Unit 2 Going places! Unit 1richmond-elt/files/NextStepSB2Sample.pdf · Unit 2 16 Lesson 1 Unit 2 Going places! 1 Reading a Read the text and write the paragraph headings. b Read again

Unit 2 16

Lesson 1

Going places! Unit 2

1 Reading

a Read the text and write the paragraph headings.

b Read again and circle true (T) or false (F).

1. There are two types of train. T / F 3. There are thirty-minute cruises. T / F

2. It isn’t easy to park. T / F 4. Six-year-olds pay a dollar on the bus. T / F

2 Vocabulary: transportation

a Write the words in three lists: goes on land, goes on water and goes in the air. Which word doesn’t fi t any category?

b Which forms of transportation can you take to these places?

1. school 2. New York City 3. the nearest mall 4. the capital 5. Europe

Unit 1Take the Next Step: Unit 2 Part A

Talk about transportation

Talk about the past with there was/wereWrite about your favorite possession

by train by bus on foot by boat by car by taxi by bike

Getting around

train bus subway motorcycle taxi airplane ferry skateboard bike car ship boat

Getting around

in Chicago nnnggggggGGeeeettteeetttGGGGG iinngggggg aarrrroooouuunnnnd

GGeetttttetGGGGGGGGettttttttt nng rounnGGGGGGGGGeeeeeeeettttttttttttttiiiiiiinnnnnnnnnggggggggg aaaaaaaarrrrrrrroooooooouuuuuuuuunnnnnnnnndddddddd

nnnnniiiniiiiiiinnnnnnnnn

Getting around

in Chicago

_________________: This is a good way to see Chicago, but make sure you wear comfortable shoes! _________________: This is a fast, easy and inexpensive way to get around. There are both subways and elevated trains. _________________: At just fi ve dollars a day, this is a bargain way to see the city. Children under seven ride for free, and kids aged seven to eleven pay just one dollar per ride. _________________: There are lots of these in Chicago, and they are cheaper than in many other U.S. cities. Just hold out your hand to stop one. _________________: This is a great way to get to know the waterfront area near Lake Michigan. There are thirty kilometers of paths exclusive to this form of transportation. _________________: Take a cruise to see the sights of Chicago from Lake Michigan. Trips last from one to four hours. _________________: Traffi c in Chicago is not as bad as in New York or Boston, but it’s diffi cult to park, so it’s better not to drive.

NS2_SB_UNIT2.indd 16NS2_SB_UNIT2.indd 16 6/2/10 5:20:56 PM6/2/10 5:20:56 PM

Unit 217

3 Useful English: buying a ticket

a 1.10 Listen to four conversations and decide which form of transportation the people want to take.

b Listen again and complete the sentences.

1. _________ way or _________ trip? 3. Take me to the _________, please.

2. We need one _________ and one _________. 4. The next boat leaves in ___________.

c Work in pairs.

Student A: turn to page 101. Student B: turn to page 105.

4 Grammar review and pronunciation: past simple and –ed

a Complete the postcard with the past form of the verbs.

b Which rule about the past simple is incorrect? Delete it.

1. We use the past form in affi rmative sentences. 3. We add –ed to make the past form of all verbs.

2. We use did and the infi nitive in questions. 4. We use didn’t and the infi nitive in negative sentences.

c 1.11 Listen to the pronunciation of –ed in the examples. Write the correct sound in the table: /d/, /t/ or /Id/.

d 1.12 How is the past form of these verbs pronounced? Listen and write /d/, /t/ or /Id/.

clean ___ cook ___ start ___ fi nish ___ need ___ watch ___ love ___

SEARS TOWER

Lesson 1

Verb Example Sound

Final sound /t/ or /d/ (wait, need)

Unvoiced fi nal sound (look, jump)

Voiced fi nal sound (play, seem, live)

Joey and Mom waited for us.

We looked out on the city.

Joey played a game.

walk take look get stay

not like go have


Unit 2 18

1 Vocabulary: car parts

a Label the parts of the car.

b Complete the sentences about the car in the photo.

1. There are four ___________, four ___________ and two ___________.

2. The ___________ is at the front, and the ___________ is at the back.

3. The ___________ is under the ___________.

2 Reading

a Read the text and label the cars in the photos.

b Whose car do the sentences refer to? Write B (Benz), D (Daimler) or F (Ford).

1. It was a stagecoach with an engine. ___ 3. It had three wheels. ___

2. It was the fi rst car with a gas engine. ___ 4. It had a windshield. ___

Lesson 2 There were only 4,000 cars in the world!

windshield

engine

hood

trunk

steering wheel

tire and wheel

horn

door

THE HISTORY OF CARS

1.

7.

4.

2.

3.

8.6.

5.


Unit 219

3 Grammar: there was/were

a Find examples of there was and there were in the text. Then match the two parts of the rules.

1. We use there was with add not to was/were.

2. We use there were with invert was/were and there.

3. To make the negative, we plural nouns.

4. To make questions, we singular or uncountable nouns.

b Complete the questions. Then answer them.

1. ______ there tires on the fi rst car? ____________________________________

2. ______ there a steering wheel on the Motorwagen? ____________________________________

3. ______ there four wheels on Daimler’s car? ____________________________________

4. ______ there a windshield on the Model T? ____________________________________

c Work in pairs. Compare the Motorwagen with modern cars. Find as many differences as you can.

There wasn’t a windshield on the Motorwagen.

4 Listening

a 1.13 Listen to Lisa talking about her school trip. Check (✓) what she mentions on the poster.

b Listen again. Circle the correct answer.

1. Lisa said the museum was good / cold / cool.

2. Brad Marshall is a teacher / student / bus driver.

3. They took a class on buses / art / birthdays.

4. Brad / Lisa / Other kids played in the bus.

5. When Lisa got home, she was hungry / bored / angry.

5 Writing

a Turn to page 108. Look at the picture for one minute. Then close your book and write sentences about the picture with there was and there were.

b Work in pairs. Compare your sentences. Then turn to page 108 again and check. Who wrote the most correct sentences?

There were four children.No, there weren’t. There were three children!

Lesson 2

New York Transit New York Transit MuseumMuseum

New York Transit Museum

• Special exhibitions • Movie of the history of New York transportation • Historical buses

• Guided tours • Special classes for schools • Birthday party room • Play bus


Unit 2 20

HomeYour SpaceYour SpaceYour Space: Get out!Your Space: Get out!

a Read the text and take notes.

b Work in pairs. How was your life different from Nyjah’s at age eleven? Ask and answer.

a Read the text and correct the statements.

1. Armando was visiting his grandparents. ____________________________________________

2. TGV stands for “the fastest train in the world.”____________________________________________

3. The fastest speed is 300 km/h. ____________________________________________

b Work in groups. What was your best trip ever? Talk about where you went, what forms of transportation you used and what you did there.

name age hometown famous for current activities

1. Where did you go to school? 3. What did you watch on TV?

2. What sports did you like? 4. What were your hobbies?

This month Your Space reader Armando Marks tells us about his best trip ever!Hi! Last summer when I was visiting my cousins in France, I had the chance to travel on this TGV. TGV stands for “train a grande vitesse” (that’s French for “high-speed train”). It’s the fastest train in the world. It can go as fast as 574 km/h, but it usually travels at around 300 km/h. It was amazing. It was like being in an airplane—comfortable and very fast. How cool is that?

What were you doing when you were eleven? Going to school and doing your homework? We’re pretty sure that you weren’t competing in an international extreme sports competition, right? Well, Nyjah Huston was! Nyjah was the youngest person ever to compete in the X Games, where he fi nished eighth in the men’s skateboard park competition. He also appeared on the cover of Slap, a U.S. skateboarding magazine, when he was only ten. Nyjah was born in 1994 and he’s from Davis, California. These days Nyjah fl ies around the world to go to competitions, fi lm videos and give demonstrations of his great talent.

What wweree yoyouu do ng whend i

you were eleven? Going to school and

What wwwereree yoyou u dodoiningg when you were eleven? Going t h l


Unit 221

Support Links ForumAbout NS Contact

a 1.14 Listen to the report and check (✓) which product is described.

b Listen again and answer the questions.

1. How many wheels do Heelys have?

_________________________________

2. When did they fi rst come out?

_________________________________

3. Who are they for?

_________________________________

4. Do they look like roller skates?

_________________________________

◗ Before you take the Next Step, go back to page 16. Can you do everything in Unit 2 Part A?

a Who or what…

1. did Lori’s parents give her? ______________________________________

2. goes roller-skating every day? ______________________________________

3. is Lori learning to do? ______________________________________

b Write a similar text about your favorite possession.

1. When and where did you get it?

2. What does it look like?

3. Why do you like it?

I got these roller skates for my thirteenth birthday and I love them. My parents gave them to me, but I chose them. They are white, with pink wheels and a white brake on the front. I like the colors but it’s hard to keep the skates clean. I go roller-skating every day and I’m learning to dance on

my roller skates.

Lori, 14

I got these rooller sheset tI t th ll


Unit 2 22

1 Listening

a 1.15 Lisa and Kevin are on their way home after visiting cousins in Philadelphia. Listen and choose the correct picture.

b Listen again. Correct the statements in your notebook.

1. Lisa and Kevin are on the bus. 3. Kevin was reading a magazine.

2. They missed the bus because they arrived late. 4. The next bus is in half an hour.

2 Grammar: past continuous

a 1.15 Listen again and complete the sentences from the conversation.

1. What ______________ you doing?

2. I ______________ reading a magazine.

3. ______________ you listening for the announcement?

b Circle the correct options to complete the rules.

1. The past continuous describes actions in progress now / at a time in the past.

2. We form the past continuous with was or were + –ing / did + –ing.

3. In questions with the verb “to be,” the subject goes before / after the verb.

4. We use didn’t / not to make the verb “to be” negative.

c Unscramble the questions in your notebook. Then ask and answer in pairs.

1. you / what / doing / night / were / 8 p.m. / last / at

2. homework / you / doing / at / 9 p.m. / were / your

3. your / were / doing / at / parents / what / 10 a.m. / yesterday

Lesson 3 What were you doing?

Take the Next Step: Unit 2 Part BTalk about actions in progress in the past

Use the past simple and continuous

Use visual information to help listen


Unit 223

3 Reading and vocabulary: chat abbreviations

a Read the chat and write the times on the pictures.

b Find abbreviations or symbols for these words in the chat.

1. for _____ 2. to _____ 3. and _____ 4. at _____ 5. you _____ 6. until _____

c Read the chat again and answer the questions in your notebook.

1. Why was Mike angry with Lisa at fi rst? 2. Why was Mike embarrassed later?

4 Speaking and writing

Turn to page 108.

Lesson 3


Unit 2 24

Lesson 4 This is what was happening…

1 Vocabulary: classroom activities

a Find the activities in the picture. What other activities can you see?

b Which activities are common when your teacher is out of the classroom?

We often chat when our teacher isn’t here.

2 Reading

a Read the teacher’s report to the principal. Mark on the picture the students that she reported.

b Which students did these actions when they saw Ms. Bartholomew?Write sentences in the past simple in your notebook.

1. sit down in her chair

2. get quiet

3. put paper in the trash

4. erase the board

5. put the ball away

drawing on the board eating snacks shouting making paper airplanes

chatting telling a joke laughing texting listening to music

The Prospect School

Discipline Report

Date: October 8

Incident: When I entere

d the classroom, this

is what was happening: Emma and Alice were

dancing on my desk. Charlie and M

att were

drawing on the board. Maddie was playing

basketball. Jody was telling a

joke. Jake and

Susie were eating snacks. John

and Rich were

making paper airplanes.

Haruki was shouting

something at Jay. Lyn and

Moira were texting.

When the students saw me, this is w

hat

happened next: Emma and Alice got off

the desk.

Charlie and Matt cleaned

the board. Maddie

stopped playing. Jody s

at down. Jake and Susie

stopped eating. John an

d Rich threw away their

airplanes. Haruki shut u

p, and Lyn and Moira

put away their cell phones.

Joan Bartholomew


Unit 225

Lesson 4

3 Grammar: past continuous vs. past simple

a Match the descriptions with the examples.

When I entered the classroom, Emma and Alice were dancing on my desk.

When they saw me, Emma and Alice sat down.

1. This example describes one past action followed by another.

2. This example describes a past action that interrupts another action.

b Write the verbs in the past continuous or past simple form.

4 Pronunciation and speaking: –ing /N/

a 1.16 Listen and repeat the rhyme.

What were we doing last night?I was buying a ring and you were singing a song,He was reading a book and she was reading along,We were watching a movie and they were playing a game,See how none of us were doing the same!

b Now practice saying the rhyme as fast as you can with no mistakes.

c Work in pairs.

Student A: turn to page 101.

Student B: turn to page 105.

Sue: What (1)_____________ you _____________

(do) when your mom got home?

Kathy: I (2)_____________ (chat) online. When

she (3)_____________ (come) into my

bedroom, I (4)_____________ (start)

doing my homework.

Ray: What (5)_____________ you _____________ (do)

at fi ve last night?

Sam: I (6)_____________ (skate) in the park.

Ray: What (7)_____________ you _____________ (do)

after that?

Sam: I (8)_____________ (go) to the mall.


Unit 2 26

Learning English for the future

Using visual information to help you listen

a Look at the signs. Where are they from?

b Answer the questions. Where do you go when you…

1. want to leave the country? _________________________

2. want to fl y in the same country? _________________________

3. are meeting someone from another country? _________________________

4. are meeting someone from the same country? _________________________

c 1.17 Look at the arrivals and departures board. Listen and circle the incorrect information. There are eight mistakes.

d Listen again and correct the information.

e Look at the pictures. What do the signs mean? What language can you hear in these places?

f 1.18 Listen and number the signs above in order.

Arrivals DeparturesFlight From Terminal Flight To GateAir France 876 London Domestic United 453 Sao Paolo 33American 652 Washington DC International Southwest 245 New York 17Lufthansa 753 Frankfurt International Singapore 6754 Beijing 44

Domestic Departures: Gates 1–24International Departures: Gates 25–50

International Arrivals

Domestic Arrivals


Unit 227

ProjectProject

a What features do you think the car below has? Check (✓) the boxes.

has a top speed of 300 km/h tells you the best route

reminds you of important events shows movies

becomes smaller in traffi c drives by itself

tells you where to buy cheap gas runs on water

turns off home appliances by remote control fl ies over traffi c

b Read and check.

c What are the most important features of a car of the future for you? Number the features above in order (1 = the most important).

1. runs on water

d Work in small groups. Compare your answers. Add more features.

e Draw your car of the future and write a description of the test drive. Then read other students’ descriptions and choose the best car.

◗ Before you take the Next Step, go back to page 22. Can you do everything in Unit 2 Part B?

Future travel

The Car of the Future

Welcome to the car of the future! I had the chance to test drive this

fantastic car, and it was like being in a movie. As soon as I turned the key, the car started telling me the route to my destination. And as I pulled out of the garage, it was already talking about traffi c problems on the road ahead. Uh-oh! I forgot to turn off the bedroom light... But thatʼs no problem for this car, which can turn off all the

lights and appliances at home by remote control. And the best part? At the touch of a button, the car gets smaller, so you can always fi nd a parking spot downtown. Amazing! It also

runs on electricity, so itʼs good for the environment and

cheap to drive, too!

elcomehad the

fantastic carmovie. As soon asstarted tellindestination. garage, it watraffi c proble Uh-oh! I fo U

droom ligbedrohis car, for thisfo

ghts alighrem tgad

rungood f

cheap to drich


Documents

Unit 2 Going places! Unit 1richmond-elt/files/NextStepSB2Sample.pdf · Unit 2 16 Lesson 1 Unit 2 Going places! 1 Reading a Read the text and write the paragraph headings. b Read again