5.1 Asking about places
in town pages 44-47
5.2 Practice of ‘Where is?’
and the singular definite article pages 44-45
5.3 Practice in understanding simple
directions pages 44-47
For the three classroom activities for Unit 5, the same map can be used in the different
stages.
5.1
|
Objectives |
Asking about places in town. |
Materials
|
Maps – sets of 4 + list of 25 places on right. Master copy. |
1 Revise the use of 
meaning both ‘Excuse me’ and
‘Sorry’ and teach the phrase 
2 Revise the place names from Unit 5, adding more if necessary and relevant to the learners.
3 Distribute maps to everyone and explain that there are four different versions, each showing the location of only four of the places numbered in the list on the right. The set of four maps between them have 16 places out of the 25 on the list numbered.
4 Explain that the aim is to establish which of the places on the list feature on the map.
5 When everyone has had time to check which places they have on their map, they then circulate within their groups of 4, asking each other the question . . .
. . . using all the other places from the list and answering, according to their map:
6 As they find out which 16 places are shown on the map they should tick them off on the list. The activity is over when all 16 are identified.
7 Successful communication of the information can be checked either by a tutor-led class activity or by pairs or the groups of 4 comparing notes by practising the keyphrases:
You can introduce an element of competition into the activity by offering a ‘prize’ for the first group to complete the activity correctly.
5.2
|
Objectives |
Practice of ‘Where is?’ and the singular definite article, and reading and pronunciation practice. |
Materials |
Map as for Activity 5.1 |
1 Prepare by highlighting the rules of gender and use the list of places on the map as a test of finding the correct definite article. Make sure your learners are familiar with the word for 'number', practise pronouncing the street names on the map and teach the phrase:
2 In groups of four and working clockwise, learners take turns in asking questions. A asks B:
If the place is not numbered on B’s map, s/he should reply ‘Sorry, I don’t know’ and then take the next turn, asking C a question. If the place is numbered on B’s map, s/he should say where it is and then ask C a question. This continues until all the places are located.
3 Successful communication can be checked immediately or after the activity by learners asking about each place mentioned.
Again, tutors can introduce an element of competition by seeing which is the first group to complete the number column correctly.
5.3 |
Objectives |
Practice in understanding simple directions. |
Materials |
Map as for 5.1 and 5.2 (choose a location as the
starting place for the directions given). Cards each with directions to one place on the map or (for more confident groups) cards with the name of one place on the map. |
1 Prepare for the activity by giving directions to several places and asking your learners to follow these directions on their map.
2 Using the cards with directions on, ask your learners to circulate and exchange directions to find out which places they are directed to.
Alternatively, using the cards with place names on them, learners, in pairs or individually, work out directions to the place on their card using the book and then circulate, giving and receiving directions to various places on the map
3 Communication can be checked and a preview of Unit 6 given by teaching students
Checkpoint 1 | What is Talk Greek? | Unit 6 activities