& SB Page 18. 4UNit. Module 2

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1 UNIT Getting around SB pages WB pages 12 1 about using public transport and about asking for and giving directions. & SB Page 18 Objectives UNit Getting around Grammar: The imperative Reading Reading about Cairo and the metro Listening Listening to a conversation asking for directions Speaking Asking for and giving directions Writing Writing directions LESSON 1 SB page 18 Outcomes: To talk about the Cairo metro To read about the city of Cairo and answer questions To carry out an internet search about the London metro Before using the book: Brainstorm a list of places where people live and write them on the board, for example, city, town and village. Ask the students where they live and whether they like living there. Ask What do you like about living in the city/a village? Tell the students what you like and dislike about where you live, for example, I like living in the city because there are lots of shops, but it s also crowded and noisy. Ask the students to work in small groups to brainstorm pros and cons of living in cities and villages. Ask the students how they get from one place to another where they live. Write the title of the unit Getting around on the board and tell the students that in the unit they are going to find out more Module Ask and answer 1 What do you know about the Cairo metro? 2 How many people do you think it carries every day? 2 Lesson 1 Read about Cairo and the metro and check your answers Welcome to Cairo! Come to Cairo, the biggest city in Africa. About 9,000,000 people live here, and thousands of tourists visit every day. There are lots of things to see and do. See the Egyptian Museum, one of the most interesting places in Cairo. It is full of amazing things don t miss it! Visit the beautiful buildings in Old Cairo and learn about Egypt s past. Cairo s streets are always busy, but don t worry, there are lots of ways to get around. Catch a bus, go by taxi or travel on the Nile by boat! The metro is the quickest and easiest way to travel round the city. It s cheap and easy. 3 Answer these questions 1 Why do thousands of tourists visit Cairo? 2 What can you do in Old Cairo? 3 Why is the Cairo metro special? What time do the trains stop at night? 5 How many people will the metro carry in 2020? 1 Ask and answer ObjeCtives Grammar The imperative Reading Reading about Cairo and the metro Listening Listening to a conversation asking for directions Speaking Asking for and giving directions Writing Writing directions THE CAIRO METRO: FACTS The Cairo metro is special. It is the first metro system in Africa! The trains run from 5.30 in the morning to at night. The tickets cost one pound each. The metro carries about 3,000,000 passengers every day. It is growing! By 2020, about 5,000,000 people will use it every day! Internet search Find out some facts about the London metro. 1 Draw attention to the Objectives box on page 18, which refers to the objectives of the unit, and explain in Arabic if necessary. 2 Now ask the students to look at the picture in exercise 1 and say what it is (a Cairo metro sign). Then ask them to read the questions. 3 Put the students into groups of three or four to discuss the questions. Do not confirm whether they are correct at this point. Then hold a short class discussion about the Cairo metro. Ask whether they have used the metro in Cairo, or metros in other countries. Do they enjoy travelling this way? Why/why not? What is their preferred mode of transport? 2 Read about Cairo and the metro and check your answers 1 Ask the students what they know about Cairo. This could be about the population, what visitors can see or about daily life in the capital. Ask 39

2 students if they have visited Cairo and what they thought about it. Alternatively, if your students live in Cairo, ask what they like about living in the city. 2 Tell the students that they are going to read about Cairo and about its metro system. Ask them to predict the kind of information they will read about. 3 Ask the students to read the two texts and check if their ideas for exercise 1 were correct. Check the answers orally as a whole class. 1 Students own answers 2 About 3,000,000 (three million) people every day 3 Answer these questions 1 Ask the students to read the questions. Tell them that the information they need is in the text in exercise 2. Remind them that this time they will need to read the text more slowly, but they should not worry about any words they don t know the meaning of at this point. 2 The students read the text and find the answers. 3 When they have finished, ask them to check their answers with a partner before checking them orally as a whole class. Ask the students to read the text again and underline any words they don t know. Tell them to try to guess their meaning, using the context to help them. Then check the meanings of the words as a whole class. : Internet search 1 Ask the students to close their books and tell you what they remember about the Cairo metro. Ask them whether they know of any other famous metro systems, for example, the London Underground or the Moscow Metro. 2 Then ask them to open their books and look at the question in the Internet search box. Tell the students that they are going to do an internet search to see what they can find out about the London metro (known as the Underground or Tube). This can be done in class if there are enough resources, or as homework. 3 Tell the students to search for similar information to that in the Cairo metro facts box. When they have carried out their research, ask the students to report their findings to the rest of the class. What did they find particularly interesting? L E S S O N 2 S B p a g e 1 9 W B p a g e 1 2 Outcomes: To use the imperative for instructions and advice To discuss road signs and their meanings 1 Because there are lots of things to see and do. 2 You can visit the beautiful buildings and learn about Egypt s past. 3 Because it is the first metro system in Africa. They stop at About 5,000,000 (five million) people every day 0

3 & SB Page 19 Lesson 2 1 Underline the words which give instructions or advice 1 Come to Cairo, the biggest city in Africa. 2 See the Egyptian Museum, one of the most interesting places in Cairo. 3 It is full of amazing things don t miss it! Visit the beautiful buildings in Old Cairo and learn about Egypt s past. 5 Cairo s streets are always busy, but don t worry, there are lots of ways to get around. 6 Catch a bus, go by taxi or travel on the Nile by boat! GRAMMAR BOX The imperative Use the imperative to give instructions or advice. It is always the same as the infinitive form of the verb without to: Take, Go, Change, Sit down, Open, etc. Form the negative by adding don t: Don t go, Don t sit down, etc. 2 Complete these sentences with an imperative Buy Don t lose Go Put Wait Walk UNit stand up! Teacher says sit down! Give some instructions without saying Teacher says as well, but if anyone carries out these instructions, they are out of the game. 2 See the Egyptian Museum, one of the most interesting places in Cairo. 3 It is full of amazing things don t miss it! Visit the beautiful buildings in Old Cairo and learn about Egypt s past. 5 Cairo s streets are always busy, but don t worry, there are lots of ways to get around. 6 Catch a bus, go by taxi or travel on the Nile by boat! 3 What do you think these signs mean? Using the Cairo metro Go to the ticket office a ticket your ticket in the machine through the gate for your train your ticket! It means don t walk here! Workbook page 12 1 Underline the words which give instructions or advice 1 Ask the students to look at the picture in exercise 1 and say what it is (the Egyptian Museum). Ask them what they can find there (artefacts and exhibitions). 2 Then ask them to read sentences 1 6 and think about who they are aimed at (tourists or other visitors to Cairo). 3 Ask them to look at the example sentence and elicit why this form of the verb is used (the imperative, for instructions or advice). Tell them they will need to underline other words in the sentences which have the same function. The students copy the sentences into their copybooks and complete the exercise in pairs. Then invite different students to tell you the words which give instructions or advice in each sentence. 5 Now ask them to look at the Grammar box and read the rules for the imperative. 6 Play a quick game of Teacher Says. Give some instructions to the students, such as Teacher says 19 2 Complete these sentences with an imperative 1 Ask the students to look at the picture in exercise 2 and ask them What can you see? (a metro train) Ask the students to tell you what you need to do when you travel by metro, for example, buy a ticket. 2 Then tell them that they are going to complete the instructions for using the Cairo metro by using the imperative forms in the box, as in the example. 3 The students complete the exercise in pairs. Then invite different students to read out the sentences. You could extend the activity by asking whether the rules are the same for travelling by overground train or bus, and asking the students to give new instructions for any differences. 2 Buy 3 Put Walk 5 Wait 6 Don t lose 3 What do you think these signs mean? 1 Ask the students what road signs they know. You could invite different students to draw the signs on the board. 2 Then ask them to look at the signs in exercise 3. Put them into small groups to discuss what they think the signs mean, as in the example in the illustration. 3 Invite different students to say what they think the signs mean, using imperatives. Remind them that they may need to use negative forms. 1

4 Ask the students where else they might find signs giving instructions or advice. Stop. Turn right. Go straight on. Don t walk here. Don t turn left.. WB Page 12 UNIT Getting around 2 Draw their attention to the signs a e at the bottom of the page, the imperative forms in the box and the example answer. 3 The students complete the sentences in pairs. Then invite different students to read out the sentences. 2 a, Turn 3 e, Cross d, cycle 5 c, drink Module 2 1 Choose the correct answer from a, b or c 1 If something is amazing, it is a really good. b your favourite. c far away. 2 How you get around a town is how you a understand it. b travel in it. c like it. 3 A metro is a train system that is usually a under the ground. b over the ground. c old and expensive. A passenger is a person who travels a every day. b without paying. c on a train, bus, etc. Outcomes: L E S S O N 3 S B p a g e 2 0 To ask and answer questions about the metro To listen to a conversation asking for directions and complete a dialogue To talk about using the metro & SB Page 20 2 Complete the sentences and match them to the signs cycle Cross drink Turn use 1 b Don t use a mobile phone. 2 left 3 the road here. Don t here. 5 Don t the water. a b c d e UNit Lesson 3 1 Ask and answer 1 Look at the map. What colours are Lines 1, 2 and 3? 2 At which stations can you change lines? Abbasaya 12 1 Choose the correct answer from a, b or c 1 Ask the students to look at the example and explain that they have to choose the correct definition for the words in italics in the sentences. 2 Ask them to complete the exercise in pairs and then check the answers as a whole class. 2 b 3 a c 2 Complete the sentences and match them to the signs 1 Ask the students to remind you when to use the imperative Listen and complete 1 tourist: Excuse me. Where s the metro station, please? imad: Turn left, then go on. It s on the , opposite the hospital. 2 tourist: Excuse me. How do we get to Ataba on the metro? Magdy: First,..... line one. Then, at Al Shohadaa. Ataba is on line two. tourist: How much are the tickets? Magdy: They re one pound them from the ticket office over there. tourist: Thank you for your Magdy: You re welcome. FUNCTIONS BOX buy change corner each help straight take Turn 3 You are at Opera metro station. How do you get to the following stations? Use the expressions below Excuse me. How do I get to El Geish el Geish on the metro? Using the metro Excuse me. How do I get to on the metro? First, take line Then, change at... is on line Orabi Ghamra Abbasaya First, take line 2 to Ataba. Then 2

5 1 Ask and answer 1 Ask the students to look at the map of the Cairo metro and the two questions in exercise 1. Do a quick revision of the colours in the map by asking the students to point to objects in the classroom and say what colour they are. 2 Ask the students to discuss the questions in pairs. Then ask different students to say what they think. 3 If your students live in Cairo, you could ask them which stops to go to for various landmarks around the city. Alternatively, you could also ask them to find a map of the London Underground on the internet and compare the number of lines and colours. 1 Line 1 is red. Line 2 is orange. Line 3 is green. 2 You can change lines at Sadat, Ataba or Al Shohadaa. 2 Listen and complete 1 Ask the students to look at the pictures in exercise 2. What do they think is happening? Tell the students that the family are asking the men for directions and instructions, and that they are going to listen to some tourists who are also asking for directions and instructions for the metro in Cairo. 2 Ask the students to look at the words in the box and check their meanings. Then ask them to read dialogue 1 and guess where the words go. 3 Play the recording. The students listen for the answers. Repeat the process for the second dialogue. Finally, invite different pairs of students to read out the dialogues. Tapescript 1 Tourist: Excuse me. Where s the metro station, please? Imad: Turn left, then go straight on. It s on the corner, opposite the hospital. 2 Tourist: Excuse me. How do we get to Ataba on the metro? Magdy: First, take line one. Then, change at Al Shohadaa. Ataba is on line two. Tourist: How much are the tickets? Magdy: They re one pound each. Buy them from the ticket office over there. Tourist: Thank you for your help. Magdy: You re welcome. 2 straight 3 corner take 5 change 6 each 7 Buy 8 help 3 You are at Opera metro station. How do you get to the following stations? Use the expressions below 1 Ask the students to look at the Functions box and read the phrases. 2 Then ask them to look at the Cairo metro map in exercise 1 again and to find Opera metro station. Ask a confident student how to get to Ataba station, encouraging him/her to use the phrases in the Functions box. 3 The students take turns asking for and giving instructions for getting to the stations in the box, as in the example in the speech bubbles. Go round and monitor while they are working, helping where necessary. Invite pairs of students to ask for and give directions to the places in the box. You could ask for a few more places, too, so that more students have a chance to answer. 3

6 Example answers: Excuse me. How do I get to El Geish on the metro? First, take line 2. Then, change at Ataba. El Geish is on line 3. Excuse me. How do I get to Orabi on the metro? First, take line 2. Then, change at Sadat. Orabi is on line 1. Excuse me. How do I get to Ghamra on the metro? First, take line 2. Then, change at Al Shohadaa. Ghamra is on line 1. Excuse me. How do I get to Abbasaya on the metro? First, take line 2. Then, change at Ataba. Abbasaya is on line 3. L E S S O N S B p a g e 2 1 W B p a g e 1 3 Outcomes: To understand directions and adverbs and prepositions of place to identify places on a map To ask for and give directions using a map To discuss being polite on public transport & SB Page 21 Lesson 1 Look at the map. Where do Ali and Hala want to go? supermarket hospital 1 Ali: How do I get from the bookshop to.....? basel: Go along West Street. Cross North Street and turn right. It s on the left, between the library and the school. 2 Hala: How do I get from the hospital to.....? Nawal: Cross the road. Go straight on along North Street. It s next to the park, opposite the post office. Cross North Excuse me, Street and turn right. 2 Ask and answer how do I get from It s on the left, next the bus station to the park. from to to the school? bus station bus station market post office school bank supermarket bookshop Thank you. 3 Look at the picture. What problems can you see? Now complete these sentences with an imperative Be Don t Give Say Wait bookshop Wait in a queue for the bus push polite to other passengers..... please and thank you when you buy a ticket your seat to elderly people. West Street clothes shop bus station library North street café market east street park Tools For Life bank school post office Workbook page 13 1 Look at the map. Where do Ali and Hala want to go? 1 Brainstorm a list of places in a town, for example library, school. 2 Then ask the students to look at the photo and map of the town. Tell them that they are going to practise giving directions. 3 Ask two students to read out the first dialogue between Ali and Basel. Then ask them to read it again on their own and use the map to find the missing word. Repeat the process for dialogue 2. Then check the answers as a whole class. Ask the students to find the prepositions of place in the dialogues (along West Street, on the left, between, next to, opposite). Then brainstorm other prepositions of place, for example, near, behind, in front of. 5 Finally, ask the students to find phrases for asking for and giving directions in the dialogues (How do I get from to?, cross the road, turn right, it s (on the left), go straight on, (go) along West Street). UNit 21

7 1 the park 2 the school 2 Ask and answer 1 Ask two students to read out the dialogue shown in the speech bubbles. 2 Ask the class to look at the table, and tell them to work in pairs to create similar dialogues for the rest of the directions. 3 Go round and monitor while they are working, helping where necessary. Then invite different students to ask for and give the directions. If the students need further practice, extend the activity to ask about more places on the map. Now complete these sentences with an imperative 1 Invite the students to make suggestions for avoiding the problems in the picture. Ask them to use the imperative. 2 Then ask the students to look at the imperative forms in the box and the example answer. Ask them to work in pairs to complete the sentences. 3 Ask different students to read out the sentences. Hold a short class discussion about why it is important to behave in a polite way towards others on public transport. 2 Don t 3 Be Say 5 Give Example answers: Excuse me, how do I get from the bus station to the bank? Go straight on along North Street. Turn right at the café. Cross the road. It s on the left, opposite the market. Thank you.. WB Page 13 1 Look at the map and answer the questions 1 What is opposite the supermarket? supermarket clothes the hospital shop 2 What is between the park and the clothes shop? 3 What is next to the school? hospital bus station library café park school post office UNIT Module 2 Excuse me, how do I get from the market to the supermarket? Go straight on along East Street. Cross North Street. Turn left and walk straight on. It s on the right, opposite the hospital. Thank you. Excuse me. How do I get from the post office to the bookshop? Go straight on along North Street. Cross East Street. Turn left at the bus station. Cross West Street. Then turn left. It s on the right. Thank you. 3 Look at the picture. What problems can you see? 1 Ask the students to look at the Tools For Life box. Ask them to look at the picture and ask What s wrong? What problems can you see? Ask how they think the people feel and whether this has happened to them. People are pushing. They are not waiting. Where is the bank? 2 You are at the school. Look at the map and complete the dialogue 1 A: Excuse me, how do I get to the clothes shop? B: 1 Turn right. Go 2 on. It s on the 3, opposite the. 2 A: Excuse me, how do I get to the bookshop? B: 5 the road and turn 6. Go straight on and turn 7 at the bus station. It s on the 8. 3 Read and match to make sentences 1 e Wait in the queue 2 Don t push 3 Don t stand near the train Show your ticket 5 Be polite bookshop market bank a to other passengers. b when it arrives. c when you get on the train. d at the gate. e to buy a ticket. 1 Look at the map and answer the questions 1 Ask the students which phrases they remember for asking for and giving directions. Then quickly review places in a town and prepositions of place Ask them to look at the example and explain 5

8 6 that they need to complete each answer using the map. 3 The students complete the task in pairs. Then check the answers as a whole class. 2 the library 3 the park opposite the market 2 You are at the school. Look at the map and complete the dialogue 1 Ask the students to read through the dialogues and look at the example answer. Explain that they have to complete the dialogues with imperatives and other phrases for giving directions, using the map in exercise 1. 2 The students complete the dialogues in pairs. Go round and monitor while they are working, helping where necessary. 3 Check the answers as a whole class and then invite different pairs of students to read out the dialogues. 2 straight 3 right bus station 5 Cross 6 right 7 left 8 right 3 Read and match to make sentences 1 Ask the students to look at the picture in exercise 3 and say where they think the people are (at a railway station). Ask What are they doing? (queueing to buy tickets) 2 Elicit whether they think the people are being polite and ask what they are doing to be polite. 3 Then ask them to read the sentence halves and match them as in the example. Ask them to check their answers in pairs before checking the answers as a whole class. 2 c 3 b d 5 a REVIEW S B p a g e 2 2 W B p a g e 1 Outcomes: To review and practise the vocabulary and structures of the unit To practise using commas to separate nouns Before using the book: Write Getting around on the board and ask the students what they have learned in this unit. Brainstorm a list of topics, vocabulary and grammar points. Tell the students that they are now going to complete the review section for this unit, to see what they can remember. & SB Page UNit Now you can ask for information and answer politely 1 Match the questions and answers use imperatives 2 Complete these imperatives Come Catch Come don t travel visit worry Review to Cairo, the biggest city in Africa the Egyptian Museum, one of the most interesting places in Cairo. 3 It is full of amazing things..... miss it! Cairo s streets are always busy, but don t....., there are lots of ways to get around a bus, go by taxi or..... on the Nile by boat! use these words 3 Write these words in sentences give directions Complete these directions between Cross left next to opposite straight on 1 b Can I help you? a It s one pound. 2 Where s the station? b Yes, please. 3 How much is it? c You re welcome. Thank you very much. d It s on the corner Cross the road. It s.... the park. park Writing skills We use commas to separate two nouns that describe the same thing: Come to Cairo, the biggest city in Africa. Hussein visited his uncle, a famous writer. amazing change corner gate get around line metro passenger system 2 Go..... school 5 It s.... the school. 1 Match the questions and answers 3 Turn..... bus station market 6 It s.... the bus station and the market. Workbook page 1 1 Elicit phrases for asking for information, for example, when using the metro. 2 Ask the students to look at the questions and answers and tell them that they have to match them, as in the example. 3 Then invite different pairs of students to read out the questions and answers. 2 d 3 a c 2 Complete these imperatives 1 Ask the students to tell you when imperatives are used in English (to give instructions or advice).

9 Ask them how the imperative is formed (the infinitive without to). 2 Tell the students that they have to complete the sentences using the imperative forms in the box. Ask them to do this individually and then check their answers in pairs. 3 Invite different students to read out the sentences. 2 Visit 3 don t worry 5 Catch, travel 3 Write these words in sentences 1 Brainstorm a list of new words that the students remember from the unit. Then ask them to look at the words in the box and elicit their meanings. 2 Ask a more confident student to write a sentence on the board using one of the words. Then ask the students to work in pairs to write sentences using the other words. Go round and monitor while they are working, helping where necessary. 3 Invite different students to read out their sentences. Ask the other students to say whether they are right, correcting them if necessary. Students own answers Complete these directions 1 Ask the students to call out the prepositions of place they have learned. Then ask them to look at the words in the box and the example. 2 Tell the students to complete the directions using the words in the box. 3 The students complete the task in pairs. Then check the answers as a whole class. 2 straight on 3 left opposite 5 next to 6 between Writing skills 1 Ask the students to look at the first sentence in the Writing skills section, and find the comma. Ask them why they think the comma has been included. Point out that there are two nouns in each sentence (Cairo and city, uncle and writer). Explain that the comma is used to separate them, to make the sentence easier to read. 2 Ask the students which words could replace the comma in each sentence (which is, who is). 3 Elicit further example sentences from the students using commas instead of which is and who is, and write them on the board for the rest of the class to check.. WB Page 1 UNIT Module 1 Module Tick the places that are in your city or village bookshop bus station bank farm hospital hotel library market metro museum park post office river school station supermarket 2 Now write sentences about places in your city or village. Remember to use commas In my city, there is a bank, a school and a hotel. 3 Write directions Choose two places that you know in your city or village. Write how to travel from one place to the other. Use some of these phrases: Cross the road. Go straight on. Turn left/right. It s on the left/right. It s next to/opposite It s between and Remember to use commas where necessary. 1 Tick the places that are in your city or village 1 Ask the students to look at the picture and ask whether this city looks like where they live. (The photograph is a view of Cairo.) 2 Then ask them to look at the places and tick the ones that are in their own city or village. 3 Ask different students to report back to the class. Students own answers 2 Now write sentence about places in your city or village. Remember to use commas 1 Ask the students what they remember about using commas in sentences from the Writing skills section on page 20 of the Student s Book. 7

10 2 The students complete the task individually, using the example sentence as a model. Go round and monitor while they are working, helping where necessary. 3 Then ask different students to write their sentences on the board for the rest of the class to check whether commas are used correctly. Students own answers 3 Write directions 1 Ask the students to look at the prompts and think about what they are going to write about. 2 Tell them that they are going to write directions about two places they know in their city or village, using the phrases in the box and commas when needed. 3 They should start their answer in the Workbook and continue in their notebooks if they need more space. Go round and monitor while they are working, helping where necessary. Ask the students to check the work of a partner, looking for correct usage of the phrases and commas. Then invite different students to read out their directions. Students own answers A s s e s s m e n t Speaking task Outcome: to ask for and give directions Use SB page 20, exercises 1 and 3 In pairs, students choose two stations, on different lines, and ask each other for directions from one to the other. Repeat as time permits, with different stations. Reading task Outcome: to read about Cairo and the metro Use SB page 18, exercise 2 text On the board, write these sentences: 1 Cairo is the biggest city in Egypt. 2 Eight thousand people live in Cairo. 3 The buildings in Old Cairo are interesting for visitors. The metro trains run all night. 5 Five million people travel on the metro every day. Students read the text again and write down True or False for each sentence. Writing Task Outcome: to write directions Use SB page 21 exercises 1 and 2. On the board, write the following: school to bookshop supermarket to bank market to bookshop Students write the three sets of directions, using the phrases in exercises 1 and 2. Listening task Outcome: to understand a conversation asking for directions Use the recording for SB page 20, exercises 2 On the board, write the following gapped extract from the recording: Excuse me. Where s the, please? Turn, then go. It s on, opposite the. Play the first part of the recording, pausing so that students can complete the missing words. 8