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Teacher’s notesExam Roundup – Unit 2

Type of activity: individual work/pair and group workFocus: vocabulary connected with festivals and celebrations, skills: reading (matching), writing (e-mail)New vocabulary: fl oat, grandstand, march, dead end, tow away, speed limit, roadworks aheadLevel: Pre-intermediate/IntermediateTime: 45 minutesPreparation: one copy of the “Exam Roundup Unit 2” worksheet per student

Procedure:

Warm-up (5 min)

Divide students into pairs and ask them to answer the questions from the Warm-up task. Allow them some time to fi nish the task and monitor their work. After they’ve fi nished ask them some follow-up questions, such as:1. What American special days do you know?2. (Student 1), has (Student 2) been to New York?

Task 1 (5 min)

Tell students that they are going to read a diary entry written by a girl named Rita who is going to take part in an American festival. Ask students to read the text silently and then answer the questions in pairs. If students have any doubts, you should explain any diffi cult points to the whole class.

KEY1. Columbus Day2. She’s going to New York on 13th October.3. The Columbus Day Parade.

Task 2 (3 min)

Ask students to go back to the text and match the words in bold with the defi nitions. You may assign this task as a pair activity if you want to make it easier.

KEY: 1. fl oat 2. celebrate 3. parade 4. grandstand(s) 5. band 6. march

Task 3 – Poziom podstawowy (17 min)

Ask students to look at the map and tell them that it’s a map of the district of New York where the parade is going to take place (Manhattan). Ask them if they recognise any important places in New York (3–4 minutes).

Central Park – it’s on the left; the biggest and most famous park in New York;

Fifth Avenue – Manhattan’s main street, one of the most expensive and famous streets in New York;

Three other important and easily recognisable New York Streets: Madison Avenue, Park Avenue and Lexington Avenue.

After discussing the map, tell your students that Rita and her parents want to get to the grandstand by car, but they don’t know which way to choose. On the way to the parade there are some road signs that may cause problems. Tell your students they need to determine what the signs mean fi rst. Ask them to match the signs (1–4) with the sentences (A–E). There is one extra sentence they do not need to use (5–6 minutes).

KEY: 1. E 2. A 3. C 4. D

After the students have fi nished ask them to work in pairs and choose the best route for Rita and her parents. Tell them to be careful when there are one-way streets (they are marked on the map with arrows). Allow students about 3–4 minutes to discuss the route. Then ask two pairs to present their routes to the rest of the class (6–7 minutes).

Task 4 (8 min)

Divide your students into groups of three and tell them that now they’re going to describe pictures related to three different parades. Before they start the activity elicit what grammatical tense they should use to describe what is happening in the picture (Present Continuous) and revise the rules of the tense usage.

Then allow your students time to describe the pictures (one picture for each student) in relation to the questions on the worksheet.

After they have fi nished their work in groups you may ask follow-up questions such as:1. Which picture do you like the most? Why?2. Would you like to take part in any of these

events? Why?

Task 5 – Poziom rozszerzony (7 min)

There won’t be enough time during this lesson to write the whole e-mail required by this task, but use the remaining time to revise words and expressions related to invitations (the requirement of the third bullet point). Elicit what words and expressions can be used to invite people.

Then ask your students to start writing the e-mail and to fi nish it as a homework activity.