64
Introduction to the unit
How to start
•
Look at the opening illustration and encourage students to
work in pairs and describe to one another the things they
see, for example:
I can see Ben, Amy and Coco. There’s a
dog. I can see a baby on a bicycle with his mother.
•
Ask the students questions about the picture, for example:
Where are they? Can you find Coco? Is it day or night? Are
they in an urban or rural setting? How many cars are there?
Where’s the cat?
•
Explain that Ben, Amy and Coco are in the city. They are
deciding where to go and what to do.
Activities: step-by-step guide
Activity 1
•
Track 13.
Ask the students to listen and find the
different places that Ben and Amy talk about. When they
find the correct place, they can point to it. Play the audio
track again for students to check their answers.
Content objectives
•
Explore places in urban settings.
•
Identify what can be done in different places in the city.
Vocabulary
•
bakery, bank, bread, butcher(‘s), city, chemist(‘s), meat,
medicine, school, street, read, restaurant, park, play
Structures
•
There
are
lots of places and things to do in the city.
•
We
can read
books in the library.
•
You
can buy
bread in the bakery.
•
Where
can
I
buy
medicine?
•
They
sell
meat at the butcher’s.
Resources
•
Tracks 13, 14 & 15
28
1
UNIT
Living in society
1.
13
Look, listen and find the places.
2.
14
Listen again and number the places.
My city
3
29
3.
Match and say.
4.
15
Say the chant.
5.
Act out what you do in these places!
There are lots of places and things to do in a city.
W a ’
t i ?
school
park
bakery
chemist
library
bank
restaurant
butcher
1
5
6
3
4
2
free answer.
a city
