Round up time!

Units 3-4-5
Materials
Pupils Book, pictures of Hanoi and other Asian cities,
such as Bangkok, Chiang Mai or Calcutta (exercise B),
photographs of a professional cyclist (exercise E).

Warm-up

Tell the pupils to close their books. Write the heading Cities
on the board. Ask pupils to name one thing that they can
find in a city, for example, a building. Tell the pupils to
work with a partner to write a list of all the buildings and
places they can remember.
Ask them to report back and list their examples on the
board.
Possible answers: buildings (skyscrapers, apartment blocks,
office buildings, hospital, hotels), bridges, cars, parks, trees,
lakes, factories, roads, sports centres, rubbish bins, street
lamps, post boxes, telephone booths, benches, shops,
markets, theatres, cinemas.

A Look at these pictures of two different cities. Write

five sentences comparing them.
Instruct the pupils to open their books at page 50 and look
at the pictures of Metropolis and Parkville. Ask them for
their first impressions: Which city would you prefer to live
in? Why? Ask them to work with a partner and compare
the two cities, for example: The buildings in Parkville are
older than the buildings in Metropolis. As they discuss
the pictures, walk around and help with vocabulary, if
necessary. Remind them how to form comparatives and
make a note of any mistakes they make.
When they have discussed the two pictures, invite
volunteers to read out their comparative sentences and
write them on the board.
Suggested answers: 1. There are more trees in Parkville.
2. Metropolis has taller buildings. 3. The river in Metropolis
is wider. 4. Metropolis has got a big port. 5. The bridge in
Parkville is smaller than the bridge in Metropolis. 6. There are
more cars in Metropolis.
Optional extra
Write some of the mistakes that you noted down from
exercise A on the board and ask pupils to correct them.

B Copy and complete this description using the

words in the box.
Show the pupils the pictures of Asian cities that you
have prepared beforehand. Ask them what they think is
different about these cities, in comparison to their own city
or town. Write some of their answers on the board.
Explain that they are going to read about Hanoi, the
capital of Vietnam. Ask them to look at the picture and the
text and to say what they think the picture shows. Instruct
the pupils to read the text to see if they guessed correctly.
Ask pupils what the picture shows (the Thang Long
Water Puppets). Ask them to close their books and
invite volunteers to tell the class anything else they can
remember from the text.
Instruct the class to copy the text into their notebooks and
then read the words in the box. Tell them to read the text
again and write the missing words.
Check answers with the class by asking different pupils to
read out each sentence of the description.
Answers: 1. city, 2. population, 3. river, 4. park, 5. museum,
6. theatre.

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Optional extra
Ask the class to use this text as a guideline to write a
description of their own city or of a city they have visited.
Remind them to include adjectives and to describe the city,
the population, famous buildings and interesting things to
do.
When you have checked the pupils texts, ask them to
copy them onto sheets of A4 paper and illustrate their
work or add photos. The posters can be displayed around
the class.

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Warm up
Mime
Divide the class into two teams and invite a volunteer from
each team to come to the front. Show the volunteers a
word from the list below and ask them to act it out for
their team. The first team to guess the word correctly wins
a point. The volunteers then exchange places with another
member of their team and continue the game until all the
class has had a turn miming a word.
Suggested mime words: fishing, cycling, camping, sailing,
kayaking, bird-watching, map, torch, taking a photo,
cooking on a campfire, putting rubbish in the bin, putting
on sun cream, etc.

C You are going hiking in the woods and camping

by the river. You also want to go kayaking. Make
a list of five things you need to take with you.
Tell the class that they have to imagine they are going
hiking and camping. Ask them to name the most important
thing for a camping holiday. Write tent at the top lefthand side of the board. Explain that they will also be going
kayaking. Ask what they will need and write kayak on
the top right-hand side of the board. Ask them to work
individually to add four items to each list.
When they have finished, ask them to compare their lists
with a partner and to discuss the differences. Encourage
them to try to convince each other that the items on their
own list are more important.

D Look at these pictures. Say what the children are

going to do next summer.
Ask the class to open the Pupils Book at page 51 or display
the illustration for activity D in the On-line Digital Book, if
available. Ask the class to look at the picture of the girl.
Say: This is Sandra. What do you think Sandra is going to
do next summer? Elicit and write the sentence: Shes going
to go to the beach on the board.
Ask them to write three more sentences about Sandras
plans. Encourage them to think about what Sandra is going
to do at the beach and what she is going to take with her.
Suggested answers: Shes going swimming. Shes going to
read a book on the beach. Shes going to take a big towel.
Shes going to sunbathe. Shes going to take a sunshade.
Shes going to wear a swimming costume.
Now ask pupils to look at the other picture and say: This is
Bobby. Continue in the same way and ask them to write at
least three sentences about what Bobby is going to do.

Suggested answers: Hes going camping. Hes going

fishing. Hes going trekking. Hes going to take a map, a
tent, a sleeping bag, a compass, a torch, a fishing rod. Hes
going to put up the tent.
Optional extra
Ask the pupils to copy the following table into their
notebooks:
Name

Plan

Instruct them to walk around the classroom and ask three

classmates about their plans for the summer. They then
have to write their classmates names and their plans to
complete the table.
When they have finished interviewing three classmates,
tell them to sit down again and use their notes to write a
short text about their classmates plans for the summer.
For example, Next summer, Alex is going to Asturias with
his family. He is going to ...

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 While the pupils are writing and speaking, note down any
mistakes they make. Place special emphasis on the use of
going to + the infinitive.
Write the pupils mistakes on the board and ask the whole
class to correct the mistakes they see.

E Read this interview with Russell, a professional

cyclist. Complete the sentences with must (nt) or
should (nt).
Show the pupils a picture of a professional cyclist. Tell
them to imagine that he or she is coming to talk to them
about cycling. Brainstorm the kinds of things that he or
she might tell them.
Ask pupils to read the interview and to decide which
words go in the spaces. When they finish, ask them to
compare their ideas with a partner. Check answers by
inviting a volunteer to be the interviewer and another
volunteer to be Russell.
Answers: must, shouldnt, should, should, must, should.
Optional extra
Ask the pupils to work in pairs to think of another activity
and to write some advice for someone who plans to do
the activity. Ask them to think about:
- clothing
- safety
- equipment
- preparation
- food and drink
When they have finished, invite a volunteer to read out
some of the advice on their lists, without naming the
activity. Remind them to use must/mustnt and
should/shouldnt. The rest of the class has to guess what
the activity is.

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