Places To live 08

3 Students work individually to put the phrases in the correct column.

Overview Students check in pairs and then check the answers with the
whole class.
Pages 70–71
vocabulary: City life ANSWERS:
grammar: Using articles
Common european Framework Transport phrases Places in a city green phrases
Students can understand the main points of clear standard speech, one-way street, city centre, high- green space,
including short narratives. cycle lane, traffic rise apartment recycling bins,
lights, public blocks, shopping carbon-neutral
Pages 72–73 transport, traffic mall, residential
reading and vocabulary: Geographical features congestion areas, pedestrian
Pronunciation: The letter i zone
grammar: Quantifiers with countable and uncountable nouns
Common european Framework
vocabulary, exercise 3: additional activity
Students can express themselves with sufficient vocabulary on
familiar topics such as travel. Ask students to listen to the six people again and read the audio script
on page 171. Ask students to underline the phrases from exercise 3 as
Pages 74–75 they hear them.
Task: Give a talk about Canada
4 Students work in groups to compare their towns and cities. If your
Common european Framework
students come from the same town or city, ask them to identify
Students can give straightforward presentations on a variety of
specific examples for each of the things in exercise 3.
familiar subjects within their fields of interest.

Pages 76–77
aDDITIONaL praCTICE
speaking Asking for and giving directions
workbook: Vocabulary: City life, page 39
Pronunciation: Intonation in asking for and giving directions
study, practice & remember: Remember, Practice 1, page 153
writing Directions
Common european Framework
Students can give and follow detailed directions. grammar focus 1 (Page 71)
Using articles
Warm-up
1 Check the meanings of Sultan, shade and solar farm. Make sure
If you have a class with students from different places do a quick poll to students read the three questions first. Students then read the text
find out who lives in the biggest/smallest cities or towns. Ask students to to find the answers. Check in pairs and then check the answers with
line up from the biggest town/city to the smallest. the whole class.
If you have students from the same city, ask them what they particularly
like/dislike about their town/city. Is there anywhere else in the country ANSWERS:
they would like to live? Why?
1 It plans to be the first carbon neutral city.
2 The energy for the city comes from the sun.
vocabulary (Page 70) 3 They are happy and healthy because the air is so clean.

City life
See Teaching tips: Working with lexical phrases on page 21.
1 Students work in pairs to discuss the questions. Round up feedback
by telling students you think they are mostly positive or negative
about the places where they live. Ask students if they agree
with this assessment. This will help to lead into the following
listening exercise.
2 8.1 Tell students they are going to listen to six people talking
about their cities. Stress to students that they only need to listen to
decide if each person is positive or negative about his/her city.

ANSWERS:
Thomas: mostly positive
Keith: mostly positive
ali: mostly negative
eveline: mostly positive
vanitha: mostly negative
adrian: mostly positive

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 08 Places To Live

3a Give students a few minutes to write the sentences on a separate

GRAMMAR piece of paper. Make sure students write their names on the piece
Learning how to use articles can be a struggle for many students of paper.
as there are a lot of specific rules. This exercise is an introduction
to some of the more common rules. If students have problems, vocabulary, exercise 3a: alternative suggestion:
tell them the most important thing is to pay attention to how If your students come from the same city, ask students to write the
articles are used over a period of time. name of the neighbourhood for sentence 1.
1a Go through the rules and elicit some examples for each one.
b Students find an example of each rule in the text. b Redistribute the pieces of paper. Stress to students that they should
keep the name of the person who wrote the sentences secret.
ANSWERS: Students then read the sentences out and the rest of the class
1 the Sultan of Abu Dhabi 2 the Project Director should try to guess who wrote them.
3 the biggest, the best 4 the United Arab Emirates If you have a large class this can be done in smaller groups.

2a Go through the rules and elicit examples.

b Students find an example for each in the text.
aDDITIONaL praCTICE
workbook: Grammar focus 1: Using articles, pages 39–40
ANSWERS: study, practice & remember: Practice 1, page 152
1 people 2 Britain 3 Masdar City, Abu Dhabi resource bank: Activity 8A Article snakes and ladders (Using articles)

3 Some students might be confused about when to use articles

with countries. reading and vocabulary
Highlight the fact that that we don’t normally use articles
with countries. Give other examples of when we do (the USA, (Pages 72–73)
the UK) and elicit a rule for using articles with countries. If the
name of the country or organisation has united or union we geographical features
usually use an article. See Teaching tips: Working with lexical phrases on page 21.
4 Give students a moment to find two examples for the
1a Focus attention on the photos. Elicit a quick description of what
final rule.
students can see in each one. Match the photos to the places in
ANSWERS: the box.
a company and a city
ANSWERS:
a Western Australia
You may want to ask your students to read Study 1 on page 152
B Russia
for a more detailed explanation of articles.
C Colombia

b Students work in pairs to discuss the question. For feedback, conduct

a quick poll to find out which place looks the most interesting.
praCTICE
2 Check the pronunciation of the superlative adjectives. Then ask
1a Highlight the phrases in the circles. Give some examples from your
students to read the text and match the adjectives to a place.
own life. Give students a few minutes to think of some statements
Check in pairs and then check answers as a class.
about the place they live in.
b Students compare their sentences in pairs. Monitor students for ANSWERS:
correct use of articles.
Lloró (in Colombia) – the wettest
2a Tell students that articles are not necessary for every sentence, and Aswan (in Egypt) – the driest
that some might need more than one extra article. Students check in
Wyndham (in Western Australia) – the hottest
pairs and then check answers as a class. During feedback, refer back
to the rules in the grammar box. Oymyakon (in Russia) – the coldest
Tristan da Cunha – the most remote
ANSWERS:
1 correct 3 Make sure students read the statements first. Students work
2 … the biggest city in the world individually to decide if the statements are true (T) or false (F).
3 It’s the highest mountain in Asia Check in pairs and then check as a class. If there is any disagreement,
4 The Queen of England ask students to justify their answers before you confirm the answer.
5 The Mediterranean Sea, the Pacific Ocean
6 The Moon, the Sun ANSWERS:
7 The Alps 1 F – It is usually between 31°C and 39°C.
8 The Mississippi River, the United States 2 T
3 T
b Students work in pairs to decide if the sentences are true (T) or 4 F – schools close when it gets to -52°C
false (F). 5 T
6 T
c 8.2 Students listen to check their answers. Check in pairs and
7 T
then check answers as a class.
8 T
9 F west of South Africa
ANSWERS:
10 T
1T 2F 3F 4F
5F 6T 7F 8T 4 Students work in groups to discuss the questions.

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 Places To Live 08

5 Check the pronunciation of the words in the box, paying particular

attention to word stress. Students then work individually to answer GRAMMAR
the questions. Check in pairs and then check as a class. 1 Read the nouns from the box with the students and quickly
check students remember what they mean. Give students
ANSWERS: a few minutes to read the two definitions, and then decide
1 mountain, mountain range, valley, hill which of the nouns are countable and uncountable. Check
2 mountain range 3 river, coast, sea, ocean 4 ocean answers as a class.
5 beach 6 forest 7 desert
ANSWERS:
countable: beach, forest, island, mountain, ocean
reading and vocabulary, exercise 5: alternative suggestion:
uncountable: traffic, air, scenery, water, pollution
You might like to do this exercise as a competition. Put students into
small groups and give them five minutes to answer the questions. For
feedback, give a point for each correct answer. 2 Focus on the first pair of sentences as an example. Elicit if
there is a difference in meaning. Give students a few minutes
to work alone and do the same with the rest of the sentences.
PRONUNCIATION Stress to students that too much is usually negative because
See Teaching tips: Helping students with pronunciation on page 22. there is an excessive amount.

1 8.3 Model the two phonemes first so that students are ANSWERS:
aware of the difference in the sound. Students then listen and 1D 2S 3D 4D 5D
identify which sound is used.
You may want to ask your students to read Study 2 on page 152
Pronunciation, exercise 1: alternative suggestion
for a more detailed explanation of quantifiers with countable and
Tell students they should raise their left hand if they hear the uncountable nouns.
sound /ɪ/ and their right hand if they hear /aɪ/.

2 Play the recording again and ask students to repeat. praCTICE

1 Do the first one as an example. Students work individually to choose
ANSWERS: the correct answer. Check in pairs and then check answers as a class.
/ɪ/: river, hill, village, inhabited, centimetre
/aɪ/: island, climate, size, five, white ANSWERS:
1 some 2 a few 3 a lot of 4 any
Pronunciation, exercise 2, additional activity: 5 much 6 many 7 any 8 a lot of
Ask students to write a couple of sentences using some of the
vocabulary in the pronunciation box. In pairs they should read 2 Highlight the example sentence. Give students a few minutes to
their sentences aloud. complete the rest of the sentences. Check answers as a class.

ANSWERS:
1 too much 2 a lot of 3 too many 4 a lot of 5 too much
aDDITIONaL praCTICE
workbook: Vocabulary: Geographical features, page 41;
3 Give students a few minutes to think of some reasons why people
Pronunciation: The letter i, page 41
might be interested in visiting their area/country. Remind students
study, practice & remember: Remember, Practice 2, page 153 to use the Grammar focus box and elicit other potential attractions,
e.g. restaurants, museums, theatres, architecture, nightlife.

grammar focus 2 (Page 73)

aDDITIONaL praCTICE
Quantifiers with countable and workbook: Grammar focus 2: Quantifiers with countable and
uncountable nouns uncountable nouns, pages 41–42
study, practice & remember: Practice 2, page 153
1a Ask student what they can remember about Tristan da Cunha.
Students complete the sentences individually then check in pairs. resource bank: Activity 8B The Hungry Hippo café (Quantifiers with
countable and uncountable nouns)
b Students find the sentences in the text on page 72 to check
their answers.

ANSWERS:
1 no, a 2 many

grammar focus 2, exercise 1: alternative suggestion

With stronger classes, elicit the differences between countable and
uncountable nouns. Then ask students to identify which nouns in the
box are countable and uncountable without looking at the rules.

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 08 Places To Live

Task (Pages 74–75) share your task

Additional ideas:
give a talk about Canada • Students record their talks
• Students compile their recordings into a class radio programme/
Preparation reading and listening podcast.
See Teaching tips: Making tasks work on page 23. • Other students watch/listen to the recordings, and vote on the
1 Check if anybody has been to Canada. If they have, what did they most interesting, amusing, informative talk.
think about it? • Students could prepare talks on other countries/cities they are
Students work in pairs to describe the photos and decide which interested in.
phrases describe Canada. Check answers as a class.

SUGGESTED ANSWERS:
Photos: Cityscape of Vancouver, Ice hockey player with Canadian
Language live (Pages 76–77)
national colours/flag, maple leaves, Rocky Mountains with lake.
Phrases: spectacular scenery, modern cities, unspoilt countryside,
different types of weather, remote islands, winter sports
speaking (Page 76)
asking for and giving directions
2 Ask students if they think they know much about Canada. Students
See Teaching tips: Using the video material in the classroom on page 24.
do the quiz individually. Don’t check the answers during feedback,
just ask students if they think they were able to answer the 1 Students work in pairs to discuss the questions. During feedback
questions or if they had to guess. explore any problems students have had in a new town/city/country.
3a 8.4 Students listen to check their answers. Make sure students 2a Make sure students read the questions before they watch the
underline the correct answer for each question. video. Check in pairs and then check answers as a class.

ANSWERS: ANSWERS:
1a 2a 3c 4 a, b and c 5b 1 Grand Hotel 2 two
6a 7b 8b 9c 10 a, b and c
b Give students the opportunity to complete the sentences before
b Focus attention on the Useful language box. Students listen again they watch the video again. Watch again to check/find the answers.
and tick the phrases they hear.
ANSWERS:
ANSWERS: 1 me 2 help 3 looking 4 directions
There is a lot of space …
It’s a really lively and multi-cultural place. 3 Focus attention on the pictures. Students work individually to match
It’s most famous for (the beautiful countryside) … the phrases to the pictures. Check in pairs and then check answers as
a class.

speaking, exercise 3: alternative suggestion

Task speaking
See Teaching tips: Teaching Pre-intermediate learners on page 26 If you have stronger students, you might like to encourage them to
describe what the pictures represent before looking at the phrases in
1 Put students into pairs and assign Student A and Student B roles. Tell the box.
Student A to look at the information on page 132, and Student B to
look at page 136.
ANSWERS:

ANSWERS: a turn left at the traffic lights

b go to the end of the road
student a: 1 Alert 2 Hudson Bay 3 Quebec
c go straight on at the traffic lights
4 Ottawa 5 Niagara Falls
d cross the road
e take the second right
student B: 1 Yukon Territory 2 Rocky Mountains
f go past the cinema
3 Vancouver 4 Mackenzie River
g it’s on the corner
5 Dinosaur Provincial Park (in Alberta)
h on the other side of the road
i take the next right
2a Encourage students to use as much information as possible to j it’s on your left
prepare a talk about Canada. Remind students to use the Useful
language box. Circulate and offer help as necessary.
PRONUNCIATION
speaking, exercise 2: alternative suggestion See Teaching tips: Helping students with pronunciation on page 22.
You might prefer to have students prepare their talks in pairs. This will
help weaker students, give students more ideas and allow for more use 1 Students watch and listen and pay attention to the
of English. pronunciation of the phrases. You might like to give a focus
question by asking students to mark the stressed words.
b In pairs, students give their presentations. Take a poll to find out how 2 Students work in pairs to practise saying the key phrases to
many would like to visit Canada. each other.

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 Places To Live 08

4 Put students into pairs and assign Student A and Student B roles.
Tell Student A to look as the information on page 133 and Student
remember these words
B to look at page 137. Ask students to decide if they are going to be
talking on the phone or on the street. Give students a few minutes ANSWERS:
to prepare what language they would like to use. Students role- 1
play in pairs. You might like to invite some pairs to perform their 1 cycle 2 high-rise 3 pedestrian 4 residential
conversations in front of the class. 5 green 6 public 7 shopping 8 recycling
9 one-way 10 traffic

writing (Page 77) 2

1 island 2 desert 3 beach 4 forest
Directions 5 mountain 6 ocean 7 coast 8 valley

1 Students work individually to complete the email with words/

phrases from the box. Check in pairs and then check answers as
a class.

ANSWERS:
1 directions 2 follow
3 buy a ticket 4 take the train
5 about 1 hour 40 minutes 6 leave the station
7 catch the number 8 bus 8 get off
9 on the right 10 opposite

2 Ask students to match the verbs to the phrases. Remind students

that all of the language is in the email.

ANSWERS:
1f 2e 3g 4b 5a 6c 7d

3a Give students a minute to choose which of the places they want to

write directions for. If necessary, suggest a few local landmarks.
b Encourage students to make short notes to prepare for their writing.
Monitor and offer help as necessary.
4 Students write their email. If you are short of time this could be
done as homework.

aDDITIONaL praCTICE
workbook: Language live: Asking for and giving directions, page 43;
Writing: Directions, page 43
resource bank: Activity 8C Where’s the nearest bank? (Asking for
and giving directions)
Students can now do Progress test 4 on the Teacher’s Resource Disc.

study, practice & remember

(Pages 152–153)
See Teaching tips: Using the Study, practice & remember sections on
page 25.

Practice 1
ANSWERS:
1
1 -, the 2 -, the 3 the, the, - 4 -, -, the 5 -, the, -

Practice 2
ANSWERS:
1
1 too much 2 A lot of 3 some 4 no 5 some

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