LEGENDARY Teacher's Guide - Book - Page 302
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Say: Open your Course Books to page 235. Look at #2.
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Review and practice new vocabulary by asking pupils to look at the picture and
circle words they know.
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Elicit as many words as the pupils can remember from the picture, including
but not only the new words. Point to or circle the items on the board as the
pupils say them.
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Words that can be elicited include (but are not limited to): airplane, boat,
train, bus, car, drive, fly, water, world, country, travel, trip, snow, sun, tree,
city, etc.
Ask questions to elicit the words: What do you see?
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Point and ask: What’s the weather? (Elicit the weather/temperature: It is (snowy).
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How can you travel the world? (Point and elicit: You can travel by airplane/boat/bus/etc.)
NOTE
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The teacher can choose to do the activity as a group competition. In small groups, pupils can write as
many words as they know from the picture (pupils should choose a group leader or "secretary"). The
group with the most correct words after a set time wins the competition.
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Say: Open your Course Books to page 236. Look at #3.
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Say: Look at the clocks. Is the time the same in each city? (Elicit: no)
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Point and ask: What time is it in Tel Aviv? (Elicit: It is ten o'clock.)
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If needed, briefly tell pupils that the time is different in different places
around the world. For example, it is morning in New York when it is evening
in Israel (use L1 if needed).
Repeat for each city.
Say: Let's complete the sentences.
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Give pupils a few minutes to do this on their own or with a partner.
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Have volunteers read the sentences to check answers.
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Say: Look at #4.
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Say: Let's read and match the sentences to the pictures. Write the number next to the correct
picture.
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Give pupils a few minutes to do this on their own or with a partner.
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Have volunteers read the sentences to check answers.
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Say: Open your Course Books to page 237. Look at #5.
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Before reading, ask pupils if they recognize this text type.
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Tell pupils that this text type is a train schedule and ticket (use L1 if needed).
Elicit from the pupils what type of information may be on a train schedule
board, for example, the destination cities of the trains, and what time they
UNIT 5 / PART 1
302