• Books open. Focus Ss’ attention on the Grammar Focus box. Then play the audio program. Ss listen and read silently. • Write it’s and they’re on the board. Circle the apostrophes. Explain that we use apostrophes in contractions. • Option: Ask Ss to find and underline the contractions it’s and they’re in Exercise 7. • Point out that we use capital letters for the first letter in a question or statement. • Play the audio program again. Ss listen and read silently. A • Explain the task. Model the example conversation with a S. • Ss complete the conversations individually. • Elicit the answers from the class. Ask Ss to spell the answers, using the words apostrophe and capital when needed. Write the answers on the board. • Go over the answers on the board and correct them as a class. Answers 1. A: Is this your cell phone? B: No, it’s not. A: Are these your car keys? B: Yes, they are. Thanks! 2. A: Where are my glasses? B: Are these your glasses? A: No, they’re not. B: Look! Are they in your pocket? A: Yes, they are. Thanks! 3. A: Where are your headphones? B: They’re on the table. A: No, they’re not. They’re my headphones! B: You’re right. My headphones are in my backpack. 4. A: Is this my umbrella? B: No, it’s not. It’s my umbrella. A: Sorry. Where is my umbrella? B: It’s/It is on your chair. A: Oh, you’re right! • Ss practice the conversations in pairs. Encourage Ss to use props if possible. B Group work • Explain the activity. Then hold up a pen and model the conversations. Ss repeat. • Use mime to demonstrate the meaning of Let me see. Pick up a S’s pen and say: “Let me see.” Examine the pen and then say: “No, it’s not my pen.” • Model the activity. Put an object in a bag. Then ask three Ss to put objects in the bag. Take out one object and ask a S: “Is this your . . . ?” Continue until you find the owner. Then ask each S to take an object from the bag and find the owner. • Ss work in groups of four. Give each group a bag or box. Ss complete the activity. Go around the class and give help as needed.

A [CD 1, Track 26] • Focus Ss’ attention on the pictures and the prepositions of place. Play the audio program. Ss listen and read silently. • Play the audio program again. Ss listen and repeat. • To check Ss’ understanding of the prepositions, put a cell phone on a box. Ask: “Where is the cell phone?” Elicit the answer. Put the cell phone in different positions around the box and ask the question again. B [CD 1, Track 27] • Focus Ss’ attention on the pictures. If needed, reviewthe names of the objects and their pronunciations. • Explain the task and read the first example. Ss complete the task individually. • Ask different Ss to write their answers on the board. Play the audio program. Ss listen and check their answers. Correct any errors on the board as a class. Answers 1. The books are in the backpack. 2. The  ash drives are next to the laptop. 3. The newspaper is on the tablet. 4. The chair is behind the desk. 5. The wallet is on the notebook. 6. The glasses are in front of the television. C Pair work • Explain the task. Model the conversation with a S. • Ss complete the activity in pairs. Go around the class and encourage Ss to ask two questions when possible. For example, for item 2 they can ask: “Where are the flash drives?” and “Where is the laptop?” • Option: Before the next class, put objects in unusual places around the classroom. Then have Ss find the objects and write down their locations.

[CD 1, Track 28] • Ask Ss to read out the objects and the locations. • Explain the task. Then play the audio program as many times as needed. Ss complete the exercise. TIP To reduce Ss’ anxiety, point out that they will hear the audio program several times. Also, assure them that they don’t have to understand everything in order to answer correctly. Audio script Emily Where are my sunglasses? Kevin Are they on the table? Emily No. . . . Oh, here they are – in my purse. Now, where’s my ID? Hmm . . . it’s not in my wallet. Where . . . ? Kevin There it is! In front of the clock! Emily Oh, of course! Thanks, Kevin. Let’s see. My headphones. Where are they? Next to the television? No. . . . Kevin Are they behind your purse? Emily No, they aren’t. Oh, they’re on the chair. Great! Now, I just need one more thing: my tablet. . . . Maybe it’s on the table. Kevin No, it’s not. . . . It’s under the table. • Ss go over their answers in pairs. Then go over the answers with the class. Answers 1. sunglasses – in her purse 2. ID – in front of the clock 3. headphones – on the chair 4. tablet – under the table • Option: Ss make statements about Emily’s things from memory (e.g., Emily’s sunglasses are in her purse.) For a new way to practice listening for locations, try Stand Up, Sit Down – download it from the website. Ss stand up and sit down whenever they hear a location (e.g., on the table ). TIP To encourage Ss to develop learning strategies for the Grammar Plus section, hold a class discussion. Ask the class: “When do you do the Selfstudy exercises? What helps you to do them?” Encourage Ss to share information. If helpful, give your own suggestions.

Pair work • Explain the activity and read the list of Kevin’s things. • Focus Ss’ attention on the picture. Review vocabulary, if needed. Then model the example conversation with a S. • Ss complete the activity in pairs. Go around the class and give help as needed. Make sure Ss take turns. TIP To make sure you help all Ss equally during pair and group work, vary your routine. For example, sometimes start at the front of the class; other times start at the back. • To elicit the answers, ask different pairs to ask and answer questions about each thing. If possible, encourage Ss to give alternate answers. Questions and possible answers: Where’s his cell phone? It’s under the chair. Where’s his hairbrush? It’s on the table. Where’s his laptop? It’s on the table/under the magazine. Where’s his umbrella? It’s in the wastebasket. Where are his glasses? They’re on the table/next to the magazine. Where are his keys? They’re next to the umbrella. Where’s his tablet? It’s in front of the television. Where’s his credit card? It’s in front of the clock. • Option: Ss work in pairs. S1 studies the picture for two minutes and then closes the book. S2 looks at the picture and asks where questions (e.g., Where is Kevin’s cell phone? ). S1 answers from memory. Then they change roles.

See the Supplementary Resources chart at the beginning of this unit for additional teaching materials and student activities related to this Cycle and for assessment tools PAIR WORK: Find the Differences : How are the two pictures different? Ask questions to find the differences,