respond to students’ contributions with questions or comments like: Wow, that’s really close/far! How do you get there? Elicit the answers to the questions. 8. Read the dialogue. Circle the places and the points of reference. Underline the directions to get to a place. Ask students to read the dialogue individually (so they focus on reading and understanding rather than pronunciation). Then ask them to work in pairs and circle the places recognize the underlined words that indicate movement. First elicit the places and points of reference, writing them on the board, and then do the same with the underlined words. 9. Practice reading the dialogue together. Then have the conversation using you own words. Put students into pairs and ask them to practice reading the dialogues together. Monitor and correct pronunciation where necessary. If there are recurring errors, drill them with the whole class and ask students to read the dialogue again. Have them use their own words to perform their dialogues. Differentiated Instruction For this activity you can use the Groups Based on Goals strategy if you sense that students need to be challenged more. Ask them to modify the dialogue to create their own version of it. Time to Shine Ask students to describe the most important points of reference where they live. Put students in groups. Ask students to predict what Sarah is going to do. Note down their predictions for the next time you read. Product: Quick Guide to Get to Places Organize the class into small groups, read the first instruction aloud and have them use some of the examples included in this lesson. Once you have checked them all, read the second instruction and monitor while they copy them onto cards. This activity will be your second piece of evidence in this unit; ask students to file it following the procedure of your preference. 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.
6 Why do we use abbreviations? Work together and match the words with their abbreviations.
meter(s)
km
kilometer(s)
mile(s)
mi
foot/feet
m
7 Tell each other how far these places are from your house or school. Is this aspect important when you give directions? Why? 110 nearest supermarket closest park mall cinema
8 Read the dialogue. Circle the places and the points of reference. Underline the directions to get to a place. 120 110 A: Excuse me, where is the art museum? B: It’s about 1 km from here. You can walk to the
How can you give directions to get to a place? For information about this theme, go to page 120. 120
metro station and take the blue line. Get o a er two stops. Then take the Reforma exit. There are lots of food stands outside. Walk two blocks until you get to a fountain and turn right. You will see a big white building in front of you. A: Thanks! Is the metro station this way? B: Yes, just go straight until you see the metro sign.
Reader What do you think she is going to do? (pp. 114-116)
• What are the most important points of reference where you live? Time to Shine!
A: Thanks so much! B: You’re welcome.
9 Practice reading the dialogue together.Then have the conversation using your own words.
Step 2
Quick Guide to Get to Places
• Work in small groups. Write at least ve words or phrases that indicate movement. • Copy the words and phrases onto a piece of paper. Self-evaluation (Answer the question.) • Do I know three phrases to give directions? Tip: If you don’t know the answer, go back to Activities 3, 4, and 8.
99 Unit 10
Achievement Understand directions. Teaching Guidelines • Compare expressions that talk about places and points of reference. • Classify expressions and abbreviations to indicate distance. Development 6. Why do we use abbreviations? Work together and match the words with their abbreviations. Ask students how far their house is from school. You might get different kinds of responses in blocks, kilometers, or even time. Then ask students to match the words to their abbreviations. Ask them if they know the distance to their house in different equivalents. (1,000 m = 1 km = 0.62 mi = 3,280 feet) 7. Tell each other how far these places are from your house or school. Is this aspect important when you give directions? Why? 110 Put students into pairs. Tell students they can choose the unit of measurement to use. You can write the following sentence on the board: The is from my house . Monitor and
Unit 10 • Activity Book p. 99
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