2

UNIT
Going Out
D Discussion
preview Suggested
teaching time:
6–8
minutes
Your actual
teaching time:
Before Exercise A, give students a few minutes of silent time t
1PJOU
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BMCVN
DPWFST
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Are they single songs or
to read the information on the online music store site.
whole albums?
t Pair students with classmates who share the same opinion
A Do you download a lot of music . . . and have them discuss the reasons for their opinions.
Suggested 5 Your actual 0S
JG
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teaching time: minutes teaching time:
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IBT
B
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t Explain that download means to transfer a file from the the others.
Internet to your own computer. t Then have students make a list of reasons to support their
t After they answer the questions in pairs, ask various opinions.
students Do you download a lot of music from the Internet?
Which websites do you use to download music?

B 1:18 Vocabulary
Suggested 2 Your actual
teaching time: minutes teaching time:

Vocabulary Flash Card Player

t After students listen and repeat, ask:

Does Boomerang play folk music? (No, they don’t.)
What genre are they? (Rock / Pop.)
Does Louis Armstrong play jazz? (Yes, he does.)
What genre is Uptown? (Hip-Hop.)
Language and culture
t
Pop is short for popular.
t
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t
4BMTB
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t
R&B means Rhythm and Blues.

Option: (+10 minutes) &YUFOE
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samples of these music genres. You can also ask students
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listen to the music samples and identify their genres.
Option: (+10 minutes) )BWF
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name of a famous artist or group for each genre.

C Pair work
Suggested 1–2 Your actual
teaching time: minutes teaching time:

t Read the direction lines aloud to the class. Have students

circle the genres they like. Explain that hate means really
don’t like. Have students write an X next to any genres
they hate.
t Model a response to the prompt, for example, I like
classical. Lucia Micarelli is fantastic. I don’t like / hate
Hip-Hop.
t To review, ask individual students Which genre of music do
you like? Which [Pop] artist or song do you like? Do you hate
any genres? Which ones?

UNIT 2, PREVIEW T14

 E 1:19 Photo story SPEAKING
Suggested 8–10 Your actual Class survey
teaching time: minutes teaching time:
Suggested 10–15 Your actual
t For a warm-up, ask Do you go out to listen to music? Where teaching time: minutes teaching time:
do you go? What kind of music do you like to hear? t Write the numbers 1–10 on the board. Explain that 1 is for
t To check understanding, ask students to support their your favorite music and 10 is for the music you don’t like.
answers to these questions with references from the t To check understanding, write salsa on the board and add
Photo Story:
the number 1 next to it. Say Salsa is my favorite!
Does Sara want to see River T? (Yes. She says Now that’s
more my style.)
t Make sure students understand what hip-hop and pop are.
Does Sara like R&B? (Yes.) Ask Who performs hip-hop music? (Jay-Z, Eminem.) Who
Is she going to see Meg at 7:45? (Yes.) performs pop music? (Miley Cyrus, Beyoncé.)
What is Sara doing? (Downloading new songs.) t Before discussing as a class, put students in small groups
Does Meg like downloading new songs? (No.) to compare choices. Write on the board:
Is Sara going to see Klepto? (No.) I like .
Why not? (It’s past her bedtime.) I don’t like .
t To make sure the meaning of fan is clear, say Sara is an How about you?
R&B fan. She likes R&B. Option: (+5–10 minutes) Draw the following bar graphic
Language and culture organizer on the board (without the Xs) and have students
copy it, or print it out and distribute to students. As
t
Live music is music that is not recorded—people are
students find out their classmates’ favorite music genre,
playing at the moment you are listening. You can hear live
music at a concert hall or club, on TV, and on the radio. mark an X in one box for each student response. Have
students talk to classmates and then compare their bar
graphs in groups. If you have a large class, divide the class
F Focus on language into groups and complete the graphs separately.
Suggested 8–10 Your actual
teaching time: minutes teaching time: Bar Graph: What is your favorite kind of music?

t Model the activity for the class. On the board write

item 1, That’s too late for me. Ask students to look at all
the underlined phrases and choose one that means the
same thing. Have a volunteer read both phrases aloud. X
Option: (+5 minutes) Challenge your students by having X
them cover Exercise F and look only at the Photo Story X
conversation. Read the phrases from Exercise F aloud and
out of order and have students say the matching phrases in X X
the conversation. X X X X
X X X X X X
G Think and explain classical folk hip- movie jazz R&B rock / salsa show other
Suggested 5–8 Your actual music music hop sound- pop tunes
teaching time: minutes teaching time: tracks

t Review answers with the class. Say Sara says, “Just

Graphic Organizers
downloading some new songs.” Ask What’s Sara doing?
(a. getting music from the Internet)
t As you review each item, ask What does she say in the
conversation? Have volunteers share their answers.
extras
(2 Meg asks, “How about some live music tonight?” Workbook
3 Sara says, “Sorry. That’s past my bedtime.” 4 Meg asks,
“Meet you in front of the club at 7:45?”)

T15 UNIT 2, PREVIEW

 LESSON
1 Language and culture
CONVERSATION MODEL t
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in ten minutes means ten
minutes from now
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A 1:20 Read and listen . . . to say in ten minutes’ time. In ten minutes can also mean in
Suggested 2 Your actual a period of ten minutes
BT
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teaching time: minutes teaching time: ten minutes.”
t
On the corner is more common usage, but when
These conversation strategies are implicit in the model:
specifying the streets, one can also say at the corner [of
t Use Would you like to go? to make an invitation.
Grand and Crane].
t Repeat with rising intonation to confirm information.
t
From the Longman Corpus: "
DPNNPO
FSSPS
GPS
&OHMJTI

t Provide reasons to decline an invitation.
learners is to use in with days of the week and on with
t Use Too bad to express disappointment.
months.
t After students read and listen, ask:
Option: (+10 minutes) To extend the activity, bring
What’s the name of the movie? (The Pilots.)
information to class about a couple of events in your
Where’s the movie? (At the Movie Center.)
community. Write the information on the board; for
When’s the movie? (On Saturday, at noon.)
example:
t Point out that there are two models (one for accepting an
What: Vivaldi concert
invitation and one for declining an invitation). Pause after
When: Saturday, 7:30 P.M.
each one and ask Can he go to the movie? (Model 1: Yes;
Model 2: No)
Where: Town Hall, Water Street, Pacific City
Have students write sentences about the place and time of
Language and culture each event. For example, The Vivaldi concert is on Saturday.
t
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It’s at 7:30.
provide a reason when declining a social invitation.
Option: GRAMMAR BOOSTER (Teaching notes p. T125)
t
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free can have two different meanings.
On page 14, Free MP3s means that the MP3s don’t cost
Inductive Grammar Charts
any money.

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QBHF

Are you free on Saturday?,
free means not busy. Grammar practice
Suggested o Your actual
B 1:21 Rhythm and intonation teaching time: minutes teaching time:

Suggested 2 Your actual t
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TUVEFOUT
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PG
UIF
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teaching time: minutes teaching time: ask:
t Have students repeat each line chorally. Make sure When’s the concert? (On Tuesday evening.)
students: What time? (At 8:30.)
use rising intonation in Are you free on Saturday? and Where’s the concert? (At the Mellon Theater.)
The Pilots? What kind of music is it? (Salsa.)
use falling intonation in What time? When can they meet?
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PS

Where can they meet?
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PG
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GRAMMAR t To review, have students read the message aloud in pairs.

Option: (+10 minutes) Have students write a short reply to
Suggested 8–12 Your actual
teaching time: minutes teaching time: the message. Say Use language from the Conversation Model
to accept or decline Leslie’s invitation.
t
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DPOUSBDUFE
RVFTUJPO
XPSET
When’s, What
time’s, and Where’s. Read each contraction and have Extra Grammar Exercises
students repeat.
t To model the use of prepositions of time and place, talk
about when and where your class meets; for example:
Our class is on [Mondays and Wednesdays].
It’s in [the afternoon].
It’s at [3:30].
Our class is at [name of your school].
Our school is on [name of street].
Our school is in [name of city or town].
t Be sure to substitute your own information in the brackets
above.
t
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place phrases can’t be contracted with are.

UNIT 2, LESSON 1 T16

 VOCABULARY CONVERSATION 4 [M = Spanish]
M1: I’m in the mood for a good concert. What’s playing at the
A 1:22 Read and listen . . . Festival?
Suggested 2 Your actual M2: The Boston Symphony Orchestra. They’re doing
teaching time: minutes teaching time: Beethoven’s Fifth tonight.
M1: That sounds great. What time?
M2: At 7:45. Let’s do it.
Vocabulary Flash Card Player
M1: Well, it’s 6:30 now. Meet you there in an hour?

t After students repeat, check comprehension. Ask:

Is Blues Explosion a movie? (No, it’s not.)
D 1:24 Listen to draw conclusions
Suggested 5 Your actual
Is Hamlet a play? (Yes, it is.)
teaching time: minutes teaching time:
Is the lecture on Tuesday? (No, it’s not.)
t In the illustration for a movie, point out the place where
t Before listening, have students look at the chart. Ask What
tickets are sold. Say This is the box office. Write the word information are you listening for? (The kind of event, the
on the board. time of the event, and whether the person wants to go.)

Option: (+10 minutes) Extend the activity by bringing in a

local entertainment listing from a newspaper or website. now you can Accept or decline an invitation
Write the following questions on the board:
What movie would you love to see?
A Conversation activator
What play would you love to see? Suggested 7–10 Your actual
teaching time: minutes teaching time:
What concert would you love to see?
What talk would you love to go to?
Conversation Activator Video
What art exhibit would you love to see?
Have students write answers to the questions, and then ask
and answer the questions with a partner. t Note: You can print the script or you can show a running
transcript on the video player on the ActiveTeach. The
script also appears on page 179 of this Teacher’s Edition.
B Pair work
Suggested 2–3 Your actual
FYI: When the is necessary with a place name, it is included
teaching time: minutes teaching time: in the list of place names.
t While students ask and answer questions, listen for t For a warm-up, ask Which event do you want to go to?
correct use of prepositions of time and place. t Have students notice the abbreviations of the days.
t If necessary, review common errors students made. don’t stop! Extend the conversation. If Student B at first
declines Student A’s invitation, A can say What about . . . ?
C 1:23 Listen for details and suggest another event or day.
Suggested 6–8 Your actual t Be sure to reinforce the use of the conversation strategies.
teaching time: minutes teaching time:
t Remind students to use the language in the Recycle box.
t Have students read the options in both columns first. t For more support, play the Conversation Activator Video
before students do this activity themselves. In Scene 1, the
AUDIOSCRIPT actors use different words in the gaps from the ones in
CONVERSATION 1 [F = British English] the Conversation Model. In Scene 2, the actors extend the
M: Are you free on Sunday at 11:30? Nick Hornby’s going to be conversation. After each scene, ask students to say how
at the City Nights Bookstore.
the model has been changed by the actors.
F: Nick Hornby? I love his books. What’s he doing there?
M: Giving a talk about his novel Slam. Want to go? Conversation Activator Video Script; Conversation
F: Absolutely. Activator Pair Work Cards
CONVERSATION 2
F1: What’s playing at the Cinema Center? B Change partners
F2: There’s an old Marilyn Monroe movie showing at 7:10—
Suggested 7–10 Your actual
Bus Stop. Interested?
teaching time: minutes teaching time:
F1: Not really. I’m not a Marilyn Monroe fan.
t Be sure that all students have the chance to accept and
CONVERSATION 3
M: Oh, look. Agamemnon is at the Theater in the Circle. decline an invitation.
F: What’s Agamemnon?
M: It’s a famous Greek play. It’s great. There’s a performance
tonight at eight o’clock. Do you want to go? extras
F: At eight? Maybe. Workbook or MyEnglishLab

Speaking Activities: Unit 2, Activity 1

T17 UNIT 2, LESSON 1

 LESSON
2 VOCABULARY
CONVERSATION MODEL A 1:27 Read and listen . . .
A 1:25 Read and listen . . . Suggested
teaching time:
3
minutes
Your actual
teaching time:
Suggested 3 Your actual
teaching time: minutes teaching time:
Vocabulary Flash Card Player
These conversation strategies are implicit in the model:
t Repeat with rising intonation to confirm information. t Draw the first map under Locations on the board. Point to
t Use Thanks, anyway to acknowledge an unsuccessful the star and say It’s on the right side of the street. Erase the
attempt to help. star and re-draw it on the left side. Say It’s on the left side
of the street.
t After students read and listen, ask What’s the address of
t After students listen and repeat, review their
the National Bank? (205 Holly Avenue.) Say The National
understanding of the Vocabulary.
Bank is on Holly Avenue. Then point to the pair in the
To review locations Vocabulary, ask:
photograph and ask Are they on Holly Avenue? (No.)
Where is our school?
t Draw a map on the board, similar to the one below. Have What’s across from our school?
students read the conversation again. Ask a volunteer to What’s down the street from our school?
come to the board and draw the National Bank on the map. What’s around the corner from our school?
To review directions Vocabulary, write the following
HOLLY AVE.

Museum

language on the board:

Turn left / right at the corner.
Turn left / right on street.
Go / Walk / Drive blocks.
FIRST ST. Go / Walk / Drive to .
t Then ask students for directions to a place nearby (a store,
bus stop, park). From school, how do I get to the ?
Language and culture
t Draw a dashed line with an arrow along the route to the t
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JO
UIF
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National Bank on the board map so students become locations. For example, on the corner of Smith and Bond
familiar with the same convention used in the textbook. can also be stated as on the corner of Smith Street and Bond
Language and culture Street or on the corner of Smith and Bond Streets. Between
Main Street and Mercer Avenue can also be stated as
t
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TBZ
right around the corner is just
between Main and Mercer.
around the corner.
t
Thanks, anyway is a way to say thank you to a person who
tries to help but is unable to. Learning Strategies
t
From the Longman Corpus: Some people say Pardon me
when trying to get someone’s attention, but Excuse me AUDIOSCRIPT for page T19 (B Listen for locations)
is more than six times as common in spoken American CONVERSATION 1
English. M: Excuse me. I’m looking for the City Center. Do you know
where that is?
F: The City Center? Let me think . . . Oh, sure. Go straight
B 1:26 Rhythm and intonation down this street.
Suggested 2 Your actual
M: Pacific Street?
teaching time: minutes teaching time: F: That’s right. Then turn right on Atlantic.
M: Right on Atlantic . . .
t Have students repeat each line chorally. Make sure F: Then, go to the corner of Indian and Atlantic. The City Center
students: is on the right side of the street. You can’t miss it.
M: Thanks!
pause after Excuse me, Yes, and Oh.
use rising intonation for The National Bank? and CONVERSATION 2
Do you know the address? F1: Excuse me. I’m looking for the Art Museum.
pause after It’s right around the corner and I’m sorry. F2: Actually, I’m not from around here. But I think that’s it right
across the street.
F1: Oh, right! I see it now. Thanks!

CONVERSATION 3
M: Ma’am? Excuse me. I’m looking for the Cluny Theater.
F: The Cluny Theater? Do you know the address?
M: Yes. It’s 600 Hudson Street.
F: 600 Hudson Street? Oh, yeah! I know where that is. Walk
straight down Bay one block. Then turn left on Adriatic. Walk
to the corner of Hudson and turn left. It’s right there on the
corner.

UNIT 2, LESSON 2 T18

 B 1:28 Listen for locations B Pair work
Suggested 7–10 Your actual Suggested 2–4 Your actual
teaching time: minutes teaching time: teaching time: minutes teaching time:

t Point out the blank boxes and street names on the map. t Write on the board: 1–City Center, 2–Art Museum, 3–Cluny
Theater. Ask students about the places on the map in
Option: (+10 minutes) Extend the activity by adding three
Exercise B. Have students repeat each place name with
more locations (number them 4, 5, and 6) to the map in
rising intonation to confirm the information and give the
your Teacher’s Edition (do not show the students). On the
location; for example:
board, write:
Teacher: Where’s the Cluny Theater?
4. The University Bookstore Student: The Cluny Theater? It’s on Hudson Street.
5. The Cinema Center
6. The City Art Gallery Pronunciation Activities
Tell students that they will fill in the numbers for three
more locations on their maps (the University Bookstore, the
Cinema Center, and the City Art Gallery). Then have them
ask you about the locations of the additional places written
now you can Express locations and give directions
on the board; for example: A Conversation activator
Student: Where’s the University Bookstore? Suggested 12–16 Your actual
Teacher: The University Bookstore? It’s on the corner of teaching time: minutes teaching time:
Bay and Adriatic. Walk one block down Bay Street. It’s on
the left side of the street, on the corner. Conversation Activator Video

AUDIOSCRIPT See page T18.

t Note: You can print the script or you can show a running
transcript on the video player on the ActiveTeach. The
C Pair work script also appears on page 180 of this Teacher’s Edition.
Suggested 2–4 Your actual
teaching time: minutes teaching time: FYI: When the is necessary, it is included in the list of place
names.
t Model the activity by describing a location; for example,
t For a warm-up, have students look at the map. Ask What
Our school is on between and .
city is this? (Piermont) Have students locate the two
Option: (+5 minutes) Extend the activity by describing the people on the map. Say You are here.
locations of familiar places or landmarks in your town and
t
5P
BTL
GPS
EJSFDUJPOT
TUVEFOUT
DBO
TBZ
Where’s ? or I’m
having students guess the places you describe. To give
looking for or How do I get to ?
more details, use the other expressions of location; for
example, It’s down the street from our school. It’s across the t
#F
TVSF
UP
SFJOGPSDF
UIF
VTF
PG
UIF
DPOWFSTBUJPO
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street from the coffee shop. for example, make sure students use I’m sorry, and
Thanks, anyway with appropriate friendliness.

PRONUNCIATION don’t stop! Extend the conversation. Have pairs ask for and
give directions to four different places.
A 1:29 Repeat information . . .
t For more support, play the Conversation Activator Video
Suggested 2 Your actual
teaching time: minutes teaching time:
before students do this activity themselves. In Scene 1,
the actors use different words in the gaps from the ones
in the Conversation Model. In Scene 2, the actors extend
Pronunciation Coach Video
the conversation. After each scene, ask students to say
how the model has been changed by the actors.
t For further practice, write questions about location
on the board and have pairs ask and repeat with rising Conversation Activator Video Script; Conversation
intonation; for example: Activator Pair Work Cards
Where’s the park? (The park?)
How do I get to Town Bank? (Town Bank?) B Change partners
I’m looking for the West Museum. (The West Suggested 12–16 Your actual
Museum?) teaching time: minutes teaching time:

t Circulate around the room listening to students’

conversations. Make note of any errors you hear. At the
end of the activity, write some errors on the board and
have the class correct them.

extras
Workbook or MyEnglishLab

Speaking Activities: Unit 2, Activity 2

T19 UNIT 2, LESSON 2