C LET’S TALK. Use there is and there are to describe the facilities at your school.

There’s a tutoring
center in the library.
C
Ask students to work in pairs and
make sentences about your school
D Answer the questions about your school. Answers will vary. using the prepositions in the list on
Is there a library in this building? the previous page.
1. Is this school in a city? Yes, there is.
2. Is this school large? No, there isn’t.
3. Is this school open in the evening? D
4. Are there many students in this school? • Read the questions and answers in
Is this school small?
5. Are there many computers in this classroom? the boxes. Then, write some phrases
Yes, it is.
6. Is there a library in this building? No, it isn’t. with locations on the board and have
7. Is the library open today? students ask and answer questions
8. Is there a water fountain on this floor? using the phrases and There is / There
9. Are there any restrooms on this floor?
Are there any restrooms on this floor? are. For example:
Yes, there are.
10. Is there a cafeteria in this building? No, there aren’t.
T: Nurse’s office, this building
11. Is the cafeteria’s food good? S1: Is there a nurse’s ­office in this

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12. Is there a bookstore in this building? building?
Are the students friendly?
13. Are the books expensive? S2: No, there isn’t.

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Yes, they are.
14. Are the students friendly? No, they aren’t. T: Restrooms, this floor
15. Are the students from many different countries?

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S1: Are there any restrooms on this floor?
S2: Yes, there are some restrooms next

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E Pronunciation: Sentence stress Listen and repeat. Then, listen again and underline the
stressed words. 3 to the computer lab.
• Call on volunteers to ask additional
1. The cafeteria is on the first floor.
2. The nurse’s office is across from the elevator.
c
The important words in a
sentence receive stress. We say
questions. Have different students in
hi
these words a little more clearly the room answer them.
3. The bookstore is in the student center. and give them a little more
• Have students complete the exercise
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4. The computer lab is on the third floor. emphasis.

individually. Remind them to answer
5. There is a copy machine in the library.
the questions by using There is and
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6. The restrooms are next to the stairs.

There are.
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E 3
• Play the audio, pausing after each
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sentence so students can repeat.

• Play the audio again so that students
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can underline the stressed words.

The First Week 7
• Check the answers as a class. Then,
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have students practice saying the

sentences with a partner.
at

TEACHING TIP
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Read the note next to Exercise E aloud and check that students understand the
meaning of the word stress. Explain that there are stressed and unstressed words
in every sentence. Stressed words sound a little longer, clearer, and stronger than
unstressed words, while unstressed words sound quieter and reduced because they
are not as important as the stressed words in a sentence. Demonstrate the difference
between stressed and unstressed words by reading some of the sentences from
Exercise E and exaggerating the stressed (underlined) words.

The First Week 7

SAMPLE COPY, NOT FOR DISTRIBUTION

 ACTIVE GRAMMAR Quantifiers
ACTIVE GRAMMAR:
Quantifiers 1. All of the students study English.

A
• Have students read the sentences
in the illustration. Remind them to 2. Many of the students have computers.
look at the pictures for clues to the
meaning of each sentence.
• Then, read the sentences aloud, one
by one, and ask if the sentences are 3. Some of the students work.
true about your class. Ask students to
change the sentences that aren’t true
so that they are true about your class.
For example: 4. A couple of the students are married.
A couple of the students in this class

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have blonde hair. None of the students
is (or are) absent today.

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• Point out that some of the sentences 5. One of the students wears glasses.
in the illustration are about more

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than one person. Ask: Which sentences
in the box are singular, and which are

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plural? (Singular: 5-6, Plural: 1-4) 6. None of the students has a cat.
• Explain to students that the last
sentence in the box is about no one
c
hi
(none = not one). None of is used with
a singular verb in the example, but
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it can also be used with plural verbs

(see the Teaching Tip at the bottom A Circle the correct verb. WORD PARTNERSHIPS
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of the page). 1. Many of us is / are from Spanish-speaking countries. a couple

a few
• Ask students to ­complete Exercise A 2. Ten of the students work / works part time.
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all
3. Most of the students have / has computers. of us
independently. Then, check answers most
of them
as a class. 4. One of the students take / takes the train to school. none
of the students
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5. None of us live / lives in a dormitory. one

some
ten
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8 Unit 1
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MORE ACTION TEACHING TIP

N

Ask students to make five true
sentences about the class using
different quantifiers from the Word
Partnerships box. Invite them
to write their sentences on the
board. Survey the class to see if the
sentences are true or not.
Explain that none of can be used with
both singular and plural verbs. For
example:
None of the students understands the
­assignment. (singular)
None of the students are here. (plural)
Tell students that the plural is more
commonly used with none of in
conversation, but that it is correct to
use the singular and plural with none
of when speaking and writing.

8 Unit 1

SAMPLE COPY, NOT FOR DISTRIBUTION

B AT WORK The graph shows how students in one class get to school. Look at the graph and
answer the questions.
1. How many students are in the class? 23
B
• Have students study the graph and
2. How do most students get to school? They drive.
answer the questions individually.
3. How many students take the bus? 6
Explain any information in the graph
4. How many students walk? 4
that students do not understand.
• Check the answers as a class.
How do you get to school?
12
10
8
C
• Ask students to write the sentences
6
4
individually. Remind them to use the
2 quantifiers from Exercise A on the
0 previous page.
Drive Take the bus Walk Get a ride Ride a bicycle Take a taxi
• Invite volunteers to write their
­answers on the board.
C Write five sentences about the graph in Exercise B. Answers will vary.

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• Ask the other students to correct any
1. Ten of the students drive to school.
mistakes.

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2. Six of the students take the bus to school.
3. A few of the students walk
D

ar
to school.
• Divide the class into six groups.
4. A couple of the students get a ride to school. Assign each group one of the

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5. One of the students rides a bicycle to school. categories in the graph to survey the
6. None of the students takes / take a taxi to school.
other groups about.

c • Then, draw the graph on the board.

hi
Ask a volunteer from each group to
D ACADEMIC LET’S TALK. Survey your classmates. Then, complete the graph. In your notebook, come to the board and complete the
write five sentences about the information. Use all of us, many of us, some of us, and so on.
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Answers will vary. graph with the ­correct information

How do you get to school? for their group’s category.
12
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10 • Have students return to their groups

8 and write five sentences in their
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6 notebooks about the ­information in

4 the graph. Have volunteers from each
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2 group read their sentences aloud.

0
Drive Take the bus Walk Get a ride Ride a bicycle Take a taxi
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ACADEMIC
The First Week 9
In case students aren’t familiar with
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reading bar graphs, explain that it’s a

visual representation of information,
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usually numbers. The horizontal axis (x)

TEACHING TIP usually lists the types of information
N

Another way to conduct the survey in being compared, while the vertical
Exercise D is to put students in pairs axis (y) shows the values for each thing
or small groups and ask them to write being compared. Labels on the axes
the names of other classmates in help the reader know what each bar
their notebook. Then, they will move represents.
around the classroom and ask other
students how they get to school,
marking the answers next to each
student’s name. Finally, students will
rejoin their partners or groups and
pool their information in order to
complete the graph.

The First Week 9

SAMPLE COPY, NOT FOR DISTRIBUTION