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Warm Up
zWith students’ books closed, write the title of the unit on the board: Lost and Found. Ask: What do you think this unit will be about? Elicit guesses and opinions without confi rming or denying answers at this point.
zWrite the introductory activities on the board:
1. Tell about the most valuable thing you have ever lost.
2. Tell about the most valuable thing you have ever found.
zArrange students in small groups to discuss them.
As a follow-up, ask a few students to share stories of interest with the class.
1 Listen and Discuss
zHave students open their books to pages 68 and 69. Ask them to preview the pages, looking at the pictures and the titles of the stories. Ask: What is the title of this presentation? (Amazing Lost Treasures) What is the title of the fi rst story? (Moctezuma’s Treasure) Does anyone know who Moctezuma is?
Elicit any previous knowledge students have about Moctezuma. (This emperor is also known by the name Montezuma.)
Unit Goals
zRepeat this procedure with the other two stories.
Ask what the title of each story is and elicit any prior knowledge students have about Tutankhamun’s Treasure and The Amber Room.
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Play the audio as students listen and read along.zPause the recording after each story to ask a few general comprehension questions. For example:
(Moctezuma’s Treasure)
Who was Moctezuma? (an Aztec emperor) What area of the world did he rule? (Mexico and Central America)
Where is his treasure supposed to be?
(near Mexico City) (Tutankhamun’s Treasure)
Who was Tutankhamun? (The king of Egypt) How old was he when he died? (He was in his late teens.)
Who was the fi rst person to fi nd clues regarding Tutankhamun’s tomb? (Theodore M. Davis) (The Amber Room)
What is the Amber Room? (a room made of amber and decorated with jewels)
Who was the room built for? (Tsar Peter the Great of the Russian Empire)
What is its value estimated to be? ($142 million)
zMake sure that students understand important key words in the stories. If students do not know them, allow them to look them up in a dictionary and write down their defi nitions. Elicit the meaning of each of the following words: Aztec, tomb, necropolis, amber, crates, salt mines, shelter.
zAllow students time to read the stories again in preparation for the Quick Check exercises.
Culture Note
Lake Texcoco
Lake Texcoco was a natural lake that existed in the area of present-day Mexico City. The lake caused persistent fl ooding within the city until 1967, when it was completely drained. The draining of the lake caused signifi cant consequences to the area, including water shortages to this day in Mexico City and the formation of desert in the surrounding area.
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Write an essay about something important that you have lost and/or found
Using Where and When in Adjective Clauses Using Whose in
Adjective Clauses
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Teacher’s Guide
6 Lost and Found
69
Quick Check
AzRead aloud the words in the box for students to repeat.
zHave students work individually to complete each sentence with a word from the box, and then compare answers with a partner.
zUsing the context given in the stories and in the exercise, have partners guess at the meaning of the words and write down defi nitions for them. Then allow them to look up the words in an English dictionary and check their guesses.
zTo check answers as a class, call on students to read the completed sentences aloud.
zHave students work with a partner to ask and answer the questions.
zCall on pairs to read aloud the questions and answer them, using their own words. Ask the class to confi rm whether the answers are correct.
Answers
Answers will vary. Sample answers:
1. Because the Aztecs fought Cortés and his men.
2. He drained Lake Texcoco.
3. He was a king of Egypt.
4. It is the best preserved royal tomb ever discovered.
5. The Amber Room took eight years to construct and has been called the eighth wonder of the world.
6. The Amber Room could have been on a passenger ship that was sunk by a Soviet submarine. It could have been buried in salt mines in the Ore Mountains. It might be hidden in a lost underground shelter in Konigsberg, Germany.
2 Pair Work
zHave a student read aloud the directions.
zArrange students in pairs to create their role play. Tell pairs to choose their roles: one will be a reporter and the other will be a character from one of the stories.
zTell students who are playing Moctezuma,
Tutankhamun, and Peter the Great to use what they know from the stories to answer the questions. They can elaborate on what they know and invent additional information to make their answers interesting.
zRemind students that role plays should not be written down. They should be practiced a few times so that students know generally what to say.
zAsk a few pairs to perform their role plays for the class.
Encourage students to use their acting abilities to look and sound like the characters they are playing.
Workbook
Assign page 47 for practice with the vocabulary of the unit.
According to legend, Moctezuma’s treasure was too large to have been moved out of Mexico City. Among other things, it was said to have included two gold collars, a large alligator’s head made of gold, one hundred ounces of gold, birds and other sculptures embedded with precious gems, and wheels of gold and silver in diff erent sizes.
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Teaching Tip
When role-playing in the classroom, students should not write out or try to memorize their dialogue. They simply practice it orally a few times, focusing on key words to help them remember important points to make. It is OK for the role play to be slightly diff erent each time students practice it. This is authentic use of language.
Additional Activity
Write on the board a coded secret message about a treasure. Use a letter code that students can work to decipher. For example:
Sgd sqdzrtqd bzm ad dntmc hm sgd qdc anw.
(The treasure can be found in the red box.)
In this code, each letter represents the letter that comes before it in the alphabet. See who can decipher the message fi rst and fi nd the treasure. (If you use this message, hide small treats for students in a red box somewhere in the classroom.)
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2 Pair Work
Conduct an interview with a partner. One of you will be Moctezuma, Tutankhamun, or Peter the Great, and the other will be a reporter. Discuss the treasure each person is associated with. For example: What did the treasure contain? What do you think happened to the treasure? Will the treasure ever be found? Why or why not?
Quick Check
A. Vocabulary. Complete each sentence with a word from the box.
preserve notorious surrender treasure
invaluable revenge theory
1. We should do whatever we can to ______ our historic monuments.
2. The burglars tried to steal the woman’s jewelry, but she wouldn’t ______ without a fi ght.
3. My ______ is that people search for gold not because they want to get rich, but because it is exciting.
4. The police were fi nally able to catch the ______ bank robbers.
5. The explorers found a ______ worth millions of dollars that had been buried for hundreds of years.
6. Even though Lisa borrowed and lost her favorite earrings, Beth knew it was an accident and so she didn’t try to get ______.
7. The collection of the Egyptian Museum in Cairo is ______.
B. Comprehension. Answer the questions.
1. Why didn’t Cortés escape with Moctezuma’s treasure?
2. What did one of Mexico’s former presidents do in an eff ort to fi nd Moctezuma’s treasure?
3. Who was Tutankhamun?
4. What is so special about King Tutankhamun’s tomb?
5. What is special about the Amber Room?
6. What are three theories about the location of the Amber Room?
During World War II, the Nazis found the invaluable room, tore it down, packed it in hundreds of crates, and took it to a destination that has never been discovered. One theory is that it was loaded onto a passenger ship that was sunk by a Soviet submarine. Another possible destination was the Ore Mountains in Germany, where the Amber Room may have been buried in salt mines. The most popular theory, however, is that the Amber Room was hidden in a lost, underground shelter somewhere in the city of Konigsberg, Germany. The
beautiful room has been called the eighth wonder of the world, and historians estimate that its value today would be around $142 million. The search for the Amber Room continues to this day.
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6 Lost and Found
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