Lesson
2. Listen and repeat the phrases you can use to ask for directions. 37 Allow students to listen to track 37 and check their answers. Go over the answers as a class. Then play track 37 again, allowing them to repeat each phrase. Try to listen and identify any mispronunciations. If there are any, write the words on the board and ask students to repeat those words again. 3. Write down three places. Practice interrupting and asking politely for directions. First ask students to work individually and write three places that they want directions to. Then group students into groups of four or five. Tell them to work together and interrupt each other to politely ask for directions. Remind them that they can use the phrases from Activity 1 to help them. Learning to Learn 120 Remind students that they can look at the Appendix to help them use polite language when asking directions. 4. Look at the map. Read the descriptions and decide together where each person (A-C) is on the map. Put students into pairs. Ask them to look at the map. Then ask them to read the three different descriptions and write the letter of each description on the map. If students are not very familiar with cardinal points, draw and write them on the board. Monitor and provide help where needed. Draw the nine blocks on the board and ask volunteers to write the letters in the correct places.
Lesson
1 Work together and match the phrases used to ask for or give directions that mean the same. 110
Excuse me… Can you tell me how to get to the train station? Go straight on for four blocks. You’ll see it on the le /right. Turn right/le .
Continue straight for four blocks. Go right/le . It’s on the le /right. Sorry to interrupt … Do you know the way to the train station?
What phrases can we use to be polite? For information about this theme, go to page 120. 120
2 Listen and repeat the phrases you can use to ask for directions. 37 3 Write down three places. Practice interrupting and asking politely for directions. 120
4 Look at the map. Read the descriptions and decide together where each person (A-C) is on the map. A I am in the north. There is a swimming pool next to me. I am in the park. The closest mall is two blocks away. B I am in the south. I am between the football stadium and the police station. The hospital is in front of me. C I am in the west. There is a hospital in front of me and a school next to me.
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Achievement Give directions. Teaching Guidelines • Ask for others’ attention assertively and politely to ask for directions. • Improve pronunciation of widely used words and expressions. Development Which new place would you like to visit? How would you ask for directions? Ask students to work in pairs and answer the two questions. Monitor and write new language on the board that students can use to complete this task. Then regroup students so that they now work in groups of four. Ask them to share their ideas again. 1. Work together and match the phrases used to ask for and give directions that mean the same. 110 Put students into pairs again. Ask them to work together to match the phrases with a similar meaning. Differentiated Instruction For this activity you can use the First of Five strategy to allow different and shy students to participate when asking for answers.
132 Unit 10 • Activity Book p. 100
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