Lesson
2. Describe the town together. Ask students to work together and describe the town. Encourage them to use There is/There are . More advanced students can describe the locations; e.g.: There is a supermarket next to the bakery . Monitor and ask students questions to further encourage them to speak like: Where is the supermarket? Is it a small or a big town? 3. Read the dialogue. Mark the starting point and destination. Ask students to continue working in pairs. Ask them to read the short dialogue and decide where the person is on the map, and where they want to go. Ask them to mark the two places on the map and then compare their answers with other pairs. 4. Mark your own starting point and destination. Write sentences to explain how to get to the destination. Ask students to work individually and use the model in Activity 3 to now do the same with their own starting point and destination. Monitor and provide language as needed. You can also point students to the Appendix, if they want to look at more useful language for giving directions. Differentiated Instruction For this activity you can use the Mini Lesson strategy to get students to focus on the language used to give directions in the model dialogue. Ask students to underline the directions. ICT Box Promote the development of digital abilities on students by suggesting them to perform this task. Have them focus on using them to foster communication and collaboration among them.
Lesson
1 Look at the map. Check what you see.
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bakery
fire station
airport
bank
church
dentist
hospital
library
mall
park
playground
pool
school
supermarket
police station
ICT Box To listen to a poem about giving directions go to shorturl.at/fqCK7
2 Describe the town together. There is a… / There are…
3 Read the dialogue. Mark the starting point and destination. A: Excuse me, can you tell me how to get to the library?
B: Sure. When you get out of the supermarket, go right. Turn le in the rst street. There will be a park on your le . Go straight for one block and turn right at the mall. The library will be on your le . A: Ok, so le , then straight, and then right?
B: That’s right. A: Thanks a lot!
4 Mark your own starting point and destination.Write sentences to explain how to get to the destination.
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Achievement Write directions to get to one place from another. Teaching Guidelines • Select the starting point and destination. • Write sentences to indicate how to get somewhere. • Ask questions to add necessary details. Development What places have you gone this week? Write on the board: What places have you gone this week? First offer your own personal example; e.g.: I went to the supermarket on Wednesday, and the library on Thursday . Ask students to share ideas in pairs. Regroup pairs so that they form groups of four and share their ideas again. 1. Look at the map. Check what you see. 110 Ask students to work in pairs. Let them work together and look at the map and check the places that are included on the map. After students have finished, check the answers and ask follow up questions to check understanding; e.g.: Is there an airport? What do people do at an airport? Is there a bakery? What do people buy at bakeries?
134 Unit 10 • Activity Book p. 102
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