Differentiated Instruction For this activity you can use Speedometer strategy to evaluate how students are finding this activity. This way, you can regroup and provide more support to students who found the vocabulary challenging in the following activity. 8. Complete the directions with places from Activity 7. 110 Ask students to work individually and use some of the words from the previous activity to complete the sentences. Ask students to compare answers in small groups, before asking volunteers to write the words on the board. Make corrections if needed. 9. What other places are important in your town? Work together and make a list. Divide students into pairs. Ask them to make a list of places that are important in their town. Tell them they must be places that most people know and use to give directions (points of reference). Set a time limit. Then ask students to count the words they wrote down. Ask the pair with the least words to read their list. Then ask the pair with the most words to add words the other pair hadn’t said. 10. Work in groups. Answer the questions. Put students into different groups. Ask them to discuss the questions. Make note of other language. If there are recurring errors, go over these on the board after students have completed the discussion. Ask a different person from each group to provide an answer for one of the questions. imagine how she feels alone in the city for the first time. You can also ask students if they have been to a city or used the metro and if they can remember how they felt. Product: Quick Guide to Get to Places In this lesson, ask students to write down five words Ask students to discuss the questions: How do you think Sarah feels? Why? Ask students to or expressions that they might use when giving directions. Monitor and check (make sure the words are relevant to directions) and then ask them to copy their expressions onto strips of paper. This will be your first piece of evidence. Don’t forget to ask students for the strips of paper and keep them safe as they will be used at the end of the unit! Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. If necessary, go back to some of the previous activities so that students understands what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity.
5 How can we give directions? Complete the directions from the dialogue. walk straight turn le /right 6 Discuss the questions together. a When do you ask for directions? b How do you nd new places 7 Complete the names of the places.Then, compare your answers with your partner’s.
ood tand
ank
all uilding
ountain
us top
8 Complete the directions with places from Activity 7. 110 a You will see a water . b Turn le at the bank, a very in front of you. c Walk one more block until you get to the torta . d Turn right there by the bus .
9 What other places are important in your town? Work together and make a list.
Reader How do you think Sarah feels? Why? (pp. 111-113)
10 Work in groups.Answer the questions. a Do you have the same or di erent places on your list? b Which places do you see most o en? c What transport do you use to go to those places?
Step 1 • Write down ve words or phrases from this lesson that you can use when giving directions. • Copy each word or phrase on strips of paper. Self-evaluation (Check the box.) I can give examples of things that we include in directions. Tip: If you can’t, go back to Activities 4 and 5. Quick Guide to Get to Places
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Achievement Explore directions. Teaching Guideline • Expand vocabulary repertoire about places and means of transportation. Development 5. How can we give directions? Complete the directions from the dialogue. The answers provided are from the listening, but there are also other possibilities (go, continue straight / go left). Ask students to spell the words they wrote together as a class to check answers. 6. Discuss the questions together. Regroup students so the pairs form groups of four. Ask them to discuss the two questions. Then ask one student from each group to share their ideas with the rest of the class. 7. Complete the names of the places. Then, compare your answers with your partner's. Divide students into pairs. Ask them to work together to write the missing letters to complete the words. Ask them to compare what they wrote with other pairs before asking the class to shout out the missing letters in each word.
Unit 10 • Activity Book p. 97
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