Lesson 1 Places in the community€¦ · a town or city. You want to be near places in the community that are important to you. Write one list with five of these places. Put them

Classroom Materials/ Extra Practice

CD 5Tracks 28–52

Transparencies 10.1–10.9Vocabulary Cards Unit 10

T

MCAUnit 10

WorkbookUnit 10

Interactive PracticeUnit 10

Unit Goals

• Identifyplacesinthecommunity• Askforandgivedirections• UseBetween/Across from• Identifytypesoftransportation• Useasimplestreetmap• Readtrafficsigns• Writeaboutadreamjob

UNIT10 T-162

Places in the community

Where’s the bus stop?10Lesson 1

Getting Started 10 minutes

Books closed.

• Elicitvocabularystudentsmayalreadyknow.Ask:What are some places in your community that you know? Where do you buy your food? Where do you go to see a doctor? Where do your children go to school? What other places are important?

• Repeatstudents’answersfortheclasstorepeat.Writethewordsontheboard.

• Statethelessonobjective:We’re learning the names of places in our community.

Presentation 15 minutes

a Look at the places....

• ShowTransparency10.1orholdupyourbook.Pointtothegroupofpicturesandsay:Places in the community.

• PlayCD5,Track28.Pointtoeachplace.Studentslisten.

• ContinueplayingTrack28.Pointtoeachplaceandhavestudentsrepeat.

Books open.

• PlayTrack28again.Studentslistenandpointtotheplacesintheirbooks.

• ContinueplayingTrack28.Studentspointastheylistenandrepeat.

Expansion: Vocabulary Practice for A

• Formpairs.UsetheVocabularyCardsforpage162.StudentApointstoaplace.StudentBsaystheword.Thenstudentsswitchroles.

B Listen and read...

• PlayCD5,Track29.Studentslistenandread.• ContinueplayingTrack29.Askstudentstolisten

andrepeatastheyread.

Expansion: Writing Practice for B

• Askstudentstowritetheplacesinthewordboxthattheygoto.Havestudentscomparetheirlists.

Classroom Materials/ Extra Practice

CD 5Tracks 28–52

Transparencies 10.1–10.9Vocabulary Cards Unit 10

T

MCAUnit 10

WorkbookUnit 10

Interactive PracticeUnit 10

Future Intro TE_unit10_162–177.i355 355 12/30/08 5:42:42 PM

T-163 UNIT10

Lesson 1 Places in the community


c Listen and look at the map...

• ShowTransparency10.2orhavestudentslookattheirbooks.

• PlayCD5,Track30.Studentslistenandlookatthemap.

• ContinueplayingTrack30.Studentslistenandpointtothestreets.

• Sayeachstreetandpointtoitonthetransparency.

d Listen. Listen and repeat.

• ShowTransparency10.2orhavestudentslookattheirbooks.Coverthedialogorhavestudentscoverthedialogintheirbooks.

• Tellstudentstolistenandfindtheplacesonthemap.PlayCD5,Track31.Checkcomprehension.AskstudentstopointtotheplacesonTransparency10.2orintheirbooks.

• ContinueplayingTrack31.Askstudentstolistenandrepeat.

• NowshowthedialogonTransparency10.2orhavestudentsreadintheirbooks.PlayTrack31again.Studentslistenandreadsilently.

• ContinueplayingTrack31.Studentslistenandrepeat.

Controlled Practice 15 minutes

E PAIRS. Practice the conversation.

• ModeltheconversationinExerciseD.SaythelinesforSpeakerA.HavetheclasssaythelinesofSpeakerBchorally.

• Pairspracticetheconversationtwotimes.Haveeachstudentrole-playSpeakersAandB.

• Askvolunteerstorole-playtheconversationfortheclass.

F PAIRS. Look at the map...

• ShowTransparency10.2.HavestudentssaywheretheATMisonthemap.Ask: Is the ATM on the corner? What are the two streets?

• Studentsmakeanewconversation.Walkaroundandhelpasneeded.

Expansion: Writing Practice for F

• Havestudentswritetheirnewconversation.Thenhavevolunteersrole-playtheirconversation.

Communicative Practice 5 minutes

Show what you know!

GROUPS. Take turns. Ask about...

• Saythesentencesinthespeechbubblesandhavetheclassrepeat.

• Studentschooseaplaceonthemapandtaketurnsaskingandanswering:Is there a ?

• Circulateandassessstudents’abilitytoaskaboutandlocateplacesonthemap.Iftheclassneedsmorepractice,reviewpages162and163.

Critical Thinking Skill: Prioritizing

•Setthecontext.Say:Your group is moving to a town or city. You want to be near places in the community that are important to you. Write one list with five of these places. Put them in order of importance, with the first place being the most important.•Formcross-abilitygroups.Studentscanlookatthevocabularyonpage162andaddotherplacestheyknow.Walkaroundandhelpasneeded.Remindstudentstheyarewritingonelistfortheirgroup.•Tofinishthisactivity,haveavolunteerfromeachgroupwritethegroup’slistontheboard.Comparelists.Doanyhaveasimilarorder?

Interactive Practice Pages 110–111

Extra Practice


UNIT10 T-164

Give directions • Between/Across fromLesson 2


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Ask:There are places in our community that help people. Your school is one. A hospital is another. What are more? GivestudentstheopportunitytoanswerwithoutcorrectingtheirEnglish.


• Statethelessonobjective:We’re learning more places in the community.


a Listen and point to the places...

• ShowTransparency10.3orholdupyourbook.Pointtothegroupofpicturesandsay:Places in the community, places that help people.

• PlayCD5,Track32.Pointtoeachplace.Studentslisten.

• ContinueplayingTrack32.Pointtoeachplaceandhavestudentsrepeat.

Books open.

• PlayTrack32again.Studentslistenandpointtotheplacesintheirbooks.






c PAIRS. Point to a place...

• StudentApointstoaplaceinExerciseA.StudentBsaystheword.Thenstudentsswitchroles.

Expansion: Writing Practice for C

• Formpairs.UsetheVocabularyCardsforpage164.StudentApointstoaplace.StudentBwritestheword.Thenstudentsswitchroles.


Give directions • Between/Across fromLesson 2

T-165 UNIT10


F Look at the map in Exercise D...

• Writeitem1ontheboard.Pointtothewordbetween.AskstudentstosaywhatplacesareoneachsideoftheDMV.Writetheanswerontheboard.Saythesentenceandhavetheclassrepeat.

• Havestudentscompareanswerswithapartner.• Havevolunteerswritetheirsentencesontheboard.

Makeanynecessarycorrections.


Show what you know!

GROUPS. Look at the map...

• Saythesentencesinthespeechbubblesandhavetheclassrepeat.

• Modeltheactivity.Chooseaplaceonthemapandask:Where is the ?Studentsanswer.

• Circulateandassessstudents’abilitytoaskaboutandlocateplacesonthemap.Iftheclassneedsmorepractice,reviewpages164and165.




• Elicitinformationaboutthepicture.TellstudentstoholduptheirYESorNOcardstoanswer.Pointandask:Is this City Hall? Is City Hall between the police station and the DMV? Is City Hall across from the library?

• PlayCD5,Track34.Studentslisten.PausetheCD.Askthecomprehensionquestionsagain.




E Read the sentences.

• UseTransparency10.4orhavestudentslookatthechartintheirbooks.Coverthedialogonthetransparencyorhavestudentscoverthedialogintheirbooks.

• Sayeachsentenceinthechartandhavestudentsreadsilently.Sayeachsentenceagainandhavetheclassrepeat.

• Pointtothefirstsentenceontheleftsideofthechart.Circlebetween.ThenpointtothepolicestationandtheDMVonthemaptoshowthatCityHallisbetweenthem.

• ThenpointtotheparktoshowthatCityHallisacrossfromthepark.Circleacross fromintherightsideofthechart.

• Pointtothesecondsentenceontheleftsideofthechart.Circlebetween.Thenpointtotheparkandthelibraryonthemaptoshowthatthepostofficeisbetweenthem.

• ThenpointtotheDMVtoshowthatpostofficeisacrossfromtheDMV.Circleacross fromintherightsideofthechart.

• ShowTransparency10.4withthedialogorhavestudentslookatthedialoginExerciseDintheirbooks.Askavolunteertounderlinethewordsbetweenandacross from.

Critical Thinking Skill: Constructing

•Havestudentsreviewtheplacesonpages162and164.•Formsmallgroups.Describetheactivity:Studentswillconstructanewtownorsmallcity.Theywilldrawasimplemapshowingplacesstudiedinthisunit.•HavestudentslookatExerciseDanddrawasimilarmap.Tellstudentstomakesureplacesarebetweenandacrossfromotherplaces.•Askstudentstowalkaroundandlookattheirclassmates’maps.Encouragestudentstotalkabouttheplacesontheirmapsusingbetweenandacross from.

Pages 92–93 Pages 112–113

Extra Practice

Interactive Practice


UNIT10 T-166

Types of transportationLesson 3




Expansion: Writing Practice for B

• Havestudentsusewordsfromthewordboxtowritealistofthetypesoftransportationtheyuse.

• Modeltheactivity.Askanabove-levelstudent:Do you walk? Do you drive? Do you carpool?etc.WritetheactivitiesthatthestudentssaysYestoontheboardasthestudent’slist.

• Thenhaveclassmatescomparelists.Askvolunteerstoreadtheirlisttotheclass.


c PAIRS. Point to a picture...

• StudentApointstoapictureinExerciseA.StudentBsaystheword.Thenstudentsswitchroles.

Expansion: Writing Practice for C

• Formpairs.UsetheVocabularyCardsforpage166.StudentApointstoacard.StudentBwritestheword.Thenstudentsswitchroles.


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Ask:How do you get to school? Do you walk? Do you take the bus? GivestudentstheopportunitytoanswerwithoutcorrectingtheirEnglish.


• Statethelessonobjective:We’re learning about different kinds of transportation.


a Look at the types of transportation...

• ShowTransparency10.5orholdupyourbook.Pointtothegroupsofpicturesandsay:Types of transportation.

• PlayCD5,Track35.Pointtoeachpicture.Studentslisten.

• ContinueplayingTrack35.Pointtoeachpictureandhavestudentsrepeat.

Books open.

• PlayTrack35again.Studentslistenandpointtothetypesoftransportationintheirbooks.



Types of transportationLesson 3

T-167 UNIT10




• Elicitinformationaboutthepicture.TellstudentstoholduptheirYESorNOcardstoanswer.Ask:What do you think? Are they at the park? Do the two men know each other? Are they going to work? Are they going to school?






E Practice the conversation.





F Listen and read the story.

• PlayCD5,Track38.Studentslistenandreadthestorysilently.

• Checkcomprehension.Ask:When does Ed go to school? Where is Ed’s school? How does Ed get to school? Writetheanswersontheboard.

• PlayTrack38again.Studentslistenandchecktheanswersontheboard.


G Read the story again...

• Writeitem1ontheboard.Askstudentstoreadthestory.ModelcirclingYes.

• Havestudentscompareanswerswithapartner.• Tocorrectthisexercise,askavolunteertoreadthe

sentences.TellstudentstoholduptheirYESorNOcardstoanswer.


Show what you know!

PAIRS. Ask: How do you get to...

• Writethechartontheboard.Modeltheactivity.Askavolunteerthequestions:How do you get to school? To the supermarket? To the post office?

• Formcross-abilitypairs.Tellstudentstheycanlookatpage166forhelp.

CLASS. Talk about your classmate.

• Saythesentencesinthespeechbubbleandhavetheclassrepeat.

• Havetheclasslookatthechartontheboard.Usethevolunteer’snametowriteexamplesentenceslikethese: [Name] walks to school. He/She walks to the supermarket. He/She takes the subway to the post office.

• Askvolunteerstosaytheirsentencestotheclass.

Critical Thinking Skill: Decision Making

•Setthecontext.Say:What are some things to think about when buying a car? What are the advantages and disadvantages? •Formcross-abilitygroups.Say:Decide if your group wants to buy a car or not. Give your reasons why or why not.•Tofinishthisactivity,haveeachgrouptelltheclassabouttheirdecisionandtheirreasons.


Extra Practice



UNIT10 T-168

Life Skills • Ask for and give directionsLesson 4


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Turnaroundsothatyourbackistotheclass.Thenholdupeachhandandask:Which hand is this? Walkinastraightlineandask:Which direction am I walking in?

• Statethelessonobjective:We’re learning to talk about directions.


a Listen to your teacher say...

• Copythethreedirectionarrowsontheboard(withoutthewords).

• Pointtoonearrowatatime.Studentslisten.Pointandsay: Turn left. Go straight. Turn right.

• Sayandpointtothedirectionarrowsagain.Studentslistenandrepeat.

Books open.

• Sayeachsentence.Havestudentslistenandrepeat.


B Listen. Check (3) the directions you hear.

• Writeitem1ontheboard.Readtheanswerchoicesandhavetheclassrepeat.

• PlayCD5,Track39.PausetheCDafteritem1.Askstudentstoansweranddemonstratecheckingthebox.ContinueplayingTrack39.

• Havestudentscomparetheiranswerswithapartner.PlayTrack39againandhavestudentsconfirmtheiranswers.

c Listen for the directions...

• Havestudentsreadthewordbox.Thenhavestudentsstudythemap.Sayeachstreetandhavestudentspoint.

• Pointoutthereddotandthe“Youarehere”arrowonthemap.Tellstudentsthisisthestartingpointforeachconversationtheyhear.

• Doitem1withtheclass.PlayCD5,Track40.Pausetheaudioandhavestudentsfindtheplace.

• ContinueplayingTrack40.Studentswritethecorrectplacesonthemap.Playtheaudiotwoorthreetimes.

• Havestudentscompareanswerswithapartner.PlayTrack40sothatstudentscanconfirmtheiranswers.


Life Skills • Ask for and give directionsLesson 4

T-169 UNIT10




• Elicitinformationaboutthepicture.TellstudentstoholduptheirYESorNOcardstoanswer.Ask: Is the man pointing? Does the woman need directions? Are they on the street?






E Listen again...

• PlayCD5,Track42.StudentscircleYesorNo.• Toreviewthisexercise,askavolunteertoreadthe

sentences.TellstudentstoholduptheirYESorNOcardstoanswer.

F PAIRS. Practice the conversation.




G PAIRS. Look at the maps...

• TellstudentstolookatthemapforConversation1.Say:Where is the starting point? StudentspointtothereddotonMainStreet.Ask:What street is the police station on? Tellstudentstopointtothepolicestation.

• Formcross-abilitypairstodoConversation1.StudentApointstothereddotandasksthequestion.StudentBpointstothepolicestationandtellsStudentAhowtogetthere.Thenstudentsswitchrolesandrepeattheconversation.

• TellstudentstolookatthemapforConversation2.Say:Where is the starting point? StudentspointtothereddotonBankStreet.Ask:What street is the post office on? Tellstudentstopointtothepostoffice.

• ThesamepairsdoConversation2.StudentApointstothereddotandasksthequestion.StudentBpointstothepostofficeandtellsStudentAhowtogetthere.Thenstudentsswitchrolesandrepeattheconversation.

• Thenaskvolunteerstorole-playoneoftheirnewconversationsfortheclass.

Expansion: Writing Practice for G

• Pairswritetheirnewconversations.


Extra Practice



UNIT10 T-170


Books closed.

• Elicitvocabularystudentsmayalreadyknow.Say:When you walk down the street or drive your car, you can see traffic signs.Ask:What traffic signs do you see?

• GivestudentstheopportunitytoanswerwithoutcorrectingtheirEnglish.

• UsetheVocabularyCardsforpage170.Putthempicture-sideuponadeskortable.Letstudentschooseacardandshowitiftheyneedhelpexplainingtheirideas.


• Statethelessonobjective:We’re learning about traffic signs.

Life Skills • Read traffic signsLesson 5


a Look at the traffic signs...

• ShowTransparency10.8orholdupyourbook.Pointtothegroupofpicturesandsay:Traffic signs.

• PlayCD5,Track43.Pointtoeachtrafficsign.Studentslisten.

• ContinueplayingTrack43.Pointtoeachsignandhavestudentsrepeat.

Books open.

• PlayTrack43again.Studentslistenandpointtothetrafficsignsintheirbooks.


B PAIRS. Point to a sign...

• StudentApointstoasign.StudentBsaysthenameofthesign.Thenstudentsswitchroles.

Future Intro TE_unit10_162–177.i371 371 1/22/09 10:51:21 AM

T-171 UNIT10

Lesson 5 Life Skills • Read traffic signs


c Listen. Write 1, 2, 3, 4, 5, 6...

• Havestudentsstudythesigns.Havevolunteerssaythenamesofthesigns.

• Doitem1withtheclass.PlayCD5,Track44andpauseafteritem1.Studentspointtothecorrectsign(c).

• ContinueplayingTrack44.Studentswritethenumbers.Youmaywanttoplaytheaudiotwoorthreetimes.

d PAIRS. Compare your answers.

• Havestudentscompareanswerswithapartner.Thenwritetheanswersontheboard.

• PlayTrack44againsostudentscanreconfirmtheiranswers.

E Listen for the sign...

• Doitem1withtheclass.PlayCD5,Track45andpauseafteritem1.Askstudentswhattheyheardandhavethemcirclea.

• ContinueplayingTrack45.Studentslistenandcircletheanswers.Youmaywanttoplaytheaudiotwoorthreetimes.

• Writetheanswersontheboard.PlayTrack45againsostudentscanreconfirmtheiranswers.

Interactive Practice Pages 118–119

Extra Practice

Future Intro TE_unit10_162–177.i372 372 1/22/09 10:51:22 AM

UNIT10 T-172


Books closed.

• Elicitstudents’ideas.Asktheclass:How many students work? What do you do? Do you like your job? What kinds of jobs do you want?

• Repeatstudents’answerscorrectlyandhavetheclassrepeat.Writethewordsontheboard.

• Statethelessonobjective:We’re listening to Hong, a cook in a restaurant. Hong is talking about his dream job.


a CLASS. Look at each picture...

• ShowTransparency10.9orholdupyourbook.Pointtoeachpictureandask:What do you see?

• Elicitinformationwithoutcorrectingstudents’answers.Ifstudentshavedifficultyexpressinganidea,trytosayitforthem.

• Writewordsorphrasesontheboardaboutthepictures.

Books open.

B Listen to the story.

• PlayCD5,Track46.PointtoeachpictureonTransparency10.9orhavestudentslookattheirbooks.Studentslisten.

• Checkcomprehension.ShowTransparency10.9orholdupyourbook.Ask:

1. What is the man’s name? What was his job in his country?

2. What’s Hong’s job in the United States? 3. What is Hong’s dream? 4. Why is Hong going to City Hall? 5. Why is Hong going to the bank? 6. What will Hong do soon?

• PlayTrack46again.Askstudentstolistenandlookatthepicturesintheirbooks.

• Checkcomprehension.Askthequestionsaboveagain.Saytheanswersandhavetheclassrepeat.

Hong’s storyLesson 6


T-173 UNIT10

Lesson 6 Hong’s story


c Listen again and read.

• PlayCD5,Track47.Havestudentslistenandreadthestoryintheirbooks.

• Askstudentstoidentifyanywordstheydon’tunderstand.Writethewordsontheboardandencouragestudentstoguessthemeaning.

Expansion: Reading Practice for C

• Formcross-abilitypairs.Studentstaketurnsreadingthestoryoutloud.


d Read the story again...

• Writeitem1ontheboardanddemonstratecirclingNoastheanswer.

• Toreviewanswers,askvolunteerstoreadasentenceandsaytheiranswer.

E GROUPS. Read the questions...

• Modelthediscussion.Askvariousstudentssomequestionsaboutwhattheywanttodoandhowtheywanttolive:What is your dream job? Do you want to be a doctor? A movie star? Do you want to have your own business? Do you want to be your own boss?

• Writeontheboardtherolesforthegroup: Student 1: Read each question out loud.

Student 2: Make sure each student talks. Student 3: Tell the class the group’s answers.

• Walkaroundandencourageeachstudenttoparticipateinthediscussion.

• Tofinishtheactivity,askeachgrouptoshareitsinformation.


G GROUPS. Take turns. Read...

• Formcross-abilitygroups.Encourageabove-levelstudentstohelpastheysharetheirinformation.

MUlTilEVEl inSTRUCTion for F

Pre-level StudentscopyHong’sstoryinExerciseConapieceofpaper.Above-level Studentswritetheirownstoriesonapieceofpaperaboutwhattheywanttodoortheirdreambusiness.ExerciseCisthemodel.

Critical Thinking Skill: Decision Making

•Setthecontext.Say:Hong wants to start his new restaurant in three months. He told his boss that he will leave soon. His boss is unhappy. Hong is a good cook and the boss cannot find another good cook so fast. The boss offers Hong a lot of money if Hong agrees to stay for two more years. After two years he can leave. What do you think Hong should do?•Formcross-abilitygroups.Onestudentwritesthegroup’ssuggestions.•Tofinishtheactivity,askvolunteerstosharetheirgroup’sideas.Writetheideasontheboard.

F Write about your dream job...

• Modelwritingthesentencesontheboard.Useinformationaboutyourselforsomeoneyouknow.

• Walkaroundtheroomandhelpasnecessary.

Pages 98–99 Page 120

Extra Practice



UNIT10 T-174

1 ThE SoUnDS oF a (bank) AnD I (lIbrary)

language note

Thesoundsofa (bank)andi (library)arevowelsounds.Thisaisashortsound.Openyourmouth.Yourtongueisbehindthebottomteeth.Practicethesoundwiththewordbank.Thisiisalongsound.Openyourmouth.Closeyourmouthalittleasthesoundbecomesy.Practicethesoundwiththewordlibrary.

MUlTilEVEl inSTRUCTion for F and G

Pre-level StudentscopythewordsinExercisesAandConapieceofpaper.Haveaclassmatecheckthespelling.Above-level Studentswritefivemorewordswithaandi.Theycanuseanywordstheyknow.Formpairs.Havestudentssharetheirwords.Checkforthechoiceofwordstomakesuretheymatchthesameaandisoundsoftheseexercises.

E Listen. Write a or i...

• Explainthatstudentswillcompleteeachwordwithaori.

• Dothefirsttwoitemswiththeclass.Writeontheboard:1. g s 2. r de. Sayeachword.Haveavolunteercomeupandwritethecorrectletter.

• PlayCD5,Track50.Youmaywanttoplaytheaudiotwotimes.

• Havestudentschecktheiranswerswithapartner.

F DICTATION. PAIRS. Student A...

• Formcross-abilitypairs.• Modeltheactivitywithahigher-levelstudent.Ask

thestudenttosayawordfromExerciseA.Writeitontheboard.Asktheclasstocheckyourspelling.

• Encouragestudentstocheckspellingaftereachword.

G DICTATION. SAME PAIRS. Student B...

• Tellstudentstoswitchroles.StudentBsaysthewordsfromExerciseC.StudentAwritesthewords.

• Ifnecessary,modeltheactivityagainwithawordfromExerciseC.

a Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• IfyouhavedemonstratedtheinformationintheLanguageNote,youcanhavestudentslookinamirrortocheckplacementofmouthsandtongues.Walkaroundandprovidehelpasneeded.

B Listen and repeat.

• PlayCD5,Track48.Studentslistenandrepeattoself-correct.

• Walkaroundandcheckstudents’pronunciationofa.• Playtheaudiotwoorthreetimes.

c Read the words out loud...

• Havestudentsworkindividually.Studentspointtoeachwordandsayitoutloudsoftlytwoorthreetimes.

• IfyouhavedemonstratedtheinformationintheLanguageNote,youcanhavestudentslookinamirrortocheckplacementofmouthsandtongues.Walkaroundandprovidehelpasneeded.

d Listen and repeat.

• PlayCD5,Track49.Studentslistenandrepeattoself-correct.

• Walkaroundandcheckstudents’pronunciationofi.• Playtheaudiotwoorthreetimes.

Show what you know!Review


Show what you know!Review

T-175 UNIT10

2 VoCABUlARy

a Listen. Listen and repeat.

• PlayCD5,Track51.Havestudentslistenandread.• ContinueplayingTrack51.Havestudentslisten

andrepeatchorally.• Checkcomprehension.Sayeachwordinthe

wordbox.Havestudentsgiveadefinitionordrawapictureontheboard.YoucanalsoshowTransparencies10.1and10.3andhavestudentscomeupandpointtotheitems.

B Complete the sentences...

• Formcross-abilitypairs.• Toreviewthisexercise,havepairssaythe

conversations.Makeanynecessarycorrections.

c Write the type of transportation.

• Havestudentsworkindividually.• Havevolunteerswritetheanswersontheboard.• ThenshowTransparency10.5toreviewalltypesof

transportation.

3 SPEAKinG

Your classmate asks...

• Havestudentsreadthesituationandanswerchoicesintheirbooks.

• Say: Circle the answer that completes the dialog.• Havestudentscompareanswerswithaclassmate.• Askavolunteertowritethecorrectansweron

theboard.

CD-RoM Practice

Go to the CD-ROM for more practice.

Ifyourstudentsneedmorepracticewiththevocabulary,grammar,andcompetenciesinUnit10,encouragethemtoreviewtheactivitiesontheCD-ROM.ThisreviewcanalsohelpstudentsprepareforthefinalroleplayonthefollowingExpandpage.

Pages 100–101 Page 121

Extra Practice



Show what you know!expand

UNIT10 T-176

Teaching Tip

Topreparestudentsfortheactivity,reviewdirectionwordsonpages163,165,and168.Usevisualhandsignstohelpstudentsrememberdirections.Demonstrateright,left,andstraight infrontoftheclassusingyourhands.Todemonstraterightandleft,turnaroundsothatyourbackistotheclass.Havetheclassrepeatthemotions.

a Listen. A woman is giving directions.

• Setthecontext.Say:A woman is giving directions. Whatarethedirections?

• PlayCD5,Track52.Havestudentslisten.Writetheanswerontheboard.

• PlayTrack52again.Havestudentschecktheiranswerwiththeanswerontheboard.

B ROLE PLAY. PAIRS.

• Tellstudentstopointtothe“Youarehere”arrowandreddotonthemap.Say:Start here for all directions. Reviewthestreetnamesandtheplacesonthemap.

• Formcross-abilitypairs.• Walkaroundandhelpasneeded.Encourage

studentstopointtotheplacestheyaretalkingabout.Theycanalsousetheirfingertoshowwhichdirectiontheyaremovingin.

• Askvariouspairstoperformoneoftheirconversationsfortheclass.

1 GiVE DiRECTionS To PlACES


Show what you know!expand

T-177 UNIT10

2 READ AnD UnDERSTAnD MAPS

a Look at the map...

• Havestudentspointtothehospital,bank,parkinglot,andpark.Askstudentstosaythestreetnames.

B Read the sentences...

• DrawthemapinExerciseAontheboard.Writetheplacesandtheblanks.

• Havestudentsreadthesentences.• Doitem1withtheclass.Haveavolunteercomeup

totheboardandpointtothebuildingthatisthepolicestation.

• Havestudentsworkindividually.

c PAIRS. Compare answers.

• Havepairscompareanswers.• Toreviewthisexercise,havestudentscomeupand

writethenamesoftheotherplacesonthemapontheboard.

3 ConnECT

For your Team Project...

• GotopageT-xiforthegeneralteachingnotesfortheprojects.


Documents

Lesson 1 Places in the community€¦ · a town or city. You want to be near places in the community that are important to you. Write one list with five of these places. Put them