LEGENDARY Teacher's Guide - Book - Page 199
Game
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Say: Let's play a game.
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Play the game to practice the vocabulary. Show the flashcards: airplane, boat, bus, car, train, walk,
drive, fly.
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Mime Game (game #8)
IV.
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Mime an action as if you are in a form of transportation (rowing a boat, driving a car, etc.)
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Say: Where am I? (Elicit the mode of transportation based on the action, then elicit the action.)
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Repeat to practice other actions/vehicles.
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Choose a volunteer pupil(s) to act out one of the transportation words. Elicit the word from the
rest of the pupils.
Lexical Chunks
New
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Say: Open your Course Books to page 150. Look at #1.
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Read the question and responses together with the pupils:
How do you go to school?
I go to school by car.
I walk to school.
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Use the dialogue to teach the new lexical chunk (use L1 if needed to explain the
meaning): How do you go to school? I go to school by bus/train/car, etc.
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Ask: How do you go to school? (Ask several pupils to elicit different responses.)
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Now, ask the pupils: Who goes to school (by car)?
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Have pupils raise their hand. Elicit the sentence as a response, i.e.: I go to school (by car).
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Count together how many pupils come to school (by car).
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Repeat for other modes of transportation – by bus, by train, walk, etc.
NOTE
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As an alternative, the teacher can do a class survey and create a table on the board to describe how
many pupils walk to school, go to school by car, by bus, etc. Pupils can copy the table into their
English Notebooks and conduct the survey by asking their peers how they get to school. Pupils should
use the target language chunk/vocabulary to carry out the survey.
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Say: Look at #2.
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Review the images before doing the activity. Point to the left column and ask: Who do you see?
Where do you think the people work? (Elicit the previously learned vocabulary for people and places
around town.)
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UNIT 3 / PART 3