Unit 3
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This document provides resources for teaching English language learners how to ask for and give directions. It outlines four common ways to give directions: (1) mentioning the street name and nearby landmark, (2) providing subway or bus instructions, (3) giving step-by-step walking or driving directions, and (4) stating a driving route including highways and turns. It also includes example language for each method and a word list of common terms used for directions.
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This document provides resources for teaching English students how to ask for and give directions, including common phrases. It outlines three main ways to give directions: mentioning the street name and nearby landmarks; describing subway or bus routes; and turn-by-turn directions by foot or car. A fourth method, directions by car route stating highways and exits, is mentioned but not fully described. Examples are given for each type of direction-giving along with other useful language points for lessons on directions.
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This document contains a student's project submission that proposes additions to the Cat's Path route on campus. The student outlines three key locations that should be included in the route to improve safety: 1) The Kentucky Clinic, which could be added via a branch off an existing point. 2) The Alpha Phi house and other homes on Columbia Avenue, which could be protected by another branch. 3) Commonwealth Stadium, where many students park - this could be incorporated through another branch as well. The additions would help protect locations students regularly need to access alone at night.
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This document discusses the usage of the articles "a", "an", and "the" in English. It explains that "a" is used before consonant sounds, "an" before vowel sounds, and "the" when referring to something specific. It provides examples and exceptions to the rules, such as how "the" is used with superlatives, plural country names, and phrases including "of". It also discusses special cases for occupations, religions, numbers, buildings, seasons, meals, and means of transport.
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This document provides guidance on using the definite article "the" in English. It explains that "the" is used with specific people or things, names of oceans and rivers, nationality adjectives ending in certain letters, places containing words like republic or kingdom, and more. It compares uses of "the" versus no article, such as with general concepts versus specific instances. Overall, the document offers a comprehensive look at rules and examples for determining when to use "the" in different contexts in English.
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This document provides vocabulary, grammar exercises, and a dialogue practice about natural wonders around the world. It introduces vocabulary words related to hiking such as scissors, sleeping bag, pain killers, and compass. Grammar exercises focus on superlative adjectives like hottest, longest, and best. A matching exercise and sample dialogue practice identifying natural wonders like Everest, Loch Lomond, Ha Long Bay, Ayers Rock, and the Sahara Desert. The document also gives a partial dialogue to complete and introduces a project to assess knowledge about weather, travel, and natural attractions in Vietnam. It concludes with assigning a writing task about Vietnam and preparing for a test.
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This short presentation will introduce some basic rules regarding the correct use of articles in English language. This will be useful for students who want to have some basic idea about articles.
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The document outlines several filming locations for a music video project in Ringwood, England. The main filming location is a friend's house at 51 Northfield Road, where shots will take place in the driveway, garden, and interior rooms like the bedroom, hallway and kitchen. Two additional road locations on Northfield Road and Highfield Road will be used for outdoor shots, requiring caution around vehicle traffic. A trail along the old Castleman railway and the house's backyard lake are also identified as local nature spots for scenes. All locations are convenient for the filmmaker and actors to access.
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This document provides resources for teaching English students how to ask for and give directions, including common phrases. It outlines three main ways to give directions: mentioning the street name and nearby landmarks; describing subway or bus routes; and turn-by-turn directions by foot or car. A fourth method, directions by car route stating highways and exits, is mentioned but not fully described. Examples are given for each type of direction-giving along with other useful language points for lessons on directions.
Project 2
This document contains a student's project submission that proposes additions to the Cat's Path route on campus. The student outlines three key locations that should be included in the route to improve safety: 1) The Kentucky Clinic, which could be added via a branch off an existing point. 2) The Alpha Phi house and other homes on Columbia Avenue, which could be protected by another branch. 3) Commonwealth Stadium, where many students park - this could be incorporated through another branch as well. The additions would help protect locations students regularly need to access alone at night.
CONDITIONAL SENTENCE 2 + ANSWER.pptx
This document contains 10 examples of conditional sentences using "if" clauses. For each example, there is a main clause and one or more conditional "if" clauses. The correct answer is provided for each example, assessing the proper use of tense and conditional structure in the "if" clause given the context of the main clause.
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This document discusses the usage of the articles "a", "an", and "the" in English. It explains that "a" is used before consonant sounds, "an" before vowel sounds, and "the" when referring to something specific. It provides examples and exceptions to the rules, such as how "the" is used with superlatives, plural country names, and phrases including "of". It also discusses special cases for occupations, religions, numbers, buildings, seasons, meals, and means of transport.
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This document provides guidance on using the definite article "the" in English. It explains that "the" is used with specific people or things, names of oceans and rivers, nationality adjectives ending in certain letters, places containing words like republic or kingdom, and more. It compares uses of "the" versus no article, such as with general concepts versus specific instances. Overall, the document offers a comprehensive look at rules and examples for determining when to use "the" in different contexts in English.
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This document provides vocabulary, grammar exercises, and a dialogue practice about natural wonders around the world. It introduces vocabulary words related to hiking such as scissors, sleeping bag, pain killers, and compass. Grammar exercises focus on superlative adjectives like hottest, longest, and best. A matching exercise and sample dialogue practice identifying natural wonders like Everest, Loch Lomond, Ha Long Bay, Ayers Rock, and the Sahara Desert. The document also gives a partial dialogue to complete and introduces a project to assess knowledge about weather, travel, and natural attractions in Vietnam. It concludes with assigning a writing task about Vietnam and preparing for a test.
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The document outlines several filming locations for a music video project in Ringwood, England. The main filming location is a friend's house at 51 Northfield Road, where shots will take place in the driveway, garden, and interior rooms like the bedroom, hallway and kitchen. Two additional road locations on Northfield Road and Highfield Road will be used for outdoor shots, requiring caution around vehicle traffic. A trail along the old Castleman railway and the house's backyard lake are also identified as local nature spots for scenes. All locations are convenient for the filmmaker and actors to access.
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The document provides lessons on grammar, childhood, favorite classes, determiners, and teenage years. It includes:
- Questions about where someone was born and lived as a child using simple past tense and time expressions.
- Examples of determiners like the, an, some that come at the beginning of noun phrases and usually only one is used.
- A list of common subjects and categories taught in school including music, social studies, and mathematics.
- Examples of using "well" or "actually" to modify or add context to a previous statement.
Lesson a
The document discusses birthdays and days of the month. It provides examples of using the future tense with "going to" and indirect object pronouns. It gives sample sentences such as "I'm going to buy a jacket" and "We're going to send chocolates." It also provides examples of indirect object pronouns like "me", "you", "him", "her", "us", and "them" in sentences such as "I'm definitely going to invite them" and "I'm going to get him a CD."
Unit 4
The document provides details about planning a beach day trip. It recommends checking the weather forecast first and choosing a beach suited to your interests, like beaches for families versus surfing. It emphasizes arriving early to secure a good spot close to the shore as beaches become crowded in summer. The document also stresses thoroughly preparing supplies like swimsuits, towels, sun protection and entertainment items. Picnics are suggested with cold dishes, fruits, drinks and snacks. Drinking plenty of water and following lifeguard instructions are also advised to ensure a safe, fun beach day.
Unit 7
This document provides information about preparing to go away on a trip. It discusses getting a suitcase, finding a flight online, and things to remember like a towel, bathing suit, and batteries. It also describes two unique hotels - Reino Fungi Lodge shaped like a giant mushroom and Nothofagus Hotel & Spa built around an ancient oak tree deep in the woods.
Project Portfolio
Jithin Vadakel is a senior mechanical engineering student at the University of Colorado Denver graduating in December 2016. He has extensive experience leading projects including serving as the aerodynamics/ergonomics lead for his school's Formula SAE race car team where he designed and fabricated carbon fiber reinforced components. He is skilled in CAD/CAM, FEA/CFD simulation, welding, and additive manufacturing. The document provides details on several of Jithin's projects including his work on the Formula SAE race car and vehicle instrumentation projects in school.
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This document provides resources for teaching how to ask for and give directions in English. It identifies four common ways to give directions: (1) mentioning the street name and nearby landmark, (2) providing subway or bus instructions, (3) giving walking or driving directions by naming streets and turns, and (4) describing a driving route using highways, bridges and exits. It also includes example language for each situation and a word list of common terms used for directions.
Lesson a
The document discusses birthdays and days of the month. It provides examples of using the future tense with "going to" and indirect object pronouns. It gives sample sentences such as "I'm going to buy a jacket" and "We're going to send chocolates." It also provides examples of indirect object pronouns like "me", "you", "him", "her", "us", and "them" in sentences such as "I'm definitely going to invite them" and "I'm going to get him a CD."
Unit 4
The document provides details about three interesting places in the forests of Chile: Reino Hongos Hotel, Nothofagus Hotel & Spa, and Montaña Mágica Lodge. Reino Hongos Hotel is built in the shape of a giant mushroom and has rooms on three floors connected by ramps. It is directly connected to the Lawenko Spa and suitable for relaxation or outdoor activities. Nothofagus Hotel & Spa is a 35-meter tall structure surrounded by forest that offers beautiful rooms and suites with views of the forest and volcano, as well as dining areas and a magnificent spa. Montaña Mágica Lodge maintains a similar surreal architectural style to the other two hotels.
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This document provides information about grammar rules for the simple past tense, determiners, time expressions for talking about the past, and expressions used to correct yourself like "wait" and "actually." It gives examples of using the simple past to talk about completed past actions at a specific time or as a habit in the past. It also lists rules for using determiners like placing "all" and "both" before other determiners.
Unit 6
This document provides resources for teaching how to ask for and give directions, including common phrases and examples. It is divided into four parts that outline different methods for giving directions based on the situation: Part I describes using street names and nearby landmarks; Part II describes using public transportation like buses and subways; Part III describes directions by foot or car using street names and turns; Part IV describes directions by car route including highways and exits. Additional language points are also provided like asking for clarification and common expressions used when giving directions.
Unit 1
1. In Ecuador, children celebrate their birthdays on the day of the saint they are named after rather than their actual birthday date. Saint's day parties typically involve raisin cake, cookies, and hot chocolate.
2. When Ecuadorian girls turn 15, there is a large celebration where the girl wears a pink dress and her father dances the waltz with her while being serenaded by 14 maids and boys.
3. In Australia, Valentine's Day is celebrated by giving gifts like flowers, chocolates, and jewelry to loved ones. While not a public holiday, restaurants and shops related to Valentine's Day are busy. The origins of the holiday stem from St. Valentine but it has grown
Unidad 2
This document provides information about grammar rules for the simple past tense, determiners, time expressions for talking about the past, and expressions used to correct yourself like "wait" and "actually." It gives examples of using the simple past to talk about completed past actions at a specific time or as a habit in the past. It also lists rules for using determiners like placing "all" and "both" before other determiners.
Lesson b
This document provides information about special days and traditions in 3 paragraphs. It discusses holidays like Halloween, Valentine's Day, Thanksgiving, and Christmas. For each, it provides 1-2 sentences on traditions, such as trick-or-treating on Halloween and exchanging cards on Valentine's Day. The document also explains the origins and traditions of Thanksgiving involving feasts shared with Native Americans. It notes families get together and share traditional foods like turkey. The document concludes with brief descriptions of Easter and Christmas traditions in Britain such as decorating trees and exchanging gifts.
Unit 6
This document provides resources for teaching English students how to ask for and give directions, including common phrases. It outlines three main ways to give directions: mentioning the street name and nearby landmarks; describing subway or bus routes; and turn-by-turn directions by foot or car. A fourth method, directions by car route, is also mentioned. The document includes example dialogs and key language points for teaching directions.
Lesson b
This document provides information about special days and traditions in 3 paragraphs. It discusses holidays like Halloween, Valentine's Day, Thanksgiving, and Christmas. For each, it provides 1-2 sentences on traditions, such as wearing costumes and going trick-or-treating for Halloween or exchanging gifts and cards for Valentine's Day. The document also explains the origins and traditions of major holidays in both the UK and US like having Christmas trees, celebrating harvest for Thanksgiving, and giving Easter eggs.
Unit 3
This document provides resources for teaching English language learners how to ask for and give directions. It outlines four common ways to give directions: (1) mentioning the street name and nearby landmark, (2) providing subway or bus instructions, (3) giving step-by-step directions by foot or car, and (4) describing a car route including highways and turns. It also includes example language for each method and a word list of common terms used for directions.
Directions
The document provides guidance on asking for and giving directions in English. It includes sample dialogues demonstrating how to politely ask for and provide directions using short phrases and common terminology like "turn left/right", "go straight", "it's on the corner", etc. Landmarks, distances, and warnings are recommended to give a clear route. If unsure of the way, clarifying options are provided instead of guessing. Pronunciation practice for key terms is also included.
Prepositions 1
This document provides information about and examples of prepositions of direction used for giving directions. It includes:
- A definition of prepositions of direction as words and phrases that show the location of an object and are commonly used for giving directions.
- Examples of common sentence structures used for describing a building's location using prepositions like "between", "around the corner from", and "across from".
- Exercises that have students match prepositions to pictures, fill in blanks with prepositions, describe locations using prepositions, and find/correct errors in sentences using prepositions of direction.
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The document provides directions for students from Agnes Scott College to travel via public transportation to the Woodruff Library at Emory University using the Cliff Bus shuttle service. It details taking the CCTMA route Cliff Bus from the MARTA station bus loading area, exiting at the first Clifton Road stop, then following a short walking route past markers for Fishburne Drive and Ashbury Circle to reach the library's main entrance within its central courtyard. A review section recaps the key steps of taking the bus and navigating the short walk from the stop to the library.
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The document provides guidance on how to give directions to English speakers as concisely as possible. It recommends using short phrases with basic English and clear pronunciation. Key directions include go, take, and turn, followed by right, left, down, up, and road names. Transitions like after that and then should separate legs of the route. Estimates of time or distance, like five minutes or ten minutes, can also be provided. Landmarks should be mentioned to help others follow the directions.
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El documento define las competencias como actuaciones integrales ante actividades y problemas del contexto, con idoneidad y compromiso ético, integrando el saber ser, el saber hacer y el saber conocer en una perspectiva de mejora continua. Las competencias no son estáticas sino dinámicas y se desarrollan a través de niveles de desempeño que implican la articulación de lo cognitivo, actitudinal y práctico. La evaluación de competencias busca determinar el nivel de dominio mediante evidencias para establecer logros y áreas de mejora continua.
Growing up
The document provides lessons on grammar, childhood, favorite classes, determiners, and teenage years. It includes:
- Questions about where someone was born and lived as a child using simple past tense and time expressions.
- Examples of determiners like the, an, some that come at the beginning of noun phrases and usually only one is used.
- A list of common subjects and categories taught in school including music, social studies, and mathematics.
- Examples of using "well" or "actually" to modify or add context to a previous statement.
Lesson a
The document discusses birthdays and days of the month. It provides examples of using the future tense with "going to" and indirect object pronouns. It gives sample sentences such as "I'm going to buy a jacket" and "We're going to send chocolates." It also provides examples of indirect object pronouns like "me", "you", "him", "her", "us", and "them" in sentences such as "I'm definitely going to invite them" and "I'm going to get him a CD."
Unit 4
The document provides details about planning a beach day trip. It recommends checking the weather forecast first and choosing a beach suited to your interests, like beaches for families versus surfing. It emphasizes arriving early to secure a good spot close to the shore as beaches become crowded in summer. The document also stresses thoroughly preparing supplies like swimsuits, towels, sun protection and entertainment items. Picnics are suggested with cold dishes, fruits, drinks and snacks. Drinking plenty of water and following lifeguard instructions are also advised to ensure a safe, fun beach day.
Unit 7
This document provides information about preparing to go away on a trip. It discusses getting a suitcase, finding a flight online, and things to remember like a towel, bathing suit, and batteries. It also describes two unique hotels - Reino Fungi Lodge shaped like a giant mushroom and Nothofagus Hotel & Spa built around an ancient oak tree deep in the woods.
Project Portfolio
Jithin Vadakel is a senior mechanical engineering student at the University of Colorado Denver graduating in December 2016. He has extensive experience leading projects including serving as the aerodynamics/ergonomics lead for his school's Formula SAE race car team where he designed and fabricated carbon fiber reinforced components. He is skilled in CAD/CAM, FEA/CFD simulation, welding, and additive manufacturing. The document provides details on several of Jithin's projects including his work on the Formula SAE race car and vehicle instrumentation projects in school.
Unit 3
This document provides resources for teaching how to ask for and give directions in English. It identifies four common ways to give directions: (1) mentioning the street name and nearby landmark, (2) providing subway or bus instructions, (3) giving walking or driving directions by naming streets and turns, and (4) describing a driving route using highways, bridges and exits. It also includes example language for each situation and a word list of common terms used for directions.
Lesson a
The document discusses birthdays and days of the month. It provides examples of using the future tense with "going to" and indirect object pronouns. It gives sample sentences such as "I'm going to buy a jacket" and "We're going to send chocolates." It also provides examples of indirect object pronouns like "me", "you", "him", "her", "us", and "them" in sentences such as "I'm definitely going to invite them" and "I'm going to get him a CD."
Unit 4
The document provides details about three interesting places in the forests of Chile: Reino Hongos Hotel, Nothofagus Hotel & Spa, and Montaña Mágica Lodge. Reino Hongos Hotel is built in the shape of a giant mushroom and has rooms on three floors connected by ramps. It is directly connected to the Lawenko Spa and suitable for relaxation or outdoor activities. Nothofagus Hotel & Spa is a 35-meter tall structure surrounded by forest that offers beautiful rooms and suites with views of the forest and volcano, as well as dining areas and a magnificent spa. Montaña Mágica Lodge maintains a similar surreal architectural style to the other two hotels.
Unidad 2
This document provides information about grammar rules for the simple past tense, determiners, time expressions for talking about the past, and expressions used to correct yourself like "wait" and "actually." It gives examples of using the simple past to talk about completed past actions at a specific time or as a habit in the past. It also lists rules for using determiners like placing "all" and "both" before other determiners.
Unit 6
This document provides resources for teaching how to ask for and give directions, including common phrases and examples. It is divided into four parts that outline different methods for giving directions based on the situation: Part I describes using street names and nearby landmarks; Part II describes using public transportation like buses and subways; Part III describes directions by foot or car using street names and turns; Part IV describes directions by car route including highways and exits. Additional language points are also provided like asking for clarification and common expressions used when giving directions.
Unit 1
1. In Ecuador, children celebrate their birthdays on the day of the saint they are named after rather than their actual birthday date. Saint's day parties typically involve raisin cake, cookies, and hot chocolate.
2. When Ecuadorian girls turn 15, there is a large celebration where the girl wears a pink dress and her father dances the waltz with her while being serenaded by 14 maids and boys.
3. In Australia, Valentine's Day is celebrated by giving gifts like flowers, chocolates, and jewelry to loved ones. While not a public holiday, restaurants and shops related to Valentine's Day are busy. The origins of the holiday stem from St. Valentine but it has grown
Unidad 2
This document provides information about grammar rules for the simple past tense, determiners, time expressions for talking about the past, and expressions used to correct yourself like "wait" and "actually." It gives examples of using the simple past to talk about completed past actions at a specific time or as a habit in the past. It also lists rules for using determiners like placing "all" and "both" before other determiners.
Lesson b
This document provides information about special days and traditions in 3 paragraphs. It discusses holidays like Halloween, Valentine's Day, Thanksgiving, and Christmas. For each, it provides 1-2 sentences on traditions, such as trick-or-treating on Halloween and exchanging cards on Valentine's Day. The document also explains the origins and traditions of Thanksgiving involving feasts shared with Native Americans. It notes families get together and share traditional foods like turkey. The document concludes with brief descriptions of Easter and Christmas traditions in Britain such as decorating trees and exchanging gifts.
Unit 6
This document provides resources for teaching English students how to ask for and give directions, including common phrases. It outlines three main ways to give directions: mentioning the street name and nearby landmarks; describing subway or bus routes; and turn-by-turn directions by foot or car. A fourth method, directions by car route, is also mentioned. The document includes example dialogs and key language points for teaching directions.
Lesson b
This document provides information about special days and traditions in 3 paragraphs. It discusses holidays like Halloween, Valentine's Day, Thanksgiving, and Christmas. For each, it provides 1-2 sentences on traditions, such as wearing costumes and going trick-or-treating for Halloween or exchanging gifts and cards for Valentine's Day. The document also explains the origins and traditions of major holidays in both the UK and US like having Christmas trees, celebrating harvest for Thanksgiving, and giving Easter eggs.
Unit 3
This document provides resources for teaching English language learners how to ask for and give directions. It outlines four common ways to give directions: (1) mentioning the street name and nearby landmark, (2) providing subway or bus instructions, (3) giving step-by-step directions by foot or car, and (4) describing a car route including highways and turns. It also includes example language for each method and a word list of common terms used for directions.
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This document provides information about and examples of prepositions of direction used for giving directions. It includes:
- A definition of prepositions of direction as words and phrases that show the location of an object and are commonly used for giving directions.
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- Exercises that have students match prepositions to pictures, fill in blanks with prepositions, describe locations using prepositions, and find/correct errors in sentences using prepositions of direction.
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The document provides guidance on how to give directions to English speakers as concisely as possible. It recommends using short phrases with basic English and clear pronunciation. Key directions include go, take, and turn, followed by right, left, down, up, and road names. Transitions like after that and then should separate legs of the route. Estimates of time or distance, like five minutes or ten minutes, can also be provided. Landmarks should be mentioned to help others follow the directions.
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Archaeologists in Colchester, England have found remains of an ancient Roman chariot racing track. The track is thought to have seated around 8,000 spectators and was part of entertainment in the city nearly 2,000 years ago. The archaeologist who discovered the track, Philip Crummy, believes it is one of the most exciting archaeological finds in Colchester. Chariot racing was a dangerous sport in Roman times, often resulting in young drivers' deaths due to accidents on the track involving multiple chariots and horses.
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This document provides vocabulary and instructions for asking for and giving directions in English. It includes common terms used when providing directions such as traffic lights, turn left, roundabout, turn right, crossroads, go straight, and zebra crossing. Examples are given for asking how to get to various locations like the library, post office, supermarket, hospital, bank, church, restaurant, museum, police station, stadium, and garage. The responses provide step-by-step directions including terms like go, turn, block, left, right, corner, opposite, and across from to navigate from one's current location to the desired destination.
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Unit 3
- 1. AROUND TOWN
- 2. GRAMMAR GIVING DIRECTIONS: A COLLECTION OF RESOURCES FOR TEACHING HOW TO ASK AND GIVE DIRECTIONS FOR ESL STUDENTS BY CHRIS GUN This is not so much a lesson plan but is instead a collection of resources that can be used to teach how to give and ask for directions. In this section I've identified three common ways to give directions based on different situations. When I have some time, I'll add a fourth. Part I: Street Name and Nearby Landmark Perhaps, the easiest way to give directions is just to say what street it is on. Granted, it's not so easy in countries like Korea where there are no street names, but even there it can be modified to fit. For countries that don't use street names you can give an area and a landmark.
- 3. Language Points It's on Pine Street. It's on 4th Avenue. It's on the corner of Fourth and Pine. It's next to the bank. It's across from the school. It's opposite the bookstore. (It's in Yeonsu Dong across from the CGV theater.) Part II: Subway or Bus Direction Another common way to give directions is to tell somebody what bus or subway to take, where to transfer, and where to get off. Language Points Take the Green Line to Central Station. Transfer to the Main Line. Get off at Market Station. Go out exit number 4
- 4. Part III: Directions by Foot or Car A third common way to give directions is to tell somebody which streets to go down and where to turn. Language Points Go down Main Street to Broadway. Turn left on Broadway. It's on your right. Part IV: Directions by Car Route Another way commonly used to give directions when driving is to state the route including highways, bridges, tunnels, and turn offs. Language Points Take coastal highway. Take the Westminister turn off. Go over (Take) the Alex Fraser Bridge. Go through (Take) the Massey Tunnel.
- 5. . Other Language Points: Lessons on directions are also a good time to introduce embedded question (noun clauses) such as: Can you tell me where the library is? I don't know where the theater is. Can you tell me how to get to the airport? Some other important expressions include: You can't miss it. I'm lost. Which way is the hotel? Right in front of you. It's on the second floor.
- 6. WORD LIST ASKING FOR AND GIVING DIRECTIONS How do I get to …? What's the best way to …? Where is …? Go straight on (until you come to …). Turn back./Go back. Turn left/right (into …-street). Go along … Cross … Take the first/second road on the left/right It's on the left/right.straight on opposite Near next to between at the end (of) on/at the corner behind in front of (just) around the corner traffic lights crossroads, junction
- 8. NER JERSEY The third reason for New Jersey being my favorite place is crabbing. If it’s crab season, we crab. We keep the blue crabs and the snow crabs, and we let the others go. Sometimes we catch crabs on hooks, and sometimes we lower crab cages into the bay. Then we pull them out later. One time my brother caught a crab so big that it got stuck in the crab cage! The crab finally got out, but it hurt one of its legs and broke the cage trying. Poor crab!
- 9. ROME The most wonderful places in Rome are the famous Roman architecture and ecclesiastical buildings of the era of the Middle Ages and the Renaissance. Do not forget that Rome is the city with most churches worldwide. Being here to visit the Colosseum, where once gladiator fights were held, the Arch of Constantine, having a height of 25 meters, the Roman Forum, the heart of the Roman civilization, the Circus Maximus, the racetrack more largest in Italy, the Catacombs of San Callisto, used by the early Christian communities – Catholic.