Unit 3

3A  My town

3 OVERVIEW Introduction
The goal of this lesson is for Ss to talk about what’s in a town.
To help them achieve this, they will study There is /There are,
singular and plural nouns and vocabulary for places in a town.
3A  My town
Goal  |  say what’s in a town Warm-up
Grammar  |  There is /There are; singular and plural nouns
Before the class starts, ask Ss to talk in pairs about which
Vocabulary  |  places in town
countries they would like to visit and why. This provides a context
GSE learning objective
for the language of the lesson.
Can say what’s in a town (e.g. buildings, places) using basic
words and phrases

3B Is there wifi? Vocabulary

Goal  |  talk about a flat
Grammar  |  Is there a /an … ?  / Are there any … ?
Places in town
Vocabulary  |  rooms and things in a home 1a Ask Ss to work in pairs to match the places in the picture (A–L)
GSE learning objective with the words in the list (1–12).
Can describe where they live
Answers: 1 B  2 C  3 A  4 J  5 I  6 L  7 D  8 G  9 F 
3C It’s expensive! 10 E  11 K  12 H
Goal  |  describe a town or a city
Grammar  | position of adjectives
b 3.1  Focus attention on the words in Ex 1a. Ask Ss to listen
Vocabulary  |  describing places
and underline the stressed syllable, where there is one. Go over
GSE learning objective
the answers as a class, marking the stress on the board, then play
Can describe their home town or city using simple language
the recording again for Ss to repeat.
3D English in action
Goal  |  ask for and give directions Answers: a train station  a hotel  a café  a bank 
GSE learning objective a restaurant  a supermarket a cinema a park a market 
Can ask for simple directions, referring to a map or plan a bookshop  a house  a flat
Roadmap video
Go online for the Roadmap video and worksheet. Optional extra activity

Check and reflect Display images of individual places for Ss to call out the names.
Review exercises and communicative activities to review the This kind of drill is more challenging as Ss are not looking at the
grammar and vocabulary from the unit. words.

VOCABULARY BANK 2 Demonstrate the activity by pointing to a place and asking the
class How do you say this in English? and eliciting a response.
3B At home Move on to the spelling, as in the example. If Ss struggle to
3C Adjectives (1) remember the letter sounds, go over this briefly. Show Ss the
example conversation in their book, then ask a stronger pair to
DEVELOP YOUR SKILLS demonstrate. Put Ss in pairs to continue. Monitor and listen. Help
where necessary.
3A Develop your reading
Goal  |  read a description of a place Optional extra activity
Focus  |  understanding and and but Provide Ss with other pictures to practise further. Stronger
GSE learning objective classes can do this without looking at their books, while weaker
Can understand simple descriptions of places
classes may need to have a list of key words to help them.
3B Develop your listening
Goal  |  understand a description of a house
Further practice
Focus  |  noticing intonation in lists Photocopiable activities: 3A Vocabulary, p161
GSE learning objectives
Can understand basic factual statements relating to pictures or
simple texts

3C Develop your writing

Goal  |  write about your town
Focus  |  using and and but
GSE learning objective
Can write simple sentences about their family and where
they live

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 Listening 6a 3.3  Ask Ss to look at the sentences. Tell them that they
Unit 3

are going to hear each sentence and to pay particular attention to

3 3.2  Focus attention on the pictures and ask Ss what they how the words (There is, There isn’t, There are and There aren’t )
see. Tell Ss they are going to listen to three people talking and link together. Give them a minute to read through first, then play
they should match each to their town, by writing the picture the recording.
number beside the name. Play the recording, twice if necessary. b Ss should listen again as needed and repeat, being careful to
Ask Ss to compare answers, then check as a class. pronounce the contractions correctly. Share the information in the
Pronunciation checkpoint if you think your Ss will find it useful.
Answers: 1 B  2 A  3 C

Pronunciation checkpoint
Audioscript 3.2
In spoken English we tend to use contracted forms much
1 more than full forms. Here, for example, There is becomes
Jack:  My town is great. There are three cafés and two restaurants – There’s and There are becomes There’re. The contracted
a Spanish restaurant and a Japanese restaurant. And there is a
’s makes the sound /z/ and is unlikely to cause problems
supermarket and a bookshop. 
for Ss. The contracted ’re may be more difficult to hear and
2
pronounce. It makes the sound /ə/. Drill Ss in these sounds.
Diana:  In my town, there are three hotels, two restaurants and a
cinema. There aren’t any supermarkets. There’s a market.
3
7a Refer Ss to the sentences with There is and There are. Ask
Yuki:  This is my town. There aren’t any shops and there aren’t any them to choose the correct alternatives. With weaker classes,
restaurants. And there isn’t a bank. There’s a train station, a park you may prefer to choose the first answer as a class. Ask Ss to
and a café. work alone. Compare in pairs, then check with the whole class.
Refer Ss to the rules in the grammar box as needed.

Teaching tip Answers: 1 are  2 a  3 is  4 any  5 no  6 two bookshops 

Ss often struggle with listening activities. Staging tasks with 7 There’s  8 no
progressive levels of challenge helps them. The first task here
asks Ss to listen for the main idea (gist) and doesn’t require b Refer Ss to the grammar box and point out what happens when
writing. The second requires closer listening (for detail). Don’t we want to make a noun plural. With most regular nouns we add
be tempted to rush the earlier easier listening as this helps Ss an s when there is more than one of them. Ask Ss to complete the
tune in to the main ideas and makes the second listening more lists alone then check with the whole class.
manageable. Make sure you play a recording more than once as
needed. Comparing in pairs helps Ss as it reassures them and Answers: 1 parks  2 café  3 restaurants
encourages peer correction.
Optional extra activity
4 Tell Ss they will now listen again more carefully. Ask them to When Ss are giving the answers, drill around the class.
read through the sentences and explain that only one sentence in
each pair (a or b) is correct. Play the recording again, pausing after
8 Ask Ss to read the text first, ignoring the gaps. They should
each speaker to allow Ss time to choose the correct option. Ask Ss
then work alone to choose the correct word to fill each gap,
to check together. Go over the answers as a class.
using contractions where possible. They can use the grammar
box to help them. Ask Ss to check answers in pairs, then conduct
Answers: 1 b  2 a  3 a  4 b  5 a  6 b
whole-class feedback.

Grammar Answers: 1 are  2 a  3 There’s  4 there  5 are  6 no

There is/There are; singular and plural nouns 9 In this exercise, Ss will practise writing their own sentences
5 Refer Ss to the grammar box and ask them to complete the gaps with There is … and There are … . Look at the examples and point
using Ex 4 to help them. Complete the first one as a class, then ask out that Ss should write both positive and negative forms. Remind
Ss to continue alone. Have whole-class feedback discussing any Ss that we use any in negative sentences when the noun is
questions and giving further clarification as needed. plural: There aren’t any hotels. Ask Ss to work alone to write their
sentences. Monitor the class, supporting and correcting individual
Answers: 1 There is  2 There are  3 There are answers. Put Ss in pairs to share their sentences with their
partner. Then ask some of the Ss to share sentences with
Grammar checkpoint the class.
Ss can find it difficult to distinguish identifying (It’s a cinema)
and locating (There’s a cinema). Point out that It’s a cinema
is the answer to What’s this?, but that There’s a (cinema) is
more often followed by a location There’s a cinema in the
High Street. Ss may need to translate the two forms and
write further examples.

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 Optional extra activity

Unit 3
GRAMMAR BANK 3A  pp.120–121
Stronger classes could read the notes at home. Otherwise, Ss take turns to report back to the class about the differences.
go over the notes with Ss. In each exercise, elicit the first This provides extra speaking practice and may help weaker
answer, or look at the example as a class. Ss work alone to classes. Provide the following structure on the board to help
complete the exercises, then check their answers in pairs. In them, then elicit sentences around the class.
feedback, check answers with the whole class. Ss can refer In picture A there’s … , but in picture B … .
to the notes to help them.

Answers: Reflection on learning

1 1 There’s  2 isn’t  3 There’s  4 are  5 no  6 is  7 are 
Write the following questions on the board:
8 aren’t
How many places in town can you remember from this lesson?
2 1 any  2 a  3 any  4 a, an  5 any  6 a  7 no  8 a, a
What was easy in today’s lesson? What was difficult?
Put Ss in pairs to discuss the questions. When they have
Further practice
finished, ask if anyone wants to share their ideas with the
Photocopiable activities: 3A Grammar 1, p159; class, but don’t force them to if they’d rather not.
3A Grammar 1, p160
Homework ideas

Speaking Ex 9: Choose another town you know well and write sentences
about it.
Prepare
Grammar bank: 3A Ex 1–2, pp.120–121
10 Tell Ss they are going to write and talk about another town. Workbook: Ex 1–5, p16
Name alternate Ss A and B and refer them to the relevant pages, App: grammar and vocabulary practice
then ask them to write sentences about what’s in the town. In
weaker classes, ask pairs of AA and BB Ss to work together, so
they can help each other. Fast route: continue to Lesson 3B
Extended route: go to p92 for Develop your reading
Teaching tip
Information gap activities such as this one require careful
setting up to work well. If pairs work together or Ss work alone,
check what they have written while you monitor the class,
but don’t have whole-class feedback as this will take away
the element of surprise in the information gap. When Ss come
to compare their pictures, it’s important for Ss to realise that 3B  Is there wifi?
they must not look at each other’s pictures, but must do this by
speaking to each other. Model this with a stronger pair before
they start. Introduction
The goal of this lesson is for Ss to talk about a flat. To help them
Speak achieve this, they will use the structures Is there a /an … ? and
11 Put Ss in A/B pairs. Explain that there are nine differences Are there any … ? They will also learn vocabulary for rooms and
between their picture and their partner’s. Refer Ss to the example things in a house.
conversation. They then take turns to tell each other their
sentences and find the differences in the same way. When they
Warm-up
find a difference, they should circle it on their page. Allow time for
this and make sure Ss don’t look at their partner’s page. When they Ask Ss to discuss what they can see in the classroom in pairs.
finish, they can compare pictures. Write There’s a …There are … on the board to remind them of this
structure. Weaker classes can look back at the vocabulary on
Answers: p16. Stronger classes can also use the negative form. When they
In A there are two cafés. In B there are three cafés. finish, have a whole-class discussion about what’s in the room.
In A there is/there’s a hotel. In B there isn’t a hotel
In A there is/there’s a train station. In B there isn’t a train station.
In A there are two supermarkets. In B there is/there’s one Vocabulary
supermarket. Rooms and things
In A there is/there’s a phone shop. In B there isn’t a phone shop.
1 Ask Ss to look at the photos in pairs and say what they can see.
In A there is/there’s a Mexican restaurant and a Thai restaurant.
When they finish, ask a few Ss to report back and drill as needed.
In B there is/there’s a Spanish restaurant.
2a Ask Ss to match items A–K in the picture to the words in the
In B there is/there’s a cinema. In A there isn’t a cinema.
box. Allow them to compare with their partners, then check the
In B there is/there’s a park. In A there isn’t a park.
answers as a class.
In B there is/there’s a market. In A there isn’t a market.
Answers: A living room  B kitchen  C bedroom  D bathroom 
E toilet  F shower  G bed  H oven  I lift  J TV  K wifi

b 3.4  Play the recording and ask Ss to listen and repeat.

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 3 Look at the questions and make sure Ss know the question Audioscript 3.5
Unit 3

words. Elicit that the Where questions will have answers with
Jakub: What’s that?
in the … or on the … and the What questions will have answers William:  It’s the holiday flat website.
with There’s … or There are … . Ask Ss to work in pairs to ask and Jakub: Great! Are there any flats in Berlin for us?
answer. If time is short, you can do this as a whole class. If you William: Yes, look at this. It’s £75 per night.
have plenty of time, ask Ss to repeat the exercise in open pairs Jakub: OK. How many bedrooms are there?
across the class. William: There’s one bedroom.
Jakub: Oh. How many beds are there?
William: There’re two beds.
Answers:
Jakub: OK. Is there a bathroom?
1 The clock is in the kitchen.
William: Yes, there is.
2 There is a shower and a toilet in the bathroom. Jakub: Good. Is there a shower?
3 The oven is in the kitchen. William: Yes, there is.
4 There is a TV in the living room. Jakub: Is there a living room?
5 There are two beds in the bedroom. William: No, there isn’t, but there’s a TV in the bedroom.
Jakub: Is there wifi?
William: No, there isn’t.
4 This exercise provides further practice. Ask Ss to read the
Jakub: Hmm.
example, then to close their books and make similar sentences
about the flat. Monitor and listen. When Ss finish, drill sentences
or words you noted they had difficulty with. In weaker classes, Grammar
Ss can work in pairs, with one student having the book open to
check their partner’s sentences. Is there a /an … ? Are there any … ?
Optional alternative activity
VOCABULARY BANK 3B  p138
At home Write There’s a shower on the board. Ask Ss to make it negative
and add this to the board. Ask Ss if they can make a question. Elicit
These optional exercises build on the lexical set in the
the form to the board, name the subject and verb and highlight
vocabulary section.
how the subject and verb change position in the question. Repeat
1  Ss match the words with the photos alone, then check in
with a plural example, then move on to Ex 6. This approach is most
pairs. Check answers as a class.
suitable for weaker classes.
Answers: 1 basement  2 hall  3 bath  4 window 
5 floor  6 roof  7 door  8 mirror  9 washing machine  6 Refer Ss to the grammar box and explain that they should
10 fridge  11 curtains  12 cupboard  complete it using the positive and negative forms of is and are.
Ask Ss to compare in pairs, then go through the answers as a class.
Optional alternative activity
Answers: 1 Is  2 Are  3 is  4 isn’t  5 aren’t  6 are  7 is 
Stronger classes can complete Ex 1 at home.
8 are
Further practice
7a 3.6  Refer Ss to sentences 1–6 and tell them that they’re
Photocopiable activities: 3B Vocabulary, p164 going to listen for whether the voice goes up or down in each
one. Play the recording for Ss to listen and choose the appropriate
arrows. Allow them to compare in pairs, then elicit the answers.
Listening Share the information in the Pronunciation checkpoint if you think
5a 3.5  Refer Ss to the three descriptions of flats and explain Ss will find it useful.
that they should listen and decide which flat the conversation is
about. Play the recording, ask Ss to compare in pairs, then elicit the Answers: 1 ▲  2 ▼  3 ▲  4 ▼  5 ▼  6 ▼
correct answer.
Pronunciation checkpoint
Answer: Flat 3 Ss may observe that intonation rises in questions and falls in
answers. While not all questions have rising intonation, those
b Ask Ss to listen to the conversation again and tick the that are answered yes or no generally fit this pattern. To
sentences they hear. Elicit answers from individual Ss in
encourage Ss to attempt English patterns of intonation, you
whole-class feedback.
could point out that a lively tone of voice sounds friendly and
a flat tone of voice the opposite.
Answers: Ss should tick all the answers except 4 and 8.

b Ask Ss to listen again and repeat.

c Ask Ss to look at Ex 5b again. They should work on their own to
add a and an to complete the description of another flat. Ask Ss to 8 Tell Ss they will see another conversation about flats. Ask them
compare in pairs, then check answers with the whole class. Elicit to read through and complete each gap with there and is, isn’t, are
which flat from Ex 5a the text describes. or aren’t. Point out that sometimes they will need the question
form Is there /Are there … ? Ask Ss to compare in pairs, then go
Answer: There is a bathroom, a shower and a TV. through the answers. Point out where both contracted and full
There isn’t an oven. forms are possible.

Answers: 1 are there  2 There are  3 Is there  4 there is 

5 Is there  6 there is  7 Are there  8 there aren’t/there are not 
9 There’s/There is  10 Is there  11 there isn’t/there is not

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 Optional extra activity Optional extra activity

Unit 3
Ss read the conversation aloud in pairs. Stronger classes can do To extend the activity and stretch stronger classes, give Ss
this a couple of times, then close their books and try and recall the profiles of people to choose a flat for, e.g. a family, a group of
conversation. To support this, add key prompts to the board in the friends or a couple. You could show images of these different
order that they occur in the conversation. groups. Ss also benefit from discussing with others in pairs.

9a This exercise practises the question forms from the lesson. Optional extra activity
Go through the first example with the class and write the question For more speaking practice, Ss use the checklist from Ex 10 to
on the board. Remind Ss to start with a capital letter and finish interview each other about their own home. They won’t need to
with a question mark. Ss complete the exercise alone, then check ask about the price per night, so tell them to leave that one out!
in pairs. Check answers with the whole class. Ss can then use the checklist to write a paragraph about their
home/their partner’s home.
Answers: 1 Where is your house or flat?
2 How many rooms are there?  3 Is there a shower?
4 How many TVs are there?  5 Is there wifi? Reflection on learning
Write the following questions on the board:
b Ask Ss to work in pairs to ask and answer about their own home. How many words about flats can you remember? Work in pairs
When they finish, they should change roles. Monitor and listen. and write a list.
What was fun for you in the lesson? Why?
GRAMMAR BANK 3B  pp.120–121 Put Ss in pairs to discuss the questions. When they have
Stronger classes could read the notes at home. Otherwise, finished, ask if anyone wants to share their ideas with the
check the notes with Ss, reminding them of the change in class, but don’t force them to if they’d rather not.
word order in questions. In each exercise, elicit the first
answer, or look at the example as a class. Ss work alone to Homework ideas
complete the exercises, then check their answers in pairs. In
Ex 8–10: Write four to six sentences about your home.
feedback, check answers with the whole class. Ss can refer to
the notes to help them. Grammar bank: 3B Ex 1–3, pp.120–121
Workbook: Ex 1–7, p17
Answers: App: grammar and vocabulary practice
1 1 Are  2 rooms  3 Is there  4 any  5 Is there  6 many
2 1 c  2 a  3 d  4 f  5 b  6 e
3 (possible answers) Fast route: continue to Lesson 3C
1 Is there a shower in the flat? Extended route: go to p93 for Develop your listening
2 Is there wifi in the bedroom?
3 How many bedrooms are there in your flat?
4 Is there a lift in the hotel?
5 How many tables are there in your flat?

Further practice
3C  It’s expensive!
Photocopiable activities: 3B Grammar 1, p162;
3B Grammar 2, p163

Introduction
Speaking The goal of this lesson is for Ss to describe a town or city.
Prepare To help them achieve this, they will study the position of
adjectives and vocabulary for describing places.
10 Explain that Ss are going to ask and answer about flats.
Put Ss in pairs and refer them to the table, then ask them to work
together to write questions for the information they need. Warm-up
Ask Ss to work in pairs and give them one to two minutes to write
Optional alternative activity
as many places in a town as they can. When they finish, see how
This task requires a lot of writing. With weaker classes, you many they have. Ask the pair with the longest list to share their
could provide the question stems: How much … How many … and ideas with the class.
Is there /Are there … for Ss to add their endings to. Tell Ss that today’s lesson is about describing places.

Speak
11a Name alternate Ss A and B. Ask A/B pairs to turn to their Vocabulary
page and read the information, then complete the column for their Adjectives
flat and prepare to ask and answer about the flat. 1 Put Ss in pairs to discuss the pictures for a few minutes, naming
b Ss ask and answer questions to complete the table for Flat 1 or what they can see. Monitor and help if necessary. When they
Flat 2. finish, elicit the names of the places.
c When they finish, pairs should look together at the table and
decide which flat is the best for a holiday. Answers: 1 and 2: cafés  3 and 4: houses
Then discuss as a class and decide on the best flat. 5 and 6: cinemas  7 and 8: restaurants  9 and 10: parks

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 2 3.12  Tell Ss they are going to hear the sentences from Ex 1. Reading
Unit 3

They should listen and repeat.

5 Refer Ss to the leaflet and talk about it as a class. Ask Ss
Vocabulary checkpoint questions to check understanding, e.g. What is this? (a tourist
leaflet) What can you see? (the sea, towns, etc.) What is this? (a
To reinforce the vocabulary, ask the class questions using the
station) What is this building? (a hotel) Tell Ss they should use the
new words. These questions should be very simple, so that
information in the leaflet to identify the towns from photos A–C
Ss just need to answer yes or no, e.g. Is our classroom big?
and match them with the correct texts (1–3). Check the answers.
Is this book new? etc. This kind of concept check questioning
If time allows, ask Ss to read the text to each other in pairs.
reassures Ss that they have the correct meaning.

Answers: 1 A  2 C  3 B
3 Ask Ss to complete the sentences using the opposite adjectives.
Pairs can compare before whole-class feedback. With stronger
classes, ask individuals to give the answers in full sentences. Culture note
Check pronunciation and drill as needed. Norfolk is a county in East Anglia, in the east of England. It is
mostly rural and the coast is popular for family holidays. The
Answers: 1 bad  2 big  3 old  4 expensive  5 quiet places in the leaflet are real. Cromer is famous for its crab.
Sheringham has a lovely beach and is home to the North
4 Ask Ss to write sentences about their town, then work in pairs Norfolk Railway, which operates steam trains. West Runton is a
and tell each other. Stronger classes may be able to do this small village with a sandy beach. The county town is Norwich.
without looking at their sentences. Weaker classes can simply
read from their notebook. 6 Tell Ss they will now read the leaflet more carefully. Refer them
to the statements and ask if the first is true or false (false). Ask
Optional extra activity Ss to continue alone, writing T for true and F for false. Monitor to
If Ss are from the same town, write the names of some key well- ensure Ss know what to do. Allow Ss to check in pairs, then work
known shops or sights on the board. Ask Ss to make sentences through the answers. Where the answer is false, ask Ss to provide
about these. When they finish, ask individuals to read out one of the true answer.
their sentences, then ask others to agree or disagree. Introduce
the phrases, I agree /I disagree first. This encourages Ss to listen Answers:
to each other. 1 F – Sheringham is a big town. 
2 F – There are no hotels in West Runton. 
3 T 
VOCABULARY BANK 3C  p138 4 T 
Adjectives (1) 5 F – The restaurant in West Runton is good. 
These optional exercises build on the lexical set in the 6 T
vocabulary section.
1  Ss choose the correct alternative according to what they
Grammar
see in the pictures, then check in pairs. Check answers as a
class. Position of adjectives
7 Write an example on the board, It’s big, and ask Ss to identify
Answers: 1 dirty  2 a cheap  3 big  4 a new  5 closed 
the parts (subject, verb, adjective). Repeat this with It’s a big town.
6 dark 
(subject, verb, adjective, noun). Label these on the board, ideally
2  Ss take turns to describe various objects to their partner. with a different colour for each component. Ask Ss to read the
In feedback, nominate a few Ss to share their answers with grammar box and underline the adjectives in the tourist leaflet in
the class. Ex 5. Go through the answers as a class.

Optional alternative activity Answers: 1 quiet, good, small  2 busy, big, good, cheap, small 
3 good, expensive, cheap, old, big
Stronger classes can complete Ex 1 at home, then discuss Ex 2 in
the next class.
Grammar checkpoint
Further practice Ss need to know basic terms for talking about grammar.
Photocopiable activities: 3C Vocabulary, p167 These include subject, object, verb, adjective and noun.
While these terms are new, use them from the start and use
colours to identify the components of a sentence, so that Ss
soon learn them. This is particularly important where Ss’ first
language does not follow the subject-verb-object word order
or where, for example, adjectives follow nouns rather than
precede them.

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 8a 3.13  Look at the example and point out that in a

Unit 3
GRAMMAR BANK 3C  pp.120–121
sentence some words are stressed. Share the information in the
Pronunciation checkpoint if you think Ss will find it useful. Ask Ss Stronger classes could read the notes at home. Otherwise,
to listen and to underline the stressed words. Check the answers. check the notes with Ss. In each exercise, look at the example
as a class. Ss work alone to complete the exercise, then check
b Ask Ss to listen again and repeat the examples chorally and
their answers in pairs. In feedback, check answers with the
individually.
whole class. Ss can refer to the notes to help them.
Answers: 1 This is a quiet town.  2 There are six small shops. Answers:
3 There are no hotels.  4 This town is busy. 1 1 an old  2 new  3 small restaurant  4 an expensive hotel
5 There’s a small cinema. 5 a good  6 cheap  7 are new  8 big house
2 1 They’re good students.
2 It’s a busy town.
Pronunciation checkpoint
3 Houses in this town are expensive.
Ss have seen word stress. This is sentence stress. Point out
4 Our hotel isn’t big.
that in a sentence some words are emphasised over others.
5 Paul Bryan is our new teacher. /
These are the information carrying words. This is a feature
Our new teacher is Paul Bryan.
of pronunciation that native speakers do automatically.
6 Anna’s car is expensive.
Being aware of it will help Ss’ listening skills as well as their
7 Is there a big cinema in this town?
pronunciation skills, as they should stop straining to hear
8 There are no good restaurants here.
every word.

Further practice
9 Go through the first example with the class and write the
answer on the board. Remind Ss to start with a capital letter and Photocopiable activities: 3C Grammar 1, p165;
end with a full stop or question mark. With weaker classes, 3C Grammar 2, p166
write the example as a question and remind Ss of the word order
change required. Ss then work alone to write the sentences
before comparing in pairs. In feedback, nominate Ss to read the Speaking
sentences aloud, focusing on correct stress and weak forms. Write Prepare
the answers on the board, so Ss can check and point out which
11 Explain that Ss are going to tell each other about different
sentences we would usually use contractions in (2, 3, 5).
places. Read the instructions and put Ss in groups. Ask them to
refer back to Ex 5 as an example, then prepare their notes.
Answers:
Monitor and help as needed.
1 This restaurant is expensive.
2 There is a small park. Speak
3 These hotels are not cheap. 12 Ask groups to take turns to tell the class about their places.
4 This is a busy station. Monitor and listen, making note of good language and errors.
5 It is not a big supermarket. During feedback, go through the errors and praise the good
6 Is this a new bank? language that you heard.
7 Is there a big station in your town?
8 Are there any good restaurants in your town? Optional alternative activity
With weaker classes who need more support and practice,
Optional alternative activity
provide Ss with small simple maps marked with information similar
Give pairs or groups of three copies of the sentences cut up into to that seen in Ex 5. Provide different maps to different groups.
words and ask Ss to put them in order at their desks. Ss work together to discuss and write. Regroup them to tell other
groups, so all are presenting. They can do this more than once.
10a Look at questions 6, 7 and 8 in Ex 9. Tell Ss they will now
write their own questions. Go through the first question with
Reflection on learning
the class as an example and write Ss’ suggestions on the board.
Ss continue, completing the remaining questions alone. Monitor Write the following questions on the board:
and check or help where necessary. With weaker classes, try the How many adjectives can you remember from today’s lesson?
optional alternative activity below. Can you describe a place with adjective + noun? Can you
describe a place with be + adjective?
Optional alternative activity Put Ss in pairs to discuss the questions. When they have
With weaker classes, provide the following structures on the finished, ask if anyone wants to share their ideas with the
board: class, but don’t force them to if they’d rather not.
Is there a /an (adjective + noun) in your town?
Are there any (adjective + noun)s? Homework ideas
Is the (noun) in your town (adjective)? Ex 10a and b: Write four to six sentences about your town or city.
Is your town’s (noun) + (adjective)?
Grammar bank: 3C Ex 1–2, pp.120–121
Elicit an example for each with the class and write the questions Workbook: Ex 1–5, p18
and short answers on the board. Ask Ss to create their own App: grammar and vocabulary practice
questions using the same patterns.

b Put Ss in pairs to ask and answer their questions. When they Fast route: continue to Lesson 3D
finish, ask one or two Ss to report back on what their partner said. Extended route: go to p94 for Develop your writing

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 Audioscript 3.15
Unit 3

3D  English in action M: Excuse me. Where’s the (cinema) please?

F: It’s on (Park Street). Go down (Main Street). Go past the (bank).
Turn right (after the big house). It’s on the right.
M: Is there a (supermarket) near here?
Introduction F: Yes, there’s one on (Station Road). Go straight on. Turn left
The goal of this lesson is for Ss to be able to ask for and give (at the bookshop). (The supermarket) is on the right. It’s next to
directions. To help them achieve this, they will revise some useful (a restaurant).
phrases for such situations.
Answers:
Warm-up Is there a (supermarket) near here? 7
Play Beat the clock with place names. Write a line on the board for Yes, there’s one on (Station Road). 8
each letter of a place name, such as _ _ _ _ for café. Draw a clock Excuse me. Where’s the (cinema) please? 1
face on the board. Invite Ss to call out letters. If the letter is in the It’s on (Park Street). 2
word, put it in all spaces it occurs; if not, write the letter on the Go past the (bank). 4
board and move the clock hand five minutes. The Ss must try and Go straight on. 9
beat the clock by guessing the word before the clock advances one Go down (Main Street). 3
hour. Once Ss know the game, they can take turns to stand at the Turn left (at the bookshop). 10
board and take your place. Turn right (after the big house). 5
It’s next to (a restaurant). 12
1 Ask Ss to look at the map in pairs and say the place names to It’s on the right. 6
each other. When they finish, ask Ss if this is a big or small town (The supermarket) is on the right. 11
(it’s not very small as it has a train station and a cinema).
4a 3.16  Explain that Ss are going to listen to three short
Answers: a Thai restaurant  a supermarket  a bookshop conversations about directions. They should first complete the
a Polish restaurant  a bank  a Turkish restaurant  a hotel  gaps, using the Useful phrases and the map from Ex 1 to help
a café  a cinema  a big house  a train station  a park  them. They then listen to the recording and check. Play the
a school recording a final time for Ss to go through the answers, pausing
after each conversation.
2a 3.14  Refer Ss to the questions and explain that they should
listen and look at the map to answer them. Play the recording. Ss Audioscript: 3.16
can compare in pairs before you go through the answers. Narrator: 1
Man: Excuse me. Is there a supermarket near here?
Answers: 1 At the station.  2 At the Polish restaurant. Woman: Yes, there’s one on Station Road. Go straight on. Go past the
Turkish restaurant and the supermarket is on the left.
Man: Thank you.
Audioscript 3.14 Woman: You’re welcome.
Mary: Hi, David. Where are you? Narrator: 2
David:  I’m at the restaurant. Woman: Excuse me. Where’s the cinema, please?
Mary: Where is it? Man: It’s on Park Street. Go down Station Road, turn right after the
David: It’s on Main Street. Where are you now? park, go past the school and the cinema is on the left.
Mary: I’m at the station. Woman: Thanks.
David: OK. Go down Station Road and turn right at the hotel. Man: No problem.
Mary: Turn right at the hotel? Narrator: 3
David: Yes, then go straight on. Go past the hotel and the café. Then Man: Excuse me. Is there a bookshop near here?
turn left. Woman: Yes, there’s one on Market Street. Go straight on, go past the
Mary: Go past the hotel and the café and turn left. supermarket and turn right onto Market Street. The bookshop
David: That’s right, The restaurant is next to a bank. On the right. is on the right.
Mary: On the right. OK. Is it a Thai restaurant? Man: Thank you.
David: No, the Thai restaurant was busy. I’m in the Polish restaurant. Woman: No problem.
Mary: OK. See you soon.
David: Bye.
Answers:
Conversation 1
b Ask Ss to look at the pictures and explain that they illustrate 1 Is there a supermarket near here?
the phrases. Say each phrase and demonstrate the directions with 2 Go straight on.
your hands. Play the recording again for Ss to listen and number
Conversation 2
the directions as they hear them. Check as a class.
3 Where’s the cinema, please?
4 Turn right after the park.
Answers: 1 F  2 C  3 A  4 D  5 B  6 E
Conversation 3
c Ask Ss to use the directions to draw the woman’s route on the 5 Go past the supermarket
map in Ex 1. Check as a class. 6 The bookshop is on the right.
3 3.15  Refer Ss to the Useful phrases box and give them time
to read it through. Ask Ss to listen to the recording and number the Optional alternative activity
phrases as they hear them. Ask pairs to compare together, then With weaker classes, provide copies of the conversations for
check answers as a class. each pair of Ss at the checking stage. They can then listen again
and read the script at the same time.

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 b Ask Ss to work in pairs and practise the conversations. Monitor 2 Ss work alone to complete each sentence with the correct

Unit 3
and listen. Fast finishers can change roles and repeat. When they word. Remind them to use short forms where possible. Go through
finish, clarify the pronunciation of any words or phrases Ss have the answers.
had problems with.
5a Ask Ss to choose a place on the map in Ex 1 without saying Answers: 1 are  2 ’s  3 isn’t  4 are  5 aren’t  6 are 
where it is. They should prepare directions from the station to this 7 are  8 isn’t
place. Allow plenty of time for this.
b Put Ss in pairs. Ask A to direct B to their secret place. B should 3 Ss work alone to correct the errors. Ask them to compare in
follow the route on the map and say where they end up. When they pairs, then go through the answers as a class.
finish, Ss change roles. Monitor and listen. Help where necessary.
Answers: 1 … aren’t any/are no dogs …  
Optional extra activity 2 There are three keys …  3 There’s a box … 
4 … isn’t a teacher …
Give Ss feedback on what they did well and not so well, then ask
them to repeat the activity with another student. Fast finishers
4 Ss work alone to read the sentences and choose the most
can improvise more conversations with other locations.
logical alternative from the two options. Ask them to check in
pairs, then go through the answers with the class.
Reflection on learning
Answers: 1 kitchen  2 living room  3 bathrooms  4 beds 
Write the following questions on the board:
5 shower  6 TV
How many direction words can you remember? Write a list.
When will this language be useful for you – on holiday,
5a Ss complete the gaps with the words provided, using one
at home or when at work?
word in each space. They will need to use each of the words more
Put Ss in pairs to discuss the questions. When they have than once. Go through the answers as a class.
finished, ask a few Ss to share their ideas with the class, but
don’t force them to if they’d rather not. Answers: 1 Is there  2 Are there any  3 How many, are there 
4 Is there  5 Are there any  6 How many, are there
Homework ideas
b Ask Ss to work in pairs. They take turns to ask and answer the
Reflection on learning: Write your own answers.
questions from Ex 5a.
Workbook: Ex 1–2, p19
6 Look at the example with the class. Point out that each short
App: grammar and vocabulary practice
line represents a letter. Ask Ss to write the correct adjective to
Roadmap video complete each sentence. Go through the answers as a class.

Go online for the Roadmap video and worksheet. Answers: 1 small  2 old  3 big  4 quiet  5 expensive 
6 busy  7 cheap

7 Look at the examples with the class. Establish that Ss should

rewrite the sentences to mean the same thing with the adjective
in a different position. Ask them to do this alone, check in pairs,
3 Check and reflect then go through the answers as a class.

Answers: 1 café is busy  2 is an expensive car 

Introduction 3 shop is cheap  4 are new houses.  5 street is quiet 
6 is a busy station  7 computers are new  8 is an old man
Ss revise and practise the language of Unit 3. The notes below
provide some ideas for exploiting the activities in class, but you 8a Ss write the words in the correct order to make questions. Go
may want to set the exercises for homework or use them as a through the answers as a class.
diagnostic or progress test.
Answers:
1a Elicit the first answer as an example and write it on the board.
1 Is your computer new?
Ss complete the missing letters alone, then check in pairs. Go
2 Is your town busy?
through the answers as a class.
3 Is there a quiet park near your house?
Answers: 1 train station  2 cinema  3 café  4 supermarket  4 Is your house big or small? / Is your house small or big?
5 park  6 hotel  7 house  8 flat  9 bank  10 restaurant  5 Are hotels in your town expensive or cheap? /
11 market  12 bookshop Are hotels in your town cheap or expensive?

b Ss work alone and tick the places there are in their town. Ask b Ss ask the questions and give their own answers in pairs.
them to work in pairs to ask and answer about the places, using
Reflect
the example in their books as a model. Go through the answers
Ask Ss to rate each statement alone, then compare in pairs.
as a class.
Encourage them to ask any questions they still have about any of
the areas covered in Unit 3.

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 b Ask Ss to read the texts in Ex 4a again and answer the
Unit 3

3A  Develop your reading questions with town A, B or C. Remind Ss they need to read the
texts, as the pictures don’t show all the places mentioned in the
text. Ask Ss to compare in pairs, then go through the answers as
a class.
Introduction
The goal of this lesson is for Ss to read a description of a place. Answers: 1 Town B  2 Towns B and C  3 Town A 
To help them achieve this, they will look at what things there are 4 Town A  5 Town A  6 Towns A, B and C
and aren’t in a town and practise longer sentences using and
and but. c Ask Ss to discuss which is the best place to live in. Monitor,
offering support. Then ask Ss which place they think would be
Warm-up the best to live in. Elicit feedback from a few Ss.

Show Ss a picture of a street scene. Tell them they should try and Optional extra activity
remember what they see. After a minute, remove the image and
Ask Ss to work in pairs, taking turns to read the descriptions to
ask Ss to tell each other about the street in pairs, using sentences
each other. This provides pronunciation practice and will help
with There’s, There are, There isn’t and There aren’t. The pairs can
them to build confidence. Point out the weak pronunciation of
make a list of the buildings they remember. Show the picture again
but /bət/.
for them to check.

1 Refer Ss to the text. Ask them to read it quickly and choose Homework ideas
picture 1, 2 or 3. After a few minutes, ask pairs to compare, then Workbook: Ex 1–5, p20
conduct feedback. Ask Ss to justify their answers.

Answer: 1

2 Refer Ss to the Focus box and and ask them to read it through.
Give them a few minutes to read alone, then deal with any
questions. Point out that the plus and minus signs represent
contrasting ideas. Ask Ss to circle and and but in the text in Ex 1.
3B  Develop your listening
Check answers with the class.

Answers: There is a train station and a bookshop, but there Introduction

isn't a café. There isn't a hotel and there isn't a bank. There isn't The goal of this lesson is for Ss to understand a description of a
a market, but there is a supermarket. house. To help them achieve this, they will practise listening for
intonation in sentences listing several items.
Optional alternative activity
Ask Ss to go through and underline the verbs in the text in Ex 1 Warm-up
and identify them as positive or negative, adding a + or – sign. Show Ss a picture of a room or floor plan of a building. Ask them
Point out how these correspond with the use of and and but. Point to make a list of what they can see. Give a time limit of one to two
out that there isn’t a comma before and, but there is one before minutes, then see who has got the longest list. Tell Ss today’s
but. If necessary, explain that the words do not need capital letters lesson is about making lists.
as they are joining clauses together, not starting new sentences.
1 3.7  Ask Ss to look at the pictures and explain that they will
3 Tell Ss they will now practise using and and but. Ask Ss to read listen and match each picture with the sentences in the Focus
the sentences and choose the correct alternatives. Complete box. Ask them to read the sentences a–d, ignoring the gaps for
one example as a class, then ask Ss to continue alone. With now. Play the recording, ask pairs to compare answers, then elicit
weaker classes, suggest Ss underline the verb forms in the first answers.
part of the sentence and circle the linking word to help them as
they complete the exercise. Allow a few minutes, then ask Ss to Answers: 1 d  2 a  3 b  4 c
compare in pairs before going through the answers as a class.
Ask individuals to read the correct sentences aloud. 2a 3.8  Refer Ss to the Focus box. Ask them what the arrows
mean (the voice going up or down). Ask Ss to read and listen as
Answers: 1 is  2 isn’t  3 is  4 isn’t  5 is  6 isn’t you play the sentences one by one. When playing the last two
sentences, pause the recording so that Ss have enough time
4a Ask Ss to read descriptions 1–3 and match them with pictures to draw in their arrows. Play again as needed. Ask Ss to discuss
A–C, writing the letter by the correct sentence. Ask Ss to compare in pairs, then check the answers with the class, writing the
in pairs, then go through the answers. arrows on the board. Share the information in the Pronunciation
checkpoint if you think your Ss will find it useful.
Answers: 1 B  2 C  3 A
Answers: 1 ▲  2 ▼  3 ▲  4 ▲  5 ▲  6 ▼

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 c Play the recording again for Ss to complete the sentences.

Unit 3
Pronunciation checkpoint
Pause the recording as necessary so that Ss have enough time to
Intonation is the rise and fall of the voice in speaking. write in the answers.
Different languages have different intonation systems.
A falling tone suggests to a listener that we have finished Answer:
speaking, a rising tone suggests we are continuing. In the 2 … , four chairs and a big table.
final item in a list – even if the list has just two items – 3 … , a kitchen and a living room.
the fall indicates that the list is finished.
4a 3.11  Refer Ss to the table. Explain that they are going to
b Play the recording again and ask Ss to listen and repeat chorally. listen to two people and should make notes about what they hear.
Use your hand to show the up or down movement of the voice. Play the recording once for them to complete the table, pausing as
Audioscript 3.7 and 3.8
needed. Ask pairs to compare, then play the recording again.
Go through the answers.
a There’s a kitchen , a bathroom , two bedrooms and
a living room .
Answers:
b There’s a kitchen , a bathroom and a bedroom .
Flat 1:
c There’s a bathroom and a bedroom .
d There’s a kitchen , a bathroom , a bedroom and Rooms: bedroom (2), living room, kitchen
a living room . Furniture: table, chair (4) a TV, bed (2)
Places in town: cafés (3), shops (about 5), park
Flat 2:
3a 3.9  Explain that Ss will listen to questions, then decide
Rooms: bedroom, bathroom, kitchen
if the answer they hear is complete or whether it will continue
Furniture: bed
according to the intonation. Ask Ss to read through first, then play
Places in town: shop, park
the first question and establish the correct answer. Play the rest of
the recording. Ask Ss to compare in pairs, but don’t go through the
answers yet. Play the recording again if necessary. Audioscript 3.11
Narrator:  Flat 1
Answers: 1 F  2 U  3 U  4 F A: OK, so this flat has got two bedrooms, a living room and a
kitchen. In the living room there’s a table and four chairs, and
a TV. There are two beds – they are new. The town is nice, it
Audioscript 3.9
has three cafés, about five shops and a park.
1 Narrator: Flat 2
A: What is there in the living room? A: OK, so this is the bedroom. The bathroom and the kitchen are
B: A TV. over there.
2 B: Where’s the living room?
A: What is there in the kitchen? A: There isn’t a living room.
B: A TV … B: Is there any furniture?
A: Yes. There’s a bed. It’s a little old …
3 B: Great. And the town? Is it nice? Are there any cafés, any
A: How many rooms are there? shops?
B: Three bedrooms … A: Well … No cafés, no. There’s a shop. Ooh, and a small park.
4 That’s nice.
A: What is there in the town?
B: A café.
b Ask Ss to work in pairs and to discuss which of the two flats
they like most. Monitor and make notes on Ss’ language use for
b Tell Ss that they will listen to the recording again with
3.10 
feedback later.
the complete answers. They will check their answers to Ex 3a
regarding whether they could hear if the answers Optional extra activity
were complete or not according to the intonation.
Give Ss a copy of the conversation and ask Ss to read it as you play
Audioscript 3.10 the recording, paying attention to the way the voices rise and fall.
Ask them to mark the words with arrows. Then ask pairs to read
1
A: What is there in the living room? the conversation together, concentrating on intonation.
B: A TV.
2
Teaching tip
A: What is there in the kitchen?
B: A TV, four chairs and a big table. Ss often enjoy listening again while reading the audioscript. It
3 can be helpful when analysing a text for features or looking for
A: How many rooms are there? specific language.
B: Three bedrooms, a kitchen and a living room.
4 Homework ideas
A: What is there in the town?
B: A café. Workbook: Ex 1–4, p19

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 Unit 3

Answers:
3C  Develop your writing 1 There is a bookshop and (there is) a supermarket.
2 There is a hotel, a cinema and a park.
3 There is a hotel, but there isn’t a restaurant.
Introduction 4 The hotel is expensive but (it is) good.
5 The market is big, but it is bad.
The goal of this lesson is for Ss to write about their town. To help
6 There is a park and a hotel, but there isn’t a café.
them achieve this, they will practise writing about which buildings
there are and aren’t in a town. They will focus on using and to join
5 Ask Ss to work alone to select the correct options from the
similar sentences and but where there is a contrast.
box to complete the text. They will need to think about sentence
position, grammar and meaning. Ask pairs to compare, then check
Warm-up the answers.
Write a number of jumbled adjectives on the board, e.g. expensive,
cheap, small, big, good, bad, busy, quiet and ask Ss to match Answers: 1 small  2 is  3 and  4 isn’t  5 but  6 it’s
them into pairs of opposites. Then ask Ss to discuss which of the
adjectives they think are positive and which are negative. Point Optional extra activity
out that with some adjectives (e.g. cheap and big) it can be a When you have checked the answers, go over where we could use
matter of opinion. contractions in the text. Ss then take turns to read the text aloud
in small groups. When they are happy with their pronunciation,
1a Ask Ss to read the description and tick the places which are
they could record themselves and play it back.
mentioned. Ask pairs to compare, then check the answers.

Answers: Ss should tick: café, restaurant, market and hotel. Prepare

6 Tell Ss they are going to prepare to write about their town or
b Ss should read the post again and make a note of the adjectives city. Refer them to the list of places in the table. Tell them to
used to describe the places. write Y if there is one in their town, or N if there isn’t, and make
notes in the third column. Remind them they shouldn’t write
Answers: café – good; restaurant – expensive; sentences but one or two words in each section. Monitor and offer
market – big and cheap; hotel – small and old support as needed.

2 Refer Ss to the Focus box. Read the first example and ask Ss to Write
decide if the adjectives big and cheap are considered to be good 7a Ask Ss to write their description, using the notes they have
(they are). However, explain to Ss that whether an adjective is good made. Remind Ss they can use the text in Ex 5 as a model. They
or bad can depend on context or our own viewpoint. Do the same should write alone, but put Ss in pairs to help each other. Monitor
with the first example for but. Point out that, although the verb in and help as needed.
the second sentence is positive, the adjective is negative because b Ask Ss to share their description with a partner, read and check.
it follows but. If necessary, you could write the sentences on the
board, using the plus and minus signs above the adjectives to Optional extra activity
show the similar and contrasting ideas, as in the Focus box on p92. Ss can read the texts to each other in small groups. The completed
Ss then look again at the text in Ex 1a and circle and and but. texts can be used for a wall display, with added pictures.

Answers: In my town there is a café and a restaurant. The Homework ideas

café is good, but the restaurant is expensive. There isn’t a
Workbook: Ex 1–6, p21
supermarket, but there is a market. It’s big and cheap. There’s a
hotel, but there isn’t a train station. The hotel is small and old.

3 This exercise practises and and but. Look at the first sentence
and discuss the answer. If Ss are confused, point out that to use
but we’d need a negative phrase – there isn’t. Ask Ss to continue
alone, choosing and or but, then put Ss in pairs to compare
answers. After a few minutes, elicit answers from the class. Ask
individuals to read the complete sentences aloud.

Answers: 1 and  2 but  3 and  4 and  5 but, and

4 Tell Ss to rewrite the sentences, joining them using and or but.

Point out that, as they are making one sentence, there is no capital
letter in the middle. Do the first one as an example, writing the
sentence on the board. Point out that in a list of three, such as
number two, and is only used to join the last item. Ask Ss to write
the sentences alone, then check in pairs. Go through the answers,
writing them on the board and pointing out changes in punctuation.

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