text therne Life in Bhutan time 40-50 mins

1 think about the topic answer key

• Depending on who and where you are teaching, the 1 India, 2 Bhutan, 3 China country of Bhutan may be unknown to your students but most students should be familiar with India and China. Before starting you could ask them which group of mountains Mount Everest is in. This lead-in should help iheui to put the text in context.

• Before reading, find out if anyone knows Bhutan and if they can tell you one or two lacts about the country. Tell them to check their ideas in the text.

guidance notes

There is an underlying cultural assumption in the text that most people come from, and travel to, larger countries with more facilities than the small kingdom of Bhutan. The repetition of the word only expresses the writer's viewpoint. Depending on where your students are from (and where you are teaching) your class may respond in different ways to this extract. ---'-MMM^ ■.■':■

2 find information

• Focus students on the sentence prompts in exercise 2a and let them know that there may be more than one possibility for each prompt. Students could either work in pairs, or you could ask them to work alone to find the information in the text before comparing their answers. Students may add a lot of people speak English to the final sentence prompt. Point out that this is incorrect, but accept the different sentence: A lot of people speak English in the towns.

• Exercises 2b and 2c fuuus on die third paragraph of the text. Check understanding of facilities and, if necessary/ explain that it means things that help you travel around, e.g. trains, roads, etc.

3 guess the meaning

• Draw students' attention to the words in bold in the text, and to the glossary matching task. Explain that they should read the sentences containing the glossary words again before deciding which is the correct definition. It would be a good idea to let students do this alone before comparing answers with a partner.

• In feedback, focus students on the parts of speech and phonemic transcriptions, and check pronunciation of the glossary words.

4 talk about the topic

• Help students to think of reasons for their answers, by telling them lo think of two things about Bhutan that they like the sound of and two thai they don't, e.g. It is a good thing that happiness is important, but it is expensive for tourists to pay money to the government every day. Make sure you give lots of praise to students who manage to express their own views, and don't discourage them by focusing on their grammar. Put students in small groups and tell them to compare their ideas. In feedback, you could ask for a show of hands to see how many people would like to visit Bhutan. Find out why one or two students would not like to go.

answer key a 1 There are no trains or buses (in Bhutan).

2 There is one airport / road (which goes from west to east of the country).

3 There are two planes for international travellers. There are two ways to get around: by car and on foot. There are two important festivals, in spring and autumn.

4 There are three main languages.

5 There are a lot of Buddhist festivals (during the year).

b Bhutan doesn't have many facilities for travel and transport c 3 times (see guidance notes)

guidance notes

This exercise gives students some practice in guessing meaning from context, but also familiarizes them with the information found in monolingual dictionary entries. If your students are not yet using monolingual dictionaries for reading, you could pass some round and encourage them to check their answers themselves.

answer key le, 2d, 3a, 4b, 5c ideas plus

You could extend this topic into a mini project by asking students to think about their own countries in relation to tourists. Give them a skeleton based on the text to help them plan their ideas. For example:

paragraph 1 - Where is your country?

paragraph 2 - What are its religion/s and language/s?

paragraph 3 - What facilities does it have for travel and transport?

paragraph 4 - What are the most important festivals in the year?

If your students are studying in their own country, they can work in groups to produce information for tourists, using the extract as a model. If you have students from different countries they could each produce a short text, or, if you have very confident students, you could help them to prepare and give a mini presentation about their country to a group.

1 think about the topic

Work in pairs. Ask and answer the questions about a day (or night) out.

1 Where did you go?

2 When was it?

3 What did you do?

2 read a narrative

Read Lucia's letter and answer the questions in exercise 1.

e.g. She went clubbing with her friends.

How are you? I'm fine. Sydney is beautiful but quite cold at the moment because it's winter here.

2 read a narrative

Read Lucia's letter and answer the questions in exercise 1.

e.g. She went clubbing with her friends.

Pear Tomoko

How are you? I'm fine. Sydney is beautiful but quite cold at the moment because it's winter here.

Last weekend I went clubbing here for the first time and it was great! / met my classmates in a bar and we walked to the nightclub. First / talked to my friends, then we danced for a long time. The music was fantastic! We stayed there until three o'clock in the morning. We wanted to get a taxi home because we were very tired, but there weren't any taxis, so we walked home. / went to bed at five o'clock. It was Sunday the next day so I slept for a long time. When 1 got up / studied English because / have an exam next week.

Please write soon.

Love Lucia x

4 use punctuation a There are 20 punctuation mistakes in the e-mail below. Add capital letters, full stops, and question marks.

b Why does the writer use an apostrophe i

1 to show possession or

2 to show that a letter is not there

3 understand because and so a Underline because and so in the letter. Which word gives

1 a reason? 2 a result? b Cover the letter. Complete sentences 1-5 with because or so.

1 It's quite cold at the moment____it's winter here.

2 There weren't any taxis___

3 It was Sunday the next day

4 We wanted to get a taxi home

5 When I got up I studied English next week.

we walked home.

_I slept for a long time.

__I have an exam dearjuan how are you i'm very well last Saturday i went shopping with my friend davide we wanted to buy cds it wasn't a good day because i dropped my glasses and they broke i spent all my money on new glasses, so i didn't buy any cds!

spell check

; a How do you spell the past simple of these verbs from the letter?

I walk sleep dance meet stay want study go i b Which verbs in a are irregular? What are the three endings for

I : regular verbs?

Writing task a Write an e-mail or Letter to an English-speaking friend about a day (or night) out.

b Read other people's Letters. Who had a good day? Who had a bad day?

goto self-assessment p. 61 vocabulary diary p. 63

aim to develop narrative writing writing task an e-mail or letter with an embedded narrative think about the topic

• The four questions should prompt students to remember details about a recent day or night out. This will raise interest in the topic and generate ideas for the writing task later.

read a narrative

• Ask who the letter is to and from. Then look at the questions in exercise 1 again and ask students to change ihem into the third person, e.g. Where did she go? Tell students to read Lucia's letter quickly and to answer the questions about her in pairs. Check the answers as a class.

guidance notes

Although the questions are simple, students have to understand the complete text to answer them correctly. For instance, the final question tests global understanding, rather than referring to a specific part of the text.

answer key

1 She went clubbing (with her friends). 2 Last weekend / Last Saturday night, 3 She talked to her friends and danced until 3.00 in the morning, 4 It was very good because (it was the first time she'd been clubbing there / she enjoyed going out with her friends/ the music was fantastic).

■ I. -I.I I. i i ■ -■ ii - I I;- / ■•^ ■ruytit-Ojtyr^ M..

understand because and so

• Write because and so on the board and tell students to underline the two words in the letter. Find the first example together then let students continue in pairs before they discuss the meanings of both words.

• For exercise 3b, tell pairs to decide if the part of the sentence which follows the gap is a reason or a result and to complete the sentence accordingly. Then tell students to check their own ideas in the letter.

ideas plus

If your students have coped easily with this, write the first sentence on the board but reverse the two parts, e.g. Ifs winter here__ it's quite cold at the moment Ask students whether the second part is now a reason or a result and show them that the sentence needs so. Tell students to continue in pairs. This should help to reinforce the meaning and use of these linkers.

answer key a 1 because, 2 so b as in Letter spell check

• Tell students to work in pairs and encourage stronger students to do exercise a without looking at the verbs in the letter first. They can then check their answers.

• Tell students to do exercise b in pairs. In feedback, elicit the three regular endings and write them on the board. Then ask students to call out the verbs for each ending, checking pronunciation as you go.

answer key a as in letter b irregular verbs: sleep (slept), meet (met), go (went); regular endings: verbs ending in consonants: -ed; verbs ending in e: -d; verbs with 2 or more syllables ending in y: - ied use punctuation

• Write a variety of punctuation marks on the board. Ask students to name them and ask what we call all the marks (punctuation). Then ask them why we use each mark.

• Give students a time limit of two or three minutes to find as many mistakes as they can, then compare answers. In feedback, call individual students to the board to write up one sentence at a time as other students dictate at natural speed. II the 'scribe' makes a mistake, ask the class to correct the mistake by explaining the punctuation, e.g. 'How' has a capital 'H'.

« Ask the class the question in exercise b, then tell pairs to work out which letter is missing in each example in the e-mail. Make sure students understand that apostrophes are also used to show possession, and elicit some examples of this other use.

• For the writing task, refer students back to exercise 1 and tell them to use the four questions to help plan their writing. Encourage them to write to someone in the class. This will make the next stage more fun and interesting. In feedback, find out who had a particularly good or bad day and why.

guidance notes

Exercise 4 recycles the basic punctuation marks that students have already covered but it is worth taking time to make sure they really understand how to use these before moving on to more complex areas, such as the apostrophe. The exercise also gives practice in error correction, which is an exercise type that students often find very challenging. If you check the exercise using student-student dictation onto the board, as suggested, this will give you an opportunity to introduce a very useful activity in a controlled way, while at the same time raising awareness of the connection between punctuation and pronunciation.

answer key

Dear Juan

How are you? I'm very well. Last Saturday I went shopping with my friend Davide. We wanted to buy CDs. It wasn't a good day because I dropped my glasses and they broke. I spent all my money on new glasses, so I didn't buy any CDs! (cds appears twice, so counts as two mistakes)


1 think about the topic a Work in groups. Match the photos to two of the names.

Donny Osmond Joss Stone Kirsten Dunst River Phoenix Wolfgang Amadeus Mozart b Look at the names in exercise la. Who is a singer? Who is / was a film star? Who wrote music?

2 read quickly a Read the five biographies and check your ideas.

b Say one thing that is the same for the five people.

3 read closely

Which person

1 visited a film star's house?

2 received a prize as a child?

3 found it difficult being famous?

4 shared success with another star?

5 lived over two hundred years ago?

4 use words that go together a Match the verbs and nouns or adjectives from the text.

1 cook

2 record

3 win

4 become

5 make a song famous dinner a record an award b Think of a second word for verbs 1-5.

5 talk about the topic a Do you think it is good for children to become famous? Why?/Why not?

b Do you know about a different child star? Tell the class about him or her.

film star /'film sta:/ (noun) a famous actor (or actress)

record (a song) /ra'kord/ (verb) to put music on a CD (for example)

awards /a'woidz/ (noun) prizes compete /kam'piit/ (verb) try to win sth, e.g. a competition greatest hits /'greitist hits/ (adjective + noun) most famous songs or pieces of music

joss stone Tom Cruise cooked her dinner at his family home in Los Angeles; she sang with Elton John at his Oscar-night party; and she recorded a song with Mick Jagger for the film Alfie. The blonde soul singer, Joss Stone, did all this when she was still a teenager.

river phoenix He was born in a small town in Oregon, USA. He travelled a lot with his family when he was a child. He started acting at the age often and became very famous after he acted in the film, Stand By Me. River did not find it easy being a film star when he was so young. He died at the age of 23 after he took too many drugs.

kirsten dunst Born in 1982, Kirsten started in show business at the age of three, when she filmed a television advertisement. Her first film was Woody Allen's 1989 New York Stories, but she became famous in 1994 when she acted with Brad Pitt and Tom Cruise in Interview with the Vampire: The Vampire Chronicles. She won two awards for her performance.

donny osmond He became famous at the same time as Michael Jackson, and competed with him during the 1970s for young teenagers' hearts everywhere. The singer is not so young or handsome now, but he still makes records today.

wolfgang amadeus mozart

Born in 1756, Mozart was the original child superstar. He wrote his first piano concerto before he was five years old, and played to the Austrian Empress when he was six. His greatest hits include The Magic Flute and The Marriage of Figaro.

go to self-assessment p. 60 . y^abylaiy diary/>.

text theme child stars time 40-50 mins

1 think about the topic

• Put students in small groups to share knowledge, and explain that if they don't know all the names and / or pictures, they should guess the answers to exercises a and b. This gives them a reason for reading the text.

2 read quickly

• For exercise 2a, give students a time limit of one or two minutes for reading, to encourage them to read quickly for gist. Tell students to discuss their ideas for exercise 2b in pairs, before checking as a class.

answer key b They were all famous young. / They were all child stars.

3 read closely

• First check understanding of the vocabulary in the questions, e.g. film star, prize, find (something) difficult, share (success), over (= more). Then ask students to work alone to scan the text for the information. When they are ready, tell them to compare answers before checking as a class.

4 use words that go together

• Do the first item in exercise 4a together, then tell students to match the rest of the collocations in pairs. They can check their own answers by looking for the phrases in the text. Tell students that the stressed syllables in each word are underlined, e.g. record, and ask them to practise saying the phrases in pairs. Go through each phrase, modelling the linking and stress. (It is worth pointing out that the main stress fails on the noun or adjective in the collocation, e.g. cook dinner.)

* You could brainstorm more nouns for exercise 4b as a class, or ask pairs to think of alternatives first, before comparing ideas with the class.

5 talk about the topic

• Give students a few minutes thinking time to prepare lor both parts of the exercise. For exercise 5a, tell students to think of one or two reasons to justify their answer to the question. For exercise 5b, encourage students to note down a few facts about a different child star, if they can remember any details.

• Put students into small groups to discuss their opinions and talk about other child stars. In feedback, ask the class for a show of hands in favour of or against children becoming famous. Then ask a spokesperson for each group to tell the class about different child stars.

answer key a A Joss Stone B Mozart guidance notes

Exercise 2b asks students to stand back from the individual biographies and to look at them from a global perspective. This will also show you how much they have gleaned from a first, quick reading of the text, which is based on an article in a British Sunday newspaper.

answer key

1 Joss Stone, 2 Kirsten Dunst, 3 River Phoenix, 4 Donny Osmond, 5 Wolfgang Amadeus Mozart guidance notes

This exercise raises awareness of common collocations and encourages students to learn them as chunks. It also offers students a useful learning strategy for building vocabulary. Encourage students to record the phrases in their vocabulary diaries at the back of this book.

answer key a 1 cook dinner, 2 recordajong, 3 winjinaward,

4 become famous, 5 makeajecord (make dinner is also possible)

guidance notes

It is challenging for students to express their opinions at this level, but giving them time to prepare will give them confidence, and generate more ideas for discussion than if they start talking immediately. If any groups engage in a Lively discussion, let them enjoy the exchange of opinions without commenting on language use. It is more important to give them an opportunity to develop fluency, and for them to see that they can communicate ideas effectively.

ideas p(us

This topic could be extended into a mini project by asking students to use the Internet or an encyclopedia to find out about other child stars. They could take notes and share their information with a group in the next class, or they could write a mini biography, using the texts here as a model.

seven writ

1 think about the topic

Think about important events in your life. Complete the chart with your information.

2 understand an autobiography

Read Marek's autobiography. Complete the chart for Marek.

3 order information a Cover the text about Marek. Put the sentences below in the correct order.

A □ At first it was hard for me in New York, but I learned things very quickly.

C Q I left college in 1999 and then my life changed completely.

D O Now I'm a graphic designer, I'm married, and I've got three children.

E Q My family Left Poland in 2000 and came to Live in America.

b Underline all the words connected with time that helped you.

4 use articles a (Circle) a in the text (see example).

b Underline use or don't use to make correct rules.

1 We use / don't use a with most countries and cities.

2 We use / don't use a with school and college / university.

c Complete the text with a or nothing (-).

I started {1)_school when I was three years old. I left (2) __ school when I was eighteen. Then I went to (3)__

university and I studied English. I worked in (4)_restaurant on Saturdays for two years. I left (5)_university in 2001.

I got (6)__job as (7) secretary for six months. Then I started training as (8)_journalist. Now I work for


details 1 you 2 Marek date of birth "'" place of birth education past jobs current job title (Mr, Mrs, Miss, Ms)

spell check

Use a dictionary. Check the spelling of your information in the chart above, e.g. your jobs, what you studied, etc.

I'm Polish and I was born in 1978 After school I went to college and studied art. I did lots of jobs when I was at college; I worked in(a)bar and a travel agency. I also worked in a campsite one summer,

I left college in 1999 and then my life changed completely. My family Left Poland in 2000 and came to live in America. At first it was hard for me in New York, but I learned things very quickly. Now I'm a graphic designer, I'm married, and I've got three children. I'm very happy with my new life.

^ Writing task a Write a short autobiography for display on the classroom walls, b Read other people's autobiographies. Guess who wrote them.

aim to develop ability to write an accurate chronological text writing task a short autobiography think about the topic

• Check understanding of the headings in the chart, perhaps by filling it in for yourself as an example, either on an OHT or on the board. Make sure students understand current and title. These headings will be useful if students have to fill in official forms.

understand an autobiography

• Before reading, ask students where they think the man in the photo is from and how old they think he is. They can then read to check their ideas. Let them work with a partner to fill in the chart for Marek. Check answers and ask students what an autobiography is.

guidance notes

Students may find it motivating to know that this ts a true story based on a student's text.

answer key date of birth place of birth education past jobs current job title

1978 Poland school, then studied art at college worked in a bar, a travel agency, a campsite graphic designer Mr order information

• Ask students to do exercise 3a alone then compare their answers with a partner. Let them check their own answers against the text.

• Students will probably have used a variety of strategies and words to do the first exercise, but exercise 3b focuses them on the time words, which include dates as well as sequencing words and phrases.

guidance notes

This exercise aims to raise awareness of the fact that there is a range of strategies for sequencing a chronological text, such as sequencing words and phrases, dates, and use of tenses. This should help to avoid repetition in students' own texts.

answer key a 1C, 2E, 3A, 4D, 5B b possible answers

At first, in 1999, now, in 2000; use of tenses should also help students order the sentences, e.g. B and D use the present tense.

use articles

• Draw students' attention to the example a in the text then ask them to continue alone, before comparing with a partner. Let them discuss exercise 4b together and encourage them to refer back to the text to check their answers before doing feedback as a class.

• Tell students to do exercise 4c alone, before comparing their ideas in pairs. Check as a class.

• For the writing task, tell students that their autobiographies will be displayed in the classroom and read by other students. This should motivate them to present their work well.

answer key b 1 don't use, 2 don't use, 3 use c 1 -, 2 3 4 a, 5 -, 6 a, 7 a, 8 a, 9 a, 10 a ideas plus

Tf you have access to computers, ask students to write the final versions of their texts on a computer and to attach an appropriate passport-style photo. You can then compile their autobiographies in a class 'yearbook'. New students can read it to find out about their peers and can be added to the yearbook when they join the class.

spell check

• Encourage students to check their information in a monolingual dictionary, particularly the spelling of different jobs they may have done. Walk round and help with job titles if necessary.

guidance notes

This exercise emphasizes the importance of accuracy in the spelling of personal information, recycled from unit 1. It not only familiarizes students with the use of monolingual dictionaries, but also introduces the concept of checking your own work.


1 think about the topic a Think of six facts about you or somebody in your family, e.g. date of birth, address, telephone number.

b Tell your partner the facts.

c Test each other. What can your partner remember?

2 read quickly a Tick / if a good memory helps people with these things.

I | pass exams

I | find things and places

II remember people I | make friends b Read the text quickly. Check your and add to the list.


3 understand what the text is for a Does the text

1 give the reader's name?

2 give details about something?

3 tell a story?

4 say how something can help you?

5 give personal information?

6 give contact details?

b Is the text

1 an article in a newspaper or magazine?

2 an advertisement for a product?

3 an e-mail to a friend?

4 use dictionaries

Do the glossary task.

5 talk about the text

Work in groups. What do you think of the course? Give reasons.

How good is your memory?

How often do you forget people, appointments, birthdays? It's embarrassing, isn't it? Would you like to:

✓ remember names, places, facts, and faces?

✓ learn things quickly?

✓ impress the people you meet?

Improving your memory can help you do all this and more. It really can change your life!

You can improve your control of business and social situations when you remember things correctly. You can be successful in your studies and exams, and you can do better at work. You can find your way around new places without a map! You can impress people at parties and dinners with your knowledge and interesting stories. You can also learn foreign languages quickly.

Now, there is a new and easy way to improve your memory. This isn't magic! It's a simple course that you can follow at home. In only one month, you can improve your self-confidence and make new friends.

Contact us and ask for details of the course: Improve your memory: change your life. Write to FREEPOST, PO Box 17981, Ely, Cambridgeshire CB1 6EU.


a Look at the glossary words in the text. Write the part of speech in the brackets. (See the example.) Check in a dictionary.

b Look at the phonemic script and underline the stressed syllable in the words. (See the example.)

advertisement /3d'v3:tisni3nt/ ( noun ) information in a newspaper that tells you about a job, a course, or something to buy appointments /9'poin(t)m3nts/ („_) arrangements with people, e.g. the doctor embarrassing/imbaerasig/ (__) something that makes you feel silly impress /im'pres/ ( ) make somebody think you are wonderful social /'saujl/ (__) meeting people and enjoying yourself knowledge /'nnlidy' (_) information/things you know self-confidence /selfkDnfidsns/(_ ) belief in yourself

00 to self-assessment p.60 vocabulary diary p.62 PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS

text theme memory time 50-60 mins think about the topic

• Demonstrate this first by saying three or four things about yourself or someone in your family. Then elicit the facts from the class and see if they can remember everything.

• For exercise lb, students should tell their partner all six facts before swapping roles. Emphasize that students should ask questions if they need to clarify something.

• For exercise lc, tell students to give their partners marks out of six for the number of facts they can remember.

guidance notes

Encourage students to write their facts down as this will give focus to the next two stages.

read quickly

• Ask the class to work in pairs and decide on each point in the list. They may disagree about some things, which is good because it will generate more discussion.

• For exercise 2b, let students read the text and check their ideas alone before comparing with their partner. Encourage them to read quickly, but let them know they will have more time to read for details later.

guidance notes

The text is based on an advertisement in a daily tabloid newspaper. This exercise asks students to use their knowledge about the world to predict the content of the text. This will raise interest in the topic and give students a reason for reading.

answer key

/ pass exams, do a job well, find things and places, remember people, make friends

3 understand what the text is for

• Focus students on the heading ior the task so they understand why they are answering these questions about the text. Make sure they understand personal information {facts about somebody) and contact details {information about who to write or talk to). Go through the answers before they move on to exercise 3b.

• The answers to the questions in exercise 3a should lead students to the correct answer here. Do this as a class and ask students to explain their answers {using the information from the previous exercise).

guidance notes

This task should raise awareness of text purpose and may be the first time students have read an advertisement in English in detail. Encourage them to see that it is trying to sell a product (a course) by telling people how it will improve their lives.

answer key a 1 no, 2 yes, 3 no, 4 yes, 5 no, 6 yes b 2 {an advertisement)

4 use dictionaries

• For exercise 4a, write a simple sentence on the board, e.g. I have a terrible memory. Then write noun, adjective, and verb on the board. Ask the class to identify these parts of spcech in the sentence. Then tell them to do the exercise in pairs. Let them check their own answers in a dictionary.

• Demonstrate exercise 4b with a different word, e.g. glossary. Ask students how they know where the stress is (the 'apostrophe' symbol highlights the stressed syllable in most dictionaries). Then look at advertisement together, encouraging students to interpret the phonemic symbols lo arrive at the correct pronunciation and find the stress. Tell them to continue in pairs, saying the words out loud to each other, before checking as a class.

guidance notes

This exercise aims to raise awareness of two types of information found in dictionary entries beyond the definition; phonemic script and parts of speech. Showing students where to find, and how to make use of this information will help them to use dictionaries more effectively and to be more independent learners.

answer key a & b appointments (noun); embarrassing (adjective); impress (verb); social (adjective); knowledge (noun); self-confidence (noun)

5 talk about the text

• Before putting students into groups, encourage them to think about their answers to the questions in the text, e.g. Would they like to remember names, learn things quickly, impress people, etc. The text assumes that the answer will be yes. If students answer no, then that will provide them with the reasons they need to justify their opinion of the course.

• In feedback, find out how many students would like to do the course. Ask them if they think the text is a good advertisement for the course, and what they think the main advantage would be for them if they did it.

ideas plus

Ask students to look for advertisements in English that they think are interesting or amusing, look up new words in a dictionary so they can explain them to other people, and bring them into class. This will give students the opportunity to look at texts chosen by their peers rather than by you, and to tell each other what they Like about different advertisements.

eight writing

1 understand directions a Look at the map and find Erica's home and her school.

b Read the directions she wrote for her friend. Add items 1-3 to the map to improve it.

1 names of roads or buildings

2 number of the bus and flat

3 a clear line to show the way

2 use punctuation a Cover the directions. Add full stops, commas, and capital letters to the text below.

when \)0u leave the school turn right and walk to the traff ic lights cross the road and then turn left into garratt lane walk +o the bus stop and get on the number 3°) sta^ on the bus -Tor about ten minutes then get off at clapham junction b Why do we use full stops and commas?

3 use prepositions

Match the beginning and end of each sentence.

1 Walk for

2 Walk along

3 Walk to

4 Get on

5 Get off a the road for five minutes, b the bus at the station, c about five minutes, d the bus stop, e the number 14.

spell check a Cross out the letters you can't hear when you say these words.

| school right walk lights minutes bridge high b Which three words have the same sound and spelling pattern? Think of one more.

4 write directions

Complete these directions. Use one word only.

To get to my house, walk (1) ____the bus stop opposite the school. Get (2)___the number 99 or 180. Get

(3) ____the bus when you arrive at the station. Cross the road, then walk (4)__about 200 metres. Turn left when you see the Italian restaurant and walk (5)__the

_a big building on your

left. My house is number 32, opposite that building.


When Njou leave the school, turn right and walk +0 the tra-ff ic tigh+s. Gross the road and then -turn left into G-arratt Lane. Walk +0 -the bus s+op and get on the number - Sta^ on -the bus -for about ten minutes, then get off at Clapham function can asK the driver). WalK along the High Street until v^ou come to a bridge. Turn right and walk for about five minutes. X live opposite The Eagle pub. Afy -flat is number 10 a on the -3nd floor. Ring me if sjou get lost!

See \)Ou on Saturday.


m^ flat
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