Language goal

In this unit students learn to ask for and give directions inside a building and talk about favorites.

New language

Where is the pop music? Go upstairs and turn right.

It's next to the Jazz.

Where is the Jazz? Go straight. It's between the pop and the country.

Where are the dance CDs? Go upstairs and turn left.

They're behind the country CDs.

Names of musical styles such as classical, dunce, jazz,pop, country.

Section A

Additional materials to bring to class:

blindfold

samples of various kinds of music mentioned in this unit.

Ask twelve students to come to the from of the room and stand in four rows, leaving a few feet between students.Stand in front of this group. Ask and answer questions about where each student is standing. Where is (Lin Li)? He's between (Cao Xin and Zhang Li). Where is (Sun Bei)?She's behind (Lin Li).

Then cover a student's eyes and lead the student around the room by the arm. Give directions using the words go straight ahead, turn left, and turn right and then help him or her to follow the directions you used.

la This activity introduces the key vocabulary.

Focus attention on the picture. Ask students to tell what they see. Guide students to understand that the picture shows different types of music. Name the musical types and ask -students to repeat- Ask students to name a singer, song or composer for each musical type.

Examples: Yo-Yo Ma is a classical musician. Janet Jackson is a dance singer. Celinc Dion is a pop singer. Garth Brooks is a country musician. Kenny G is a jaz2 musician.

Point out the numbered list of words. Say each one and ask students to repeal.

Then ask students to match each picture with one of the words. Say, Write the letter of each picture next to the wonts on the left. Point out the sample answer.

Check the answers,

1 b This activity gives students practice in understanding the target language in spoken conversation,

Draw a set of stairs on the board. At the top of the stairs,write jazz in a box on the left and classical in a box at the right. Write dance in a box at the left below the stairs.

Point to the three conversations. Read the first conversation with a student. Then read it a second time as you use your fingers to "walk" up the stairs and turn left to the Jazz section. Ask various students to read the other conversations. Use your fingers to walk to each section mentioned.

Play the recording the first time. Students only listen.

Play the recording a second time. This time, ask students to listen to the recording and write the number of each conversation in the correct box. Point out the sample answer.

Correct the answers,

1 c This activity provides guided oral practice using the target language.

Point to the conversations in Ib and ask a student to read them with you. Then ask two students to read them to the class. You may wish to point to the picture showing the types of music mentioned as the students read the conversations.

Say, Now please have conversations like the ones in the picture. Ask and answer questions about where to find all five kinds of music.

If students need additional help getting started, ask Where's the (classical music)? and practice the conversation with one student at a time.

Ask students to work in pairs. After they practice fur a few minutes, ask some pairs to present their conversations to the class.

For extra practice, use the stairs you drew on the board earlier. Erase the words you wrote before and write in the words country and pop to the left of the stairs, dance straight ahead of the stairs and jazz and classical to the right of the stairs. Students use this map to have more conversations.

2a This activity introduces the key vocabulary.

Ask four students to come to the front of the room.Arrange the students so that one is in the middle and the others are to the left of, to the right of, and behind the first student. Then describe the location of the students using the words behind, next to, between, and in front of. For example, Li Peng is behind Zhou Wen, Cao Ying is next to Zhou Wen, Zhou Wen is between Cao Ying and Gong Zheng, and Zhou Wen is in front of Li Peng.

Point to the four pictures of alphabet blocks. Ask students [o tell what they sec in each picture.

Point lo the letter under each group of alphabet blocks. Ask students to match each numbered sentence with one of the pictures. Say, Write the letter of each picture next to the correct sentence.

Check the answers.

2b This activity provides listening practice using the target language.

Call attention to the picture showing the music sections inside a music store.

Say, Now you are going to hear some conversations.People are asking the clerk/or different kinds of CDs. Listen to the conversations and write on the map where each music section is in the store. Point out the sample answers.

Play the recording the first time. Students only listen.

Play the recording again. Students label the map of the CD store.

Check the answers.

2c This activity provides guided oral practice using the target language.

Call attention to the sample conversation in speech bubbles. Read it with a student.

Ask students to work in pairs. Have each student practice both roles.

3 "this activity provides oral and written practice using the target language.

Call attention to the example in speech bubbles and ask a student to read the questions to the class. Say,In this activity you will ask each other questions about favorite types of music and favorite musical groups.

Ask students to work in pairs. Ask Student A in each pair to look at the chart on page 33, Ask Student B to look at the chart on page 84. Remind students not to look at their partner's page.

Say the first question and answer exchange with a student. Pretend you are Student A and work with a partner. Say, Ask me about Bob's favorite kind of music. If necessary, supply the question: What's Bob's favorite kind of music? Point out the sample answer in the first column,classical. Say, He likes classical music.

Then ask your partner, What's Bob's favorite group or singer? Have Student B look at the answer on page 84 and say it to the class. Show students that you are writing it in the blank in the first row under "Favorite group or singer,"

Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs.

Go over the answers.

4. This activity provides oral and written practice using the target language and asks for original student input.

Call attention to the conversation in the speech bubbles. Read it aloud with a student.

Say, Ask questions like these to fill in the chart.Ask the people inyour group what their favorite kind of music is and who their favorite group or singer is. Enter the information on the chart.

Divide the class into small groups and set a time limit often minutes. Ask all the students to begin asking each other questions.

At the end of ten minutes, get feedback by asking students to describe the musical tastes of the other students in their groups.

Section B

New language

Words that say how good or bad something is: amazing,terrible, awful, great, OK, fantastic, not bad, cool, etc.

Additional materials to bring to class

blindfold

1 a This activity introduces the key vocabulary.

Focus attention on the three faces. Ask students what they think each one means. Guide students to understand thai the smiley face means,"! like it," The middle face with no smile means,"! don't like it or dislike it," The frowny face means,"! don't like it."

Then call attention to the list of words. Say each one and ask students to repeat. After they repeat each word,talk about what it means and use it in a sentence. Use your tone of voice and facial expression to emphasize the meaning of each term. For positive words, smile and use a warm tone of voice. For negative words, frown slightly- wrinkle your nose and use a cool tone of voice. For example:

"Amazing" means very, very good.

The Beatles were an amazing musical group.

"Terrible "means wry, very bad.

I think country music is terrible. I never listen to it.

"Awful" means very bad.

It means the same thing as terrible.

Then ask students to draw the correct face on the line next to each word. Say, Draw one of these faces next to each word. Point out the sample answer.

Check the answers.

1 b This activity provides oral practice using the target language.

Ask each student to make a list of three singers or musical groups. They can choose from classical, jazz,dance or any other type of music.

Then ask each student to work with a partner. The two students name musical groups and write down the words their partners use to describe the groups.

Ask each pair to share their lists with another pair.

2a This activity provides listening practice with the target language.

Call attention to the chart and the pictures of the four students. Say, You will hear a recording of these four people. They're talking about their favorite kinds of music. Write the name of each person's favorite kind of music in the blank under their photo and next to

"Favorite kind of music."

Play the recording the first time. Students only listen.

Play the recording a second time. This time students write the name of each type of music underneath the correct picture.

2b This activity provides Listening practice with the target language.

Point to the chart again. Say, / will play the tape again.This time, write on the chart their favorite groups or singers and what they say about them.

Play the tape again. Students write the favorite group or singer and the description words in the chart.

Play the tape a third time so students can complete any answers they missed or check their own work,

Check the answers.

2c This activity provides guided oral practice using the target language,

Point out the conversation in the speech bubbles.Say, Work with a partner. One of you is Mike and the other is Judy. Have a conversation about music, using the information from activity 2b.

As students work, move around the room monitoring their| work and offering assistance as needed.

3a This activity provides practice reading the target language.

Point out the two store directories. Ask students to read the information in each one. Ask, What section does the first directory talk about.' (the pop music section)What section dot's the second directory talk about? (the country music section)

Say, Now please draw a map of the store. Demonstrate what the students' maps might look like by drawing the first part of the map on the board. Start with a circle and label it "You are here." Then read the first set of instructions through the words "Go straight" and draw an arrow straight up. Read the words, "Turn left at the classical music." Draw a box and label it "Classical music." Then continue your first arrow around this box to the left.

Have students who wish to work alone to go ahead with tIheir maps. Ask other students to work in pairs or small groups. They can read the lines in each directory and work together to draw a single map. Move around the room, providing support as needed.

Ask the first student or group finished to put the map on the board. When everyone is done, check the accuracy of the map by reading the instructions on screen one as you "walk" your fingers through the map. Make any necessary corrections. Then ask a student to read the instructions from screen two and walk their fingers through the map.

3b This activity provides writing practice using the target language.

Call attention to the map of the music store in the book. Point to each section of the store and ask students to read ali the labels on the drawing.

Read the directions for finding the classical music section. Each time you come to a blank, say the word blank.

Ask students to fill In the missing words by themselves. Suggest that they use their finger Cor a pencil) to trace the path to the classical music section.

As students work, move around the room monitoring progress and answering any questions they may have.

Ask students to check each other's work.

Check the answers.

3c This activity provides guided writing practice using the target language.

Call attention to the map of the music store in the book. Point to each section of the store and review the labels on the drawing.

Point to the directions students wrote for finding the classical music section. Say, Now please write directions to the jazz section. You can use the same kind of sentences.

Say, Use yourfinger or a pencil to trace the way to the jazz section. Then write the directions to the jazz section.

As students work, move around the room monitoring progress and answering any questions they may have.

Check the answers.

Ask students to write directions to the other sections in the music store.

4 This activity provides speaking and writing practice using the target language.

Divide the class into small groups. Ask them to design their own floor plan of a department store as in activity 3b. The floor plan can be more than one floor if there is enough time. Ask the groups to write store directories for the information desk in their stores.

As students work, walk around the class oftering help where necessary.

Divide the students Into new pairs and have them read their store directories to each other. One student reads and the other student draws the floor plan of the store.