The teacher asks students to go through the classroom rules and expectations for the week – Marie Curie is the scientist of the week. The teacher then runs a quick getting-to-know-you activity as follows: 1. Two lies and one truth – students write two lies and one truth so that classmates guess which one is the truth by asking follow-up questions. 2. Personal pizza – students write three favorites on each slice of the pizza (e.g., three favorite songs); students get in groups and exchange information by asking relevant questions. 3. What's on my back – in pairs, students place a paper sheet on their partner's back and write any piece of information on it (second/last name, favorites, etc.); students whose back is being written on need to guess the word. If alloted time is available, students share their findings in an open-class fashion.

The teacher shows students a bunch of pictures depicting places found in the city/town – in groups/pairs, students identify the places and match the names accordingly. Students discuss where they can find these places in their city/town – the teacher monitors around and encourages them to brainstorm and jot the ideas down on their notebooks. The teacher elicits as many ideas as possible for fact-checking and asks students to do the following: 1. Individually, write the name of a famous place in your town. 2. In pairs/groups, ask your partner(s) to tell you what it is (a restaurant, a hospital, a cinema, etc.). Alternative 1: the teacher uses flashcards to introduce the vocabulary accordingly. Alternative 2: the teacher uses a Kahoot to introduce the vocabulary accordingly. Sidenote: the teacher uses as many indefinite pronouns (this, that, these, those) for better insight and unconsciously activates students' schemata.

The teacher shows a picture of the nearest subway station and asks students the following: – How do I get to the subway station from this building? (to be adapted as one sees fit) The teacher elicits as many answers as possible, jotting them down on the board for further reference. Reading for gist – students read a short map guideline of a city and answer the following question: Where is the nearest hospital? Reading for detail – students read the map guideline again and answer the following questions: Where is the supermarket? On what avenue is the subway station? Is the police station in the north of the city? On what avenue are the parks? Where is the school? Highlighting – students zero in on the underlined functional language to talk about prepositions of place and match them with the pictures accordingly: - Picture 1: in front of - Picture 2: next to - Picture 3: behind - Picture 4: on the left of - Picture 5: on the right of - Picture 6: on - Picture 7: at - Picture 8: in The teacher asks students to identify the places on the map guideline picture for further practice.

Students look at the map guideline again and identify the functional language used to talk about directions as follows: 1. Go straight 2. Turn left 3. Turn right 4. Go past 5. Take the first turn to your left/right 6. Go across Students match the phrases with the pictures accordingly as follows: Picture 1 – Go straight Picture 2 – Turn left Picture 3 –Turn right Picture 4 – Go past Picture 5 – Take the first turn to your left/right Picture 6 – Go across The teacher emphasizes that these are fixed expressions and elicit a few examples to visually show students how they are formed and pronounced. Possible marker phrases to be used: 1. – straight. 2. – left. 3. – past. 4. Take the first – to your –. 5. Go –. The teacher chooses two places on the map and asks students to tell them how to get there.

Treasure hunt – the teacher provides students with a few handouts showing different locations in the office. In groups/pairs, students follow the directions in order to find a picture of someone who has been injured. Once back in the classroom, students read the anagram on the picture and try to decode his/her name. Once the names are decoded, the teacher emphasizes these people must go somewhere so that their wounds are treated. The teacher elicits as many places as possible until they get the answer: hospital. Once at the hospital, students need to fill in a health record of the injured – the teacher shows the vocabulary on the board and asks students to categorize it according to the grid below (students are given a handout): Weight: Height: Eye color: Hair color: Age: Hair type: Skin color: Students compare answers and try to describe the person in their picture – disclaimer: photocopies will be provided, so eye, hair, and skin color may as well be assumed by students. The teacher runs a picture dictation based on Albert Einstein and Marie Curie, the latter of whom is the scientist of the week.

Students look at a picture of Marie Curie after the picture dictation to check on their accuracy. The teacher elicits as many pieces of information about Curie as possible and writes them on the board according to the following: - Full name: - Year of birth: - Country of origin: - University: - Discoveries: The teacher shows students a set of important dates in Curie's life – students are then given a bunch of paper strips containing life events and organize them according to the years as follows: 1. 2. 3. 4. 5. 6.