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Unit 6 Could you please tell me where the restrooms are
Purpose To introduce Ss to the unit goals: ask for information politely; follow directions. To set the scene, increase Ss’ vocabulary and introduce the target language.
Picture The picture shows a typical street scene in a town or city. The street sign shows that this is the intersection between Main Street and Center Street. The places in the streets that can be seen in the picture are a post office, a library, a restaurant, a bank, a bookstore and a department store. The two circles in the pictureshow two girls asking two boys for directions.
Culture Focus The magic word The title of the unit begins with “Could you please … ” In the English language, “please” is sometimes referred to as the ‘magic word’. For example, when a child asks a parent for something, the parent may say, “What’s the magic word ” The child will then say, “Please.” This is done to teach the child to be polite when asking for things or information. Another magic word (or phrase) is “thankyou”. When using English to ask for things or information, it is therefore important to use the magic words “please” and “thankyou”.
Optional Approach Picture talk The T may want to lead in to the activity by getting Ss to talk about the picture. The T can make use of these prompts below: ● What places do you see in the picture (Answers: post office, library, restaurant, bank, bookstore, department store) ● What are the names of the two streets (Answers: Main and Center) ● What are the people doing (Answer: The two girls are asking the two boys for information.)
Answers Suggested answers: b get some money d/f get some information about the town f/c get some magazines f buy a newspaper a have dinner e buy some stamps f get a dictionary c get a pair of shoes
Purpose To help Ss recognize the target language in natural speech.
Optional Approach Further practice The T can provide Ss with the opportunity for further practice in using the target language by getting Ss to substitute any of the answers for the speech bubbles with other possible answers, e.g. “Excuse me, could you tell me where I can (1) get a pair of shoes ” “Yes, there’s a department store on Main Street.”
Answers 1. buy some stamps 2. postoffice 3. Center Street 4. get a dictionary 5. bookstore 6. Main Street
Purpose To give Ss guided practice in using the target language in everyday conversations.
Optional Approach My imagined town/city In instances where the Ss in class come from different towns/cities or it is difficult to find a common area or neighborhood in the town/city to talk about, the T can work with the class to design a fictitious town and draw it out on the board. Ss can then use this fictitious town as the basis for their conversations.
Purpose To help Ss recognize the target language in natural speech.
Teaching Tip Explaining imperatives After Ss have completed activity 2a, the T may want to help Ss gain a deeper understanding of the use of imperatives when giving directions. Note: When giving directions, we usually use imperatives. An imperative is a verb that gives an order or an instruction. Examples: ● Go to the second floor. ● Turn right. An imperative sentence has no stated subject. It is understood that the subject is “you” .
Answers X Go to the third floor. 2 Turn left. 1 Go to the second floor. X Turn right. 4 The supermarket is between the flower store and the bookstore. 3 Go past the bookstore.
Purpose To give Ss practice in following directions.
Optional Approach Trust me Giving accurate directions and listening carefully to directions are equally important. To give Ss more practice, the T can play this game with them: Re-arrange the furniture in the classroom so that it looks like an obstacle course or maze. Get Ss to work in pairs and give each pair a blindfold. Ss have to guide their partners (without touching them) through the obstacle course/maze by giving directions. Once Ss have successfully passed through the obstacle course/maze, they are to switch roles with their partner. (To make an obstacle course more challenging, the T may choose to add more obstacles, like an overturned wastepaper basket, or a “puddle” cut out from newspaper, etc.)
Answers
Public Phones Fairfield Flower Value Supermarket Best Books Franklin Bank
Second Floor
First Floor
Purpose To give Ss practice in asking for information and giving directions.
Optional Approach Excuse me, do you know where I can … The T may want to emphasize the importance of giving short and clear directions. Before the lesson, the T can prepare a written paragraph that contains directions which are given in long sentences. (If a projector is available, the T can project this written paragraph onto the board. Otherwise, the T can
Optional Approach consider writing the paragraph on the board or providing each S with a printout of the written paragraph.) Ss can work in pairs to rewrite the directions in short and clear sentences, using imperatives. Allow Ss sufficient time to complete this before selecting a few pairs to share their answers with the class.
Purpose To give Ss more practice in using the target language in natural speech.
Teaching Tip What’s the difference In the conversation in activity 2d, He Wei does not understand what Alice means when she says she wants to go to the “restroom” . The reason for this is that the word “restroom” is not commonly used in China . Instead, the words “toilet” and “washroom” are used instead. As English is so widely used, it is inevitable that there are different varieties of the language. For instance, there are vocabulary differences between British and American English. Examples: British EnglishAmerican Englishtrouserspantslorrytruckflatapartmenttapfaucetbiscuitcookiechipsfriespavementsidewalkpetrolgas
Apart from having differences in vocabulary, different varieties of English also have differences in spelling, pronunciation and grammar.
Purpose To provide Ss with reading practice using the target language.
Amusement parks In the conversations featured in activities 2d and 3a, Alice and He Wei are in an amusement park. An amusement park is a big park with rides that people can go on. If the whole amusement park and all the rides and games in it revolve around one subject, it is called a “theme park” . Examples of theme parks are Disneyland and Universal Studios. Theme parks are very popular in some countries.
Culture Focus They are particularly popular with children and teenagers. Children enjoy rides like the merry-go-round while many teenagers enjoy going on thrilling rides like the roller coaster with their friends.
Teaching Tip Have you ever been to an amusement park As a lead-in to the reading activity, the T may want to encourage Ss to share with the class any experience they might have had going to amusement parks or theme parks. To start the ball rolling, the T can focus Ss’ attention on the picture featured in the passage and prompt them to identify the ride (Answer: rollercoaster), then ask Ss if they have ever been on a roller coaster ride, and so on.
Answers 1. Because she was afraid. / Because she thought the ride looked pretty scary. She was glad that she tried it, and she found the ride fun. 2.A rock band plays there every evening. Yes. The restaurant is always busy, so they should get there early to get a table.
Purpose To teach Ss to ask a question or make a statement in different ways.
Teaching Tip Direct vs indirect questions We can ask for information using direct or indirect questions. Indirect questions usually sound more polite. Note: ● In a direct question, the verb comes before the subject. Example: Where should we go next ● In an indirect question, the subject comes before the verb. Example: I wonder where we should go next. ● For questions with a yes/no answer, we use the words “if” or “whether” . Examples: I wonder if there’s a bank near here. Could you please tell me whether there’s a bank near here Some indirect questions have the structure of a statement and do not end with a question mark. Examples: I wonder where we should go next. I’d like to know what time the library closes.
Teaching Tip Here are some starters for asking indirect questions: ● I wonder … ● Could you please tell me … ● I’d like to know … ● Do you know … ● Have you any idea … ● Would you mind telling me …
Answers Suggested answers: ● Do you know where we can get some good food quickly I wonder where we can get some good food quickly. ● Excuse me, could you tell us when the band starts playing this evening We’d like to know when the band starts playing this evening.
Answers Suggested answers: 1. Could you please tell me where I can buy some grapes or other fruit 2. Excuse me, do you know how this CD player works 3. Can you tell me how to get to the Central Library 4. I wonder if the Italian restaurant nearby is open on Mondays.
Answers Suggested answers: 1. Could you tell me where I can get something to eat Excuse me, can you tell me how I can get to a nearby restaurant Pardon me, do you know if there’s a restaurant around here 2. Excuse/Pardon me, could you please tell me where the post office is I’d like to know where I can buy some stamps. Do you know where the nearest postoffice is 3. Excuse/Pardon me, could you please tell me when the bike shop closes Do you happen to know when the bike shop closes
Answers I’d like to know when the bike shop closes. 4. I’m wondering if there’s a bank in the shopping center. Do you know whether there’s a bank in the shopping center Could you please tell me if there’s a bank in the shopping center
Purpose To give Ss further practice in using the target language in speech.
Optional Approach Can you read a map The T may want to do this activity as a group activity. The T should prepare a map before the lesson. If tourist maps are easily available in the town/city where the school is located, the T may want to get a few copies of the same tourist map for Ss to use when they do the activity. If tourist maps aren’t easily available, the T can design his/her own map of a city and put in street names, places, tourist attractions, etc. The T can make copies of this map and distribute one to each group. Using the maps they have, ask Ss come up with their four questions on their own, then take turns to role-play their conversations. Group members can help each other out if any of the Ss in the group encounter difficulties in giving directions correctly.
Answers Suggested answers: 1. Excuse me, do you know where I can buy a local phone card 2. Pardon me, could you tell me where the central bus station is 3. Could you please tell me where the nearest supermarket is 4. Excuse me, is there a fast food restaurant nearby
■ Optional Activity: Could you please …
Purpose To give Ss practice in asking for information using direct and indirect questions.
Materials Required A question card for each S.
Sample question cards: Could you please …
Could you please tell me … Would you mind …
I wonder … I’d like to know …
I’d like to find out … Is there …
Can you tell me … I’m wondering …
Have you any idea … Where …
When … How …
Procedure
(Note: This activity may be conducted after Section A, activity 3b.)
1. Before the lesson, the T should print and cut enough cards to ensure that each S in the class has one question card.
2. Give each S a question card.
3. Give Ss these instructions:
● Mingle with your classmates and look for a partner.
● Use the sentence starter on your card to ask your partner a question.
● Answer your partner’s question too.
● Then exchange cards with your partner.
● Look for a new partner and do the same thing again.
4. Allow the activity to go on long enough for each S to change partners at least five times.
Purpose To enrich Ss’ vocabulary by introducing adjectives to describe the qualities of places.
Teaching Tip Why is this quality the most important The T may want to conduct the activity by first drawing Ss’ attention to the words in the blue box. Ask Ss to identify the part of speech these words belong to. (Answer: They are all adjectives.) Have Ss work in pairs to do the activity, then elicit responses from different pairs. Where answers are different, encourage Ss to give reasons for their choice of adjectives and their ranking of the adjectives based on importance.
Answers Suggested answers: 1. clean, uncrowded, convenient 2. interesting, quiet, uncrowded, fascinating 3. clean,inexpensive, uncrowded, quiet 4. beautiful, safe, clean, big 5. convenient, safe, uncrowded 6. inexpensive, interesting, convenient, safe, big
Purpose To give Ss practice in using the words they learnt in the previous activity.
Teaching Tip Antonyms To extend Ss’ vocabulary, the T may want to get Ss to brainstorm more adjectives for describing places. In addition, the T may want to introduce antonym pairs. Examples: WordsAntonymsinterestinguninteresting/boringinexpensiveexpensive/costlyuncrowdedcrowdedbeautifulplain/uglysafeunsafe/dangerousfascinatinguninteresting/boringquietnoisybigsmall/little/tinyconvenientinconvenientcleandirty
Purpose To give Ss practice in listening for details and taking simple notes.
Optional Approach Helping words For weaker classes, the T may want to write the answers in a jumbled order on the board and have Ss choose the appropriate answer to fill in each blank.
Answers ● Conversation 1: a good restaurant ● Conversation 2: public restrooms ● Conversation 3: a good museum, history, science, children’s, art, computer
Purpose To give Ss the opportunity to listen to the same conversations again to confirm the information they heard earlier.
Optional Approach Pair work Before playing the recording again, the T can have Ss work in pairs to discuss their answers. If they have blanks they have not yet filled in, they can try to recall what they heard inactivity 1c or make guesses using contextual clues.
Purpose To provide Ss with speaking practice using the target language.
Optional Approach Other options The T may want to have Ss work in groups to write their own conversations and then present them to the class. Alternatively, the T may want to print the tapescript for activities 1c and 1d and have Ss read the conversations in pairs or groups.
Purpose To prepare Ss for the subsequent reading activity in 2b by prompting them to think of situations where they might need to make polite requests.
Teaching Tip Which question is polite Which question isn’t The T may want to write a few questions on the board (ensure there is a good mix of polite and impolite questions), and ask Ss their initial impressions as to which question sounds polite to them and which question sounds impolite. The T can draw Ss’ attention back to these questions when they complete activity 2c, to see if their initial impressions were correct.
Answers Suggested answers: ● In a foreign country. ● In public places like a bank, a postoffice, a library, a shopping mall, etc. ● At school. ● At home, especially when speaking to your elders.
Purpose To provide Ss with practice in reading for main ideas.
Culture Focus Polite speech Different countries and cultures have their own rules of polite speech. When learning a language, it is important to also learn the rules of polite speech of the culture in which that language is spoken. For instance, in spoken English, indirect questions are generally considered more formal and polite than direct questions. In addition, “please” and “thank you” are ‘magic words’ that are very important in polite speech. Sometimes, the choice of specific words can also make a speaker sound polite or impolite. For example, to say that something is “plain” sounds more polite than to say that it is “ugly” .
Answers ● Paragraph 1: When you visit a foreign country, it is important to know how to ask for help politely. ● Paragraph 2: Good speakers change the way they speak in different situations. ● Paragraph 3: Usually polite questions are longer. ● Paragraph 4: However, it is important to learn how to use the right language in different situations.
Purpose To give Ss practice in identifying direct questions and polite requests.
Culture Focus Asking questions It is said that it is easy to recognize an impolite question when you’re the person being asked the question, but not so easy when you’re the one asking the question. What makes a question impolite Most people would consider a question impolite if it’s asking them for information that they don’t really want to disclose to others. For example, in many cultures, it is not polite to ask questions about money – such as how much you earn every month, how much the diamond ring your husband bought you cost, etc. When unsure, it is best to remember that, if you are meeting someone for the first time, or you don’t know a person that well yet, keep to more general topics such as sports, music, hobbies, etc. Avoid topics which can be more personal to someone, e.g. money, family, age, health, politics, religion, etc.
Teaching Tip How do we make direct questions polite The T can highlight these common ways of making direct questions more polite: ● By adding “excuse me” or “pardon me” at the beginning of the question e.g. When does the bus leave → Excuse me, when does the bus leave ● By using “could” instead of “can” in questions e.g. Can you help me → Could you help me ● By adding “please” at the end of a question e.g. Could you help me, please (NOT “Please, could you help me ”)
Optional Approach Were you right After Ss have completed the activity, the T may want to draw Ss’ attention back to the questions that he/she originally wrote on the board so that Ss can now identify which questions are polite or impolite.
Answers Direct questionsPolite requests1. Where are the restrooms 1. Could you please tell me where2. When is the school trip the restrooms are 3. Where’s the postoffice 2. Excuse me, Mr. West. Do you know when the school trip is 3. Peter, could you please tell me your e-mail address 4. Pardon me, could you please tell me where to park my car
Purpose To provide Ss with practice in identifying suitable situations for different ways of making requests.
Teaching Tip Tone of voice The T may want to point out that another factor that is very important when making polite requests is the speaker’s tone of voice. Generally, a higher tone tends to sound more polite. To illustrate this point, the T could encourage Ss to practice reading the requests using different tones and give feedback on whether they sound polite or impolite in each case. The T could also remind Ss to smile when making requests.
Answers Suggested answers: 1. A, restaurant/home 2. B, street 3. A/B, any public place / home 4. B, street 5. B, movie theater / concert hall 6. A, home 7.B, street
Purpose To provide Ss with practice in writing polite, indirect questions. To prepare Ss for the subsequent writing activity.
Answers Suggested answers: TopicQuestionThe course you will studyCould you please send me the introduction of the courses The time of the courseCould you tell me how long the course lasts Where and what you can eatDo you know where students usually eat and what kind of food they eat Where you will stayCould I find out more about where students can stay, please What activities you can doCan you please tell me the kinds of activities students can do Travel to the schoolCould you please tell me how students usually travel to school OtherCould you tell me how much the course costs
Purpose To provide Ss with writing practice using the target language.
Teaching Tip Anonymous peer reviewing Sometimes, a T may want to consider asking Ss to do a peer review for a piece of writing. Some Ss will be uncomfortable with the idea of others (besides the T) seeing their writing, while other Ss may not look forward to having to comment on what one of their classmates has written. For groups of Ss who don’t seem to enjoy the peer reviewing process, an anonymous peer review can remove some of the discomfort associated with the task. The T can create a system for Ss to comment on their peers’ work anonymously, and while this may mean a little additional work for the T at the start (when creating the system), it could be well worth the additional work when Ss show increased confidence as they participate in a more meaningful and effective way.
Answers Sample writing: Dear Sir/Madam, My name is LiJie and I m from Beijing, China. I ll be coming to your school for a short study vacation this year. I d like to know more about your school and the courses I can take. First, I would like to find out exactly how long the course is and when it will begin. I wonder if you could send me the course outline and some information about the course fees. Could you please also give me some information about student housing and transport to your school In addition, it would be interesting for me to know about the activities that students can take part in and the places where they can hang out and have their meals after school. I would like to thank you for your help and I m looking forward to your reply. Yours faithfully, LiJie
Purpose To provide a comprehensive review of key vocabulary and functions presented in the unit.
Answers 1. 1. corner 2. rush, plan 3. suggest 4. polite, direct 2. Suggested answers: 1.Q: Could you please tell me where I can buy a magazine A: There s a bookstore on the third floor. 2. Q: Do you know where I can get some stamps A: You can get them at the postoffice on Green Street. 3. Q: Could you tell me what time the shopping center opens A: It opens at 10:00 a.m.
Answers 4. Q: May I ask how to get to theJapanese restaurant A:Just go along Main Street and turn right on Lake Street.
■ Optional Activity: Word tennis
Purpose To develop Ss’ vocabulary by focusing on matching adjectives and nouns (names of places).
Procedure
(Note: This activity may be conducted after Section B, activity 1a.)
1. Divide the class into four or five groups for this activity.
2. Tell Ss that the aim of this activity is to make adjective-noun (place) pairs.
3. Demonstrate how this activity is done:
● Write the word “restaurant” on the board.
● Invite one group to suggest an adjective to describe a restaurant, e.g. quiet restaurant
● Invite the next group to give a noun that can be described as quiet, e.g. quiet
classroom
● Invite a third group to give another adjective to describe a classroom, e.g. noisy classroom
● Repeat the procedure by having the groups suggest adjectives or nouns when it is their turn to do so.
Example:
Teacher: Restaurant.
Group 1: Quiet restaurant.
Group 2: Quiet classroom. Group 3: Noisy classroom. Group 4: Noisy supermarket.
Group 5: Big supermarket. Group 1: Big restroom.
Group 2: Clean restroom.
4. If a group hesitates too long (e.g. more than five seconds) in giving an answer or gives an answer that has been suggested earlier, that group is out of the game.
5. The last group to remain in the game is the winning group.

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