supported by stronger students, or you can work more closely with them in the following activity. Learning to Know 120 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 6. Take turns to read your directions. Listen and trace the directions on the map. Ask questions to get more details as you listen. Put students into different groups. This time they are going to repeat their directions, while the others in their group listen and mark the route on the map. Tell them to ask each other questions about details when they are not sure about the directions. Monitor and offer praise, corrections, and language input where needed. Put students in pairs. Ask them to discuss the question: How do you imagine the city? Then ask students to work in groups of four and compare what words they used to describe the city. Elicit answers and write them on a mind map on the board. Product: Quick Guide to Get to Places Students will add four more sentences to give directions. Put them in groups and ask them to write directions. Monitor and check if students have written their sentences accurately. You can refer them to the Appendix also to help them check their own work or another group’s. Then ask students to copy their sentences onto a piece of paper. 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 Read the questions to ask details about your partner’s location. How can you answer them? Use your immediate environment as reference. 120
What prepositions do we use to show position? For information about this theme, go to page 120. 120
a What is next to the school? b Should I go/turn le /right at the avenue? c Will I see it on my le /right?
6 Take turns to read your directions.Listen and trace the directions on the map.Ask questions to get more details as you listen.
Reader How do you imagine the city? (pp. 119-120)
a What is next to the
?
b Should I go le /right at the
?
Step 4
Quick Guide to Get to Places
• Write down four sentences to give directions. • Copy the directions onto a piece of paper. Self-evaluation (Answer the question.) • Can I give directions to go to a place from my school?
Tip: If you can’t, go back to Activities 5 and 6.
103 Unit 10
Achievement Write directions to get from one place to another. Teaching Guideline • Verify directions by tracing a route on a map. Development 5. Read the questions to ask details about your partner's location.How can you answer them? Use your immediate environment as reference. Put students into groups of three or four students. Ask students to read the questions. Then ask them to take turns to read their sentences from Activity 4. Tell them to ask each other questions while they listen. You can use a stronger student to model this activity; e.g.: Student: Walk straight for three blocks. You will see a school in front of you. Teacher: What is next to the school? Differentiated Instruction For this activity you can use the Speedometer strategy to assess how confident students are giving directions. You can then regroup students differently so that they are more
Unit 10 • Activity Book p. 103
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