Lesson
class, discuss what was different between your initial answers and what is described in the story. 2. Read and listen again. Number the pictures in the order they are mentioned. 17 108 Ask students to look at the pictures. Ask students if they know what the things in the pictures are called. It might be useful to elicit the words and write them on the board (poutine, moose, city, waterfall, maple syrup). Ask students to listen again and number the pictures in the order they hear them. Then elicit answers from the whole class. Differentiated Instruction For this activity you can use the Choral Response to allow all students to respond when eliciting answers. 3. Work together and check the meaning of words you don’t know. Use your dictionary, or ask a classmate or your teacher. This activity will help students to use a variety of resources to deal with uncertainty about meaning. Remind students that there are different ways to check the meaning of new words. Ask them if they can name a few. If they can’t remember, direct them to p. 115. Ask students to scan the text and circle words they are unsure about. Ask them to use more than one strategy to check the meaning. Monitor and help provide definitions. You can then ask students what new words they learned and write them on the board. 4. Read the sentences. Are they correct? What is missing? Rewrite them correctly. 115 In this activity, students will write descriptive and comparative sentences following a model. Ask students to look at the model sentence and underline the structure that is used to compare two things. Elicit that we can use verb + adjective + er + than to make comparisons. Write another simple comparison together as a class; e.g.: Belize is smaller than Mexico . Ask students to share and compare their answers with another pair, before asking volunteers to write the sentences on the board. Learning to Know 115 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed.
Lesson
1 How do you imagine Canada? Tell each other.Then read and listen.Was anything different to your answer? 16
2 Read and listen again. Number the pictures in the order they are mentioned.
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Last December, my family and I went to Toronto. It’s in Canada, and it is a big city by Lake Ontario. The lake is so big you cannot see the other side; it looks like the ocean! And it was so cold, so much colder than Mexico! It snowed every day we were there, and there were very large pieces of ice on the lake and in the streets. We really couldn’t stay outside for very long, but we didn’t have to. In the city center, you can walk through underground tunnels that are connected to public transport. One thing I really enjoyed about Toronto was the breakfast. When you go to a restaurant and order pancakes, they serve it with real maple syrup, which tastes better than what I’m used to! I also got to watch a hockey game at a stadium, which was a lot of fun. We got to eat poutine , which is basically French fries, cheese, and gravy (a meaty sauce). It’s wonderful in the winter; it makes you feel warmer. We rented a car and went to Niagara Falls. It was beautiful, and so much taller and noisier than I imagined. We couldn’t stay for long because it was freezing, but it was a nice drive. Everything was white. Even the trees were covered with snow. On the way back to the city, we stopped the car because we thought there was something standing under some trees next to the road. It was a giant moose, and, oh boy, was it big! It was much larger than any cow or horse I’ve ever seen!
3 Work together and check the meaning of words you don’t know. Use your dictionary, or ask a classmate or your teacher.
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How does the adjective change to compare things? For information about this theme, go to page 115.
4 Read the sentences.Are they correct? What is missing? Rewrite them correctly. 115
Lake Ontario is larger than Lake Chapala.
Lake Ontario is large than Lake Chapala. a Toronto is small than Mexico. b Piedra Volada is tall than Niagara Falls. c Salsa is spicy than gravy.
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Achievement Write sentences with descriptions or comparisons. Teaching Guidelines • Write descriptive and comparative sentences following a model. • Use a variety of resources to deal with uncertainty about meaning. Development How is your country different to some English speaking countries? Write on the board: How is your country different to some English speaking countries? Ask students to work in pairs. First get them to make a list of countries where people speak English. Then ask them to discuss similarities and differences between their country and the countries on their list. Then ask students to form groups of four and share their ideas again. 1. How do you imagine Canada? Tell each other. Then read and listen. Was anything different to your answer? 16 Ask students if Canada was one of the countries on their list. Ask students to work in pairs and share what they know about Canada. Elicit some answers. Then ask students to read the story and listen. As a
74 Unit 5 • Activity Book p. 52
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