26 Unit 3: Cities

3 CITIES 00Unit

introduce the theme of the unit. Call •on students to name cities they have visited, and list them on the board. Ask, What was it like?

Direct students’ attention to the •pictures. With the class, look at each picture in turn, and have students name things they see in each one (for example, stores, traffic, buses, fruit... )

Have students work with a partner •to match the words with the correct pictures.

Check answers.•

Answers: (left to right) d, c, b, a

Have students talk with a partner and •list as many things as they can that their city is famous for.

Compare answers with •the class, compiling a list on the board.

Follow up with these questions, •asking them orally or writing them on the board for students to answer in pairs:

What can you see downtown in 1. our city/town?

Do you ever go shopping at 2. a market?

Which cities in our country have 3. skyscrapers?

What’s the name of your 4. neighborhood? What are some good things about your neighborhood?

Go over the Unit Goals •with the class.

Unit Opener 27

Unit Theme Overview2008 was a landmark year in the •history of the world. By the end of that year, for the first time ever, more than 50 percent of the world’s population lived in urban areas, even though cities make up only 3 percent of the earth’s surface. A United nations forecast predicted that by 2050, the percentage of people living in cities will rise to 70 percent.

Although this trend is occurring •around the world, the biggest migrations to cities are taking place in developing countries in Asia and Africa. this massive movement is driven by a search for greater economic and educational opportunities. However, many of the newcomers will find themselves in difficult conditions. About one billion people now live in slums around the world, without access to clean water, sanitation, and adequate housing.

nonetheless, some experts view this •migration to the cities as a positive step for development, asserting that cities are engines for economic growth. they further point out that in the most of the developed countries of Europe and north America, 70 percent of the population is urban.

in this unit, students will learn •to describe their own city and neighborhood, and will consider the features and attributes of a good neighborhood. they will learn and practice the vocabulary for reading a city map. they will talk about improving their neighborhoods and their cities, and in the reading, they will learn about future trends in the cities of the world. in the unit’s Video Journal, they will see how one of the oldest cities in the world is working to preserve its heritage.

Describe your city •or townExplain what makes •a good neighborhoodDiscuss an action plan •Make predictions about •cities in the future

Future with willThe city will be cleaner. Will + time clausesI’ll check out the neighborhood, before I rent an apartment.

City life Maps

General and focused listening A radio interview: Jardin nomade in Paris

Discussing good and bad elements in a neighborhood Predicting the future of cities

Emphatic stress

“Megacities”

Writing a paragraph

Unit Goals Grammar Vocabulary Listening Speaking and Pronunciation

Reading and Writing

28 Unit 3: Cities

A 00LESSOn

Describe Your City or TownVocabulary A • Havestudentslookatthepicture.

With the class, read the first description of urban life. Go over the words in blue, and help students work out their meanings by using context clues and their own knowledge about cities.

• Repeatthesamestepswiththesecond opinion.

• Havestudentstellapartnerwhichopinion they agree with and explain their reasons.

• Callonstudentstogivetheiropinion to the class. After several students have spoken, take a class poll with a show of hands to see which position they agree with.

B • Havestudentsworkindividuallyto write the correct words.

• Checkanswers.

Answers: 1. a, 2. k, 3. c, 4. l, 5. b, 6. d, 7. g, 8. c, 9. h, 10. f, 11. i, 12. j

Word Focus Go over the expressions in the •box. Ask, Where do people get in traffic jams? What time of day? Is population growth a problem in our city/country?

Lesson A 29

• Elicitmorepredictionswithwill. Ask, What will our school be like in the year 2030?

B • Havestudentsworkindividuallyto fill in the spaces with will and a verb.

• Checkanswers.

Answers: 1. will rain 2. will live 3. won’t read 4. will have 5. won’t go, will take 6. will be

C • Havestudentsworkindividuallyto prepare three questions about city life, with will.

• Matchstudentswithapartnerand have them take turns asking questions and making predictions.

• Callonpairstopresentaquestionand answer to the class.

• Aspairsarespeaking,listthemost interesting predictions on the board. With the class, discuss how likely these predictions are to actually happen.

Conversation A • Havestudentsclosetheirbooks.

Write the question on the board: Where did Mimi live when she was a child?

• Playtherecording.Checkanswer:Seoul

B • Playorreadtheconversationagain for the class to repeat.

• Practicetheconversationwiththeclass in chorus.

• Havestudentspracticetheconversation with a partner, then switch roles and practice again.

• PointouttheexpressionintheRealLanguagebox.

C • Havestudentsworkindividuallyto add other words to each list, and check the words describing their city.

• Askstudentsforthewordstheyadded and list them on the board.

Goal 1•Havestudentsworkwithapartnerto

make conversations about different cities.

•Invitepairstopresentaconversationto the class.

Grammar: Future with willA • Thislanguageawarenessintroduces

will for predictions. Have students work individually to mark their predictions for their city or town in 2030.

• Matchstudentswithapartnerandhave them compare answers.

• Asktheclassmoreyes/no questions about the city with will, such as Do you think more people will live in apartments? Will the city have more than (one million) people? etc.

• Goovertheinformationintheboxabout the formation and use of sentences with will.

Word Bank: City streetssidewalk traffic lightstreet sign intersectioncorner parking rampnewsstand streetlightparking meter benchphone booth bus stoptaxi stand trash basket

Grammar Practice: WillBring in newspaper/magazine pictures showing actions. Divide the class into pairs and give each one a picture. Have students make predictions about what will happen next in the picture, using will: The man will kick the ball. The people will start shouting. Have them pass each picture to the next pair when they’ve finished with it. After each pair has practiced with several pictures, compare answers with the class.

Grammar: Willin this lesson, students are taught to use will in making predictions. Going to is used in a similar way for future prediction. Will has these additional uses for future time:•statementsoffactTheplaywill start at 8:00.•promisesI will help you tomorrow.•decisionsmadeatthetimeofspeakingI’ll have a hamburger and iced tea.

Lesson B 31

Conversation A • Havestudentsclosetheirbooks.

Write the question on the board: What is the problem in Sarah’s neighborhood?

• Playtherecording.Checkanswer:There’s only one supermarket (so food is very expensive).

B • Playorreadtheconversationagain for the class to repeat.

• Practicetheconversationwiththeclass in chorus.

• Havestudentspracticetheconversation with a partner, then switch roles and practice again.

C • Havestudentsworkindividuallyto categorize the words and phrases.

• Checkanswers.

Answers: Good things in a neighborhood: beautiful buildings, public transportation, trees and green space, many different stores; Bad things in a neighborhood: crime, a lot of noise, heavy traffic, pollution

• Thenaskstudentstoaddtheirown ideas.

• Compareanswerswiththeclass,and list the ideas on the board. See if students disagree about whether any of these items are good or bad.

D • Havestudentsworkwitha partner to make new conversations about each student’s neighborhood.

E • Combinepairstoformgroupsoffour. Have them discuss the ideas they added to the chart in C, and then agree on one list of the four most important things for a good neighborhood.

Goal 2

Call on groups to present and explain their lists to the class.Expansion Activity

Bring in newspaper or magazine photos of city neighborhoods. Divide the class into pairs or groups, give each a photo, and have them prepare a conversation about the neighborhood in the picture. Call on them to present their conversations to the class.

Expansion ActivityHave students work in groups to plan and draw a map of a new park for their city or town, on a large piece of paper. Have each group present and explain their map to the class.

Explain What Makes a Good NeighborhoodListening A • Havestudentsanswerthe

questions with a partner.

• Compareanswerswiththeclass.

B • Tellstudentstheyaregoingtohear a radio program about an unusual park in Paris. Have them read the questions.

• Playtherecordingoneormoretimes.

• Checkanswers.

Answers: 1. b 2. b 3. a

C • Tellstudentstolistenagaintofindthe information.

• Playtherecordingoneormoretimes.

• Checkanswers.

Answers: 1. 2003 2. 54 3. soup 4. more than a hundred 5. 40

Engage! • Havestudentsdiscussthe

question in pairs or groups. Compare answers with the class. Ask, What do you think about these new things?

Pronunciation: Emphatic stress

A • Explainthatthestressedwordsina sentence sound stronger. Play the recording and have students listen and repeat.

B • Havestudentspracticetheexchanges in A with a partner. Walk around listening for correct stress.

C • Havestudentsworkwiththesame partner to ask and answer short questions about their neighborhoods, practicing stressing the important words.

BLESSOn

For Your Information: Urban gardensAround the world, a surprising amount of food is grown on small plots of land in urban environments. An estimated 800 million people are now involved in urban agriculture in different cities. in Havana, Cuba, 90 percent of the city’s fresh produce comes from urban gardens and farms. in Mumbai, India,anurbanfarmwascreatedatRosaryHighSchooltogiveemploymentto street children and provide healthy food for slum residents. in Seattle, USA, the P-Patch program has land in 70 different neighborhoods where people can have their own small gardens for a very small fee. “Allotment gardens” like the ones in Seattle are popular in many countries, including Germany, Sweden, the UK, and Holland.

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30 Unit 3: Cities

32 Unit 3: Cities

C 00

Lesson C 33

B • Brieflydiscusstheideaofapublicsports center—a building where people can go to swim and play basketball, tennis, etc. Go over the steps in the group’s action plan. Have students write the steps as sentences with time clauses.

• Checkanswers.

Answers: 1. After we find a place for the meeting, we will make an invitation. 2. Before we make a list of things to talk about, we’ll give invitations to all the neighbors. We’ll give invitations to all the neighbors before we make a list of things to talk about. 3. Before we have the meeting, we will make a list of things to talk about. We’ll make a list of things to talk about before we have the meeting. 4. After we have the meeting, we’ll ask the city government for a sports center. We’ll ask the city government for a sports center after we have the meeting. 5. After we ask the city government for a sports center, we’ll talk to newspaper reporters. We’ll talk to newspaper reporters after we ask the city government for a sports center.

Conversation A • Havestudentsclosetheirbooks.

Write the question on the board: What does Jennie want for her neighborhood?

• Playtherecording.Checkanswer:a library

• Playorreadtheconversationagain for the class to repeat.

• Practicetheconversationwiththeclass in chorus.

• Havestudentspracticetheconversation with a partner, then switch roles and practice again.

B • Goovertheplacesinthephotos.Match students with a partner and have them practice new conversations about each place.

• Callonpairstopresenttheirconversations to the class.

Goal 3 • Havestudentsworkwitha

partner to talk about something that is needed in their neighborhood, or in the city. then have them make a new conversation.

• Callonpairstopresenttheirconversations to the class.

LESSOn

Discuss an Action PlanLanguage Expansion: Using maps

A • Explainthattherearespecialwords that are used on maps. With the class, go over the meanings of the words in the box.

• Thenhavestudentswritethewords in the correct spaces.

Answers: (counter clockwise on compas points) west, south, east; (top, right) symbols, (bottom, left) scale, (bottom, right) key

B • Matchstudentswithapartnerand have them practice asking and answering the questions.

• Checkanswers.

Answers: 1. they’re in the north, the east, and the south of the city. 2. they’re in the north and the east of the city. 3. it will be in the north of the city. 4. it has four shopping centers now, it will have six shopping centers in 2020. 5. Answers will vary.

Grammar: Will + time clauses

A • Havestudentsreadthesentences,think about their meanings, and circle the answers.

• Goovertheanswerwiththeclass. in the first sentence: 1. a, 2. b; i will finish my homework first. Before is with the action that happens second. in the second sentence: 1. b, 2. a; i will eat dinner first. After is with the action that happens first.

Word Bank: City buildingsoffice building post officeparking ramp apartment buildinghospital bankbus station department store

Grammar Practice: time clausesWrite the following stems on the board:When will you do your homework?go to bed tonight?leave your house tomorrow?buy some new clothes?speak English very well?Have students take turns asking and answering the questions with a partner, using time clauses.

Grammar: Will + times clausesA time clause is a clause that gives information about when something happened. in this lesson, students learn to use time clauses to talk about actions in the future: I’ll watch TV after I finish my homework.these time clauses are also used to talk about other time frames. the past: I watched TV after I finished my homework.Habitual present: I watch TV after I finish my homework.

34 Unit 3: Cities

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Lesson D 35

Communication • Matchstudentswithapartner.

Have them talk about their city and complete each section of the chart with facts and predictions.

• Compareanswerswiththeclass.

Writing • Havestudentswriteaparagraph

of predictions about their city in the future. if desired, generate a topic sentence for the paragraph with the class, and write it on the board for students to use. (For example, My city will be very different in 2003.)

• Havestudentsexchangepaperswith a partner. Ask students to mark corrections and suggestions for improvements on their partner’s paper.

• Ifdesired,havestudentsrewritetheir papers, to be collected for marking.

Goal 4 • Callonstudentstoreadtheir

papers to the class, or have them read them to a small group.

DLESSOn

Make Predictions About Cities in the Future

Reading

A • Havestudentslookatthephotoof Sáo Paulo, and ask them to describe it. Direct students’ attention to the title of the reading. Ask them what they think it means. if necessary, tell them that the prefix mega- means very large.

• Havestudentsreadthequestionsand guess the correct answers. tell them the answers will be found in the article. Point out the vocabulary that is defined in the picture dictionary illustration.

• Havestudentsreadthearticleto check their guesses. tell them to circle any words they don’t understand.

• Checkanswers.

Answers: 1. b 2. c 3. a

• Gooverthearticlewiththeclass,answering any questions from the students about vocabulary.

B • Havestudentsreadthearticleagain and write the numbers.

• Checkanswers.

Answers: 1. 60 2. 14 3. 21 4. 18 million 5. one third 6. six years ago 7. one 8. three

C • Matchstudentswithapartnerand have them discuss the questions.

• Compareanswerswiththeclass.

• Ask,Are people moving from rural areas to cities in this country? What are the reasons? Which cities are getting larger? Are there any places where the population is getting smaller?

For Your Information: Megacitiesthe United nations now predicts that there may be as many as 27 megacities with a population of over 10 million by 2050. Smaller cities will also grow and a few large cities that are actually losing population (includingBuenosAires,RiodeJaneiro,andKolkata/Calcutta)willgetsmaller.Urbangrowthtakesdifferentforms in different settings. in developing countries, cities grow in population when people migrate to them from rural areas. in developed countries, urban regions grow in area without gaining much population, when people from the central city build new suburbs in surrounding previously rural areas.

After ReadingWeb search: Have students get information about a foreign city using the name of the city and “tourist information” as search terms. Ask each student to list three new or surprising facts they found out about the foreign city.

Project: Have students work individually or in groups to write and illustrate a short report on how one foreign city is changing, including such things as new landmarks and other buildings, population changes, and economic growth.

36 Unit 3: Cities

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Video Journal 37

C • Tellstudentstowatchthevideoagain and answer true or false. Have the students read the statements. Play the video.

• Checkanswers.

Answers: 1. ninth 2. art 3. Five or six 4. fountain 5. museum

• Ask, Do you know about any restored buildings in this city/ country? Who restored them? What were they before? Who uses them now?

After You Watch • Havestudentsmakealistof

important places in their city (or their country, if preferred.)

• Matchstudentswithapartnerand have them compare their ideas and explain why these places are important.

Communication • Dividetheclassintogroupsof

3-4. tell them that they are going to prepare a page of information for foreign visitors who want to see historic places in their city. Go over the information that they should include.

• Haveeachgroupchooseadifferent place (or assign groups a historic place.) Have them compile their information, and decorate their page with drawings and photos.

• Displaythepagesontheclassroom walls for students to enjoy.

• Ifdesired,photocopythepagesand staple them together into booklets for foreign visitors to use.

Video Journal

Before You Watch

• PointoutthelocationofFesonthe map of north Africa, and have students look at he pictures. Ask them to describe the city from the pictures.

• Havestudentsreadthevideosummary. Go over the meanings of the vocabulary in bold.

masterpiece = excellent art

restore = put into good condition again

fountain = water pushed into the air in a beautiful way

wealthy = rich

private = not part of the government

preserve = keep in good condition

heritage = beliefs and traditions that came from the past

While You Watch A • Tellstudentstowatchthevideo

the first time and complete the sentences. Have the students read the sentences. Play the video.

• Checkanswers.

Answers: 1. oldest 2. Poor

B • Tellstudentstowatchthevideoagain and answer true or false. Have the students read the statements. Play the video.

• Checkanswers.

Answers: 1. F 2. t 3. F 4. F 5. t

For Your Information: Fes•Fesisthefourth-largestcityinMorocco,withapopulationof946,815in2004.•ThenameofthecityisalsosometimesspelledFez.•It’soneofMorocco’s“Four imperial Cities”(withMarrakech,Meknes,andRabat).•Al-KaraouineUniversity,inFes,istheoldestcontinuouslyoperatinguniversityintheworld.•Themedina(oldcity)inFesisbelievedtobethelargesturbancar-freeareaintheworld.•PopulartouristsitesinFesincludetheBouinananiyaMedersa(inthevideo)andtheBab.

Boujeloud gate. Visitors can shop for brassware, leather, pottery, and other traditional crafts.•ThetraditionalMiddleEasternhatcalledthefez actually comes from Greece—not Fes!

Teacher Tip: Starting and ending group work to make group work go smoothly, it’s helpful to use clear signals for beginning and ending the task.

Some ideas:

•Writestartingandendingtimesontheboard(Group work starts: 10:15. Group work ends: 10:25.)

•Tellyourstudentsthatgroupworkendswhenyouclapyourhandsthreetimes.

•Trainyourstudentsthatwhentheyseeyouraiseyourhand,theyshouldalsoraisetheirhands and stop talking. the room will fall silent without you interrupting.