Sequencing words

4.1 Go over the Language fo cu s box w ith the class.

Have students look back at Felicity’s email on page 54 and underline the sentences that are joined w ith and and then. (From Heathrow Airport, take the London Underground Piccadilly line to Leicester Square station and change to the Northern Line;Turn into Park Hill Road, then walk f o r about one minute.)

Have students work alone to combine the sentences.

Note that they cannot change the order o f the sentences. Check answers by calling on volunteers to read them aloud or w rite them on the board.

a Go to the bus stop and take any bus to King’s Cross station.

Go to the bus stop,then take any bus to King’s Cross station,

b Take the District Line to W estminster station and change to the Jubilee Line.

Take the District Line to Westminster station, then change totheJub ilee Line,

c Go to Hammersmith station and go out of the east exit.

Go to Hammersmith station, then go out of the east exit.

d Cross the road and catch a number 6 bus.

Cross the road, then catch a number 6 bus.

Answers

4.2 Go over the Language focu s box with the class.

Point out that they w ill need to add the subject you to the first clause. Point out also that when students begin a combined sentence with when, they will need a comma after the first clause. Have students look back at Felicity’s email on page 54 and underline the sentence that is joined with when. (W henyou leave Belsize Park station, turn left and go straight )

Have students work alone to combine the sentences.

Check answers by calling on volunteers to read them aloud or write them on the board.

Answers

a When you reach the bank, turn right, b When you see the post office, w ait outside, c When you get to the traffic light, go straight, d When you get off the bus, cross the road.

4.3 Have students work alone to complete the

sentences. Have them compare answers with a partner by reading the completed sentences aloud in turn. Go over answers with the whole class.

Answers

a When b then c and d When e and f then

O P T I O N A L A C T I V I T Y

Giving directions

Choose cities that are interesting or relevant to your students or askthe class to brainstorm a list. Find maps from those cities from friends or the Internet. You could

also assign students to find maps on the Internet as homework.The activity w ill work even if some students don't do their homework, but you should have a few back-up maps as well.

Have students work in pairs with one map at a time.

Have them mark a “you are here” point on the map and several destinations. Students should work together to w rite directions; both should contribute to working out the directions, but should take turns writing.

Working with different cities will probably bring up different vocabulary questions. If students need to know something, they should raise their hands and have you come over to help them . Make a note of the new vocabulary. When the activity is o verw rite the new words on the board and go over them with the whole class, demonstrating with the maps, if necessary.

5 Writing task 1

Give students tim e to trace a route on the map, and then have them write their directions. Ask them to w rite a complete email, with salutation, a few lines of

"small talk", a closing, and a signature.They can write the email by hand, use a word processor, or email it to them selves,a classm ate,oryou.

6 Writing task 2

Have students draw their maps first. After they have decided on a route, have them write their email with directions. Finally, have them prepare a cover sheet for the fax.Then have students work in pairs and exchange emails and faxes.They should imagine that they are going to visit their partner and ask themselves the following questions: Did I get enough information? Can I fo llo w the directions? Is there anything else I need to

know? If they have any questions (e.g., How much is the train fare?), have them write a follow-up email to their partner.

O P T I O N A L A C T I V I T Y

Finding your way around

Use photocopiable page I, page 82.

Give every student a copy of the map. Have one student use point A as a starting point and the other use point B. Each student writes directions from the starting point to several different points of interest. Make sure students do not give the name of the destination in

their directions.Then have students hand their paperto their partner or read their directions aloud.Their

partner figures out w h at the destination is. If the partner cannot work out the destination, the pair should go back and trace out the route one direction at a tim e to see where the problem w as. Circulate while students are working to help out.

Variation

For higher-level classes, have each student w rite their d irectio nsasa chaim from point A to the first

destination; from the first destination to a second destination;from the second destination to a third destination.lt will take more tim e to unravel a mistake w ith this method!