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You Can't Miss It.

The activities below provide fun exercises for the entire class when you have extra time. They are designed to be taught with specific exercises in this unit. Click on an activity in the list below or scroll down the page.

Where can you buy it?
Compound nouns
Say that again?
What's near Rita's house?

  
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Where can you buy it?

This activity is designed to be taught with Exercise 1, "Word Power: Places and things."

Time: 15 minutes. This activity practices the names of things and places.
  • Write these questions on the board. Use the name of your town or area:

    Where can you buy aspirin in (your town)?
    What else can you buy there?

  • Elicit answers to the two questions. Students answer with the name of a real place, for example: "You can buy aspirin at the Super Save Drugstore on Grant Street. You can buy newspapers there too."
  • In small groups, students ask and answer questions about the eight things to buy in Unit 13, Exercise 1.
  • Have groups share their answers with the class.

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Compound nouns

This activity is designed to be taught with Exercise 3, "Conversation."

Time: 20–25 minutes. This activity previews the idea of compound nouns using words from Unit 13, Exercise 3, and from earlier units in the book.
  • Write these words and expressions on the board:

    rest room
    bathroom
    bookstore
    department store

  • Show students that each word or expression contains a pair of words that go together. Some pairs are spelled as one word.
  • Have students find other "word pairs" (compound nouns) in Unit 13, Exercise 1 (e.g., traveler's checks, sweatshirt, drugstore, gas station, post office, supermarket). Write them on the board.
  • Write these two lists on the board:
    A
    drug
    swim
    coffee
    eye
    home
    sales
    sun
    train
    waste
    week
    		 B
    basket
    station
    end
    suit
    glasses
    store
    person
    drops
    table
    work
  • Students match the words in column A with the words in column B and write them as one word or two. Refer students to the Unit Summaries in the back of the book for ideas and spelling.
  • Elicit answers from around the class. Have students write the answers on the board. Check that students have written the answers correctly as one or two words.

    Answers (Stress is shown in boldface type.)


    1. drugstore
    2. swimsuit
    3. coffee table
    4. eyedrops
    5. homework
    6. salesperson
    7. sunglasses
    8. train station
    9. wastebasket
    10. weekend

  • Go over pronunciation. Compounds are always stressed on the first word.
  • Optional: Have students work in groups to make similar puzzles for other groups. They can refer to the Unit Summaries to write and solve their puzzles.

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Say that again?

This activity is designed to be taught with Exercise 5, "Grammar Focus: Prepositions of place."

Time: 5 minutes. This activity provides quick additional practice in describing locations and using rising intonation to check information.
  • Have students look at the map in Unit 13, Exercise 5, on page 82. Demonstrate the activity using this example conversation with a student:

    Teacher: Where's the gas station?
    Student: It's on the corner of First and Center.
    Teacher: First and Center?
    Student: Right!

  • Students ask and answer the question in a chain, with each student calling on the next student at random.
  • Optional: To make the activity more challenging, set a time limit (perhaps 10 seconds) for questions and answers. If a student does not speak in time, call on another student.

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What's near Rita's house?

This activity is designed to be taught with Exercise 11, "Reading: A walk up Fifth Avenue."

Time: 20 minutes. This activity gives additional practice with locations and directions.
  • Students draw simple maps of their neighborhoods. They include the names of three or four streets and five or six of the most important or interesting places. They write their names on the papers.
  • Collect the maps and pass them out at random. Be sure that no one gets his or her own map.
  • In pairs, students ask and answer questions about the maps they received, for example:

    Student 1: Where's Rita's house?
    Student 2: It's on Fourth Street, near Jackson Avenue.
    Student 1: Where's the Pyramid Restaurant?
    Student 2: It's on the corner of Fourth and Colorado.
    Student 1: How do you get to the restaurant from her house?

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