the At·lan·tic ´
O·cean
• Write the three place names on ´ ´
2. the Ap·pa·la·chian Moun·tains
the board, placing bullets between ´ ´
3. the Mis·sis·sip·pi Ri·ver
syllables as shown in the exercise.
• Explain that the bullets divide each D Listen and mark the stress. 15
word into syllables, and each word ´ ´ ´ ´
1. Ca·na·da 4. the Rock·y Moun·tains 7. Ha·wai·i
has one syllable that is stressed. Then, ´ ´ ´ ´ ´
2. Mex·i·co 5. the Grand Can·yon 8. the Pa·ci·fic O·cean
play the ­audio. Ask volunteers to tell ´ ´ ´ ´ ´
3. the U·ni·ted States 6. A·las·ka 9. Death Val·ley
you which syllable is stressed in
each word.
E Listen and point to each location on the map of the United States. 16
• Mark the stressed syllables on the
board. Point to each item and have Vancouver

the class repeat it using the correct Seattle

CANADA

stress pattern. Montreal

ROCKY M
Great Lakes
Ottawa
to

S.
Boston

ng
ron
D

MT
To
15

OUNTAIN

IAN
• Point to the words on the board from New York
Chicago

CH
ni
Exercise C. Call attention to the stress

LA
San Francisco Washington, D.C.

PA
S
marks and ask students to use this

ar
Death

AP
kind of mark as they ­complete the Valley
Grand Canyon
exercise.

Le
San Diego Mississippi River
Pac ifi c
• Play the first two items in the audio O c ean
Atl a n t i c
and have students mark the stress in Oce a n

c
New
their books. Have them check each Orleans
hi
other’s work. Gulf of M ex ic o
CA
Alaska
NA Miami N
• Then, play the entire audio and ask
ap
DA
students to put stress marks on all MEXICO
Hawaii
W E
the place names.
gr

E 16
eo

• Play the audio. Ask ­students to listen

and point to each place as they
lG

hear it.
• Play the audio a second time if
na

students have difficulty finding each

­location on the map. 52 Unit 4
io
at

CIVICS
Point out that the names of many MORE ACTION
N

states and geographical features Ask students to identify the location of their own state
are derived from the indigenous and city or town on the map in Exercise E. Then, ask
languages of Native Americans (and them for names of places they have visited or lived in.
that that is why some of them look so If you have a wall map in your classroom, invite students
unfamiliar). Point to these places on to come to the map and show others where they have
a map (Hawaii, Massachusetts). Other ­visited or lived.
places used to be part of Mexico and
have Spanish names (Colorado, Texas).
Yet others were part of French territory
and have French names! (Vermont)

52 Unit 4

SAMPLE COPY, NOT FOR DISTRIBUTION

 ACTIVE GRAMMAR Quantifiers with Count Nouns
ACTIVE GRAMMAR:
Quantifiers with Count
is
a
seaport Nouns
isn’t desert on the coast.
in the North.
a few
seaports in the South. A
There several • Explain to students that a quantifier
are mountains in the East.
many
rivers in the West. goes directly before the noun it
a lot of
forests
in the central part of the country. modifies. Ask students to explain
aren’t any farms how many of each item the
quantifiers in the grammar chart are
describing.
A CIVICS Make sentences about the map on the previous page.
a=one
There are many seaports There is a high mountain a few=three or four
on the coast. range in the West.
several=five or more

ng
many=more than several
1. countries 4. mountain ranges 7. major river a lot of=same as many

ni
2. major cities 5. large lakes 8. deserts
any=one or more
3. seaports 6. farms 9. national parks

ar
• Have two students read the text
B LET’S TALK. With a partner, plan the perfect in the speech bubbles. Then, have

Le
island. On the blank map, draw the features students complete Exercise A
you would like, such as mountains, a river, a independently.
lake, and farms. Then, describe your island to
another group.
c • Invite volunteers to read their
hi
answers or write them on the board.
There is a small seaport town • Ask the other students to decide if the
ap

in the east. To the north of the sentences are true and to correct any
seaport is a plain; there are
a few farms there. grammatical mistakes.
gr

B
eo

• Draw an island on the board and

ask students to tell you what
lG

geographical features to add and

where they should go.
na

• Ask students to work in pairs to

The States 53 complete their maps.
io

• Have each pair present descriptions

of their islands. Ask pairs how their
at

islands differed from other students’

TEACHING TIP maps.
N

Bring in pictures of islands or

­geographical features that ­students
can use for inspiration when
­planning their perfect island.

The States 53

SAMPLE COPY, NOT FOR DISTRIBUTION

 ACTIVE GRAMMAR Count and Noncount Nouns
ACTIVE GRAMMAR:
Count and Noncount Nouns
Count nouns are items that we can count individually (one by one): lake—lakes.
They can be singular or plural.
A Noncount nouns cannot be counted. They are always singular.
• Review the explanation of count 1. Liquids or gases: water, oil, oxygen, rain
and noncount nouns in the 2. Items that are too small or too numerous to count: sand, corn, rice
3. General categories: traffic, scenery, music, tourism
grammar chart. 4. Ideas: information, beauty, work
• Ask students for additional examples Note: Some words can be both count and noncount: crime—crimes,
industry—industries.
for each category. For example:
Count nouns—river, shoe, website
Noncount nouns—clothing, cereal, A ACADEMIC Write the words under the correct column in the chart.
poverty
• Ask why it is important to know if a country mountain ranch tourism
crime museum river tourist
noun is count or noncount. (Because
factory noise seaport traffic
you need to know if the verb is

ng
farm pollution skyscraper unemployment
singular or plural.)
industry rain snow university
• Explain the meaning of any unknown

ni
words in Exercise A. Remind students
Count Nouns Noncount Nouns

ar
that some words can be both count
and noncount nouns depending on industry industry

Le
the context in which they are used, mountain pollution
tourist unemployment
so those words should be written in
country crime
both columns. crime noise
• Have students write the words in the
factory
c rain
farm
hi snow
correct columns. museum tourism
ranch traffic
ap

• As you review the answers with the river

class, ask students to give a simple seaport
skyscraper
explanation for each answer. For
gr

university
example:
S: Industry is a noncount noun.
eo

WORD PARTNERSHIPS
T: Why? air
S: It’s not a single thing. It’s a general water pollution
lG

category. noise
T: Industry can also be a count noun.
na

We can talk about one industry. Can

you think of an industry?
54 Unit 4
S: The auto industry.
io

T: What about another industry?

at

S: The tech industry.

T: Right! The auto industry and the tech MORE ACTION
N

industry are two industries that make

For further practice with count and noncount nouns, ask
a lot of money in the US.
students to make sentences using the words in Exercise A.
You can make this into a team quiz by having each team
come up with five count nouns and five ­noncount nouns
and use them in sentences that are either true or false. For
example: Snow is a count noun. (Answer: false.) The other
teams can guess if the sentences are true or not.

54 Unit 4

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