1. What’s your neighborhood like
and How much is it? 3 (
A1.1)
There is / there are –Prepositions of place - Questions how much and how
many – Quantifiers.

2. What’s your neighborhood like?
Are you ready?
1. Match the words and the definitions. Then practice asking the questions with a
partner.
What’s a ……? It’s a place where you ……
1. barber shop………. a. wash and dry clothes
2. laundromat…… b. buy food
3. library…… c. buy cards and paper
4. stationery store….. d. get a haircut
5. travel agency…… e. see a movie or play
6. grocery store…… f. make reservations for a trip
7. theater…… g. borrow books
2. Pair work. Write definitions for these places. Read your definitions to the class.
Clothing store drugstore Internet café
music store post office
3. Listen to the conversation and focus on questions.
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3. Improvise
1. Write questions about these places in the neighborhood map below.
2. Group work. Take turns asking and answering questions about places like these in
your neighborhood
a bookstore a karaoke bar coffee shops a library
dance clubs movie theaters drugstores a music store
a gym a park an Internet café restaurants
A: Is there a good bookstore in your neighborhood?
B: Yes, there’s an excellent one across from the park.
A: Are there any coffee shops?
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4. B: Sorry, I do not know.
Listening in context
1. Listen to Maria tell Paul about Harvard Square. Check the things they talk about
People____ a subway station____ the university____ beautiful
buildings____
office buildings____ old churches____ new stores____ a tea room____
interesting restaurants____ delicious drinks____ a fruit market____
a street musician____ coffee bars____
Writing
1. Write a review of your favorite place in a city or town.
Use there is/isn’t - there are/aren’t to describe the special details.
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5. ___________________________________________________________________________
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Reading
1. Read the article. Then write the number of each paragraph next to its main idea.
………….. The new residents make Astoria a multicultural neighborhood.
………….. People from all over the world are moving to Astoria.
………….. The neighborhood has many good characteristics.
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6. 2. Check ( +) the things you can find in Astoria
….. inexpensive stores …… beautiful beaches ……. many different
cultures
….. big apartments …… great markets ……. interesting old
buildings
….. good schools …… nice restaurants ……. good transportation
How sweet it is!
Are you ready?
bread…… butter…… cake…… candy…… cheese…
chocolate …… coffee…… cookies …… crackers …… fruit…….
Ice cream…… milk……. nuts…. potato chips ……
soda ……
1. Match the photos with the words in the box. Then listen and check your answers.
2. Pair work. Which foods in Exercise 1 are sweet and which are not sweet?
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7. Sweet Not sweet
Listening in Context
1. Do you know what the following word and phrase mean: chocoholic andto have a
sweet tooth?
2. Listen to the interview and check (+) the words from Exercise 1 that you hear.
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3. Listen again. Are the sentences true or false? Write T or F next to each one.
1. Lorraine eats some chocolate almost every day. T
2. Tae –Soon eats a lot of sweet things.
3. Gustavo eats a lot of cookies.
4. Gustavo buys a lot of potatoes chips.
5. Janice prefers salty food.
Improvise
1. Before you speak. Complete the first column with the names of other food and
beverages.
2. Takes turns. Interview each other. Use much, many, or, and a lot of in your questions
and answers.
A: Do you eat chocolate?
B: Yes.
A: How much chocolate do you
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8. eat in a week?
B: A lot – I eat some every day!
Reading
1. Pairs. Do you think sweets foods are healthy or unhealthy for you? Read the article
and compare your answers.
2. Read the article again. Underline the word that makes each sentence true.
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9. 1. A lot of people love sweets /butter.
2. Too many cookies /vegetables are bad for your health.
3. It’s OK to eat one or two cookies /cakes for dessert.
4. It’s good to eat some fruit / chocolate instead of ice cream.
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11. Teacher tips
1. On page 1 and 2, learners are exposed to new vocabulary where definitions are
shown in an interactive way. Learners will work individually and then in pairs
work. Interaction and information gap will be produced in Exercise 1. After
Exercise 3 on page 1, do not forget to teach there is and there are because learners
will use them later.
2. On page 3, listening for a specific purposetakes place. Some conversations are
listened and learners will write some words to complete the text. Some information
is needed so they might be aware of specific words to achieve the task.
3. On page 3, writing needs to be model by the teacher. Describe any city you know
well and then show your students where the previously grammar is applied. It is a
good idea to copy your model on the board so learners might follow the example.
4. On page 4, reading is important because here learners scan first the text in order to
get some information to complete the task. After that, they have already had a
big idea about it so they can start answering the comprehension questions.
5. On page 5, vocabulary about food is introduced in order to teach How much and
How manyin countable and uncountable nouns.Remember to teach them before
you go to page 6.
6. On page 6, task 3 is the last communicative activity. Here, learners are ready to
use the entire language taught like: prepositions, countable and uncountable
nouns, how much and how many and other expressions of quantity.
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