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C - THE MOST ENJOYABLE JOURNEY EVER

Get Ready

MATERIALS NEEDED: Some photos of the fastest animals, cars, the highest buildings, the most beautiful actresses, etc.

Ask students: What is the fastest car in the world? What is the highest building in the world? What is the best film of this month? What is the most beautiful actress in the world? etc. Write on the board; the fastest, the highest, the best, the most beautiful. Support students to make superlative sentences about animals, athletes, cars, etc.

A. Match the landmarks to the countries.Students look at the land marks and match them to the countries. Check the answers with the class.

KEY : 1.b 2.e 3.g 4.a 5.c 6.f 7.d

TEACHER’S TIPThe Taj Mahal is a white Marble Mausoleum located in Agra, India. It was built by Shah Johan in memory of his beloved wife Mumtaz Mahal.The Statue of Liberty: It is a sculpture on Liberty Island in New York Harbour. It is a gift to the U.S.A from the people of France.The Tower of London is a historic castle in central London. It was a symbol of oppression. Formerly it was used as a prison in the 16th and 17th centuries. Now it is one of the most popular tourist attractions.The Sydney Opera House is an art centre. It is an image of great beauty. It is a symbol for not only a city but a whole country and continent.The Eiffel Tower is one of the cultural icons of France. It is the most recognizable structures in the world. It is the tallest building in Paris and the most - visited paid monument in the world. The Sagra De Familia is designed by the Spanish architect Antoni Gaudi. Although incomplete, the church is a UNESCO World Heritage Site.The Colosseum is the greatest amphitheatre of the antiquity. It is considered on architectural and engineering wonder.

B. Which of these landmarks would you like to visit? Why? (GO.SP.2 / CO.S.13)

Students tell which of the wonders they would like to visit by giving reasons. Students check the answers in pairs.

KEY : Ss’ own answers.

With the help of this activity, Ss explain their opinion with reasons and they try to speak fluently.

C. Choose the right option. (CO.R.6)Choose a volunteer to read the questionnaire aloud. Help him / her take care of the punctuation marks while reading. They choose the correct option. Check the answers with the class.

KEY : 1. b 2. b 3. c 4. a 5. Ss’ own answers 6. a

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This activity helps Ss pay attention to punctuation marks while reading.

Watch out for the bears !A. Look at the warning signs below. What do

they mean? Write their meanings under the pictures. (GO.W.12 / GO.R.1)

Students look at the warning signs and discuss where they can see these things.They discuss their meanings and write the meanings under the pictures.

KEY : 1.b 2.a 3.c

This activity enables Ss to distinguish and write the meaning of the signs, symbols and notices.

TEACHER’S NOTES

B. Readthe letterandfind.What is the lowesttemperature in Alaska? (GO.R.11)

Students read the letter quickly and find the lowest temperature in Alaska. Check the answers with the class.

KEY : It is -60 C.

With the help of this activity, Ss distinguish the numerical information while reading.

TEACHER’S TIP Alaska is the largest state in the USA. It is situated in the northwest of the North American Continent with Canada to the east, the Arctic Ocean to the North, and the Pacific Ocean to the west and south.

C. What is the lowest temperature in your country? (GO.SP.8 / CO.S.13)

Ss search the Net for the necessary information and they tell the lowest temperature in their country.

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KEY :Ss’ own answers

SUGGESTED ANSWERThe lowest temperature in Turkey is recorded in Van “-46.2 °C”.

This activity helps Ss give numerical information while speaking fluently.

D. Find these things in the letter.Students read the letter and find the missing information. They check the answers with the class.

KEY : 1. Alaska 2. wild life and the arctic beauty / I don’t have to do the washing up. 3. hungry bears 4. bears

Keep in Mind! Focus students on the “Keep in Mind’’ box. Highlight the use of “superlative adjectives’’ and “have / has to’’.

E. Read the letter again and answer the questions.

Students read the letter again and answer the questions. Check the answers with the class.

KEY : 1. Yes, she has.2. She has to cook.3. Yes, they do.4. Maggie and Thomas.

F. Look at the telephone conversation between Martha and Mr Wildie, the director of the camp. Put the sentences in the right order. (GO.R.10)

Students read the telephone conversation and put the sentences in the right order. Students check the answers in pairs.

KEY : 1. f 2 .a 3. e 4. c 5. b 6.d

This activity helps Ss find the chronological

order of the events in the written text.

G. Work in pairs. Student A is Martha. Student B is Mr Wildie, the director of the camp. Read the conversation in exercise F again and make a similar telephone conversation using the problems below. (GO.SI.2 / CO.S.13)

Students work in pairs. They read the conversation again and make a similar one. They use one of the the given problems.

KEY :Ss’ own answers

This activity enables Ss to make short clear understandable telephone conversation while speaking fluently.

H. Write your dialogues. (GO.W.6 / CO.W.4) Students write their dialogues. They swap papers, check and correct their partner’s mistakes. Highlight the items in “Peer Correction Code” mentioned before.

KEY :Ss’ own answers

With the help of this activity, Ss write short dialogues. They use polite expressions in their writings such as “please, thanks, How can I help you?”.

I. Act them out in the classroom. (GO.SI.10 / CO.S.14) Students act out their friends’ dialogues in the classroom.

With this activity Ss exchange their written dialogues with their friends. They act their friends’ dialogues out. They try to speak within the context.

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Making friends with lemursA. Look at the travel brochure. Guess where

Madagascar is. (GO.R.4) Students look at the brochure and guess where Madagascar is. Students check the answers with the class.

KEY : a

With the help of this activity, Ss are eager to read magazines and newspapers.

B. Search about Madagascar from travel magazines on the Net and share it with your classmates. (GO.SI.9)

Students search information about Madagascar. from different travel magazines on the Net. They share their findings with their classmates.

KEY :Ss’ own answers

This activity helps Ss exchange news from

magazines and newspapers with their friends.

C. Listen to the interview between the travel agent and the DJ. Tick (√) the animals you hear. (GO.L.4)

Students listen to the interview and tick the animals they hear. They check the answers with the class.

KEY : b, c, dThis activity helps Ss identify the simple and clear specific information in recorded material.

RECORDING 2CDJ : Welcome to our programme, Mr Blake. For the travel lovers could you tell us where exactly Madagascar is?Mr Blake: It’s on the east coast of Africa and it’s the fourth largest island in the world.DJ : Well, what’s the best thing about the island?Mr Blake: The best thing is the unique collection of animals and plants. You can’t see the animals and plants there anywhere else on earth.DJ : That’s great. What activities can we do there?MrBlake:Youcangofishing,scubadiving, kite-surfing,snorkelingwithturtles. You can also make friends with lemurs and chamelons.DJ : Cool. Nature lovers will love the island.Mr Blake: Absolutely. It’s the perfect place if you want to make your dreams come true.DJ : Thanks, Mr Blake. Can you say what the travellers have to bring with them to the island?Mr Blake: Oh, they have to take insect repellent especially for the mosquitos. You know many people are suffering from malaria there. Everybody has to be very careful. And the last thing travellers have to take high factor screen with them because they will come face to face with the harshest sun.DJ : Thanks for your participation to my programme. We’ve learned a lot about Madagascar. I’ll go there as soon as possible.

D. Listen again and write True (T), False (F) or Don’t know (DK). (GO.L.2)

Students listen again and write “True”, “False” or

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“DK”. Check the answers with the class.

KEY : 1.T 2.T 3.F 4.DK 5.DK 6.F

This activity enables Ss to understand the general points of the speech given simply and clearly.

E. Imagine you are at a camp with friends in Madagascar. Write five things you haveto do and five things you don’t have to do.(GO.W.11)

Students imagine they are at a camp with their friends in Madagascar. They write five things they have to / don’t have to do. Check the answers with the class.

KEY :Ss’ own answers

With the help of this activity, Ss give examples from everyday aspects of life.

F. Think about one of your holidays. Work in pairs. Ask and answer as in the example. Use the prompts below. Write your answers and share them with your classmates.

(GO.SI.7 / GO.W.10 / CO.W.3) Students work in pairs. They think about one of their holidays. They ask and answer looking at the given dialogue and using the prompts. Then students write their answers. They swap their answers with their partners. They learn about their partners’ holidays.

TEACHER’S TIPRemind Ss punctuation is the system of symbols (.), (,), (!), (-), (?) that we use to seperate sentences and parts of the sentences to make their meaning clear. Each symbol is called “Punctuation Mark”.

KEY :Ss’ own answers

This activity helps Ss express opinions, feelings and desires. They also answer the questions related to familiar topics and use punctuation marks appropriately and accurately.

TEACHER’S NOTES

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AN IMAGINATIVE AND CREATIVE MIND, ATATÜRK!

A. Match the questions to the answers to refresh your knowledge about Atatürk.

Students brainstorm their knowledge about Atatürk.They match the questions to the answers.Check the answers with the class.

KEY : 1.d 2.b 3.f 4.c 5.a 6.e

B. Match the two halves of Atatürk’s quotes.Students match the two halves of Atatürk’s quotes.

KEY : 1.f 2.e 3.a 4.d 5.c 6.b

C. Which one is your favourite quote? Why?Students tell which of the quotes is their favourite giving reasons. Check the answers with the class.

KEY :Ss’ own answers

CHECK YOUR PROGRESSStudents self check themselves as one of the ways of developing independent learners. Observing oneself also promotes critical thinking abilities and allows learners to be aware of their strengths and weaknesses.