1) START BY TELLING THE CLASS THAT IN THIS UNIT THEY’RE GOING TO BE LEARNING HOW TO TALK ABOUT EXHIBITIONS, FILMS AND THEATRE, EXPLAIN WHERE PLACES ARE, TALK ABOUT NIGHTS OUT, AND DESCRIBE EVENTS AND PLANS. 2) ASK STUDENTS TO LOOK AT THE PHOTO ON PAGES 86 -87. ASK: WHAT CAN YOU SEE? ELICIT A BRIEF DESCRIPTION OF THE PHOTO, AND INTRODUCE ANY KEY WORDS STUDENTS MIGHT NEED. 3) ORGANISE THE CLASS INTO PAIRS TO DISCUSS THE QUESTIONS. GO ROUND THE ROOM AND CHECK STUDENTS ARE DOING THE TASK AND HELP WITH IDEAS AND VOCABULARY IF NECESSARY. 4) IN FEEDBACK, ASK DIFFERENT PAIRS TO TELL THE CLASS WHAT THEY DISCUSSED. ENCOURAGE DIFFERENT OPINIONS ABOUT THE ART IN THE PICTURE. 5) ONCE YOU HAVE GIVEN FEEDBACK ON CONTENT, LOOK AT GOOD PIECES OF LANGUAGE THAT STUDENTS USED, OR PIECES OF LANGUAGE STUDENTS DIDN’T QUITE USE CORRECTLY DURING THE ACTIVITY. SHOW STUDENTS BETTER WAYS OF SAYING WHAT THEY WERE TRYING TO SAY. TEACHER COULD WRITE SOME USEFUL NEW PHRASES ON THE BOARD WITH GAPS AND ASK THE WHOLE CLASS TO COMPLETE THE SENTENCES.

AIM: TO INTRODUCE AND PRACTICE WORDS TO DESCRIBE EXHIBITIONS, FILM AND THEATER 1. ASK STUDENTS TO DISCUSS THE GROUPS OF WORDS IN PAIRS. IN FEEDBACK, ELICIT ANSWERS, AND PROVIDE EXAMPLES OR USE CHECK QUESTIONS TO CHECK THE MEANING OF ANY WORDS STUDENTS AREN’T SURE OF. DRILL WORDS FOR PRONUNCIATION. 2. ASK STUDENTS TO DISCUSS THEIR EXAMPLES IN PAIRS. IN FEEDBACK, ELICIT POSSIBLE ANSWERS, AND, IF NECESSARY, PROVIDE EXAMPLE ANSWERS (SEE POSSIBLE ANSWERS BELOW, THOUGH THESE ALL HAVE A UK OR Us CULTURAL BIAS). STUDENTS MAY PROVIDE EXAMPLES FROM THEIR OWN CULTURE, PARTICULARLY IN A CLASS WITH A COMMON CULTURAL BACKGROUND. IT IS A GOOD IDEA TO THINK OF OR RESEARCH SOME EXAMPLES YOUR STUDENTS WILL KNOW BEFORE THE LESSON. 3. START BY ASKING THE QUESTIONS AND ELICITING POSSIBLE ANSWERS FROM THE CLASS. THEN ASK STUDENTS TO MATCH THE QUESTIONS TO THE ANSWERS. ELICIT THE FIRST MATCH TO GET STUDENTS STARTED. LET STUDENTS COMPARE THEIR ANSWERS IN PAIRS BEFORE DISCUSSING AS A CLASS. 4, ELICIT OTHER POSSIBLE ANSWERS FROM THE CLASS. OPTIONAL EXTRA ACTIVITY; ASK STUDENTS TO PRACTICE SOME OF THE QUESTIONS AND ANSWERS THEY HAVE MATCHED, OR TO IMPROVISE THEIR OWN CONVERSATIONS. TELL THEM TO COVER THE ANSWERS AND TAKE TURNS TO ASK THE QUESTIONS IN EXERCISE 3 IN PAIRS.

AIM; TO GIVE STUDENTS PRACTICE IN LISTENING FOR SPECIFIC INFORMATION; THE LISTENING PROVIDES A MODEL FOR THE CONVERSATION PRACTICE AT THE END OF THE LESSON LISTENING - 5) GIVE STUDENTS A MOMENT TO READ THROUGH THE SITUATION AND QUESTIONS. ON W/B TEACHER WILL BRIEFLY REVISE THE LANGUAGE IN THE VOCABULARY SECTION ABOVE. • PLAY THE RECORDING. STUDENTS LISTEN AND NOTE ANSWERS. AFTER PLAYING THE RECORDING, ASK STUDENTS TO WORK IN PAIRS TO COMPARE ANSWERS. LISTENING - 6) PLAY THE NEXT PART OF THE RECORDING. STUDENTS LISTEN AND NOTE THE ANSWERS TO THE QUESTIONS. AFTER PLAYING THE RECORDING, ASK STUDENTS TO WORK IN PAIRS AGAIN TO COMPARE ANSWERS. • IN FEEDBACK, ASK DIFFERENT PAIRS TO PROVIDE ANSWERS

AIM; TO INTRODUCE AND PRACTICE EXPLAINING WHERE THINGS ARE WHEN GIVING DIRECTIONS 1. READ THROUGH THE INFORMATION IN THE BOX AS A CLASS. • ORGANISE THE CLASS INTO PAIRS TO COMPLETE THE SENTENCES. ELICIT THE FIRST COMPLETED SENTENCE AS AN EXAMPLE. 2. ASK STUDENTS TO COPY THE SIMPLE MAP FROM PAGE 89.. ASK THEM TO CHOOSE FOUR PLACES (E.G. A POST OFFICE, A CAR PARK, A CINEMA, ETC.) AND DRAW THEM ON THE MAP. AFTER STUDENTS TAKE TURNS TO DESCRIBE WHERE THEY HAVE PUT PLACES. THEIR PARTNER MUST DRAW THEM ON THEIR MAP.

AIM; TO PRACTICE LANGUAGE FROM THE LESSON IN A FREE, COMMUNICATIVE, PERSONALIZED SPEAKING ACTIVITY 1) 12 THIS IS AN OPPORTUNITY TO BRING TOGETHER SEVERAL PARTS OF THE LESSON AND FOR STUDENTS TO PRACTICE RESPONDING TO NEWS IN A ROLE PLAY ACTIVITY 2) ASK STUDENTS TO WORK IN PAIRS TO THINK OF EVENTS TO INVITE PEOPLE TO FIRST. TEACHER WILL ELICIT A FEW EXAMPLES FROM THE CLASS TO GET THEM STARTED. • ONCE STUDENTS HAVE SOME GOOD IDEAS, ASK THEM TO WORK TOGETHER TO ADD DETAIL TO THEIR DESCRIPTION OF THE EVENT. 2) 13 - ONCE STUDENTS HAVE PREPARED THEIR INVITATIONS, MIX THE CLASS SO THAT STUDENTS HAVE A NEW PARTNER. GIVE EACH PAIR FIVE MINUTES’ PREPARATION TIME IN WHICH THEY MUST PRACTICE THEIR CONVERSATIONS USING THE GUIDE. • SELECT DIFFERENT PAIRS TO COME UP TO THE FRONT OF THE CLASS AND ACT OUT THEIR CONVERSATIONS. - TEACHER WILL SET GIST TASKS ON THE BOARD FOR THE REST OF THE CLASS, TO ENCOURAGE THEM TO LISTEN CAREFULLY: WHAT EVENT DO THEY GO TO? WHEN DO THEY GO? LISTEN FOR ERRORS, NEW LANGUAGE OR INTERESTING CONVERSATIONS TO USE IN FEEDBACK.

• IN FEEDBACK AT THE END, LOOK AT GOOD PIECES OF LANGUAGE THAT STUDENTS USED, OR PIECES OF LANGUAGE STUDENTS DIDN’T QUITE USE CORRECTLY DURING THE ACTIVITY. SHOW STUDENTS BETTER WAYS OF SAYING WHAT THEY WERE TRYING TO SAY. THEN TEACHER CAN WRITE SOME USEFUL NEW PHRASES ON THE BOARD WITH GAPS AND ASK THE WHOLE CLASS TO COMPLETE THE SENTENCES.