or 
6.1 Describing and understanding the relative
location of places page 54
6.2 Practice of asking and understanding what times places
open and close page 55
6.3 Practising asking and answering about a person’s
place of work pages 52-53
6.1
|
Objectives |
Describing and understanding the relative location of places using locating words plus the relevant preposition. Practising the use of the definite article after prepositions. |
Materials
|
Map. Checklist showing all the places on the map. Master copy. |
1 Give each learner a copy of the map with only eight (for pair work) or four (for groups of four) places marked, and a copy of the checklist. Make sure that each individual in a pair or group has different places marked on their map from the others.
2 Explain that each of the four corner places on the map should be described as being near to the other three places in that part of the map
3 Working in either pairs or groups of four, learners take turns to ask each other where the places on the map are, using the list, and answer along the following lines, according to the information they have on their map:
Effective communication can be checked at any time by learners asking each other closed questions, e.g.
4 At the end of the activity, learners’ maps should be identical to the master copy and the tutor can check this either visually or orally if s/he feels the students need more practice.
The maps can be used as portfolio evidence of competence.
6.2 |
Objectives |
Practice of asking and understanding what times places open and close. |
Materials |
none |
1 Prepare a list of local amenities as a class brainstorming activity. Places other than those learnt in Unit 6 can be added if useful and relevant to the group.
2 Ask your learners to write down when they think these places open and close and give them a few minutes to practise how to say these times in Greek.
3 Ask everyone to circulate and check that their information is correct by asking each other what time the places on the list open and close and comparing the answers with their own information. This could generate some useful class discussion, e.g.
‘The chemist on Church Street opens at 8.00, not at 9.00’.
This activity could be adapted for group or pair work if you get different students to find out the opening and closing times of different places beforehand, or collate the information yourself and create an information-gap activity. Or, in a group where learners come from different towns in the area, they could compare opening / closing times in their own town.
6.3
|
Objectives |
Practising asking and answering about a person’s place of work and increasing the rapport within the group as they find out more about each other. |
Materials |
List, in Greek and English, of places where class members
work. (You will need to find out beforehand where members of the group
work - or if they don’t work - and prepare a list of all the
places. Obviously, a certain amount of tact may by required here,
with people who are, for example, unemployed or retired.) Master list of places with people’s names. |
1 Give out the list of places as a vocabulary list to be studied for homework.
2 For househusbands or housewives who might object to saying ‘I don’t work’, you can teach the phrase:
3 Encourage your learners to circulate, asking each other where they work and noting the name of each person beside his or her place of work on the list.
4 Comprehension can be checked and the language consolidated in a plenary session, when you can ask such questions as:
The completed lists can be used as portfolio evidence.
Unit 5 activities | What is Talk Greek? | Unit 7 activities