23
Now I can ...
understand and write a short story.
23
By name’s Beatrix and I’m from the USA. Four years ago we were on holiday in Ireland. We were staying at a beautiful old hotel.
On the first afternoon, my husband and our two children were playing tennis, but I was having a rest in our room. I ordered some tea from the restaurant. While I was waiting for the tea, I looked out of the window. I saw an old man in the middle of the garden. He was wearing a jacket and a black hat and he was digging.
While I was watching the man, someone knocked at the door.
I opened the door and Daniel, a young waiter, came in with my tea. I looked out of the window again but the old man wasn’t there.
‘The garden’s beautiful,’ I said.
‘How many gardeners have you got here?’
‘Just one,’ said Daniel, ‘But she isn’t here today.’
‘She?’ I said. ‘But I was watching your gardener when you knocked at the door. He was an old man.’
‘No,’ he said. ‘Our gardener’s a young woman. Her name’s Fiona.’
Later, we were going to the restaurant for dinner. We were walking along a corridor. There were some old photographs on the walls. When I saw one of the photographs, I stopped. It was the old man in the garden.
Just then Daniel came out of the restaurant. While he was walking past us, I pointed to the photograph and I said, ‘That’s the old man in the garden.
He was wearing that jacket and hat.’
‘That’s impossible!’ said Daniel.
‘That’s Michael. He was the gardener here, but he died fifty years ago!’
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02 E4L Pre-int 17–32 5P.indd 23 7/8/07 08:12:34
Warm-up
• Write: ghost story, love story, funny story on the board. Check comprehension.
• Find out which of the three story types students like / don’t like reading. Ask them why / why not.
1a • Tell students to cover the text. Ask questions about the pictures, e.g. What is the waiter doing? What is the old man doing? What is the woman looking at?
• Elicit / Teach key vocabulary for each paragraph, e.g.
paragraph 1: Ireland
paragraph 2: have a rest, order, dig paragraph 6: gardener, knock paragraph 8: corridor, wall paragraph 9–10: point, jacket, die.
• Play audio 23.1 for students to read and listen.
• Go through the list of names. Tell students to read the text again and underline the name Beatrix. Ask: Who’s Beatrix?
Elicit: She’s the writer.
• Put students in pairs to complete the exercise, then go through the answers as a class.
Beatrix is the writer / person who wrote the story. Fiona is the gardener at the hotel. Daniel is the waiter at the hotel. Michael was the gardener at the hotel fifty years ago.
b • Tell students to look at the first picture. Ask: Who is in the picture? Elicit: Beatrix and Michael. Repeat with the second picture to elicit Beatrix, Daniel, and Michael.
2a • Write: Where is Beatrix from? on the board. Ask students to read the text again and find the answer. Elicit: the USA.
• Put students in pairs to answer the questions.
• Go through the answers as a class.
1 the USA 2 in Ireland 3 her husband and children 4 playing tennis with the children 5 in the garden 6 digging 7 because Beatrix ordered some tea 8 a photograph of Michael
b • Focus on the two phrases. Tell students to find and underline them in the text. Ask: Who says ‘She’? Elicit:
Beatrix. Ask: Why does Beatrix say ‘She’? Elicit: Because she thinks the gardener is a man.
• Repeat with That’s impossible! to elicit Daniel says ‘That’s impossible!’ because Michael died fifty years ago.
• Read through the Language note.
• Focus on the first example. Ask: What was Beatrix doing before she saw the man? Elicit: She was waiting for her tea.
Repeat with What was Beatrix doing when she saw the man?
to elicit the same answer. Elicit / Point out that we use the past continuous and the past simple together to show that something happened in the middle of another action.
• Look at the second example. Write: I saw the photograph and I stopped. on the board. Ask students to rewrite the sentence with when. Elicit: When I saw the photograph, I stopped. Ask: What happened first? Elicit: Beatrix saw the photograph. Repeat with What happened next? to elicit She stopped. Elicit / Explain that we use the past simple to describe a sequence of events that happened one after another.
3 • Go through the statements.
• Write: While Beatrix (have) a rest, she (decide) to order some tea. on the board. Ask: What was Beatrix doing before she decided to order some tea? Elicit: She was having a rest.
• Repeat with What happened in the middle of her rest?
to elicit She decided to order some tea. Ask students to complete the sentence with the correct form of the verb in brackets to elicit was having, decided.
• Put students in pairs to complete the exercise. Monitor.
• Go through the answers as a class.
1 was having, decided 2 ordered, put 3 was waiting for, saw 4 was watching, arrived 5 were going, saw 6 saw, stopped
4 Writing
• Focus on the questions and use these to ask about the text in exercise 1, e.g. Where did the story happen? When did it happen? What was Beatrix doing in Ireland?
• Tell students they are going to write a story about an unusual event.
• Put students in pairs. Ask them to look at the questions.
Tell them to think about their story and make notes next to each question. Monitor, helping where necessary.
• Nominate pairs of students. Ask: Where did your story happen? Repeat with different students and questions.
• Ask students to look at the text in exercise 1 again. Go through each paragraph to elicit the content e.g.
paragraph 1: Beatrix says who she is, where and when the story happened, and why she was in Ireland.
paragraph 2: She explains what everyone was doing at the beginning of the story and what happened when she was in her room. (Her family were out playing tennis, she was resting and decided to order some tea.)
paragraph 3–7: She explains what happened next. (Daniel arrives with her tea and she talks to him about the hotel gardener.)
paragraph 8–10: She explains what happened later. (She sees a photograph of the man from the garden and finds out that he is dead.)
• Elicit / Explain that each paragraph describes a different part of the story.
• Put students in pairs to write their stories. Monitor.
• Tell students to look at the punctuation in Beatrix’s text.
Elicit when the following are used:
capital letters: at the beginning of a sentence and for names of people and places; full stops: at the end of a sentence;
question marks: at the end of a question; commas: after a clause with ‘when’ or ‘while’; quotation marks: at the beginning and end of speech; exclamation marks: at the end of a sentence to show surprise.
• Tell students to read through their work and check their punctuation.
• Ask pairs of students to read out their stories.
(Alternatively, you could display the stories around the classroom and students can move around and read each other’s stories.)
• Focus students’ attention on the can do statement: Now I can understand and write a short story.
Follow-up
• Put students in two teams to play a game of Whispers (see page 11) with past simple and past continuous sentences, e.g. William was washing windows when Wendy walked in.
What did Susan see while she was standing in the shop? Sam was swimming in the swimming pool when Sandy saw him. Was Wilma wearing a white dress when she went to Washington?
Resource activity pages 196 and 265
teacher’s notes lesson 23 Students read and write about an unusual event and review the past continuous and past simple.
57
EFL PRE_INT TB_44-59.indd 57 4/10/11 09:07:32
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• Put students in pairs to write directions from the school to the post office. Ask one student to read out their directions. Use the map to check they have included all of the necessary information.
• Focus on the example conversation. Nominate two students to act out giving directions to the post office. Encourage them to use gestures and to repeat the directions back to the person giving them to check they have understood properly.
• Put students in pairs. Tell them to make conversations for the (bus) station, nearest cash machine, and cinema.
Monitor.
• Ask pairs of students to read out their conversations. Check language and pronunciation.
6 Your life
• Draw a simple map showing the route from the motorway, or the station, to your house. Use your map to explain how to get to your house, e.g. When you come out of the station, turn left. Go along the road for three kilometres ….
• Tell students to draw a map from the school, or other starting point, to their house and make notes about the journey. Monitor.
• Focus on Mona’s email in exercise 2a. Ask students to use their map and their notes to write an email with directions to their house. Monitor.
• Nominate individual students to read out their descriptions.
Check language and pronunciation.
English in the world
• Elicit / Teach: miles per hour, top speed, Interstate Highway.
• Read through the text as a class.
• Ask questions about the text to check comprehension, e.g. How many kilometres are there in a mile? What’s the top speed limit on a motorway in Britain? What sort of roads can you drive faster on in the USA?
• Ask individual students about their countries, e.g. Do you measure speed in miles per hour? What’s the speed limit in (Germany)? What’s the normal speed limit in (Spanish) towns?
• Put students in pairs to compare speed limits in their countries.
If your students are all the same nationality, do this as a whole class activity.
• Focus students’ attention on the can do statement: Now I can ask for and give directions.
Follow-up
• Put students in teams. On the board write a list of places in the town that students will recognize, e.g. the museum, theatre, town hall, bank. (You could use maps of the town centre, or draw a map on an OHT for this activity.)
• Give directions from the school to different places. The first team to guess the place wins a point.
Resource activity pages 197 and 265 Review and Wordlists Lessons 17–24 Student’s Book pages 87–88
Warm-up
• Write out transport signs on the board but leave a gap for each vowel, e.g. r_ _dw_rks (roadworks), sl_ pp_ry r_ _d (slippery road), sp_ d l_m_t (speed limit).
• Put students in pairs. Give them one minute to write the missing vowels in the correct position.
1 • Focus on the pictures. Play audio 24.1 for students to listen and repeat.
• Drill each item as a class and individually.
• Ask: Are any traffic lights near the school? If students respond yes, elicit the location, e.g. at the end of the road, at the bottom of the hill. Repeat with roundabout and junction.
2a • Read through the first email. Ask questions about the text to check comprehension, e.g. Who wrote the email? Is it a formal email? What does Leo want? Is Leo going to the house alone?
• Elicit / Teach key vocabulary for the second email, e.g.
motorway, kilometre, petrol station.
• Tell students to read the second email. Ask: Who wrote the email? Why did Mona write it?
b • Go through the second email. Check that students understand the different directions, e.g. right / left. Tell them to listen and choose the correct word or phrase. Play audio 24.2 twice.
• Go through the answers as a class. If necessary, play the audio again, pausing after each answer.
1 left 2 along 3 right 4 right 5 corner 6 up 7 top 8 round 9 straight on 10 past 11 under 12 left 13 second 14 at the end
3 • Explain that students have to tell Leo what to do next.
Focus on the example. Say: You’re leaving the motorway.
What do you do next? Tell students to read the first part of Mona’s email again. Elicit: Turn left and go along that road for about a kilometre.
• Put students in pairs and tell them to take it in turns to say what to do next.
• Nominate pairs to say one sentence each.
• Go through the answers as a class.
1 Turn left and go along that road for about a kilometre. 2 At the next traffic lights, turn right. 3 Go round the roundabout and then straight on. 4 After about two hundred metres you go under a bridge. 5 Take the second turning on the left and Mona’s house is at the end of that street.
4 • Focus on the Useful expressions. Tell students to find and underline them in the text.
• Write: Can you tell me ___ to get to your house? on the board. Point to the gap and ask students to supply the missing word. Elicit: how.
• Ask students to complete the expressions, then go through the answers as a class.
• Drill each expression as a class, then individually.
how, directions, for, for, on, After, the
5 • Go through the list of places. Draw a simple map of the town where your school is on the board. Mark the school and some of the local buildings / features on the map, including the post office, (bus) station, nearest cash machine, and cinema.
teacher’s notes lesson 24 Students review and practise asking for and giving directions.
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Student’s Book p.24